Handbook and Guide to Learning 2016-2017 Catalog Table of Contents

ACADEMIC CALENDAR...... 1 Leadership (BA/MA)...... 247 Library and Information Science...... 256 INTRODUCTION...... 5 Literature...... 257 Locale...... 6 Mathematics ...... 259 President’s Message...... 7 Personal and Professional Development...... 263 The Woodbury Culture ...... 8 Philosophy...... 264 The Woodbury Academic Journey ...... 10 Politics & History...... 268 Public Safety Administration...... 277 SCHOOL OF ...... 21 Sciences ...... 287 Architechture...... 27 Urban Studies ...... 289 Interior Architechture...... 40 Professional Writing...... 293 Master of Architechture...... 51 First-Year Composition and Research Writing. . . . . 298 Master of Science in Architechture...... 59 Master of Science in Architechture STUDENT AND CAMPUS ...... 306 in Real Estate Development...... 62 The Times Library ...... 306 Master of Interior Architechture...... 67 International Opportunities for Study...... 308 Master of Landscape Architechture ...... 76 Junior Fellows Program...... 308 The Institute for Excellence in SCHOOL OF BUSINESS...... 84 Teaching and Learning...... 309 Accounting...... 87 Office of University Advancement...... 310 Marketing ...... 95 Campus Life...... 312 Management...... 102 Student Organizations...... 312 Marketing ...... 111 Citizenship: Rules and Education ...... 313 Master of Business Administration...... 118 Academic and Student Success Programs. . . . . 314 SOAR...... 315 SCHOOL OF MEDIA, CULTURE & ...... 131 Disabled Students...... 315 Animation ...... 136 Career Development ...... 318 Anthropology ...... 152 Campus Facilities...... 319 Communication...... 154 Design Foundation...... 165 OPERATION MANUAL ...... 168 Admissions...... 321 Filmmaking ...... 178 Undergraduate Admission Policy...... 321 Art & Design...... 186 Graduate Admission Policy ...... 328 ...... 197 Financial Information...... 336 Media Technology...... 209 Registration, Tuition, Fees, and Charge Policies . . . . 345 Pyschology...... 216 Academic Policy, Regulations, and Standards. . . . . 351 Master of Media for Social Justice ...... 225 Registering...... 352 Academic Standards...... 357 COLLEGE OF LIBERAL ARTS ...... 231 Graduation...... 365 Art History...... 235 Academic Honesty Policy...... 366 Economics ...... 238 Computer Security ...... 369 Foreign Languages...... 239 Student Rights...... 369 Interdisciplinary Studies...... 240 Trustees and Administraion...... 371 Academic Calendar 1 May 8 June 16 May 8-12 (10 week) July 17-21 July 17-21 May 8 Aug. 4 July 14 May 26 June 16 June 26 May 8-12 Summer 2017 July 22-Aug. 20 Summer 2017 Jan. 9 Feb. 21 May 6-7 Mar. 10 Mar. May 1-5 (16 week) Mar. 13-17 Mar. Spring 2017 (Traditional classes only) classes (Traditional Oct. 21 Aug. 22 Dec. 5-9 Fall 2016 (16 week) Oct. 10-11 Dec. 12-Jan. 8 Aug. 1-Sept. 2 Dec. 19-Jan. 23 April 17-May 12 Nov. 30-Dec. 4Nov. 26-30 Apr. Aug. 22-Sept. 2 Jan. 9-23 (Drop by May 5 to avoid tuition charges) (Drop by June 23 to avoid tuition charges) June 26-30 : ($35 Late Registration Fee added)

Super Sessions Begin Session 2 Session 2 Session 1 Last Date to Withdraw from Course Last Date to Withdraw from Session 1 class Last regular Course Add/Drop Periods Course Add/Drop Session 1 Session 1 Session 2 Spring Break Faculty Development Days Classes – Day/Evening No Traditional Intensive Classes meet on these days Semester recess Classes Begin Late Registration period Course Drop/Add course Last date to withdraw from Studio Finals Final Examinations Session 2 2016-2017 Course Catalog 2016-2017 Course SUMMER SUPER SESSION SUPER SUMMER FORMAT INTENSIVE 6-WEEK dropped by the Friday before classes begin to avoid incurring Summer Super Session courses must be tuition charges Traditional Calendar Traditional Spring terms: Fall semester, University includes three academic at Woodbury The academic calendar session. semester and Summer Academic Calendar Academic Academic Calendar 2 July 5 May 5 May 8 May 26 May 12 June 26 Aug. 15 June 28 May 8-12 Aug. 16-19 June 28-July 5 Summer 2017 Jan. 6 Jan. 9 Mar. 3 Mar. Mar. 6 Mar. Jan. 27 Apr. 21 Apr. Jan. 13 Mar. 10 Mar. Jan. 9-13 Mar. 6-10 Mar. Spring 2017 Sep. 9 Dec. 4 Oct. 14 Oct. 17 Oct. 21 Aug. 19 Aug. 22 Aug. 26 Fall 2016 Oct. 17-21 Aug. 22-26 Dec. 5-Jan 9 24-May 5 Apr. Session 2 Module Classes Begin Semester recess Session 2 Last Date to Withdraw Courses from Session 1 Business Courses Add/Drop Period Business Courses Add/Drop Session 1 Add/Drop period Add/Drop Session 1 Registration Deadlines Session 1 or no later than the Friday of the 1st week of class. Payment: Payment is due at time of registration permitted through the first week of each session with the exception of Note: Registration for intensive courses is Add/Drop Period” below. Business Classes: Please see “Business Courses Session 1 Session 2 Session 2 Session 2 2016-2017 Course Catalog 2016-2017 Course 7-WEEK INTENSIVE FORMAT 7-WEEK the are conducted during modules in seven-week offered (MBA) programs and graduate Undergraduate and weekends. evenings, day, Academic Calendar 3 May 8 June 9 July 17 July 14 June 12 Aug. 18 May 8-12 May 8-12 July 17-21 July 17-21 June 12-16 June 12-16 Summer 2017 Summer Jan. 9 Apr. 21 Apr. Feb. 13 Feb. 10 Mar. 20 Mar. Mar. 17 Mar. Jan. 9-13 Jan. 9-13 Feb. 13-17 Feb. 13-17 Mar. 20-24 Mar. 20-24 Mar. Spring 2017 May 6 Dec. 2 Oct. 31 Oct. 28 Aug. 22 Sept. 23 Sept. 26 Fall 2016 Aug. 22-26 Aug. 22-26 Sept. 26-30 Sept. 26-30 Oct. 31-Nov. 4 Oct. 31-Nov. 4 Oct. 31-Nov. Module Classes Begin Graduation Last Regular Class Session 1 Course Add/Drop Periods Course Add/Drop Session 1 Registration Deadlines Session 1 Session 1 Session 2 Session 3 Session 2 Session 3 Session 2 Session 3 Session 2 Session 3 2016-2017 Course Catalog 2016-2017 Course 5-WEEK INTENSIVE FORMAT 5-WEEK Academic Calendar 4 Apr. 1, 2017 Apr. Oct. 31, 2017 Oct. 31, 2016 Oct. 31, 2016 Mar. 17, 2018 Mar. Mar. 20, 2017 Mar. Apr. 17, 2017—Sept. 1, 2017 Apr. Nov. 28, 2016—Jan. 23, 2017 Nov. Nov. 28, 2016—May 12, 2017 Nov. March 29, Wednesday, Cesar Chavez Day (observed) Cesar Chavez March 29, Wednesday, May 29, Monday, Memorial Day • July 4, Tuesday, Independence Day Memorial Day • July 4, Tuesday, May 29, Monday, Sept. 5, Monday, Labor Day • Nov. 24 —25, Thurs.—Fri., Thanksgiving 24 —25, Thurs.—Fri., Labor Day • Nov. Sept. 5, Monday, *Dec. 12—Jan. 8, Winter Break • Dec. 25—Jan. 2, Campus Holiday Closure Break • Dec. 25—Jan. 2, Campus *Dec. 12—Jan. 8, Winter *March 13—17, Mon.—Fri., Spring Break • March 17, Friday, Spring Holiday Spring Break • March 17, Friday, *March 13—17, Mon.—Fri., Jan. 16, Monday, Martin Luther King Day • Feb. 20, Monday, President’s Day President’s Monday, Martin Luther King Day • Feb. 20, Jan. 16, Monday, Priority Filing Date for Returning Students 2017 FALL FALL 2017 FALL SPRING 2018 SUMMER 2018 General Open registration for returning students for returning General Open registration SPRING 2017 Academic advising and course selection period for returning students period for returning Academic advising and course selection SPRING 2017 SUMMER 2017 SUMMER 2017 2017 FALL Spring Semester 2017 Summer Session 2017 Fall Semester 2016 2016-2017 Course Catalog 2016-2017 Course FINANCIAL AID CALENDAR 2016/2017 FINANCIAL AID CALENDAR assistance for 2017/2018 should complete their applications by the Students reapplying for financial aid the 1st priority filing date needs to be met. full year only, If applying for the priority dates listed below. * Holiday Spring Breaks, except for the Campus will be open during the Winter and offices University * as noted above. Closures 2017 2017/Fall Spring 2017 & Summer for Registration in the 2016/2017 and 2017/2018 Academic years are tentatively The registration periods for semesters registration begins is subject to change. Information will be provided scheduled; as a result, the actual date registration periods, and will also be posted on the university portal to all students regarding advising and as those dates approach. UNIVERSITY BREAKS AND HOLIDAYS 2016/2017 HOLIDAYS BREAKS AND UNIVERSITY during these periods) may be in session Intensive classes (5-wk or 7-wk Guide to Learning 5 - - eral law, so that all members of the community are so that all members of the community eral law, It is the treated at all times with dignity and respect. all forms of therefore, to prohibit policy, university’s university such discrimination or harassment among and administration. students, staff, faculty, Statement Disclaimer reserves the right to modify University Woodbury and locations and policies and adjust requirements standards as described in this publication at any time and without prior written notice. Dates Handbook Effective from Fall Semester 2016 This handbook is in effect through Summer Session 2017. Changes Curricular Courses listed in this handbook are subject to changes initiated by departments or programs approved by the Curriculum Committee, the Faculty of Academic Affairs. Association, and the Office Changes in curriculum for the ensuing year are pub- lished in the handbook supplement or in the next catalog. academic year’s Nondiscrimination Policy is committed to providing an University Woodbury of discrim environment that is free from any form individual’s ination or harassment based upon an pregnancy, religion, sex, gender identity, race, color, status, age, citizenship national origin, ancestry, mental disability, marital status, physical disability, military or medical condition, sexual orientation, any other veteran status, genetic information, or state or fed characteristic protected by applicable 2016-2017 Course Catalog 2016-2017 Course Veterans Affairs Veterans University degree programs are ap- Woodbury educational funding Affairs proved for Veterans U.S. Code. Title Number 38 of the benefits under to com- and dependents are required Veterans 21.4135, regulations under sections ply with VA 21.4235, and 21.4277 with regard to required class attendance and acceptable academic progress. Woodbury University is accredited by the Western is accredited by the Western University Woodbury SeniorAssociation of Schools and Colleges (WASC) 985College and University Commission (WSCUC: Suite 100; Alameda, CA 94501; Atlantic Avenue, 510-748-9001) and is approved by the Postsecondary Education.Commission, Department of its original regional accred- Woodbury granted WASC itation in 1961. In 1994, the National Architectural ArchitectureAccrediting Board (NAAB) accredited the Accredita- program. The NAAB 2014 Conditions for http://www. tion may be found at the NAAB website: The . Schoolnaab.org/accreditation/2014_Conditions the Asso- of Business received its accreditation from Programsciation of Collegiate Business Schools and Association(ACBSP) in spring of 1991 and from the (AACSB) into Advance Collegiate Schools of Business Designspring, 2014. In 1991, the Council for Interior as FIDER, ac- Accreditation (CIDA), formerly known credited the program. In 2008, programs in Animation, Fashion the university’s Design, Graphic Design, and Interior Architecture received accreditation from the National Association of Schools of Art and Design (NASAD). In 2011, Film- making received plan approval from NASAD and will be considered for full accreditation approval once it has graduated its first class. In 2012, Game Art & Design received plan approval from NASAD. Accreditation Woodbury University Woodbury Catalog 2016-2017 Handbook and and Handbook Learning to Guide Guide to Learning 6 P4 17 15 P5 16 20 21 19 18 , CA 91504 bank, 22 Bur P2 8 23 5 24 9 818.767.0888 • woodbury.edu 4 enoaks Blvd. 6 3 2 1 N. Gl 10 14 7500 Campus Entrance P3 13 11

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a C NORTH FWY I-5 NORTHBOUND Exit I-5 Buena Vista St Turn left at o‡-ramp Left onto Glenoaks Blvd FWY I-5 SOUTHBOUND Exit I-5 Way Turn left at o‡-ramp Right onto Glenoaks Blvd 3 3 2 9 4 11 17 12 21 19 19 23 25 P1-P5 NIVERSITY Kirkendall Conference Room Room Conference Kirkendall Center 19 Faculty Business Kummer 18 Library Times Angeles Los Malburg Atrium 20 & Enrollment Marketing Miller Hall Naidorf Hall 3 Nan Rae Gallery (Cafe) The Woody’s, New Room Nielsen Conference North Hall 5 18 of the President O”ce Parking Plant Operations Physical 2 Gallery Powell 15 Studio Ralph M. Parsons Registrar Room Board Sa‡ell 22 School of Architecture O”ces School of Architecture 18 21-23 School of Business School of Media, & Design O”ces Culture Shipping and Receiving 18 South Hall Student Development 16 Plaza Business Tamkin Complex Nielsen Athletic 17 Gallery Wedge 19 14 Annex West Student Center Whitten Center Writing 17 U 1 3 3 3 7 2 2 8 6 11 17 13 17 17 16 19 18 10 22 24 20 OODBURY MAIN CAMPUS MAP W Auditorium Auditorium Chandler Dean’s Suite Suite Chandler Dean’s Services Counseling Design Center 19 & Alumni Relations Development 2 Courtyard Enkeboll Entertainment Media Health Services Academic A‡airs A‡airs Academic Services Career Services Central Annex Faculty Room Conference Annex Faculty 7 Aid Financial Hensel Hall Room Hensel Hall Conference 2 & Security Information Technology Information Transdisciplinary for Institute 3 Studies OŒces Gallery Fashion Judith Tamkin 6 Julius Shulman Institute Center Isaacs Faculty 22 18 Admissions Admissions House/Pool ASG Room Conference Bowman O”ce Business 19 Cabrini Hall Jones Foundation Fletcher Ahmanson Main Ahmanson Main Space Alumni Quad Alumni Gallery 22 Bookstore 2016-2017 Course Catalog 2016-2017 Course Locale locat- University is campus of Woodbury The main in Burbank, Cali- Glenoaks Boulevard ed at 7500 to the City of Los Angeles, fornia, 91504, adjacent drive from downtown about an eighteen-minute acre campus is at the Los Angeles. The twenty-two Hills, just east of the Burbank foot of the Verdugo access from the Golden State Airport, with easy Buena Vista Street exit. Wood- Freeway (I-5) at the campus is at 2212 Main bury University’s California, where it currently Street, San Diego, a professional a five-year BArch program, offers degrees master’s MArch, and two post-professional sites are off-campus in architecture. Additional Hills, and located in Hollywood, Glendale, Beverly Headquarters. at the Los Angeles County Sheriff’s President’s Message 7 r. It rst in their nd innovative solutions to a wide fifty states and forty-nine countries, and our faculty is comprised of the states fifty fields. Over the years, Woodbury Uni-versity graduates have founded and Woodbury fields. Over the years, families to earn a college degree. Many choose to take advantage of travel to families to earn a college degree. Many Our alumni can be found experience. lands as part of their Woodbury far-off in all well as top professionals in their respec- best minds in the academic world, as tive built businesses, headed national publications, become noted fashion design- led ers for movies and television, won design competitions, held public office, non-profit organizations, and more. Almost all of our students report that their individual career education taught them to look beyond their Woodbury interests, and to collaborate with others to fi range of community challenges. As we celebrate more than 130 years of academic excellence, I invite you to visit our new website and our campuses in Burbank and San Diego (Architec- University has to offe ture only) and learn more about what Woodbury very well might change your life — and the world! Cordially, David M. Steele-Figueredo, PhD President Welcome to Woodbury University, where engagement, innovation and trans- where engagement, innovation University, to Woodbury Welcome things! people to accomplish extraordinary formation empower Woodbury Uni- as a small private, non-profit institution, Established in 1884 creative econ- at the heart of the Southern California versity today is located wish to who globally, a major draw for students, locally and where it is omy, Within a few miles ecosystem of expertise and resources. gain access to a rich the most innovative companies in the of its two campuses, there are some of Bros. These creative Company and Warner Disney world, including The Walt programs. enterprises are at the core of our academic and graduate majors in the Schools With more than twenty undergraduate & Design, and the College of Liberal of Architecture, Business, Media, Culture practice-based professional and liberal Arts, each program is built on a strong, of accolades. For example, I am arts foundation and on an extensive resume have achieved accreditation from proud to share that five of our programs name increasingly is the Woodbury national rating organi-zations, and that Report, Colleges U.S. News & World recognized by the likes of The Economist, and Animation Career of Distinction, Graphic Design USA, DesignIntelligence, top-notch academic programs and Review as a leading university that offers chosen field and in life. prepares students for excellence in their countries and reflect the cultural di- Our students come from more than forty More than half are the fi versity of Southern California and beyond. President’s Message President’s 2016-2017 Course Catalog 2016-2017 Course The Woodbury Culture 8 , and sustainable practices. engagement. teaching, services, student wellbeing, com-munity services, student wellbeing, teaching, safety to encourage so-cial and professional behavior responsibility. and service competitiveness, distinctiveness learning. and open communication, collaboration diversity, confidence to desire, and Developing the ability, by creating imagine new ideas to make a difference functions to impactful solutions that link needs and limits and possibilities. Transdisciplinarity disci- Harnessing the creative power of multiple the perspec- plines and communities that broaden and tive across academic boundaries by thinking perspectives acting holistically by bridging multiple and practices. Civic Engagement community have The members of the Woodbury identified four principles that articulate more pre- cisely what is necessary for the university to achieve Core Values Core • excellence in by standards of Excellence: Driven • Setting the highest standards of academic Ethics: • Pursuing ever higher levels of Aspiration: •culture that values Community: Building a PRINCIPLES STRATEGIC community have The members of the Woodbury more pre- identified four principles that articulate to achieve cisely what is necessary for the university its mission: 2016-2017 Course Catalog 2016-2017 Course Vision cultivates a personal, interac- University Woodbury on an inno- tive learning environment that focuses vative, practice-based professional and liberal arts add distinct value with our focus on education. We faculty-student interaction and support for student development and achievement. Our Contribution to Society graduates are ambassadors Successful Woodbury leaders who They are innovative for the university. They help individuals and communities flourish. ethical are known for being strong communicators, with a deep thinkers, and creative problem-solvers justice. commitment to sustainability and social and ea- They are knowledgeable in their disciplines learning. They ger for collaboration and continuous citizenship, integrate professional skills with global curiosity. and intellectual entrepreneurial energy, make a difference. graduates Woodbury Core Purpose Core students into inno- University transforms Woodbury who will contribute responsibly vative professionals achieve academic We to the global community. student excellence by focusing on purposeful engagement, establishing external partnerships, and and ensuring that all our processes, services, environment enrich the student experience. MISSION STATEMENT The Woodbury Culture The Woodbury Culture 9 opened at these new facilities in October 1987 on in October 1987 these new facilities opened at earthquake shook day that the Whittier the same Later that same year, California. much of Southern working adults College program for the Weekend the aid of grants from The was established with and The William Ran- Fletcher Jones Foundation dolph Hearst Foundation. opened a campus in San In 1998, the institution and both professional a BArch Diego where it offers degrees in architec- master’s and post-professional ture. opened a campus in San In 1998, the institution a BArch and both profes- Diego where it offers in degrees sional and post-professional master’s architecture. Our Students Our - University is unique among private insti Woodbury have a 130-year history of We tutions in its diversity. helping students of diverse genders, races, ethnici- ties, and economic classes to achieve their dreams. our student body consists of approximately Today, 37% White, non-Hispanic students, 29% Hispanic students, 9% Asian students, 18% international students, and 4% African-American students. The White, non-Hispanic students comprise diverse populations as well, including a large and growing number of students of Armenian heritage. The ma- students are the first in their jority of Woodbury’s Our Faculty Our over 150 Approximately 100 full-time faculty and group of adjunct faculty members make up the Universi- dedicated educators who embody the academic mission through their intellectual ty’s and pursuits, scholarly inquiries, creative works, endeavors, professional expertise. Their academic design, along specifically instruction and curriculum fields with professional practices in their respective the Universi- shape the educational experiences of advis- students. The teaching, mentoring and ty’s way for ing faculty provide to students pave the our graduates to not only succeed professionally the but also become lifelong learners. Ultimately, “transform faculty honor seriously the charge to who will students into innovative professionals contribute responsibly to the global community” and accomplish this by embedding the University’s four Strategic Principles, design thinking, transdis- civic engagement, and entrepreneurship ciplinarity, educational experience. in the student’s 2016-2017 Course Catalog 2016-2017 Course Our History Our Los Angeles was a century, In the late nineteenth with a population of approx- rapidly growing town New business enterprises imately eleven thousand. and community leaders were being established expansion and growth driven by looked forward to a real estate boom. - grow city’s In 1884, in response to the needs of the an edu- C. Woodbury, F. ing business community, arrived from cational entrepreneur, Business College, as it was and founded Woodbury business initially named, in the center of the local North Main From that storefront on community. and the Street, the historic link between Woodbury California was economic infrastructure of Southern the forged and has been maintained throughout history of the university. was located in For the first 103 years, the university of times to , moving a number In body. accommodate the growth of the student was estab- 1931, the Division of Professional Arts that are lished to focus on those fields of design then became closely allied with business. Woodbury design. In a college of business administration and legendary 1937, in spite of a worldwide recession, to effort President R. H. “Pop” Whitten led the build new facilities at 1027 Wilshire Boulevard. For years, that location served as the university’s fifty II and Ko- War campus, through the return of World veterans, among thousands of other stu- rean War dents who were the first in their families to attend introduced a graduate college. In 1969, Woodbury program leading to the Master of Business Admin- istration (MBA). In 1972, it became a non-profit institution of higher education. In 1974, Woodbury University and began College became Woodbury to raise money from alumni and its initial efforts friends. In 1982, Computer Information Systems was in 1984. followed by Architecture added as a major, In 1985, under the leadership of then-president Dr. the university acquired an existing Miller, Wayne 22.4-acre campus in Burbank/Los Angeles, the site of Villa Cabrini Academy and eighty-year-old Classes two other educational institutions. later, its mission: Entrepreneurship innovation and of creativity, Fostering a culture visionary opportunities to opportunity by pursuing practice, or product. realize innovative knowledge, The Woodbury Academic Journey 10 Courses of Study: of Courses Experience Transformative Your The Heart of PROGRAMS ACADEMIC University comprises the three schools Woodbury of Business, Architecture, and Media, Culture & Design, and the College of Liberal Arts, offering undergraduate degrees in Accounting, Marketing, Fashion Marketing, Management, Architecture, Interior Architecture, Animation, Communica- tion, Fashion Design, Game Art & Design, Graphic Filmmaking, Media Technol- Design, Psychology, Professional Leadership, Politics and History, ogy, Public Safety Administration, and Interdis- Writing, Learning at the university helps students create students create at the university helps Learning world of the future. to shape the new knowledge idea of per- is built on the education At Woodbury, that can transform others. Our sonal transformation in all make a difference job is to help our students classes, on the campus, and in that they do—in their their communities. Freedom Academic higher education practices in use In conformity with Universi- States, Woodbury throughout the United have the right to express their ty faculty members facts relating to the subject understanding of the that the instructor deems edu- matter in a manner and professionally appropriate. cationally effective of de- Instructors are encouraged to keep abreast this knowl- velopments in their fields, and to share edge and understanding with their students. will be It is expected that controversial matters Instructors treated with fairness and good taste. the only should bear in mind that theirs may be the stu- viewpoint on a particular subject to which avoid bias, dents are exposed, and that they should sound aiming for presentations that are factually and subject to documentation. to offer Faculty members have the opportunity fair evalua- students a model of clear thinking and placed tion, and should consider the responsibilities may upon them by the fact that their approach approach to value judgments. become the student’s that the In demeanor and appearance, it is hoped University will recognize instructors at Woodbury in that they are setting a standard for professionals the field. 2016-2017 Course Catalog 2016-2017 Course The Purpose of Education: To Transform To Education: of The Purpose Preface: How to Use this Book to How Preface: believes that the fostering of University Woodbury we believe student learning is our central activity; core of that fostering learning should be at the every university action and communication, includ- purpose is to provide a ing this book. This book’s guide and handbook to learning that lays open the experiences and the resources that we will bring to bear in helping you learn. It is also a practical guide to supporting processes such as registration and a glimpse of the community conduct, and it offers Learning takes place. where Woodbury This book will give you a sense of the journey that you undertake as a student, a journey shaped by both you and the greater university community. It will tell you what you will learn, how you will learn, how you and others will know that you have learned, and why that makes a difference. The Woodbury Academic Journey families to go to college and a far higher percent- go to college and families to with from families at other colleges come age than means. limited economic of students, and in striving to In serving this group and socially responsible, be innovative, dedicated, and ambition is to provide intellectual Woodbury’s economic sectors, region’s human capital to the who seek to con- opportunities to those to offer students with a world-class tribute, to provide a socially responsible education, and to sustain and tries to preserve the community that examines nature, society, of the region’s important ecologies its educational evolution, and culture. Throughout adhered to core principles that value has Woodbury student empowerment, diversity, ethical behavior, grounded in and a rigorous professional education the liberal arts. The Woodbury Academic Journey - - 11 (up to 54 units if required to take PMBA courses) Required Semester Units for Degree 63 units 93 units 36 units 63 units 93 units 60 units 90 units 30 units 36 units our journey has a destination, which educators Graduate Degree MArch 2-year track MArch 3-year track MSArch MSArch, Real Estate DevelopmentMIA 2-year track 36 units MIA 3-year track MLA 2-year track MLA 3-year track MA, Leadership MA, Media for Social JusticeMBA 60 units vide the experiences and environment in which you vide the experiences and environment in the right could succeed. The best learning occurs environment with the right experiences. Classroom experiences are designed so that the focus is on you as an individual learner and your specific needs for personal growth. These experiences help you attain the skills and knowledge that are expect ed of all college graduates, as well as the skills and knowledge essential in your chosen field. Those skills and those varieties of knowledge are formed by a sequence of experiences that ultimately outfits the student to become more independent and creative. Y The Curricula you were invited If you are a student at Woodbury, we could pro to join our community because we felt call “student learning outcomes.” That destination course, and each phase, affecting shapes the journey, experience. As you move along your path, you will be able to see clearly and in measurable terms that you are on your way to your goal. In this handbook, Graduate Degree Programs Degree Graduate leading graduate curricula offers The university Architecture (MArch), of Master of to the degrees of Business Adminis- Master of Arts (MA),Master of tration (MBA), Master Architecture (MIA), and (MLA), Master of Interior Architecture(MSArch). Master of Science in Required Semester Units for Degree 120 units 120 units 120 units 120 units 160 units 126 units 126 units 126 units 126 units 128 units 128-130 units 120 units Undergraduate Degrees BA, Communication BA, Interdisciplinary StudiesBA, Leadership BA, Politics and History 120 units BA, Psychology BArch BBA, Accounting BBA, Marketing BBA, Fashion Marketing BBA, Management Interior Architecture BFA, Most majors in the School of BFA, Media, Culture & Design BS, Interdisciplinary Studies BS, Media Technology 120 units 2016-2017 Course Catalog 2016-2017 Course The university offers undergraduate curricula undergraduate The university offers of Bachelor of Arts (BA), leading to the degrees Bachelor of Science (BFA), Bachelor of Fine Arts (BArch), and Bachelor (BS), Bachelor of Architecture requires BFA of Business Administration (BBA). The of credit and a minimum of 128–130 semester units School of Me- can be attained in most majors in the Architecture. dia, Culture & Design, and in Interior units The BBA requires a minimum of 126 semester Mar- of credit and can be attained in Accounting, The keting, Fashion Marketing and Management. semester units BA and BS require a minimum of 120 of credit; the BA can be attained in Communication, Politics and Interdisciplinary Studies, Leadership, BS in Interdisciplin- and the and Psychology, History, The minimum ary Studies and Media Technology. semester requirement for the BArch degree is 160 internship units of credit. Most majors require an in or some work experience. These are described degree the sections pertaining to the individual programs. Undergraduate Degree Programs Undergraduate Degree ciplinary Studies; and graduate degrees in Business degrees in Business and graduate ciplinary Studies; Interior Architecture, Architecture, Administration, for Social Justice, Architecture, Media Landscape addition to traditional formats and Leadership. In selec- a number of offers for learning, Woodbury in non-traditional formats, tively chosen programs formats that allow using cohorts and intensive pursue a degree. working students to The Woodbury Academic Journey - 12 - - - - - tors, our faculty. You will work closely with faculty will work closely with You tors, our faculty. your success members who take an active interest in improve your and who will find ways to support and learning. himself or In the final analysis, no one learns for all learn for others, for those who herself alone. We after us. accompany us, and for those who come around learning will not only change the world Your the journey you, it will also be used to help improve by will already have impact simply for others. You that blazing a trail of learning. It makes a difference you are learning here. DISTRIBUTED GENERAL EDUCATION: LEARNING MODEL INTEGRATIVE General education describes the common knowl edge and skills expected of every college graduate. Integrative learning describes a way of constructing bodies of knowl connections between different edge. The faculty members formulate these expec tations from the vantage points of their respective disciplines, as well as from their understanding of the shifting environments in which graduates will live and work. A common educational experience emerges from this process of integrating knowledge. General Education Program University’s Woodbury consists of coursework distributed through the curriculum based on the importance of Institutional Learning Outcomes, traditional ways of defining ence can be increasingly successful. In this handbook, In this handbook, increasingly successful. ence can be your overall progress the places where you will find that we can help you, and us, im will be assessed so getting you to your destination. prove the process of journey—as well as along the At the end of your development of what you way—you will see the you can do and demonstrate to know and of what are called the RESULTS others. These developments these results, others will know OF LEARNING. From it takes to make an impact in that you have what your life, and in your community. your profession, in will find lists of the tangible In this handbook, you results of learning in your program. as well as the In addition, you will find the courses, leadership other experiences—such as travel study, opportunities, involvement in civic engagement help to shape encounters, and internships—that will find the will also You your transformative journey. and men names and qualifications of your guides for those who travel after you, so that the experi who travel after you, for those ------2016-2017 Course Catalog 2016-2017 Course ly. That might mean adjusting the journey to fit your ly. individual needs. This may even adjust the journey ASSESSMENT PROCESS The assessment process is used to confirm that you are prepared for the next steps, and also allows those who guide you to address any areas in which you might be weak, so that you can finish successful lum maps that show where you will encounter and master the skills and knowledge needed to reach your goal. CURRICULUM MAP CURRICULUM need a map. The reach that destination, you will To curriculum map shows the route of your journey and the skills and knowledge you will accumulate and develop at every step. The curriculum map is used by those who teach you to ensure that each course is focused on the journey and that you get what you need. In this handbook, you will find curricu Entrepreneurship ILO Entrepreneurship for growth challenges into opportunities Transform and success. Out In addition to the four Institutional Learning has developed comes, each of your chosen programs students Program Learning Outcomes that provide in your with the requisite knowledge to succeed profession. velop broadly informed approaches. Civic Engagement ILO to strength Apply critical knowledge, skills, or values en communities. Design Thinking ILO processes to create impactful Demonstrate iterative and innovative solutions. ILO Transdisciplinarity to de Integrate multiple perspectives and practices INSTITUTIONAL LEARNING OUTCOMES INSTITUTIONAL LEARNING adhere to academic programs University’s Woodbury by using them to inform the four strategic principles Outcomes (ILO): our Institutional Learning you will find, with each program, a set of student a set of student with each program, you will find, will define what you that clearly learning outcomes pro Our journey. do at the end of your be able to are informed by the larger gram learning outcomes outcomes. institutional learning The Woodbury Academic Journey 13

fer solutions to real ferent research methodologies fectively by means of spoken lan fectively by means ritten Communication: Through iterative expe ritten Communication: Through iterative and ethical implications of various sources of infor and ethical implications Students will develop an understanding of the Students will develop an understanding importance of responsible citizenship and acquire importance of responsible citizenship and knowledge needed to analyze conditions create opportunities to of non-human world challenges, in both human and levels. networks, on both personal and global Students will be able to investigate relationships knowl among multiple disciplines, then synthesize in order edge and skills from those investigations to create innovative solutions. clusions. will assess the value literacy: Students Information mation, evaluate dif research as an iterative and processes, understand to extract meaningful knowl inquiry and be able edge from information. Students will be able to com Oral Communication: municate ef persuasive, and expres guage for informational, sive purposes. W will learn to riences across the curriculum, students engag develop and communicate ideas in writing ing various genres, styles, and methodologies.

(addressing Civic Engagement & Entrepreneurship) 7. Applied Learning: Thinking) & Design (addressing Transdisciplinarity 8. REQUIREMENTS GENERAL EDUCATION University requirements comprise three Woodbury broad categories: Core Competencies Courses, Breadth Courses, and Institutional Learning Out- come Courses. Core Competency courses ensure that students acquire the foundational skills nec- essary to build an advanced body of knowledge in their chosen discipline and pursue greater academic endeavors. Breadth Courses provide students an op-portunity to add meaning to their chosen course of study by infusing their body of knowledge with diverse liberal arts disciplines, adding student-driv- en meaning to their curricular requirements. The Institutional Learning Outcome Courses provide University knowledge that makes the Woodbury curricular programs unique to our community of learners. These general education requirements, along with the program requirements, provide students with vital knowledge and skills unique to 4. 5. 6. Personal/Social Responsibility: ------, as well as the major courses. -order reasoning and critical . It addresses the need for all students . It addresses the need o achieve greater student success, the o achieve greater student . As such, all three schools and the College . As such, all three schools and the College empirically based research and information litera cy to decision making, and analyze alternative out comes against relevant criteria and standards before accepting or formulating opinions or con- employ the higher thinking skills needed to understand and create sophisticated arguments sup-ported by quantitative data. Critical Thinking: Students will comprehensively explore issues, ideas, artifacts, and events, apply ways of thinking that underline the search for knowledge in the humanities, sciences, and social sciences. Quantitative Reasoning: Students will be able to

(addressing the five core competencies) 2016-2017 Course Catalog 2016-2017 Course 3. Intellectual and practical skills: taining the General Education Program curriculum, taining the General Education Program courses, which is comprised of the general education selected areas of study multi-ple tive, and responsible citizens; understand students’ applications of knowledge; and advance world in which understanding of themselves and the they live. Outcomes: Learning General Education Knowledge: 1. Students will be able to understand the diverse of Liberal Arts have a role in providing and sus of Liberal Arts have a role in providing Mission and action; Inspire students to synthesize knowledge ideas to make simple connections among multiple effec create complex solutions; cultivate involved, dation and elaboration for all students learning at dation and elaboration the university of the community and of ly responsible members the world. T curriculum employs an assess General Education to the design of student ment-based approach drawing upon traditional forms learning outcomes, competen of defining bodies of knowledge, core academic disciplines, and the development of core development of core disciplines, and the academic oral communication, such as written competencies, reasoning, information quantitative communication, thinking. and critical literacy, curriculum serves as a foun The General Education well-informed, and social to be skilled, creative, cies, and institutional values to create collaborations cies, and institutional values to create This task across disciplines, schools, and programs. within the requires the collaboration of all elements university 2. The Woodbury Academic Journey 14 21 units 3 units 3 units 3 units 3 units 3 units 3 units 0 units 3 units 3 units 9 units partmental Ethics Courses ment Top- or ARTH ics Course OR Departmental Courses (see list below) Transdisciplinary Transdisciplinary Seminar AL BREADTH COURSE (see partial list below): specify this course (Some majors course requirement.) majors course (300 ) (Some specify this course requirement.) (see partial list below) (see partial list below) TOTAL INSTITUTIONAL LEARNING COURSE UNIT REQ. UNIT REQUIREMENT 1. with a lab Natural Science 2. Science course Social 3. course Humanities 4. General Education Lower-division 5. General Education Upper-division TOT Institutional Learning Outcome Courses 1.Civic Engagement PHIL 210 OR De- 2. Entrepreneurship Major Require- 3. Design Thinking 205, 204, ARTH courses that Below is a partial list of the Woodbury fall into the larger liberal arts and sciences cate- gories making up general education coursework Humanities, Social Sciences, Natural of Art History, Sciences, and Mathematics. Speak with your faculty advisor or department chair to determine whether and when you need a specific course or a course from a specific category: Breadth Courses Breadth 4. Transdisciplinarity INDS 3XX or 19 units 6 units 3 units 1 unit 3 units 3 units 3 units WRIT 111 and WRIT 112 COMM 120 LSCI 106 226, 249, 251, 270 OR PSYC 220 s second semester in resi Elementary Algebra oodbury. Written communication Written Oral communication Information Literacy LSCI 105 or Critical thinking INDS 1XX Quantitative literacy 220, MATH Scientific Investigation ENVT 220 TOTAL CORE TOTAL COMPETENCY UNIT REQUIREMENT matics through MATH 149 before enrolling in matics through MATH 200-level (core competency—see their major’s below) math course. the end of the student’ dence at W Students take a math placement test upon entry. Algebra or 049 Elementary may test into MATH Students must 149 Intermediate Algebra. MATH demonstrate foundational competency in mathe of LSCI 105 or LSCI 106 with a “C” or higher at of LSCI 105 or LSCI 106 with a “C” or from another institution, the student is exempt on the stu taking it here. The burden of proof is transcript by dent, who must provide an official MATH 149MATH Intermediate Algebra MATH 049 MATH 2016-2017 Course Catalog 2016-2017 Course 2. or AP math credits Students without college-level Note: 1. completed the equivalent If a student has already our institution. Competencies Core the following core competency Students must take courses: 1. 2. 3. 4. 5. 6. The Woodbury Academic Journey 15 - fice on categories of specific courses. erify with Academic advisor or the Registrar’s LITR 206 The Short Story LITR 270 in Literature Topics PHIL 201 Introduction to Philosophy PHIL 210 Ethical Systems PHIL 270 in Philosophy Topics SOCI 210 Introduction to Sociology INDS 101 Journeys INDS 102 Natures INDS 103 Conflicts INDS 104 Knowledges V of fall into either Humanities or Social and Behav ioral Sciences depending on the course content. INDS 101 Journeys INDS 102 Natures INDS 103 Conflicts INDS 104 Knowledges PSYC 200 Introduction to Psychology PSYC 210 Developmental Psychology PSYC 270 in Psychology Topics FREN 110 I Beginning French FREN 113 II Beginning French JAPN 110 I Beginning Japanese JAPN 113 II Beginning Japanese URBS 100 Introduction to Urban Studies ECON 200 Elementary Economics ECON 203 Macroeconomics ECON 204 Microeconomics ANTH 220 Cultural Anthropology ANTH 270 in Behavioral Science Topics COMM 100 Culture Media COMM 231 Interpretation Oral Lower-Division General Education Requirements Lower-Division courses provide an opportunity for Lower-division students to investigate courses that are of inter est to them from the above-mentioned Breadth Courses. This allows students to study subject Social and Behavioral Sciences Sociology, (Interdisciplinary Studies, Anthropology, and History*) Communication*, Politics Psychology, Notes: 1. Communication and Politics and History courses History of Animation 2 History of Animation (studio–lab course) BIOL 230 Biology (studio-lab course) BIOL 231 Human Biology (studio-lab course) BIOL 232 Botany (studio-lab course) FILM 101 Film History 1 FILM 102 Film History 2 FDES 260 History of Fashion 1 FDES 261 History of Fashion 2 INAR 164 Interior Architecture History I INAR 265 Interior Architecture History II CHIN 101 Beginning Chinese I CHIN 101 Beginning Chinese I WRIT 212 Rhetoric and Design WRIT 212 Rhetoric and Design PHYS 243 Physics for Architects GDES 260 History of Graphic Design 1 GDES 265 History of Graphic Design 2 ARTH 204ARTH History of Modern Art 205ARTH Art History of Contemporary 211ARTH Art History of Latin American ANIM 240 1 History of Animation ANIM 241 ANIM 245Essentials for Animators Iconic Films: ARCH 267 Architecture I World ARCH 268 Architecture II World GAME 224 History of GAME 226 History of Games: Case Studies COMM 222 Film Studies COMM 250 Craft The Director’s COMM 203 Communication Theory COMM 210 Interpersonal Communication COMM 100 Media Culture COMM 231 Oral Interpretation COMM 203 Communication Theory COMM 210 Interpersonal Communication 2016-2017 Course Catalog 2016-2017 Course Humanities Courses Communication*, Foreign Lan- (Academic Writing, Interdisciplinary Studies, Literature, guage, History, Politics and History*). or Philosophy, Natural Sciences Physics) (Biology, Art History The Woodbury Academic Journey 16 History of Zombie Films, Art, Zombie Films, Art, History of and Literature Film Avant-Garde History of Art Theory and Practice History of Digital Art and Electronic Media in Art History Topics Field Experience Science in Biological Topics Contemporary Journalism Understanding Television Cultural Studies Gender and Communication Social Media Media and Social Change Film Genres Film Noir Cinema World in Communication Special Topics Film History World History of Film Directing Contemporary IA History and Theories Music and Literature L.A. Stories Film and Literature Reading the West Human Agency & Interior Spaces in Interdisciplinary Studies Topics American Experiences Autobiography Applied Advanced Statistics in Mathematics Topics Aesthetics Moral Philosophy Philosophy of Religion Existentialism Celebrity Philosophy of History Philosophy of Architecture in Philosophy Topics in Physical Science Topics International Wars Civil Wars LITR 328 LITR 330 PHIL 310 PHIL 311 PHIL 312 PHIL 314 PHIL 315 PHIL 316 PHIL 317 PHIL 370 BIOL 370 FILM 302 FILM 305 INDS 322 INDS 325 INDS 327 INDS 328 INDS 340 INDS 370 INAR 366 POHI 321 POHI 322 PHYS 370 ARTH 340 ARTH 341 ARTH 342 ARTH 343 ARTH 370 ARTH 375 ARTH MATH 301 MATH 370 MATH COMM 314 COMM 320 COMM 323 COMM 327 COMM 330 COMM 335 COMM 341 COMM 342 COMM 350 COMM 370 - Rhetoric and Electronic Environments Animals, Culture, and Society Anthropology of Religion Food and Culture Visual Anthropology in Anthropology Topics History of Modern Painting History of History of Land Art Curatorial Studies: Theory and Criticism Theory, Video Art: Blurred History, Practice History of Performance Art History of Art and Violence WRIT 312 ARTH 331 ARTH 332 ARTH 333 ARTH 334 ARTH 337 ARTH 338 ARTH 339 ARTH ANTH 300 ANTH 305 ANTH 310 ANTH 315 ANTH 370 2016-2017 Course Catalog 2016-2017 Course Upper-Division General Education Requirements General Education Upper-Division the goals of an inte- courses develop Upper-division at a higher level of com- grative learning curriculum are required to completeplexity and skill. Students one can be a deep study of atwo advanced courses; discipline, and one mustspecific general education in nature. The one that is inter be interdisciplinary fulfills a requirement in thedisciplinary in nature basedILO coursework. These courses are usu-ally ofon active learning practices and a combination seminarshort lectures to clarify information, and discussion for critical analysis of the information. presenta- They often include group projects, oral exams, booktions, and written assignments (essay ofreviews, research papers, etc.). A mini-mum isthree separate measures of student performance of them mustrequired, but at this level, at least two thinkingbe written assignments involving critical a writtenand at least one opportunity to revise is limited toassignment must be provided. Class size twenty students. Prerequisite to all upper-division with ageneral education courses are completion Writing grade of C or better of WRIT 112 Academic comple- II or WRIT 212 Rhetoric and Design and and Practicetion of the 1-unit Information Theory help studentscourse (LSCI 105, 106, 170, or 205) to their educa- further integrate learning from across tional experience. content outside their chosen discipline that they their chosen content outside knowledge tailored that discipline with feel informs can choose one interests. Students to the student’s Humanities, or Socialcourse within the Sciences, partially listed above. and Behavioral Sciences The Woodbury Academic Journey 17 - Academic Proficiencies and Placement Academic Proficiencies the followingStudents are required to demonstrate to achieveproficiencies or undertake coursework the proficiency: and Placement Proficiency Writing timed essayThe writing placement test is either a exam The timed essay exam or a portfolio review. WRIT 111. Amay place a student into WRIT 100 or twice.student cannot take the timed essay exam 100, thatIn addition, if a student places into WRIT and 112 (orstudent must complete WRIT 100, 111, to fulfill major) in order 212, depending upon one’s is placed intograduation requirements. If a student WRIT 100 and disagrees with that placement, he or she may request a “challenge exam” during the first week of class. If a student places into WRIT 111, that student must complete WRIT 111 and 112 (or 212, as noted) in order to fulfill graduation requirements. Placement Test Students complete the Writing Writing in order to begin fulfilling the Academic Re-quirement. This requires each student to enroll (or WRIT) course in con- in an Academic Writing secu-tive semesters, beginning with the student’s WRIT until completing the entire first semester, sequence with a grade of “C” or better in each course. If a student enrolls in the equivalent of a then the student still must WRIT course off-campus, complete these courses in consecutive semesters and with a grade of “C” or better in each course. WRIT For those courses of the General Education cur courses of the General For those by degree-granting are offered riculum that Fashion (Accounting, Management, depart-ments - Commu Media Technology, Marketing, Marketing, Architecture, Fashion Design,nication, Animation, Arts, Graphic Design, Interdis- Filmmaking, Game Architecture, Politics andciplinary Studies, Interior Psychology and Public Writing, Professional History, see the relevant depart- Safety Administration), courses of the integra- pages. For all other ment’s in general education, seetive learning curriculum also include minors The descriptions below below. and Literature, Philosophy, in Art History, offered Urban Studies. administersThe School of Media, Culture & Design andthe programs in Anthropology and Sociology of Student Development administers the the Office program.Personal and Professional Development all others. The College of Liberal Arts administers Contemporary Civil Rights Movements Contemporary Civil International Law and Organizations Behavioral Sciences SOCI 370 in Sociology Topics POHI 323 Genocides POHI 324 AIDS and Epidemics POHI 325 Modern Revolutions POHI 326 Terrorism POHI 327 Classic Civil Rights Movements POHI 328 POHI 331 Classic Political Theory POHI 332 Contemporary Political Theory POHI 333 Globalization POHI 334 Postmodernism POHI 335 Migration and Colonization POHI 336 Liberation and Decolonization POHI 337 United States Constitutional Law POHI 338 POHI 339 The Holocaust POHI 370 in Politics and History Topics PSYC 300 Social Psychology PSYC 301 Group Processes PSYC 305 Personality PSYC 306 Influence and Persuasion PSYC 307 Self in Society PSYC 309 Abnormal Psychology PSYC 311 Human Sexuality PSYC 312 Environmental Psychology PSYC 313 Social Cognition PSYC 314 Psychology of Gender PSYC 315 Industrial/Organizational Psychology PSYC 316 Cross-Cultural Psychology PSYC 317 Media Psychology PSYC 318 Consumer Behavior PSYC 320 Sensation and Perception PSYC 321 Neuropsychology PSYC 331 Advanced Statistics for the PSYC 370 in Psychology Topics URBS 301 Urban Theory URBS 302 Current Issues in Urban Studies URBS 311 Urban Ecology and Los Angeles URBS 312 The Infrastructural City URBS 321 Environmental Urbanism URBS 322 The Global Metropolis URBS 331 Food and the City 2016-2017 Course Catalog 2016-2017 Course The Woodbury Academic Journey 18 - PPDV 100 to College Transition PPDV 200 to Woodbury Transition Algebra. These students may enroll in a 200-level students may Algebra. These the Mathematics if they take and pass math class com- students who have Exam. Transfer Placement 149 Intermedi- to MATH pleted a course equivalent “C” (2.0) or better will receiveate Algebra with a these stu- course. However, transfer credit for the to enroll in a 200-level mathdents will be allowed course was completedcourse only if the equivalent years, or if they take and passwith-in the last two Exam. the Mathematics Placement corresponds to high schoolElementary Algebra Algebra corresponds toAlgebra I and Intermediate test examines a student’s Algebra II. The placement are advisedability in both of these areas. Students totexts prior mathematics high school to study their are no re- taking the placement examination. There portion oftests. Passing the Intermediate Algebra Algebrathe placement test or passing Intermediate required towith a grade of “C” (2.0) or higher is enroll in college-level mathematics courses. be found inMore details about Mathematics can Arts. this guide under the College of Liberal sity has identified five experiences that engender highly impactful learning: • Study Away • Experience Internship or Work PERSONAL AND PROFESSIONAL PERSONAL AND PROFESSIONAL DEVELOPMENT of universityStudents entering into their first year student,studies, as either a freshman or a transfer the studenttake one of two courses that introduce studies, co-curricular their course of to the university, that makeopportunities, and the Strategic Principles experience unique. These University the Woodbury tools neces- courses also provide students with the sary to document and reflect upon their journey. STUDENT INTEGRATED WOODBURY EXPERIENCE [WISE] WISE provides opportunities for students to engage in curricular (courses) and co-curricular learning experiences. Impactful learning occurs in both envi- ronments. An intentional partnership between the two creates highly impactful learning. The univer

equivalent course at another institution. Practice with a grade of “C” or higher; a grade of Architecture/Interior Architecture with Disciplines with a grade of “C” or higher; 2016-2017 Course Catalog 2016-2017 Course All students must successfully complete one or more college-level mathematics classes. These are Statistics, College Algebra, Business Math, Business with Descriptive Ge- Statistics, and Trigonometry For incoming students, placement in these ometry. classes or in their prerequisites (Elementary Algebra and Intermediate Algebra) is determined by the which is given during Student Math Placement Test, Orientation, Advising and Registration (SOAR) each exam- Students must take the placement semester. ination within one semester of matriculation. students who have completed a course Transfer 049 Elementary Algebra within equivalent to MATH the last year and received a grade of “C” (2.0) or 149 Intermediate higher may be placed in MATH More details about Information Literacy can be More details about Information Literacy of Liberal Arts. found in this guide under the College PLACEMENT MATHEMATICS • by completing LSCI 106 Information Sources in “C” or higher; • by completing LSCI 205 Information in the • by earning a grade of “C” or higher in an INFORMATION LITERACY INFORMATION levelStudents must demonstrate a foundational the first yearof Information Literacy by the end of requirementin residence. The information literacy may be fulfilled in one of four ways: • by completing LSCI 105 Information Theory and Students must demonstrate basic mastery of widelyStudents must demonstrate applications that areused practical computer disciplines. Each major pro- ap-propriate to their the curriculum and assessmentgram creates both Details are avail- that assures students’ proficiency. able in this guide under each major. COMPUTER LITERACY LITERACY COMPUTER 112 or 212 is the last course in the sequence of writ- in the sequence of is the last course 112 or 212 For complete required for graduation. ing courses Program Placement about the Writing information Requirement, contact Writing and the Aca-demic Department. the chair of the Writing writing can be found in thisMore details about of Liberal Arts. guide under the College The Woodbury Academic Journey 19 - . . . Eligibility for this f member to create a WISE f member to create a WISE (Undergraduate research proposal Successful fulfillment of required learning fulfillment of required Successful outcomes ePortfolio documentation in Required Required documentation in ePortfolio reviews are complete.) Successful fulfillment of required learning Required documentation in ePortfolio W Development Staf committee-approved undergraduate research opportunity. process is currently under development and faculty governance review experience is pending until these reviews are complete.) Successful fulfillment of required learning outcomes W Development Staf committee-approved leadership opportunity under (Leadership proposal process currently review development and faculty governance until these Eligibility for this experience is pending outcomes • • Minimum eligibility for participating in the Fresh • RESEARCH UNDERGRADUATE provide anUndergraduate research experiences researchopportunity for students to apply field observa- methods—such as conducting interviews, tions, surveys, focus groups, etc.—to systematically The goalinvestigate a significant research question. throughis to add to an existing body of knowledge other stake- the involvement of professionals and disciplines,holders beyond the classroom, academic or a combination of all. Guarantee Eligibility Requirements • with afacultymemberorStudent ork • • Double Guarantee, and men 4X Guarantee, Transfer the International Student Guarantee are as follows: LEADERSHIP provide an opportunity forLeadership experiences to organize and implementstudents to learn how group of people, direct con- ideas among a diverse build interpersonal skills amongflict resolution, and participation as part of athe group. It requires accomplishing a common goalteam charged with of inclusivity and a strongthrough the modeling ethical belief system. Requirements Guarantee Eligibility • ork withafacultymemberorStudent • ferent components have different requirements have different ferent components Registration in a CE-designated course requirements Successful fulfillment of required learning outcomes Required documentation in ePortfolio Registration in a required internship course or Registration in a required internship course fulfillment of department work experience registration in a course with a study-away component registration in a course with a study-away outcomes 2016-2017 Course Catalog 2016-2017 Course Guarantee Eligibility Requirements • • • CIVIC ENGAGEMENT Civic engagement experiences provide students with the opportunity to collaboratively apply spec- ified disciplinary knowledge to a problem-based project. Thus, knowledge and skills are acquired for the participation in activities of personal or public concern that are individually life enriching as well This knowl- as socially beneficial to the community. edge and/or these skills are primarily to benefit a specific community and fulfill its needs. Guarantee Eligibility Requirements • WORK EXPERIENCE or INTERNSHIP or EXPERIENCE WORK and internships provide students experience Work of studywith opportunities to work in their field profession- under the supervision of experienced to provideals before graduating. The purpose is ideasconditions favorable to applying theoretical in orderof the discipline to professional situations inform theirto increase students’ marketability and continuing academic studies. • Successful fulfillment of required learning • Required documentation in ePortfolio for approved recognition as a WISE experience forfor approved recognition program.the WISE Guarantee AWAY STUDY provide students withStudy away experiences in places of environmental,opportunities to learn than their conditions different cultural, and social period of time. This helpsown over an extended understanding of themselvesthem gain a better more openand their culture, so they can become and inclusive global citizens. Guarantee Eligibility Requirements • through experience in a Study Away Participation • Civic Engagement • Leadership • Research Undergraduate Dif The Woodbury Academic Journey 20

(a) be enrolled full-time, (b) complete a minimum of sixty (60) units of sixty (60) (b) complete a minimum full-time, semes- by the end of the University at Woodbury or participating in the WISEter before enrolling for which the scholarship willcourse or experience maintain a minimum cumulativebe earned, and (c) scholarship 2.75. The WISE Tuition of collegiate GPA two WISE-approved curric- must be applied toward activities and may be applied inular or co-curricular two separate semesters. 2016-2017 Course Catalog 2016-2017 Course Incoming transfer and internationalIncoming transfer students Incoming first-time Freshmen must first-time Freshmen Incoming must (a) be enrolled full-time, (b) complete a min- must (a) be enrolled University units at Woodbury imum of thirty (30) the semesterand sixty (60) units total by the end of WISE coursebefore enrolling or participating in the will beor experience for which the scholarship cumulativeapplied, and (c) maintain a minimum scholarship of 2.75. The WISE Tuition collegiate GPA curric- must be applied toward two WISE-approved be applied inular or co-curricular activities and may two separate semesters. School of Architecture 21 icting demands of the professional degree two-year and a three-year track Architecture degree. of Architecture degree of Fine Arts degree in Interior Architecture OCATIONS The School of Architecture offers the following offers The School of Architecture primary locations: degrees in our two region. The Los Angeles facility takes full advantage student sup- offerings, academic of the university’s and residential port services, comprehensive library, specialized campus life. At the same time, it offers - degree with a a Master of Interior Architecture - Master of Science in a one-year post-professional San Diego - professional Bachelor a five-year NAAB-accredited, of Architecture degree -pro- NAAB-accredited, three-year a and two-year a fessional Master of Architecture degree - of a two-year and a three-year professional Master Landscape Architecture degree, - degree with a a Master of Interior Architecture two-year and a three-year track - a one-year Master of Science in Architecture degree - a one-year post-professional Master of Science in Architecture, Real Estate Development degree L Campus Angeles Los 91504 CA Burbank, Boulevard, Glenoaks N. 7500 818.252.5121 the Situated on the Burbank/Los Angeles border, school continually draws from and responds to the urgent and often confl Los Angeles - professional Bachelor a five-year NAAB-accredited, - CIDA- and NASAD-accredited Bachelor a four-year - NAAB-accredited, a two-year and a three-year Architecture of 2016-2017 Course Catalog 2016-2017 Course Woodbury School of Architecture is a network of School of Architecture Woodbury sited within the larger South- locations strategically Burbank, ern California megalopolis: Los Angeles, these sites Hollywood and San Diego. Together, inves- form a critical infrastructure for architectural undergraduate and graduate tigations. The school’s and programs in Architecture, Interior Architecture as entre- Landscape Architecture educate students builders. preneurs, architect citizens, and cultural pre- Our undergraduate and graduate programs positive change in the built pare students to effect and to environment, to tackle theoretical debates, and land- take on architecture, interior architecture Our faculty is scape architecture as critical practices. design- comprised of active and prolific architects, and building ers, and academics practicing, writing in Los Angeles, San Diego, and Tijuana. School of Architecture education A Woodbury environment recognizes that the design of the built approach teaching We is a collaborative . range of multi-dimensionally: teaching across a our help pedagogies and design methodologies. We students develop their own unique design voice. address urgent, contemporary issues grounded We introduce through the act of building. We in reality, students to new technologies and resourceful, eth- prepare our students – who are ical practices. We economically and academically diverse - ethnically, to confidently engage in local and global discourse. transform our students, through engaged facul- We ty-student interaction, into innovative professionals with a profound commitment to the power of good design. Ingalill Wahlroos-Ritter, MArch, AIA Ingalill Wahlroos-Ritter, of Architecture Interim Dean, School School School School of Architecture 22

ersity r, Director Univ OPMENT L oodbury DEVE W rapher, the Julius Shulman Institute (JSI) provides Shulman Institute the Julius rapher, appreciation and un- that promote the programs particularly of the built environment, derstanding on Shulman’s Focused as mediated by photography. in the principles of modern- enduring involvement social sense of by Shulman’s ism, the JSI is informed for teaching. This mission responsibility and passion public programming, educa- is carried out through research opportunities. tional outreach, and WUHO: Hollywood Outpost 90028 CA Angeles, Los Blvd., Hollywood 6518 Ingalill Wahlroos-Ritte Hollywood Outpost (WUHO) University Woodbury a storefront is located on Hollywood Boulevard in district. at the core of the historic redevelopment free programming throughout the WUHO offers of design year that supports the study and practice and learning about the impact of architecture the built and interior architecture on culture and and event environment. WUHO provides exhibition as the Los space to community organizations such Design, Angeles Forum for Architecture and Urban events spon- and is the primary exhibition space for (JSI). sored by the Julius Shulman Institute Culture and Architecture for Center Rome of In Rome, history shapes a future generation Center for Rome University’s architects. Woodbury as an Architecture and Culture (RCAC) performs based in educational, research, and outreach center one of the world’s oldest cities. STUDY AWAY a number School of Architecture offers Woodbury of opportunities to travel and study both within the Americas and overseas, ranging from short trips to South and Central America and the Amer- ican Southwest, to summer semesters abroad in Nanjing, Seoul, Barcelona, Rome, Berlin, Paris, and full-credit studio and offers other cities. Study Away design, and history lecture classes exploring theory, in these highly charged urban settings. These and other travel/study opportunities, as well as formal exchange programs with select universities, provide a broad menu of choices for our students. CAREER Woodbury University’s Career Development Office Career Development Office University’s Woodbury Outreach Office and the School of Architecture’s a variety of programs, services, and resources offer to assist students in exploring careers and securing NSTITUTES AND CENTERS 2016-2017 Course Catalog 2016-2017 Course facilities, including a wood/metal shop, a materials shop, a materials including a wood/metal facilities, fabrication lab, comput- a digital resource library, to and 24-hour access a render farm, ing facilities, 15,000-square foot architecture studios, including a buildings. complex with multiple San Diego Campus 92113 CA Diego, San Street, Main 2212 619.235.2900 environmental issues dominate Socio-political and Complicated by relation- the San Diego context. the region is ripe to the border, ship and proximity responding Drawing from and for focused study. United States (Baja Alta), the to this corner of the students and alumni take full San Diego faculty, rapidly grow- advantage of the opportunities in this 27,000-square ing, complex, and diverse region. The shop, a foot building includes a wood and metal a digital fabrication lab, material resource library, 24-hour access computing facilities, film editing and to studios. I research insti- of Architecture’s School Woodbury that tutes and centers form a dynamic network and grad- works in conjunction with undergraduate uate education, and provides public programming and to the broader Southern California architecture design communities. Engagement Civic for Agency Jeanine Centuori, Director is to The vision of ACE at Woodbury University com- empower students to improve under-served munities through architecture, design, business, and interdisciplinary skills. ACE connects students and faculty with non-profit and governmental organizations dedicated to helping underserved communities. Students work collaboratively across Woodbury’s disciplines to combine their skills and test their fields of study on real projects for the public good. Projects include architectural design/ build works where students build small tactical structures; business plans for organizations; graphic design including way-finding signage and logos; films and videos promoting a message; journalistic and creative writing; and other services. Institute Shulman Julius Director , Named for the renowned architectural photog- School of Architecture 23 TY L ACU F TIME - L that outlines the incoming resource expectations; expectations; the incoming resource that outlines each to those lists expect additions students should a substantial, purchases constitute These semester. toward becoming a but cumulative, investment Students should, in turn, practicing professional. a minimum of $2,000 in initial anticipate spending $500 each additional term. set-up and at least and email accounts are set up Student computer through the IT department. Stanley P. Bertheaud, Professor, San Diego Bertheaud, Professor, Stanley P. MArch, North Carolina State University Los Angeles Ewan Branda, Professor, PhD, , Los Angeles Los Angeles Jeanine Centuori, Professor, MArch, Cranbrook Academy of Art San Diego Catherine Herbst, Associate Professor, MArch, Montana State University ARCHIVING the right to retain student The university reserves The School of Archi- work for archival purposes. tecture is required by the National Architectural Interior Accrediting Board (NAAB), Council for Archi- Design Accreditation (CIDA) and Landscape maintain a tecture Accreditation Board (LAAB) to that current archive of student work demonstrating the curriculum engages the student performance LAAB, and criteria established by NAAB, CIDA, and student work its collateral organizations. Archived pur- may be used for assessment and accreditation poses and for the support of teaching/learning. FACULTY of Architecture faculty is com- School Woodbury passion- prised of critical, inventive, accomplished, interests and ate educators who represent diverse in profession- strengths. Through their involvement of contempo- al practice and critical understanding the faculty plays a crucial role rary design inquiry, professional in integrating academic studies with learning expe- knowledge. They provide invaluable where riences both in and outside of the classroom the mission is to train our students to be articulate, critical thinkers and highly capable practitioners, confident in both local and global discourse. ARCHITECTURE FUL CY QUIREMENTS A E TURE POLICY R L AL LITER T QUIREMENTS E Proficiency in digital design tools, as demonstrated at all studio levels, in transfer portfolios, and in final studio work. documentation of database use and citation of web-based sources. Proficiency in digital writing and desktop publishing tools, as demonstrated at all studio levels through research assignments and essays, portfolios, and drawings/panels produced for design presentations and submitted digitally. through successful completion or transfer of an through successful completion or transfer appropriate equivalent to LSCI 105 Information Theory and Practice or LSCI 106 Information Architecture, Sources for Architecture and Interior in all and is practiced at all studio levels and history/theory courses through bibliographic communication with school administration and communication with school administration course instructors. Proficiency in Internet research, as demonstrated Proficiency and professionalism in email regular communication, as demonstrated through

• • • 2016-2017 Course Catalog 2016-2017 Course COMPUTER The study of architecture, interior architecture, and landscape architecture requires investments in tech- nologies—from basic analog tools to cutting-edge computational devices. Upon admission, students will be provided with a recommended purchase list • The Studio Culture Policy describes norms and The Studio Culture and faculty conduct in the expectations for student it is distributed on the first architecture program; and faculty Students semester. day of studio each each semester to abide members sign an agreement policy is reviewed and revised at The by the policy. For studio policy the close of each spring semester. see the student handbook. DIGI R graduates The School of Architecture requires its current media to be literate and professional in the Aspects of representation and communication. include: internships. The staff works with students one- works with students The staff internships. internship search develop successful on-one to with employers to help students connect strategies postings, resume collections, through internship opportunities, alumni interview on- or off-campus outreach. connections, and employer STUDIO CU School of Architecture 24 Din Blankenship, San Diego Din Blankenship, of Michigan MArch, University Los Angeles Berenika Boberska, Diploma in Architecture, Bartlett School of Architecture Angeles Biayna Bogosian, Los of Southern California PhD Candidate, University San Diego Matthew C. Boomhower, School of Law JD, California Western Philipp Bosshart, San Diego of Architecture MArch, Southern California Institute San Diego Jimmy Brunner, MArch II, Syracuse University Michael Burnett, San Diego MSArch in Real Estate Development, University Woodbury Kristin Byers, San Diego BArch, University of Arizona James E. Churchill, San Diego Massachusetts MS in Civil , University of Matthew Corbitt, Los Angeles MArch, University of California, Los Angeles Oscar Corletto, Los Angeles University BArch, Woodbury Los Angeles Peter Culley, MA, Bartlett School of Architecture San Diego Brett Farrow, MArch, NewSchool of Architecture and Design Eva Friedberg, San Diego PhD, University of California, Irvine Anne Garrison, San Diego MA, New England School of Photography Anali Gharakhani, Los Angeles University MArch, Woodbury , Los Angeles Kansas City Art Institute BFA,

r, Los Angeles r, Los Angeles TY L ACU F 2016-2017 Course Catalog 2016-2017 Course DDes, Harvard Graduate School of Design Marcel Sanchez-Prieto, Associate Professor, San Diego MArch, University of California, Los Angeles Professo Paulette Singley, PhD, Princeton University Los Angeles Gerard Smulevich, Professor, MArch, University of California, Los Angeles Los Angeles Joshua Stein, Professor, MArch, University of California, Los Angeles Associate Professo Linda Taalman, BArch, The Cooper Union ADJUNCT Mahdi Alibakhshian, Los Angeles PPD in Architecture, University of Pennsylvania San Diego Akore Berliner, MS in Accounting, San Diego State University Hector Perez, Assistant Professor, San Diego Hector Perez, Assistant Professor, Institute MS in Architecture Studies, Massachusetts of Technology Los Angeles Jason Rebillot, Associate Professor, Mark Ericson, Associate Professor, Los Angeles Los Associate Professor, Mark Ericson, Institute of Architecture California MArch, Southern Los Angeles Professor, Heather Flood, Associate Institute of Architecture MArch, Southern California Los Angeles Professor, Anthony Fontenot, PhD, Princeton University Los Angeles Assistant Professor, Ishida, Yasushi Institute of Architecture MArch, Southern California Los Angeles Marc J. Neveu, Professor, PhD, McGill University Los Angeles Olsen, Professor, Eric W. MArch, Harvard Graduate School of Design San Diego Jose Parral, Associate Professor, MA in Landscape Urbanism, Architectural Association School of Architecture 25 Mark Owen, Los Angeles Mark Owen, University BArch, Woodbury Diego David J. Pearson, San School of Design MArch, Harvard Graduate Diego Mikaela Pearson, San School of Design MLA, Harvard Graduate Rene Peralta, San Diego of Architecture and Design BArch, New School San Diego Christopher Puzio, Academy of Art MArch, Cranbrook Deborah Richmond, Los Angeles MArch, University of Minnesota Rinehart, San Diego Todd MArch, Montana State University Catherine Roussel, Los Angeles MA in International Policy Studies, Monterey Institute of International Studies Lloyd J. Russell, San Diego BArch, California Polytechnic State University, San Luis Obispo David Saborio, San Diego MSArch in Real Estate Development, University Woodbury Jonathan Segal, San Diego BArch, University of Idaho Koje Shoraka, Los Angeles MS, Michigan State University Armistead Smith, San Diego BArch, University of Virginia Alastair Stokes, Los Angeles MArch, Princeton University John Sturla, San Diego BArch, California Polytechnic State University, San Luis Obispo San Diego Andrew Wagner, University BArch, Woodbury 2016-2017 Course Catalog 2016-2017 Course Jeff Haile, San Diego Jeff of San Diego JD, University Diego Hanson, San Tyler Development, MSArch in Real Estate University Woodbury San Diego Amy Hoffman, Polytechnic University MLA, California State Miki Iwasaki, San Diego School of Design MArch, Harvard Graduate Diego Eric A. Johnson, San MArch, Cornell University Los Angeles Helena L. Jubany, MArch, California State Polytechnic University Slade Kaufman, San Diego School of the Art Institute of Chicago BFA, King, Los Angeles Jason F. University BArch, Woodbury Amber Lake, San Diego Design MArch, NewSchool of Architecture and Jon Linton, San Diego MSAUD, Columbia University Los Angeles Elizabeth Mahlow, BS, California Polytechnic State University, San Luis Obispo Casey Mahon, San Diego MArch, Southern California Institute of Architecture Stephen Marshall, Los Angeles AA Diploma II, Architectural Association Duane McLemore, Los Angeles MArch, Bartlett School of Architecture Salvador Medina, San Diego MArch, University of California, Berkeley San Diego Nathan Moeder, BA in Economics, University of San Diego Gregorio Ortiz-Munoz, San Diego MA in Urban Planning, University of California, Los Angeles School of Architecture 26 l College of Art, a y hitecture, Ro Thurman Grant, RA Thurman California of Southern BArch, University Lara Hoad MA (RCA), Arc Ali Jeevanjee of Design MArch, Harvard School Dina Krunic University of California, MA in Architecture, Los Angeles Michelle Paul of Architecture MArch, Southern California Institute Robert Kerr MArch, Georgia Institute of Technology Thomas Valle Stallman of Architecture MArch, Southern California Institute Tracy Stone MArch, University of Texas, Austin Gregory Van Grunsven of Architecture MArch, Southern California Institute Paola Vezzulli of MDesR, Southern California Institute Architecture MArch, TY TY L L TY L CHITECTURE ACU ACU F F ACU F AR TIME - L 2016-2017 Course Catalog 2016-2017 Course Natasha Bajc of Architecture MArch, Southern California Institute Bojána Bányász of Architecture MArch, Southern California Institute Nina Briggs BArch, University of Southern California, Los Angeles Leigh Christy MArch, University of California, Berkeley Courtney Coffman MA in Architecture, University of California, Los Angeles Donatella Cusma MArch, Università Mediterranea Di Reggio Calabria, Italy Todd Erlandson MArch, Southern California Institute of Architecture Southern California Institute of Architecture ADJUNCT Yi-Hsiu Yeh, Los Angeles Los Angeles Yeh, Yi-Hsiu Institute of Architecture California MArch, Southern EMERITUS Jay Nickels, Los Angeles Southern California BArch, University of INTERIOR FUL Annie Chu, Professor MS, Columbia University Professor Matthew Gillis, Assistant California, Los Angeles MArch, University of Kristin King, Assistant Professor MFA, Claremont Graduate College Associate Professor Christoph Korner, MArch, University of California, Los Angeles Heather Scott Peterson, Associate Professor Architecture 27 , and critically in society – the ability to manage, argue, – the ability to manage, – the wide range of media used – the wide range of – the technical aspects, systems, and – the technical aspects, – the inventive and reflective conception, – the inventive and BArch (160 undergraduate credits) Design Building Representation Professionalism to communicate design ideas, including writing, to communicate design and model-making speaking, drawing, and act legally, ethically and act legally, and the environment materials, and their role in the implementation of materials, and their design development, and production of our development, and environment relationships and understand the impact of ideas the impact of ideas and understand relationships of multiple cultural research and analysis based on contexts and theoretical • The most recent accreditation evaluation for the professional BArch program took place in 2015. The BArch program was awarded a full 8-year term of reaccreditation. The next evaluation will take place in 2023. Licensure Integrated Path to Architectural The School of Architecture has been approved by the National Council of Architectural Accreditation an integrated path to Boards (NCAARB) to offer licensure upon graduation. students program grants Participation in the IPAL permission to take the Architect Registration Ex- ACCREDITATION Board The National Architectural Accrediting pro- (NAAB) accredits the Bachelor of Architecture In the United States, University. gram at Woodbury a degree most state registration boards require program from an accredited professional degree which is the as a prerequisite for licensure. NAAB, professional sole agency authorized to accredit U.S. three degree programs in Architecture, recognizes the types of degrees: the Bachelor of Architecture, of Archi- Master of Architecture, and the Doctor eight-year, tecture. A program may be granted an or two-year term of accreditation, three-year, with depending on the extent of its conformance established educational standards. School of Architecture offers University Woodbury the following NAAB-accredited undergraduate degree program • • • •

, San Diego San , , Los Angeles Los , Undergraduate Program Program Undergraduate Effects change through the Effects Articulates a critical position. We are Articulates a critical position. We , Los Angeles Los , Addresses the challenges of r Department of Architecture trains and educates Department of Architecture architects and critical thinkers who produce other architects and critical thinkers who produce architects and critical thinkers. power of beauty and the potentiality of education. environmental, and formal relevance. contemporary life. We believe in the radical contemporary life. We social, possibilities of architecture’s Critical Thinking – the ability to build abstract Transformative: Intelligent: Effective: flect Southern California itself, and create a rich flect Southern California itself, and create • • 2016-2017 Course Catalog 2016-2017 Course PROGRAM LEARNING OUTCOMES PROGRAM Design studios form the core of the architecture curriculum, with applied knowledge from theo- Students retical, technical, and liberal arts study. gain skills in drawing, model-making, material construction, design software, digital fabrication, and critical writing. All graduates of the architec- ture program are expected to master five program learning outcomes: • • Introduction The Our faculty com- atmosphere of cultural diversity. prises practicing professionals and accomplished ratio fosters a academics. A high faculty-to-student and, togeth- spirit of collaboration and community, and faculty members share a belief in students er, positive change the power of architecture to effect in the world at large. graduates are students, and faculty, Woodbury’s committed to architecture that is: Ewan Branda, PhD, Branda, Ewan Coordinato design professionals. The articulate and innovative our students to balance the curriculum prepares need to work competitively in the marketplace, of ethical con- with the equally important concerns The economic, ethnic, duct and social responsibility. body and academic backgrounds of our student re r Chai PhD, Neveu, J Marc Architecture (BArch) Architecture r Chai AIA, MArch, Herbst, Catherine Architecture 28 4 M 3 M 5 M 3 M 5 M 3 M 3 M 4 M 3 M 3 GE 3 UE 1 UE 3 GE 3 GE 3 GE 3 GE 3 GE 1 GE 3 GE 3 GE 3 GE 3 GE

Design Studio 2B: Site Orders Professional Practice 1: Documentation & Codes Architecture 2 World Physics for Architects Public Speaking Design Studio 1A: Principles &Design Studio 1A: Principles ObjectsProcesses, Bodies and Academic Writing I Academic Writing seminar Interdisciplinary core Unrestricted elective if required) 149 (or MATH Unrestricted elective Design Communication 1 Design Studio 2A: Program and Space Materials and Methods World Architecture 1 Architecture World Trigonometry w/Descriptive Trigonometry Geometry Environmental Studies Information Theory and Practice Design Studio 1B: Natural Tendencies History of Contemporary Art Design Communication 2 College Algebra Academic Writing II Academic Writing ______PHYS 243 LSCI 105 INDS 1__ ARCH 283 ARCH 250 ARCH 268 WRIT 111 ENVT 220 WRIT 112 ARCH 182 ARCH 114 ARCH 281 ARTH 205 ARTH ARCH 243 ARCH 267 ARCH 183 COMM 120 ARCH 211 MATH 251 MATH SECOND YEAR SECOND Fall Spring FIRST YEAR Fall Spring MATH 249 MATH - 46 14 160 100 Units 2016-2017 Course Catalog 2016-2017 Course ARCHITECTURE MAJOR CURRICULUM MAJOR ARCHITECTURE Leading to the Bachelor of Architecture Degree (BArch) Major (M) Curriculum Summary Curriculum General Education/Integrative Learning (GE) Unrestricted electives (UE) Minimum semester hours required Minimum 160 hours work experience required amination (ARE) prior to completion of the BArch of the BArch (ARE) prior to completion amination as consideration are also offered degree. Students Wood- by firms in the for employment candidates consortium of IPAL bury School of Architecture firms. year of the BArch students in the second Woodbury track to complete the degree program who are on first two years of the BArch requirements for the in their academic worksheet curriculum as defined transfer students scheduled Incoming may apply. semester of the second year to enroll in the Spring of the third year of the BArch or the Fall semester meet the above requirements for program and who may also apply. students Woodbury to the IPAL Students must work in firms belonging Woodbury the consortium, or in a firm approved by committee. Students School of Architecture IPAL must start their National Council of Architectural to begin- Registration Boards (NCARB) record prior Ex- ning work. Students must report all Architecture according perience Program (AXP) hours to NCARB also submit to the AXP Guidelines. Students must Career and AXP hours to the School of Architecture Inter at the end of each semester. Outreach Office national students must submit a completed Curric- national students must submit a completed the Woodbury (CPT) form to ular Practical Training before University international student advisor on track beginning any work. Students must stay in good academically and financially and remain of Architec- standing as determined by the School University registrar. ture and the Woodbury Architecture 29 6 M 3 M 6 M 3 M 3 M 3 M 1 M 1 M 1 M 1 M 1 M 3 M 3 M 3 M 6 M 3 GE 3 UE 3 UE 3 UE Digital Media Object Making Digital Fabrication Profession and Practice Software Workshop Portfolio Workshop Drawing and Making Workshop Design, Animation & Simulation in Digital Envir. Fictional Cartographies Urban Environment: Foreign Study Foreign Study Summer Studio General Education elective General Education Design Studio 5A: Contemporary Topics 2 Professional Practice Unrestricted elective Interdisciplinary course Degree Project 3 Professional Practice Unrestricted elective ______ARCH 212 ARCH 269 ARCH 351 ARCH 352 ARCH 375 ARCH 475 ____3___ ARCH 2740 ARCH 2741 ARCH 2742 ARCH 2743 ARCH 2744 ARCH 491 INDS 3___ ARCH 492 ARCH 448 ARCH 450 Students should request a graduation checklist from at the end of their fourth year office the registrar’s of study. EXPERIENCE WORK Before graduation, students must complete 160 hours of work experience with a licensed architect or allied professional. FIFTH YEAR Fall Spring COURSES ELECTIVE ARCHITECTURE 6 M 3 M 3 M 6 M 3 M 3 M 6 M 3 M 6 M 0 M 1 M 4 M 3 M 3 GE 3 GE 3 GE 3 GE 3 UE Design Studio 3A: House and Housing Social Science course Ethical Systems Theory of Architecture Theory of Architecture Structures 1 Design Studio 3B: Structure, Design Studio 3B: Structure, Systems, Space and Form Architecture Portfolio Review Portfolio Workshop Portfolio Workshop (recommended) Structures 2 Environmental Studio 4A: Comprehensive Design Systems Integration Contemporary Issues: Practice and Theory Humanities Course General Education elective Theory Design Studio 4B: Urban Design Unrestricted elective ______PHIL 210 ____3___ ARCH 383 ARCH 327 ARCH 425 ARCH 330 ARCH 326 ARCH 384 ARCH 487 ARCH 464 ARCH 366 ARCH 489 ARCH 334 2016-2017 Course Catalog 2016-2017 Course Spring FOURTH YEAR FOURTH Fall Spring THIRD YEAR Fall ARCH 2743 Architecture 30 learning, but also allow the faculty to gauge the faculty to gauge the but also allow the learning, and the advanced curriculum of the effectiveness work builds on and which the advanced extent to integrates the core. assessment of student In addition to the summative at the major milestones (third- learning outcomes 448 research, degree project), year portfolio, ARCH occurs within each studio and formative assessment studio Architecture’s Woodbury is the foundation of develop their projects, they education. As students and critical feedback, in rigorous, receive regular, groups, and via individual desk small groups, larger learn to provide rigorous and critiques; they also as to their critical feedback to their peers as well own progress and process. learning Formative assessment processes for student include: Lecture/Seminar Multi-step Projects Lecture/Seminar Many lectures and seminars require iterative pro- cesses to develop a final product, whether a written or a a presentation, a multimedia analysis, paper, construction. The iterations provide the instructor Studio or Seminar Small Group Critiques Studio or Seminar Small Group including Students present their work to a group feedback on other students and the instructor for (1) development of an research and analysis; (2) idea or belief; (3) process rigor and intermediate clarity of step completion; (4) movement toward skill and craft idea or resolution of issue; and (5) the three-di- with which all media—two-dimensional, used. Stu- mensional, writing, speaking, etc.—are to this dents are expected to manifest a response project. feedback in the next iteration of the Studio or Seminar Peer Critiques for feed- Students present their work to each other to devel- back on the same five points. In addition oping these points in their own projects, students develop critical thinking and communication skills by providing relevant and cogent responses to oth- er solutions and ways of working. Studio Individual Desk Critique Student and instructor meet one-on-one at the desk to review progress in the project and student’s to discuss direction for continued development. Students learn to work quickly to test new ideas, to manifest their ideas in multiple media, and to evaluate the content of criticism. 2016-2017 Course Catalog 2016-2017 Course The faculty in the Bachelor of Architecture program The faculty in the Bachelor student learning in each project assesses individual following grading guidelines and for each course, university and adapted to established across the faculty sets for achieve- standards the Architecture specifies key the department ment. Each year, assessment of student learning areas for measured not only programmatic out- outcomes that involve competencies and institutional comes, but also core core competencies include Oral outcomes. The five Informa- Communication, Communication, Written and Critical Quantitative Reasoning, tion Literacy, Design Thinking. Institutional outcomes include and Thinking, Civic Engagement, Transdisciplinarity, Entrepreneurship. assessment The faculty also engages in continual of the program, the curricu- of the effectiveness ever-higher lum, and its sequence. As we strive for our teaching and learning goals and demonstrate education commitment to national architectural we standards, we identify key points at which of the curriculum can measure the effectiveness program through student progress toward the learning outcomes. and ad- The curriculum has two major parts, core each demon- vanced, with a capstone at the end of The portfolio strating summative student learning. a student’s review at the end of third year measures capacity for developed skills, knowledge, and the It also gives advanced architectural design inquiry. of the faculty the opportunity to review the efficacy foundation curriculum. The final two years of the program ask the student to make individual choices about the kind of studio and seminar work s/he engages in, moving through a comprehensive design studio (ARCH 487 Design Studio 4A: Comprehensive Design), an intensive research project (ARCH 448 Professional Practice 2), and culminating in a degree project (ARCH 492: De- gree Project), the focus of which is determined by the student in collaboration with his/her instructor. ARCH 448 serves as the capstone to critical thinking, and ARCH 492 Degree Project is the capstone for demonstrating mastery and integration of program learning outcomes in a single project. Like the both advanced cap- third-year portfolio review, stone projects are summative measures of student Assessment and Results of Learning Learning of and Results Assessment Process Assessment Architecture 31 ARCH 492 Degree Project Reviews Project 492 Degree ARCH of student The degree project serves as a capstone tracks of learning and achievement of the five of highly resolved Through a rigorous level mastery. of the- work, students demonstrate the application their ability oretical research and positioning, and design issues to integrate site, program, and other in a self-initiated architectural design project. The degree project reviews are our most public display of learning outcomes; guest critics are highly recog- nized in professional and academic realms. Families attend the reviews to observe the culmination of students’ undergraduate education. The debates generated in the review of student work stimulate graduating students, and continuing our faculty, students to imagine greater levels of achievement, The Degree architecturally and academically. - Project reviews promote the quality of Wood nationally, School of Architecture regionally, bury’s launching our graduates into and internationally, highly competitive positions and the best graduate schools, attracting new faculty for the quality of the program and intellectual debate, and setting the for our continuing students. bar ever-higher Public Studio Reviews Public This is always public. of studio projects The review students to model purposes: it asks serves two verbal, written) for their own presentations (visual, and it asks the program professional development, high standards for student to set and maintain work reveals the pro- outcomes, as the displayed to achievements and student’s instructor’s, gram’s, and the greater Woodbury professionals, educators, community. Grand Critique of the graduating class publicly Each fall, members have produced in their archi- present the work they meaning of tectural education. They reflect on the for architec- that education, on larger implications and on their tural education and architecture itself, meeting, future. The Grand Critique is an all-school across so students at all levels, and faculty from about archi- the curriculum, engage in this dialog are tecture and the program. The three students faculty choice, and chosen by highest overall GPA, peers. Guests from among the whole class by their - administration, Wood representing Woodbury’s and the professional non-architecture faculty, bury’s community are invited to join in the celebration and discussion. 2016-2017 Course Catalog 2016-2017 Course RESULTS OF LEARNING OF RESULTS Portfolio Third-Year at the Architecture faculty reviews the portfolio the student end of the third year to assess whether developed to proceed to the ad- has sufficiently vanced curriculum. Students who fail the portfolio review are required to meet with the department chair or program coordinator for advising, during which student and advisor will agree upon the re- maining studios that the student must take in order to address the shortcomings of the portfolio. This options in curricular plan may limit the student’s terms of travel studios or special topics studios. De- viating from the agreed-upon plan will be grounds for re-taking a missed studio. Students are strongly advised to enroll in the one-unit portfolio workshop concurrently with 3B (ARCH 384). Portfolio format specifications are dis- cussed in this workshop; at a minimum, each project in the portfolio must be identified with project name, a statement on the intent of the project, and instructor name. course number, Public Gallery Reviews gallery. Students present their work in a group make a passive Peers, instructors, and invited guests the overall observing first pass through the gallery, stu- output of the group, then engage individual work and dents in active conversation about their on display. how it contributes to the body of work exist in and Students learn that their design ideas context that has physical, intellectual, aes- a affect thetic, social, and historical value. Public Project Reviews with Jury Reviews with Public Project work publicly to their peers, Students present their guests—often architects, instructor(s) and invited and other design educators—at allied professionals, com- The jury’s or semester. the end of a project and formative; they ments are both summative before them for research and evaluate the work of idea or belief, rigor and analysis, development and resolve, and skill and craft, completion, clarity other approaches to the but they also suggest be done in solution or additional work that might are remarks any of the five areas noted. The jury’s future work, intended to influence the student’s work. not merely as judgment of the current with a gauge of student progress and provide stu- and provide of student progress with a gauge that contributes intermediate feedback dents with development. to product Architecture 32 A, continue to meet curriculum re- A, continue to meet has passed all required classes through the second all required classes has passed curriculum; year of the the department must meet with the student to discuss the academic chair or associate dean a fast track contract outlining plan and must sign those plans. • • must maintain the The fast-tracking student required GP and pass the the third year, quirements through the student takes an after which portfolio review, (ARCH 4931 or ARCH urban studio upper-division 475)the summer. in ARCH 182 DESIGN STUDIO 1A: 182 DESIGN ARCH BODIES AND OBJECT PRINCIPLES AND PROCESSES, 4 UNITS of two- and Fundamental principles and processes through three-dimensional design are introduced relation- the real-scale study of objects and their perception, Methods of ship to the human body. and technique, composition, critical evaluation verbal, written, and graphic presentation are stud- ied through both abstract and representational as- signments using various means and media. Studio. Prerequisite: none. 183 DESIGN STUDIO 1B: ARCH TENDENCIES NATURAL 4 UNITS The relationship of architecture to the body is developed further with an exploration of essential architectural principles as they relate to a fundamen- tal understanding of natural elements and human tendencies. Projects introduce scale, enclosure, archi- tectural elements, spatial expression, and program as form-givers. An emphasis is placed on section, three-dimensional modeling, and orthographic docu- mentation and writing. Studio. Prerequisite: none. COURSE DESCRIPTIONS COURSE 1 COMMUNICATION 114 DESIGN ARCH 3 UNITS drawing skills used in two- and three-di- Various mensional methods and media of representation technique, are introduced. Methods of perception, composition, critical evaluation and presentation assignments. are studied through representational and Emphasis is placed on orthographic projection line-drawing documentation and constructed hard Prereq- techniques. Equivalent to ARIA 114. Studio. uisite: none. the first two years of study; higher for of 3.0 or has a cumulative overall GPA the first two years of study; has a cumulative studio GPA of 3.0 or higher for of 3.0 or has a cumulative studio GPA 2016-2017 Course Catalog 2016-2017 Course • Fast Track Fast An architecture student may opt to begin a fast track on the five-year BArch program by taking a 4B or 5A studio in the summer following the comple- tion of the second year of the program, but only if the student satisfies the following requirements: • A student who does not pass a studio with a 2.0 or A student who does not pass a studio is subject to better after enrolling in it three times dismissal from the program. Courses Repeated the purpose A student may remediate a course for the student of improving their grade. However, only has one chance to repeat a course in which they received a passing grade. If no passing grade is achieved, then a student may repeat the course until they do achieve a passing grade. Financial aid cannot be applied to courses repeated voluntarily. Satisfactory Studio Progress Policy Studio Progress Satisfactory Studio Culture Policy Studio Culture and The Studio Culture Policy describes norms in the expectations for student and faculty conduct on the first architecture program; it is distributed Students and faculty day of studio each semester. by the sign an agreement each semester to abide revised at the The policy is reviewed and policy. close of each spring semester. Upper-Division Studio Requirements Upper-Division Studio student must satisfy the follow- Every architecture prior to taking studios ing three upper-division with at least one of those ARCH 492 Degree Project, semester: studios taken in a regular fifteen-week Design; ARCH 487 Design Studio 4A: Comprehensive and ARCH ARCH 489 Design Studio 4B: Urbanism; Topics. 491 Design Studio 5A: Contemporary Academic Standards and Policies Standards Academic Standards Academic Design Studio grade point must maintain a cumulative Students for every two consecutive average of 2.0 or higher to continue in the design design studios in order student whose two-studio GPA studio sequence. A repeat one of those two stu- drops below 2.0 must prior achieve the minimum GPA dios as necessary to succeeding studio. to enrollment in the Architecture 33 - standing of architecture as a deeply bound disci- standing of architecture ranging from the artifacts pline with components ritual, to building traditions of everyday life and larger forces of geography and practices, to the cities. Equivalent to INAR and the design of entire History I, Ancient-1800. 164, Interior Architecture INDS 10x. Lecture. Prerequisite: with a process of focused explorations into diverse into diverse of focused explorations with a process that examines and places cultures, geographies, to- When considered of historical time. many layers contribute to an under these explorations gether, ARCH 2742 SOFTWARE WORKSHOP 2742 SOFTWARE ARCH 1 UNIT students become famil- In the Software Workshop, iar with a specific software platform and its appli- ARCH 269 OBJECT MAKING 269 OBJECT ARCH 3 UNITS the making An exploration of craft techniques in an array of of furnishings and fixtures utilizing 114, Design materials. Studio. Prerequisites: ARCH Communi- Communication 1 and ARCH 211, Design cation 2. FABRICATION 2740 DIGITAL ARCH 1 UNIT students be- In a Digital Fabrication Workshop, come familiar with digital fabrication technology and practice techniques of digital fabrication. Each course is repeatable twice for credit. Studio. Pass / Fail. PRACTICE AND 2741 PROFESSION ARCH 1 UNIT prepares stu- The Profession and Practice Workshop dents to bridge architectural education with both the profession and the regulatory environment. Each course is repeatable twice for credit. Studio. Pass / Fail. ARCH 268 WORLD ARCHITECTURE II ARCHITECTURE WORLD 268 ARCH 3 UNITS urban- Histories and theories of architecture, and ism, and interiors are surveyed in Western societies from 1900 to the present. non-Western aesthetic, The focus of this course is on the formal, of modern- cultural, and socio-political dimensions historiographies are developed into ism. Different modern various approaches toward understanding but not architecture in its varied contexts, including limited to Marxist, Feminist, and Psychoanalytic. Lecture. Prerequisite: INDS 10x.

2016-2017 Course Catalog 2016-2017 Course Survey of history and theory of architecture and design spanning a chronological period from pre- and history to the nineteenth century in Western societies. This course traces history non-Western ARCH 267 WORLD ARCHITECTURE I ARCHITECTURE WORLD 267 ARCH 3 UNITS 3 UNITS architecture Legal codes and regulations that affect and influence design are reviewed, including a egress, and life-safety. accessibility, study of energy, The development of project documentation based on local codes is studied, with an emphasis on tech- nical documentation, drawing format organization, and outline specifications. Lecture. Prerequisites: ARCH 211, Design Communication 2 and ARCH 183, Design Studio 1B: Natural Tendencies. ARCH 250 PROFESSIONAL PRACTICE 1: PRACTICE 250 PROFESSIONAL ARCH AND CODES DOCUMENTATION ARCH 243 MATERIALS AND METHODS 243 MATERIALS ARCH 3 UNITS steel, con- Each major material—wood, masonry, crete, and glass—is placed within a fundamental evolution, context of physical properties, historical , contem- structural behavior, porary methods of construction and detailing, future building envelope systems, and new and with respect to products. Their influence on design cost, and sched- building cost, lifecycle durability, ARCH 182, uling is evaluated. Lecture. Prerequisite: Bodies Design Studio 1A: Principles and Processes, and Objects. 3 UNITS the principles and methods of An introduction to and applications computer modeling (Autocad, 3D StudioMax, on the Windows platform explores Photoshop, Rhino, and Maya). The class on the issues relating to and places emphasis in working and communicating three-dimensionally ARCH a digital environment. Studio. Prerequisite: 211, Design Communication 2. ARCH 212 DIGITAL MEDIA 212 DIGITAL ARCH ARCH 211 DESIGN COMMUNICATION 2 211 DESIGN COMMUNICATION ARCH 3 UNITS used in two- and three-dimensional skills Various employing digital media methods of representation an emphasis on their use as are introduced, with traditional and electronic design tools that merge Prerequisite: ARCH 114, techniques. Studio. 1. Design Communication Architecture 34 studio from the previous studio sequence (ARCH sequence (ARCH the previous studio studio from of Permission 283). Studio. Prerequisite: 281, ARCH the chair. ARCH 330 THEORY OF ARCHITECTURE OF 330 THEORY ARCH 3 UNITS models, and The concepts, philosophies, ideologies, the genesis polemics that have influenced or been are surveyed of architectural expression and form Prerequisites: ARCH and analyzed. Lecture/Seminar. II and WRIT 112, Academic Architecture 268, World II or WRIT 212, Rhetoric and Design. Writing 334 URBAN ARCH 3 UNITS Cultural, sociological, contextual, and formal issues of urbanism and their influence on the contem- porary design of cities are studied. The course investigates the relationship between architecture, landscape architecture, and urban planning. Em- phasis is placed on processes of visual analysis, the public and private space, role of nature and society, human behavior and the physical environment, and regulation and public policy. human diversity, of Prerequisite: ARCH 330, Theory Lecture/Seminar. Architecture. ARCH 326 STRUCTURES 1 326 STRUCTURES ARCH 3 UNITS structures, forces, force Fundamental architectural are introduced. Concepts systems, and resultants on trusses, beams, columns, of forces and stresses structures are presented. and statically determinate equilibrium, behavior of structures include Topics lateral forces, and strength subject to vertical and analysis and design as it re- properties. Structural is introduced. Lecture. Pre- lates to wood structures with Descrip- 251, Trigonometry requisites: MATH for Architects. and PHYS 243, Physics tive Geometry, 2 327 STRUCTURES ARCH 4 UNITS with Structural analysis and design is studied including respect to wood and steel structures, columns, tension, compression, flexural members, con- connections, and seismic design. Fundamental studied, em- cepts of reinforced concrete design are Lecture. phasizing the ultimate strength method. Prerequisite: ARCH 326, Structures 1. 2016-2017 Course Catalog 2016-2017 Course ARCH 293 SECOND YEAR OPEN STUDIO YEAR 293 SECOND ARCH 5 UNITS years in the design se- Students from differing quence deal with common projects. The projects explore various degrees of complexity in the design response. Student evaluation takes into consid- level in the program. This eration the individual’s course can substitute for or remediate one design ARCH 283 DESIGN STUDIO 2B: SITE ORDERS 283 DESIGN ARCH 5 UNITS and Natural and urban site orders are explored mapping analyzed using writing, photography, and sectional studies to develop site planning and with special emphasis given to the relationship between program and external context. Projects focus on influences of adjacencies and environment, through the development of clear systems of movement, space, structure, energy ARCH and daylight. Studio. Prerequisite: efficiency, 183, Design Studio 1B: Natural Tendencies. ARCH 281 DESIGN STUDIO 2A: PROGRAM AND STUDIO 2A: PROGRAM 281 DESIGN ARCH SPACE 5 UNITS of everyday An in-depth analytical study is made through domestic, work, and recreational rituals an emphasis with written research and case study, through on spatial accommodation of program form. Projects finish, structure, and materiality, influence of set in limited contexts emphasize the special focus internally driven relationships, with a ARCH on hybrid programming. Studio. Prerequisite: Processes, 182, Design Studio 1A: Principles and Bodies and Objects. ARCH 2744 DRAWING AND MAKING WORKSHOP AND MAKING 2744 DRAWING ARCH 1 UNIT students Workshop, In a Drawing and Making making. Each develop techniques of drawing and/or Studio. Pass / course is repeatable twice for credit. Fail. 1 UNIT practice com- students In the Portfolio Workshop, of their core architec- municating the outcomes produce a portfolio for faculty ture education and twice for credit. Each course is repeatable review. Studio. Pass / Fail. cations. Each course is repeatable twice for credit. twice for credit. course is repeatable cations. Each / Fail. Studio. Pass WORKSHOP 2743 PORTFOLIO ARCH Architecture 35 - - DESIGN - vs. private space, community vs. the individual, and vs. the individual, space, community vs. private families. The studio vs. non-traditional traditional single-family dwelling between the focus is divided typologies. The course and multiple-unit housing materials and systems com- includes a sustainable lectures and written research ponent that includes Prerequisite: ARCH 281, Design assignments. Studio. and Space. Studio 2A: Program ARCH 448 PROFESSIONAL PRACTICE 2: RESEARCH 2: RESEARCH PRACTICE 448 PROFESSIONAL ARCH AND PRE 3 UNITS Theory and techniques for analyzing and integrat- ing design methodologies, client or user needs, ARCH 393 THIRD YEAR OPEN STUDIO YEAR 393 THIRD ARCH 6 UNITS years in the design se- Students from differing projects quence deal with common projects. The in the design explore various degrees of complexity consider response; student evaluation takes into level in the program. This ation the individual’s one design course can substitute for or remediate (ARCH studio from the previous studio sequence Permission of 383, ARCH 384). Studio. Prerequisite: the chair. SYSTEMS 425 ENVIRONMENTAL ARCH 3 UNITS Human comfort, climate analysis, passive and active systems, heating and cooling, daylighting, and with a special acoustics are reviewed. This survey, emphasis on sustainable design, provides an un- derstanding of the basic principles and appropriate application and performance of building systems, including heating, cooling, and ventilation sys- tems; electrical and plumbing distribution systems; waste, fire protection, lighting, acoustical, energy, and hazardous material systems. Lecture. security, Prerequisites: PHYS 243, Physics for Architects, and ARCH 281, Design Studio 2A: Program and Space. ARCH 384 DESIGN STUDIO 3B: STRUCTURE, SYS STRUCTURE, 384 DESIGN STUDIO 3B: ARCH FORM AND TEMS, SPACE 6 UNITS building systems, and codes Structure, technology, determinants, space makers, are explored as design Building ty- and form-givers in this synthesis studio. environmen- pologies, long-span structural systems, analyzed as tal systems, and electronic media are studio has they relate to design development. The that includes a portfolio development component lectures and assignments. Studio. Prerequisite: ARCH 283, Design Studio 2B: Site Orders. -

2016-2017 Course Catalog 2016-2017 Course Through critical analysis and comparison of the and multi-cultural evolu- historical, contemporary, tion of house and housing, the studio addresses the form and meaning of the dwelling with a discussion that juxtaposes interior vs. exterior space, public ARCH 383 DESIGN STUDIO 3A: HOUSE AND HOUS ARCH ING 6 UNITS 3 UNITS Using a foreign host city as the classroom, this course examines the numerous factors that contrib- Through “primary source” uted to shaping the city. experiences and readings, the students examine the urban environment of the host city historically Course may be taken only once and typologically. Prerequisite: for degree credit. Lecture/Seminar. Instructor consent. ARCH 375 URBAN ENVIRONMENT: FOREIGN STUDY FOREIGN 375 URBAN ENVIRONMENT: ARCH ARCH 366 CONTEMPORARY ISSUES: PRACTICE ISSUES: PRACTICE 366 CONTEMPORARY ARCH AND THEORY 3 UNITS animat- The theories and debates that are currently are exam- ing architectural practice and discourse technology, ined, including the impacts of context, and sociology, alternative practice, sustainability, Prerequisite: ARCH Lecture/Seminar. philosophy. 330, Theory of Architecture. ARCH 352 FICTIONAL CARTOGRAPHIES ARCH 3 UNITS narratives, where different The course is a forum through the identities, and histories are explored course intent juxtaposition of image and word. The are trained is to question the methods by which we to reconnect to articulate ideas and emotions and course the act of thinking through making. The utilizes lectures, film, critical discussion, develop and hands-on construction as students that express visual topographies or representations Prerequisite: the content of this exploration. Studio. Instructor consent. ARCH 351 DESIGN, ANIMATION, AND SIMULATION AND SIMULATION 351 DESIGN, ANIMATION, ARCH ENVIRONMENT IN THE DIGITAL 3 UNITS the possibilities and pitfalls of The course explores environment. Using a series designing in the digital exercises, students explore of small projects and represent, rationalize, and new ways to conceive, space, and objects. Studio. communicate design, 211, Design Communication 2 or Prerequisite: ARCH ARCH 468, Digital Media. Architecture - 36 6 UNITS Through a rigorous level of work which is clearly re- solved, students must demonstrate the application of theoretical research and positioning, plus the ability to integrate site, program, and other design issues in a self-initiated architectural design project, ARCH 491 DESIGN STUDIO 5A: CONTEMPORARY STUDIO 5A: CONTEMPORARY 491 DESIGN ARCH TOPICS 6 UNITS intent is to explore and test architec- This studio’s tural design as it relates to one or more special contemporary issues. The studio is open to both students. An equivalent fourth- and fifth-year summer studio may be substituted for ARCH 491, Studio. Design Studio 5A: Contemporary Topics. Prerequisite: ARCH 384, Design Studio 3B: Structure, Systems, Space and Form. PROJECT 492 DEGREE ARCH ARCH 487 DESIGN STUDIO 4A: COMPREHENSIVE 4A: COMPREHENSIVE 487 DESIGN STUDIO ARCH DESIGN 6 UNITS comprehensive architectural Students produce a a building program and site project based upon of programmed that includes the development an understanding of structur space, demonstrating systems, life-safety provi- al and environmental building assemblies, and the sions, wall sections, The studio is open to principles of sustainability. The last half of the students. fourth- and fifth-year to design development. semester will be devoted ARCH 384, Design Studio 3B: Studio. Prerequisites: Space and Form; ARCH 326, Structure, Systems, Systems. Structures 1; and ARCH 425, Environmental Co-requisite: ARCH 464, Systems Integration. STUDIO 4B: URBANISM 489 DESIGN ARCH 6 UNITS leadership This course focuses on the architect’s of growth, role in their community regarding issues the study of development, and aesthetics through related to urban design techniques and practices of urban architecture and urbanism. A broad array and space theories, tactics and strategies, building and types, landscape and infrastructure design, through politics and policy-making are explored public realms the dialectic between the private and is open to of the diverse urban culture. The studio students. Studio. Prerequisite: fourth- and fifth-year Systems, ARCH 384, Design Studio 3B: Structure, Space and Form. - 2016-2017 Course Catalog 2016-2017 Course ARCH 475 FOREIGN STUDY SUMMER STUDIO SUMMER STUDY 475 FOREIGN ARCH 6 UNITS studio occurs in a foreign host This upper-division employing existing buildings and sites within city, the city; the study of “new” and “old” is explored tectonically through program, structure, materials, and details. Design development is stressed, along with cultural/social concerns. Course may be taken only once for degree credit. Studio. Prerequisite: ARCH 384, Design Studio 3B: Structure, Systems, Space and Form. ARCH 464 SYSTEMS INTEGRATION 464 SYSTEMS ARCH 3 UNITS of mate- The interrelationships of the properties building rials, structures, environmental systems, building envelope systems, construction technology, influence cost control, and life-cycle costs as they are design-development and decision making process examined. A comprehensive and integrative 243, is presented. Lecture. Prerequisites: ARCH Materials and Methods; ARCH 425, Environmental Co-requi- Systems; and ARCH 326, Structures 1. site: ARCH 487, Design Studio 4A: Comprehensive Design. ARCH 450 PROFESSIONAL PRACTICE 3: DOCU PRACTICE 450 PROFESSIONAL ARCH ADMINISTRATION MENTS AND PROJECT 3 UNITS project and firm management Design delivery and the client role are studied, including understanding an analysis in architecture, program preparation, and of documents, services, professional contracts global fees, project budget and cost estimating, Prereq- markets, and professional ethics. Lecture. Practice uisites: ARCH 366, Contemporary Issues: Practice 2: and Theory; and ARCH 448, Professional Research and Pre-Design. and site conditions into criteria for preparing for for preparing for into criteria and site conditions - studied. The theoreti project are an architectural is the degree project context for cal and practical Along with the comple- researched and developed. written position of intent, a tion of a substantiated program written, and design project site is selected, Lecture. Prerequisites: methodology articulated. Practice 1 and ARCH 330, ARCH 250, Professional Theory of Architecture. Architecture 37 4 UNITS - ARCH 170, 270, 370, 470 TOPICS IN ARCHITECTURE TOPICS 170, 270, 370, 470 ARCH 3 UNITS in of timely significance study of topics An in-depth Topics change as appropri- the field of architecture. consent. ate. Prerequisite: Instructor STUDY 299, 399, 499 INDEPENDENT ARCH 1 in an area of special inter- Individual investigation student, with the approval of est selected by the Regular or of the faculty. an appropriate member with the assigned faculty mem- periodic meetings hours required for each unit ber are required. Thirty Independent study contract of credit. Prerequisite: approval by the chair. 2016-2017 Course Catalog 2016-2017 Course ARCH 493 FOURTH YEAR OPEN STUDIO YEAR 493 FOURTH ARCH 6 UNITS in the design se- years Students from differing projects. The projects quence deal with common various degrees of complexity in presented explore Student evaluation takes into the design response. level in the program. consideration the individual’s one This course can substitute for or remediate sequence design studio from the previous studio Prerequi- (ARCH 487, ARCH 489, ARCH 491). Studio. site: Permission of the chair. through a rigorous level of work which is clearly which is clearly rigorous level of work through a degree of critical demonstrating a high resolved, Prerequisites: ARCH skill and craft. Studio. thinking, 2: Research and Pre-De- 448, Professional Practice Studio 5A: Contemporary sign; ARCH 491, Design Topics. Architecture

38

ARCH 450 Professional Practice 3 Practice Professional 450 ARCH 4

ARCH 492 Design Studio 5B Studio Design 492 ARCH 1

O C Spring ARCH 448 Professional Practice 2 Practice Professional 448 ARCH

I W YEAR 5 Issues Contemporary 366 ARCH

Fall

ARCH 491 Design Studio 5A Studio Design 491 ARCH

ARCH 334 Urban Design Theory Design Urban 334 ARCH

ARCH 489 Design Studio 4B Studio Design 489 ARCH 3

Spring ARCH 464 Systems Integration Systems 464 ARCH

YEAR 4

Fall 4A Studio Design 487 ARCH

ARCH 425 Environmental Systems Environmental 425 ARCH ARCH 327 Structures 2 Structures 327 ARCH Q

Spring

(PART 1 OF 2) 1 OF (PART 3B Studio Design 384 ARCH

ARCH 330 Theory of Architecture of Theory 330 ARCH 1

C

YEAR 3 ARCH 326 Structures 1 Structures 326 ARCH

Fall

ARCH 383 Design Studio 3A Studio Design 383 ARCH ARCH 250 Professional Practice 1 Practice Professional 250 ARCH

Entrepreneurship

ARCH 268 World Architecture 2 Architecture World 268 ARCH 2 4

Spring ARCH 283 Design Studio 2B Studio Design 283 ARCH

YEAR 2 Methods and Materials 243 ARCH Fall 2A Studio Design 281 ARCH

ABILITY

ARCH 267 World Architecture 1 Architecture World 267 ARCH I

O W Civic Engagement ARCH 211 Design Communication 2 Communication Design 211 ARCH 3

Spring ARCH 183 Design Studio 1B Studio Design 183 ARCH

Understanding of the basic principles involved in the appropriate selection and application of

ARCH 114 Design Communication 1 Communication Design 114 ARCH Ability to demonstrate the skills associated with making integrated decisions across multiple systems and variables in the YEAR 1 Fall 1A Studio Design 182 ARCH Understanding of the parallel and divergent histories of architecture and the cultural norms of a Understanding of the basic principles utilized in the appropriate selection of interior and exterior construction Understanding of the diverse needs, values, behavioral norms, physical abilities, and social and spatial patterns

Understanding of the basic principles and appropriate application and performance of building service Ability to raise clear and precise questions, use abstract ideas to interpret information, consider diverse

Ability to write and speak effectively and use appropriate representational media with peers and with the general public. Level of Accomplishment of Level Transdisciplinarity Understanding of the ethical issues involved in the exercise of professional judgment in architectural design and

2 Strategic Principles Strategic Understanding the principles of environmental systems’ design, how systems can vary by geographic region, and the tools used Understanding of the architect’s responsibility to the public and the client as determined by regulations and legal considerations. Understanding of the theoretical and applied research methodologies and practices used during the design process.

points of view, reach well-reasoned conclusions, and test alternative outcomes against relevant criteria and standards. MAJOR COURSES MAJOR .. Ability to effectively use basic formal, organizational and environmental principles and the capacity of each to inform two- and three-dimensional design. Ability to make design decisions within a complex architectural project while demonstrating broad integration and consideration of environmental History and Global Culture variety of indigenous, vernacular, local, regional, settings in terms of their political, economic, social, and technological factors. systems including mechanical, plumbing, electrical, communication, vertical transportation security, and fire protection systems. Research practice and understanding the role of the NCARB Rules of Conduct and the AIA Code of Ethics in defining professional conduct. Design Thinking Skills Ability to apply the fundamentals of both natural and formal ordering systems and the capacity of each to inform two- and three-dimensional design. Ability to design sites, facilities and systems consistent with the principles of life-safety standards, accessibility standards, and other codes and regulations. Building Service Systems Professional Conduct materials, finishes, products, components and assemblies based on their inherent performance including environmental impact and reuse. building envelope systems relative to fundamental performance, aesthetics, moisture transfer, durability, and energy and material resources. Building Envelope Systems and Assemblies that characterize different cultures and individuals and the responsibility of the architect to ensure equity of access to buildings and structures. Building Materials and Assemblies Research Understanding of the basic principles of a firm’s business practices, including financial management and business planning, marketing, organization, and entrepreneurship. Cultural Diversity and Social Equity Design Thinking Legal Responsibilities for performance assessment. This must include active and passive heating and cooling, indoor air quality, solar systems, lighting systems, and acoustics. Pre-Design Environmental Systems Site Design Ability to gather, assess, record, and comparatively evaluate relevant information and performance in order to support conclusions related to a specific project or assignment. Professional Communication Skills Understanding of the relationships among key stakeholders in the design process—client, contractor, architect, user groups, local community—and the architect’s role to reconcile stakeholder needs. Integrative Design 1 Understanding of the methods for selecting consultants and assembling teams; identifying work plans, project schedules, and time requirements; and recommending project delivery methods. Ordering Systems Critical Thinking stewardship, technical documentation, accessibility, site conditions, life safety, environmental systems, structural systems, and building envelope systems and assemblies. Integrative Design Design Processes Ordering Systems Use of Precedents Investigative Skills Structural Systems Business Practices completion of a design project. This demonstration includes problem identification, setting evaluative criteria, analyzing solutions, and predicting the effectiveness of implementation. Understanding of the fundamentals of building costs, which must include project financing methods and feasibility, construction cost estimating, construction scheduling, operational costs, and life-cycle costs. Ability to make technically clear drawings, prepare outline specifications, and models illustrating and identifying the assembly of materials, systems, and components appropriate for a building design. Information Literacy Codes and Regulations Oral Communication Project Management Architectural Design Skills Ability to demonstrate the basic principles of structural systems and their ability to withstand gravity, seismic, and lateral forces, as well as the selection and application of the appropriate structural system. Professional Conduct Legal Responsibilities Design Thinking Skills Integrative Evaluation and Decision-Making Design Processes Codes and Regulations Quantitative Reasoning Written Communication Environmental Systems Strategic Principles Business Practices Investigative Skill Financial Considerations Technical Documentation Ability to examine and comprehend the fundamental principles present in relevant precedents and to make informed choices regarding the incorporation of such principles into architecture and urban design projects. Building Service Systems Ability to respond to site characteristics including urban context and developmental patterning, historical fabric, soil, topography, climate, building orientation, and watershed in the development of a project design History and Global Culture Architectural Design Skills Project Management Stakeholder Role in Architecture Ability to prepare a comprehensive program for an architectural project, which must include an assessment of client and user needs, an inventory of spaces and their requirements, an analysis of site conditions (including existing LEARNING OUTCOMES UNDERSTANDING Building Materials and Assemblies Professional Communication Skills Cultural Diversity and Social Equity Site Design Structural Systems (BArch) buildings), a review of the relevant building codes and standards, including relevant sustainability requirements, and assessment of their implications for the project, and a definition of site selection and design assessment criteria. Assuring Stakeholder Role in Architecture Quality in Financial Considerations Academic Use of Precedents Technical Documentation Pre-Design Architecture Integrative Evaluation and Decision-Making Building Envelope Systems and Assemblies

I 3 1 1 2 3 4 5 1 6 7 8 9 1 2 5 7 8 2 3 4 6

C Q O 2 5 3 4 W 10

WAC Core Competencies Core WAC Realm D: Professional Practice Professional D: Realm Realm C: Integrated Architectural Solutions Architectural Integrated C: Realm Realm B: Integrated Building Practices, Technical Skills and Knowledge and Skills Technical Practices, Building Integrated B: Realm Realm A: Critical Thinking and Representation and Thinking Critical A: Realm 2 3 4 3 1 1 2 3 4 5 1 3 4 5 6 5 7 8 9 2 6 7 8 2 1 STRATEGIC PRINCIPLES 10 CURRICULUM MAP CURRICULUM BArch Bachelor of Architecture 2016-2017 Course Catalog 2016-2017 Course

Architecture

ARCH 450 Professional Practice 3 Practice Professional 450 ARCH 4 39

ARCH 492 Design Studio 5B Studio Design 492 ARCH 1

C O Spring ARCH 448 Professional Practice 2 Practice Professional 448 ARCH

I W YEAR 5 Issues Contemporary 366 ARCH

Fall

ARCH 491 Design Studio 5A Studio Design 491 ARCH

ARCH 334 Urban Design Theory Design Urban 334 ARCH

ARCH 489 Design Studio 4B Studio Design 489 ARCH 3

Spring ARCH 464 Systems Integration Systems 464 ARCH

YEAR 4

Fall 4A Studio Design 487 ARCH

ARCH 425 Environmental Systems Environmental 425 ARCH ARCH 327 Structures 2 Structures 327 ARCH Q

Spring ARCH 384 Design Studio 3B Studio Design 384 ARCH

ARCH 330 Theory of Architecture of Theory 330 ARCH 1

C

YEAR 3 ARCH 326 Structures 1 Structures 326 ARCH

Fall

ARCH 383 Design Studio 3A Studio Design 383 ARCH ARCH 250 Professional Practice 1 Practice Professional 250 ARCH

Entrepreneurship

ARCH 268 World Architecture 2 Architecture World 268 ARCH 2 4

Spring ARCH 283 Design Studio 2B Studio Design 283 ARCH

YEAR 2 Methods and Materials 243 ARCH Fall 2A Studio Design 281 ARCH

ABILITY

ARCH 267 World Architecture 1 Architecture World 267 ARCH I

O W Civic Engagement ARCH 211 Design Communication 2 Communication Design 211 ARCH 3

Spring ARCH 183 Design Studio 1B Studio Design 183 ARCH

Understanding of the basic principles involved in the appropriate selection and application of

ARCH 114 Design Communication 1 Communication Design 114 ARCH and variables in the Ability to demonstrate the skills associated with making integrated decisions across multiple systems YEAR 1 Fall 1A Studio Design 182 ARCH Understanding of the parallel and divergent histories of architecture and the cultural norms of a Understanding of the parallel and divergent histories Understanding of the basic principles utilized in the appropriate selection of interior and exterior construction Understanding of the basic principles utilized in the appropriate selection of interior and exterior Understanding of the diverse needs, values, behavioral norms, physical abilities, and social and spatial patterns Understanding of the diverse needs, values, behavioral

Understanding of the basic principles and appropriate application and performance of building service Understanding of the basic principles and appropriate application and performance of building service Ability to raise clear and precise questions, use abstract ideas to interpret information, consider diverse Ability to raise clear and precise questions, use abstract

Ability to write and speak effectively and use appropriate representational media with peers and with the general public. effectively and use appropriate representational Ability to write and speak Level of Accomplishment of Level Transdisciplinarity Understanding of the ethical issues involved in the exercise of professional judgment in architectural design and Understanding of the ethical issues involved in the exercise of professional judgment in architectural

2 Strategic Principles Strategic region, and the tools used Understanding the principles of environmental systems’ design, how systems can vary by geographic Understanding of the architect’s responsibility to the public and the client as determined by regulations and legal considerations. Understanding of the architect’s responsibility to the public and the client as determined by regulations Understanding of the theoretical and applied research methodologies and practices used during the design process. Understanding of the theoretical and applied research methodologies and practices used during

points of view, reach well-reasoned conclusions, and test alternative outcomes against relevant criteria and standards. points of view, reach well-reasoned conclusions, MAJOR COURSES MAJOR .. Ability to effectively use basic formal, organizational and environmental principles and the capacity of each to inform two- and three-dimensional design. Ability to effectively use basic formal, organizational Ability to make design decisions within a complex architectural project while demonstrating broad integration and consideration of environmental Ability to make design decisions within a complex architectural project while demonstrating broad History and Global Culture variety of indigenous, vernacular, local, regional, settings in terms of their political, economic, social, and technological factors. variety of indigenous, vernacular, local, regional, systems including mechanical, plumbing, electrical, communication, vertical transportation security, and fire protection systems. systems including mechanical, plumbing, electrical, communication, vertical transportation security, Research practice and understanding the role of the NCARB Rules of Conduct and the AIA Code of Ethics in defining professional conduct. practice and understanding the role of the NCARB Rules of Conduct and the AIA Code of Ethics in Design Thinking Skills Ability to apply the fundamentals of both natural and formal ordering systems and the capacity of each to inform two- and three-dimensional design. Ability to apply the fundamentals of both natural Ability to design sites, facilities and systems consistent with the principles of life-safety standards, accessibility standards, and other codes and regulations. Ability to design sites, facilities and systems consistent with the principles of life-safety standards, Building Service Systems Professional Conduct materials, finishes, products, components and assemblies based on their inherent performance including environmental impact and reuse. materials, finishes, products, components and assemblies based on their inherent performance including building envelope systems relative to fundamental performance, aesthetics, moisture transfer, durability, and energy and material resources. building envelope systems relative to fundamental performance, aesthetics, moisture transfer, durability, Building Envelope Systems and Assemblies that characterize different cultures and individuals and the responsibility of the architect to ensure equity of access to buildings and structures. that characterize different cultures and individuals Building Materials and Assemblies Research Understanding of the basic principles of a firm’s business practices, including financial management and business planning, marketing, organization, and entrepreneurship. Understanding of the basic principles of a firm’s business practices, including financial management Cultural Diversity and Social Equity Design Thinking Legal Responsibilities for performance assessment. This must include active and passive heating and cooling, indoor air quality, solar systems, lighting systems, and acoustics. for performance assessment. This must include active and passive heating and cooling, indoor air Pre-Design Environmental Systems Site Design Ability to gather, assess, record, and comparatively evaluate relevant information and performance in order to support conclusions related to a specific project or assignment. Ability to gather, assess, record, and comparatively Professional Communication Skills Professional Communication Understanding of the relationships among key stakeholders in the design process—client, contractor, architect, user groups, local community—and the architect’s role to reconcile stakeholder needs. Understanding of the relationships among key stakeholders in the design process—client, contractor, Integrative Design 1 Understanding of the methods for selecting consultants and assembling teams; identifying work plans, project schedules, and time requirements; and recommending project delivery methods. Understanding of the methods for selecting consultants and assembling teams; identifying work Ordering Systems Critical Thinking stewardship, technical documentation, accessibility, site conditions, life safety, environmental systems, structural systems, and building envelope systems and assemblies. stewardship, technical documentation, accessibility, site conditions, life safety, environmental systems, Design Processes Integrative Design Ordering Systems Use of Precedents Investigative Skills Structural Systems Business Practices Business completion of a design project. This demonstration includes problem identification, setting evaluative criteria, analyzing solutions, and predicting the effectiveness of implementation. completion of a design project. This demonstration includes problem identification, setting evaluative Understanding of the fundamentals of building costs, which must include project financing methods and feasibility, construction cost estimating, construction scheduling, operational costs, and life-cycle costs. Understanding of the fundamentals of building costs, which must include project financing methods Ability to make technically clear drawings, prepare outline specifications, and construct models illustrating and identifying the assembly of materials, systems, and components appropriate for a building design. Ability to make technically clear drawings, prepare outline specifications, and construct models illustrating Information Literacy Codes and Regulations Oral Communication Oral Project Management Architectural Design Skills Ability to demonstrate the basic principles of structural systems and their ability to withstand gravity, seismic, and lateral forces, as well as the selection and application of the appropriate structural system. Ability to demonstrate the basic principles of structural systems and their ability to withstand gravity, Professional Conduct Professional Legal Responsibilities Legal Design Thinking Skills Integrative Evaluation and Decision-Making Design Processes Codes and Regulations Quantitative Reasoning Quantitative Written Communication Environmental Systems Strategic Principles Business Practices Investigative Skill Financial Considerations Technical Documentation rding the incorporation of such principles into architecture and urban design projects. principles present in relevant precedents and to make informed choices regarding the incorporation of such principles into architecture Ability to examine and comprehend the fundamental Building Service Systems Ability to respond to site characteristics including urban context and developmental patterning, historical fabric, soil, topography, climate, building orientation, and watershed in the development of a project design Ability to respond to site characteristics including urban context and developmental patterning, historical History and Global Culture Architectural Design Skills Project Management Stakeholder Role in Architecture Stakeholder Role needs, an inventory of spaces and their requirements, an analysis of site conditions (including existing an architectural project, which must include an assessment of client and user needs, an inventory of spaces and their requirements, Ability to prepare a comprehensive program for LEARNING OUTCOMES Building Materials and Assemblies UNDERSTANDING Professional Communication Skills Cultural Diversity and Social Equity Site Design Structural Systems (BArch) ment of their implications for the project, and a definition of site selection and design assessment criteria. and standards, including relevant sustainability requirements, and assessment of their implications for the project, and a definition buildings), a review of the relevant building codes Assuring Stakeholder Role in Architecture Quality in Financial Considerations Academic Use of Precedents Technical Documentation Pre-Design Architecture Integrative Evaluation and Decision-Making Integrative Evaluation and Decision-Making Building Envelope Systems and Assemblies

I 3 8 9 5 3 4 1 1 2 7 7 8 1 2 6 5 6 1 2 3 4

C Q O 2 5 3 4 W 10

WAC Core Competencies Core WAC Realm D: Professional Practice Professional D: Realm Realm C: Integrated Architectural Solutions Architectural Integrated C: Realm Realm B: Integrated Building Practices, Technical Skills and Knowledge and Skills Technical Practices, Building Integrated B: Realm Realm A: Critical Thinking and Representation and Thinking Critical A: Realm 5 7 8 3 1 2 3 4 1 2 3 4 5 1 3 4 5 6 8 2 6 7 9 1 2 STRATEGIC PRINCIPLES 10 CURRICULUM MAP Bachelor of Architecture BArch (PART 2 OF 2) OF 2 (PART 2016-2017 Course Catalog 2016-2017 Course Interior Architecture - - 40 - idenced through quantitative reasoning, systems integration, and production expertise.  Students gain the ability to analyze, understand, and cultural critique, and develop space as a social of construction, as evidenced in the development programmatic, behavioral, ethical, and collabo rative strategies for the built environment within scalar contexts and various professional different settings. Students gain the ability to analyze, understand, critique, and develop interior spaces that elicit hu man response through the manipulation and en- hancement of the sensual, as evidenced through the design of interior environments that illustrate and elicit experiential responses. Students gain the ability to analyze, understand, critique, and develop interior spaces through the techniques of innovative building processes, as ev and residential . Graduates also en- Graduates also interior design. and residential programming, interior that focus on gage in careers completion of Upon lighting, or color. planning, are prepared to enter either the program, students the profession with a keen graduate studies or the realm of the real sense of space, combining with the realm of possibilities. PROGRAM LEARNING OUTCOMES LEARNING PROGRAM the analysis, Students gain the ability to engage in built interi- understanding, and development of the inquiry or environment as a viable object of critical processes, evidenced through design and research multivalent written communication, proficient and and visual communication, quantitative analysis, historical research. • • • MISSION critically engages design as a Interior Architecture form-making that transforms progressive craft of social ways we inhabit space. De- the individual and conflicting constraints sign creatively orchestrates solutions that fit into larger creating meaningful the stories of social and cultural contexts. Through characters, and envisioned our students, faculty, of interior the ephemeral and structured qualities and environments illuminate the human condition explore its culturally rich spatial narratives. Students pro- real and imagined geographies to critically in and effect duce space that researches technique building, and order to develop new ways of seeing, designing.

2016-2017 Course Catalog 2016-2017 Course Christoph Korner, MArch, Chair MArch, Christoph Korner, program. to the Interior Architecture Welcome of study in an exemplary have chosen a course You will learn the professional and program where you of interior architecture. Our academic discipline outstanding students department has produced leaders in their chosen field of who have become related disciplines. In addition, Interior Design or its discourse this program will help you bring a critical The to a profession that is continually growing. studies, curriculum can also lead you into graduate I am as many who came before you have found. apply your sure you will excel in this field as you for exploring passion for design and your curiosity the world around you. Bachelor a four-year offers University Woodbury program of Fine Arts in Interior Architecture. The and provides students with the design, analytical, fields that technical skills necessary for the diverse The curric- deal with the design of interior spaces. of ulum provides students a strong understanding creative the design process, through critical and and rep- thinking, combined with strong technical resentational skills. and social The program explores how the physical with aesthetic join to create interior spaces infused of the and cultural relevance. Physical constructs design, and visual arts, , furniture architecture commingle with the social sciences and the humanities. Using three-dimensional models, computer rendering, and drawing, students explore various disciplines that collectively comprise Interior Architecture. Students gain expertise in developing the essential elements of Interior Design,such as light, finishes, and furnishings,along form, color, material sci- with appropriate building technology, ence, and behavioral factors, to create spatial com- positions. In a field of rapidly changing technology and ideas, this program provides students with both the professional and intellectual tools necessary to negotiate this exciting cultural landscape. Interior Architecture program provides Woodbury’s the depth necessary to begin careers in corporate Interior Architecture Architecture Interior (BFA) Interior Architecture 41 3 M 4 M 3 M 3 M 4 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 1 GE 3 GE 3 GE (students must complete 128 Mathematics Course Design Studio 3: IA Elements Design Studio 3: IA Space Planning Materials & Furnishings Interior Architecture History I Color Theory and Interaction Environmental Studies Building Systems & Codes Design Studio 4: Branding and Identity Design Communication 3 Interior Architecture History II Public Speaking II Academic Writing & Practice Theory Information Beginning Drawing Beginning Design II Design Studio 2: 3D 2 Design Communication Tectonics 1: Material Logic Tectonics Natural Science with a lab Design Studio 5: Dwelling and Culture Contemporary IA History and Theories Introduction to Psychology INAR 207 INAR 252 INAR 256 INAR 164 INAR 258 INAR 282 ARIA 211 INAR 265 INAR 106 ARIA 115 WRIT 112 ENVT 220 INAR 259 ______INAR 363 INAR 366 PSYC 200 MATH 2__ MATH FOUN 106 FOUN 101 LSCI 105/106 COMM 120 hours of work experience with an interior or allied professional) Spring Semester Students must pass portfolio review prior to Students must pass portfolio review prior enrollment in upper division studios THIRD YEAR Fall Semester Experience Work SECOND YEAR SECOND Fall Semester Spring Semester 3 5 71 49 128 3 M 3 M 3 GE 3 GE 3 UE 1 UE Units Interdisciplinary Course Unrestricted Elective (MATH 149) Unrestricted Elective (MATH Unrestricted Elective (PPDV 1/2) Design Communication 1 I Academic Writing Design Studio 1: 3D Design I

______INDS 1__ ARIA 114 INAR 105 WRIT 111 Students gain the ability to act in professional and act in professional gain the ability to Students the highest ethical environments with academic in the in- as evidenced character, and cooperative research and engage creasing ability to self-direct in team activities. 2016-2017 Course Catalog 2016-2017 Course Fall Semester SUGGESTED SEQUENCE OF COURSES OF SUGGESTED SEQUENCE FIRST YEAR Curriculum Summary Curriculum MAJOR ARCHITECTURE INTERIOR CURRICULUM Degree Leading to the Bachelor of Fine Arts Restricted Design Electives (RE/DES) General Education/Integrative Learning (GE) Unrestricted Electives (UE) Minimum semester hours required NASAD is an accredited institutional University Woodbury Schools of member of the National Association of university’s Art and Design (NASAD). In 2008, the Graphic programs in Animation, Fashion Design, accredita- Design, and Interior Architecture received Schools of Art tion from the National Association of and Design (NASAD). Major (M) Accreditation CIDA •  Woodbury University School of Architecture’s Inte- University School of Architecture’s Woodbury leading to the Bachelor rior Architecture program is accredited by the Council for of Fine Arts degree - (CIDA), www.accred Interior Design Accreditation Suite 350, Grand Avenue, it-id.org, 206 Grandville Rapids, MI, 49503-4014. for The most recent CIDA accreditation evaluation pro- program took place in 2011. The BFA the BFA of reaccredita- gram was awarded a full 6-year term in 2017. tion. The next evaluation will take place Interior Architecture 42 - and promote contin program quality cle to assure of teaching, in the effectiveness uous improvement work, and the ongoing of student the improvement design of the curriculum. Peer Feedback in studios Class critique and small group reviews on their provide students with direct peer feedback standards of work and assist students in developing critical judgment. Portfolio Review at the end Students produce a progress portfolio their of their second year of study to document for entry progress. The review acts as a gatekeeper studios. The review pro- into the upper-division analyze, and communicate cess is used to review, the results of each evaluation to both faculty and students. Students are assessed on key learning outcomes derived from CIDA, NASAD, and WASC standards. Passing the portfolio review is a prereq- uisite for INAR 363, Design Studio 5: Dwelling and Culture. In the event that students do not pass the portfolio they may be required to address design or review, technical deficiencies by taking one or more courses recommended by the portfolio review board. Upon completion of the required course or courses, students are required to resubmit their portfolios to assure they have overcome previous deficiencies and met the competency requirements. Students may only submit their portfolio for review a total of two additional times. Students are strongly recom- mended to enroll in the one-unit portfolio elective Formative Assessment Formative Jury Review review student work at the Industry professionals in a public forum of critique end of each semester reviews are attended by de- and feedback. These and and selected faculty, partment administration provide direct feedback to the their purpose is to improvement, as well as to pro- students for project of class performance, vide an informal assessment project success, and faculty effectiveness. Faculty Critique feedback by Students receive regular and ongoing the se- faculty to coach and monitor throughout This in-class assessment provides students an mester. of their opportunity for continuous improvement projects during the development process. 2 M 2 M 5 M 1 M 5 M DES 3 M 2 M 4 M 3 GE 3 GE 3 GE 1 UE 3 GE 3 GE 3 GE 3 RE/ Humanities Course Art History Course Elective General Education Tectonics 2: Detail Design 2: Detail Design Tectonics Lighting Design Design Studio 6: Community and Typology Professional Practice Senior Project Construction Documents Ethical Systems Human Agency & Interior Spaces Restricted Design Elective Design Studio 7: Narrative and Media Senior Project Research General Education Elective Unrestricted Elective ______PHIL 210 INAR 328 INAR 365 INAR 382 INDS 340 ARTH 2__ ARTH INAR 451 INAR 454 INAR 483 INAR 480 INAR 482 ____ 3___ 2016-2017 Course Catalog 2016-2017 Course Assessment Process Both formal and informal ongoing assessment strat- egies help develop and systemically evaluate stu- dent performance and attainment of key learning outcomes in Interior Architecture. The Curriculum Map articulates four key learning outcomes and respective levels of expertise—areas for measured assessment that include both formative and summa- tive benchmarks, and involve multiple forms of evaluation. Each year the department specifies key areas for measured assessment of student learning outcomes that involve not only programmatic out- comes, but also core competencies and institutional outcomes. The five core competencies include Oral Communication, Informa- Communication, Written Quantitative Reasoning, and Critical tion Literacy, Thinking. Institutional outcomes include Design and Thinking, Civic Engagement, Transdisciplinarity, Entrepreneurship. These processes provide a vehi- Spring Semester FOURTH YEAR FOURTH Fall Semester Spring Semester Interior Architecture - - 43 - - - Students will develop design skills as a way of will develop design Students and solving problems. researching set of will develop a comprehensive Students design problems with regard skills that focus on of interior spaces. to the human inhabitation quantifiable visual, verbal, Students will develop skills necessary to ex- and oral communication and expression of design press research, analysis, solutions. skills necessary for under Students will develop standing and representing the technical art and standing and representing and designing interior regulations of building spaces. • • • • All interior architecture students are required to fulfill 128 hours of work experience. This is not an internship requirement for credit. Students must find a job in an interior design, architecture, or other allied design firm and work for a minimum of dio GPA drops below 2.0 must repeat one of these dio GPA minimum GPA two studios as necessary to achieve the prior to enrollment in the succeeding studio. Policy Satisfactory Progress prog Students are expected to maintain satisfactory program. A student who earns a GPA ress in the BFA not be con below 2.0 in three semesters, which need program. secutive, is subject to dismissal from the a 2.0 or A student who does not pass a studio with subject to better after enrolling in it three times is dismissal from the program. LEARNING OPPORTUNITIES/REQUIREMENTS SPECIAL a offers Career Development Office Woodbury’s variety of programs, services, and resources to assist students in exploring careers and securing intern- works with students one-on-one ships. The staff to develop successful internship search strategies to help students connect with employers through internship postings, resume collections, on- or interview opportunities, alumni connec- off-campus tions, and employer outreach in the U.S. Experience Work ACADEMIC STANDARDS ACADEMIC for a profes Below average work is not acceptable maintain a sional degree. Students are required to for any grade point average of “C” (2.0) or higher to continue in two consecutive design studios in order whose two-stu the design studio sequence. A student

– In preparation for entry into the senior capstone In preparation for entry into the senior the project, students must successfully complete The main objective of this Senior Project Seminar. course is for students to develop a proposal there worthy of a senior project. In the future, that are plans to develop an assessment rubric the will allow faculty not teaching the course would ability to assess the senior projects. This provide an assessment tool for the program. what Allowing faculty the opportunity to see an projects students are developing provides strengths and insight into the program’s Seniors INAR 483, Senior Capstone Projects – their develop a comprehensive project during pres- final semester in the program. Students ent their projects in a public forum attended by outside professionals and faculty members Interior from the School of Architecture and the Architecture department. The IA department is developing further opportunities for project assessments. Developing a review of the projects during the week prior to graduation without the students present can provide an opportunity to evaluate the overall strengths and weaknesses of the curriculum. INAR 482, Senior Project Seminar INAR 482, Senior Project Students will develop comprehensive critical thinking skills necessary for multidisciplinary ap- proaches to problem-solving issues dealing with interior environments. The program will provide students with learning experiences that incorporate professional values, professional practices, and business procedures. weaknesses. • 2016-2017 Course Catalog 2016-2017 Course RESULTS OF LEARNING OF RESULTS • • Capstone Assessment • The program, including a review of student learn- The program, including through a comprehen- ing outcomes, is evaluated self-study produced for the Na- sive subject-specific Schools of Art and Design. The tional Association of opportunity to holistically assess process provides an multiple perspectives and make the program from in policies, procedures, any necessary improvements curriculum, or staff. the semester before their portfolio is due. before their portfolio the semester Assessment Summative Accreditation Program Interior Architecture

44

the student has a minimum studio GPA of 3.0 for of 3.0 for studio GPA has a minimum the student their first year of study; their first for of 3.0 overall GPA has a minimum the student their first year of study; all required classes the student has passed of the curriculum, and has through the first year of the required general completed a majority education electives. administration and course instructors. Proficiency in internet research, as demonstrated through successful completion or transfer of appropriate course equivalent to LSCI 105/106, Information Theory and Practice, and as practiced at all studio levels and in all history/theory courses through bibliographic documentation of database use and citation of web-based sources (specific examples can be found in but are not limited to assignments in INAR 105, INAR 106, INAR 164, INAR 265, INAR 366, INAR 482, and INAR 483). Proficiency in the use of spreadsheets to compose, structure, and assess data as evidenced in but not limited to INAR 252, INAR 482, and INAR 483. Proficiency in word processing, as demonstrated at all studio levels through research assignments Proficiency in email, as demonstrated through regular communication with school • • • must maintain the The fast-tracking student continue to meet curriculum and required GPA after which the second year, requirements through 3880 during the second the student takes INAR in the program. summer of enrollment in the fast All students interested in participating of the track program must meet with the chair advising department for an interview and detailed participa- session prior to required chair-approved tion. must follow Students participating in the fast track starting the required history and theory sequence INAR 265 with INAR 164 the fall of their first year, and INAR 366 the fall the spring of their first year, If students fail to meet this of their second year. they will not history and theory track requirement, into INAR have the prerequisites necessary to enter 482 prior to their senior project. • • • DIGITAL MEDIA REQUIREMENTS DIGITAL requires itsThe Department of Interior Architecture digital mediagraduates to be literate in the current of representation and communication. • - - 2016-2017 Course Catalog 2016-2017 Course Fast Track Interior Architecture students may opt to begin a in Interior Architec- BFA fast track on the four-year ture program by enrolling in INAR 2881 the summer after attending the first year of the program. In or lin, China, Tahiti, or Paris. The Semester Abroad or Paris. The Semester lin, China, Tahiti, full-credit studio and lecture classes programs offer in these highly design, and history exploring theory, travel/ charged urban settings. These and other exchanges, study opportunities, as well as student students. provide a broad menu of choices for and Co-Curricular Student Professional Organizations IIDA and ASID are professional organizations that have student memberships available. Becoming a student member of these organizations provides you with scholarship and networking opportunities. Interior Architecture students have an IIDA cam- a The campus center provides students pus center. vehicle for involvement in student leadership and activities about Interior Architecture and involve- ment in IIDA Southern California professional chapter events. der to fast track, students must satisfy the following requirements: Study Away a number of opportunities to offers Woodbury States and travel and study both within the United South and overseas, ranging from short trips to to Central America and the American Southwest, Rome, Ber a summer term abroad in Barcelona, 128 hours. All of these hours do not need to be ful- do not need to be All of these hours 128 hours. use that you one place. It is recommended filled at types different experience to try several this work to give you a better idea of the of work experience, be interested in upon grad- type of job you would provides Development Office uation. The Career potential employers and the referral services for out emails with other poten- chair will often send It is recommended tial employment opportunities. confirmation for the firm you that you get verbal for to make sure it meets are planning to work Once you have completed your these requirements. your immediate supervisor for hours, you must ask The letter should letterhead. a letter on the firm’s the firm, indicate the responsibilities you had at the firm, and the number of hours you worked for your job an assessment of how well you executed to the chair responsibilities. This letter is to be sent of the department. Interior Architecture 45 3 units 3 units 3 units 3 units 4 units 15 units 16 units College Algebra with Trigonometry Descriptive Geometry Physics for Architects Structures 1 Structures 2 PHYS 243 MATH 249 MATH ARCH 326 ARCH 327 MATH 251 MATH ...... unit requirement: Minimum ARIA 211 Design Communication 3 ARIA 211 Design Communication 3 UNITS This is an intermediate-level course that builds on This course introduces various drawing skills used in This course introduces various drawing and media of two- and three-dimensional methods technique, representation. Methods of perception, composition, critical evaluation, and presentation assignments. are studied through representational and Emphasis is placed on orthographic projection line-drawing documentation and constructed hard of rep- techniques. Students learn these methods drawing resentation using both digital and analog None. skills and media. Studio. Prerequisite: 2 ARIA 115 Design Communication 3 UNITS skills used inThis course develops various drawing and media oftwo- and three-dimensional methods representation. Methods of perception, technique, composition, critical evaluation, and presentation are studied through representational assignments. Emphasis is placed on orthographic projection and documentation and constructed hard line-drawing techniques. Students learn these methods of rep- resentation using both digital and analog drawing skills and media. Additional skills in diagramming and more advanced representation techniques develop ideas and skills learned in ARIA 114. Studio. Prerequisites: ARIA 114, Design Communication 1 and INAR 105, Design Studio 1. INTERIOR ARCHITECTURE: STRUCTURES MINOR STRUCTURES ARCHITECTURE: INTERIOR students interested in (for Interior Architecture sequence of Architecture following Structures Curriculum) Minimum unit requirement:...... Descriptions Course 1 ARIA 114 Design Communication 3 UNITS 3 units 3 units 3 units 2 units 4 units 4 units 5 units 2 units Color Theory and Interaction Space Planning 2: Detail Design Tectonics Lighting Design Design Studio 5: Dwelling and Culture Design Studio 6: Community and Typology Design Studio 7: Narrative and Media Lighting Design INAR 363 and essays submitted as .doc or .pdf files (specific submitted as .doc and essays are not limited tocan be found in but examples 106, INAR 164, in INAR 105, INAR assignments INAR 482, and INAR 483). INAR 265, INAR 366, design, as Proficiency in computer-aided successful completiondemonstrated through equivalent transferof INAR 211 or an approved the portfolio review, course and pre-admittance review into INAR 363, and up- gateway portfolio presentation require- studio-specific per-division ments. composition and desktopProficiency in graphic through the success- publishing, as demonstrated 106 and pre-admittanceful completion of INAR the gateway portfolio review portfolio review, into INAR 363, and upper division studio-specific axono- presentation requirements: projection, metrics, and perspectives, which are developed Studio 1.from skills learned in INAR 105, Design ofModel-building techniques and introduction com- computer graphics are developed. Design developedmunication and visualization skills are drawings,using digital media, mixed-media hand and model-building. INAR 252 INAR 328 INAR 365 FOUN 106 INAR 382 INAR 480 INAR 365 2016-2017 Course Catalog 2016-2017 Course Select one of the following after successful ARCH portfolio review: (for Architecture majors ONLY) MINOR REQUIREMENTS MINOR STUDENT COMPUTER AND OTHER EQUIPMENT EQUIPMENT AND OTHER STUDENT COMPUTER REQUIREMENTS Laptop Requirement Architec- It is required that all second-year Interior that is com- ture students have a laptop computer Students are patible with existing on-campus labs. accounts. responsible for their own email and ISP through the Student computer accounts are set up IT department. • • Interior Architecture 46 ers; formal and structural elements; periods, styles, periods, styles, and structural elements; ers; formal a given within and regional differences theories, Prerequisite: are studied. Lecture. style or period I. Writing WRIT 111, Academic INAR 252 Space Planning 252 Space INAR 3 UNITS An introduction to programming, behavioral apply to factors of space, and proxemics as they the layout and planning of interior environments. exam- Several projects of increasing complexity programmatic requirements. Studio. ine different 1: 3D Design I. Prerequisite: INAR 105, Design Studio and Furnishings 256 Materials INAR 3 UNITS Applied finishes and specifications for interior archi- tectural elements, furniture, fixtures, and textiles are examined through a comprehensive project. Materials, manufacturing processes, application of mass-produced furniture and surface materials, methods of detailing, construction, fabrication, and the application of materials in custom elements are studied. Estimating and installation are introduced. Emphasis on commercial and institutional applica- tions. Studio. Prerequisite: INAR 105, Design Studio 1: 3D Design I. INAR 207 Design Studio 3: IA Elements 207 Design INAR 3 UNITS design projects, students focus Through a series of of interior architecture, on specific components and materiality, light, furniture, such as color, in relation to articulat- systems of inhabitation exploration of materials ing space. Experimental inform programmatic and graphic representation to develop an awareness of hybridization in order Prereq- social and cultural aspects of space. Studio. Design II. uisite: INAR 106, Design Studio 2: 3D Workshop 212 Portfolio INAR 2 UNITS design This course is designed to develop student will portfolios to a professional level. Students editing of engage in development, critique, and into a project content and presentation, formatted the funda- professional portfolio. The course covers communi- mental principles of graphic and written cation and layout. - 2016-2017 Course Catalog 2016-2017 Course INAR 164 Interior Architecture History I History Architecture 164 Interior INAR 3 UNITS This is the first of a three-course survey examining the history and theories of interiors and architec- ture. Emphasis is placed on gaining an understand- ing of the plastic arts and their relevance to and politically, impact on the larger world, culturally, etc. Significant works of furniture, interior spaces, and architecture; important architects and design- spective drawings are developed from skills learned spective drawings are developed from in INAR 105, Design Studio 1. Model-building tech- niques and introduction of computer graphics are developed. Design communication and visualization skills are developed using digital media, mixed-me- dia hand-drawings and model-building. Studio. Prerequisite: INAR 105, Design Studio 1: 3D Design I. INAR 106 Design Studio 2: 3D Design II INAR 3 UNITS of Design Studio 2 provides continued study individually three-dimensional design, developing organiza- defined spaces into more complex spatial combin- tions. Students analyze and design projects light, and ing the three-dimensional use of color, geome- texture with simple programs. Descriptive and per orthographic projection, axonometrics, try, INAR 105 Design Studio 1: 3D Design I INAR 3 UNITS de- As an introductory course in three-dimensional skills neces- sign, emphasis is placed on developing and creation sary for visualization, representation, descriptive of three-dimensional forms. Through axonometrics, orthographic projection, geometry, plane, mass, and model-building, students examine Studio. and volume as space-defining elements. Prerequisite: none. - represen skills of architectural the fundamental 2. 1 and in Design Communication tation learned that approach will take an experimental The course and digital tools to explore combines hand-drawing and representation techniques. a variety of drawing methods will be Use of alternative production tools. The class will primarily combined with digital three-dimensional drawings, focus on two- and to include physical three-di- but will also expand such as composite drawings mensional “constructs” ARIA 115, Design and assemblages. Prerequisites: ARCH 211, Design Communi- Communication 2 or cation 2. Interior Architecture 47 INAR 327 Tectonic 2: Detail Design 2: Detail 327 Tectonic INAR 3 UNITS of detail- This course studies materials and methods specification ing, fabrication, documentation, and detailing as for custom work. Emphasis is placed on tech- a design process. Students learn detailing and architec- niques through research, observation, elements of tural documentation of non-structural ob- contemporary or modern design. Elements furniture served and documented may range from and interior casework, to nonstructural exterior building elements (custom screens, trellises, etc.). Materials and their integration, application, and/or connections are emphasized. Students are directed through research, /diagramming, schematic design, and design development to the final production of a comprehensive project documenting design resolutions of a given project through detailed technical drawings and models. Studio. Prerequisites: INAR 258, Building Systems I: Material Logic; and & Codes; INAR 259, Tectonics INAR 207, Design Studio 3: IA Elements. INAR 282 Design Studio 4: Branding 282 Design Studio INAR and Identity 4 UNITS has a marketing strategy, Branding, long considered constructing individual identi- taken on aspects of how space responds to ties. This studio questions community and individual and informs how specific of branding to create identities utilize strategies of public environ- meaning in their inhabitation INAR 207, Design Stu- ments. Studio. Prerequisites: and INAR 252, Space Planning. dio 3: IA Elements, Open Studio Year 288 Second INAR 4 UNITS years in the design se- Students from differing projects are quence deal with common projects. The via design explored at various levels of complexity evaluation solutions and presentations. Student the level in takes into consideration the individual’s remediate program. This course can substitute or one design studio from the previous second-year INAR 282). studio sequence (INAR 288.1 replaces department Studio. Prerequisites: Permission of the for accelerated students. 3.0 GPA chair, 2016-2017 Course Catalog 2016-2017 Course INAR 265 Interior Architecture History II History Architecture 265 Interior INAR 3 UNITS This is the second of a three-course survey examin- ing the history of interiors and architecture. Em- phasis is placed on gaining an understanding of the plastic arts and their relevance to and impact on the etc. The course politically, larger world, culturally, identifies significant works of furniture, interior spaces and architecture; important architects and ; formal and structural elements; periods, from the styles, theories, and regional differences industrial revolution until the 1960s. Lecture. Pre- requisites: INAR 164, Interior Architecture History I II (recommended) and WRIT 112, Academic Writing or WRIT 212, Rhetoric and Design. This course analyzes construction materials and This course analyzes construction materials mechanical, building systems—including structural, rel- electrical, plumbing, lighting, and acoustics— with the ative to interior spaces. In conjunction building building systems, this course examines Studio. Pre- codes related to interior architecture. INAR requisites: INAR 111, Digital Communication; WRIT 111, 106, Design Studio 2: 3D Design II; and I. Academic Writing INAR 258 Building Systems & Codes Systems 258 Building INAR 3 UNITS INAR 259 Tectonics 1: Material Logic 1: Material 259 Tectonics INAR 3 UNITS of exploration provides a studio-based This course and fabrication in both the impact of materiality reading of form and space. This the generation and readings, discussions, will be addressed through projects. Issues of craft exercises, and design/build the design process will affect and technique as they two and three dimensions. be addressed in both of material properties and An intuitive knowledge through full-scale hands-on processes will be gained construction, and fabrication exploration. Detailing, of materials in custom methods, and the application through individual or group elements are studied scale or use. projects closely related to the body in solutions are Formal, conceptual, and programmatic as studied through a specific design strategy/process with an emphasis on new assigned by the instructor, Prerequisite: or hybrid programs/functions. Studio. II. INAR 106, Design Studio 2: 3D Design Interior Architecture 48

363, Design Studio 5: Dwelling and Culture and and Culture and Studio 5: Dwelling 363, Design Logic. I: Material Tectonics INAR 259, INAR 454 Construction Documents 454 Construction INAR 2 UNITS of work- Graphic conventions and the organization ing drawings are studied through a comprehensive and scope project. A brief survey of the legal nature (contractual of the construction document package agreements, conditions, drawings, modifications, Prerequi- and specifications) is presented. Studio. INAR 282, sites: INAR 258, Building Systems & Codes; Design Studio 4: Branding and Identity; INAR 327, 2: Detail Design (recommended). Tectonic 480 Design Studio 7: Narrative INAR and Media 5 UNITS on the assumption that space houses the Working stories of the people who inhabit it, this studio explores how stories of communities and individu- als inform design. The media used to communicate these narratives require the development of tech- nological and performative strategies of expression. Studio. Prerequisite: INAR 382, Design Studio 6: Community and Typology. INAR 388 Third Year Open Studio Open Year 388 Third INAR 4 UNITS in the design se- years Students from differing projects. The projects quence deal with common levels of complexity in the are explored at various presentations. Student evalua- design solutions and level in the individual’s tion takes into consideration can substitute or reme- the program. This course from the previous studio diate one design studio replaces INAR 363, INAR 388.1 sequence (INAR 388.0 Studio. Prerequisites: Permission replaces INAR 382). for accelerated of the department chair; 3.0 GPA students. Practice 451 Professional INAR 2 UNITS business Students gain an understanding of basic as concepts, practices, procedures, and documents an empha- they relate to interior architecture with Prerequisites: sis on ethical and legal issues. Lecture. INAR 258, INAR 256, Materials & Furnishings and Building Systems & Codes. -

2016-2017 Course Catalog 2016-2017 Course 4 UNITS have long been used as a tool for gen- Typologies erating meaning in design relative to historical and cultural references. As a strategy for understanding common characteristics, typologies assist in creat- This studio explores the ing community identity. ambivalence between community identification and individual participation. Studio. Prerequisites: INAR INAR 382 Design Studio 6: Community 382 Design Studio 6: Community INAR and Typology This course situates historical diversity of criti- This course situates historical diversity twentieth cal and generative approaches to late themes century design, while introducing current practice and and debates in contemporary related disciplines. The course is structured the ex- a topic-based organization allowing for they have ploration of contemporary theories as years. Emphasis is developed over the past fifty of the plastic placed on gaining an understanding on the larger arts and their relevance to and impact Significant works of etc. politically, world, culturally, import- furniture, interior spaces and architecture; ant architects and designers; formal and structural elements; periods, styles, theories, and regional within a given style or period are iden- differences tified. Lecture. Prerequisites: INAR 265, IA History II II. (recommended) and WRIT 112, Academic Writing INAR 366 Contemporary IA History IA History 366 Contemporary INAR and Theories 3 UNITS INAR 365 Lighting Design 365 Lighting INAR 2 UNITS design This course is an introduction to the basic systems. and technical requirements of lighting Systems & Studio. Prerequisite: INAR 258, Building Codes. INAR 363 Design Studio 5: Dwelling and Culture 5: Dwelling 363 Design Studio INAR 4 UNITS is represented questions how culture This studio those representations can in the media and how deals with assumptions a design project that affect This studio strives to a society. on how we live as that engage our under develop design strategies standing of changing modes of dwelling as this act standing of changing Studio. Prereq- specificity. is informed by cultural 4: Branding and Identity; uisites: INAR 282, Studio chair; and successful permission of the department portfolio review. Interior Architecture 49

4 UNITS 3 UNITS - - 2016-2017 Course Catalog 2016-2017 Course INAR 299, 399, 499 Independent Study INAR 1 for an indi- These courses provide the opportunity interest vidual investigation into an area of special chosen by the student with the approval of the de- Periodic meetings with an assigned partment chair. faculty member are required. Hours by arrange- ment. Prerequisite: Permission of the director. Architecture 2 These courses provide an in-depth investigation field of into topics of timely significance in the on the are determined Interior Architecture. Topics Studio. Prereq- basis of faculty and student interest. uisite: As noted per offering. INAR 270, 370, 470 Topics in Interior in Interior 270, 370, 470 Topics INAR INAR 483 Senior Project 483 Senior INAR 5 UNITS in order Students develop a comprehensive project to demonstrate a thesis-level design proposition process, through an integration of site, program, Studio. Prereq- and interior technology. materiality, and uisites: INAR 480, Design Studio 7: Narrative Media and INAR 482, Senior Project Seminar. INAR 482 Senior Project Seminar Project 482 Senior INAR 1 UNIT and research, students study Through self-directed for their senior project. develop a project proposal into four modules that deal The course is broken of the Interior Architec- with the main components program development, concep- ture senior project: and generative strategies. tual thesis, site analysis, and seminars, students Through weekly meetings as it progresses to a final discuss their research Prerequisite: INAR 366, senior project proposal. and Theories. Contemporary IA History

Interior Architecture

INAR 483 Senior Project Senior 483 INAR

INAR 451 Professional Practice Professional 451 INAR INAR 482 Senior Prep Senior 482 INAR

50

INAR 480 Design Studio 7: Narrative & Media & Narrative 7: Studio Design 480 INAR

INAR 454 Construction Documents Construction 454 INAR

INDS 3704 Human Agency and Interior Space Interior and Agency Human 3704 INDS

INAR 382 Design Studio 6: Community and Typology and Community 6: Studio Design 382 INAR

INAR 365 Lighting Design Lighting 365 INAR

INAR 259 Tectonics 1: Material Logic Material 1: Tectonics 259 INAR

INAR 366 Cont. IA History & Theories & History IA Cont. 366 INAR

INAR 363 Design Studio 5: Dwelling & Culture & Dwelling 5: Studio Design 363 INAR

INAR 256 Interior Architecture History 3 History Architecture Interior 256 INAR

ARIA 211 Design Communication 3 Communication Design 211 ARIA

INAR 282 Design Studio 4: Branding & Identity & Branding 4: Studio Design 282 INAR INAR 258 Building Systems & Codes & Systems Building 258 INAR

Entrepreneurship Low Importance 1 History Architecture Interior 164 INAR MASTERED 4

Highest Importance

Moderate Importance

INAR 252 Space Planning Space 252 INAR

INAR 207 Design Studio 3: IA Elements IA 3: Studio Design 207 INAR

INAR 256 Materials & Furnishings & Materials 256 INAR FOUN 101 Beginning Drawing Beginning 101 FOUN

Civic Engagement

ARIA 115 Design Communication 2 Communication Design 115 ARIA

3 INAR 106 Design Studio 2: 3D Analysis 3D 2: Studio Design 106 INAR Students develop work processes that engender self-initiative, directed curiosity, and methodologies Students gain the ability to engage in the analysis, understanding, and development of the built environment as

APPLIED FOUN 106 Color Theory and Interaction and Theory Color 106 FOUN Low Importance Students gain the ability to analyze, understand, critique and develop spaces through

Highest Importance

Moderate Importance

INAR 105 Design Studio 1: 3D Design 3D 1: Studio Design 105 INAR Students gain the ability to analyze, understand, critique and develop spaces that elicit human ARIA 114 Design Communication 1 Communication Design 114 ARIA Students gain the ability to analyze, understand, critique and develop space as a social and cultural construction as Transdisciplinarity

2 Strategic Principles Strategic .. Low Importance Design Thinking PRACTICED Highest Importance Moderate Importance 1 interior environments Strategic Principles Technical considerations of interior environments on expertise. the techniques and innovative building processes as evidenced through quantitative reasoning, systems integration, and producti professional methodologies Experiential considerations of interior environments LEARNING OUTCOMES (BFA) response through the manipulation and enhancement of the sensual as evidenced through the design of interior environments that elicit experiential responses. response through the manipulation and enhancement of the sensual as evidenced through the design of interior environments inhabitation of interior environments Social and cultural considerations of Interior that seek to find knowledge beyond the given problem as evidenced through self-directed research, collaborative processes and professional character and ehtics. that seek to find knowledge beyond the given problem as evidenced through self-directed research, collaborative processes Assuring Quality in Academic Architecture Critical inquiry into the design, building and Low Importance 2016-2017 Course Catalog 2016-2017 Course Highest Importance Social and cultural considerations of interior environments Integration and development of academic and INTRODUCED Moderate Importance Integration and development of academic and professional methodologies different scalar contexts and different professional settings. evidenced in the development of programmatic, behavioral, ethical and collaborative strategies for the built environment within Technical considerations of interior environments Experiential considerations of interior environments STRATEGIC PRINCIPLES Critical inquiry into the design, building and inhabitation of interior environments CURRICULUM MAP CURRICULUM in Interior Architecture BFA Bachelor of Fine Arts ivalent visual communication, quantitative analysis and historical research. a viable object of critical inquiry evidenced through design and research processes, written communication, proficient and mult research opportunities in Southern California to Master of Architecture GRADUATE PROGRAMS produce critically effective and inventive designers who can address the architectural, environmental, Degrees Offered and urban challenges of the contemporary world. Woodbury University offers the following Based in the urban landscapes of Los Angeles and graduate degrees in the School of Architecture: San Diego, our diverse student body is engaged in • a two-year and a three-year NAAB-accredited, transformative learning in a highly collaborative professional Master of Architecture and experimental environment. Graduate students • a one-year post-professional Master of Science in play a key role in setting the course of this explora- Architecture tion. An emphasis on Fieldwork identifies the ethos • a one-year post-professional Master of Science in of the graduate program, which, in addition to its Architecture, Real Estate Development degree Southern California immersion, also offers summer • a Master of Interior Architecture, with a two-year travel opportunities in the Americas and abroad. and a three-year track • a two-year and a three-year professional Master of Los Angeles, a center of contemporary architecture Landscape Architecture in the U.S., boasts two Pritzker Prize-winning archi- tects, a long list of important experimental buildings and practitioners, and myriad opportunities to en- gage in its architectural and urban cultures. Los An- Master of geles’ twentieth century expansion within Southern California, from Santa Barbara to Tijuana, has served Architecture (MArch) as the study guide for the rapid transformation Three-Year / Two-Year facing similar global cities. Los Angeles has exported significant urban morphologies, the addressing and redressing of which is a focus for many members of Catherine Herbst, MArch, AIA, Chair, San Diego our faculty. The School of Architecture approaches Marc J Neveu, PhD, Chair, Los Angeles subjects such as Southern California’s explosive pop- Jason Rebillot, DDes, MAA, Graduate Program ulation growth, environmental impacts, unchecked Coordinator, Los Angeles sprawl, and aging infrastructure as opportunities to learn, design, build, and effect positive change in Program Overview cities around the world. Woodbury students learn to The professional graduate program in Architecture view space through a progressive lens that examines embodies a fresh approach to architecture, South- how beautiful and thoughtfully built environments ern California, and global urban conditions. Within may also engender social engagement. an intimate and immersive program, our innovative coursework encourages students to engage in the Fieldwork defines Woodbury’s ethos of investigation architectural discourse of the city, making connec- and experimentation. Students in the professional tions between their work, new technologies in both MArch program spend one summer completing six representation and realization, and built and natu- units of directed research about a specific geogra- ral environments. We believe that there is no craft phy or topic that they later develop into a design without knowledge, no technology without theory, thesis. Students are encouraged to use their summer and no “how” without “why.” Fieldwork semester for travel and research outside of the city, and are offered studios and workshops in Our dedicated and dynamic faculty works in close China, Europe, Central and South America, and the partnership with our students. Together we forge American Southwest. This exposure to alternative a program that augments critical architectural ways of living and making architecture adds depth discourse with research into the current modes of and focus to the Fieldwork and gives students new production, blurring the distinctions between think- tools for understanding and contributing to the ers and makers. We strive for an architecture that built environment. combines ingenuity, intelligence, meaning, craft, and beauty. The emphasis on Fieldwork in the professional MArch program encourages students to mine the Woodbury School of Architecture’s Master of physical terrain of Los Angeles, San Diego, South- Architecture degree takes advantage of the many

2016-2017 Course Catalog 51 ern California and more distant sites to collect Woodbury University School of Architecture offers Master of Architecture data, work in situ, and develop observational skills the following NAAB-accredited degree program about the physical environment that can be trans- • MArch (pre-professional degree + 63 graduate lated into thinking about critical spatial practices. credits or non-pre-professional degree + 93 gradu- Woodbury believes that Fieldwork trains architects ate credits) to contribute toward shaping a more sustainable environment. A student may choose to focus their The most recent accreditation evaluation for the Fieldwork agenda and the final year of their studies professional MArch program took place in 2015. The through our research and practice centers. These program was awarded a full 8-year term of reac- faculty-based initiatives expand academic and creditation. The next evaluation will take place in professional possibilities and include the Agency for 2023. Civic Engagement, the Rome Center for Architecture and Culture, and the Julius Shulman Institute. INTEGRATED PATH TO ARCHITECTURAL LICENSURE The School of Architecture has been approved by ASSESSMENT the National Council of Architectural Accreditation Faculty members in the graduate program assess Boards (NCAARB) to offer an integrated path to individual student learning outcomes for each licensure upon graduation. assignment and for each course, following grading guidelines established within the university and Participation in the IPAL program grants students adapted to standards the architecture faculty sets permission to take the Architect Registration Ex- for achievement. The faculty also engages in contin- amination (ARE) prior to completion of the BArch ual assessment of the effectiveness of the program, degree. Students are also offered consideration as the curriculum, and its sequence. As we strive for candidates for employment by firms in the Wood- ever-higher teaching and learning goals and demon- bury School of Architecture IPAL consortium of strate our commitment to national architectural ed- firms. ucation standards, we identify key points at which we can measure the effectiveness of the curriculum. Woodbury students in the first year of the MArch program who are on track to complete the degree ACCREDITATION requirements for the first year of the MArch curric- The National Architectural Accrediting Board ulum as defined in their academic worksheet may (NAAB) accredits the Master of Architecture pro- apply. Second year students are not eligible unless grams at Woodbury University. In the United States, they have prior work experience. most state registration boards require a degree from an accredited professional degree program as a pre- Students must work in firms belonging to the IPAL requisite for licensure. NAAB, which is the sole agen- consortium, or in a firm approved by the Woodbury cy authorized to accredit U.S. professional degree School of Architecture IPAL committee. Students programs in Architecture, recognizes three types of must start their National Council of Architectural degrees: the Bachelor of Architecture, the Master Registration Boards (NCARB) record prior to begin- of Architecture, and the Doctor of Architecture. A ning work. Students must report all Architecture Ex- program may be granted an eight-year, three-year, perience Program (AXP) hours to NCARB according or two-year term of accreditation, depending on the to the AXP Guidelines. Students must also submit extent of its conformance with established educa- AXP hours to the School of Architecture Career tional standards. and Outreach Office at the end of each semester. International students must submit a completed Doctor of Architecture and Master of Architecture Curricular Practical Training (CPT) form to the Wood- degree programs may consist of a pre-professional bury University international student advisor before undergraduate degree and a professional graduate beginning any work. Students must stay on track degree that, when earned sequentially, constitute academically and financially and remain in good an accredited professional education. However, the standing as determined by the School of Architec- pre-professional degree is not, by itself, recognized ture and the Woodbury University registrar. as an accredited degree.

2016-2017 Course Catalog 52 COURSEWORK Spring 1 Master of Architecture Students in the MArch program’s 2-year track study ARCH 584 Graduate Design Studio 2: 6 units for five semesters; students in the 3-year track study Living Organizations for seven semesters. The summer semester before the final year in each track is devoted to a Field- ARCH 563 Visualization 2: 3 units work studio. Students take professional and elective Analytical Constructions courses in addition to the studio in fall and spring ARCH 545 Building 2: 3 units semesters. The final spring semester centers on a Structural Concepts graduate thesis studio, culminating in a public thesis ARCH 555 Criticism 2: Architecture 3 units review. to Modern (0-1945) ______Elective (3 units) MArch students complete a minimum of 63 units in the 2-year track, and 93 units in the 3-year track. For both tracks, at least twelve of the units are electives. Fall 2 In addition to our regular semester classes, all in- ARCH 587 Grad Design Studio 3: 6 units coming MArch students are required to participate Infrastructures & Territories in Groundwork, an intensive 2-week program, prior to their first semester at Woodbury. During this ARCH 564 Visualization 3: Advanced 3 units course, students receive 10 days of instruction intro- Drawing & Modeling ducing them to tools and concepts including digital ARCH 546 Building 3: Advanced 3 units drawing, analog modeling, software, fabrication, Structures and local design and research resources. 3 units of ______Elective 3 units graduate credit are awarded for the successful com- ______Optional elective (3 units) pletion of the Groundwork program.

CURRICULUM SUMMARY Spring 2 ARCHITECTURE MAJOR CURRICULUM ARCH 589 Grad Design Studio 4: The 6 units LEADING TO THE MASTER OF ARCHITECTURE Total Building

THREE-YEAR TRACK ARCH 547 Building 4: Environmental 3 units Systems Integration Fall 1 ARCH 556 Criticism 3: Architecture 3 units from Modern (1945-present) ARCH 583 Graduate Design Studio 1: 6 units Spaces Within Spaces ______Elective 3 units ARCH 562 Visualization 1: Making 3 units ______Optional elective (3 units) Technique

ARCH 544 Building 1: Matter and 3 units Summer Making ARCH 554 Criticism 1: Fieldwork: 3 units ARCH 575 Fieldwork: Research and 6 units Los Angeles Design Studio ______Optional elective (3 units)

2016-2017 Course Catalog 53 Fall 3 Summer Master of Architecture

ARCH 691 Graduate Design Studio 5: 6 units ARCH 575 Fieldwork: Research and 6 units Focuses & Topics Design Studio ARCH 620 Practice 1: Architecture 3 units Professionalism Fall 2 ARCH 648 Criticism 4: Research Salon & 3 units Thesis Prep ARCH 691 Graduate Design Studio 5: 6 units Focuses & Topics ______Elective (3 units) ARCH 620 Practice 1: Architecture 3 units Professionalism Spring 3 ARCH 648 Criticism 4: Research Salon & 3 units Thesis Prep ARCH 692 Graduate Thesis Studio 6 units ______Elective (3 units) ______Elective 3 units ______Elective 3 units Spring 2 ______Optional elective (3 units) ARCH 692 Graduate Thesis Studio 6 units SUGGESTED SEQUENCE OF COURSEWORK ______Elective 3 units FOR ADVANCED STANDING ______Elective 3 units Fall 1 ______Optional elective (3 units)

ARCH 587 Grad Design Studio 3: 6 units Infrastructures & Territories ARCH 564 Visualization 3: Advanced 3 units COURSE DESCRIPTIONS Drawing & Modeling ARCH 583 GRADUATE DESIGN STUDIO 1: ARCH 546 Building 3: Advanced 3 units SPACES WITHIN SPACES Structures 6 UNITS ARCH 554 Criticism 1: Fieldwork: 3 units The foundation graduate design studio prompts a Los Angeles phenomenological understanding of architectural ______Optional elective (3 units) space through an introduction to design method- ologies across multiple media and within nested scales. Students explore the manipulation of two Spring 1 and three dimensions through skills development ARCH 589 Grad Design Studio 4: The 6 units in drawing, material exploration, and modeling. No Total Building prerequisite. ARCH 547 Building 4: Environmental 3 units Systems Integration ARCH 584 GRADUATE DESIGN STUDIO 2: ARCH 556 Criticism 3: Architecture 3 units LIVING ORGANIZATIONS from Modern (1945-present) 6 UNITS Students are exposed to increasing complexity in ar- ______Elective 3 units chitectural space through the mining of conceptual ______Optional elective (3 units) organizing logics of design via cumulative explora- tion of modules and units. Programming, contextual and environmental prompts, regulating principles, circulation and urban networks, and systems of as- sembly become formative drivers through an inves- tigation of housing (habits, habitats, and inhabita- tions). Prerequisite: Graduate Design Studio 1.

2016-2017 Course Catalog 54 ARCH 587 GRADUATE DESIGN STUDIO 3: ARCH 544 BUILDING 1: MATTER AND MAKING Master of Architecture INFRASTRUCTURES & TERRITORIES 3 UNITS 6 UNITS Students engage in hands-on examination of the The systemic understanding of architecture is major material types through application consider- broadened through examination of the architec- ations, historical evolution, and physical properties tural object as a microcosm of an ever-expanding of building composition. No prerequisite. context, of a community or city as recycled. Building is introduced as infrastructure and infrastructure as ARCH 545 BUILDING 2: STRUCTURAL CONCEPTS intervention within ecology, land- and urban-scape, 3 UNITS site, and territory. Prerequisite: Graduate Design An understanding of the relationships between grav- Studio 2 or admittance to two-year program. ity and structure is facilitated through the informed and intuitive testing of building units and formal ARCH 589 GRADUATE DESIGN STUDIO 4: typologies. Prerequisite: Building 1. THE TOTAL BUILDING 6 UNITS ARCH 546 BUILDING 3: ADVANCED STRUCTURES Students are challenged to synthesize architectural 3 UNITS considerations, from the conceptual to the tangi- Architectural concepts and their structural implica- ble, in the comprehensive design of a building. The tions are advanced through case study analysis and studio project grows from a strong theoretical base performative modeling. A body of research grows into a response to the complexities of program and through consideration of the unique contributions site. Accessibility, environmental performance, and of concrete and masonry, metal and steel, skin and life safety are addressed. Emphasis is placed on the tensile, and timber and wood composite systems. integration of building systems with envelope and Prerequisite: Building 2. structure. Material selection is guided by climate and context and is sensitive to resource conserva- ARCH 547 BUILDING 4: tion. Prerequisite: Graduate Design Studio 3. ENVIRONMENTAL SYSTEMS INTEGRATION 3 UNITS ARCH 575 FIELDWORK: RESEARCH & DESIGN STU- Students learn an integrated approach to managing DIO structural and environmental performance, human 6 UNITS comfort, and life safety. The approach to ambient Students elect a fieldwork station from among control includes active and passive options, ver- regional concentrations and study-away exposures as nacular models, and considerations of climate and a platform for thesis research. Their research bridges materiality. Discussion integrates the functionality, the analytical work of the core sequence with the phenomenological effect, and resource impact of synthetic work of the final year. Students initiate a system selection. Prerequisite: Building 3. design project and an extended investigation pro- posal. Prerequisite: Graduate Design Studio 4. ARCH 554 CRITICISM 1: FIELDWORK: LOS ANGELES 3 UNITS ARCH 691 GRADUATE DESIGN STUDIO 5: Using Los Angeles as a living laboratory, students FOCUSES & TOPICS connect making to thinking in an investigation of 6 UNITS the relationship between architecture, landscape Students examine a contemporary architectural architecture, and urban planning. Major ideas in ur- design topic through a vertical option studio or ban design theory are introduced. No prerequisite. specialize through the selection of a focus studio. Topics vary and focuses correspond to the three ARCH 555 CRITICISM 2: emphases and post-professional tracks. Prerequisite: ARCHITECTURE TO MODERN (0-1945) Fieldwork Studio. 3 UNITS Students embark on a historical exploration of ARCH 692 GRADUATE THESIS STUDIO cultural, societal, and philosophical traditions as 6 UNITS filtered through architectural theory and manifest The culmination of the graduate professional pro- in the built environment. The interdependencies gram, students pursue a self-directed thesis in collab- of ideology and inhabitation are revealed through oration with a faculty advisor. Prerequisite: Graduate global architectural and written case studies from Design Studio 5 and Criticism 4. pre-history through 1945. Prerequisite: Criticism 1.

2016-2017 Course Catalog 55 ARCH 556 CRITICISM 3: ARCH 565 VISUALIZATION 4: EVOLVING MEDIA Master of Architecture ARCHITECTURE FROM MODERN (1945-PRESENT) 3 UNITS 3 UNITS Students advance visualization skills through experi- Students delve into contemporary cultural, socie- mentation with shifting representation technolo- tal, and philosophical trends as filtered through gies, including and surpassing digital fabrication architectural theory and manifest in the built envi- tools and innovative software (not limited to BIM, ronment. The interdependencies of ideology and Catia, GIS, Grasshopper/Rhino, rendering engines, inhabitation are revealed through global architec- and/or website production). Prerequisite: Visualiza- tural and written case studies between 1945 and tion 3. the present day. Prerequisite: Criticism 1 and 2 or equivalent. ARCH 620 PRACTICE 1: CONTEMPORARY ARCHITECTURE PROFESSION ARCH 648 CRITICISM 4: 3 UNITS RESEARCH SALON & THESIS PREPARATION The roles of administration, code, contracts, 3 UNITS documents, licensure, management, and policy in A research seminar treated as a design ideas salon alternative and standard practices are delineated introduces contemporary architectural questions as an elaboration of the ethical, financial, and legal and establishes the practical and theoretical context responsibilities of the architect. of the thesis project. Students incorporate the issues presented into a research platform and method- ARCH 5736 INTERNSHIP FOR GRADUATE STUDENTS ology and prepare a thesis proposal. Prerequisite: IN ARCHITECTURE Fieldwork Studio and Criticism 3 or equivalent. 0-1 UNITS This guided internship prepares students to bridge ARCH 562 VISUALIZATION 1: MAKING TECHNIQUE architectural education with the profession of 3 UNITS architecture. Prerequisite: Must have been enrolled Students are inducted into the cultural and tradi- in a Woodbury University graduate program for a tional conventions of architectural representation. minimum of 2 semesters prior to enrolling in this The course operates as a workshop providing the course. Students must have a confirmed internship analog and digital communication standards and for Curricular Practical Training (CPT) at an archi- making techniques for documenting, drawing, and tecture/design firm approved by the Architecture modeling design ideas. No prerequisite. department.

ARCH 563 VISUALIZATION 2: ANALYTICAL CON- STRUCTIONS 3 UNITS Architectural representation is composed as a spatial enabler and interpreter that establishes and conveys perspective. Engagement occurs through two- and three-dimensional analog and digital hardware and software. Prerequisite: Visualization 1.

ARCH 564 VISUALIZATION 3: ADVANCED DRAWING AND MODELING 3 UNITS Students are exposed to the aesthetic and philo- sophical objectives of drawing and modeling. The complexities of dependency between architectural conceptualization and representation are analyzed through a study of changing techniques with- in mixed media. Prerequisite: Visualization 2 or equivalent.

2016-2017 Course Catalog 56 CURRICULUM MAP Master of Architecture MArch (2-yr and 3-yr) (PART 1 OF 2)

UNDERSTANDING ABILITY

STRATEGIC PRINCIPLES 1 Design Thinking 2 Transdisciplinarity 3 Civic Engagement 4 Entrepreneurship Master of Architecture

3-year (1st year) 3-year (2nd year) / 2 year (1st year) 3-year / 2-year Thesis Fall Spring Fall Spring Su. Fall Sp.

Assuring Academic Quality in Architecture (MArch) MAJOR COURSES Strategic Principles LEARNING OUTCOMES Level of Accomplishment ARCH 182 Studio 1 ARCH 114 Building 1 ARCH 183 Criticism 1 ARCH 211 Vizualization 1 ARCH 267 Studio 2 ARCH 281 Building 2 ARCH 243 Criticism 2 ARCH 283 Vizualization 2 ARCH 268 Studio 3 ARCH 250 Building 3 ARCH 383 Vizualization 3 ARCH 326 Studio 4 ARCH 330 Building 4 ARCH 384 Criticism 3 ARCH 327 Fieldwork ARCH 425 Studio 5 ARCH 487 Professional Practice 1 ARCH 464 Criticism 4 ARCH 489 Thesis Studio

Strategic Principles..

1 Professional Communication Skills

2 Design Thinking Skills

3 Investigative Skills

4 Architectural Design Skills

5 Ordering Systems

6 Use of Precedents

Realm A: Critical Thinking and Representation 7 History and Global Culture

8 Cultural Diversity and Social Equity

1 Pre-Design

2 Site Design

3 Codes and Regulations

4 Technical Documentation

5 Structural Systems

6 Environmental Systems

7 Building Envelope Systems and Assemblies

8 Building Materials and Assemblies

9 Building Service Systems Realm B: Integrated Building Practices, Technical Skills and Knowledge

10 Financial Considerations

1 Research

Integrative Evaluation and Decision-Making 2 Design Processes Realm C: Integrated

Architectural Solutions 3 Integrative Design

1 Stakeholder Role in Architecture

2 Project Management

3 Business Practices

4 Legal Responsibilities Realm D: Professional Practice 5 Professional Conduct

1 Professional Communication Skills Ability to write and speak effectively and use appropriate representational media with peers and with the general public.

Design Thinking Skills Ability to raise clear and precise questions, use abstract ideas to interpret information, consider diverse 2 2016-2017 Course Catalog points of view, reach well-reasoned conclusions, and test alternative outcomes against relevant criteria and standards. 57 3 Investigative Skill Ability to gather, assess, record, and comparatively evaluate relevant information and performance in order to support conclusions related to a specific project or assignment. 4 Architectural Design Skills Ability to effectively use basic formal, organizational and environmental principles and the capacity of each to inform two- and three-dimensional design. 5 Ordering Systems Ability to apply the fundamentals of both natural and formal ordering systems and the capacity of each to inform two- and three-dimensional design. 6 Use of Precedents Ability to examine and comprehend the fundamental principles present in relevant precedents and to make informed choices regarding the incorporation of such principles into architecture and urban design projects.

History & Global Culture Understanding of the parallel and divergent histories of architecture and the cultural norms of a 7 variety of indigenous, vernacular, local, regional, settings in terms of their political, economic, social, and technological factors.

Cultural Diversity and Social Equity Understanding of the diverse needs, values, behavioral norms, physical abilities, and social and spatial patterns 8 that characterize different cultures and individuals and the responsibility of the architect to ensure equity of access to buildings and structures.

Pre-Design Ability to prepare a comprehensive program for an architectural project, which must include an assessment of client and user needs, an inventory of spaces and their requirements, an analysis of site conditions (including existing 1 buildings), a review of the relevant building codes and standards, including relevant sustainability requirements, and assessment of their implications for the project, and a definition of site selection and design assessment criteria.

2 Site Design Ability to respond to site characteristics including urban context and developmental patterning, historical fabric, soil, topography, climate, building orientation, and watershed in the development of a project design 3 Codes and Regulations Ability to design sites, facilities and systems consistent with the principles of life-safety standards, accessibility standards, and other codes and regulations. 4 Technical Documentation Ability to make technically clear drawings, prepare outline specifications, and construct models illustrating and identifying the assembly of materials, systems, and components appropriate for a building design. 5 Structural Systems Ability to demonstrate the basic principles of structural systems and their ability to withstand gravity, seismic, and lateral forces, as well as the selection and application of the appropriate structural system.

Environmental Systems Understanding the principles of environmental systems’ design, how systems can vary by geographic region, and the tools used 6 for performance assessment. This must include active and passive heating and cooling, indoor air quality, solar systems, lighting systems, and acoustics.

Building Envelope Systems and Assemblies Understanding of the basic principles involved in the appropriate selection and application of 7 building envelope systems relative to fundamental performance, aesthetics, moisture transfer, durability, and energy and material resources.

Building Materials and Assemblies Understanding of the basic principles utilized in the appropriate selection of interior and exterior construction 8 materials, finishes, products, components and assemblies based on their inherent performance including environmental impact and reuse.

Building Service Systems Understanding of the basic principles and appropriate application and performance of building service 9 systems including mechanical, plumbing, electrical, communication, vertical transportation security, and fire protection systems.

10 Financial Considerations Understanding of the fundamentals of building costs, which must include project financing methods and feasibility, construction cost estimating, construction scheduling, operational costs, and life-cycle costs. 1 Research Understanding of the theoretical and applied research methodologies and practices used during the design process.

Integrative Evaluation and Decision-Making Design Processes Ability to demonstrate the skills associated with making integrated decisions across multiple systems and variables in the 2 completion of a design project. This demonstration includes problem identification, setting evaluative criteria, analyzing solutions, and predicting the effectiveness of implementation.

Integrative Design Ability to make design decisions within a complex architectural project while demonstrating broad integration and consideration of environmental 3 stewardship, technical documentation, accessibility, site conditions, life safety, environmental systems, structural systems, and building envelope systems and assemblies.

1 Stakeholder Role in Architecture Understanding of the relationships among key stakeholders in the design process—client, contractor, architect, user groups, local community—and the architect’s role to reconcile stakeholder needs. 2 Project Management Understanding of the methods for selecting consultants and assembling teams; identifying work plans, project schedules, and time requirements; and recommending project delivery methods. 3 Business Practices Understanding of the basic principles of a firm’s business practices, including financial management and business planning, marketing, organization, and entrepreneurship. 4 Legal Responsibilities Understanding of the architect’s responsibility to the public and the client as determined by regulations and legal considerations.

Professional Conduct Understanding of the ethical issues involved in the exercise of professional judgment in architectural design 5 and practice and understanding the role of the NCARB Rules of Conduct and the AIA Code of Ethics in defining professional conduct. CURRICULUM MAP Master of Architecture MArch (2-yr and 3-yr)

UNDERSTANDING ABILITY STRATEGIC PRINCIPLES 1 Design Thinking 2 Transdisciplinarity 3 Civic Engagement 4 Entrepreneurship

3-year (1st year) 3-year (2nd year) / 2 year (1st year) 3-year / 2-year Thesis Fall Spring Fall Spring Su. Fall Sp.

Assuring Academic Quality in Architecture (MArch) MAJOR COURSES Strategic Principles LEARNING OUTCOMES Level of Accomplishment ARCH 182 Studio 1 ARCH 114 Building 1 ARCH 183 Criticism 1 ARCH 211 Vizualization 1 ARCH 267 Studio 2 ARCH 281 Building 2 ARCH 243 Criticism 2 ARCH 283 Vizualization 2 ARCH 268 Studio 3 ARCH 250 Building 3 ARCH 383 Vizualization 3 ARCH 326 Studio 4 ARCH 330 Building 4 ARCH 384 Criticism 3 ARCH 327 Fieldwork ARCH 425 Studio 5 ARCH 487 Professional Practice 1 ARCH 464 Criticism 4 ARCH 489 Thesis Studio

Strategic Principles..

1 Professional Communication Skills

2 Design Thinking Skills

3 Investigative Skills

4 Architectural Design Skills

5 Ordering Systems

6 Use of Precedents

Realm A: Critical Thinking and Representation 7 History and Global Culture

8 Cultural Diversity and Social Equity

1 Pre-Design

2 Site Design

3 Codes and Regulations

4 Technical Documentation

5 Structural Systems

6 Environmental Systems

7 Building Envelope Systems and Assemblies

8 Building Materials and Assemblies

9 Building Service Systems Realm B: Integrated Building Practices, Technical Skills and Knowledge

10 Financial Considerations

1 Research

Integrative Evaluation and Decision-Making 2 Design Processes Realm C: Integrated

Architectural Solutions 3 Integrative Design

1 Stakeholder Role in Architecture

2 Project Management

3 Business Practices

4 Legal Responsibilities Realm D: Professional Practice Master of Architecture (PART5 2 OF 2) Professional Conduct

1 Professional Communication Skills Ability to write and speak effectively and use appropriate representational media with peers and with the general public.

Design Thinking Skills Ability to raise clear and precise questions, use abstract ideas to interpret information, consider diverse 2 points of view, reach well-reasoned conclusions, and test alternative outcomes against relevant criteria and standards.

3 Investigative Skill Ability to gather, assess, record, and comparatively evaluate relevant information and performance in order to support conclusions related to a specific project or assignment. 4 Architectural Design Skills Ability to effectively use basic formal, organizational and environmental principles and the capacity of each to inform two- and three-dimensional design. 5 Ordering Systems Ability to apply the fundamentals of both natural and formal ordering systems and the capacity of each to inform two- and three-dimensional design. 6 Use of Precedents Ability to examine and comprehend the fundamental principles present in relevant precedents and to make informed choices regarding the incorporation of such principles into architecture and urban design projects.

History & Global Culture Understanding of the parallel and divergent histories of architecture and the cultural norms of a 7 variety of indigenous, vernacular, local, regional, settings in terms of their political, economic, social, and technological factors.

Cultural Diversity and Social Equity Understanding of the diverse needs, values, behavioral norms, physical abilities, and social and spatial patterns 8 that characterize different cultures and individuals and the responsibility of the architect to ensure equity of access to buildings and structures.

Pre-Design Ability to prepare a comprehensive program for an architectural project, which must include an assessment of client and user needs, an inventory of spaces and their requirements, an analysis of site conditions (including existing 1 buildings), a review of the relevant building codes and standards, including relevant sustainability requirements, and assessment of their implications for the project, and a definition of site selection and design assessment criteria.

2 Site Design Ability to respond to site characteristics including urban context and developmental patterning, historical fabric, soil, topography, climate, building orientation, and watershed in the development of a project design 3 Codes and Regulations Ability to design sites, facilities and systems consistent with the principles of life-safety standards, accessibility standards, and other codes and regulations. 4 Technical Documentation Ability to make technically clear drawings, prepare outline specifications, and construct models illustrating and identifying the assembly of materials, systems, and components appropriate for a building design. 5 Structural Systems Ability to demonstrate the basic principles of structural systems and their ability to withstand gravity, seismic, and lateral forces, as well as the selection and application of the appropriate structural system.

Environmental Systems Understanding the principles of environmental systems’ design, how systems can vary by geographic region, and the tools used 6 for performance assessment. This must include active and passive heating and cooling, indoor air quality, solar systems, lighting systems, and acoustics.

Building Envelope Systems and Assemblies Understanding of the basic principles involved in the appropriate selection and application of 7 building envelope systems relative to fundamental performance, aesthetics, moisture transfer, durability, and energy and material resources.

Building Materials and Assemblies Understanding of the basic principles utilized in the appropriate selection of interior and exterior construction 8 materials, finishes, products, components and assemblies based on their inherent performance including environmental impact and reuse.

Building Service Systems Understanding of the basic principles and appropriate application and performance of building service 9 systems including mechanical, plumbing, electrical, communication, vertical transportation security, and fire protection systems.

10 Financial Considerations Understanding of the fundamentals of building costs, which must include project financing methods and feasibility, construction cost estimating, construction scheduling, operational costs, and life-cycle costs. 1 Research Understanding of the theoretical and applied research methodologies and practices used during the design process.

Integrative Evaluation and Decision-Making Design Processes Ability to demonstrate the skills associated with making integrated decisions across multiple systems and variables in the 2 completion of a design project. This demonstration includes problem identification, setting evaluative criteria, analyzing solutions, and predicting the effectiveness of implementation.

Integrative Design Ability to make design decisions within a complex architectural project while demonstrating broad integration and consideration of environmental 3 stewardship, technical documentation, accessibility, site conditions, life safety, environmental systems, structural systems, and building envelope systems and assemblies.

1 Stakeholder Role in Architecture Understanding of the relationships among key stakeholders in the design process—client, contractor, architect, user groups, local community—and the architect’s role to reconcile stakeholder needs. 2 Project Management Understanding of the methods for selecting consultants and assembling teams; identifying work plans, project schedules, and time requirements; and recommending project delivery methods. 3 Business Practices Understanding of the basic principles of a firm’s business practices, including financial management and business planning, marketing, organization, and entrepreneurship. 4 Legal Responsibilities Understanding of the architect’s responsibility to the public and the client as determined by regulations and legal considerations.

Professional Conduct Understanding of the ethical issues involved in the exercise of professional judgment in architectural design 5 and practice and understanding the role of the NCARB Rules of Conduct and the AIA Code of Ethics in defining professional conduct.

2016-2017 Course Catalog 58 Students admitted to the MSArch program will Master of Science in Architecture Master of demonstrate a clear research agenda that can be completed to a level of satisfaction in three academ- Science in Architecture ic semesters. (MSArch) ACCREDITATION Catherine Herbst, MArch, AIA, Chair, San Diego The postgraduate Master of Science in Architecture Marc J. Neveu, PhD, Chair, Los Angeles is not an NAAB-accredited professional architecture Jason Rebillot, DDes, MAA, Graduate Program degree. Coordinator, Los Angeles COURSEWORK Program Overview The three-semester, 36-unit intensive curriculum centers Woodbury School of Architecture offers a one- on the assembly of a thesis proposal in the fall semester, year postgraduate Master of Science in Architec- and the design of a thesis project in the spring semes- ture (MSArch) for applicants who already possess ter. The spring thesis studio is followed by a summer a bachelor’s or master’s degree (or both) in any semester spent further developing the thesis project design-related field. Applicants do not need to hold and disseminating those results in the public sphere. a professional degree to be eligible for the MSArch Students take between 6 and 9 units of elective courses program. in both the fall and spring semesters.

Over three semesters, students develop expertise in CURRICULUM SUMMARY various disciplinary realms, including but not limited ARCHITECTURE MAJOR CURRICULUM to building technology, film and media, landscape LEADING TO THE MASTER OF SCIENCE OF ARCHI- ( ) and urbanism, and real estate development by TECTURE MSARCH completing coursework across our two campuses and multiple schools. Students and faculty members Fall 1 come together to discuss new models of architec- tural practice, to expand the role of the architect in ARCH 6911 Graduate Design Studio 5: 6 units society, and to question disciplinary boundaries. Focuses & Topics ARCH 6481 Graduate Thesis Preparation 3 units In the MSArch program, a student may choose to ______Elective (3 units) focus his/her three semesters of studies through an affiliation with one of our research and practice cen- ______Elective (3 units) ters. These faculty-based initiatives expand academic ______Elective (optional) (3 units) and professional possibilities and include the Agency for Civic Engagement, the Rome Center for Architec- Spring 1 ture and Culture, and the Julius Shulman Institute. ARCH 6921 Graduate Thesis Studio 6 units Students admitted to the MSArch program must ______Elective (3 units) submit portfolios that evidence proficiency in the School of Architecture’s five tracks of mastery,with ______Elective (3 units) the goal of developing greater mastery in all five. ______Elective (3 units) They constitute a community of diverse, accom- ______Elective (optional) (3 units) plished individuals who demonstrate the potential to engage in concentrated study to become leaders Summer who are citizen architects—competent in the con- temporary practice of the discipline—who under- ARCH 681 Graduate Thesis Studio 6 units stand the place of building in the environment, who have the intelligence to conceptualize in a way that has impact, and who have the moral ethics to ensure that such impact is for the greater common good.

2016-2017 Course Catalog 59 ARCH 681 GRADUATE THESIS 2 COURSE DESCRIPTIONS Master of Science in Architecture 6 UNITS ARCH 6911 GRADUATE DESIGN STUDIO 5: In the culmination of the postgraduate Master of FOCUSES & TOPICS Science in Architecture program, students devel- 6 UNITS op their focused and self-directed thesis from the Students engage in inquiry through preceding term into a public product (exhibition, the lens of a specific focus. Research and design event, installation, publication, etc.) in collabora- projects articulate the focus and use it to test tion with a primary faculty advisor and a committee design responses to contemporary issues in archi- of secondary advisors. tecture and urbanism. Critical Thinking, Design, Building, Representation, and Professionalism are practiced and developed at a high level.

ARCH 6481 GRADUATE THESIS PREPARATION 3 UNITS Theory and techniques for analyzing and integrat- ing design methodologies, client or user needs, and site conditions into criteria for preparing a design thesis. The theoretical and practical context for the thesis project is researched and developed. Along with the completion of a substantiated written position of intent, a project site is selected, a pro- gram written, and the design methodology articu- lated. The thesis proposal demonstrates mastery in School of Architecture tracks in Critical Thinking, Design, Building, Representation, and Profession- alism through multiple mediums, including but not limited to writing, oral presentation, and graphic presentation.

ARCH 6921 GRADUATE THESIS STUDIO 6 UNITS The student demonstrates the application of the- oretical research and critical positioning, plus the ability to integrate site, program, and other design issues of architecture including space, time, aesthet- ics, context, inhabitation, and systems in a self-ini- tiated design project that arises from and makes a critical contribution to the student’s chosen focus. The finished thesis project must demonstrate an advanced degree of critical thinking, technical skill, and knowledge of the craft of building through a rigorous and highly resolved level of work. The thesis project demonstrates the student’s mastery in all School of Architecture tracks—Critical Thinking, Design, Building, Representation, and Profession- alism—through multiple mediums including but not limited to oral presentation, writing, two- and three-dimensional representation, and a rigorous public defense of the thesis.

2016-2017 Course Catalog 60 Master of Science in Architecture CURRICULUM MAP Master of Science in Architecture MSArch (1-yr)

INTRODUCED DEVELOPED PRACTICED MASTERED Highest Importance Highest Importance Highest Importance Highest Importance Background Presence Background Presence Background Presence Background Presence

STRATEGIC PRINCIPLES 1 Design Thinking 2 Transdisciplinarity 3 Civic Engagement 4 Entrepreneurship

Assuring Academic Quality in Science in Architecture (MSArch) REQUIRED COURSES

5 TRACKS Strategic Principles ARCH 680 Fall Focus / Topic Studio 1 ARCH 648 Criticism 4 ARCH 633 Focus Seminar ARCH 692 Thesis Studio 1 ARCH 681 Thesis Studio 2

Strategic Principles..

Critical Thinking

Design

Building

Representation

Professionalism

Critical Thinking The ability to build abstract relationships and understand the impact of ideas based on research and analysis of multiple cultural and theoretical contexts Design The inventive and reflective conception, development, and production of architecture; appropriate competence in design principles. Building The technical aspects, systems, and materials and their role in the implementation of design. Representation The wide range of media used to communicate design ideas including writing, speaking, drawing, and model making. Professionalism The ability to manage, argue, and act legally, ethically, and critically in society and the environment.

2016-2017 Course Catalog 61 and development, a lecture hall and gallery space, Real Estate Development MasterScience of in Architecture, Master of Science in classrooms, a wood/metal shop, a digital fabrication Architecture in Real lab, and computing facilities. Estate Development The MSArch RED program is a three-semester stu- dio-based program for individuals holding a profes- (MSArch RED) sional degree in architecture (BArch, MArch, DArch, or international equivalent). The twelve-month, Catherine Herbst, MArch, AIA, Chair, San Diego thirty-six-unit program provides hands-on profes- Armistead Smith, BArch, Director, San Diego sional experience in real estate project development for architects. Program Overview Woodbury University offers a graduate program ACCREDITATION designed to teach the art and practice of real estate The post-professional Master of Science in Architec- development to architects and graduates of profes- ture is not an NAAB-accredited professional archi- sional programs in architecture. The MSArch RED tecture degree. program seeks to build upon the unique perspective and ethos of the architect. While architects design COURSEWORK the way a building looks and works, they are seldom In the first semester case study design studio, ar- involved in the decision of exactly what to build. In chitect-developers present their successful devel- most developments, the architect is considered only opments. Students consider alternative for one among numerous players, and is often relegat- these existing developments while they become ed to carrying out a pre-established vision for the familiar with and manipulate the specific business development, rather than playing a leadership role plans or pro formas of the projects. Industry pro- in its determination from the start. fessionals—including bankers, contractors, building officials, lawyers, market analysts, and sales rep- The MSArch RED program is unlike a typical real resentatives—teach a parallel professional studio. estate development program in which the curric- Their presentations are tied to a series of sketch ulum is offered in a traditional classroom or lec- problems that integrate specific learning outcomes ture setting. Instead, the entire curriculum of the with real-world examples. twelve-month, three-semester program is delivered through a hands-on studio-based format. In the second semester, with the direction and advice of industry professionals who continuously This course of study introduces more than the typi- participate in the learning process, the model of cal elements of development; in addition to learn- parallel professional studio and design studio con- ing from a broad array of building industry profes- tinues. In the design studio, students survey possible sionals, MSArch RED students work with architects alternatives for new developments and are directed who have been successful as developers through toward a specific project proposal for their thesis, innovation and the invention of specific strategies one with the potential to be successfully pursued to overcome financial shortcomings and policy after graduation. roadblocks. These strategies are shared and studied in the studios. The MSArch RED program culminates in the produc- tion and public presentation of a real-world real es- The social, political, and environmental issues of tate development proposal. A public review of the the San Diego area affect architectural context at a projects brings together the students, the faculty, transnational level. The San Diego facility takes full and Southern California architects and real estate advantage of the opportunities present in this rapid- and development professionals for a discussion of ly growing, complex, and diverse region. The school project viability within the current context. draws from and responds to the urgent and conflict- ing demands of the region. The San Diego facility The 36-unit degree is an intensive program of study, houses an architecture-only curriculum in a complex meeting twice weekly and completed in twelve composed of design studios with twenty-four hour months. access, a library focused on architecture, urbanism,

2016-2017 Course Catalog 62 FINANCE CURRICULUM SUMMARY Real Estate Development MasterScience of in Architecture, ARCHITECTURE MAJOR CURRICULUM Analyzing the financial and economic factors LEADING TO THE MASTER OF SCIENCE OF ARCHI- affecting real estate business plans, developing the TECTURE (MSARCHRED) components of a RED proposal including financing, scheduling, project management, property manage- ment, sales, leasing, and marketing, and under- Fall standing the larger financial context in which real estate development takes place. ARCH 580 Case Study Studio 6 units TOPICS AND TRENDS IN ARCH 510 Finance and Market 1.5 units REAL ESTATE DEVELOPMENT Analysis 1 Understanding the history of the architect’s role in ARCH 520 Thesis Preparation: 3 units urban real estate development, theories of develop- Topics and Trends ment, macro and micro political and economic envi- ARCH 530 Construction Cost 1.5 units ronments affecting real estate supply and demand, Estimating 1 market history, theory and trends, and relevant ARCH 540 Real Estate Accounting 1.5 units policies and their development. and Management COST ESTIMATING ARCH 560 Construction and Ethics 1.5 units The knowledge and skill to develop a pro forma that projects expenditures for complex proposals, both in the acquisition and building phases and in Spring the post-occupancy phase.

ARCH 585 Thesis Project 6 Units PARTNERING AND LEGAL ISSUES Research Studio Understanding and debating the roles played by ARCH 511 Finance and Market 1.5 units different kinds of partners—financial, governmen- Analysis 2 tal, non-profit, community, technological, construc- ARCH 521 Policy, Legal Issues, and 1.5 units tion, design; understanding legal agreements; and Insurance finding and activating appropriate opportunities ARCH 531 Construction Cost 1.5 units and resources in the public and private sectors, Estimating 2 including the establishment of mutually beneficial partnerships. ARCH 541 Banking and 1.5 units Management ETHICS AND PROFESSIONALISM ARCH 551 Opportunities and 1.5 units Understanding and grappling with the ethical issues Partnering of development, including real estate law, code and ARCH 561 Construction Ethics 2 1.5 units policy review, revision and compliance, contracts, immediate and long-term environmental and plan- ning issues, and the ethical and legal responsibilities Summer of the architect-developer.

ARCH 590 Thesis Project Development 6 units ARCH 510 FINANCE AND MARKET ANALYSIS 1 Studio 1.5 UNITS Introduction to financial analysis and econom- ic factors affecting real estate business plans. The components of a development proposal are COURSE DESCRIPTIONS studied, including financing, scheduling, project The MSArch RED curriculum requires students to management, property management, sales, leasing, engage in five areas of study pertinent to all real and marketing. Students develop a business plan to estate development by architects: accompany the design studio project.

2016-2017 Course Catalog 63 ARCH 511 FINANCE AND MARKET ANALYSIS 2 ARCH 531 CONSTRUCTION COST ESTIMATING 2 Real Estate Development MasterScience of in Architecture, 1.5 UNITS 1.5 UNITS Continuing study of financial analysis and economic Continued study of the conceptual and preliminary factors affecting real estate business plans, along methods for cost estimating. with the components of development proposals, in- cluding financing, scheduling, project management, ARCH 540 REAL ESTATE ACCOUNTING property management, sales, leasing, and market- AND MANAGEMENT ing. Students develop a business plan to accompany 1.5 UNITS their thesis proposal. Introduction to the basics of accounting, prepar- ing the student for management of construction ARCH 520 THESIS PREPARATION: TOPICS AND budgets, partnership accounts, and operation of TRENDS finished buildings. Students are exposed to perti- 3 UNITS nent requirements for tax reporting. This research seminar introduces contemporary architectural questions and establishes the prac- ARCH 541 BANKING AND MANAGEMENT tical and theoretical context of the thesis project. 1.5 UNITS Students incorporate the issues presented into a Income-producing properties require ongoing man- research platform and methodology, and prepare agement, maintenance, tax considerations, account- a thesis proposal. The history of the architect’s ing, and an understanding of the legal obligations role in real estate development and theories of that go with being a landlord. This course introduc- development and their place in urban planning es banking, finance, and lending criteria required are studied. Macroeconomics, analysis of economic for various forms of real estate development and factors affecting real estate supply and demand, examines economic and legal issues relating to market cycles, theory of land markets, macro-policy, property management of rental properties. and the impact of demographics and technological advances on markets are introduced. A series of ARCH 551 OPPORTUNITIES AND PARTNERING lectures and one-day workshops with leaders in real 1.5 UNITS estate development, economics, architecture, and Appropriate opportunities and resources in the urban planning is included. public and private sectors are identified and pursued, including the establishment of mutually ARCH 521 POLICY, LEGAL ISSUES, AND INSURANCE beneficial partnerships. The roles played by differ- 1.5 UNITS ent kinds of partners—financial, governmental, The study of the architect’s role in real estate non-profit, community, technological, construction, development and their place in urban planning design, etc.—are clarified and studied. is continued and expanded with an introduction to legal agreements and insurance requirements. ARCH 560 CONSTRUCTION AND ETHICS 1 Understanding municipal code and response and 1.5 UNITS adaptation to rules and regulations is introduced. Ethical issues of development are introduced and Course materials and content are presented studied, including real estate law, contracts, imme- through a series of lectures and one-day workshops diate and long-term environmental and planning with leaders in real estate development, real estate issues, and ethical and legal responsibilities of the law, construction law, and insurance. architect/developer.

ARCH 530 CONSTRUCTION COST ESTIMATING 1 ARCH 561 CONSTRUCTION AND ETHICS 2 1.5 UNITS 1.5 UNITS Conceptual and preliminary methods for cost esti- Continued study of ethical issues of development mating are introduced. including real estate law, contracts, immediate and long-term environmental and planning issues, and ethical and legal responsibilities of the architect/ developer.

2016-2017 Course Catalog 64 ARCH 580 CASE STUDY STUDIO Real Estate Development MasterScience of in Architecture, 6 UNITS Current and past developments are studied and analyzed leading to proposals for appropriate in- kind replacements. Students are introduced to cost estimating, financing, and pro forma (line by line) and test their understanding on the design studio proposal.

ARCH 585 THESIS PROJECT RESEARCH STUDIO 6 UNITS Alternative proposals for the appropriate develop- ment of an identified site are explored and devel- oped. Pro formas are prepared for each proposal to establish a means by which to evaluate and identify the proposal to develop further.

ARCH 590 THESIS PROJECT DEVELOPMENT STUDIO 6 UNITS The best of the spring semester alternatives is de- signed and developed into a full-fledged, profes- sional prospectus for real estate development on the identified site. Participation in two mid-term reviews with the thesis advisory panel is mandatory. Completion of thesis is on the acceptance of the prospectus.

2016-2017 Course Catalog 65 CURRICULUM MAP

Master of Science in Architecture, Real Estate Development MS Arch RED Real Estate Development MasterScience of in Architecture,

IN THIS COURSE THIS TRACK HAS IN THIS COURSE STUDENTS DEVELOP

Background Presence Importance High Importance A Ability U Understanding

STRATEGIC PRINCIPLES 1 Design Thinking 2 Transdisciplinarity 3 Civic Engagement 4 Entrepreneurship

Assuring Academic Quality in Master of Science in Architecture, Real Estate Development (MS Arch RED) REQUIRED COURSES

RED LEARNING OUTCOMES Strategic Principles ARCH 580 Case Study Studio ARCH 510 Finance 1 ARCH 520 Topics & Trends in RED 1 ARCH 530 Cost Estimating 1 ARCH 540 Political Environment of Dev. 1 ARCH 550 Partnering & Legal Issues 1 ARCH 560 Ethics 1 ARCH 585 Thesis Proj. Research Studio ARCH 511 Finance 2 ARCH 521 Topics & Trends in RED 2 ARCH 531 Cost Estimating 2 ARCH 541 Political Environment of Dev. 2 ARCH 551 Partnering & Legal Issues 2 ARCH 561 Ethics 2 ARCH 590 Thesis Proj. Development Studio

Strategic Principles..

Critical Thinking Speaking / Writing Skills A A A A A Criticality A A U U A A U U A Research Skills U A A A A Collaborative Skills A A Design Accessibility U A Sustainable Design U U Concept. Cost Estimating A A A A Prelimin. Cost Estimating A A Building Legal Responsibility U U U U Code Understanding A U A U A Planning Process A A Representation Presentation Skills A A A Construction Management U U U Option Comparison A A A Professionalism Business Planning A A A A A Deal Making A U A U A Insurance Requirements U U U U Ethical Impacts U U U U U U Partnership Agreements U A U U A U U Prototypes A A A Taxation A A U U Maintenance & Operation U U Finance A A A A A Market Impacts U A U A U

2016-2017 Course Catalog 66 and set of methodologies, filtered through the Master of Interior Architecture Master of Interior lenses of art, architectural criticism, and theory. As contemporary architectural practice continues to Architecture (MIA) focus on issues of technology, technique, urbanism, and other aspects of exteriority, the MIA program Christoph Korner, MArch, Chair looks to advance the role of the human condition in Program Overview the discourse, and to argue for the social, cultural, material, sensorial, and communicative realms of Interior architecture critically engages design as a design. progressive craft of form-making which transforms the individual and social ways we inhabit space. Woodbury University’s MIA program provides stu- Design creatively orchestrates conflicting constraints dents with a curriculum that is critical and relevant. creating meaningful solutions that fit into larger This agile program allows students to actively par- social and cultural contexts. Through the stories of ticipate in the crafting of their education, to inflect our students, faculty, and envisioned characters, each course with their own critical approach, and to the ephemeral and structured qualities of interior specialize in their own professional pursuits. Student environments illuminate the human condition and involvement fosters methodological diversity, and its culturally rich spatial narratives. ensures that the program will evolve and adapt with each new cohort. In order to develop new ways of seeing, building, and designing, students explore real and imagined The Emerging Ideas curriculum supports every area geographies to critically produce space that demon- of learning within the interior architecture educa- strates technique and effect. The program explores tion: Criticism, Studio, Visualization, Figuring Space, how the physical and social join to create interior and Practice. The Emerging Ideas seminars provide spaces infused with aesthetic and cultural relevance. an active relationship between knowledge acquisi- Physical constructs of the visual arts, product design, tion and knowledge content. Through faculty-facil- furniture design, and architecture commingle itated seminars, students will develop a consensus with the social sciences, and the humanities. Using of the scope of research their cohort will explore. three-dimensional models, computer rendering, and Students declare their interests and intentions, as drawing, students explore various disciplines that well as research relevant issues in the study of In- collectively are interior architecture. Students gain terior Architecture and other contemporary design expertise in developing the essential elements of in- disciplines. terior design—such as form, color, lighting, finishes, and furnishings—along with appropriate building ASSESSMENT technology, material science, and behavioral factors, Faculty members in all of our graduate and under- to create spatial compositions. In a field of rapid- graduate programs assess individual student learn- ly changing technology and ideas, the program ing in each project and for each course, following provides students with both the professional and grading guidelines established across the university intellectual tools necessary to negotiate this exciting and adapted to standards the Interior Architecture cultural landscape. faculty has set for achievement. The faculty engag- es in continual assessment of the effectiveness of The Master of Interior Architecture program offers the program, the curriculum, and its sequence. As an education in critical spatial inquiry that elevates the program strives for ever-higher teaching and and reinvents the discipline of interior architecture learning goals, and demonstrates its commitment to by mining and imagining human conditions in our national education standards, the faculty identifies built environment. In doing so, the program adds key points at which it can measure the effectiveness criticality to the profession, cultivating scholars, aca- of the curriculum through student achievement in demics, and critics, while generating emerging and the five program learning outcomes, as well as the alternative professions. CIDA Accreditation Standards and the university’s Strategic Principles. The two-year and three-year The MIA argues for interior architecture as a unique track curricula have two points for assessing summa- body of knowledge, with a distinct discourse, canon,

2016-2017 Course Catalog 67 tive student learning: review of the thesis proposal devoted to the MIA program. This venue provides Master of Interior Architecture at the end of the thesis preparation seminar (Criti- adequate time for in-depth discussion among the cism 4), and review of the capstone graduate thesis full-time, visiting, and participating adjunct faculty, (Studio 6). While these projects provide summative and the associate dean for assessment and accred- measures of student learning, a review allows the itation. This results in the creation of an outline faculty to gauge the effectiveness of the curriculum of action items and work to take place between and the extent to which the core MIA curriculum retreats. The graduate studio finals each semester builds on and integrates the supporting electives in offer familiar access to curriculum assessment, but a student’s chosen focus. Formative assessment oc- do not provide a complete picture. Here, too, the curs within each studio and is the foundation of the associate dean gathers examples of graduate stu- Woodbury School of Architecture studio education. dent work from across their courses, and convenes As they develop their projects, students receive reg- a subcommittee of faculty to evaluate both student ular, rigorous, and critical feedback, in small groups, progress and curriculum alignment with the school’s larger groups, and via individual desk critiques; they mission and program learning outcomes. A semes- also provide rigorous and critical feedback to their ter review of student work from both studios and peers, as well as to their own progress and process. seminars/lectures provides a more holistic view of how the MIA curriculum promotes student learning INSTITUTIONAL REQUIREMENTS FOR SELF-ASSESS- and achievement, allowing for quick adjustments MENT to syllabi and assignments in response to identified Institutional assessment at Woodbury occurs via strengths and weaknesses in the curriculum and/or the Academic Program Review. Each program the cohort. is reviewed on a five-year cycle, unless it has an external program review process, in which case the STUDENT ASSESSMENT internal and external cycles are synchronized. The All incoming MIA cohorts, including 2-and 3-year CIDA and NASAD self-study serves as the School of track students, complete an entrance survey on their Architecture’s basis for these reviews and requires first day of studio. Using these baselines, the faculty supplementary information. The Academic Program assesses whether expectations are being met, and Review makes its way through several levels of whether graduate student expectations change as approval: the Educational Planning Committee, the they move through the program. MIA cohorts will chief academic officer, the president, and the board conduct pre-thesis and post-thesis surveys. Re- of trustees must all endorse it. All plans for new pro- peating this three-survey pattern with subsequent grams or major program adjustments go through a cohorts provides valuable input toward program similar review, prior to review by WASC’s substantive improvement. Students assess the curriculum and change committee. The School of Architecture uses learning context through indirect assessment with its CIDA and NASAD self-studies to inform and inter- their participation in the Interior Architecture rogate its academic plan within the university. Student Forum and their representation at faculty meetings. FACULTY ASSESSMENT The faculty in Interior Architecture is not assigned ALUMNI AND EXTERNAL ASSESSMENT exclusively to either the Master’s or the Bachelor’s The department will constitute a board of advisors program. The Interior Architecture faculty as a to include graduate architectural educators, practic- whole will be able to provide assessment of the ing professionals, and, eventually, at least one MIA graduate curriculum and learning context. Internal alumnus. This board should undertake a biennial review of the curriculum is a cornerstone of self-as- review of the MIA curriculum and learning context sessment. Faculty members who teach graduate with respect to the School of Architecture’s mission. courses in a professional program meet and discuss expectations for graduate student learning out- The chair convenes monthly meetings of faculty comes in both professional and post-professional members teaching the graduate students, in order curricula. At the end of each semester, they meet to align expectations and evaluation standards. to discuss how the graduate students engaged the learning context. The faculty retreat held every At the end of each semester, the associate dean semester devotes either the morning or afternoon gathers evidence of graduate student learning from session to curriculum assessment, with distinct time graduate studios, seminars, and lecture courses,

2016-2017 Course Catalog 68 and convenes a faculty subcommittee to evaluate The department will apply for CIDA (Council for Master of Interior Architecture student progress and curriculum alignment with the Interior Design Accreditation) accreditation after the school’s mission and program learning outcomes. program has graduated two cohorts. Both the two- This information is used to direct changes in the fol- and three-year tracks are considered terminal degrees. lowing semester’s curriculum, and to set the agenda for that semester’s curricular assessment session at The Department may require two- and three-year the faculty retreat. track students to take additional preparatory Ground- work courses before beginning studio in the fall Following the faculty retreat, the associate dean semester. circulates among faculty the action items and con- tinuing work on curricular development established COURSEWORK there. This outline provides the basis for discussions Students in the two-year MIA program study for five and actions at the monthly faculty meetings. semesters; students in the three-year MIA program study for seven semesters. Each semester has at its Graduate students are involved in curricular assess- core a five-unit studio. The summer semester before ment, including assignments and activities in core the final year is devoted to Fieldwork; this studio courses that require student reflection on how the requires both research and design. Students take curriculum aligns with and manifests the school’s professional and elective courses in addition to the mission and the program learning outcomes. In the studio in fall and spring semesters. The final spring student’s thesis preparation seminar, the student semester centers on a graduate thesis studio, culmi- identifies his/her area of interest and research, and nating in a public thesis review. places that in the context of the chosen MIA empha- sis. Two-year MIA students take a minimum of 63 units in their graduate studies, and three-year students The department continues to develop the graduate take a minimum of 93 units in their graduate stud- student survey, and administers it at entry, at the ies; for both programs, at least 12 of the units are end of the thesis preparation seminar, and at the elective. end of the thesis. The director of communications offers MIA alumni opportunities to be involved in Students in the two- and three-year programs are School of Architecture reviews and support stu- required to take 12 elective units, and have the op- dents’ efforts to achieve licensure. The Career and tion to take an additional three-unit elective, mak- Outreach Coordinator surveys the alumni every ing their potential elective count 15 units overall. three years.

The department uses the information gathered CURRICULUM SUMMARY from all the sources to effect progressive change in INTERIOR ARCHITECTURE MAJOR CURRICULUM the Master of Interior Architecture curriculum and LEADING TO THE MASTER OF INTERIOR the learning context of the School of Architecture. ARCHITECTURE

ACCREDITATION THREE-YEAR TRACK Woodbury School of Architecture offers a Master of Interior Architecture Degree in Los Angeles and San Fall 1 Diego. INAR 5700 Emerging Ideas 1 1 unit Individuals holding baccalaureate degrees in any dis- INAR 5XX Criticism 1 3 units cipline may enter the Master of Interior Architecture INAR 5XX Studio 1 5 units three-year track, while individuals holding baccalau- INAR 5XX Visualization 1 3 units reate degrees in Interior Architecture, Interior Design, INAR 5701 Figuring Space 1 3 units Environmental Arts, or Architecture are eligible to en- ter the Master of Interior Architecture two-year track.

2016-2017 Course Catalog 69 Spring 1 TWO-YEAR TRACK Master of Interior Architecture

INAR 6705 Emerging Ideas 2 1 unit Fall 1 INAR 6704 Criticism 2 3 units INAR 6700 Emerging Ideas 3 1 unit INAR 6709 Studio 2 5 units INAR 6701 Criticism 3 3 units INAR 6710 Visualization 2 3 units INAR 6703 Studio 3 5 units INAR 6707 Figuring Space 2 3 units INAR 6716 Visualization 3 3 units INAR 6702 Figuring Space 3 3 units Fall 2

INAR 6700 Emerging Ideas 3 1 unit Spring 1 INAR 6701 Criticism 3 3 units INAR 6706 Emerging Ideas 4 3 units INAR 6703 Studio 3 5 units INAR 6XX Criticism Elective 3 units INAR 6716 Visualization 3 3 units INAR 6XX Visualization Elective 3 units INAR 6702 Figuring Space 3 3 units INAR 6708 Practice 1 3 units

Spring 2 Summer

INAR 6706 Emerging Ideas 4 3 units INAR 6711 Studio 4 6 units INAR 6XX Criticism Elective 3 units INAR 6XX Visualization Elective 3 units Fall 2 INAR 6708 Practice 1 3 units INAR 6713 Emerging Ideas 5 1 unit INAR 6712 Criticism 4 3 units Summer INAR 6715 Studio 5 5 units INAR 6711 Studio 4 6 units INAR 6XX Practice 2 3 units ______Elective (3 units) Fall 3 Spring 2 INAR 6713 Emerging Ideas 5 1 unit INAR 6712 Criticism 4 3 units INAR 6720 Emerging Ideas 6 1 unit INAR 6715 Studio 5 5 units INAR 6718 Studio 6 5 units INAR 6XX Practice 2 3 units INAR 6722 Practice 3: Collaboration 3 units ______Elective (3 units) ______Elective (3 units) ______Elective Optional (3 units) Spring 3

INAR 6720 Emerging Ideas 6 1 unit INAR 6718 Studio 6 5 units INAR 6722 Practice 3: Collaboration 3 units ______Elective (3 units) ______Elective (3 units)

2016-2017 Course Catalog 70 also provide opportunities for students to declare COURSE DESCRIPTIONS Master of Interior Architecture their interests and intentions, as well as research of STUDIO relevant issues in the study of Interior Architecture Studio is the vital core of design study. It is a cohort, and other contemporary design disciplines. a culture, a place, and a practice; it epitomizes application and engagement in design learning PRACTICE and pedagogy. It both challenges and mirrors the The practice realm consists of two perspectives: profession, inculcating the student into disciplinary teaching normative standards of the interior design methodologies and operations. Within the semester, profession, as well as encouraging students to ex- it is a node, drawing in and integrating all oth- plore emerging and alternative ways of practicing a er realms of study, providing a dynamic platform discipline that strongly reflects their area of research for the collision, realization, and testing of ideas, and their practice agenda. knowledge, and technique. INAR 5XX STUDIO 1: NEW FRONTIER OF SPACE FIGURING SPACE 5 UNITS This area of concentration focuses on the making This foundation graduate design studio prompts of space through material construction and inven- a fundamental understanding of the multivalent tion, detailing, fabrication, and tectonics, as well as aspects of interior architectural spaces through building understanding through the social content an introduction to design methodologies across of codes, behavior, and planning practices. Students multiple mediums. Students explore designs in two will be versed in the practical, functional, phenome- and three dimensions through skill development nological, and performative aspects of transforming in drawing, material exploration, modeling, and design work into physical form. critical thinking. Prerequisites: None.

CRITICISM INAR 6709 STUDIO 2: SYNTHESIZING COMPLEXITY As the linchpin of the program, the criticism track 5 UNITS is invested in the creation of disciplinary content, Students uncover increasing complexity in architec- which reflects the historical and theoretical frame- tural spaces through the mining of design poten- works within, and outside of, the terrain of interior tials of planning logic, systems integration, and architecture, striving to develop a strong body of lit- program development. Modules of exploration will erature that reflects the specific theoretical concerns include identification, evaluation and application of of the interior environment and human habitation. the design brief, synthesis of research to generate multiple design concepts, iterative development VISUALIZATION including accommodation of human scale, and pro- Design representation is not only a collection of gram of use. Prerequisites: Studio 1: New Frontier techniques and skills that yield objects and artifacts, of Space, Visualization 1: Making Technique. but a particular form of thinking through which design is brought into being. It is both a process and INAR 6703 STUDIO 3: PATHWAYS AND MODALITIES 5 UNITS a thing. Design methodology is the means by which Students explore relevant aspects of the design we move through the complex and nuanced world problem to situate their operative strategies toward from thinking to making, from idea to artifact, design solutions. Methodologies will be introduced communicating through the conventions of design and explored with the goal of stimulating authen- representation, mapping, modeling, and analysis to tic and creative responses for spatial development. synthesize and promote design agendas. Prerequisite: Studio 2: Synthesizing Complexity, or Acceptance into the 2-year track. EMERGING IDEAS The Emerging Ideas seminars provide students with INAR 6711 STUDIO 4: STUDY-AWAY FIELDWORK an active engagement of their study of Interior 6 UNITS Architecture. Through faculty-facilitated seminars Students match up their methodological biases de- students will develop a consensus on the scope of veloped in Emerging Ideas Studio 4 with a destina- research their cohort will explore. These seminars tion for exploration in an immediate environment will provide an active relationship between knowl- apart from the classroom. Collaborative exchanges edge acquisition and knowledge content. They will between faculty, student cohort, and fieldwork

2016-2017 Course Catalog 71 contingents will maximize the provocation of design ing, fabrication, documentation, and specification, Master of Interior Architecture ideas. The studio will assist the student in negotiat- and analyzes construction materials and building ing the terrain across academia, practice, and the systems including structural, mechanical, electrical, evolving inhabited environment in preparation for plumbing, lighting, and acoustics. In conjunction a focus subject for Studios 5 and 6. Prerequisites: with the building systems, this course examines Emerging Ideas 4: Methodological Slant and Studio building codes related to interior architecture 3: Pathways and Modalities. through research, observation, and architectural documentation of non-structural elements of con- INAR 6715 STUDIO 5: CONVERGENCE temporary or modern design. Materials and their 5 UNITS integration, application, and/or connections are Through a collaboration with a small group cohort emphasized. Prerequisites: Visualization 1: Making with similar methodological or subject focus, Technique. directed study and research, and support by select expert resources, students engage with the devel- INAR 6XX FIGURING SPACE 3: opment of their thesis focus. Continual clarification IMPACT AND IMPLICATION of conceptual framework, contextual scenario, and 3 UNITS program development will define an advanced This course explores material logics and their situated set of criteria for each student’s self-se- implications through case study analysis and lected subject. Prerequisite: Studio 4: Study-Away performative modeling. A body of research grows Fieldwork. through consideration of the unique contributions of materials and building systems. Students learn INAR 6718 STUDIO 6: THESIS an integrated approach to managing environmen- 5 UNITS tal performance, human comfort, and life safety. The culmination of the graduate interior architec- Discussion integrates the functionality, phenomeno- ture program, students pursue their self-directed logical effect, and resource impact of materials and theses in collaboration with a faculty advisor and a systems selection. selected expert resource. Continual self-assessment and synthesis of the knowledge and skills devel- INAR 5XX CRITICISM 1: FIELDWORK: oped in the program is exercised as part of the SOUTHERN CALIFORNIA thesis development process in order to demonstrate 3 UNITS mastery of the critical focus and practice of the dis- Using Southern California as a realm of empirical cipline. Prerequisite: Criticism 4: Thesis Preparation, study, students will engage in a range of histor- Studio 5: Convergence. ical, political, cultural, material, and sociological issues from the scale of the interior to the city. INAR 5701 FIGURING SPACE 1: Observational research and analysis, mapping, and MATERIALITY AND MAKING experiential case studies will be used to explore 3 UNITS contemporary issues of interiority and human occu- This course provides an exploration of the impact pation in relationship to the urban condition of Los of materiality and fabrication in both the gener- Angeles. Prerequisites: None. ation and reading of form and space. An intuitive knowledge of material properties and processes INAR 6704 CRITICISM 2: DECLARING THE CANON will be gained through detailing, construction, and 3 UNITS fabrication methods, with a concentration on the Interior Architecture is still an emerging discipline, application of materials in custom elements relating working to triangulate a unique body of knowledge to the body in scale or use. Formal, conceptual, among the areas of architecture, the humanities and and programmatic solutions are studied through a social sciences, and the , and, as such, its specific design strategy with an emphasis on new or historical canon has not yet been declared. Students hybrid programs. Prerequisites: None. will navigate through a global, historical narrative of cultural, societal, and philosophical traditions filtered INAR 6707 FIGURING SPACE 2: CODES ANALYSIS through theory and manifestations of the interior from AND CONSTRUCTION pre-history through the present. Prerequisites: None. 3 UNITS This course studies materials and methods of detail-

2016-2017 Course Catalog 72 INAR 6701 CRITICISM 3: REWRITING THE CANON Master of Interior Architecture 3 UNITS INAR 5700 EMERGING IDEAS 1: This course builds on and blends the content of NAVIGATION AND ORIENTING Criticism 2 with interests arising from Emerging 1 UNIT Ideas 1-3, using history, theory, and criticism to Through a series of short lectures, panel discussions, reinterpret and expand the discipline. Students will and class forums, students learn about current work to culminate their efforts via research salon, trends and issues affecting the design of the built symposium, and publication. Prerequisite: Criticism environment. The issues are presented topically and 2: Declaring the Cannon or Acceptance into the generally, allowing a cohort to articulate and ag- 2-year track. gregate the current body of knowledge in Interior Architecture into a general scope of investigation INAR 6712 CRITICISM 4: THESIS PREPARATION explored in Emerging Ideas 2. Prerequisites: None. 3 UNITS Through self-directed study and research, students INAR 6705 EMERGING IDEAS 2: will leverage their experiences from the Fieldwork INVESTIGATION AND STEERING Studio and Emerging Ideas 4-5 to develop and artic- 1 UNIT ulate the practical, theoretical, and methodological With a stronger emphasis on collaborative research context for a thesis project, culminating in a sub- and the integration of disparate interests, this stantiated written position of intent. Prerequisites: course offers the cohort of students the opportu- Criticism 3 and Emerging Ideas 4. nity to investigate individual interests, combine those interests with the survey of issues presented INAR 5XX VISUALIZATION 1 in Emerging Ideas 1, and transform the two into a 3 UNITS general issue the students will explore throughout Students are inducted into the cultural and tradi- the remaining two years of their study. Prerequi- tional conventions of architectural representation. sites: Emerging Ideas 1: Navigating & Orientating. This course operates as a workshop providing analog and digital communication standards and INAR 6700 EMERGING IDEAS 3: making techniques for documenting, drawing, and ACQUISITION AND DIRECTING modeling design ideas. Prerequisites: None. 1 UNIT This third course provides the opportunity to unify INAR 6710 VISUALIZATION 2: the research interests of the 2-year cohort with the ANALYTICAL CONSTRUCTIONS development of a research agenda developed in 3 UNITS Emerging Ideas 2. Transformation of knowledge Building upon the empirical and analytical field- augmented by negotiation and argument informs work of Criticism 1, this course will expand expos- the full cohort’s areas of research. Prerequisites: itory capacities through diagramming, mapping, Emerging Ideas 2: Investigation and Steering or and other forms of representational analysis in Acceptance into the 2-year track. both two- and three-dimensional analog and digital hardware and software. Prerequisite: Visualization INAR 6706 EMERGING IDEAS 4: 1: Making Technique. METHODOLOGICAL SLANT 3 UNITS INAR 6716 VISUALIZATION 3: The fourth Emerging Ideas course provides a three- ADVANCED DRAWING AND MODELING unit seminar focusing on methodological approach- 3 UNITS es to research, including theoretical, historical, and Students develop advanced visualization skills . It is in this seminar that students through experimentation, and are exposed to the transform the overall research interests of the aesthetic and philosophical objectives of drawing cohort into individual methods of creating knowl- and modeling. The complexities which exist be- edge. Methodologies explored include those used tween conceptualization and representation are with various disciplinary emphases in architecture analyzed through a study of changing techniques and design, ranging from professional to academic, within mixed and evolving media. normative to exploratory, all with a strong criti- cal lens. This seminar provides grounding for the

2016-2017 Course Catalog 73 students’ research interests in their study-away INAR 6XX PRACTICE 2: COMMENTARY ON INTERIOR Master of Interior Architecture fieldwork studio the following summer. Prerequi- ARCHITECTURE sites: Emerging Ideas 3: Acquisition and Directing 2 UNITS and Criticism 3: Rewriting the Canon. This second Practice course provides a forum for continued discussion with individual students on INAR 6713 EMERGING IDEAS 5: the alternatives of practice, research, focused study, AGGREGATION AND REALIZING and the profession in Interior Architecture. Prereq- 1 UNIT uisite: Practice 1: Ethics and the Profession. Working in conjunction with Criticism 4, this course provides a forum for continued cohort involvement INAR 6722 PRACTICE 3: COLLABORATION with individual students’ research/design projects. 3 UNITS Formatted as a workshop, the seminar provides The third course of the Practice courses asks intentional and directed critique of the students’ students to merge the research developed in the projects so that they align with the general research Emerging Ideas seminars with real-world experi- agenda of the cohort. Prerequisite: Emerging Ideas 4. ence. Students research and select the work of a professional and engage in a mentoring relation- INAR 6720 EMERGING IDEAS 6: ship. This relationship provides the opportunity for CONCLUSION AND ASSESSING students to take their thesis research and “test” 1 UNIT it with a professional or scholar who has been The last seminar provides a structured environment working on similar research. Co-requisite: Studio 6: for the cohort to organize and determine the final Thesis. outcome of the body of research. Prerequisites: Emerging Ideas 5 and Criticism 4: Thesis Preparation.

INAR 6708 PRACTICE 1: ETHICS AND THE PROFESSION 2 UNITS Students gain an understanding of basic business concepts, codes, contracts, procedures, documents, licensure, management, and policy in alternative and standard practices relative to interior architecture with an emphasis on ethical and legal issues. Co-req- uisites: Emerging Ideas 4: Methodological Slant.

2016-2017 Course Catalog 74 Master of Interior Architecture

CURRICULUM MAP Master of Interior Architecture MIA

INTRODUCED PRACTICED APPLIED MASTERED Highest Importance Highest Importance Highest Importance Highest Importance Moderate Importance Moderate Importance Moderate Importance Moderate Importance Low Importance Low Importance Low Importance Low Importance

STRATEGIC PRINCIPLES 1 Design Thinking 2 Transdisciplinarity 3 Civic Engagement 4 Entrepreneurship

Assuring Academic Quality in Interior Architecture (MIA) REQUIRED COURSES

LEARNING OUTCOMES Strategic Principles INAR 5XX Visualization 1: Making Technique INAR 5700 Emerging Ideas 1: Navigation and Orientating INAR 5XX Criticism 1: Fieldwork Los Angeles INAR 5701 Figuring Space 1: Materiality, Making and Meaning INAR 5XX Studio 1: New Frontier of Space INAR 6710 Visualization 2: Analytical constructions INAR 6705 Emerging Ideas 2: Investigation and Steering INAR 6704 Criticism 2: Declaring the Canon INAR 642 Figuring Space 2: Codifcations and Constructions INAR 6707 Studio 2: Synthesizing Complexity INAR 6709 Visualization 3: Advanced Drawing and Modeling INAR 6XX Emerging Ideas 3: Acquisition & Directing INAR 6700 Criticism 3: Rewriting the Canon INAR 6701 Figuring Space 3: Impact and Implication INAR 6702 Studio 3: Pathways and Modalities INAR 6703 Visualization Elective INAR 6XX Emerging Ideas 4: Methodological Slant INAR 6706 Criticism Elective INAR 6708 Practice 1: Ethics & the Profession INAR 6711 Studio 4: Study Away Fieldwork Open elective INAR 6713 Emerging Ideas: 5 Aggregation and Realizing INAR 6712 Criticism 4: Thesis Preparation INAR 6XX Practice 2: Commentary on Interior Architecture INAR 6715 Studio 5: Convergence Open Elective Open Elective INAR 6XX Emerging Ideas 6: Conclusion and Assessing INAR 6XX Practice 3: Collaboration INAR 752 Studio 6: Thesis

Strategic Principles.. 2 1 1 3 2 1 3 4 2 1 4 1

Methodological Initiative

Critical Inquiry into the design, building and inhabitation of the interior environment

Social and cultural considerations of space

Physical conditions of space that elicit human response through sensual interaction

Technical considerations of space

Methodological Initiative Students develop work processes that engender self-initiative, directed curiosity, and methodologies seeking knowledge beyond the given problem. They establish M methodologies of research through a direct input into the curricular development established collaboratively as a cohort and transformed into individual learning and professional goals.

Critical Inquiry into the design, building and inhabitation of the interior environment Students gain the ability to engage in the analysis, understanding and development of the built interior environment D as a viable object of critical inquiry evidenced through design and research processes, written communication, profcient and multi-valent visual communication, quantitative analysis and historical research.

Social and cultural considerations of space Students gain the ability to analyze, understand, critique and develop space as a social and cultural construction as evidenced S in the development of programmatic, behavioral, ethical and collaborative strategies for the built environment within different scalar contexts, and different human conditions.

Physical conditions of space that elicit human response through sensual interaction Students gain the ability to analyze, understand, critique and develop interior spaces that elicit E human response through the manipulation and enhancement of the sensual as evidenced through the design of interior environments that illustrate and elicit experiential responses.

Technical considerations of space Students gain the ability to analyze, understand, critique and develop interior spaces through the T techniques of innovative building processes as evidenced through quantitative reasoning, systems integration, and production expertise.

2016-2017 Course Catalog 75 ASSESSMENT Master of Landscape Master of Landscape Architecture GENERAL LEARNING ASSESSMENT PLAN Architecture (MLA) Faculty members in the professional Master of Land- Three-Year track/ Two-Year track scape Architecture program assess individual student learning in each project and for each course, following Catherine Herbst, MArch, AIA, Chair, San Diego grading guidelines established across the university Jose Parral, MA, Coordinator, San Diego and adapted to standards the School of Architecture faculty sets for achievement. The faculty also engages Program Overview in continual assessment of the effectiveness of the pro- Landscape architecture combines science and art in gram, the curriculum, and its sequence. As we strive for the formation of space, transforming the relationship ever-higher teaching and learning goals and demon- between nature and society. Our students, faculty, and strate our commitment to national landscape archi- collaborators discover contemporary and alternative tecture education standards, we identify key points ways human culture and ecology construct rich spatial at which we can measure the effectiveness of the narratives. Our graduates address the ecological, curriculum through student progress toward program economic, and social challenges of the contemporary learning outcomes. The MLA assessment plan draws on world. established practices from the professional architecture program. The program integrates the historical and theoretical fields of architecture, landscape architecture, plan- The MLA curriculum has two major points for assessing ning, and urban design through a fluid exchange of summative student learning: a formal portfolio review techniques and modes of operation to organize a immediately after LARC 5XX Studio 4, and review of more complex concept of society and nature. Through the capstone graduate thesis. While these projects this systematic approach, students develop inclusive provide summative measures of student learning, a re- conceptual frameworks that affect and alter extensive view also allows the faculty to gauge the effectiveness territories, and that integrate into or reorganize com- of the curriculum and the extent to which the studio plex systems. work builds on and integrates the supporting semi- nars across the curriculum. In addition, a review of the Using multiple mediums including three-dimensional products of the thesis preparation seminar serves as models, information-based multimodal diagramming both summative and formative assessment: the thesis tools, computer and manual rendering, the written prep proposal demonstrates mastery of criticism and and spoken word, and film, students explore the many communication while proposing a direction for the fields that collectively define landscape architecture. capstone project to demonstrate mastery and integra- They gain expertise in developing the essential ele- tion of all six realms. ments of landscape, along with appropriate building technology, material science, and performative factor PORTFOLIO REVIEW analysis to create spatial organizations across scales. MLA students submit a portfolio of their coursework The program provides students with the intellectual following the successful completion of LARC 5XX and professional tools necessary to negotiate the cul- Studio 4. A faculty committee reviews the portfolios tural/ecological landscape, rapidly changing technolo- to ensure that each student meets all of the learning gy, and emerging issues. outcomes covered through this point of their course plan. Students who pass this review move on directly The program’s vision is to graduate landscape archi- to the final year. Students who do not demonstrate tects who redefine context, content, and practice by appropriate mastery of MLA learning outcomes in their producing new methods and operations in the process- portfolio review are required to submit an updat- es of material organization and construction, as well as ed portfolio at the end of the summer, and may be new transdisciplinary knowledge. required to enroll in a recommended summer studio or seminar within the SoA to address gaps in learning.

GRADUATE THESIS REVIEW The thesis serves as a capstone of graduate student

2016-2017 Course Catalog 76 learning and achievement within the six realms of pro- and to discuss direction for continued development. Master of Landscape Architecture gram outcomes. Students demonstrate the application Students learn to work quickly to test new ideas, to of theoretical research and positioning, and their abil- manifest their ideas in multiple mediums, and to evalu- ity to integrate site, program, and other design issues ate the content of criticism. in a self-initiated research or design project through a rigorous level of highly resolved work. The thesis re- SEMINAR MULTI-STEP PROJECTS views are our most public display of learning outcomes; Many seminars require iterative processes to develop a guest critics are highly recognized in professional and final product, whether a written paper, a presentation, academic realms. The debates generated in the review a multimedia analysis, or a construction. The iterations of graduate student work stimulate our faculty, grad- provide the instructor with a gauge of student prog- uating students, and continuing students throughout ress and provide students with intermediate feedback the School of Architecture to imagine greater levels that contributes to product development. of achievement, both academically and in . Graduate thesis reviews promote the quality of PUBLIC PROJECT REVIEWS WITH JURY Woodbury’s School of Architecture regionally, nation- Students present their work publicly to their peers, ally, and internationally. Students receive the Master of instructor(s), and invited guests (landscape architects, Landscape Architecture only upon the recommenda- allied professionals, and other design educators) at the tion of the MLA faculty after the successful presenta- end of a project or semester. The jury’s comments are tion of a thesis. both summative and formative; they evaluate the work before them for research and analysis, development of FORMATIVE ASSESSMENT idea or belief, rigor and completion, clarity and resolve, Formative assessment occurs within each studio and is and skill and craft, but they also suggest other ap- the foundation of the School of Architecture’s studio proaches to the solution or additional work that might education. As they develop their projects, students be done in any of the five areas noted. The jury’s re- receive regular, rigorous, and critical feedback, in small marks are intended to influence the student in future groups, larger groups, and individual desk critiques; work, not merely as judgment of the current work. they also learn to provide rigorous and critical feed- back to their peers as well as to their own progress and PUBLIC GALLERY REVIEWS process. Formative assessment processes for student Students present their work in a group gallery. Peers, learning include: instructors, and invited guests make a first pass through the gallery, observing the overall output of STUDIO OR SEMINAR SMALL GROUP CRITIQUES the group, then engage individual students in active Students present their work to a group including conversation about their work and how it contributes other students and the instructor for feedback on (1) to the body of work on display. Students learn that research and analysis (2) development of an idea or be- their design ideas exist within and affect a context that lief (3) process rigor and intermediate step completion has physical, intellectual, aesthetic, social, and historical (4) movement toward clarity of idea or resolve of issue value. and (5) the skill and craft with which all media—2D, 3D, writing, speaking, etc.—are used. Students are ACCREDITATION expected to manifest a response to this feedback in the Woodbury School of Architecture offers a Master of next iteration of the project. Landscape Architecture Degree in San Diego.

STUDIO OR SEMINAR PEER CRITIQUES Individuals holding baccalaureate degrees in any disci- Students present their work to each other for feedback pline can enter the Master of Landscape Architecture on the same five points. In addition to developing three-year track, while individuals holding baccalaure- these points in their own projects, students develop ate degrees in Landscape Architecture, Environmental critical thinking and communication skills by providing Arts, or Architecture are eligible to apply for advanced relevant and cogent responses to other solutions and standing and may complete the program in not less ways of working. than 24 months or four terms.

STUDIO INDIVIDUAL DESK CRITIQUES The department will apply for LAAB (Landscape Student and instructor regularly meet one-on-one at Architecture Accreditation Board) candidacy in the the student’s desk to review progress in the project spring of 2016. We plan to achieve LAAB accreditation

2016-2017 Course Catalog 77 for the 3-year MLA program by spring 2020. As noted CURRICULUM SUMMARY Master of Landscape Architecture in LAAB’s Accreditation Standards and Procedures, a LANDSCAPE ARCHITECTURE MAJOR CURRICULUM program can apply for accreditation and schedule a LEADING TO THE MASTER OF LANDSCAPE ARCHI- visit once it meets the minimum requirements and has TECTURE graduated one cohort (first cohort graduates in spring 2019). The scheduled visit would be fall of 2019. LAAB THREE-YEAR TRACK requirements are excerpted below. Summer

Both the two- and three-year tracks are considered LARC 5XX Groundwork 3 units terminal degrees.

Fall 1 COURSEWORK Students in the MLA program are expected to com- LARC 5703 Studio 1: Panorama to X-ray 6 units plete all requirements for the three-year program LARC 5700 Ecology, Environment 3 units in 36 months or 6 terms. Students with advanced Materiality 1 standing may complete the program in not less than LARC 5701 History of Landscape 3 units 24 months or four terms. Students have the option Architecture 1 to take a summer semester studio before the final LARC 5702 Visual Communication 1 3 units year in each program instead of fall as a substitution for Studio 5. Students take professional and elective courses in addition to the studio in fall and spring Spring 1 semesters. The final spring semester centers on the- LARC 5XX Studio 2: The One and the Many 6 units sis studio, culminating in a public review. LARC 5XX Ecology, Environment 3 units To receive the MLA degree, graduates must demon- Materiality 2 strate satisfactory completion of at least ninety units LARC 5XX History of Landscape 3 units in the program. MLA students with advanced stand- Architecture 2 ing also demonstrate completion of at least forty LARC 5XX Visual Communication 2 3 units professional units in their undergraduate degree. Advanced- standing students take a minimum of 63 units in their graduate studies, and three-year stu- Fall 2 dents take a minimum of 93 units in their graduate LARC 5XX Studio 3: Traditional 6 units studies. At least twelve of the units are elective. Projections of Landscape

In addition to our regular semester classes, all LARC 5XX Ecology, Environment 3 units Materiality 3 incoming MLA students in the three-year track are required to participate in Groundwork, an inten- LARC 5XX Theory in Landscape 3 units sive 2-week program, prior to their first semester Architecture at Woodbury. Graduate students in the two-year ______Elective 3 units track are encouraged to enroll in the Groundwork program as well. During this course, students re- Spring 2 ceive 10 days of instruction that introduce them to LARC 5XX Studio 4: Non-traditional 6 units tools and concepts including digital drawing, analog Projections of Landscape modeling, software, fabrication, and local design and research resources. The three units of graduate LARC 5XX Ecology, Environment 3 units Materiality 4 credit awarded for the successful completion of the Groundwork program can be used as 3 units of LARC 5XX Contemporary Issues in 3 units graduate curriculum credit for both tracks (consid- Landscape Architecture ered an optional elective for the two-year track). LARC 6XX Professional Practice in 3 units Landscape Architecture

2016-2017 Course Catalog 78 Fall 3 COURSE DESCRIPTIONS Master of Landscape Architecture

LARC 6XX Studio 5 6 units LARC 5XX GROUNDWORK LARC 6XX Thesis Prep 3 units 3 UNITS ______Elective 3 units This intense 4-week session introduces students to ______Elective 3 units concepts of landscape architecture through studio exercises, seminars, lectures, workshops, and field trips. Deeply immersed in , students Spring 3 begin formulating ideas about what education and work are like in the discipline and profession of LARC 6XX Studio 6 Thesis 6 units Landscape Architecture. Prerequisites: none. ______Elective 3 units ______Elective 3 units LARC 5703 STUDIO 1: PANORAMA TO X-RAY 6 UNITS In this foundation studio, students explore ways of TWO-YEAR TRACK observing and representing landscape. Emphasis is Fall 1 on various ways to measure material, space, time, movement, temperature, and rhythm and represent LARC 5XX Studio 3: Traditional 6 units them through drawings, constructions, and other Projections of Landscape media. Students develop awareness of landscape LARC 5XX Ecology, Environment 3 units through recording a trajectory and its spatial/ Materiality 3 qualitative relationships as a creative experiment LARC 5XX Theory in Landscape 3 units in a landscape intervention. Studio themes include Architecture space, qualities of phenomena, and site specificity in the San Diego/Tijuana/Los Angeles region. Pre- ______Elective 3 units requisites: Graduate standing. Spring 1 LARC 5XX STUDIO 2: THE ONE AND THE MANY LARC 5XX Studio 4: Non-traditional 6 units 6 UNITS Projections of Landscape In the second foundation studio, students explore LARC 5XX Ecology, Environment 3 units relationships among sites, the performance of Materiality 4 individuals, and landscape design. Students work with residual urban sites, determining location LARC 5XX Contemporary Issues in 3 units Landscape Architecture and human performance using photographs, video recordings, sketches, measured surveys, and other LARC 6XX Professional Practice in 3 units documentation. Projects engage students in (1) the Landscape Architecture relationship of public and private through material organization, and in (2) prototyping to reevaluate Fall 2 the large urban park for contemporary users/uses. Prerequisites: LARC 5703 Studio 1: Panorama to LARC 6XX Studio 5 6 units X-ray or permission of chair. LARC 6XX Thesis Prep 3 units

______Elective 3 units ______Elective 3 units

Spring 2

LARC 6XX Studio 6 Thesis 6 units ______Elective 3 units ______Elective 3 units ______Elective 3 units

2016-2017 Course Catalog 79 LARC 5XX STUDIO 3: LARC 5700 ECOLOGY, ENVIRONMENT & MATERIALI- Master of Landscape Architecture TRADITIONAL PROJECTIONS OF LANDSCAPE TY 1: NATURAL AND PLASTIC ASSEMBLAGES 6 UNITS 3 UNITS 2- and 3-year students work together on a project UNIT 1: ENVIRONMENTAL SYSTEMS asks student to covering a wide range of fundamental issues and examine regions in the vicinity of San Diego County skills related to landscape architecture, from site (inner and outer coastal plains, arid regions, etc.), analysis and planning, to placement of elements, to developing an understanding of the relationships grading and storm water management, to natural between geology, vegetation, and hydrologic and and socio-cultural considerations, to design devel- human flows. Field trips help students become fa- opment and realization in form and construction. miliar with the building blocks of the landscape and Students investigate collaboration with clients and the various flows that construct it. other professionals and grapple with translating program and ideas in physical construction. Prereq- UNIT 2: MATERIAL PROCESSES OF ORGANIZATION uisites: LARC 5XX Studio 2: The One and the Many, asks student to investigate the processes of material admission to MLA 2, or permission of chair. production used in organizing landscapes. Students study the manipulation, assemblage, and manage- LARC 5XX STUDIO 4: ment of materials from plants, lumber, and stone to NONTRADITIONAL PROJECTIONS OF LANDSCAPE water, steel, etc. Topics include new materials being 6 UNITS developed for sustainability; field trips to nurseries, Students identify and analyze contemporary prob- quarries, and lumberyards; urban observation of lems and issues related to landscape, challenging final material assemblages; and laboratory visits to received ideas about urban parks, waterfront devel- understand materials in production. Prerequisite: opments, residential community developments, and Graduate standing. urban renewal. The studio focuses on residual zones within the metropolitan area. Students analyze LARC 5XX ECOLOGY, ENVIRONMENT & MATERIALITY development models and test design strategies. Stu- 2: dents produce construction documents and present these alongside strategic and conceptual drawings/ UNIT 1: TOPOGRAPHIC MANIPULATION focuses models. Prerequisites: LARC 5XX Studio 3: Tradition- students on earthwork grading and the technol- al Projections of Landscape or permission of chair. ogies informing the process. Students develop abilities in manipulation of the ground plane and LARC 6XX STUDIO 5 an understanding of organizational, textural, scalar, 6 UNITS and procedural comparisons between natural and This advanced topic studio provides students with constructed landforms.(?) Students develop under- opportunities for focused exploration of particular standing of drainage, aspect, growth, the relation- themes in contemporary landscape architecture. Im- ship between planting and landform, and processes portant emerging and accomplished designers, often in construction. with divergent points of view, interests, and back- grounds, are invited to lead these studios. The School UNIT 2: PLANTING PALETTES OF RESILIENCE focuses of Architecture occasionally offers collaborative students on the cultural, sustainable, and technical options across the topic studios of all grad programs. parameters of planting design. Through research Prerequisites: LARC 5XX Studio 4: Nontraditional Pro- and design, students investigate the characteristics jections of Landscape or permission of chair. of basic planting assemblages, their history, and their manipulation for contemporary sensibilities. LARC 6XX STUDIO 6: THESIS Students study the place of plants in the system of 9 UNITS ecological resilience and learn fundamental proce- Following the development of a thesis proposal in dural aspects of planting. Students become familiar LARC 648, each student pursues a topic of relevance with detailing planting design for contractors, plant to landscape architecture. Students demonstrate inspection, selection criteria, and site inspections. through the thesis products of their mastery of Prerequisites: LARC 5700 Ecology, Environment & academic inquiry, exploration, and Materiality 1: Natural and Plastic Assemblages or clear and multiple modes of communication. Pre- permission of chair. requisites: LARC 6XX Studio 5 and LARC 6XX.

2016-2017 Course Catalog 80 UNIT 2: URBAN LANDSCAPES AND MANUFACTURED Master of Landscape Architecture LARC 5XX ECOLOGY, ENVIRONMENT & MATERIALITY SITES TOPICS is an advanced workshop in which 3: SITE ENGINEERING AND WATER MANAGEMENT students research innovative techniques associated 3 UNITS with current professional practice in landscape ar- chitectural construction, engineering, and planting UNIT 1: SITE ENGINEERING: LANDFORM AND GRAD- design with special emphasis on urban landscapes. ING asks students to continue their exploration of Professional specialists present topics and case stud- constructing landform as it relates to infrastructure ies such as site remediation, landfill sites, structural design. Students experiment with complex parame- soils, and urban plantings. Students engage in de- ters of contour manipulation, vehicular and pedes- tailed studies of construction documentation, proj- trian circulation systems, road and path alignment, ect design, material and horticultural technology, and drainage and utility planning. and new building techniques. Their work is facilitat- ed through case studies and visits to sites and pro- UNIT 2: WATER MANAGEMENT engages students fessional offices. Prerequisites: LARC 5XX Ecology, in the essential study of water’s influence on the Environment & Materiality 3: Site Engineering and landscape. Students learn to analyze the drainage Water Management or permission of chair. singularities of a site as a basic tool for the manip- ulation of landscape. Students focus their attention LARC 5702 VISUAL COMMUNICATION 1 on water flow, storm water management, swales, 3 UNITS, CROSS-LISTED WITH ARCH 562 retention and detention basins, and how these Students learn to understand drawing as a way to relate to plant and wildlife ecologies. Students record, explore, and imagine. Students are induct- design grading and circulation/water management ed into the cultural and traditional conventions of solutions for their projects in design studio. Prereq- architectural representation, learn drawing’s basic uisites: LARC 54X Ecology, Environment & Materiali- vocabulary, and both digital and analog methods of ty 2, admission to MLA 2, or permission of chair. expression and representation. Landscape architec- ture students focus their exploration through proj- LARC 5XX ECOLOGY, ENVIRONMENT & MATERIALITY ects in LARC 5703 Studio 1. Prerequisite: Graduate 4: LANDSCAPE CONSTRUCTION standing. 3 UNITS LARC 5XX VISUAL COMMUNICATION 2 UNIT 1 introduces students to intentional land- 3 UNITS, CROSS-LISTED WITH ARCH 563 scape design for appropriate construction in varied Building on the foundation established in Visual environments. Students investigate the materials Communication 1, students expand the essential available for design and their physical characteris- tools and methods to develop, test, produce, and tics, modes of production, sequences of assembly, communicate spatial ideas with clarity and detail. maintenance needs, and life cycle. Students ex- They analyze numerous representation techniques amine ground plane design and its conditions of across multiple scales, engaging 2D and 3D analog change: surfaces, transitions, accessibility, and the and digital hardware and software. They develop laws of ADA, joints, seams, edges, etc.; freestanding representation as spatial enabler and interpreter and retaining walls; decks and overhead structures; to establish and convey perspective. Prerequisites: and specification development. Students investi- LARC 56X Visual Communication 1 or permission of gate construction techniques including reinforced chair. concrete and in-earth retaining wall systems, reinforced concrete superstructures, wood frame LARC 5701 HISTORY OF LANDSCAPE ARCHITECTURE 1 superstructures, steel frame superstructures, glass 3 UNITS superstructures, and tensile membrane or cable-net Students gain familiarity with landscape milestones superstructures and ETFE-type air-inflated super- through a study of selected sites, the historical structures. contexts that informed their development, and their designers. Students research the disciplinary literature and demonstrate understanding and as- sessment of a given site and its cultural production from pre-history to Olmsted. Prerequisite: Graduate standing.

2016-2017 Course Catalog 81 LARC 5XX HISTORY OF LANDSCAPE ARCHITECTURE 2 and collaborative ventures. Co-requisites: LARC 5XX Master of Landscape Architecture 3 UNITS Studio 4 or permission of chair. Students continue their historic survey of landscape milestones, researching the disciplinary literature Landscape Architecture Electives and demonstrating understanding and assessment of a given site and its cultural production, from Ol- LARC 6XX CURRICULAR PRACTICAL TRAINING msted to Post . Prerequisites: LARC 5701 0 TO 3 UNITS, PASS/FAIL History of Landscape Architecture 1 or permission Students bridge education with the profession of of chair. landscape architecture through practical training accompanied by class discussion in this guided in- LARC 5XX THEORY IN LANDSCAPE ARCHITECTURE ternship. Class discussion supplements the intern- 3 UNITS ship experience through consideration of issues of Students build their understanding of landscape professional practice while the work experience architecture theory. Drawing from historical challenges students to adapt to and be productive knowledge and critical readings of interdisciplinary in the workplace. Prerequisite: one semester of philosophy and theory, students focus on recent LARC studio. contemporary built works and their designers, and on larger issues for professional theory and prac- LARC 6XX TOPICS IN HORTICULTURE tice today. Students begin to construct problems AND PLANTING DESIGN and stake positions with respect to the discipline 3 UNITS in the 21st century. Prerequisites: 5XX History of Students explore relevant topics in horticulture and Landscape Architecture 2, admission to MLA 2, or planting design as they relate to the contemporary permission of chair. landscape. The course supplements ideas in the core curriculum with advanced, cutting-edge research, LARC 5XX CONTEMPORARY ISSUES technology, and case studies. Instructors will be IN LANDSCAPE ARCHITECTURE drawn from leading practitioners and researchers in 3 UNITS the field. Prerequisite: permission of chair. Students interrogate contemporary issues in profes- sional and academic theory and debate their rela- LARC 6XX TOPICS IN tionship to current and future practice. Using local 3 UNITS and regional contexts, students address how we Students explore relevant topics in ecological understand and critique recent built work and the design and new technologies as they relate to idea of landscape itself. Prerequisites: 5XX Theory in contemporary landscape architecture. Topics may Landscape Architecture or permission of chair. include ecology, sustainability, habitat restoration, hydrology, green roof and green architecture tech- LARC 6XX THESIS PREPARATION nology, soil technology, and techniques pertinent to 3 UNITS the construction of ecologically dynamic, func- Students undertake individual research and develop tioning landscapes. Instructors will be drawn from a proposal for a project- and/or theory-based thesis. leading practitioners and researchers in the field. Students engage in peer critique throughout the Prerequisite: permission of chair. semester and present their proposals for review and acceptance by the faculty. Prerequisites: 5XX LARC 6XX TOPICS IN REPRESENTATION Contemporary Issues in Landscape Architecture and 3 UNITS LARC 58X Studio 4. Students become familiar with new ways of doc- umenting and seeing landscape. Students learn LARC 6XX PROFESSIONAL PRACTICE advanced theories and techniques in representa- OF LANDSCAPE ARCHITECTURE tion. Prerequisites: LARC 5XX and LARC 5XX, or 3 UNITS permission of chair. Students explore ideas and methods in current landscape architectural practice. Students visit con- LARC 67X TOPICS IN DIGITAL MEDIA struction sites, professional offices and archives, and 3 UNITS become familiar with professional procedures, of- Students undertake advanced study in the uses and fice management, project development, contracts, applications of various digital media, including Geo-

2016-2017 Course Catalog 82 graphical Information Systems, 3D modeling, digital Master of Landscape Architecture fabrication, video, animation, and . Prerequisites: LARC 5XX and LARC 5XX, or permis- sion of chair.

LARC 67X TOPICS IN THE HISTORY & THEORY OF DESIGN & LANDSCAPE ARCHITECTURE 3 UNITS In this advanced seminar, students explore specific issues in the history and theory of landscape archi- tecture and related fields of design. Students focus on the cultural context of built works, their relation to conceptual writings (contemporary with the de- signs as well as modern), and the dialogue between modern professional practice and historical example and method. Students are asked to link the analysis of the built environment and text to design practice and the making of projects. Prerequisites: LARC 5XX or permission of chair.

2016-2017 Course Catalog 83 School of Buisiness 84 TY L the School of Business’ administrators have the School of Business’ administrators of ACU open door policy, welcoming students, an open door policy, welcoming students, in at any prospective students, and alumni to walk some advice, time for a chat, the sharing of ideas, you can! or just a warm hello. Please stop by when fall 2016, the MBA program will consist of two fall 2016, the MBA and Leadership concentrations: Accounting-Finance the option and Global Strategy. Students will have options of selecting one of these two concentration or fulfill the general MBA track. in a Our BBA program is mainly delivered upper- traditional format with options for selected in an division management courses to be taken intensive 7-week format. organizations Both programs have specific student maintain a that advocate students’ concerns, and close relationship with the school’s administrators. All F Our award-winning, internationally diverse faculty Our award-winning, internationally diverse and provides an ideal blend of teaching scholars working professionals. Our faculty is passionate about teaching and mentoring. The faculty members of the School of Business have made their mark both in academia as well as in industry. They are “edupreneurs.” They routinely publish their research in reputable journals and professional books, present their findings at national and international conferences, and yet retain a highly practical and entrepreneurial orientation to their classroom teaching. The educators in the School of Business are highly involved in teaching, research, advising, curriculum development, and leading internships. Business Interim Dean Interim PhD, oan Marques, Marques, oan 2016-2017 Course Catalog 2016-2017 Course Welcome to the School of Business! We are proud are proud We to the School of Business! Welcome the immediate stakeholders of our programs and administrators, involved in our daily operations, our School and students. Woodbury’s staff, faculty, schools of Business is one of the smallest business makes awarded AACSB accreditation, which for us the embodiment of two critical factors success: sophisticated education and scholarship, and a small environment with a family-like to be atmosphere. These two factors have proven They feel a winning combination for our students! while they comfortable from their first week on, eye- know that their education will be innovative, opening, and enriching in many ways. in the As one of the oldest educational institutions of the US, our school ensures a focus part Western is world. This on four important aspects in today’s articulated as follows in our mission statement: School of Business cultivates University’s Woodbury to prepare the distinctive talents of each student future leaders of business who communicate and think globally. act ethically, effectively, Whether you are an MBA student or a BBA student majoring in Accounting, Fashion Marketing, Management, or Marketing, you will find that we take your growth toward being a globally oriented, articulate, morally sound leader very seriously. At the same time, our school embeds into its Strategic Principles: Civic education the university’s Engagement, Design Thinking, Entrepreneurship, will find several classes You and Transdisciplinarity. within your major as well as within the general these to adhering curriculum your of part education structures. in a dynamic, Our MBA Program is offered innovative, and intensive format, tailored to the needs of working adults with managerial aspirations. With all prerequisites fulfilled, the MBA Program consists of 12 courses. As of the School of School J School of Buisiness 85 Y T CUL FA E T FACULTY C TIM Capella University - L UN J L Arthur Baghdasarian JD, Whittier Law School Chris Banescu JD, Southwestern School of Law Michael Cook DPA, . Bert Fairbanks MBA, University of Phoenix Virginia Green PhD, Yasuo Nishiyama, Associate Professor PhD, University of California, Berkeley Alexandra Saba, Assistant Professor Arizona State MA, Northern Arizona University; MC, University Adam Wood, Assistant Professor PhD, University of Southern California AD MANAGEMENT FU Professor A. Afshar, Tahmoures PhD, Indiana University Professor Robert L. Bjorklund, PhD, University of Massachusetts Professor Angelo Camillo, Associate PhD, Oklahoma State University Professor David Cho, Assistant PhD, Indiana University Satinder Dhiman, Professor PhD, Tilburg University; EdD, Nathan Garrett, Associate Professor PhD, Claremont Graduate School Svetlana Holt, Associate Professor EdD, Pepperdine University .FA, CGMA r.FA,

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E E T F (Sunny) Liu, Associate Professor (Sunny) Liu, Associate C TIM TIM Florida International University Florida International - - L L UN J L L U 2016-2017 Course Catalog 2016-2017 Course Wendy K. Bendoni, Assistant Professor MA, California State University, Los Angeles Keith Nishida, Assistant Professor PhD (candidate), Oregon State University, Corvallis ADJUNCT Evelyn Chai Chua EMBA, Claremont Graduate School, MBA, Tsinghua University Kimberly A. Westmoreland, Esq. JD, Loyola Law School, Los Angeles Amath Fall, CPA, CFM, CMA, C Amath Fall, CPA, MS, University of Nebraska Dennis McGuckian MBA, Dartmouth College Ray Scalice MS, Golden Gate University EMERITUS Jon Myers, CPA DBA (hon), Woodbury University FASHION MARKETING FU ACCOUNTING F PhD, Professor Associate Craig Keller, Anthony PhD, Texas A&M University Li-Lin AD R. Duane Anderson Southern California MBA, University of Kirit M. Dave MS, Golden Gate University Reginald J. de Guzman, CPA MS, Golden State University School of Buisiness 86 Niekerk, Assistant Professor TY Y L T L LTY U CU ACU F AC

FA F E S T FACULTY U C IT TIM University of Arizona Michigan State University Nova Southeastern University Nova Southeastern - R L UN Danielle Ramirez, Assistant Professor J

2016-2017 Course Catalog 2016-2017 Course Paul Sabolic EdD, Peter Zaharkiv MASC, Ryerson Polytechnic Mary Zakrasek PhD, PhD, EME AD Professor Karen Kaigler-Walker, PhD, Ohio State University A. PhD, University of Texas at Austin Tony Stovall, Assistant Professor PhD, University of Arizona Mine Üçok Hughes, Associate Professor PhD, University of Southern Denmark Andrè B. van Brandon Shamim Verne MS, University of La Farhana Siddiqi School PhD, Claremont Graduate Flora Wiegers California; MS Cal State LA MS, University of Southern EMERITUS Professor Robert A. Schultz, PhD, MARKETING FUL Accounting 87 critical thinking, and communications skills that are skills that and communications critical thinking, to and crucial in management practice important good citizenship. courses, students accounting In upper-division key details of accounting that focus on learning the entering the profession. The are essential when areas that are included on the focus is on six major related professional exams: exam and other CPA managerial account-ing, financial accounting, and government/ business law, taxation, auditing, accounting. not-for-profit Scope of the Program The Department of Accounting is responsible for undergraduate accounting courses. The coordi- nator of the department also has been assigned the scheduling of the undergraduate finance courses required of all business majors. Many states require more than a BBA degree in accounting to become a CPA. In 2013 California added a requirement that all must pass license candidates for a California CPA 150 semester units of college courses. These units need not be from graduate courses courses; courses taken at or even upper-division community colleges, as well as university extension Those students who wish programs, will qualify. furthering might also consider to become a CPA degree in their education by earning a Master’s accounting or taxation. How Do Students Learn in Accounting Classes? It requires Accounting is logical, but not obvious. financial/ hard work in order to master professional how the accounting terminology and understand artificial information system works. Students learn by reading, working through answers short quantitative problems, discussing in class in study groups, and actively participating covered, discussions. Once the fundamentals are learned to new students practice applying what was mak-ing situations (often called “business cases”), alternative ways recommendations, and offering of dealing with the opportunities or challenges their presented in the cases. Students will support com- recommendations with calculations and in written municate the richness of their analyses reports and/or class presentations. 2016-2017 Course Catalog 2016-2017 Course What Do Students Learn Classes? in Accounting accounting courses, In the two lower-division which are required for all business majors, students learn the fundamentals of accounting information systems, how to use accounting information, and how to work with accountants to make better financial decisions. These courses emphasize the strengths and weaknesses of accounting information, accounting information systems, and the ac-counting way of thinking. These courses provide an environment for students to learn the critical and fundamental concepts that drive accounting, accountants, and financial analysis, as well as opportunities for students to apply these concepts while practicing the research, analytic, What Do You Need to Bring Into Your Classes to Classes Need to Bring Into Your What Do You Succeed in the Accounting Major? to become Those students who succeed and go on must be logical, methodical, attentive CPAs to details, and have excellent people and communication skills. The Accounting major prepares you to enter The Accounting major prepares you to As an and thrive in the accounting profession. excellent Ac-counting graduate, you’ll have an opportunity to thrive in a well-paid career. Accounting is a time-honored and universal profession; accountants are key professional advisors to organi-zations and individuals. and Accountants are often asked to honestly financial objectively measure and re-flect the Those who status of individuals and organizations. Public leverage their education to become Certified join an elite group recognized Accountants (CPAs) and throughout the world for helping people decisions. organizations make better financial Why Major in Accounting? Accounting is the universal language of Accounting is the universal large or small, local or organizations, be they or not- businesses internation-al, for-profit conversant in organizations. Being for-profit you to communicate important accounting allows make more informed information globally, design better information social policy decisions, to superiors, and motivate systems, market ideas better. subordinates to help you do your job Accounting Accounting Diaz, Department Chair Mauro Why Learn Accounting? Accounting 3 5 88 24 36 58 126 3 GE 3 GE 3 UE 3 GE 3 GE 1 GE Units 3 BBA 3 BBA

Business Practice Enterprise

LSCI 105 Information Theory and ______Unrestricted Elective INDS ___ Interdisciplinary Core PSYC 200 Introduction to Psychology 3 GE WRIT 112 II Academic Writing WRIT 111 I Academic Writing ENVT 200 Environmental Studies 3 GE MATH 220 MATH Business Mathematics 3 GE greater importance [understanding]. greater importance advice for a client will be able to prepare Students practical, lifelike environmentally rich, based on issues are raised, the facts cases in which many space and insuffi-cient given are not “complete,” thorough discussion of either exists to allow for a application. MGMT 110 Legal Environment of COMM 120 Public Speaking MGMT 100 Fundamentals of Business SUGGESTED SEQUENCE OF COURSES OF SUGGESTED SEQUENCE FIRST YEAR Fall Semester Spring Semester • Summary Curriculum CURRICULUM MAJOR ACCOUNTING of BusinessLeading to the Bachelor Degree Administration (BBA) Major (M) General Education Minimum semester hours required Business Core (BBA) Internship (I) Unrestricted electives (UE) Students passing the lower-division Graduating accounting majors can Graduating accounting majors are able to Graduating accounting majors are able demonstrate the knowledge of accounting in the concepts required for entry-level positions accounting profession. Students passing the lower-division core courses lower-division Students passing the ability to in accounting are able to manifest the business use accounting information in making decisions. Students will be able to evaluate the financial condition of an organization or investment [application]. Students will be able to identify commonly used Students will be able to identify commonly qualitative ratios, cost-related techniques, and the Accounting characteristics of Generally Accepted Principles [knowledge]. Students will be able to understand which are of greater importance [understanding]. Students will be able to understand which are of Students will be able to identify key accounting issues under primary authorities, such as Generally Accepted Accounting Principles, Generally Accepted Auditing Standards, or federal income tax law [knowledge]. core courses can manifest the ability to use core courses can manifest the ability to accounting information in making business decisions. Learning Objectives: Learning Goal: (Service Courses) Division Lower • • • 2016-2017 Course Catalog 2016-2017 Course (Accounting Major Courses) Division Upper Below are the key learning outcomes supported by Below are the key learning outcomes their related fundamental learning objectives: • PROGRAM LEARNING OUTCOMES PROGRAM the following program Students will demonstrate in addition to university-wide learning outcomes student learning and School of Business-wide outcomes. • MISSION majors to be able is for accounting Our mission to make better information to use accounting and for our graduating financial decisions to enter and thrive in the accounting majors profession. • • demonstrate the knowledge of accounting concepts required for entry-level position in the profession. Learning Objectives: Learning Goal: Accounting 3 3 3 3 3 3 89 3 I 1-3 3 GE 3 GE 3 BBA 3 BBA Accounting Internship Accounting Business Policy and Strategy Business Policy and Leadership Theory and Leadership Theory Practice Art History or Humanities Art History or Humanities Course General Education General Education Elective Independent Study in Accounting Accounting Information Systems Entertainment Industry Produc- tion Accounting & Management Advanced Accounting Advanced Taxation Topics in Accounting Topics Accounting Problems ______ACCT 490 ACCT 353 ACCT 401 ACCT 405 ACCT 351 ACCT 470 ACCT 485 ACCT 499 MGMT 483 MGMT 461 Spring Semester In the Accounting program, both formative and In the Accounting program, both formative ASSESSMENT PROCESS summative assessment of students’ performance Because are applied throughout the curriculum. BBA degree the program is part of the overarching take the program, all students are required to are noted twelve BBA core courses. These courses above with the designation “BBA.” For the BBA core courses, formative assessment processes include: opportunities for students to provide structured feedback to their peers; detailed feedback from professors on homework sub-missions through Moodle; Moodle forums; evaluation of students’ formal presentations; Department consultants to inclusion of Writing enhance writing skills in MGMT 326, MGMT 350, and MGMT 461; and simulation games in MGMT 336 and MGMT 483. The summative assessment processes for the BBA core courses include research and reflection pa-pers, formal presentations, portfolio presentations, final exams, and the capstone project. For Accounting major courses, formative assessment processes include detailed feedback from professors on homework submissions through Moodle, computer literacy requirements, field pro-jects, an ACCOUNTING ELECTIVES ACCOUNTING 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 UE 3 GE 3 GE 3 GE 3 GE 3 BBA 3 BBA 3 BBA 3 BBA 3 BBA 3 BBA 3 BBA Management of Information Systems Business Ethics Cost Accounting Intermediate Accounting I Concepts of Taxation Seminar Transdisciplinary Financial Accounting for Financial Accounting Decision Making Management and Organizational Behavior Macroeconomics Ethical Systems Lab Natural Science with Business Statistics General Education Elective Accounting Elective General Education Elective Operations Methods in Chain Management Value Auditing Government & Accounting Not-For-Profit Managerial Accounting for Decision Making Principles of Marketing Microeconomics Unrestricted Elective Art History Course Intermediate Accounting II Advanced Business Law Financial Management General Education Elective ______INDS 3__ PHIL 210 ____ 3______3__ ACCT 300 ACCT 304 ACCT 352 ACCT 3/4 ______ACCT 205 ____ 3__ ECON 203 ACCT 410 ACCT 403 MATH 226 MATH MGMT 336 MGMT 350 FINA 360 ARTH 2__ ARTH ACCT 206 MGMT 326 ECON 204 ACCT 305 ACCT 388 MRKT 301 MGMT 400 2016-2017 Course Catalog 2016-2017 Course FOURTH YEAR FOURTH Fall Semester Spring Semester THIRD YEAR Fall Semester Spring Semester SECOND YEAR SECOND Fall Semester Accounting 90 for achieving optimal results consistent with their consistent with their optimal results for achieving missions. respective Other Accounting students are advised to focus on their coursework and pursue accounting-related jobs rather than part-time jobs outside the field. encourage you to participate in student case We by the Institute of competitions (such as offered Management Accountants) and submit papers to accounting conferences (such as the Western annual meeting). Decision Sciences Institute’s Participation may be awarded academic credit through ACCT 499, Independent Study. also encouraged to join professional are You organizations such as the California Society of CPAs (memberships are currently free for accounting students) and student organizations such as Woodbury’s Accounting Society, Woodbury’s Internship Woodbury’s Career Development Office offers offers Career Development Office Woodbury’s services, and resources to a variety of programs, careers and securing as-sist students in exploring students works with internships. The staff successful internship one-on-one to develop help students connect search strategies that internship postings, with employers through interview on- or off-campus resume collections, connections, and employer opportunities, alumni outreach in the U.S. significant Accounting majors who do not have a 120- business experience are required to serve encouraged hour internship. Accounting majors are firms in private to look for paid internships at CPA in the industry (such as Disney or Parsons) or addition, public sector (such as the IRS or JPL). In working accounting students who are already to switch to during their education are encouraged payable accounting-related jobs (such as accounts Career or tax return preparation). Woodbury’s is adept at helping students Development Office search for such jobs. The required work experience is a three-unit of at internship or accounting work experience least 120 hours (non-credit). If the requirement an is satisfied by non-credit work experience, accounting course will be addition-al upper-division required.

2016-2017 Course Catalog 2016-2017 Course OPPORTUNITIES/REQUIREMENTS Capstone Since the primary role of professional accountants is to serve as professional advisors, Accounting majors practice this in the required capstone course Entitled MGMT 483, Busi-ness taken as a senior. this three-unit course provides Policy and Strategy, an opportunity to integrate the functional areas of marketing, finance, accounting, production, and management in the form of a team-based, nationally normed case competition. The capstone course uses a computer simulation in which organizations are analyzed with respect to and appropriateness of strategies the effectiveness and goals in each of the functional areas. Also measured are the synergies of the functional areas ACADEMIC STANDARDS ACADEMIC school-wide The department applies university- and academic standards. LEARNING SPECIAL RESULTS OF LEARNING OF RESULTS the program with a portfolio Students complete and PowerPoint-type of written case projects financial statements or presentations where have been analyzed and the accounting reports by numbers. result-ing advice defended accounting courses, items to In upper-division portfolio tend to be be included in a student’s more specialized. Examples include comment proposed letters on new accounting standards Board by the International Accounting Standards and in financial accounting courses, tax returns in comparative calculations from operating business forms (such as a corporation, different or limited liability company) in tax partner-ship, strategies courses, advice on optimal assurance alternative in audit-ing courses, presentations on full costing approaches (such as GAAP versus accounting absorption income statements) in cost on business courses, and memorandums advising aspects of real-life cases. internship project, and faculty advising through advising through project, and faculty internship one-on-one meetings. mandatory processes for Accounting Summative assessment formal presentations, major courses include and final or comprehensive portfolio presentations, exams. Accounting 91

3 UNITS This course focuses on advanced topics in taxation with an emphasis on strategic tax planning. Prerequisite: ACCT 305, Intermediate Accounting II. Students must bring the textbook to each class meeting. ACCT 304 Intermediate Accounting I Accounting 304 Intermediate ACCT 3 UNITS of This course provides a concentrated study financial accounting within the conceptual framework that underlies financial reporting, to with emphasis on accounting issues related ACCT asset valuation and reporting. Prerequisite: Making. 206, Managerial Accounting for Decision each class Students must bring the textbook to meeting. II Accounting 305 Intermediate ACCT 3 UNITS This course examines the development and application of accounting standards, such as those for evaluation, income taxes, compensation, or revenue recognition, with an emphasis on new stand-ards and current developments. Prerequisite: ACCT 304, Intermediate Accounting I. Students must bring the textbook to each class meeting. Taxation 351 Advanced ACCT ACCT 206 Managerial Accounting for for Accounting 206 Managerial ACCT Decision Making 3 UNITS will learn advanced topics In this course, students an emphasis on managerial in accounting with inventory costing, capital and accounting, including and break-even analysis. operational budgeting, 205, Financial Accounting for Prerequisite: ACCT Decision Making. Accounting 300 Cost ACCT 3 UNITS will learn about product In this course, students costing, job-order costing, including activity-based and costing, standard costing, variance analysis, will also cost-volume-profit analysis. Students to the learn cost accounting techniques related budgeting of operations and capital expendi-tures, and inventory control, performance measurement, ACCT management decision making. Prerequi-site: Making. 206, Managerial Accounting for Decision each class Students must bring the textbook to meeting.

2016-2017 Course Catalog 2016-2017 Course In this course, students will learn the principles of accrual accounting, basic processes of financial record keeping, and use of basic financial statements. Emphasis is on learning the strengths and weaknesses of financial accounting in order to better use accounting information to make financial decisions. Prerequisites: MGMT 100, Fundamentals of Business Enterprise; and MATH 249, College 220, Busi-ness Mathematics or MATH Algebra. ACCOUNTING UNDERGRADUATE COURSES UNDERGRADUATE ACCOUNTING for Accounting 205 Financial ACCT 3 UNITS Decision Making STUDENT COMPUTER AND OTHER EQUIPMENT EQUIPMENT AND OTHER STUDENT COMPUTER REQUIREMENTS Requirements In addition to the Computer Literacy use listed directly above, students need to Although computers with meaningful web access. students computer labs are available on campus, and are encouraged to have their own netbooks off printers to work on homework and projects cam-pus. Accounting students are encouraged to have a financial calculator in ACCT 304, Intermediate Accounting I. COMPUTER LITERACY REQUIREMENTS REQUIREMENTS LITERACY COMPUTER (such as Students will use word processing software software (such as Power-Point), presentation Word), Students and spreadsheet software (such as Excel). as Lexis/ also use professional research tools (such courses—specialized Nexis), and—in upper-division CCH Tax software (such as Lacerte for tax returns, EDGAR and the SEC’s ACL, FARS, Research NetWork, specialize database) typical for practitioners who ledger in the accounting areas taught (e.g. general practice programs for an intermediate accounting set). BPWOW (Business and Professional Women of Women and Professional BPWOW (Business CEO (Collegiate and Woodbury’s Woodbury) Students can also Organization). Entrepreneurs’ Plan Competition annual Business compete in CEO’s prizes. for substantial cash are strongly encouraged to Accounting majors GE/ their required upper-division consider investing courses (such as POHI 337, IL courses in law-related Law), as well as those United States Constitutional social media, and the involving ethics, journalism, social sciences. Accounting 92

Students will gain practical experience in an accounting environment. ACCT 410 Auditing ACCT 3 UNITS practices This course will examine financial auditing of practice and procedures. Professional standards ACCT and reporting are also explored. Prerequisite: must 305, Intermediate Accounting II. Stu-dents bring the textbook to each class meeting. in Accounting 470 Topics ACCT 3 UNITS of interest Accounting subjects or developments Students must not covered elsewhere are explored. bring the textbook to each class meeting. Problems 485 Accounting ACCT 3 UNITS A review of current accounting theory in which problems are used to test understanding and application in professional examinations. Prerequisites: ACCT 300, Cost Accounting and ACCT 305, In-termediate Accounting II. Students must bring the textbook to each class meeting. Internship 490 Accounting ACCT 3 UNITS ACCT 403 Government and 403 Government ACCT Accounting Not-For-Profit 3 UNITS will examine fund In this course, students of the accounting literature accounting, the study units and not-for- appli-cable to governmental as colleges, universities, and profit entities such ACCT 305, Intermediate hospi-tals. Prerequisite: must bring the textbook to Accounting II. Students each class meeting. Systems Information 405 Accounting ACCT 3 UNITS on the study of the application This course focuses proce-dures, of computer processing to accounting to including control mechanisms and procedures ef-fective maintain the integrity of data and the ACCT 206, reporting of information. Prerequisite: Managerial Accounting for Decision Mak-ing. each class Students must bring the textbook to meeting. 2016-2017 Course Catalog 2016-2017 Course ACCT 401 Advanced Accounting 401 Advanced ACCT 3 UNITS This course focuses on advanced topics in accounting, such as business combinations; consolidated financial statements; foreign currency transactions and financial statements; partnership formation and liquidation; and an introduction to accounting. Prerequisite: government/not-for-profit ACCT 305, Intermediate Accounting II. Students must bring the textbook to each class meeting. 3 UNITS and rules This course examines key legal doctrines on ana-lyzing governing organizations. Emphasis is case studies) open-ended, lifelike fact patterns (i.e. standard to identify and complete appropriate legal forms. Prerequisites: ACCT 205, Financial Accounting for Decision Making and MGMT 110, Legal Environment of Business. Students must bring the textbook to each class meeting. ACCT 388 Advanced Business Law Business 388 Advanced ACCT ACCT 353 Entertainment Industry Production Production Industry 353 Entertainment ACCT and Management Accounting 3 UNITS management This course focuses on accounting and industry, applications specific to the entertainment with general use in areas of media production, music such as film, television, commercials, include videos, and games development. Topics reporting, production budgeting, management contacts. and studio distribution film terminology, by Financial reporting requirements promulgated and the Financial the American Institute of CPAs Accounting Standards Board will be discussed. for Prerequisite: ACCT 206, Managerial Accounting the textbook Decision Making. Students must bring to each class meeting. ACCT 352 Concepts of Taxation of 352 Concepts ACCT 3 UNITS range of tax introduces a broad This course of taxpayers, covering the role concepts and types decision-making process; of taxation in the business planning; professional basic tax research and and the interrelationship and standards and ethics; accounting and tax between financial differences ACCT 206, Managerial accounting. Prerequisite: Making. Students must Accounting for Decision to each class meeting. bring the textbook Accounting 93 2016-2017 Course Catalog 2016-2017 Course FINA 360 Financial Management FINA 360 Financial 3 UNITS an introduction to finance. This course provides include financial statement and ratio covered Topics management, financial analysis, working capital time-value of money, forecasting, leveraging, and bonds, cost of capital, valuation of stocks and raising capital. Prerequisites: capital budgeting, Accounting for Decision ACCT 206, Managerial and ECON Making, ECON 203, Macroeconomics, 204, Microeconomics. ACCT 499 Independent Study 499 Independent ACCT 3 UNITS of of an aspect individual investigation This is an by the student and approved by accounting chosen the instructor.

Accounting

ACCT 490 Accounting Internship Accounting 490 ACCT ACCT 410 Auditing ACCT 8 ACCT Auditing 410 ACCT

94

ACCT 403 Government / Not-for-Profit ACCT 7 ACCT Not-for-Profit / Government 403 ACCT ACCT 338 Advanced Business ACCT 6 ACCT Business Advanced 338 ACCT

Internship COURSES 5 ACCT 1 # Elective ACCT

BBA Core Courses

Accounting Courses

ACCT 305 Intermediate Accounting II ACCT 4 ACCT II Accounting Intermediate 305 ACCT

ACCT 352 Concepts of Taxation ACCT 3 ACCT Taxation of Concepts 352 ACCT

ACCT 304 Intermediate Accounting I ACCT 2 ACCT I Accounting Intermediate 304 ACCT

ACCT 300 Cost Accounting Cost 300 ACCT

MGMT 483 Business Policy & Strategy [Capstone] Strategy & Policy Business 483 MGMT 2

MGMT 461 Leadership Theory & Practice & Theory Leadership 461 MGMT 3

Entrepreneurship

Mastered

MGMT 400 Operation Methods in Value Chain Mgmt Chain Value in Methods Operation 400 MGMT 12

MASTERED 4

Mastered/Assessed

FINA 360 Financial Management Financial 360 FINA 2

MRKT 301 Principles of Marketing of Principles 301 MRKT 1

MGMT 350 Business Ethics Business 350 MGMT 3 MGMT 326 Management & Organizational Behavior Organizational & Management 326 MGMT

Civic Engagement

MGMT 336 Management Information Systems Information Management 336 MGMT 2

3 ACCT 206 Managerial Accounting BBA 5 BBA Accounting Managerial 206 ACCT

Practiced ACCT 205 Financial Accounting BBA 3 BBA Accounting Financial 205 ACCT

PRACTICED

Practiced/Assessed

MGMT 110 Legal Environment of Business of Environment Legal 110 MGMT

MGMT 100 Fundamentals of Business Enterprise Business of Fundamentals 100 MGMT 1 Transdisciplinarity

2 Strategic Principles Strategic MAJOR COURSES MAJOR .. Developed Design Thinking DEVELOPED Quantitative Developed/Assessed in Course Field 1 Accounting & Financial Strategic Principles Organizational Decisions Demonstrate Global Awareness Develop Basic Leadership Skills LEARNING OUTCOMES (BBA) Demonstrate Communication Skills Assuring Quality in Academic Manifest Entry Level Technical Expertise Accounting Introduced Use Accounting Concepts and Tools to Make Incorporate Ethical Perspectives in Decisions INTRODUCED Introduced/Assessed 2016-2017 Course Catalog 2016-2017 Course STRATEGIC PRINCIPLES CURRICULUM MAP CURRICULUM BBA in Accounting of Business Administration Bachelor Fashion Marketing 95 To manifest To

Ef To identify and analyze fashion marketing To Graduates will manifest professional entry-level Graduates will manifest professional fashion marketing communication skills. fashion Graduates will incorporate an ethical marketing perspective in their professional decision making. Global awareness will be evidenced in our graduates’ decision making within the field of marketing. Graduates will apply the underlying principles of fashion marketing when making business decisions. • audiences, purposes, key ideas, sequencing of and key content, format, voice, style, technology, the opportunity in each class to learn by working to learn by working in each class the opportunity and completing writing, speaking, in groups, the the students of which offer projects—all a broad range of talents. opportunity to engage Learning Objectives: PROGRAM LEARNING OUTCOMES LEARNING PROGRAM • • • • Below are the key learning outcomes as supported by their related fundamental learning objectives: 1. fective Communication: What Are the Results of the Course of Study in the Results of the What Are Fashion Marketing? having majored in fashion The results of students during their senior year marketing are evident produce in their marketing in the projects they completion of the research course. Successful of knowledge gained project requires a synthesis up to this course. during the classes leading by their internship Students are also evaluated the supervisors on a rating scale that measures marketing students’ abilities to perform in a fashion environment. MISSION is to The mission of the Department of Marketing education provide the highest level of marketing The that rests on a strong liberal arts foundation. cultivates interdisciplinary nature of our majors and enduring successful students who have a strong We sense of personal and social responsibility. prepare students to be competent communicators global and who understand the complexities of our technological environment. professional entry-level fashion marketing communication skills. 2016-2017 Course Catalog 2016-2017 Course Students learn in a variety of settings and via a variety of experiences. All classes are interactive, with a minimum of formal lecture and a maximum of student-centered activities. Students are given How Do Fashion Marketing Students Learn? What Do Fashion Marketing Students Learn? Students learn how to adapt proven fashion world marketing strategies to the ever-evolving of the fashion business by learning both the psychology of why people purchase fashion develop, price, products, and how to effectively distribute, and promote products and services. Why Learn Fashion Marketing? a broad Since fashion marketing encompasses development spectrum of endeavors, from product specific to , students can develop their marketing interests and talents within the fashion for arena and be assured that there is a place No them within the fashion business community. fashion company is too small or too large to need marketers. This allows fashion marketing graduates to choose the type and size of organization that suits their personal tastes. Woodbury University offers a fashion marketing a fashion marketing University offers Woodbury students with a thorough program that provides conditions, technique, and understanding of the and promoting fash- requirements of marketing the field teach fundamentals ion. Professionals in promotion, and trend of fashion merchandising, courses feature theories of analysis. Advanced and international behavior, marketing, consumer upon case study analysis, business. Drawing principles students learn to apply fashion marketing of action. to solve problems and develop plans and a Laboratory experiences, field experiences, students strong senior internship program give to become the exposure and experience necessary of this Graduates successful in the fashion industry. who are program are well-prepared professionals in a variety qualified for management positions di- of fashion career areas, including fashion social media fashion forecaster, style editor, rector, styling for strategist, fashion buying, advertising, and special the media, promotion, public relations, events. Fashion Marketing Marketing Fashion Chair K. Bendoni, MA, Department Wendy Fashion Marketing 3 96 30 36 46 11 126 3 M 3 M 3 M 3 GE 3 GE 3 GE 3 GE 3 GE 1 GE 3 GE 3 GE 3 GE 3 UE 1 UE Units 3 BBA 3 BBA

Fundamentals of Business Enterprise Business Statistics Core Legal Environment of Business Business Mathematics Information Theory and Practice Fashion Fundamentals

Public Speaking

LSCI 105 ______Unrestricted Elective ______Unrestricted Elective PHIL 210 Ethical Systems PSYC 200 Introduction to Psychology 3 GE INDS 1XX Interdisciplinary Studies WRIT 112 II Academic Writing WRIT 111 I Academic Writing ENVT 220 Environmental Studies MATH 220 MATH ECON 203 Macroeconomics FMRK 235 Analysis Trend FMRK 360 Fashion, Culture and Society 3 M MATH 226 MATH MGMT 110 SECOND YEAR SECOND Fall Semester Curriculum Summary Curriculum CURRICULUM MAJOR MARKETING FASHION Business the Bachelor of Leading to Degree Administration (BBA) Major (M) General Education COURSES OF SUGGESTED SEQUENCE FIRST YEAR Fall Semester Spring Semester Business Core (BBA) Internship (I) (UE) Unrestricted electives hours required Minimum semester FMRK 100 MGMT 100 COMM 120 To apply the underlying To To exhibit a global awareness To To incorporate ethical incorporate To o effectively analyze various fashion marketing o effectively o effectively analyze the pros and cons of o effectively o apply effective principles of communication o apply effective Marketing Principles: Global Perspective: Ethical Behavior: To apply the underlying principles of fashion To marketing in real-world business situations. T principles and their appropriate applications in business settings. To understand the underlying principles of To fashion marketing. To apply knowledge of the global nature of apply knowledge of the global To fashion marketing when making decisions. T alternative approaches to fashion marketing challenges that are raised in actual situations faced by business people. To identify multicultural challenges in social and identify multicultural challenges To fashion marketing environments. To be able to advise organizations on the be able to advise organizations To suitability of ethical fashion marketing that are approaches to operational challenges raised in actual situations faced by marketers. To identify ethical theories and challenges in identify ethical To fashion marketing. facing challenges apply ethical principles when To in making fashion marketing decisions. T concisely present managerial cogently and To

principles of fashion marketing when making business decisions. perspective into their professional decision making perspective into their marketing. in the field of fash-ion 2016-2017 Course Catalog 2016-2017 Course • 4. Learning Objectives: • • • Learning Objectives: • • 3. Learning Objectives: • • • within the fashion marketing environment. fashion marketing within the • 2. terms of art. • rich, ambig-uous advice from an environmentally actual situations faced by set of facts embodying fashion marketers. in our graduates’ professional decision making in in our graduates’ professional decision the field of fashion marketing. Fashion Marketing 3 3 3 97 3 M 3 UE Principles of Marketing* Market Research and Analysis Market Research Business Policy and StrategyBusiness Policy and 3 BBA Public Relations Advertising and Promotion Management Retail Marketing Management Marketing on the Internet Media Marketing Sustainable Marketing Fashion Retailing Service and Non-Business Marketing Sales Management Strategic Marketing Merchandise Presentation DIVISION MARKETING ELECTIVE COURSES COURSES DIVISION MARKETING ELECTIVE DIVISION FASHION MARKETING DIVISION FASHION - - FMRK 3/4XX Elective Fashion Marketing 3 M ______Unrestricted Elective FMRK 100 Fashion Fundamentals FMRK 235 Analysis Trend MRKT 301 MRKT 455 FMRK 246Buying Retail Fashion FMRK 330 Store Planning and FMRK 340 Fashion Promotion FMRK 350 Fashion Styling for the Media FMRK 365 Fashion Journalism FMRK 410 Fashion Production and Wholesaling FMRK 470 in Fashion Marketing Topics Spring Semester UPPER Select one from the following: MARKETING MINOR FASHION UPPER COURSES ELECTIVE the following: Select one or two from MGMT 483 MRKT 312 MRKT 321 MRKT 325 MRKT 341 MRKT 342 MRKT 330 MRKT 320 MRKT 430 MRKT 441 MRKT 451 3 I 3 M 3 M 3 M 1 UE 3 GE 3 GE 3 GE 3 UE 3 GE 3 BBA 3 BBA 3 BBA 3 BBA Fashion Marketing Elective Chain ManagementValue 3 BBA Practice Information Systems 3 BBA Fashion Marketing Elective 3 M Decision Making Organizational Behavior 3 BBA Principles of MarketingPrinciples Microeconomics 3 BBA Natural Science Course Natural Science Course with lab Decision Making ______Unrestricted Elective ______Art History Course ____ 3__ General Education Elective 3 GE INDS 3__ Seminar Transdisciplinary 3 GE FINA 360 Financial Management BBA 3 FMRK 490 Internship ACCT 206 Managerial Accounting for FMRK 375 Field Experience MRKT 310 Consumer Behavior MGMT 400 Operations Methods in MGMT 461 Leadership Theory and ______Unrestricted Elective MGMT 350 Business Ethics MGMT 336 Management of MGMT 326 Management and FDES 261 II History of Fashion FMRK 3/4XX ACCT 205 for Financial Accounting FMRK 3/4XX ECON 204 MRKT 301 2016-2017 Course Catalog 2016-2017 Course FOURTH YEAR FOURTH Fall Semester Spring Semester THIRD YEAR Fall Semester Spring Semester Fashion Marketing 98

Marketing major courses include formal major courses include Marketing and research paper portfolio, poster presentations, and final exams. and presentations, submissions in Fashion Marketing, eachIn FMRK 490, Internship completes a 120-hour internshipstudent successfully both the faculty advisor and thethat is evaluated by from the supervisor survey Data on-site supervisor. for analysis. Decisionsis compiled each semester curricu-lum and individualregarding the FMRK on this data. courses are made based Other Students are encouraged to take part in School of Business co-curricular activities such as the Col-legiate Entrepreneurs’ Organization (CEO). In students MGMT 483, Business Policy and Strategy, participate in the Capsim program and compete SPECIAL LEARNING OPPORTUNITIES/ SPECIAL REQUIREMENTS offers Development Office Career Woodbury’s toa variety of programs, services, and resources securingas-sist students in exploring careers and works with students one-on- internships. The staff strategiesone to develop successful internship search throughto help students connect with employers on- or off- internship postings, resume collections, connections,campus interview opportunities, alumni and employer outreach in the U.S. Internship InternshipStudents are required to take FMRK 490, The year. in Fashion Marketing during their senior students experience offers ten- to fifteen-week the opportunity to work in a fashion marketing environment of their choice during which they apply and expand their knowledge of the business of fashion marketing. Study-Away Study-away programs to China and Europe are by the department. Students are encouraged offered by American to participate in study programs offered InterContinental University (AIU) in London, Paris, and by Kent State University in New York and Italy, City. RESULTS OF LEARNING OF RESULTS accepted into MBA and otherFMRK graduates are in fashiongraduate programs and find positions marketing. STANDARDS ACADEMIC school-wideThe department applies university- and academic standards. 3 3 3 3 3 3 3 15 ...... Merchandise Presentation Wholesaling Fashion Retailing 20 3 FMRK 246Buying Retail Fashion FMRK 375 Field Experience FMRK 330 Store Planning and FMRK 340 Fashion Promotion FMRK 350 Media Fashion Styling for the 3 FMRK 365 Fashion Journalism FMRK 410 Fashion Production and FMRK FMRK 470 in Fashion Marketing Topics 3 2016-2017 Course Catalog 2016-2017 Course Assessment Process In the Fashion Marketing program, both of students’formative and summative assessments are applied.performance throughout the curriculum BBABecause the program is part of the overarching to takedegree program, all students are required are notedthe twelve BBA core courses. These courses above with the designation “BBA.” For the BBA core courses, formative assessment toprocesses include: opportunities for students detailedprovide structured feedback to their peers; sub-missionsfeedback from professors on homework through Moodle; Moodle forums; evaluation of students’ formal presentations; inclusion of Writing Department consultants to enhance writing skills in MGMT 326, MGMT 350, and MGMT 461; and simulation games in MGMT 336 and MGMT 483. The summative assessment processes for the BBA core courses include research and reflection pa-pers, formal presentations, portfolio presentations, final exams, and the capstone project. For Fashion Marketing major courses, formative assessment processes include detailed feedback from professors on homework submissions through Moodle, computer literacy requirements, field projects, an internship project, and faculty advising through mandatory one-on-one meetings. Summative assessment processes for Fashion Minimum unit requirements *MRKT 301 will not count as a minor course for *MRKT 301 will not count as a minor course course as part students who are required to take the of their major Select the sufficient number of courses to complete number of courses sufficient Select the minor: the fifteen-unit Fashion Marketing 99 FASHION RETAILING FASHION PLANNING AND MERCHANDISE STORE BUYING FASHION RETAIL FIELD EXPERIENCE ion and the fashion process, fashion life cycles, fashion life cycles, fashion process, ion and the adoption cycles. and fashion fashion leadership, an overview of the course includes In addition, fashion trends are analyzed the means by which include the influence of the and predicted. Topics trend reporting, and predic-tion media on fashion, FMRK 100, Fashion services. Lecture. Prerequisite: Fundamentals. This course provides an overview of the fashion merchandising function with special emphasis on planning, buying, promotion, selling, and control of fashion goods. Basic merchandise mathematics are incorporated. Lecture. Prerequisites: FMRK Analysis and MRKT 301, Principles of 235, Trend Marketing. 3 UNITS fashion This course is an in-depth study of the field expe- arena that includes a minimum six-day schools include fashion designers, rience. Topics visual of fashion, manufacturers, major retailers, major merchandising, accessories, as well as and the finan- museums, cultural activities, theater, Consent cial business district. Lecture. Prerequisite: from the department coordinator. 320 FMRK 3 UNITS of the This course provides an in-depth overview op- fashion merchandising function and store planning, include erations management. Topics buying, and control of fashion goods; organiza- tional structures; retail acquisition and expansion; developing a retail business plan; and utilizing entrepreneurial skills in retail settings. Lecture. Analysis; MATH Prerequisites: FMRK 235, Trend 249, College 220, Business Mathematics or MATH Algebra; MRKT 301, Principles of Marketing. 330 FMRK PRESENTATION 3 UNITS FMRK 246 FMRK 3 UNITS of the fashion merchandising Provides an overview emphasis on planning, function with special selling, and control of fashion buying, promotion, are in- goods. Basic merchandise mathematics 100, corporated. Lecture. Prerequisites: FMRK Intermediate 149, Fashion Fundamentals and MATH Algebra. 275 FMRK TREND ANALYSIS FASHION FUNDAMENTALS FASHION 2016-2017 Course Catalog 2016-2017 Course 3 UNITS This course introduces the basic theories of fashion, including perspectives on the nature of fash- FMRK 235 FMRK FASHION MARKETING UNDERGRADUATE UNDERGRADUATE MARKETING FASHION COURSES 100 FMRK 3 UNITS all sectors of This course introduces the student to This multi-faceted industry the fashion industry. markets not only clothing, but a myriad of accessories as well. It operates at three different levels: the development and production of raw materials; the design, manufacture, and wholesale distribution of goods; and the retailing of the finished product. The student will learn all phases of the marketing process and how these are Emphasis repeated at each level of the industry. is placed on the interrelationships that exist Lecture. Prerequisite: throughout the industry. none. MINOR REQUIREMENTS areAlthough a minor is not required, students supportencouraged to minor in an area that will of greatestthe fashion marketing degree in the area thatinterest to the student. Suggested minors includeare especially useful to fashion marketers design, and graphic fashion design, psychology, communications. STUDENT COMPUTER AND OTHER EQUIPMENT REQUIREMENTS a computerStudents must be able to access and use the universityfor every marketing course. Although it ismaintains computer labs for this purpose, a notebook. strongly advised that each student own Students use word processing software (such asStudents use word (such as Power- and presentation software Word) and management coursesPoint). The accounting software (such as Excel). Allutilize spreadsheet require students to use onlinecourses in marketing vehicles (such as ProQuest).information search statistical package SPSS in MRKTStudents utilize the and MRKT 455, Market310, Consumer Behavior Research and Analysis. on their scores with their counterparts at other with their counterparts on their scores across the country. universities REQUIREMENTSCOMPUTER LITERACY Fashion Marketing 100

INDEPENDENT STUDY 3 UNITS MARKETING INTERNSHIP IN FASHION FIELD EXPERIENCE AND PRODUCTION FASHION 3 UNITS - the newest form of fashion journalism, the Internet journalism, the Internet form of fashion the newest FMRK 235, Trend Lecture. Prerequisites: and blogs. II or WRIT Writing 112, Academic Analysis; WRIT 212, Rhetoric and Design. FMRK 490 FMRK 3 UNITS in a Students obtain practical on-the-job training experience fashion marketing environment. Work is complemented by an academic requirement marketing and periodic meetings with the fashion 120 hours. Prerequisite: department coordinator. Senior standing and FMRK 246; twelve units up-per- division FMRK/MRKT courses. 299, 399, 499 FMRK 1 This is an individual investigation into a field of special interest chosen by the student with the periodic approval of the appropriate dean. Regular, meetings with the department coordinator or an assigned faculty member are required. Thirty hours are required for each unit of credit. Prereq-uisite: contract approval by the dean. FMRK 375 FMRK 3 UNITS an in-depth study of the This course provides includes a minimum six-day fashion arena that Topics include fashion designers, field experience. manufacturers, major retailers, schools of fashion, accessories, as well as major , and the activities, theater, museums, cultural district. Lecture. Prerequisites: financial business 301, Prin-ciples Analysis and MRKT FMRK 235, Trend of Marketing. 410 FMRK WHOLESALING changes in This course will examine the dynamic student will the fashion apparel supply chain. The supply chain, gain an understanding of the apparel including manufacturing, product devel-opment, Lecture. and the distribution channel of product. WRIT 112, Analysis; Prerequisites: FMRK 235, Trend II or WRIT 212, Rhetoric and Academic Writing Design; MRKT 301, Principles of Marketing. FASHION JOURNALISM FASHION FASHION, CULTURE, AND SOCIETY CULTURE, FASHION, FASHION STYLING FOR THE MEDIA STYLING FOR FASHION FASHION PROMOTION FASHION 2016-2017 Course Catalog 2016-2017 Course FMRK 365 FMRK 3 UNITS This course examines the history of the fashion The media and its impact on the fashion industry. course will explore the interrelationship between fashion journalists, public relations specialists, include photographers, and designers. Topics interviewing, writing and editing articles, effective photo shoot organization and management, and FMRK 360 FMRK 3 UNITS human The impact of fashion/appearance on form behavior and the role of fashion as a of of commu-nication are studied. Theories and sociology, social psychology, psychology, in anthropology are incorporated to assist express the understanding of how individuals The themselves through their appearance. between course examines the interrelationship beginning postmodern culture and fash-ion/beauty, with an analysis of the primal, underlying include Topics motivations for adorning the body. non-verbal communication aspects of appearance; cultural appearance; the inherent sexism, lookism, ageism, and ethnocentricity of fashion; and the impact of sociologi-cal/religious/political/ economic systems on dress and adornment. Lecture. Analysis; WRIT 112, Prerequisites: FMRK 235, Trend II or WRIT 212, Rhetoric and Academic Writing Design; PSYC 200, Introduction to Psychology. FMRK 350 FMRK 3 UNITS and will This course explores the field of styling to succeed focus on cultivating the skills needed an in this profession. The student will develop techniques, understanding of wardrobing, research Prerequisites: and how to build a portfolio. Lecture. 301, Principles Analysis and MRKT FMRK 235, Trend of Marketing. FMRK 340 340 FMRK 3 UNITS of fashion provides an analysis This course special events, publicity, advertising, promotion, The student will gain a and visual merchandising. of how promotion is used better understanding in the retail environment. to attract the customer fashion show production, event include Topics visual techniques. Lecture. de-velopment, and Analysis; WRIT 235, Trend Prerequisites: FMRK 301, Principles of II; MRKT 112, Academic Writing Marketing.

Fashion Marketing

FMRK 490 Fashion Marketing Internship Marketing Fashion 490 FMRK

MRKT 455 Marketing Research [Major Capstone] [Major Research Marketing 455 MRKT 101

(12 units) (12 FMRK/MRKT 300/400 Electives Electives 300/400 FMRK/MRKT

Internship

COURSES Behavior Consumer 310 MRKT

BBA Core Courses

FMRK 375 Field Experience Field 375 FMRK

Fashion Marketing Courses

FMRK 360 Fashion Culture and Society and Culture Fashion 360 FMRK

FMRK 235 Trend Analysis Trend 235 FMRK

FMRK 100 Fashion Fundamentals Fashion 100 FMRK

MGMT 483 Business Policy & Strategy [Capstone] Strategy & Policy Business 483 MGMT 2

MGMT 461 Leadership Theory & Practice & Theory Leadership 461 MGMT 3

Entrepreneurship

Mastered

MGMT 400 Operation Methods in Value Chain Mgmt Chain Value in Methods Operation 400 MGMT 12

MASTERED 4

Mastered/Assessed

FINA 360 Financial Management Financial 360 FINA 2

MRKT 301 Principles of Marketing of Principles 301 MRKT 1

MGMT 350 Business Ethics Business 350 MGMT 3 MGMT 326 Management & Organizational Behavior Organizational & Management 326 MGMT

Civic Engagement

MGMT 336 Management Information Systems Information Management 336 MGMT 2

3 ACCT 206 Managerial Accounting BBA 5 BBA Accounting Managerial 206 ACCT

Practiced ACCT 205 Financial Accounting BBA 3 BBA Accounting Financial 205 ACCT

PRACTICED

Practiced/Assessed

MGMT 110 Legal Environment of Business of Environment Legal 110 MGMT

MGMT 100 Fundamentals of Business Enterprise Business of Fundamentals 100 MGMT 1 Transdisciplinarity

2 Strategic Principles Strategic MAJOR COURSES MAJOR .. Developed Design Thinking DEVELOPED Quantitative Developed/Assessed 1 Tools and Skills of Fashion Marketing Accounting & Financial Strategic Principles Demonstrate Global Awareness Develop Basic Leadership Skills LEARNING OUTCOMES (BBA) Demonstrate Communication Skills Develop Understanding of Function Fashion Assuring Quality in Marketing Academic Develop and Practice Fashion Marketing Introduced Incorporate Ethical Perspectives in Decisions INTRODUCED Introduced/Assessed 2016-2017 Course Catalog 2016-2017 Course STRATEGIC PRINCIPLES Bachelor of Business Administration in Fashion Marketing BBA Administration in Fashion Marketing Bachelor of Business CURRICULUM MAP Management 9 3 5 102 36 21 69 52 126 Units

Graduates will manifest professional entry-level Graduates will manifest professional communication skills. in Graduates will incorporate ethical perspective their professional decision making. our Global awareness will be evidenced in graduates’ professional decision making. of Graduates will understand the importance practice developing good leadership skills and basic leadership skills. BBA Core Required Internship Major Total Minimum semester hours required PROGRAM LEARNING OUTCOMES LEARNING PROGRAM • • • • Summary Curriculum CURRICULUM MAJOR MANAGEMENT Leading to the Bachelor of Business Administration (BBA) Degree Concentration Core Concentration Options Courses General Education Unrestricted electives (UE) contributions and teaching skills of excellent and teaching skills contributions management team experiences, faculty members, sizes Our class and business internships. simulations, members engage in close are small and our faculty with students both in teacher/learner relationships and out of the classroom. with a BBA will qualify for Students who graduate management positions in beginning professional organizations in the business and not-for-profit sectors. private and public MISSION Department of Management The mission of the is to be recognized as a premier student- We centered business management program. who have want our students to become leaders ethical values, a global outlook, and effective facilitate their education communication skills. We in an environ-ment that emphasizes technology, and collaboration. diversity, You

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Welcome to the Department of Management. Welcome to the Department and we are very pleased that have many choices Woodbury University School you have chosen the BBA. Knowing that, we are of Business for your aim to give you the best here for you and we education and the best possible management My office is always open possible customer service. to you for guidance and assistance. Again, welcome! of your Management starts with taking charge progressive life, and doing so in a responsible yet starts. This is how your rise to leadership way. and Management is the most flexible, widespread, That is why needed skill in every possible setting. you can find managers in every profession. 2016-2017 Course Catalog 2016-2017 Course Management majors learn through the intellectual What motivate, Managers plan, organize, coordinate, lead, and communicate, providing necessary services that make our world work. When they perform those services ethically and globally, great value is added at all levels of our worldwide This is why we are here and why we community. strive to educate you to be a high-quality leader and manager. What Management majors learn skills in the various functions of business, such as accounting, finance, and marketing, but learn to use them globally and planning, organizing, through effective ethically, leading, communicating, and motivating. How Management Management (BBA) Svetlana Why In A management degree is broadly applicable. managers. Man- every area or industry you can find agement alumni can be department supervisors, vice directors, branch managers, general managers, mid-sized, presidents and even presidents of small, and non- or large organizations in the for-profit profi Management 103 3 M 3 M 3 M 3 M 3 GE 3 BBA 3 BBA 3 BBA 3 BBA 3 BBA Practice Conflict Management Elective 3 M Strategy Management ElectiveManagement ElectiveM 3 M 3 Operations Methods in Operations Methods Chain ManagementValue 3 BBA Small Business Management 3 M Managing Workplace Managing Workplace Diversity Social and Political Environment of Business 3 M Global Enterprise Principles of MarketingManagement of Information Systems 3 BBA Business Ethics ____ 3___ General Education Elective 3 GE ______Humanities ____ 3__ General Education Elective 3 GE MGMT 490 Management Internship MGMT 461 Leadership Theory and MGMT 474 Project Management MGMT 460 Managing Change and MGMT 483 Business Policy and FINA 360 Financial Management 3 BBA MGMT 3/4XX FOURTH YEAR FOURTH Fall Semester Spring Semester THIRD YEAR Fall Semester Spring Semester MGMT 350 MGMT 336 MGMT 400 MGMT 366 MGMT 335 MGMT 340 MGMT 345 MGMT 3/4XX MGMT 3/4XX MRKT 301 3 M 3 GE 3 GE 3 UE 1 UE 3 GE 3 GE 3 GE 3 GE 3 GE 1 UE 3 GE 1 GE 3 GE 3 GE 3 BBA 3 BBA 3 BBA 3 BBA Business Practice Enterprise Decision Making Communication Decision Making Management and Organizational Behavior 3 BBA 326 LSCI 105 Information Theory and MGMT ______Unrestricted Elective ______Unrestricted Elective ______Natural Science with Lab 3 GE INDS 1__ Core Interdisciplinary PHIL 210 Ethical Systems PSYC 200 Introduction to Psychology 3 GE WRIT 112 II Academic Writing ______Unrestricted Elective ______Art History WRIT 111 I Academic Writing ENVT 220 Studies Environmental 3 GE ACCT 205 Financial Accounting for ECON 203 Macroeconomics MATH 220 MATH Business Math MATH 226 MATH Business Statistics INDS 3XX Seminar Transdisciplinary 3 GE MGMT 110 Legal Environment of ACCT 206 Managerial Accounting for COMM 120 Public Speaking MGMT 100 Fundamentals of Business ECON 204 Microeconomics MGMT 301 Organizational 2016-2017 Course Catalog 2016-2017 Course Spring Semester SECOND YEAR SECOND Fall Semester Spring Semester SUGGESTED SEQUENCE OF COURSES OF SEQUENCE SUGGESTED FIRST YEAR Fall Semester Management 104

Summative assessment processes for Management for Management assessment processes Summative presentations, include: formal major courses paper submissions poster and research portfolio, and final exams. and presentations, ACADEMIC STANDARDS ACADEMIC are Like all BBA students, Management majors grade required to maintain a 2.0 cumulative Management average to graduate. However, final majors must earn a “C” or higher in the Students capstone course (MGMT 483) to graduate. course until who earn less will have to repeat the they achieve the necessary grade. LEARNING OPPORTUNITIES/ SPECIAL REQUIREMENTS offers Development Office Career Woodbury’s to a variety of programs, services, and resources as-sist students in exploring careers and securing works with students internships. The staff one-on-one to develop successful internship search strategies and help students connect with employers through internship postings, interview resume collections, on- or off-campus opportunities, alumni connections, and employer outreach in the U.S. Internship Each student in the BBA Management program is required to perform a 120-hour internship as part of gaining first-hand professional experience. believe that a supervised internship provides We an experience in the real world that cannot be encourage students duplicated in the classroom. We to engage in more than one internship. In addition RESULTS OF LEARNING OF RESULTS into a graduate Employment and acceptance considered evidence of student program are both that evidence of we believe suc-cess. However, by a final national exam learning is measured with thousands of other where you are ranked Currently, internationally. business students, simulation programs and we employ online out how we, as a program, case studies to find to the and the students are do-ing. In addition by a simulation experience, students are tested from accounting wide range of questions var-ying our students to production and marketing. So far, rankings. have maintained very high percentile for a This result is another positive differentiator graduation resume. student’s 3 3 3 3 3 3 18 ...... Fundamentals of Business Fundamentals of Business Enterprise** of Business Legal Environment Management and Organizational Behavior Financial Management* Decision Making Principles of Marketing FINA 360 MRKT 301 ACCT 205 for Financial Accounting MGMT 100 MGMT 110 MGMT 326 2016-2017 Course Catalog 2016-2017 Course ASSESSMENT PROCESS and In the Management program, both formative perfor- summative assessments of each student’s mance are applied throughout the curriculum. Because the program is part of the overarching required to BBA Degree Program, all students are courses are take the twelve BBA core courses. These noted above with the designation “BBA.” For the BBA core courses, formative assessment processes include: opportunities for students peers; to provide structured feedback to their homework detailed feedback from professors on forums; sub-missions through Moodle; Moodle evaluation on students’ formal presentations; to Department consultants inclusion of Writing enhance writing skills in MGMT 326, MGMT 350, and MGMT 461; and simulation games in MGMT 336 and MGMT 483. The summative assessment processes for the BBA core courses include research and reflection pa-pers, formal presentations, portfolio presentations, final exams, and the capstone project. For Management major courses, formative assessment processes include detailed feedback from professors on homework submissions through Moodle, computer literacy requirements, evaluation of presentation skills, field projects, an internship project, and faculty advising through mandatory one-on-one meetings. Minimum unit requirements 205 and will **MGMT 100 are prerequisites to ACCT 205. therefore have to be taken before ACCT *FINA 360 requires Macroeconomics and Microeconomics as prerequisites. Management Minor Management Management 105 MGMT 301 ORGANIZATIONAL COMMUNICATION 301 ORGANIZATIONAL MGMT 3 UNITS written This course focuses on the practice of in a and oral skills as applied to human relations setting. business or non-business organizational listening Emphasis is on the principles of effective and perceptual processes in communications, including an awareness of current issues such as the role of electronic media and communication processes within an organization. Prerequisite: II. WRIT 112, Academic Writing AND 326 MANAGEMENT MGMT BEHAVIOR ORGANIZATIONAL 3 UNITS This course is a comprehensive overview of the management process and organizational behavior. The focus of the course is on understanding and managing human behavior in organizations. Topics include: fundamentals of planning and organizing, organizational culture and leadership, motivation, communication, managing across cultures, human resource ethics and social responsibility, COURSES BUSINESS OF 100 FUNDAMENTALS MGMT ENTERPRISE 3 UNITS students to discover how a This course allows Busi- how it impacts society. business works and integral part of a total social, ness is studied as an environment in all its political, and economic areas: accounting, finance, various functional human relations, management, marketing, interact. It explores how and how these areas screen, and evaluate ideas entrepreneurs find, A key part of the for new busi-ness opportunities. teams’ development of course focuses on student a business plan for a new venture. Prerequisites: None. BUSINESS OF ENVIRONMENT 110 LEGAL MGMT 3 UNITS viable This course prepares students to make decisions within a legal and ethical framework. legal Subjects include the nature of law and process, business and the regulatory environment, statutory administrative law of contracts and torts, antitrust, partnerships and and common law, consumer corporations, environmental law, Prerequisite: protection, and employment law. I. WRIT 111, Aca-demic Writing 2016-2017 Course Catalog 2016-2017 Course Students need to use computers with meaningful web access, as well as word processing software presentation software (such as (such as Word), PowerPoint), and spreadsheet software (such as Ex-cel). Although computer labs are available on campus, students are encouraged to have their own laptop computers and printers to take advantage of campus. time spent off STUDENT COMPUTER AND OTHER EQUIPMENT EQUIPMENT AND OTHER STUDENT COMPUTER REQUIREMENTS COMPUTER LITERACY REQUIREMENTS REQUIREMENTS LITERACY COMPUTER (such Students use word processing software software (such as presentation as Word), as Excel), PowerPoint), spreadsheet software (such data management software (such as Access), It is the and planning software (such as Project). the responsibility of all new students to have spreadsheet ability to use the word processing and have the software. This means students should ability to create, edit, and format new and existing documents and spreadsheets, use formulas, move columns, and import/export data. Any student who needs to improve their skills with spreadsheets should con-sider taking a course in spreadsheets. Other opportunities that we provide One of the learning is a multi-layer business strategy simulation. of Students are introduced to the first level in the the Capsim simulation as sophomores course Management of Information Systems decisions and learn to make more sophisticated In the from the simulation in the capstone class. them sophomore course, the simulation introduces functions (in a very real way) to all of the important have found that our of a business enterprise. We course by students learn best in a final, integrated have learned. doing and demonstrating what they Study Away are encouraged to spend a Management students studying/working in another semester living and supports our goal of providing This process country. education. a globally embedded to the benefit of gaining practical work experience, work experience, of gaining practical to the benefit multiple internships not a student has whether or the student’s on a major differentiator can become future employers may find resume that potential helpful. Management

106 can provide major competitive oppor-tunities, and oppor-tunities, major competitive can provide flow the continuous level, where at the operational is vital to managers. data and information of useful the skills to use available Students will develop and initiate new effectively information channels arises. Lecture. Prerequisite: ones when the need I. Writing WRIT 111, Academic MGMT 345 GLOBAL ENTERPRISE 345 GLOBAL MGMT 3 UNITS This course is an introduction to international aspects business, including a review of those and trade of international economics, finance, international business decisions affecting include multinational and opera-tions. Topics enterprises, legal, political and socio-cultural considerations, and a survey of managerial in solutions for recent and future trends international business. Lec-ture. Prerequisites: MGMT 100, Fundamentals of Business Enterprise II or WRIT 212, and WRIT 112, Academic Writ-ing Rhetoric and Design. 350 BUSINESS ETHICS MGMT 3 UNITS This course explores the process of ethical decision making in organizations. It emphasizes the development and application of moral concepts in the resolution of ethical dilemmas faced by managers and entrepreneurs and addresses the issue of social responsibility in the worldwide capitalist economic system. Lecture. Prerequisites: MGMT 110, Legal Environment of Business; MGMT 326, Management and Organizational Behavior; PHIL 210, Ethical Systems; PSYC 200, Intro-duction MGMT 340 SOCIAL AND POLITICAL ENVIRONMENT 340 SOCIAL AND POLITICAL ENVIRONMENT MGMT BUSINESS OF 3 UNITS to explore the relationship This course is designed government in the Unit- between business and this course, the influence of ed States. Through and environmental forces on business institutions the impact of corporations on their environment how busi- will be studied. A central theme will be companies ness-society interaction changes the way ethics, social include business are managed. Topics regulation, environmental policy, responsibility, action, politics, and consumerism, affirmative Lecture. current trends in organizational structures. of Business Prerequisites: MGMT 100, Fundamentals I. Enterprise and WRIT 111, Academic Writing 2016-2017 Course Catalog 2016-2017 Course This course analyzes the role played by information systems in a successful organization at the strategic level, where information technologies and systems MGMT 336 MANAGEMENT OF INFORMATION INFORMATION OF 336 MANAGEMENT MGMT SYSTEMS 3 UNITS 3 UNITS This course familiarizes students with the implications of increasing workplace diversity in the United States. It explores the complex interplay of and other forms of diver-sity ethnic, racial, gender, in organizations and its implications for decision making and organizational change. Lecture. Prerequisites: MGMT 110, Legal Environment of I. Business and WRIT 111, Academic Writing MGMT 335 MANAGING WORKPLACE DIVERSITY WORKPLACE 335 MANAGING MGMT 3 UNITS of the theory This course provides an understanding and and processes of bargaining, persuading, Students negotiation in organizational settings. anal-yses, role develop skills through extensive case for the playing, and simulations. This is designed typically broad spectrum of bargaining prob-lems encountered in business. Lecture. Prerequisites: MGMT 326, Management and Or-ganizational or II Behavior and WRIT 112, Academic Writing WRIT 212, Rhetoric and Design. MGMT 330 MANAGERIAL PERSUASION 330 MANAGERIAL MGMT MGMT 327 HUMAN RESOURCES MANAGEMENT 327 HUMAN RESOURCES MGMT 3 UNITS basic principles underlying This course explores re- formulation and administration of human selection, source management, such as recruitment, orientation, training, development, compensa-tion, Prerequisites: and health. Lecture. benefits, safety, MGMT 326, Management and Organiza-tional or II Behavior and WRIT 112, Academic Writing WRIT 212, Rhetoric and Design. management and development, interpersonal interpersonal and development, management dynamics, di-versity, and group skills, teamwork and influence, and politics, authority power and and conflict. A high lev-el of managing change through the use of cases, participation is garnered and viewing the class itself simulations, discussion, Prerequisite: MGMT 100, as a virtual organization. Enterprise. Co-requisite: Fundamentals of Business II or WRIT 212, Writing WRIT 112, Academic Rhetoric and Design. Management 107 COMMERCE FUNDAMENTALS COMMERCE - MGMT 375 INTERNATIONAL FIELD EXPERIENCE FIELD 375 INTERNATIONAL MGMT 3 UNITS This course is designed to give students interested in international business the opportunity to travel internationally in order to observe and analyze, first-hand, aspects of the global business This course is designed to provide an overview This course is designed to provide an introduces of the key elements of e-commerce. It business in students to the fundamentals of doing e-commerce; include Topics the digital economy. in Internet technology; e-commerce applications (B2B) the field of marketing, business to business platforms; and business to consumer (B2C) network pertaining tax, and policy issues and legal, security, MGMT 100, to e-Commerce. Lecture. Prerequisites: and WRIT Fundamentals of Busi-ness Enterprise; and II or WRIT 212, Rhetoric 112, Academic Writing Design. AND OPERATIONS 374 PRODUCTION MGMT MANAGEMENT 3 UNITS This course focuses on principles and techniques include risk and in industrial management. Topics forecasting, financing, production research and development, production planning, quality and materials control, and budgetary control as factors in management. Lecture. Prerequisites: MGMT 336, Management of Information Systems; and WRIT II or WRIT 212, Rhetoric and 112, Academic Writing Design. MGMT 367 NEW VENTURE CREATION VENTURE 367 NEW MGMT 3 UNITS start-up, focuses on the pre-start-up, This course business ventures. Subject and early growth of is organized around the matter of the course seeking and evaluating following themes: new ventures, leveraging opportuni-ties for those opportunities into viable resources to convert appropriate entry businesses, and developing an applied approach, Taking and exit strategies. a local entrepreneur and each student interviews business plan for a new venture develops a detailed the potential to impress a that they believe has Prerequisites: MGMT Lecture. prospective investor. and WRIT 360, Fundamentals of Entrepreneurship; and II or WRIT 212, Rhetoric 112, Academic Writing Design. 368 E MGMT 3 UNITS 2016-2017 Course Catalog 2016-2017 Course MGMT 366 SMALL BUSINESS MANAGEMENT MGMT 3 UNITS This course looks at practical solutions to common problems and decisions facing the small busi- include raising capital, Topics ness manager. organization, record keeping and accounting, per- sonnel management, inventory control, marketing and sales, and taxes. Lecture. Prerequisites: FINA 360, Financial Management; and WRIT 112, II or WRIT 212, Rhetoric and Academic Writing Design. This course focuses on the challenges and This course focuses on the challenges of two opportunities of managing the interests firm and distinct yet overlapping institutions: the the Key topics include understanding the family. of culture, unique-ness of family business in terms business stages of evolution, career planning, family structure, sibling rivalry, owner-ship, insurance and legal issues, and organizational Real- issues such as succession and estate planning. and local world family cases are examined in depth speakers. family business owners serve as invited Lecture. Prerequisites: MGMT 326, Management and Organizational Behavior; FINA 360, Financial II or Management; and WRIT 112, Academic Writing WRIT 212, Rhetoric and Design. MGMT 364 FAMILY BUSINESS MANAGEMENT 364 FAMILY MGMT 3 UNITS 3 UNITS an overview of the basic This course provides of entrepreneurship. The principles and processes process is investigated, entire entrepreneurial identifying and including conceptualizing, and examining tax quantify-ing opportunities, include start-up Topics and legal considerations. self-appraisal analysis/assessment, oppor-tunity characteristics and leadership of entrepreneurial and raising poten-tial, the business plan, financing capital, and building and leading an effective MGMT 100, organi-zation. Lecture. Prerequisites: FINA 360, Fundamentals of Business Enterprise; Academic Financi-al Management; and WRIT 112, II or WRIT 212, Rhetoric and Design. Writing to Psychology; and WRIT 112, Academic Writing II Academic Writing and WRIT 112, to Psychology; Rhetoric and Design. or WRIT 212, OF 360 FUNDAMENTALS MGMT ENTREPRENEURSHIP Management 108 groups, and organizations, focusing on theory, on theory, organizations, focusing groups, and of facilitating the and current practices research, also study conflict Students will change process. and the development of versus confrontation and augment change. There skills needed to plan theories learned through will be a testing of projects such as role-playing, group and individual incidents, and real-world change inter-viewing, process. Lecture. Prerequisites: the group decision and Organizational MGMT 326, Management II or 112, Academic Writing Behavior; and WRIT and Design. WRIT 212, Rhetoric 3 UNITS in this course are focused on current issues Topics in management. Lecture. Prerequisites: MGMT 326, Management and Organizational Behavior and junior standing. MGMT 465 INTERNATIONAL MANAGEMENT MANAGEMENT 465 INTERNATIONAL MGMT 3 UNITS This course focuses on identification, analysis, and resolution of managerial issues of organiza-tions and policy for global managers both here and abroad. Emphasis is placed on the special problems sociological, cultural, of adaptation to different legal, political, and economic forces. Lecture. Prerequisites: MGMT 345, Global Enterprise; II or WRIT 212, and WRIT 112, Academic Writing Rhetoric and Design. IN MANAGEMENT 470 TOPICS MGMT MGMT 461 LEADERSHIP THEORY AND PRACTICE AND PRACTICE 461 LEADERSHIP THEORY MGMT 3 UNITS current This course provides an examination of theory in the burgeoning field of leadership and their studies, emphasizing leadership skills Ideas place in human resources management. role of the of self-awareness, understanding the and sensitivity to individuals and groups will leader, and be taught. Students will learn the significance and engage implementation of vision statements and in a study of inspiration versus domination will also motivation versus manipulation. Students and explore the creation of positive self-image lecture, case Course activities include group identity. group process. experiential exercises, and study, Lecture. Prerequisites: MGMT 326, Management 350, Business and Organizational Behavior; MGMT WRIT II or Ethics; and WRIT 112, Academic Writ-ing 212, Rhetoric and Design. 2016-2017 Course Catalog 2016-2017 Course MGMT 460 MANAGING CHANGE AND CONFLICT CHANGE AND CONFLICT 460 MANAGING MGMT 3 UNITS This course provides a theoretical foundation for the change process, with practice in the application of concepts to genuine situations through the case-study method and simulations. Students will study the dynamics of change in individuals, This course focuses on techniques of wage/ job salary administration. Students will review for de-scriptions and job design as foundations and job analysis. The course examines methods of techniques of job evaluation and methods determining appropriate pay ranges with employee benefits as part of compensation. The area of performance appraisal is examined as the basis for incentive plans. Lecture. Prerequisites: MGMT 327, Human Resources Management; MGMT 336, Management of Information Systems; FINA 360, Financial Management; and WRIT 112, Academic II or WRIT 212, Rhetoric and Design. Writing MGMT 420 COMPENSATION AND BENEFITS 420 COMPENSATION MGMT MANAGEMENT 3 UNITS 3 UNITS looks at the entire Chain Management Value units and activities in an stream of value-adding include primary The categories or-ganization. from inbound logistics, line-management activities and sales, outbound services, production, marketing functions It also includes staff and return actions. concerns, development, such as HR, infrastructure course focuses on the and purchasing. The in quantitative techniques utilized by managers these areas for problem solving and deci-sion as linear making in business, including areas such pro-duction programming models, inventory and scheduling models, decision making and project transportation under certainty and uncertainty, tree and trans-shipment techniques, decision construction and analysis, and PERT/CPM. or 220, Business Mathematics Prerequisites: MATH 226, Busi-ness 249, College Algebra; MATH MATH Information Statistics; MGMT 336, Management of Systems; and FINA 360, Financial Management. environment. Prerequisites: Approval by the Prerequisites: environment. and payment of deposit. instructor METHODS IN 400 OPERATIONS MGMT CHAIN MANAGEMENT VALUE Management 109 Management major with senior standing and major with senior Management coordinator by the internship contract approval coordinator. Management department and/or the MGMT 299, 399, & 499 INDEPENDENT STUDY MGMT 3 UNITS investigation into a field of This is an individual by the student and approved special interest chosen meetings with the periodic by the dean. Regular, or an assigned faculty department coordinator Thirty hours required for member are required. Prerequisite: Contract approval each unit of credit. by the dean. 2016-2017 Course Catalog 2016-2017 Course MGMT 490 MANAGEMENT INTERNSHIP 490 MANAGEMENT MGMT 3 UNITS Students gain practical experience in management through on-the-job experience complemented by an academic requirement and periodic meetings Students are with the internship coordinator. required to complete a contract in advance of registration, perform at least 120 hours in the internship, and submit an application, weekly reports, mid-term and end-of-term evaluations by and a minimum the student and the supervisor, ten-page report of the experience. Prerequisites: MGMT 483 BUSINESS POLICY AND STRATEGY 483 BUSINESS POLICY MGMT 3 UNITS business This course is the “capstone” course for integrate majors. It provides an opportunity to of previous studies in the functional areas and marketing, finance, accounting, production, with man-agement. Organizations are analyzed and appropriateness respect to the effectiveness functional of strat-egies and goals in each of the for achieving areas and the synergies of those areas respective op-timal results consistent with their missions. The major topics covered include competitive analysis, the strategic management officer, process, the role of the chief executive and strategy formulation and decision making, strategy implementation. Lecture. Prerequisites: Methods in Senior standing; MGMT 400, Operations Chain Management; and WRIT 112, Academic Value II or WRIT 212, Rhetoric and Design. Note: Writing A minimum grade of “C” or better in this course is required to graduate. MGMT 474 PROJECT MANAGEMENT 474 PROJECT MGMT 3 UNITS problems, examines characteristics, This course of project management. techniques, and methods short-term and high-tempo Projects are typically be conducted within cost, in nature and must The course provides scope, and time constraints. operational tools for conceptual and concrete making in organizations projects and decision and Review Techniques using Program Evaluation (CPM), and MS Project Critical Path Method (PERT), study project management Systems. Students will management software, textbooks, learn project management problems and and analyze project cas-es. Prerequisites: MGMT 336, Management Academic of Information Systems; and WRIT 112, II or WRIT 212, Rhetoric and Design. Writing

Management

MGMT 490 Management Internship Management 490 MGMT

MGMT 460 Managing Change and Conflict and Change Managing 460 MGMT 3 MGMT 465 International Management * Management International 465 MGMT

110

MGMT 474 Project Management * Management Project 474 MGMT 124

MGMT 367 New Venture Creation Venture New 367 MGMT

MGMT 366 Small Business Management Business Small 366 MGMT MGMT 364 Family Business Management Business Family 364 MGMT

Internship

MGMT 345 Global Enterprise Global 345 MGMT COURSES 14

BBA Core Courses

Management Courses MGMT 340 Social & Political Environment of Business of Environment Political & Social 340 MGMT 3

MGMT 335 Managing Workplace Diversity Workplace Managing 335 MGMT

MGMT 330 Managerial Persuasion * Persuasion Managerial 330 MGMT

MGMT 327 Human Resource Management * Management Resource Human 327 MGMT

MGMT 483 Business Policy & Strategy [Capstone] Strategy & Policy Business 483 MGMT 2

MGMT 461 Leadership Theory & Practice & Theory Leadership 461 MGMT 3

Entrepreneurship

Mastered

MGMT 400 Operation Methods in Value Chain Mgmt Chain Value in Methods Operation 400 MGMT 12

MASTERED 4

Mastered/Assessed

FINA 360 Financial Management Financial 360 FINA 2

MRKT 301 Principles of Marketing of Principles 301 MRKT 1

MGMT 350 Business Ethics Business 350 MGMT 3

MGMT 326 Management & Organizational Behavior Organizational & Management 326 MGMT

MGMT 336 Management Information Systems Information Management 336 MGMT 2

3 ACCT 206 Managerial Accounting BBA 5 BBA Accounting Managerial 206 ACCT

Practiced ACCT 205 Financial Accounting BBA 3 BBA Accounting Financial 205 ACCT

PRACTICED

Practiced/Assessed

MGMT 110 Legal Environment of Business of Environment Legal 110 MGMT

MGMT 100 Fundamentals of Business Enterprise Business of Fundamentals 100 MGMT 1

2 Strategic Principles Strategic MAJOR COURSES MAJOR .. Developed * Design Thinking Transdisciplinarity Civic Engagement DEVELOPED Quantitative Developed/Assessed 1 in Management Field Accounting & Financial Strategic Principles Organizational Decisions Manifest Technical Expertise Demonstrate Global Awareness Develop Basic Leadership Skills LEARNING OUTCOMES (BBA) Demonstrate Communication Skills Assuring Quality in Academic Introduced Management 2016-2017 Course Catalog 2016-2017 Course Incorporate Ethical Perspectives in Decisions INTRODUCED Use Management Concepts and Tools to Make Introduced/Assessed and Dept. Coordinator upper division courses the approval of Advisor outside of your major with * Take 3 of these 4, or any STRATEGIC PRINCIPLES Bachelor of Business Administration in Management BBA in Management of Business Administration Bachelor CURRICULUM MAP CURRICULUM Marketing 111 To manifest profes- To

To identify and analyze marketing audiences, To purposes, key ideas, sequencing of content, Effective Effective Communication: Graduates will manifest professional entry-level Graduates will manifest professional marketing communication skills. Graduates will incorporate an ethical marketing perspective in their professional decision making. Global awareness will be evidenced in our gradu- ates’ decision making within the field of market- ing. Graduates will apply the underlying principles of marketing when making business decisions.

• 1. Learning Objectives: MISSION is to The mission of the Department of Marketing education, provide the highest level of marketing The resting on a strong liberal arts foundation. cultivates interdisciplinary nature of our majors and endur- successful students who have a strong We ing sense of personal and social responsibility. prepare students to be competent communicators global and who understand the complexities of our technological environment. OUTCOMES LEARNING PROGRAM • • • • Below are the key learning outcomes as supported by their related fundamental learning objectives: How Do Marketing Students Learn? Students How Do Marketing va- settings and via a learn in a variety of Students con- are interactive, All classes riety of experiences. lectures as well as student-cen- taining both formal are given the op-portunity tered activities. Students by working in groups, and by in each class to learn and completing projects—all of writing, speaking, to use a broad them the opportunity which offer range of talents. Course of Study in the Results of the What Are Marketing? having majored in market- The results of students their senior year in the proj- ing are evident during course. ect they produce in their marketing research a Successful completion of the project re-quires the classes synthesis of knowledge gained during are evaluat- leading up to this course. Students also a rating scale ed by their internship supervisors on perform in a that measures the students’ abilities to marketing environment. sional entry-level marketing communication skills. to work in the fields of health, medicine, to work in the fields of health, medicine, flow of products, services, and commercial-ly flow of products, sought 2016-2017 Course Catalog 2016-2017 Course insurance, public utilities, and science and technol- insurance, public utilities, and science ogy. Learn Why Marketing? spectrum Because marketing encompasses a broad to ad-ver- of endeavors, from product development tising, students can develop their specific interests and talents within the marketing arena and be assured that there is a place for them within the No company is too small or too business community. large not to need marketers. This allows marketing graduates to choose the type and size of organiza- tion that suits their personal tastes. Learn? Students Marketing Do What Students learn how to adapt proven marketing world of business strategies to the ever-evolving by learning both the psychology of why people devel- purchase products and how to effectively op, price, distribute, and promote products and services. related ideas from producers to consumers. Tak- related ideas from professional marketing ing a global perspective, theory and practice with faculty members combine to give students the back- real-world experience to compete in an ever-changing ground they need The program is under- marketing environment. in principles of marketing girded by core courses and marketing management, consumer behavior, round research. Depending on interest, students in adver- out their degrees by choosing courses marketing tising/promotion, retail management, on the internet, sales management, inter-national distribution, marketing, product development and of and strategic marketing. A required in-ternship in a 120 hours enables students to gain experience gradu- marketing-related business setting before available to ation. Beyond the traditional careers marketing majors in advertis-ing/promotion/sales, product buying, retailing, marketing management, and development, wholesal-ing, public relations, increasingly marketing research, marketing majors are Marketing Marketing Chair Department PhD, Stovall Tony all activities required to direct Marketing embraces the Marketing 112 36 12 12 60 52 14 126 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 1 GE 3 GE 3 GE 3 GE 3 UE 1 UE Units 3 BBA 3 BBA 3 BBA

Legal Environment of Business Financial Accounting for Decision Making Public Speaking Practice Fundamentals of Business Enterprise

____ Natural Sciences with Lab 3 GE LSCI 105 Information Theory and PHIL 210 Ethical Systems ______Unrestricted Elective ______Unrestricted Elective PSYC 200 Introduction to Psychology 3 GE INDS 1__ Interdisciplinary Core WRIT 112 II Academic Writing ACCT 205 otal Major ECON 203 Macroeconomics WRIT 111 I Academic Writing ENVT 220 Environmental Studies COMM 120 MATH 226 MATH Business Statistics MATH 220MATH Business Math MGMT 110 SECOND YEAR SECOND Fall Semester Curriculum Summary Curriculum CURRICULUM MAJOR MARKETING Business the Bachelor of Leading to Degree Administration (BBA) BBA Core (BBA) COURSES OF SUGGESTED SEQUENCE FIRST YEAR Fall Semester Spring Semester Marketing Major Core (M) Marketing Major Core (ME) Marketing Major Electives T General Education (UE) Unrestricted Electives hours required Minimum semester MGMT 100 To apply the underlying To To exhibit global awareness To To incorporate ethical perspec- incorporate To business settings. o effectively analyze various marketing princi- o effectively o apply knowledge of the global nature of mar- o apply knowledge of the global nature analyze the pros and cons of alter- o effectively o be able to advise organizations on the suitabil- o be able to advise organizations on o apply good principles of communication with- principles of communication o apply good Marketing Principles: Ethical Behavior: To apply the underlying principles of marketing To in real-world business situations. T ples and their appropriate applications in T keting. T keting when making decisions. T that native approaches to marketing challenges faced by are raised in real-world situations and people in business. To identify multicultural challenges in social and identify multicultural challenges To marketing environments. T operation- ity of ethical marketing approaches to al challenges faced by marketers in real-world situations. T keting. facing challenges apply ethical principles when To in making marketing decisions. in the marketing environment. concisely present managerial cogently and To rich, ambig-uous advice from an environmentally actual situations faced by set of facts embodying marketers. format, voice, style, technology, and key terms of and key terms style, technology, format, voice, art. T Global Perspective: in our graduates’ professional decision making in in our graduates’ professional decision the field of marketing.

principles of marketing when making business deci- sions. tive into their professional decision making. tive into their professional 2016-2017 Course Catalog 2016-2017 Course • 4. Learning Objectives: • o understandtheunderlyingprinciplesofmar- • • Learning Objectives: • • 3. Learning Objectives: • ethicaltheoriesandchallengesinmar- o identify • • • 2. • Marketing 3 3 3 3 3 3 3 3 3 113 15 ...... Business Enterprise Management Sustainable Marketing Marketing Research and Analysis (subject to prerequisites) Management *MRKT 301 Principles of Marketing MRKT 312 Public Relations MRKT 321 Promotion Advertising and MRKT 325 Management Retail Marketing MRKT 330 MRKT 333 and Social Issues Civic Engagement MRKT 341 the Internet Marketing on MRKT 342 Media Marketing MRKT 360 Marketing International MRKT 420 Industrial Marketing MRKT 430 Service and Non-Business Marketing MRKT 441 Sales Management MRKT 312 Public Relations MRKT 470 in Marketing Topics MRKT 321 Advertising and Promotion MRKT 325 Retail Marketing Management 3 MRKT 341 Marketing on the Internet 3 MRKT 420 Industrial Marketing MRKT 441 Sales Management MRKT 451 Strategic Marketing MRKT 455 *MGMT 100 Fundamentals of Minimum unit requirement ASSESSMENT PROCESS In the Marketing program, both formative and summa- tive assessment of students’ performances are applied Select sufficient courses to complete the Select sufficient minor. fifteen-unit *MGMT 100 and MRKT 301 will not count as minor courses for students who are required to take the course as part of their major. Upper-division marketing elective courses. elective courses. marketing Upper-division MARKETING MINOR 3 M 3 M 3 M 3 UE 3 UE 3 GE 3 GE 3 GE 1 UE 3 UE 3 ME 3 ME 3 ME 3 ME 3 ME 3 BBA 3 BBA 3 BBA 3 BBA 3 BBA 3 BBA Information Systems 3 BBA Marketing Elective Marketing Elective Consumer Behavior Consumer Behavior Marketing Elective Organizational Behavior Business Policy and Strategy Value Chain Management Value Analysis Strategic Marketing Marketing Elective Practice Principles of MarketingPrinciples 3 BBA Decision Making ______Unrestricted Elective ______Humanities ______Unrestricted Elective ______Unrestricted Elective ______Unrestricted Elective ____ 3__ General Education Elective 3 GE INDS 3XX Seminar Transdisciplinary 3 GE MRKT 451 ____ 3__ Elective General Education 3 GE MRKT 310 FINA 360 Financial Management 3 BBA MRKT 455 Market Research and MRKT 490 Marketing Internship MRKT 3/4__ MRKT 3/4__ MGMT 336 Management of MGMT 350 Business Ethics ARTH ___ARTH Art History MRKT 3/4__ MRKT 3/4__ MGMT 326 Management and ACCT 206 for Managerial Accounting MGMT 400 Operations Methods in MGMT 483 MGMT 461 Leadership Theory and ECON 204 Microeconomics MRKT 301 2016-2017 Course Catalog 2016-2017 Course Spring Semester FOURTH YEAR FOURTH Fall Semester Spring Semester THIRD YEAR Fall Semester Spring Semester Marketing - 114 - - ships. The staff works with students one-on-one works staff ships. The search strategies, successful internship to develop in- employers through connect with helping students - collections, on- or off-cam ternship postings, resume alumni connections, andpus interview opportunities, in the U.S. employer outreach MINOR REQUIREMENTS REQUIREMENTS MINOR Although a minor is not required, students are encouraged to minor in the area of greatest inter est to the student that will support the marketing degree. Suggested minors that are especially useful graphic design, and com- to marketers: psychology, munications. Students are encouraged to take part in School of Students are encouraged to take part as the Colle- Business extracurricular activities such In MGMT giate Entrepreneurs’ Organization (CEO). partici- students 483, Business Policy and Strategy, on their pate in the Capsim program and compete universities scores with their counterparts at other across the country. REQUIREMENTS LITERACY COMPUTER (such as Students use word processing software software (such as Pow- and presentation Word) The accounting and management courses er-Point). Excel). All utilize spreadsheet software (such as to use online courses in marketing require students Stu- information search vehicles (such as ProQuest). dents utilize the statistical package SPSS in MRKT and MRKT 455, Market 310, Consumer Behavior, Research and Analysis. EQUIPMENT AND OTHER STUDENT COMPUTER REQUIREMENTS Students must be able to access and use a computer for every marketing course. Although the uni-ver Internship to take MRKT 490, Market- Students are required The ten- to their senior year. ing Internship, during the oppor students experience offers fifteen-week marketing environment of their tunity to work in a they apply and expand their choice during which business of marketing. knowledge of the Study-Away are Study-away programs to China and Europe by the department. offered Other sity maintains computer labs for this purpose, it is strongly advised that each student own a notebook. - - - - - 2016-2017 Course Catalog 2016-2017 Course Woodbury’s Career Development Office offers a offers Career Development Office Woodbury’s variety of programs, services, and resources to as-sist students in exploring careers and securing intern- ACADEMIC STANDARDS ACADEMIC The department applies university- and school-wide academic standards. LEARNING OPPORTUNITIES/ SPECIAL REQUIREMENTS RESULTS OF LEARNING OF RESULTS Marketing graduates are accepted into MBA and other graduate programs and find positions in mar keting. eracy requirements, field projects, an internship project,eracy requirements, field projects, an internship one-on-oneand faculty advising through mandatory meetings. majorSummative assessment processes for Marketing postercourses include formal presentations, portfolio, andand research paper submissions and presentations, final exams. a 120-hourEach student also successfully completes fac-ulty advisorinternship that is evaluated by both the Data from the supervisor and the on-site supervisor. survey is compiled each semester for analysis. Decisions regarding the marketing curriculum and individual courses are made based on this data. tations; inclusion of Writing Department consultants toWriting tations; inclusion of in MGMT 326, MGMT 350, andenhance writing skills games in MGMT 336 andMGMT 461; and simulation MGMT 483. the BBA coreThe summative assessment processes for pa-pers, formalcourses include research and reflection exams, andpresentations, portfolio presentations, final the capstone project. assessmentFor Marketing major courses, formative pro-fessors onprocesses include detailed feedback from computer lit homework submissions through Moodle, es include: opportunities for students to provide struc es include: opportunities peers; detailed feedback fromtured feedback to their sub-missions through Moodle;professors on homework on students’ formal presen Moodle forums; evaluation throughout the curriculum. Because the program is part the program is the curriculum. Because throughout Program, all students BBA Degree of the overarching BBA core courses. These to take the twelve are required with the designation “BBA.” courses are noted above formative assessment process For the BBA core courses, Marketing - - - 115 - SUSTAINABLE MARKETING SUSTAINABLE AND SOCIAL IS CIVIC ENGAGEMENT 3 UNITS - Lecture. Pre-req pricing, and promotion. agement, of Marketing. 301, Principles uisite: MRKT MRKT 341 MARKETING ON THE INTERNET 3 UNITS Internet fromThis course examines marketing on the Issuesboth consumers’ and marketers’ perspec-tives. personal infor covered include privacy and security of and how themation, business to business marketing, of the Internet.principles of marketing relate to users impact that theThe emphasis is on understanding the Internet and technology have had on business and marketing in general and electronic businesses in par and Class activities include lecture, discussion, ticular. online exploration of Internet sites. Lecture. Prerequi site: MRKT 301, Principles of Marketing. MRKT 342 MEDIA MARKETING 3 UNITS This is a survey of the marketing process and its role in media. The concepts of marketing strategy, advertising management, sales promotion, public relations, marketing research, consumer behav-ior, and management are applied to topics in- cluding: theme parks and destinations, home video, television, film, and media. Lecture. Prerequisite: MRKT 301, Principles of Marketing. MRKT 330 3 UNITS the roles of marketing in a This course explores Sustainable marketing has sustainable society. to conduct itself in a way two imperatives: 1) economic success that advances an organization’s impact on society and the while creating a positive 2) to help bring about a society environment, and social and environmental that values and practices its behaviors. Prerequisite: MRKT sustainability in all 301, Principles of Marketing. MRKT 333 SUES toThis course is designed to introduce students learn-ingthe fundamentals of social justice/service ofinitiatives. Through this course, the foundations mediasocial justice will be explored via interac-tive advertising, and and volunteer initiatives. Creativity, that act as thepromotional techniques are con-cepts will utilizeunderpinnings for this course. This course tools.theoretical as well as practical instructional Prerequisite: MRKT 301, Principles of Marketing. - - 2016-2017 Course Catalog 2016-2017 Course The functions and institutions of retailing within the framework of managerial decision making. include location, buying, merchandise man- Topics MRKT 325 RETAILING MARKETING MANAGEMENT MRKT 325 RETAILING 3 UNITS MRKT 321 ADVERTISING AND PROMOTION AND PROMOTION MRKT 321 ADVERTISING MANAGEMENT 3 UNITS This course examines the functions, institutions, - theories, and techniques of adver-tis terminology, ing, sales promotion, personal selling, and publicity as strategic tools of marketing. Case histo-ries of promotional strategies are reviewed and exam- ined. Lecture. Prerequisite: MRKT 301, Princi-ples of Marketing. MRKT 312 PUBLIC RELATIONS 3 UNITS techniques This course examines the theories and pro-grams involved in creating and implementing and behavior. intended to influence public opinion case histories Students will also study the analysis of factors. and examinations of success and failure of Mar Lecture. Prerequisite: MRKT 301, Principles This course will explore the nature and dynamics This course will explore the nature and to the of consumer markets and their significance constructs marketing executive. The concepts and market employed are used to identify and measure of segments and analysis of behavioral patterns strategy. these segments as a basis for marketing of Mar Lecture. Prerequisites: MRKT 301, Principles keting. MRKT 310 CONSUMER BEHAVIOR MRKT 310 CONSUMER 3 UNITS This course is designed to introduce students to the This course is designed Through this course, fundamentals of marketing. marketing will be explored, the the foundations of will be identified, the role of users of marketing will be examined, marketing in the organization tools, and resources will be marketing objectives, of strong marketing assessed, and components Lecture. Pre-requisites: strategies will be evaluated. II or WRIT 212, Rheto- Writing WRIT 112, Academic COMM 120, Pub-lic Speaking. ric and Design; and 226, Business Statistics. keting and MATH Undergraduate Courses Undergraduate MARKETING PRINCIPLES OF MRKT 301 3 UNITS Marketing - - 116

- 3 UNITS - Practical on-the-job experience in a mid- or up- Practical on-the-job experience in a mid- experience marketing environment. Work per-level require- (120 hours) is complemented by academic a research ments, including weekly reports and and paper/project. Prerequisites: Senior standing MRKT 310, Consumer Behavior. MRKT 299, 399, 499 INDEPENDENT STUDY 1 a field of This is an individual investigation into and approved special interest chosen by the student periodic meetings with the by the dean. Regular, faculty department coordinator or an assigned required for member are required. Thirty hours are approval each unit of credit. Prerequisite: Contract by the dean. MRKT 455 MARKET RESEARCH AND ANALYSIS MARKET RESEARCH MRKT 455 3 UNITS as an aid to decision focuses on research This course on planning the re-searchmaking. Students focus and testing questionnaires, sam approach, developing and interpret-ing data. Studentspling, and processing the appropriate recommenda will also learn to make action. Computer assignments andtions for marketing required. Lecture. Prerequisites: a laboratory fee are of Marketing; MRKT 310, Con MRKT 301, Princi-ples 226, Business Statistics. sumer Behavior; MATH IN MARKETING MRKT 370, 470 TOPICS 3 UNITS Lecture. focus on current issues in marketing. Topics Marketing, Prerequisites: MRKT 301, Principles of and junior standing. MRKT 490 MARKETING INTERNSHIP 3 UNITS - BUSINESS MARKET - 2016-2017 Course Catalog 2016-2017 Course MRKT 451 STRATEGIC MARKETING MRKT 451 STRATEGIC 3 UNITS In this course, students integrate marketing policy and strategy by working in teams to research, develop, and present a marketing plan for a project or service. This course will be conducted in coopera- tion with an organization under the supervision of Senior Lecture. Prereq-uisites: the course instructor. standing; MRKT 310, Consumer Behavior. MRKT 441 SALES MANAGEMENT 3 UNITS This course explores the operational decisions asso- ciated with organizing, training, and manag-ing the sales force; sales forecasting; sales analysis and allo- and pricing poli-cies. Lecture. cation of sales effort; Prerequisite: MRKT 301, Principles of Marketing. MRKT 430 SERVICE AND NON MRKT 430 SERVICE 3 UNITS unique This course provides an overview of the ser- problems and strategies involved in marketing useful vices and non-businesses in order to develop address marketing frameworks to help students students these issues. This course is designed for and who plan to be managers in non-business ser- service industries, and providers of professional vices (including consulting). Lecture. Prerequisites: MRKT 310, MRKT 301, Principles of Marketing and Consumer Behavior. ING MRKT 420 INDUSTRIAL MARKETING MRKT 420 INDUSTRIAL 3 UNITS industrial This course explores the nature of the analysis of market, organizational buying behavior, force man- sales customer procurement strategy, It deals agement, and key-account selling strategy. market- with a variety of problem areas, including prod- ing in mature markets and high-technology Principles of ucts. Lecture. Prerequisites: MRKT 301, Behavior. Marketing and MRKT 310, Consumer MRKT 360 INTERNATIONAL MARKETING INTERNATIONAL MRKT 360 3 UNITS of in- implications focuses on the strategic This course Students will learn to identifyternational marketing. factors of internationaland analyze the underlying and the forces which causemarket environments contexts to accept or cultural people in different Attention is giv-en to demand,reject new products. channels, pricing, and theproduct, policies, market of marketing programs. Pre- development and control Principles of Marketing. requisite: MRKT 301, Marketing 117 Internship

COURSES

Marketing Courses BBA Core Courses

MRKT 490 Marketing Internship Marketing 490 MRKT

MRKT 455 Marketing Research [Capstone] Research Marketing 455 MRKT

(15 units) (15 MRKT 300/400 Electives Electives 300/400 MRKT

MRKT 310 Consumer Behavior Consumer 310 MRKT

MGMT 483 Business Policy & Strategy [Capstone] Strategy & Policy Business 483 MGMT 2

MGMT 461 Leadership Theory & Practice & Theory Leadership 461 MGMT 3

Entrepreneurship

Mastered

MGMT 400 Operation Methods in Value Chain Mgmt Chain Value in Methods Operation 400 MGMT 12

MASTERED 4

Mastered/Assessed

FINA 360 Financial Management Financial 360 FINA 2

MRKT 301 Principles of Marketing of Principles 301 MRKT 1

MGMT 350 Business Ethics Business 350 MGMT 3 MGMT 326 Management & Organizational Behavior Organizational & Management 326 MGMT

Civic Engagement

MGMT 336 Management Information Systems Information Management 336 MGMT 2

3 ACCT 206 Managerial Accounting BBA 5 BBA Accounting Managerial 206 ACCT

Practiced ACCT 205 Financial Accounting BBA 3 BBA Accounting Financial 205 ACCT

PRACTICED

Practiced/Assessed

MGMT 110 Legal Environment of Business of Environment Legal 110 MGMT

MGMT 100 Fundamentals of Business Enterprise Business of Fundamentals 100 MGMT 1 Transdisciplinarity

2 Strategic Principles Strategic MAJOR COURSES MAJOR .. Developed Design Thinking DEVELOPED Quantitative Developed/Assessed 1 Accounting & Financial Strategic Principles Demonstrate Global Awareness Develop Basic Leadership Skills LEARNING OUTCOMES (BBA) Demonstrate Communication Skills Assuring Quality in Marketing Academic Introduced Incorporate Ethical Perspectives in Decisions INTRODUCED Introduced/Assessed Develop and Practice Marketing Tools and Skills Develop Understanding of Function of Marketing 2016-2017 Course Catalog 2016-2017 Course STRATEGIC PRINCIPLES CURRICULUM MAP Administration in Marketing BBA Bachelor of Business start your own business, or further your career in Master of Buisiness Administration Master of Business your current field, an MBA from Woodbury gives Administration (MBA) you a competitive edge. Satinder Dhiman, PhD, EdD, Associate Dean; If you have any questions, please feel free to contact Chair and Director, MBA Program the MBA Chair and Director, Dr. Satinder Dhiman, at [email protected] Chair Statement Why Get an MBA? What Students Learn Our lives, our society, and our planet have been Woodbury’s MBA program prepares business grad- experiencing an unprecedented change explosion. uates to compete in a dynamic, global environment Even change has changed in terms of its complexi- marked by rapid technological and social change. ty, unpredictability, and uncertainty. What has not Students emerge from the MBA program with a changed, however, is our need to deal with this sound knowledge base in accounting, finance, mar- complex phenomenon of change and our ability to keting, leadership, strategy, and networking skills lead ourselves to greater excellence and fulfillment. necessary to build a successful career. Therefore, as we transition to a world where change is the only constant, our ability to lead change suc- This knowledge base is further enhanced by a heavy cessfully must become a core survival competency. dose of organizational behavior skills, including There seems to be no nobler goal than to lead one- emotional intelligence, ethical leadership, and strat- self and others to excellence, fulfillment, and collab- egy. We believe that a well-rounded business educa- orative achievement. The MBA degree provides an tion should involve a happy amalgam of functional excellent opportunity to nurture and master these areas and soft skills. Our goal is to prepare leaders skills that are essential for organizational excellence who are effective, ethical, and responsible. and success. It would be nice if the business challenges our stu- Leadership has been hailed as the key determinant dents face in real life came neatly bundled accord- of success for any organization, large or small, ing to their areas of expertise. The reality is that public or private. Research has shown that effective they do not. Our goal, therefore, is to engender a leadership helps meet the expectations of all stake- holistic view, so our graduates can interface with holders and ensures the long-term survival of an people from a variety of disciplines. That way, they organization. Woodbury University’s MBA degree is have the skill set to deal with business challenges designed to prepare the next generation of effec- that are not so clearly defined. tive leaders. It welcomes those having a non-busi- ness undergraduate background as well as those How Students Learn possessing an undergraduate business degree. Woodbury’s intensive MBA program is designed to get you the advanced business skills you need to be Woodbury’s MBA program is characterized by: nimble and tough in the business world and work according to the realities of your full-time career • A focus on entrepreneurship, which will provide goals. We practice a team-learning approach. As a you the tools and confidence necessary to turn Woodbury MBA student, you will study alongside vision into reality. hard-charging CEOs, non-profit administrators, • An emphasis on ethics, which will help you achieve small business owners, and international students. a level of success that creates a better world for Woodbury’s mix of talented MBA students provides you and those around you. a unique study-team model that prepares you to • A focus on change management, which will enable engage with and listen to a broad spectrum of ideas you to thrive in a dynamic, global environment. and perspectives.

You will be empowered to realize your leadership Through a case analysis approach and simulation dreams and develop breakthrough thinking in a games, students master real-world scenarios in ac- world where change is the only constant. Whether counting, finance, marketing, strategy, and leader- you are looking to transition into a new industry, ship. This experiential learning approach is enhanced

2016-2017 Course Catalog 118 by student role-play, presentations, and research thesis, Evaluation) Master of Buisiness Administration projects. • To determine and select the most effective lead- ership approach after examining the context, The Woodbury MBA program is as sensitive to the the people, and the organization (Synthesis, pace of modern business as you are. So we’ve made Evaluation) it possible for you to complete your degree in a • To assess the ability to lead a team towards the single year without compromising your professional successful completion of goals (Evaluation) obligations. You can have your Master’s in time for (and to bolster) your next promotion. 2. Learning Goal: Ability to act in an ethical manner What the Results of the Course of Study Are Learning Objectives – MBA Program (By What Tangible Results Students and Others Will Be • To analyze specific examples of moral challeng- Able to Know That a Student Has Learned) Students es faced by business leaders and to show the leave the MBA program having mastered change ethical implications of decisions (Application and management, strategy, and leadership skills. Having Analysis) successfully completed the capstone course, they • To develop personal core values and to apply demonstrate the ability to integrate various them in carrying out the mission of various types functional areas in the execution of a well-crafted of business organizations (Application, Analysis, strategy. Synthesis) • To identify potential moral dilemmas, apply More tangible results come by way of promotions moral reasoning, select the best course of action, received at work, acceptance into other graduate and assess the ethical implications of alterna- programs, and success in entrepreneurial ventures tive(s) selected (Analysis, Synthesis, Evaluation) launched. 3. Learning Goal: Ability to communicate MISSION effectively Woodbury University’s Master of Business Adminis- Learning Objectives – MBA Program tration degree is designed to prepare future leaders • To demonstrate the application of effective com- of organizations who communicate effectively, act munication skills in speaking, writing, and using ethically, and think globally in a strategic manner. electronic media. (Application, Analysis) • To express one’s position succinctly, logically, and STUDENT LEARNING OUTCOMES persuasively (Synthesis) • Ability to demonstrate leadership competencies • To apply communication strategies toward • Ability to communicate effectively improving team effectiveness (Application, • Ability to act in an ethical manner Analysis) • Ability to act effectively in a global business • To apply communication skills across diverse con- environment texts and environments (Application, Analysis, • Ability to integrate strategies within overall Synthesis) organizational context • Mastery of domain-specific knowledge and skills 4. Learning Goal: Ability to act effectively in a global business environment Stated below are learning objectives correspond- Learning Objectives – MBA Program ing to each learning goal, with Bloom’s Taxonomy • To demonstrate the ability to apply manage- related to different levels of learning shown in ment strategies to global business decisions parentheses. (Application, Analysis, Synthesis) • To assess the effectiveness of global leadership 1. Learning Goal: Ability to demonstrate leader- strategies in terms of international best practic- ship competencies es. (Evaluation) Learning Objectives – MBA Program • To develop and enhance existing leadership 5. Learning Goal: Ability to integrate strategies strengths in oneself and others and to acquire within overall organizational context relevant, new leadership skills (Application, Syn- Learning Objectives – MBA Program

2016-2017 Course Catalog 119 • To identify salient features of complex situations Elective Courses Master of Buisiness Administration and organizations and be able to recommend an Select four courses from the two sets of concentra- effective change strategies (Synthesis) tions: Accounting-Finance and Leadership-Global • To creatively adapt strategic thinking to address Strategy. unpredictable situations and contexts (Analysis, [See below a list of electives] 12 units Synthesis) Minimum semester units required 36 units • To demonstrate the ability to integrate and synthesize various functional areas and assess Professional Track Admits Only: their effectiveness in terms of achieving overall organizational goals/success (Synthesis, Evalua- WMBA 502 Essentials of Case Analysis 3 units tion) An elective can be any WMBA course other than Routes to MBA Program the Core (including WMBA 502). A student coming 1. Direct Admit: GMAT/GRE in with WMBA 502 will take 3 elective courses. A 2. Professional Admit: 3+ years of professional/ student coming in without WMBA 502 will take 4 supervisory experience + WMBA 502: Essentials of elective courses. Case Analysis course 3.Honors Track: Undergraduate cumulative GPA of Accounting-Finance Concentration 3.5 or higher from an AACSB school + WMBA 502: LEADERSHIP AND GLOBAL STRATEGY Essentials of Case Analysis course WMBA 501 Managerial Accounting Students with a BBA from an AACSB accredited WMBA 510 Management of Global Enterprise school with a GPA of 3.5 or higher may enter the WMBA 511 International Finance MBA program without GMAT or GRE. These stu- WMBA 513 Management Communications dents will take a course called WMBA 502, Essentials WMBA 512 Corporate Finance of Case Analysis that prepares students in quantita- WMBA 518 International Marketing tive, verbal, and writing skills. WMBA 514 Investment Analysis WMBA 530 Creativity in Management WMBA 515 Money and Capital Markets MBA CURRICULUM SUMMARY WMBA 541 Comparative International Mgmt SUGGESTED SEQUENCE OF COURSES WMBA 531 Govt. and Nonprofit Accounting Business Administration core (eight courses) 24 units WMBA 542 International Business Strategy Electives (four courses) 12 units WMBA 548 Tax Theory and Application Minimum semester units required 36 units WMBA 554 Self-Leadership for Executives WMBA 550 Controllership Accounting Required Business Administration core courses WMBA 555 Human Resources Management WMBA 57x Topics in Finance WMBA 500 Financial Accounting 3 units WMBA 557 Spirituality in the Workplace WMBA 503 Quantitative Methods 3 units WMBA 57x Topics in Accounting for Business Decisions WMBA 560 Ethical Leadership WMBA 565 Emotional Intelligence at Work WMBA 504 Managerial Economics 3 units WMBA 566 Change Management WMBA 505 Managing and Leading 3 units WMBA 57x Topics in International Business Organizations Ethically WMBA 57x Topics in Management WMBA 506 Marketing Concepts and 3 units Strategies WMBA 507 Managerial Finance, 3 units Theory and Practice WMBA 558 Entrepreneurship 3 units WMBA 582 Strategic 3 units Management Consulting Total required core courses 24 units

2016-2017 Course Catalog 120 MBA PREPARATION COURSES Master of Buisiness Administration In an effort to ensure that all MBA students have similar academic preparedness, Common Professional Component (CPC) topics need to be satisfied by those without sufficient academic business backgrounds. The Common Professional Component (CPC) subject(s) may be satisfied in several ways: by taking one of the preparation courses listed below; by undergraduate coursework with grade ‘B’ or higher; or by passing a College Level Examination Program (CLEP) or DANTES test, if applicable. Experience will not be accepted to satisfy CPC requirements. The following PMBA Bridge Courses are specifically designed to meet these requirements:

PMBA 501 Accounting Practices PMBA 502 Financial Economics PMBA 504 Global Marketing PMBA 505 Production, Operation, and Systems Management PMBA 506 Organizational Behavior and Strategy PMBA 507 IT Applications

Note: These courses will not count toward the thirty-six unit core and elective requirement for the MBA degree. There are no prerequisites to these courses. For course descriptions, please see below under the heading MBA Preparation Courses (PC). PC courses are only open to those students who need them, per their PC evaluation sheet.

MBA candidates with a BA or BS undergraduate business degree in accounting, business administra- tion, finance, international business, management, management information systems, or marketing from an AACSB- or ACBSP-accredited four-year col- lege or university and with a minimum cumulative grade point average of 2.50 may be waived from taking the MBA Preparation Courses.

2016-2017 Course Catalog 121 CURRICULUM MAP Master of Buisiness Administration Master of Business Administration MBA

INTRODUCED DEVELOPED PRACTICED MASTERED COURSES Introduced/Assessed Developed/Assessed Practiced/Assessed Mastered/Assessed MBA Core Introduced Developed Practiced Mastered MBA Elective PMBA Courses STRATEGIC PRINCIPALS 1 Design Thinking 2 Transdisciplinarity 3 Civic Engagement 4 Entrepreneurship Case Analysis

Assuring Academic Quality in Business Administration (MBA) MAJOR COURSES Strategic Principals LEARNING OUTCOMES WMBA 500 Financial Accounting WMBA 503 Quantitative Methods for Business WMBA 504 Managerial Economics WMBA 505 Managing and Leading Organizations Ethically WMBA 506 Marketing Concepts and Strategies WMBA 507 Management Finance WMBA 558 Entrepreneurship WMBA 582 Strategic Management Consulting WMBA 502 Case Analysis PMBA 500 - 506 AC 5xx Accounting Elective FI 5xx Finance Elective IB 5xx International Business Elective MG 5xx Management Elective MR 5xx Marketing Elective PC 501 Accounting Practice PC 502 Financial Economics PC 503 Legal and Ethical Environment PC 504 Global Marketing PC 505 Production and Operations Management PC 506 Organization Behavior and Strategy 3 3 23 23 13 23 23 23 13 13 23 13 13 12 234 123 123

Strategic Principals ALL ALL ALL ALL

MBA Goal 1: Demonstrate leadership competencies ALL MBA Goal 2: Communicate effectively ALL ** MBA Goal 3: Act in an ethical manner 234 MBA Goal 4: Act effectively in global environment 23 MBA Goal 5: Integrate strategies cross-functionally ALL MBA Goal 6: Domain-specific knowledge and skills ALL AACSB Goal 1: Lead Organizations ALL AACSB Goal 2: Apply knowledge in new circumstances 124 AACSB Goal 3: Adapt and innovate to solve new problems 124 AACSB Goal 4: Integrate learning across disciplines ALL

**Since PC classes are “bridge” classes for u/g non-business majors, some SLOs are at the introduction level.

2016-2017 Course Catalog 122 • Direct assessment: embedded into courses using OUTCOME ASSESSMENT Master of Buisiness Administration The MBA program emphasizes the learning out- clear rubrics. comes of leadership, ethics, global dimension, strat- • Indirect assessment: alumni surveys and exit egy, and effective communication. The faculty has exams, etc. designed a comprehensive direct assessment pro- gram to map and assess these outcomes throughout RESULTS OF LEARNING the curriculum in a focused and integral manner. Some examples of tangible student products of Each faculty member ensures the achievement of learning include graded student research papers knowledge and sets of skills and behaviors in a (APA), case analyses, students’ presentation videos, system of continuous improvement through initial, and digital leadership portfolios. milestone, and summative assessments that are reviewed and analyzed by a team of faculty at ACADEMIC STANDARDS the end of each semester. Through a rigorous gap In order to remain in good standing and to grad- analysis, areas for improvement are identified and uate, MBA students are required to achieve and changes are implemented to close the loop. This on- maintain a minimum GPA of 3.0. going process ensures the currency and relevance of our mission-critical curriculum. Feedback from em- COMPUTER LITERACY REQUIREMENTS ployers who critique student work in our outreach The School of Business requires graduates of its program and our MBA students’ performances in MBA program to be literate in the current elec- capstone simulations provides objective evidence of tronic media of communication and fundamental the high quality of learning in our MBA program. software required to function as a manager in a business environment. In the entrepreneurship course, the students com- Specifically, it requires of its students: plete a hands-on Outreach Project. The purpose of (1) proficiency in email, as demonstrated through the MBA Outreach Project is to provide students regular communication with school with real-world consulting experience via entrepre- administration and course instructors; neurs and business owners, and the opportunity (2) proficiency in internet research, as to create a research project while being solution demonstrated in all courses in the program; and providers, problem solvers, and critical thinkers. (3) proficiency in word processing and Student teams are assigned to a local Burbank busi- spreadsheets, as demonstrated by their ness identified for this project by members of the successfully completing the required courses Burbank Chamber of Commerce. WMBA 501, WMBA 505, WMBA 560, and WMBA 562. These courses cover word processing and spreadsheets.

ASSESSMENT PROCESS CURRICULUM SUMMARY • Collaboratively developed learning outcomes The MBA program requires a minimum of 12 three- and goals. unit graduate courses. There are eight required • Curriculum mapped to learning goals (at the core courses and four elective courses. Two sets program level) and to student learning out- of elective concentrations are available for the comes (at the course level): please refer to the MBA students as follows: Accounting-Finance and MBA curriculum map above. Leadership-Global Strategy. Electives are scheduled • Syllabi: standardized format emphasizing learn- based upon student interest and demand. ing objectives, grading rubrics, and course activ- ities built around student learning outcomes. Applicants whose undergraduate studies do not • Mid-way data capture points: created to track include the requisite foundational business subjects student learning progress and provide feedback will be required to do some preparatory work. to improve the curriculum. Foundational subject areas include the study of • Faculty training: university- and school-level fac- accounting, business strategy, economics, business ulty development workshops and professional ethics, finance, international business, law, man- conferences in the science and art of outcomes agement, marketing, and statistics. Preparatory assessment. work may be satisfied in several ways: by certain • Capstone course evaluation. graduate coursework (see under the heading MBA

2016-2017 Course Catalog 123 Preparation Courses), by undergraduate coursework of the firm in the marketplace. (Satisfies the CPC re- Master of Buisiness Administration (with a grade of “B” or higher) or by tests such as quirements for the subject areas of Business Finance the College Level Examination Program (CLEP) or and Economics.) DANTES test, if applicable. A plan by which the pre- paratory work may be satisfied will be determined PMBA 504 GLOBAL MARKETING in consultation with your advisor and approval by 3 UNITS the appropriate chairperson of the discipline(s) This course explores the global dimensions of busi- involved. ness and marketing strategy. In addition to intro- ducing students to the fundamentals of marketing Graduate students in Woodbury University’s MBA (such as product pricing and development), this program who typically enroll in two courses per course identifies and analyzes the global market semester may complete the MBA degree in two environment in terms of the impact of culture on calendar years exclusive of preparatory courses. business practices. (Satisfies the CPC requirements Classes may be taken on weekends, evenings, or a for the subject areas of Marketing and Global Di- combination of both. Students proactively engage mensions of business.) in the learning process and share education, work, and life experiences in the classroom. The evening PMBA 505 PRODUCTION, OPERATION, and weekend format is offered over two sessions AND SYSTEMS MANAGEMENT per semester and consists of seven class meetings 3 UNITS per session. The program admits students every This course studies the areas of industrial manage- eight weeks. Given the intensive nature of the ment and the management of information systems. MBA courses, there is substantial work that needs Topics include quantitative techniques used in to be completed before the class begins by way of production planning and control, the role of infor- pre-class assignments and students are regularly ex- mation as a strategic resource, and implementation pected to complete team work assignments outside and administration of management information of class. All MBA classes require “graded” pre-class systems. (Satisfies the CPC requirements for the sub- assignments. No absences are allowed. There is no ject areas of Production & Operations Management, exception to this policy. Quantitative Techniques, and MIS.)

PMBA 506 ORGANIZATIONAL BEHAVIOR AND MBA COURSE DESCRIPTIONS STRATEGY 3 UNITS MBA PREPARATION COURSES This is a comprehensive course providing an over- PMBA 501 ACCOUNTING PRACTICES view of management strategy, Human Resources 3 UNITS Management (HRM), and organizational behavior. This is an accelerated course in the principles and Topics include: management process of planning, applications of financial and managerial account- staffing, organizing, directing, and controlling; ing. Topics include the study of generally accepted group and individual behavior models; motivation accounting principles necessary for financial report- and leadership; and strategic management process- ing, and current techniques used by management es. (Satisfies the CPC requirements for the subject for costing, pricing, and performance measurement. areas of Management, HRM, Organizational Behav- (Satisfies the CPC requirements for the subject area ior, and Business Strategy.) of Accounting.) PMBA 507 IT APPLICATIONS FOR BUSINESS PMBA 502 FINANCIAL ECONOMICS 3 UNITS 3 UNITS This course helps students effectively use office This course examines the managerial applications applications. It teaches the mechanical processes of the principles of economics and finance. Topics used to create and edit presentations, documents, include financial institutions, credit instruments, spreadsheets, and project plans. Beyond these investment and financing decisions, business cycles, application-specific outcomes, the course also devel- and the theoretical analysis of economic behavior ops each student’s underlying communication and

2016-2017 Course Catalog 124 reasoning skills. This includes a student’s ability WMBA 550 CONTROLLERSHIP ACCOUNTING Master of Buisiness Administration to reason quantitatively, create effective business 3 UNITS documents, influence others through effective This course provides a comprehensive study of presentations, and design a project plan. Lecture. the development and application of accounting Prerequisite: Graduate standing. data for the purpose of planning and controlling business activities. Topics include various product GRADUATE ACCOUNTING costing systems, cost allocation methods, standard WMBA 500 FINANCIAL ACCOUNTING cost variances, operating budgets, capital invest- 3 UNITS ment budgets, pricing, internal audit and control. An accelerated course in financial accounting with Lecture. Prerequisite: WMBA 501, Managerial Ac- emphasis on the fundamentals of accounting and counting or its equivalent and graduate standing. the preparation, analysis, and interpretation of financial statements. Students will develop the skills GRADUATE INFORMATION TECHNOLOGY needed for understanding and analyzing corpo- WMBA 509 MANAGEMENT OF INFORMATION rate financial statements for decision making by TECHNOLOGY prospective consumers of accounting information, 3 UNITS such as managers, stockholders, creditors, financial This course focuses on the role of information as a analysts, and regulators. Students will also develop corporate resource, and its use in providing strate- the skills needed to interpret how accounting stan- gic advantage. Students will also study the prob- dards and managerial incentives affect the financial lems of aligning corporate IT and corporate goals, reporting process. Prerequisites: PMBA 501, Ac- creating IT , and using IT to enable counting Practices or graduate standing. change in organizations. The case study method is used. This course is appropriate for both users of WMBA 501 MANAGERIAL ACCOUNTING systems and providers of system support. Prerequi- 3 UNITS site: Computer literacy and graduate standing. This course studies managers’ effective use of ac- counting information in decision making. Includes GRADUATE ECONOMICS cost-volume-profit relationships; the use of stan- WMBA 503 QUANTITATIVE METHODS FOR dard cost and flexible budget systems; cost reports; BUSINESS DECISIONS managerial control; and performance evaluation. 3 UNITS Lecture. Prerequisite: PMBA 501, Accounting Prac- An introduction to quantitative methods used in tices or its equivalent and graduate standing. solving problems in accounting, economics, fi- nance, management and marketing. Includes the WMBA 531 GOVERNMENTAL AND NONPROFIT fundamentals of business mathematics, operations ACCOUNTING research modeling, and statistical analysis. Lecture. 3 UNITS Prerequisites: PMBA 502, Financial Economics and This course is designed to provide an understanding PMBA 505, Production, Operation, and Systems of the accounting concepts and procedures used in Management or their equivalents and graduate the operation of nonprofit entities (governments, standing. hospitals, universities, and others). Lecture. Prereq- uisite: PMBA 501, Accounting Practices or its equiva- WMBA 504 MANAGERIAL ECONOMICS lent and graduate standing. 3 UNITS This course focuses on basic economic theory with WMBA 548 TAX THEORY AND APPLICATION applications to business and policy issues. Special 3 UNITS attention to the major concepts and methods of This course provides an analysis of the laws of analysis applied to aggregate micro- and macroeco- taxation at the federal level, relative to corpora- nomic activity is given. Lecture. Prerequisite: PMBA tions and their shareholders, capital assets, natural 502, Financial Economics or its equivalent and grad- resources, real estate, and other topics of timely in- uate standing. terest. Lecture. Prerequisite: PMBA 501, Accounting Practices or its equivalent and graduate standing.

2016-2017 Course Catalog 125 GRADUATE FINANCE and standards that lead to the effective allocation Master of Buisiness Administration WMBA 507 MANAGERIAL FINANCE, and use of a business entity’s resources. Topics THEORY AND PRACTICE covered include financial statement analysis, cash 3 UNITS budgeting, working capital management, capital This course is designed to give the MBA student budgeting, capital structure, and asset valuation. exposure to the issues, problems, and application Students will also examine the interaction of of finance concepts to solve operating or financial investment and financing decisions and dividend problems. The course will integrate theory and prac- policy. Lecture. Prerequisite: WMBA 507, Manageri- tice and the theme of creating value for sharehold- al Finance, Theory and Practice or its equivalent and ers will permeate the entire course. The topics cov- graduate standing. ered include: forecasting free cash flow, forecasting EVA and MVA, pricing financial securities, identifying WMBA 514 INVESTMENT ANALYSIS and measuring financial risk and return, financial AND PORTFOLIO MANAGEMENT planning, financial statement analysis, and capital 3 UNITS budgeting. Lecture. Problem solving, case studies, This course focuses on the analytical methods and team working, and presentations are a central focus theory underlying the appraisal of stocks, bonds of this course. Prerequisite: PMBA 501, Accounting and other investment assets. Special attention is Practices and PMBA 502, Financial Economics or their given to techniques of securities analysis and valu- equivalents and graduate standing. ation based on financial statements, earnings pro- jections, and the value of capital of the firm. Topics WMBA 519 FINANCIAL INSTITUTIONS also include general theories of portfolio composi- 3 UNITS tion and performance. Lecture. Prerequisite: WMBA This course studies financial policies and practices 507, Managerial Finance, Theory and Practice or its of commercial banks, savings and loan associa- equivalent and graduate standing. tions, pension funds, insurance companies, and other major financial institutions. Students will also WMBA 515 MONEY AND CAPITAL MARKETS examine the roles of these institutions in providing 3 UNITS corporate funding through direct placement and as This course provides an analysis of the markets for market intermediaries. Special emphasis is placed financial assets, including the money market and on the continuing impact of deregulation and various bond and stock markets. Topics include the re-regulation on the financial services industry. Lec- level and structure of interest rates, the regulatory ture. Prerequisite: WMBA 507, Managerial Finance, structure of financial markets, and the role of the Theory and Practice or its equivalent and graduate Federal Reserve Board and financial institutions in standing. determining and implementing monetary poli- cy. Lecture. Prerequisite: WMBA 507, Managerial WMBA 511 INTERNATIONAL FINANCE Finance, Theory and Practice or its equivalent and 3 UNITS graduate standing. This course explores the international financing and investment decisions of multinational business GRADUATE INTERNATIONAL BUSINESS organizations and the international financial envi- WMBA 510 MANAGEMENT OF GLOBAL ENTERPRISE ronment. Theories and techniques of international 3 UNITS investment and financing are viewed within the This course provides an exploration of international context of different currencies, shifting exchange business management issues, providing a broad, rates, and different tax, legal, and political environ- multidisciplinary awareness of global business ments. Lecture. Prerequisite: WMBA 507, Manageri- management trends and practices, especially the al Finance, Theory and Practice or its equivalent and impact of culture on business. Topics include global graduate standing. economic institutions, cross-cultural management, international managerial negotiations, and business WMBA 512 CORPORATE FINANCE management practices in emerging global markets. 3 UNITS Prerequisite: PMBA 504, Global Marketing or its This is an intensive course in corporate finance. Em- equivalent and graduate standing. phasis is placed on the development of objectives

2016-2017 Course Catalog 126 WMBA 518 INTERNATIONAL MARKETING WMBA 505 MANAGING AND LEADING Master of Buisiness Administration 3 UNITS ORGANIZATIONS ETHICALLY* This course examines the development of inter- 3 UNITS national marketing programs from determining This course deals with an in-depth examination of objectives and evaluating international market behavioral issues in organizations. Course topics opportunities, to coordinating strategies in the include individual and group behavior, communi- world market. Lecture. Prerequisite: WMBA 506, cation issues, ethical theories, employee empower- Marketing Concepts and Strategies or its equivalent ment and motivation, and managing and leading and graduate standing. organizations under conditions of uncertainty. The course requires students to apply advanced WMBA 541 COMPARATIVE INTERNATIONAL knowledge of management and leadership skills MANAGEMENT in the pursuit of creating effective organizations 3 UNITS through teamwork. The central objective of this This course provides a comparative study of man- course is to learn how to create socially sensitive, agement practices in selected foreign countries. high-performing organizations that are financially Students will analyze social and cultural variables viable and ethically responsible. Working as a team that affect the management process and solutions member, every student will complete one social to managerial issues of policy and action. Lecture. action project in this course. Lecture. Prerequisite: Prerequisite: WMBA 505, Managing and Leading PMBA 506, Marketing Concepts and Strategies or its Organizations Ethically or its equivalent, and gradu- equivalent and graduate standing. *This is a “foun- ate standing. dational” course and must be taken during the first semester for Direct Admit students and during the WMBA 542 INTERNATIONAL BUSINESS STRATEGY first or second semester for the Professional Admit 3 UNITS students. This course takes a managerial approach to select- ed international operations issues. Topics includes WMBA 513 MANAGEMENT COMMUNICATIONS global strategies; long-range planning, preparation 3 UNITS and evaluation of direct investment proposals; en- The principles of effective listening, writing, and try and ownership strategies; supply strategies; and speaking in the business environment are stressed. organization and human resource management. The course focuses on the application of the psy- Lecture. Prerequisites: WMBA 506, Marketing Con- chological principles of persuasive communications cepts and Strategies or its equivalent and graduate in fast-paced and limited-attention-span, multicul- standing. tural environments in order to develop empathy and listening skills, enhance client relations, man- GRADUATE MANAGEMENT age crises, negotiate effectively, and win support WMBA 502 ESSENTIALS OF CASE ANALYSIS for ideas, requests, and products. Lecture. Prerequi- 3 UNITS site: graduate standing. The course utilizes a comprehensive set of quan- titative, writing, and analytical skills to analyze WMBA 530 CREATIVITY IN MANAGEMENT a series of business management case studies. 3 UNITS Students successfully completing this course will This course focuses on creative thinking as the demonstrate their potential to undertake the core key to organizational innovation. Students will be MBA curriculum since case analysis methodology is challenged to define or reframe problems, and for- used throughout the entire MBA program. When mulate solutions or approaches that diverge from successfully completed, this course will count as an the norm. Design thinking and decision making— MBA elective. As a result, students entering via the among multiple options—will be central themes of Professional Admit path will still only need to take the course, thus responding to contemporary orga- twelve courses (they will have only one free elective nizational requirements of thinking beyond dated instead of two free elective options). Prerequisites: horizons and exploring the most viable solutions graduate standing. Only open to Professional Admit given the skills and resources available. track students. Through exercises involving task-force approaches, project development and proposal completion, and reflections to explore various innovative prob-

2016-2017 Course Catalog 127 lem-solving methods, students will develop the tems. Lecture. Prerequisites: WMBA 505, Managing Master of Buisiness Administration ability to think critically and creatively when faced and Leading Organizations Ethically, WMBA 509, with challenges. With philosophical roots of politics, Management of Information Technology or their ethics, globalization, and economic and financial equivalents, and graduate standing. trends revealed, students will be encouraged to step outside of narrow perceptional frameworks WMBA 557 SPIRITUALITY IN THE WORKPLACE and into the broad and creative realm of current 3 UNITS and future managerial performance. Lecture. This course focuses on the implications of spirituality Prerequisite: WMBA 505, Managing and Leading in the workplace. It draws upon the common themes Organizations Ethically, and graduate standing. underlying various spiritual traditions to search for meaning in the workplace. The holistic approach to WMBA 554 SELF-LEADERSHIP FOR EXECUTIVES work will be extended to arrive at a new vision of 3 UNITS livelihood for our times, evidenced by managing for Students will explore concepts of self, being, the common good and corporate stewardship. The becoming, authenticity, virtue, values, happiness, practical aspects of the course will include writing a resilience, self-discipline, self-authorship, and personal mission statement, and designing an orga- self-transformation in the context of leadership. nization based on spiritual values such as integrity, Through self-exploration, self-reflection, and prac- authenticity, compassion, trust, and service. Lecture. tical reflexivity, students will deepen their self-un- Prerequisite: graduate standing. derstanding and then create their ideal of who they wish to become as leaders. Central to your learning WMBA 558 ENTREPRENEURSHIP experience in this course will be attaining a clear 3 UNITS understanding of the self-mastery process, with its This course deals with identifying potentially building blocks of self-intention, awareness, au- valuable business opportunities and turning them thenticity, and accountability. The final project will into viable enterprises that create lasting value. It focus on creating a personal developmental plan deals with strategies to obtain the start-up resourc- and a self-leadership model to facilitate in the pro- es, evaluating their viability to launch a business cess of becoming authentic and effective leaders. enterprise, and to grow it into a profitable, sustain- Lecture. Prerequisite: WMBA 505, Managing and able venture. The course requires students to apply Leading Organizations Ethically. advanced knowledge of business management and leadership skills in the pursuit of creating and man- WMBA 555 HUMAN RESOURCES MANAGEMENT aging new business ventures. The content of the 3 UNITS course embraces three broad areas: 1) The devel- This course provides an introduction to the major opment and operation of entrepreneurial business; functions and issues which exist in effective identifi- 2) the development of a business plan and stra- cation, hiring, and upgrading personnel in organi- tegic marketing; and 3) the understanding of the zations. Emphasis is placed on the major functions entrepreneurial mindset in terms of innovation and of human manpower planning, recruitment, selec- risk management. Lecture. Prerequisite: PMBA 506, tion, appraisal, training and development, wage Marketing Concepts and Strategies or its equivalent and salary administration, career development, and graduate standing. and counseling. Lecture. Prerequisite: WMBA 505, Managing and Leading Organizations Ethically or WMBA 560 ETHICAL LEADERSHIP its equivalent, and graduate standing. 3 UNITS This multi-disciplinary leadership survey course WMBA 556 STRATEGIC PLANNING IN explores the ethical dimension of leadership by tap- MANAGEMENT ping into the collective wisdom found in such dispa- 3 UNITS rate fields as literature, philosophy, history, biogra- This course focuses on the study and application phy, politics, arts, sports, and business, and applies of the means for achieving organizational renewal it to the leadership challenges and dilemmas faced and growth. Topics include goal formulation; strat- by modern organizations. The basic premise of this egy formulation and evaluation; the design of ap- course stems from our belief that fundamental chal- propriate organizational structures and programs; lenges of leadership are of a universal nature, and and the control process, including information sys- that the insights culled from disciplines such as lit-

2016-2017 Course Catalog 128 erature, humanities, arts, and history can provide us activities, students will uncover the reasons for Master of Buisiness Administration with a matchless treasure trove for understanding resistance to change, tactics for coping with this the elusive art and practice of leadership. Prerequi- resistance, and for strategically managing organiza- site: WMBA 505, Managing and Leading Organiza- tional change. Prerequisite: WMBA 505, Managing tions Ethically and graduate standing. and Leading Organizations Ethically.

WMBA 565 EMOTIONAL INTELLIGENCE AT WORK WMBA 570 TOPICS IN MANAGEMENT 3 UNITS 3 UNITS This is a survey course that introduces students to Topics focus on current issues in management. the key emotional intelligence issues related to Lecture. Prerequisite: PMBA 505, Production, Opera- organizational performance, such as the role of tion, and Systems Management or its equivalent emotions in decision making, and thinking strategi- and graduate standing. cally about information contained in emotions. We will examine and evaluate existing scientific views WMBA 582 STRATEGIC MANAGEMENT CONSULT- on EI and its measuring options. Learning objectives ING include assimilating Emotional Intelligence theory 3 UNITS components; self-assessing to recognize areas for This course is a capstone seminar in strategic man- professional and organizational growth; reporting agement incorporating organization/consulting on the use and validity of Emotional Intelligence as and design thinking elements. It examines the roles a means for enhancing professional and organiza- and responsibilities of top managers in developing, tional success; and gaining skills to apply Emotional implementing, and managing an effective organi- Intelligence strategies to daily workplace situations, zation-wide strategy. Students learn current, new, relationships, and challenges. These skills can be and future perspectives and concepts as well as applied in leadership positions pursued by graduate integrate learning from previous coursework to students. While the Emotional Intelligence devel- solve complex and challenging business problems. opment focus of this course is the use of skills in a Specifically, this course provides the students with place of employment, students are encouraged to an overview of the “world” of strategic consulting, apply these skills in addressing all aspects of their and consulting as a career. Students will develop lives—at home, in the community, and in the class- the basic conceptual and skill-based understanding room. As a result of this course, students will have required to practice consulting or hire and work an enhanced skill set with which they can perform with an outside consultant. A case study method is professional duties at work and in life. Prerequi- used to develop an integrative enterprise perspec- sites: WMBA 505, Managing and Leading Organiza- tive. Being the capstone course, it must be taken tions Ethically. within 6 units of graduation and after the comple- tion of all PMBA course requirements. WMBA 566 CHANGE MANAGEMENT 3 UNITS GRADUATE MARKETING Contemporary organizations exist in social, political, WMBA 506 MARKETING CONCEPTS and economic environments that change rapidly AND STRATEGIES and unpredictably. This course deals with how to 3 UNITS manage changes by looking at strategy, organiza- This course will equip students with the rele- tion design and processes, and multi-organizational vant knowledge, perspectives, and practical skills systems. Theories and practice of change manage- required to develop marketing strategies that ment related to the individual, group, inter-group, leverage the opportunities inherent in today’s and at the organizational level are discussed. global, digital marketplace including: international Methods of diagnosing organizations and design- marketing, social media, consumer-to-consumer ing interventions to increase an organization’s online interactions, Internet marketing, mobile effectiveness are explored. The course examines marketing, and big data. The elements of the mar- the complexity of developing a culture of change keting mix and the promotional mix are reviewed within the organization, as well as in determining with an emphasis on the development of sound the organization’s readiness for change. Through strategic planning, implementation, and control. a series of experiential lessons, case studies, and Case studies will be used to simulate management

2016-2017 Course Catalog 129 decision making processes in the marketing arena. WMBA 545 DIGITAL MARKETING Master of Buisiness Administration Lecture. Prerequisite: PMBA 504, Global Marketing 3 UNITS or its equivalent and graduate standing. The Internet and related digital technologies have made an impact on business, and marketing plays WMBA 520 PROMOTIONAL STRATEGIES a key role in shaping the modern consumption-led 3 UNITS economies fueled by these technologies. This course This course focuses on the study of the creative provides understanding of digital marketing and process of designing and implementing a promo- electronic commerce. Digital marketing is where tional campaign for a new or continuing product marketing meets the Internet and other forms of or service, with emphasis on utilization of the team , such as smart phones and even game approach in strategy development. Topics covered consoles. It includes online advertising and par- include media selection, product differentiation, ticipation in social media, but it can also include target marketing, and creative development. Lec- online listening and monitoring, and search engine ture. Prerequisite: WMBA 506, Marketing Concepts optimization. Through a combination of lecture, and Strategies or its equivalent and graduate case studies, and course projects, you will devel- standing. op capabilities in developing, implementing, and evaluating digital marketing strategies. Lecture. WMBA 521 THEORIES OF CONSUMER BEHAVIOR Prerequisite: WMBA 506, Marketing Concepts and 3 UNITS Strategies and graduate standing. This course explores the role of the consumer in the marketplace. Topics include an analysis of the consumer’s decision making process with emphasis on the influences of social, economic, and market environments. Lecture. Prerequisite: WMBA 506, Marketing Concepts and Strategies or its equivalent and graduate standing.

WMBA 544 SEMINAR IN MARKETING OF SERVICES 3 UNITS This course focuses on the study of the framework for understanding marketing problems unique to service organizations and nonprofit and non- traditional business organizations. These include universities and hospitals, events in entertainment and the arts, political campaigns, and governmental agencies. Lecture. Prerequisite: WMBA 506, Market- ing Concepts and Strategies or its equivalent and graduate standing.

2016-2017 Course Catalog 130 School of Media, Culture & Design 131 . disciplinary work collaboratively critical thinking, especially creative inquiry, as manifest creative related to the specific history, the-ory, related to the specific history, knowledge Present comprehensive evidence of  across diverse disciplines, to understand the value of cooperative activities, and to conduct transdis- ciplinary inquiry.  as it pertains to the fields of media, culture, and design. standards of practice, and technologies found standards of practice, and technologies within a field of study. Develop expertise in the processes associated and with the creation, form, content, production, dissemination of meaning and message Gain proficiency in in research methodologies, interpretive appli-cat- ions, or aesthetic content. Demonstrate the ability to Show competence in GOALS Media, The departments within the School of the Culture & Design work together to support follow-ing programmatic goals: • MISSION Culture & Design brings to- The School of Media, produce the gether multiple avenues of inquiry that students to critical skills and knowledge needed for pre-pare stu- excel in their chosen disciplines. We as innovative dents to live in the global community variety of problem-solvers and to work in its wide aware, cultural industries as fully creative, critically and socially responsible individuals. • The School of Media, Culture & Design discourages the use of waivers and substitution in all degree programs. They are not granted unless equivalent or more advanced replacement units in the major • • • Design Design Media, Media, & of Culture Culture 2016-2017 Course Catalog The School of Media, Culture & Design offers many Culture & Design offers The School of Media, paths designed to cultivate the challenging degree their particular talents of each student throughout educate the Our goal is to educational journey. seeking next generation of creative professionals The school to make an impact on the global society. in the encompasses eight undergraduate programs fashion design, fields of animation, communication, design, filmmaking, game art & design, graphic Students are and psycholo-gy. media technology, and encouraged to explore the areas between their around all these disciplines as they develop might personal vision. Graphic Design students Psychology select a Consumer Behavior course in influence to better understand the factors that students may purchasing decisions. Fashion De-sign in the Film- be interested in exploring costuming students making department. Game Art & Design to under- might connect with Media Technology their games. stand the logic and muscle that powers Psychology Animation students might look to the of stories to department to understand the power Communica- influence thoughts and behaviors. The tion department provides a cultural context for all of these connections, from visual communication, to verbal and non-verbal social interactions, to the examination of social and ethical entailments of rapidly evolving technological innovation. By bringing together diverse fields in the areas of media, culture, and design, our programs are able to provide innovative learning opportunities in an interdisciplinary environment. Students are able to realize their educational objectives within a creative nexus that fully embraces, informs, and enriches their academic journey. Sue Vessella, MFA, Interim Dean MFA, Sue Vessella, School School School of Media, Culture & Design 132 Kansas Sue Kroyer BS, University of Wisconsin Ashby Manson Col- of Design; BA, Trinity Art Center College BFA, lege Jim Richardson BA, Columbia University Justin Rodriguez Northridge University, BA, California State Edward Rosas Ken Roskos Edinboro University of Pennsylvania BFA, Joe Weatherley Fullerton California State University, MFA, Michael Wingo Otis Art Institute MFA, COMMUNICATION Faculty Full-Time Kristen Fuhs, Assistant Professor PhD, University of Southern California Nicole Keating, Associate Professor PhD, University of Pennsylvania William McClain, Assistant Professor PhD, University of Southern California Jennifer Peterson, Associate Professor PhD, University of Chicago ADJUNCT FACULTY Ani Abcarians Los Angeles MA, California State University, Burcak Aydin-Mcbride Northridge MA, California State University, Armen Karaoghlanian BA, University of Southern California TY L TY L ACU F ACU F TY TION L TIME A - L CU A 2016-2017 Course Catalog are available. Students are required to prove requi- Students are required are available. waived or substituted and abilities for the site skills presentation, or testing, project course through types of course matter as completion of equivalent Substitutions chair. approved by the department there are curriculum when are generally offered only to courses of a comparable changes and apply academic level in the major. or more advanced F Through scholarly research, and professional prac- Through scholarly participates in shaping all tice, the faculty actively the School of Media, Culture & of the programs in itself in the creation of new Design. This manifests assisting courses, updates to existing courses, and Through students in their studies and research. faculty their creative work and private practices, stud- members are involved in their own scholarly and media ies, and also with contemporary design on their movements, which has a direct effect engagement students’ educational experience. This and outside creates a community atmosphere inside learning the classroom, and contributes to students’ success.. ANIM FUL Angela Diamos, Professor Northridge California State University, MFA, Ric Heitzman, Associate Professor School of the Art Institute of Chicago MFA, Dori Littell-Herrick, Professor University of California, Los Angeles MFA, ADJUNCT Nick Bane University Woodbury BFA, ; New School for Social Re- search Dave Brain Chouinard Art Institute BFA, Frank Gladstone BA, University of Florida Arno Kroner France; MB, University of MA, Clermont University, School of Media, Culture & Design 133 TIME FACULTY TIME FACULTY - - Jaime Scholnick University Graduate Claremont MFA, Keith Walsh University Tufts MFA, Michelle Wiener of Art and Design Otis College MFA, FILMMAKING FULL David Collins, Assistant Professor USC School of Peter Stark Producing Program, MFA, Cinematic Arts ADJUNCT FACULTY Nina Dark Angeles Los MA, California State University, Maren Firpo für Advanced Certification, Deutsch Meisterschule Mode (German Master School of Fashion) Oksana Nedavniaya California State University BFA, May Routh College of National Diploma of Design, St. Martin’s Art & Design, London, England Susanna Sandke College Stephens MA, ; BFA, EMERITUS FACULTY EMERITUS FACULTY Professor Carolee Toon, College of Design Art Center MFA, DESIGN FASHION FULL Penny Collins, Professor Northridge; MS, California State University, MFA, College of New Rochelle Assistant Professor Anna Leiker, Northridge MS, California State University, Assistant Professor Kastning, Wayne BA, University of Arkansas TY TION L TY A L ACU F York University ACU F TIME - L 2016-2017 Course Catalog FUL Alessandrina Sweeney Northridge University, MA, California State Thompson Teri Long Beach BA, California State University, (San Diego campus) Bethany Turner EdD, University of Sarasota Risa Williams New MFA, MA, Antioch University EMERITUS FACULTY Professor Barbara J. Bowley, MA, MS, Columbia University DESIGN FOUND Patrick Nickell, Associate Professor Claremont Graduate School MFA, Doug Post, Associate Professor Academy of Art University MFA, ADJUNCT Carol Bishop PhD, Union University Olivia Booth Art Center College of Design MFA, Ronald J. Llanos Art Center College of Design BFA, Nate Page California Institute of the Arts MFA, Olga Legg Petersburg, Russia Saint University, PhD, Herzen Luci Marzola Southern California PhD, University of Azniv Mekhitarian Northridge University, MA, California State Mercedes Nelson-Coffman MA, Pepperdine University School of Media, Culture & Design 134 TY TY L L TY TY L L ACU ACU F F ACU ACU F F TIME TIME - - L L Joye Swan, Professor

BA, California State University, Northridge State University, BA, California Professor Associate McKay, Behnoush Los Angeles University, California State MFA, Professor Cate Roman, Associate Graduate University Claremont MFA, Michael Faber, Assistant Professor Michael Faber, PhD, University of New Hampshire, Durham D. PhD, Claremont Graduate University Jesse Gilbert, Assistant Professor MFA, California Institute of the Arts ADJUNCT David Casey MFA, California Institute of the Arts PSYCHOLOGY FUL ADJUNCT Ryan Achzet University Woodbury BFA, Jerri Hemsworth BA, Pepperdine University Brian Herbst Northridge California State University, MFA, Dan Hoy Northridge BA, California State University, Bert Johnson BA, University of Illinois, Urbana-Champaign Niku Kashef Northridge California State University, MFA, Dan McCollum BA, University of California – Santa Barbara MEDIA TECHNOLOGY FUL TIME FACULTY TIME FACULTY - - 2016-2017 Course Catalog Rebekah Albrecht, Senior Lecturer GRAPHIC DESIGN FULL ADJUNCT FACULTY Bryan Jaycox University of Southern California MFA, Lucas Miller at Buffalo BA, State University of New York Paul M. Smith MA, William Patterson University GAME ART & DESIGN GAME ART FULL William Novak, Assistant Professor Mills College MFA, ADJUNCT FACULTY Kadina de Elejalde University Acting, Yale MFA, Samuel Kim American Film Institute Cinematography, MFA, Chryssanthy Kofidou Production Design, American Film Institute MFA, Kyle Soehngen Directing, American Film Institute MFA, Robert Taylor American Film Institute Writing, MFA, Casey Johnson Directing, American Film Institute MFA, Josh Wilkinson Film Production, University of Southern Cali- MFA, fornia Peter Zaharkiv BSC, Ryerson Polytechnic Institute George Larkin, Assistant Professor George Larkin, Berkeley of California, PhD, University Assistant Professor Xiaolin Yu, American Film Institute Producing, MFA, School of Media, Culture & Design 135 TY L ACU F 2016-2017 Course Catalog Assistant Professor Robert Thornton, California of Southern PhD, University ADJUNCT Jacquelyn Christensen University PhD, Claremont Graduate Emily Prior Northridge University, MA, California State Viken Yacoubian Southern California PhD, University of EMERITUS FACULTY Zelda Gilbert, Professor PhD, University of Kentucky Animation 3 5 136 74 46 128 Units

Create a substantial body of personal work that Create a substantial showcases a unique creative voice. art Exhibit mastery of hand-based and digital skills in creative projects. in story- Organize and present narrative content language. board form using visual and cinematic and Apply animation principles in the design production of time-based media. strategies Develop and coordinate art and design produc- in both collaborative and independent tion settings. of both Engage in constructive critical analysis and creative process and product when offering receiving critiques in a studio setting. Communicate artistic intent in a professional of manner that illustrates a working knowledge animation history and related fields. and Demonstrate artistic mastery of the tools technology in the chosen skill set of animation through presentation of a professional-quality reel and portfolio. to Understand legal and ethical issues relating professional practices and career management in the animation industry. Curriculum Summary Curriculum CURRICULUM MAJOR ANIMATION Leading to the Bachelor of Fine Arts Degree (BFA) General Education/Integrative Learning (GE/IL) Restricted Design Electives and relevant animation in a variety of forms, we variety of forms, we animation in a and relevant and growth of each the development encourage to with the tools Students are supplied individual. and computer-generated, develop hand-drawn, Our mission is to keep pace stop motion projects. changes in animation with the rapid technological most basic tools and knowl- while providing the in all areas of the craft. Stu- edge necessary to excel to strive for artistic excellence dents are encouraged as they develop their and professional expertise individual vision. LEARNING OUTCOMES PROGRAM • • • • • • • • • Major (M) Unrestricted Electives (UE) Minimum Unit Requirement - discover their creative voices through the produc- discover their creative voices through tion of personal animated projects; artist and master the use of visual language as an broadcast, creator of time-based media for film, mobile, and experimental platforms; focus their skills for entry into the animation pro- fession, while simultaneously experimenting with a broad range of techniques and styles; develop critical thinking skills through study of the history of animation, art, and film, as well as analysis and critique of their own work; act as professional artists with an understanding of the ethical and legal standards of the industry and the culture in which they create. 2016-2017 Course Catalog 2016-2017 Course MISSION Animation is a unique marriage of art, perfor mance, music, , media, technology, and the written word. By engaging our culturally diverse students in the production of challenging Dori Littell-Herrick, MFA, Department Chair MFA, Dori Littell-Herrick, artists driven to recreate the There will always be in their heads; visions so fantastic visions that dance only animation can express and imaginative that a complex arrangement these stories. By combining sound, animation creates of image, timing, and in a way no other medi- motion and character surreal worlds or focus on um can. It can awaken It can display humor or small, emotional moments. Previously political commentary in a complex form. entertainment, relegated to the arena of children’s language of animation is now part of the cultural and mo- the Internet, mobile applications, games, made Mickey tion pictures. The same concepts that Orc armies Mouse dance can make dragons fly, From Bambi to Inside march, or ice palaces grow. this is a medi- Out, from Bugs Bunny to Box Trolls, fanciful, um that can evoke the mystical, surreal, and satirical in all of us at every age. to deepen Our task in the Animation program is of understanding and appreciation each student’s the making the art and craft of animation through is structured of projects. The Animation curriculum the goals to challenge each student to achieve listed below: • • • • • Animation Animation (BFA) Animation 137 3 M 3 M 4 M 4 M 3 M 3 M 3 M 3 M 3 M 1 M 3 GE 3 GE 3 GE 3 GE 3 GE 3 UE 2 UE 3 GE 3 GE 3 GE 3 GE 3 RE/DES Junior Studio 1 Visual Development II History of Animation Animation Production Elective Techniques Environmental Studies Introduction to Psychology General Education Elective Junior Studio II Animal Drawing Senior Studio Research Seminar Internship Seminar Ethics Course Senior Studio I Animation Portfolio Figure Drawing Workshop Seminar Transdisciplinary Natural Science Course with lab Senior Studio II General Education Elective Restricted Design Elective (see list below) Unrestricted Elective Unrestricted Elective ______3__ PSYC 200 ENVT 220 ANIM 3__ ANIM 305 ANIM 340 ANIM 241 ANIM 306 ANIM 330 ANIM 380 ANIM 491 INDS-3XX ______ANIM 485 ANIM 495 ANIM 430 ____ 3XX 120 Hours Field Experience Required (Prerequisite ANIM 490) YEAR FOURTH Fall Semester Spring Semester THIRD YEAR Fall Semester Spring Semester ANIM 486 3 M 3 M 3 M 0 M 3 M 1 M 3 M 3 M 3 M 3 M 3 M 3 M 1 M 3 M 3 M 1 M 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE Art History course Sophomore Studio II: Layout Progress Portfolio Character Animation Introduction to 3D Computer Animation Iconic Films: Essentials for Animators Public Speaking Animation Principles Animation Principles Beginning Figure Drawing Portfolio Review Workshop Beginning Drawing Introduction to Digital Media Design and Composition Academic Writing I Academic Writing Drawing Concepts and Composition Interdisciplinary Core II Academic Writing Information Theory and Practice Design Symposia Storyboarding History of Animation 1 Introduction to Stop Motion Mathematics Sophomore Studio I: Animation LSCI 105 INDS 1__ ARTH 2__ ARTH WRIT 111 WRIT 112 MATH 2__ MATH ANIM 204 ANIM 289 ANIM 221 ANIM 262 ANIM 245 ANIM 102 ANIM 100 ANIM 112 ANIM 161 ANIM 210 ANIM 211 ANIM 240 ANIM 263 ANIM 203 FOUN 101 FOUN 102 FOUN 104 COMM 120 2016-2017 Course Catalog 2016-2017 Course Spring Semester SECOND YEAR SECOND Fall Semester Spring Semester SUGGESTED SEQUENCE OF COURSES OF SEQUENCE SUGGESTED FIRST YEAR Fall Semester Animation 138 - a portfolio of work including samples from all art of work including a portfolio for transfer into courses intended and animation work is Personal major at Woodbury. the Animation portfolio may be either digitalalso encouraged. This Original work will only beor printed hard copies. with the chair of the depart- reviewed in meetings ment. placement portfolios canRequirements for transfer website. be found on the Animation In-Studio Assessment faculty anStudio courses are designed to give the opportunity to watch the students work and provide ongoing feedback and critique, both informal and written. Students are able to improve their projects during the course of the class, based on input from the faculty. Each studio course ends with a juried review of the work in that course. Industry profession- student’s als attend, along with faculty members and the the direct Students benefit from department chair. feedback; the faculty is able to informally assess the success of the course based on the overall feedback of the professionals. Rubrics are used to provide writ- ten feedback to the students. Often, students provide the most immediate feed- back as they work in-studio outside of class hours. In addition, students are required to participate in the formal critique sessions during the semester and at ASSESSMENT PROCESS is designed to system- The Animation curriculum performance and learningatically assess student program. Students are throughout the four-year within theassessed both formally and informally include as- individual courses. Course final reviews as faculty. sessment by industry professionals as well pointsThe department has identified four specific and sum- for measured assessment, both formative are used tomative. The outcomes of the assessment programpromote continuous improvement, assure perfor and evaluate individual student quality, Portfoliomance. The four points include the Progress the year, Review (ANIM 289) at the end of the second 486), theSenior Capstone Animation Project (ANIM InternshipAnimation Portfolio (ANIM 495), and the Workshop Seminar (ANIM 491). The Portfolio Review (ANIM 112) in the first year and the Collaborative in the thirdJunior Animation Project (ANIM 305-6) year help students prepare for these milestone assessments. 1-4 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units Painting: Traditional and and Traditional Painting: Digital Explorations The Costumed Figure The Costumed Figure Intermediate Animation Intermediate Animation Experimental Figure Drawing Background Painting Background Painting Advanced Figure Drawing Advanced Figure Drawing Character Animation Workshop Effects Animation Effects Topics in Animation Topics Independent Study 3D Computer Animation I 3D Computer Animation II 2D Computer Animation I 2D Computer Animation II Puppet Building for Stop Motion Object Making History of Modern Art History of Contemporary Art History of Latin American Art Film and Literature Aesthetics 470 399, 499 270, 370, ANIM 231 ANIM 231 ANIM 223 ANIM 316 ANIM 335 ANIM 405 ANIM 410 ANIM 416 ANIM 420 ANIM 170, ANIM 299, PHIL 310 INDS 327 ANIM 361 ANIM 362 ANIM 363 ANIM 364 ANIM 366 ARTH 204 ARTH 205 ARTH 211 ARTH ARCH 269 2016-2017 Course Catalog 2016-2017 Course Transfer Placement Portfolio Transfer Incoming transfer students are required to submit INCOMING PORTFOLIO REQUIREMENTS FOR FOR REQUIREMENTS PORTFOLIO INCOMING STUDENTS TRANSFER Courses that meet Restricted Design Elective requirements Elective (RE/ Course selection for Restricted Design in Animation, DES) includes any course offered Fashion Design, Filmmaking, Game Art & Design, Graphic Design, and Interior Architecture (AN, FD, FL, GD, GM, IA) plus the following: ANIMATION PRODUCTION TECHNIQUES ELECTIVES: TECHNIQUES PRODUCTION ANIMATION ANIMATION ELECTIVE COURSES: ELECTIVE ANIMATION Animation - 139 critique of the student work happens during a juried the student work critique of - animation profes faculty members and review by verbal and written receive both sionals. Students professionals evaluate thecomments. Animation of appropriate quality pieces,portfolio for selection of the work.presentation, and focus members evaluate the portfoliosIn addition, faculty of the program learningfor students’ demonstration level based on the Cur outcomes at the appropriate riculum Map. Students are asked to provide a reviewriculum Map. Students the learning outcomes as aof the program using discussion. This may be informallyframework for the or collected as a paper. conducted in the class Each studio course requires the production of various animation projects specific to the subject and learning outcomes of the course. Projects may be either hand-made drawings or objects or digital media. Examples of projects for hand-drawn anima- tion include character design, visual development ANIM 491, Internship Seminar of theirStudents are required to maintain a journal of whatinternship experience, recording highlights expectationsthey learned about the industry and the The journal may of artists working in the industry. Studentsinclude both written and visual material. from the hostmust also present a signed evaluation student suc- company supervisor indicating that the demonstratedcessfully completed the internship and appropriate professional behaviors. Students are en- couraged to share their journal with the host compa- is held in A symposia-style presentation ny supervisor. the spring of each year for students to present their Seminar, ANIM 491, Internship findings to each other. is a prerequisite to application for internship or work experience hours. Students may enroll in ANIM 490, Experience, for additional credit Internship/Work hours with the permission of the chair. LEARNING OF RESULTS ANIM 486, Senior Studio II in aCapstone projects are reviewed and assessed to the This occurs one week prior juried final review. Animation Showcase. Animation Woodbury year-end writtenprofessionals review the work and provide a chance toor verbal feedback. Students then have In addi- make improvements for the final screening. demonstrationtion, faculty members assess students’ inof the program learning outcomes as presented the Curriculum Map. 2016-2017 Course Catalog 2016-2017 Course ANIM 495, Animation Portfolio Students collect their work from across the program and create a professional portfolio. Assessment and CAPSTONE COURSES CAPSTONE each student must complete a In the senior year, 485-6,personal animation project as part of ANIM Senior Studios I and II. Students may choose to work in collaborative teams with the permission of the a lead- provided each student takes course instructor, ership role in a defined creative aspect of the project. This capstone project demonstrates the student’s mastery of visual language and thematic narrative and serves as the central project in their professional portfolio. Capstone projects are expected to be of professional, festival-level quality when submitted. All students are encouraged to enter this project into the appropriate animation festivals. All completed projects that meet the above standards are shown in Animation Showcase. the next annual Woodbury Pre-Capstone Requirements Pre-Capstone 289): At the end of theProgress Portfolio (ANIM must submit a progress all students second year, artist statement to the Progressportfolio and written will consist of work This portfolio Portfolio Review. taken prior to the review, from all studio courses Personal work is alsoincluding Design Foundation. reviewers and the departmentencouraged. Faculty if the student has developedchair will determine storytelling, visual language,an understanding of skillsanimation and design principles, and digital sequence.necessary to advance to the junior studio minimuma with review this pass to fail who Students remedi- rank of acceptable in all categories must andate based on the reviewers’ recommendations to the fallresubmit their portfolio for review prior semester. the facultyProgress Portfolio Review also provides - lower-divi an opportunity to gauge the success of learningsion courses of the major in meeting the outcomes of the program. Using the Curriculum success ofMap, faculty can review each course for achievementteaching content, as well as the overall of the program.of the students in the first two years may be imple- Possible adjustments are discussed and mented in the following year. - students in develop This supports the final reviews. their own work to critically analyze ing the ability of others. and the work Animation

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a n- a ri- the ips. m- wide 0 t s I m- s he ny 2 oc sh a nd 1 L sis co a tions outreach in the U.S. tions, as well as on-campus student clubs, - a vari offers Office Career Development ry’s ssful internship search strategies and help ssful internship search onjunction with ANIM 491, Internship e requirements of the internship. ing company must complete an evaluation of nities and to study away either in a summ er c excellence in coursework, full-time studen ek. Students are responsible for completin m or as an exchange student are a vital pa m or as an exchange student are a vital a related field. This may be paid or unpaid l animation, and related arts. Opportunitie y hool of Media, Culture & Design offers su ips or work experience give students a clos ips or work experience give students a bu of animation, including film, games, expe of animation, including film, games, iew opportunities, alumni connections, and iew opportunities, e th or c tudy-away programs, exploring topics such a a rogram. senio hould be accomplished in the junior or of

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tten journal, which may include art detailing k at the professional world of animation. k at the professional world of animation. r s nt plo te er hours completed. This signed evaluation will b er ur i e d s r w plore the rich Los Angeles entertainment plore the rich Los Angeles entertainment ar minar. With the aim of maintaining the highest perience, how they met the learning objectives periences outside the classroom and campus. og e p e s bmitted to the chair of the department to rn ng e udents connect with employers through internship udents connect with on l e p s rg x rior to graduation, students must complete re n internship contract with the sponsor compa nd x nd ty of programs, services, and resources to as ty of programs, services, he re x e e om i po nt nt oo a a ho a a wr s th su p Away Study Th me design, fashion, and photography. Past loca den Experience Internship/Work P s an S level p e of SPECIAL LEARNING OPPORTUNITIES/ SPECIAL REQUIREMENTS Wo e T st on and off-campu postings, resume collections, i em faculty members University Animation Woodbury a te l o conferences, and screenings of lectures, offer ra me e pr th y i o e c 2016-2017 Course Catalog 2016-2017 Course ACADEMIC STANDARDS ACADEMIC for a profes- Below-average work is not acceptable sional degree. Students must maintain a grade of “C” (2.0) or higher for any core animation studio in order to continue in the studio sequence. A student whose grade drops below a “C” must repeat that studio prior to enrollment in the succeeding studio. In order to meet these standards, it is strongly recom- mended that a student not enroll in more than nine studio-units in a semester. Core animation studios include ANIM 100, Animation Principles; ANIM 161, Introduction to Digital Media; ANIM 211, Storyboarding; ANIM 203, Sophomore Studio I; ANIM 204, Sophomore Studio II; ANIM 305, Junior Studio I; ANIM 306, Junior Studio II; ANIM 485, Senior Studio I; ANIM 486, Senior Studio II; and ANIM 495, Animation Portfolio. STUDENT WORK to supportingThe Animation program is committed work. Thethe students in ownership of their creative workuniversity reserves the right to retain student purposes.for archival, educational, and marketing oneIn general, original work is returned within but may be kept for up to three years calendar year, of workto meet accreditation needs. Digital copies on the decision of based may be kept indefinitely, in chargethe Animation department faculty member details on thisof maintaining the archive. For further see the Animation portal site. policy, art, , layouts, and traditional animation. layouts, and art, storyboards, - may include charac animation projects Stop motion and Both traditional and miniature sets. ter puppets films are completed digitally. stop motion animated is done entirely on theComputer graphic animation of animation, the final In all three types computer. will be digital, and may beoutput of the project digitally. presented and archived reviewed by professionals duringAll student work is at the end of each semester. the juried review period compile their work into port- In addition, students the second year to be assessedfolios at the end of industry professionals. In theby faculty and invited students develop their professional port- senior year, andfolio, which is reviewed by industry professionals The final capstone members of the animation faculty. Animation project is presented at the Woodbury Showcase. Animation 141 - Proficiency in computer systems operations, includ- Proficiency in computer aing communication, upgrades, and management; available infamiliarity with the multiple platforms labs. IT Woodbury success- A proficiency in Internet research, through Theory andful completion of LSCI 105, Information Bibliograph- Practice, or an appropriate equivalent. ic documentation of database and web-based in allsources of both text and images is required Animation courses. for Proficiency in word processing and document matting, including image and color management for printing. inProficiency in file and asset management a multiple soft- shared digital environment and using throughware programs in an animation pipeline tosuccessful completion of ANIM 161, Introduction to 3DDigital Media, and ANIM 262, Introduction Computer Animation; or appropriate equivalents. forProficiency in computer graphics software image processing and two- and three-dimensional animation, as demonstrated through successful completion of ANIM 100, Animation Principles; ANIM 161, Introduction to Digital Media; ANIM 262, Introduction to 3D Computer Animation; ANIM 263, Introduction to Stop Motion; or appro- priate equivalents. are happy to sponsor many ASIFA-Hollywood events to sponsor many ASIFA-Hollywood are happy book signings, including screenings, on campus, industry professionals. discussions led by and panel to to join ASIFA-Hollywood Students are encouraged of membership, includingreceive the many benefits with industry profession- an opportunity to network als. STUDENT COMPUTER AND OTHER EQUIPMENT EQUIPMENT AND OTHER STUDENT COMPUTER REQUIREMENTS The Department of Animation requires a laptop com- puter for third- and fourth-year studios beginning with ANIM 305, Junior Studio I, but also strongly rec- COMPUTER LITERACY REQUIREMENTS REQUIREMENTS LITERACY COMPUTER requires its graduates toThe Animation Department digital media of represen- be literate in the current as demonstrated by thetation and communication, following: •  •  •  •  •  Media literacy is embedded in the curriculum at all levels, and animation students are expected to demonstrate these proficiencies through successful completion of their coursework. - - HOLLYWOOD - 2016-2017 Course Catalog 2016-2017 Course ing of animation talent. ASIFA Animated Film The International ASIFA-Hollywood, International, is the largest chapter of ASIFA Society, a UNESCO-chartered non-profit organization dedi- cated to the advancement of the art of animation. University and the Animation program Woodbury CTN ANIMATION EXPO CTN ANIMATION The CTN Animation Expo, the largest talent-focused conference, is held yearly in the Burbank area. It brings together artists, educators, and students from including film and the global animation community, University video, gaming, and education. Woodbury is a proud sponsor of this event and encourages our students to volunteer and attend this unique gather Local Events and Organizations the Los Ange- Because we are located in the heart of local events there are many les animation industry, expand theand organizations that can enrich and time at Woodbury. animation student’s mance experiences in the greater Los Angeles area.mance experiences a journal of both written andEach student maintains of thevisual material and takes part in discussions assists the stu- various events they attend. The faculty film trendsdents in connecting the current art and animation,they are experiencing to the history of Woodbury. art, and film they are studying at Lectures the full-time Animation faculty hosts a fall Each year, from localand spring lecture, inviting professionals speak to stu- studios to come present their work and lectures havedents about a variety of topics; recent and a TV show, focused on character design, pitching Studentsusing motion analysis in gaming animation. andattend these lectures as part of their coursework receive credit in some classes. This required course takes students off-campus to takes students off-campus This required course of art, design, film, and perfor attend a wide range Design Symposia have included London, Paris, Cuba, and Turkey. Cuba, and Turkey. London, Paris, have included communications and programs in visual Exchange and Mexico, Germany, are available in well as opportunities with athe Netherlands, as worldwide. Woodbury number of other universities students, many of whomalso hosts international program, creating aparticipate in the Animation in our production studios. cross-cultural experience Animation 142 15 Students will create a DVD pre- A selection of ten pieces from Students’ final class project and Total Units...... Total Portfolio Project: ANIM 102 Beginning Figure Drawing ANIM 102 Beginning Figure 3 UNITS Expressive This is a beginning course in life drawing. emphasizing and technical studies in various media Prerequi- Studio. gesture, structure, and anatomy. site: FOUN 101, Beginning Drawing. Portfolio Project: Workshop Review ANIM 112 Portfolio 1 UNIT This is a lecture course in the preparation of aca- demic portfolios to support students in preparing Lecture. Prerequisite: for Progress Portfolio Review. None. Digital Media to ANIM 161 Introduction 3 UNITS This studio course introduces students to the funda- mental computer applications and processes used for digital media production. Emphasis on software programs dealing with imaging, drawing and paint- ing, editing, compositing, motion graphics, raster, and vector artwork. Studio. Prerequisite: None. Animation Courses Animation Principles ANIM 100 Animation 3 UNITS studio course in the funda- This is an introductory animation. Through lecture, mental principles of in-class exercises, the students demonstration, and theory and mechanics of the will study the basic will develop both drawing and discipline. Students through the creation of simple observational skills such as squash and animations using principles follow-through. Emphasis on stretch, overlap, and character design, - the fundamentals of the creation ing, and layout will be studied through Prerequisite: of a short animation project. Studio. None. Portfolio Project: varying projects representing the student’s best best varying projects representing the student’s Written work will be presented in portfolio form. be included. material and supporting sketches may sentation of all major projects. Supporting written animation test is delivered on a DVD. Supporting animation test is delivered on a DVD. art and written material may be included. 3 3 3 3 3 3 3 3 3 3 3 3 3 3 15 Units Animation Principles Introduction to Digital Media Beginning Figure Drawing Storyboarding Character Animation History of Animation I Visual Development Animal Drawing Introduction to 3D Computer Animation Animation Principles Storyboarding Introduction to Digital Media History of Animation 1 Design and Composition ANIM 100 ANIM 161 ANIM 102 ANIM 211 ANIM 221 ANIM 240 ANIM 340 ANIM 330 ANIM 262 ANIM 100 ANIM 211 ANIM 161 ANIM 240 FOUN 102 ANIM Minor (for Non-Design Majors) Catalog 2016-2017 Course Total Units...... Total Select one from the following courses: MINOR REQUIREMENTS MINOR ANIM Minor (For Design Majors) LAB FEES is applied toSome courses require a lab fee, which Specificinstructional supplies utilized in the studio. the catalog. fees are outlined in the Fee section of ommends this for first-year students. The system andstudents. The system this for first-year ommends - with existing on-cam be compatible software must Macmay choose either labs. Students pus computer needs and budget. Questionsor PC based on their Specific the department chair. may be directed to requirements are listed onhardware and software site.the Animation portal must purchase an externalAll incoming students classes and to catalog theirhard drive for use in are listed on the Anima- work. Specific requirements the university website. tion portal site and for email and ISP accounts;Students are responsible muststudent-owned computers used on campus onhave a network and/or wireless card, depending where the computer will be used. Animation 143 Students will create a presen- Students will create A selection of ten observational Student will submit a journal Students will create three anima- tation in portfolio form of assignments such as tation in portfolio workbook background design, scene layout, and written example. All research, preliminary work, will be statement and artist’s treatment of story, included as part of the portfolio. Portfolio Project: 1 UNIT or events Students will attend lectures, exhibitions, Both on- and exploring a variety of topics in design. events are encouraged. Lecture. Prereq- off-campus uisite: None. Portfolio Project: ANIM 211 Storyboarding 3 UNITS for anima- This is a studio course in storyboarding story struc- tion. Emphasis is on visual storytelling, language, ture, character development, cinematic and drawing techniques used in storyboarding. Stu- dio. Prerequisite: ANIM 100, Animation Principles. Portfolio Project: Animation ANIM 221 Character 3 UNITS This course focuses on the examination and explo- ration of the figure, both nude and clothed, as a reference for creating animated characters, sequen- tial studies, and caricature. Studio. Prerequisite: ANIM 203, Sophomore Studio I: Animation; ANIM 102, Beginning Figure Drawing; or FOUN 105, Intro- duction to Figure Drawing. - fundamentals of ani course in the This is a studio composition as staged and pictorial mation layout will characters. Topics for animated environments lighting and tone, issues of include perspective, elements, natural elements, and style, architectural state- devices. The artist’s props as visual storytelling year Progress Portfolio ment for the sophomore in this class. Studio. Prerequisites: will be completed Drawing; ANIM 203, Soph- FOUN 101, Beginning FOUN 104, Drawing Concepts omore Studio I; and and Composition. Portfolio Project: ANIM 210 Design Symposia including collected materials, writing, and sketching including collected materials, writing, related to the events attended. tion storyboards presented in a portfolio or DVD. All supporting writing and art related to the boards may be included. Students will create a DVD pre- Three animation storyboards Students’ final class projects and 2016-2017 Course Catalog 2016-2017 Course ANIM 204 Sophomore Studio II: Layout ANIM 204 Sophomore 3 UNITS Portfolio Project: ANIM 203 Sophomore Studio I: Animation ANIM 203 Sophomore 3 UNITS This is a studio course building on ANIM 100, Animation Principles. Students develop skills in character animation. Emphasis is on the basic prin- ciples of character development, performance, and animation techniques. Students will assemble their projects into a finished pencil test animation reel. Prerequisite: ANIM 100, Animation Principles. Portfolio Project: ANIM 1931 Open Studio: Storyboarding 3 UNITS for ANIM This course can substitute or remediate in 121, Storyboarding. An open studio course is on visual storyboarding for animation. Emphasis development, storytelling, story structure, character used cinematic language, and drawing techniques Consent of in storyboarding. Studio. Prerequisite: instructor or department chair. Portfolio Project: ANIM 193 Open Studio: Animation Principles ANIM 193 Open Studio: 3 UNITS or remediate for ANIM This course can substitute This is an introductory 100, Animation Principles. principles of animation course in the fundamental studio format. Students will taught in an open and observational skills develop both drawing simple animation exercises through creation of as squash and stretch, overlap, using principles such Emphasis on the fundamentals and follow-through. layout will of character design, storyboarding, and animation be studied through creation of a short of instruc- project. Studio. Prerequisite: Permission tor or department chair. material, storyboards, and concept sketches should sketches should storyboards, and concept material, slide shows in the the DVD either as accompany portfolio format. DVD or in sentation of the pencil test animation reel including all major projects. Any written material for the course will be included in the portfolio. should be presented in portfolio format. All should be presented in portfolio format. the boards supporting writing and art related to should be included. animation tests will be delivered on a DVD. Sup- animation tests will be delivered on a be included. porting art and written material may Animation 144 Students will create a DVD Students will create a DVD pre- A final paper for the course will for the course A final paper Animation I. Animation Portfolio Project: This course will focus on instruction in the fun- This course will focus on instruction in to damental principles of animation as applied Emphasis on three-dimensional digital animation. light- the basic processes of modeling, texturing, a series ing, and rendering. Students will create light simple of simple animations, and model and ANIM 161, props using 3D software. Prerequisite: Introduction to Digital Media. Portfolio Project: Motion Stop to ANIM 263 Introduction 3 UNITS This studio course is an introduction to the funda- mentals of stop motion and experimental anima- tion. Students experiment with lighting, staging, and camera placement while animating three-di- mensional materials shot with a digital camera in real three-dimensional space. The student will learn specialized animation software specifically designed to shoot stop motion animation. For final review, students are required to submit four finished proj- Prerequisite: format on a DVD. ects in QuickTime None Portfolio Project: Portfolio Animators Essentials for Films: ANIM 245 Iconic 3 UNITS is created one image at a Even though animation cinema, and, as such, the time, it is still considered animated films to be ev- audience expects future This course is intend- cinematic in content. er-more of the great films and film- ed to be an overview century and how they influenced makers of the last we know it. Material will be the art of cinema as supple- through lectures and screenings of films, Prerequi- mented by suggested reading. Lecture. I. sites: WRIT 111, Academic Writing Animation 3D Computer to ANIM 262 Introduction 3 UNITS sentation of all major projects. Supporting written sentation of all major projects. Supporting may material, storyboards, and concept sketches in the accompany the DVD either as slide shows DVD or in portfolio format. presentation of all animation projects created in material, concept sketches, and the course. Written other material may be included. be included in printed form. be included in printed

A final paper for the course will Students will create a minimum A selection of ten pieces from A selection of ten 2016-2017 Course Catalog 2016-2017 Course Portfolio Project: Animation II of ANIM 241 History 3 UNITS This is a lecture course building on ANIM 240, History of Animation I, and focusing on specific animation genres, studios, and artists. Course con- tent will include research, readings, screenings, and visiting lecturers. Prerequisite: ANIM 240, History of This lecture course focuses on the historical, the- oretical, aesthetic, and technical developments that have shaped the medium since its beginnings. Lectures include screenings of animated works, stages of production, and a general overview of the animation process. Lecture. Prerequisite: None. ANIM 240 History of Animation 1 of ANIM 240 History 3 UNITS Portfolio Project: ANIM 231 Painting: Traditional and Traditional ANIM 231 Painting: Digital Explorations 3 UNITS painting This course is a beginning studio exploring media. techniques in both traditional and digital gouache, and acrylic will be explored, Watercolor, that mimic as well as digital painting techniques Studio. traditional and more experimental styles. or Prerequisite: FOUN 103, Color and Composition, permission of instructor. Portfolio Project: ANIM 223 The Costumed Figure ANIM 223 The Costumed 3 UNITS emphasizing the figure with An intermediate studio Investigation of both drawn costumes and props. using a variety of media. Topics and painted forms and lighting. color, include composition, studies from in-class figure work and a selection work and a selection in-class figure studies from best the student’s projects representing of varying form. Research, be presented in portfolio work will and written statements may supporting sketches, be included. be included in printed form. of six finished paintings—three traditional and of six finished paintings—three traditional three digital—in portfolio format. Supporting included. sketches and written material may be varying projects representing the student’s best best varying projects representing the student’s Written work will be presented in portfolio form. be included. material and supporting sketches may Animation 145 Each student will compile a Each student will assemble a an artist’s statement will be included as part of the will be included statement an artist’s portfolio. ANIM 316 Intermediate Animation ANIM 316 Intermediate 3 UNITS This is an intermediate class focused on traditional animation and building on the skills introduced in Sophomore Studio II. Emphasis is on character Portfolio Project: Studio II ANIM 306 Junior 3 UNITS all This is an advanced studio course integrating aspects of professional animated production. teams in Students will work in their established developed the production of the animated project elements of in Junior Studio I. Emphasis is on the visual storytelling, animation, sound, editing, and statement and a proposal compositing. The artist’s Stu- class. this in completed be will Studio Senior for dio. Prerequisite: ANIM 305, Junior Studio I. Portfolio Project: ANIM 305 Junior Studio I ANIM 305 Junior 3 UNITS studio course in project This is an intermediate on the execution of story development focusing projects. Students will form into film or interactive six to create a project proposal, in groups of four to in Junior Studio II. Topics which will be completed structure, theme, continuity, will include dramatic presentation skills. Project visual language, and a treatment, storyboard, proposals will include design, short animatic, and concept art, character project will production schedule showing how the 204, be completed. Studio. Prerequisites: ANIM Progress Sophomore Studio II: Layout; ANIM 289, in order to Portfolio. Students must have a laptop enroll in this class. portfolio or DVD of his or her contribution to the portfolio or DVD of his or her contribution be included animated project. The full animatic may material will at the end of the DVD for context. All of a scene be clearly labeled, explaining what part and con- the student worked on. Supporting sketch be included in cept art, and written material should a process book or portfolio format. properly documented clip reel of his or her contri- bution to the animated project on a DVD. The full project may also be included at the end of the DVD for context. Supporting sketches, art, and written material should be included in a process book or portfolio format.

Students will create a DVD pre- Students will submit a presen- sentation of the pencil test animation reel including sentation of the pencil test animation for the all major projects. Any written material course will be included in the portfolio. 2016-2017 Course Catalog 2016-2017 Course Portfolio Project: ANIM 2931 Open Studio: Studio II: Layout Sophomore 3 UNITS This course can substitute or remediate for ANIM 204, Sophomore Studio II:. ANIM 2931 is an open studio course in the fundamentals of animation layout and pictorial composition as staged environ- will include ments for animated characters. Topics perspective, lighting and tone, issues of style, archi- tectural elements, natural elements, and props as statement for visual storytelling devices. The artist’s Progress Portfolio will be com- the Sophomore Year pleted in this class. Studio. Prerequisites: FOUN 101, Beginning Drawing; ANIM 203, Sophomore Studio I; FOUN 102, Design and Composition; or consent of the instructor or department chair. Portfolio Project: Portfolio Project: ANIM 293 Open Studio: Studio I: Animation Sophomore 3 UNITS for ANIM This course can substitute or remediate an open 203, Sophomore Studio I. ANIM 293 is Animation studio course building on ANIM 100, skills in charac- Principles, in which students develop principles of ter animation. Emphasis is on the basic and compo- character development, performance Prerequisites: sition, and visual storytelling. Studio. ANIM 121, ANIM 100, Animation Principles, and or de- Storyboarding, or consent of the instructor partment chair. ANIM 289 Progress Portfolio Progress ANIM 289 0 UNITS ANIM 305, Junior as a prerequisite to Required prepare a digital portfolio Studio I, students will each Animation and Design including work from from courses completed. Work Foundation studio major and personal work may transferred into the will complete a written also be included. Students on strengths, weaknesses, and statement reflecting members will assess the goals. A panel of faculty for progress in the major and students’ portfolios studios. Studio. readiness for upper-division tation in portfolio form of background design, scene layout, and workbook example. All research, and preliminary work, written treatment of story, Animation - 146 The portfolio project of this courseof portfolio project The A selection of six pieces from A selection of ten pieces from A selection of ten sonal style through experimentation with materials with materials through experimentation sonal style ANIM Prerequisite: ideas. Studio. and compositional Drawing. 102, Beginning Figure and props. Students will also further develop a per further develop a Students will also and props. 3 UNITS This is an advanced studio course in three-dimen- sional computer animation. Emphasis is on advanced animation techniques, staging, lighting, texturing, and rendering. Students will create an animated sequence and produce it from start to finish. Studio. Prerequisite: ANIM 361, 3D Computer Animation I. Portfolio Project: I Animation ANIM 361 3D Computer 3 UNITS 3D computerThis is an intermediate studio course in rigging, and include modeling, applications. Topics 3D com- techniques of character animation using usingputer software. Students will create projects and exploreboth character and camera animation, ANIMlighting and texturing. Studio. Prerequisite: 262, Introduction to 3D Computer Animation. Portfolio Project: Animation II ANIM 362 3D Computer Portfolio Project: Development Visual ANIM 340 3 UNITS explore composition, Students examine and design, and various style, character lighting, color, animation painting techniques as components of Emphasis is development and visual storytelling. develop- placed on techniques used by professional indus- ment artists and illustrators in the animation Animation; Prerequisites: ANIM 221, Character try. ANIM 204, Sophomore Studio II: Layout. varying projects representing the student’s best best varying projects representing the student’s Research, work will be presented in portfolio form. may supporting sketches, and written statements be included. varying projects representing the student’s best the student’s varying projects representing in portfolio form. Written work will be presented sketches may be included. material and supporting will consist of a DVD of three or more projects—in- cluding the final project—showing the range of skills the student gained during the course. Supporting written and sketch material may be included on the DVD as a slide show or presented in a portfolio format. A DVD A selection of ten pieces from A DVD presentation of all ani- A DVD presentation presentation of the student’s best work will be best work will be presentation of the student’s recorded during the class sessions. 2016-2017 Course Catalog 2016-2017 Course ANIM 335 Experimental Figure Drawing ANIM 335 Experimental Figure 3 UNITS This course is an advanced studio course in figure drawing using various dry media. Emphasis is on non-traditional visual sense of figure through the use of interpretive distortion and discovery through the juxtaposition of materials. Students will draw costume, from the model with full figure, drapery, Portfolio Project: ANIM 330 Animal Drawing 3 UNITS in sketching This is an intermediate studio course in and drawing animals. Students will participate at the onsite drawing of a wide variety of animals on Los Angeles Zoo, as well as drawing sessions animals. campus utilizing both domestic and wild and pro- Basics include gesture, rhythm, volumes, character portion with an emphasis on quick study, Stu- design, movement, and comparative anatomy. dio. Prerequisites: ANIM 221, Character Animation; ANIM 102, Beginning Figure Drawing; FOUN 105, Introduction to Figure Drawing. Portfolio Project (for Animation students): Portfolio Project ANIM 325 Introduction to Acting and Improvisation and Acting to ANIM 325 Introduction 3 UNITS anyone interested in exploring This is a course for “through their own creativity, human behavior and both individually Working the lens of the actor.” tools actor’s and in groups, students will explore the and of observation, listening, physical expression, imagination, as well as the basics of improvisation Emphasis is on acting for and creating a character. will be vid- the screen and television: class sessions eotaped. Studio. Prerequisite: None. Portfolio Project: construction and drawing, expressions and posing, and posing, and drawing, expressions construction - planning, second storytelling, scene sequential Studio. Prerequisite: and dialogue. ary animation, Studio I: Animation. ANIM 203, Sophomore varying projects representing the student’s best varying projects representing the student’s work will be presented in portfolio form. Written material and supporting sketches may be included. mation tests will be presented as a pencil test reel. mation tests will be sketches, designs, and material, supporting Written research may be included. Animation 147 The portfolio project for this The portfolio project to take this course to develop puppets, props, and puppets, props, course to develop to take this films. For final their capstone senior stages for a finished are required to submit students review, format on a DVD, or docu- project in QuickTime of their assets on a disc. ment the development is limited based on stage space Course enrollment ANIM 263, Introduc- and equipment. Prerequisite: tion to Stop Motion. ANIM 393 Open Studio: Junior Studio I ANIM 393 Open Studio: Junior 3 UNITS This course can substitute or remediate for ANIM 305, Junior Studio I. This is an intermediate open studio course in project development focusing on the execution of story into film or interactive projects. Students will form groups of four to six to create a project proposal, which will be complet- will include dramatic ed in Junior Studio II. Topics visual language, and structure, theme, continuity, presentation skills. Project proposals will include a treatment, storyboard, concept art, character design, short animatic, and production schedule showing how the project will be completed. Studio. Prerequisites: ANIM 204, Sophomore Studio II, and ANIM 289, Progress Portfolio. Portfolio Project: Seminar Research ANIM 380 Senior 3 UNITS students The capstone research seminar provides capstone with the opportunity to explore possible materials, projects, research and gather support if neces- identify a faculty review committee, and, At the end of the gather a team to the project. sary, students will submit an Anima- research semester, by three tion Capstone Project Proposal signed the disciplines members of the faculty representing proposal. Prerequisites: delineated in the student’s of chair. ANIM 305, Junior Studio I, and consent teams may, Students involved in interdisciplinary appropriate with the permission of the chairs of the 302, Media departments, participate in either TECH or GAME 302, Game Research Seminar, Technology in lieu of ANIM 380, Capstone Research Seminar, Senior Research Seminar. course consists of a DVD presentation of all anima- course consists of a mate- in the course. Written tion projects created and other material may be rial, concept sketches, included. The portfolio project of this The portfolio project of this The portfolio project of this course project of this The portfolio will consist of a DVD of the completed sequence of a DVD of the completed will consist from all stages of production.including examples sketches, research, andSupporting storyboard, be included as a slide show orwritten material may format. presented in portfolio 2016-2017 Course Catalog 2016-2017 Course ANIM 366 Puppet Building for Stop Motion Stop for Building ANIM 366 Puppet 3 UNITS This studio course is an in-depth investigation into the art and animation of stop motion and experi- mental animation. The student will develop, design and shoot a stop motion short animated project based on their own ideas. Students are allowed Portfolio Project: ANIM 364 2D Computer Animation II Animation ANIM 364 2D Computer 3 UNITS principles of ANIM 364 is an advanced course in the is on the two-dimensional compositing. Emphasis enhance the use of post-production techniques to in production visual storytelling and problem-solve of editing and include principles situations. Topics Prerequisite: the visual language of cinema. Studio. ANIM 161, Introduction to Digital Media. Portfolio Project: This is a course focusing on 2D software currently in This is a course focusing of television and short-form ani- use for production on applying the basic principles mation. Emphasis is in a two-dimensional CG of animation production project to environment. Students will create a short Prerequisite: completion in the 2D software. Studio. consent or Media, Digital to Introduction 161, ANIM of the instructor. ANIM 363 2D Computer Animation I ANIM 363 2D Computer 3 UNITS Portfolio Project: Portfolio course will consist of a DVD of animation show- ing an understanding of compositing principles. At least one example of a complete scene broken down into the various layers should be included. All supporting process art and written material may be presented in portfolio format. All DVDs should be accompanied by a detailed shot list. course will consist of a DVD of the final project course will consist of a DVD of the final gains during showing the range of skills the student materi- the course. Supporting written and sketch show or al may be included on the DVD as a slide presented in a portfolio format. Animation 148 orkshop W Animation

The portfolio project will con-sist A DVD presentation of all ani- A selection of ten pieces from A selection of ten pieces 61, Introduction to Digital Media, and ANIM 262, Introduction to 3D Computer Animation, or consent of instructor. Project: Portfolio ANIM 410 Advanced Figure Drawing Figure ANIM 410 Advanced 3 UNITS the life drawing and advanced course in This is an figure using a variety of tradi- study of the human media. Emphasis is on the tional and experimental art for use in professional development of figure Prerequisite: ANIM 102, Begin- portfolios. Studio. ning Figure Drawing. Project: Portfolio AnimationANIM 420 Effects 3 UNITS of ef- This course is an introduction to the principles fects animation in both two- and three-dimensional will include projects, hand-drawn and CG. Subjects fire, smoke, shadows, and other natural water, phenomena. Emphasis will be on the appropriate use of effects to support the story and art direction in an animated project. Studio. Prerequisites: ANIM 1 ANIM 416 Character 3 UNITS focusing on This is an advanced studio workshop envi- character animation within the production Emphasis is ronments of junior and senior studios. layout, on setting up a scene, including character and placing posing, timing, dialogue, performance, Studio. story. the scene within the continuity of the I: Ani- Prerequisite: ANIM 203, Sophomore Studio mation. Project: Portfolio mation tests will be presented as a pencil test reel. mation tests will be presented as a pencil and material, supporting sketches, designs, Written research may be included. of a DVD including six projects, three in 2D animation and three in 3D animation. Supporting sketches and written material will be assembled in a project book to be presented with the DVD. varying projects representing the student’s best the student’s varying projects representing in portfolio form. Written work will be presented sketches may be included. material and supporting The portfolio project consists of a Each student will assemble a Each student will compile a port- will compile a Each student 2016-2017 Course Catalog 2016-2017 Course Portfolio Project: ANIM 405 Background Painting ANIM 405 Background 3 UNITS This is an advanced studio course in background painting techniques, both traditional and digital. Emphasis is placed on staging and supporting the theme and narrative of the animated story through mood. composition, perspective, tone, and color, Studio. Prerequisites: ANIM 204, Sophomore Studio II, and ANIM 340, Visual Development, or consent of instructor. Portfolio Project: 3 UNITS or remediate for ANIM This course can substitute II. This is an advanced open 306, Junior Studio all aspects of professional studio course integrating in their animated production. Students will work the animat- established teams in the production of I. Emphasis ed project developed in Junior Studio anima- is on the elements of visual storytelling, The artist’s tion, sound, editing, and compositing. will be statement and a proposal for Senior Studio ANIM completed in this class. Studio. Prerequisite: or 305, Junior Studio I, or consent of instructor department chair. ANIM 3931 Open Studio: Junior Studio II Junior ANIM 3931 Open Studio: Portfolio Project: Portfolio selection of six pieces from varying projects repre- best work presented in portfo- senting the student’s lio form. Research, supporting sketches, and written statements may be included. properly documented clip reel of his or her contri- properly documented clip reel of his or The full bution to the animated project on a DVD. of the DVD project may also be included at the end and written for context. Supporting sketches, art, book or material should be included in a process portfolio format. folio or DVD of his or her contribution to the ani- of his or her contribution folio or DVD at may be included The full animatic mated project. for context. All material will be the end of the DVD which part of a scene the clearly labeled, explaining Supporting sketch and concept student worked on. should be included in a art, and written material, format. process book or portfolio Animation 149 - Students will maintain a writ- Students will maintain a writ- Students will maintain 4 UNITS - Students will create a produc- Portfolio Project: tion bible that will be maintained through the 1 UNIT to prepare This round-table seminar is designed students for a successful internship experience. applying for Subjects will include researching and expec- internships, mock interviews, and company completed tations for interns. Students who have Course internships will present their experiences. each and will meet for three sessions of five hours standing plus include a lunch. Prerequisites: Junior consent of chair. Portfolio Project: Studio I ANIM 493 Open Studio: Senior 4 UNITS This course can substitute or remediate for ANIM 485, Senior Studio I. ANIM 493 is an advanced open studio course that consolidates all ani mation methodologies. Emphasis is on concept design and preproduction processes for the Senior Thesis Project. Students will develop presentation storyboards, process books, concept design, and animatics. Studio. Prerequisite: ANIM 306, Junior Studio II. Students must pass Sophomore Portfolio Review or have the consent of the instructor or department chair. ANIM 490 Internship Work Experience Work Internship ANIM 490 1 in anima- internship is an off-campus ANIM 490 with or without credit. The tion that may be taken for submitting the student bears the responsibility the sponsor of the partic- proposal that identifies the learning objectives, and ipating organization, The department chair must criteria for evaluation. A minimum of forty hours approve all internships. unit of credit. Prerequisites: is required for each junior standing, Seminar, Animation 491, Internship the department chair. and permission of Portfolio Project: Seminar ANIM 491 Internship ten journal which may include art detailing the ten journal which may include art detailing the learning internship experience, how they met they gained outcomes, and what professional skills from the internship. ten journal which may include art detailing the ten journal which may include art detailing objectives, experience, how they met the learning from the and what professional skills they gained internship. A selection of ten pieces from Students will create a completed Student will create a production varying projects representing the student’s best best varying projects representing the student’s Written work will be presented in portfolio form. be included. material and supporting sketches may 2016-2017 Course Catalog 2016-2017 Course Portfolio Project: ANIM 486 Senior Studio II ANIM 486 Senior 4 UNITS This advanced studio course covers all aspects of animation production. The course is a continuation of Senior Studio I. Emphasis is on production of the Senior Thesis Project and preparation for national or international animation festivals. Studio. Prereq- uisites: ANIM 485, Senior Studio I, and permission of the instructor. Portfolio Project: ANIM 485 Senior Studio I ANIM 485 Senior 4 UNITS all anima- This advanced studio course consolidates design, tion methodologies. Emphasis is on concept thinking for preproduction processes, and design develop the senior thesis project. Students will concept presentation storyboards, process books, ANIM design, and animatics. Studio. Prerequisite: 306, Junior Studio II. Portfolio Project: Portfolio Project: ANIM 430 Figure Drawing Workshop Drawing Figure ANIM 430 3 UNITS drawing course is an advanced figure This course technique including use with a focus on linear Emphasis is on continuing of one-minute poses. knowledge combined refinement of anatomical in light, and composi- with use of line, modeling expressive and personal style. tion to develop an to support students in the This course is designed portfolio that meets development of a professional ANIM 102, Begin- studio standards. Prerequisite: or FOUN 105, Introduction to ning Figure Drawing, Figure Drawing. poster for the final project and the production bible for the project will be submitted. The final project will be submitted as a DVD in an appropriate pro- fessional case. bible that will be maintained through the comple- bible that will be maintained through storyboards, tion of the thesis project. Concept art, will be character design, and research material as a included. The final animatic will be submitted DVD. Animation 150 To be determined by the instruc- To All elements of the student’s student’s All elements of the be determined by the instruc- To 4 UNITS - - Studio. Prerequi animation artists. entrepreneurial II. 306, Junior Studio site: ANIM tor and chair of Animation. All projects must in- clude an art component and a written component. ANIM 299, 399, 499 Independent Study 1 of This course is an individual studio investigation peri- Regular, special interest chosen by the student. member are odic meetings with an assigned faculty and approval required. Students must have consent Thirty hours required for of the department chair. units of credit each unit of credit. No more than ten courses toward may be given for independent study degree. Prerequisite: Independent study the BFA contract. Portfolio Project: Portfolio Project: in Animation 470 Topics ANIM 170, 270, 370, 3 UNITS an in-depth study of special- These courses provide Lecture, three ized topics in the field of animation. week. Prereq- hours per week. Studio, six hours per uisite: Consent of instructor. Portfolio Project: projects from all classes will be reviewed and the projects from all classes be assembled into a profes- appropriate work will reel for job hunting. Resumes, sional portfolio and and other written statements, cover letters, artist’s The student will provide a material will be included. in the Animation archive. copy to be maintained must in- tor and chair of Animation. All projects component. clude an art component and a written All elements of the student’s All elements of the student’s Students will create a completed 2016-2017 Course Catalog 2016-2017 Course ANIM 495 Animation Portfolio 3 UNITS The focus of this course is instruction in the prepa- ration and presentation of the animation resume, portfolio, and reel. Lecture topics include profes- sional practice, studio structure, career strategies, and freelance business practices relating to anima- tion. Students will create long-term career strate- gies that reflect their personal goals and vision as Portfolio Project: ANIM 4932 Open Studio: Animation Portfolio 3 UNITS for ANIM This course can substitute or remediate is in the 495, Animation Portfolio. Instruction animation preparation and presentation of the include resume, portfolio, and reel. Lecture topics career strat- professional practice, studio structure, to animation. egies, and business practices relating Studio II, or Studio. Prerequisite: ANIM 306, Junior consent of instructor or department chair. Portfolio Project: ANIM 4931 Open Studio: Senior Studio II Senior ANIM 4931 Open Studio: 4 UNITS or remediate for ANIM This course can substitute II. ANIM 4931 is an advanced 486, Senior Studio covering all aspects of anima- open studio course is also a continuation of Senior tion production and is on the production of the Studio I. Emphasis and preparation for national Senior Thesis Project festivals. Studio. Pre- or international animation consent of requisite: ANIM 485, Senior Studio I, or instructor or department chair. - Concept art, story of the thesis project. completion will research material design, and boards, character as will be submitted The final animatic be included. a DVD. projects from all classes will be reviewed and the appropriate work will be assembled into a profes- sional portfolio and reel for job hunting. Resumes, statements, and other written cover letters, artist’s material will be included. The student will provide a copy to be maintained in the Animation archive. poster for the final project and the production bible poster for the final project and the production final project for the project will be submitted. The pro- will be submitted as a DVD in an appropriate fessional case.

Animation

ANIM 405 Background Painting Background 405 ANIM 1

ANIM 416 Character Animation Workshop Animation Character 416 ANIM 1

ANIM 410 Advanced Figure Drawing Figure Advanced 410 ANIM Elective 1

ANIM 490 Internship/Work Experience Internship/Work 490 ANIM 34

S S

ANIM 486 Senior Studio 2 Studio Senior 486 ANIM ALL

S S S S S S S Spring

YEAR 4 151

ANIM 495 Animation Portfolio Animation 495 ANIM 14

S S S S S S S

ANIM 485 Senior Studio 1 Studio Senior 485 ANIM ALL

Fall

ANIM 430 Figure Drawing Wokshop Drawing Figure 430 ANIM 1

ANIM 316 Intermiediate Animation Intermiediate 316 ANIM 1

ANIM 335 Experimental Figure Drawing Figure Experimental 335 ANIM 1

Elect.

ANIM 366 Stop Motion 2 Motion Stop 366 ANIM 12

ANIM 364 2D Computer Animation 2 (Compositing) 2 Animation Computer 2D 364 ANIM 12

ANIM 363 2D Computer Animation 1 (Flash) 1 Animation Computer 2D 363 ANIM 12

ANIM 362 3D Computer Animation 2 Animation Computer 3D 362 ANIM 12

ANIM 361 3D Computer Animation 1 Animation Computer 3D 361 ANIM 12

Prod. Tech. Elective

ANIM 380 Senior Research Seminar Research Senior 380 ANIM YEAR 3 1

ANIM 330 Animal Drawing Animal 330 ANIM 1

ANIM 241 History of Animation 2 Animation of History 241 ANIM 1

Spring

ANIM 306 Junior Studio 2 Studio Junior 306 ANIM 14

F F F F F F F

ANIM 340 Visual Development Visual 340 ANIM 1

ANIM 305 Junior Studio 1 Studio Junior 305 ANIM Fall 14

ANIM 289 Progress Portfolio Progress 289 ANIM 4

F F F F F

ANIM 231 Painting: Trad and Digital and Trad Painting: 231 ANIM 1

ANIM 223 Costumed Figure Costumed 223 ANIM 1

Elect.

ANIM 262 Introduction to 3D Computer Animation Computer 3D to Introduction 262 ANIM 12

ANIM 245 Iconic Film Iconic 245 ANIM 23

ANIM 221 Character Design Character 221 ANIM 1

Spring

ANIM 204 Sophomore Studio 2 (layout) 2 Studio Sophomore 204 ANIM 1

YEAR 2

ANIM 263 Introduction to Stop Motion Stop to Introduction 263 ANIM 1

ANIM 240 History of Animation of History 240 ANIM 34 B B

SUMMATIVE ANIM 211 Storyboarding 211 ANIM 1

Entrepreneurship

Fall

ANIM 210 Design Symposia Design 210 ANIM 34

4 S

ANIM 203 Sophomore Studio 1 (animation) 1 Studio Sophomore 203 ANIM 1

ANM 100 Introduction to Animation Production Production Animation to Introduction 100 ANM (High School Only) School (High 1

E

FOUN 104 Drawing and Composition and Drawing 104 FOUN 1

FORMATIVE ANIM 161 Introduction to Digital Media Digital to Introduction 161 ANIM 1

Civic Engagement

ANIM 112 Portfolio Review Workshop Review Portfolio 112 ANIM

ASSESSMENT 4

B B B B 3 F Spring

ANIM 102 Beginning Firgure Drawing Firgure Beginning 102 ANIM 1

FOUN 102 Design & Composition & Design 102 FOUN YEAR 1 1

FOUN 101 Beginning Drawing Beginning 101 FOUN 1

Fall

ANIM 100 Animation Principles Animation 100 ANIM BENCHMARK 1 Transdisciplinarity

B 2 Strategic Principles Strategic

1 1 14 12 12 12

134 124 ALL MAJOR COURSES MAJOR .. Design Thinking ACCOMPLISHED 1 in creative projects. of time-based media. a unique creative voice. Strategic Principles history and related fields. critiques in a studio setting. PRACTICED LEARNING OUTCOMES PROGRAM using visual and cinematic language. (BFA) of a professional quality reel and portfolio. Assuring Quality in Academic Animation 2016-2017 Course Catalog 2016-2017 Course that illustrates a working knowledge of animation process and product when offering and receiving Exhibit mastery of hand-based and digital art skills collaborative and independent production settings. Communicate artistic intent in a professional manner in a chosen skill set of animation through presentation Engage in constructive critical analysis of both creative Understand legal/ethical issues relating to professional Apply animation principles in the design and production Demonstrate artistic mastery of the tools and technology Develop and coordinate art and design strategies in both INTRODUCED Organize and present narrative content in storyboard form STRATEGIC PRINCIPLES Create a substantial body of personal work that showcases practices and career management in the animation industry. Bachelor of Fine Arts in Animation BFA Bachelor of Fine Arts in Animation CURRICULUM MAP Anthropology - 152 of consciousness. It looks at the role of religion in the role of religion It looks at of consciousness. religions, secular focusing on world society, today’s place and the holy wars, fundamentalism, religions, to other ways of knowing. of religion in relation WRIT 112, Academic Writing Lecture. Prerequisites: and Design; LSCI 105, Infor II, or WRIT 212, Rhetoric Practice, or LSCI 106, Informa- mation Theory and and Interior Architec- tion Sources in Architecture in the Disciplines. ture, or LSCI 205, Information ANTH 315 Visual Anthropology Visual ANTH 315 3 UNITS culture be- Visual media provide a rich analysis of cause it captures social activities where they occur. This course explores how visual media can enable us The to observe and record culture in a holistic way. course focuses on photographs, ethnographic films, documentary films, feature films, social media, and video-sharing sites. The class examines how people use visual media to record, analyze, or change real- and how media can both represent and distort ity, culture. Students have an opportunity to create their own visual artifact or perform anthropological analysis of an existing visual artifact. Lecture. Pre- II, or WRIT requisites: WRIT 112, Academic Writing 212, Rhetoric and Design; and LSCI 105, Information Theory and Practice, or LSCI 106, Information Sourc- es in Architecture and Interior Architecture, or LSCI ANTH 310 Food and Culture ANTH 310 Food 3 UNITS our survival as a species and Food is the basis for every aspect of culture. This touches upon almost of food across course examines multiple dimensions food rules include a wide variety of cultures. Topics and power, and symbolism, the link between food and food. and the relationship between gender in culinary cultural differences also examine We as well practices, traditions, and food technology, and health, as the cross-cultural dimensions of food and starva- obesity and thinness, and malnutrition with the tion. Students get hands-on experience by doing relationship between food and culture restaurants, fieldwork in venues such as markets, WRIT 112, and food banks. Lecture. Prerequisites: De- II, or WRIT 212, Rhetoric and Academic Writing and Practice, sign; and LSCI 105, Information Theory and or LSCI 106, Information Sources in Architecture in Interior Architecture, or LSCI 205, Information the Disciplines. - 3 3 3 3 3 3 Cultural Anthropology Society Animals, Culture and Ethnographic Seminar Anthropology of Religion Food and Culture Visual Anthropology ANTH 300 ANTH 220 ANTH 401 ANTH 305 ANTH 310 ANTH 315 2016-2017 Course Catalog 2016-2017 Course ANTH 305 Anthropology of Religion of ANTH 305 Anthropology 3 UNITS The course examines religion through a cross-cultur al lens. It explores major anthropological perspec- tives on the domain of the sacred. The class will an- alyze areas of mysticism such as , witchcraft, shamanism, spirit possession, and altered states ANTH 300 Animals, Culture, and Society ANTH 300 Animals, Culture, 3 UNITS This course examines human-animal interactions perspectives. from evolutionary and socio-cultural and animals It explores the co-evolution of humans the dating from the time of our earliest ancestors, in the role that animal domestication has played represen- development of human culture, animal of animal the phenomenon tations cross-culturally, concerning communication, and sociopolitical issues including animals as society, animals in Western companions, entertainment, and food. Lecture. Pre- II, or WRIT requisites: WRIT 112, Academic Writing 212, Rhetoric and Design; and LSCI 105, Information Theory and Practice, or LSCI 106, Information Sourc- es in Architecture and Interior Architecture, or LSCI 205, Information in the Disciplines. ANTH 220 Cultural Anthropology ANTH 220 Cultural 3 UNITS of the This course provides students with a study as re- similarities and varieties of human behavior arts and crafts, flected in kinship systems, religions, the world. technologies, and lifestyles throughout Lecture. Prerequisite: None. Select three courses from the following: Select three courses Required Courses: Anthropology Anthropology MINOR ANTHROPOLOGY Anthropology 153 2016-2017 Course Catalog 2016-2017 Course Ethnography is the study of cultures through close Ethnography is the of cultural phenom- observation and interpretation the main mode of analysis in ena, and it represents This course provides stu- cultural anthropology. to experience intensive dents with the opportunity texts and practice reading of key ethnographic research. Students will learn original ethnographic evaluate ethnographic how to read ethnographies, these techniques toward an techniques, and apply project of their own design. original ethnographic class in which each student This is a seminar-style an ethno- will facilitate class discussion concerning their fi- graphic text. Each student will also present department nal ethnography to the class and to the WRIT 112, for analysis and feedback. Prerequisites: and De- II, or WRIT 212, Rhetoric Academic Writing and Practice, sign; and LSCI 105, Information Theory or LSCI 106, Information Sources in Architecture Information and Interior Architecture, or LSCI 205, Anthro- in the Disciplines; and ANTH 220, Cultural pology. 205, Information in the Disciplines. 205, Information Ethnographic Seminar ANTH 401 3 UNITS Communication 154

. Students increase their media literacy through the production and analysis of communication texts. Students gain exposure to professional practices in organizations and other entities related to their chosen area of focus in communication studies. Students attain a solid grasp of leading theories and research practices found in the discipline. Students cultivate responsive listening skills and openness to the messages of others through their personal interactions inside and outside of the classroom. Students develop an appreciation for cultural diversity and multiple ways of knowing. Students gain the tools and confidence needed to conduct research and frame arguments in a scholarly way The curriculum has been devised to follow four to follow four has been devised The curriculum the four years of a connected to stages loosely a first stage provides degree cycle. The traditional the field in both its theoret- solid introduction to The second develops the ical and applied aspects. of the student through the interpretive capabilities and examination of personal close reading of texts Students expand their communication practices. stage to include visual com- purview in the third broader socio-cultural aspects munication and the In the fourth stage, they delve of communication. of media and culture while further into the study their research agenda. Successful also personalizing stage of the curriculum, as well completion of each is as its related theory and research components, senior demonstrated in student learning portfolios, thesis projects, and the end-of-year departmental showcase. Bachelor of The major culminates in a four-year about the Arts degree. For further information contact Jennifer Peterson, Communication major, Interim Chair of Communication, at jennifer.peter- [email protected]. • MISSION communica- Communication is the study of human media. tion in all its forms, from speech to digital to understand Our department encourages students academic these communication processes through reflection. and ethical research, creative inquiry, expertise Our curriculum integrates theoretical and research with practical skills in communication knowledge practices. Students graduate with the fields related needed to succeed in a wide variety of to media and contemporary culture. LEARNING OUTCOMES PROGRAM • • • • • 2016-2017 Course Catalog 2016-2017 Course Jennifer Peterson, PhD, Interim Department ChairJennifer Peterson, Department is a vital part of The Communication & Design ‘s School of Media, Culture Woodbury its strategic location in Burbank, and benefits from to as “the media capital of the CA, often referred spans the full range of world.” Our curriculum including media analysis, communication studies, Students in media advocacy. cultural studies, and opportunities to devel- the major have abundant includes op a personalized education plan that from other additional cross-disciplinary coursework graphic areas of the school, including animation, fashion, design, game design, media technology, and psychology. that bridges Communication is a hybrid discipline arts. Many the humanities, social sciences, and fine people are drawn to the study of communication the because they find it helps them understand in the modern underlying symbolic processes found degree for world. As such, it is an ideal gateway related entry into careers and graduate programs Business to media, entertainment, and culture. as one of the leaders regularly cite communication in the top critical skills needed for employment has become Communication twenty-first century. majors in one of the most popular undergraduate the U.S. today. builds The education provided in our department the self-awareness needed to make reflective array of commu- choices from an ever-expanding nication possibilities. During their course of study, students become active critical thinkers with unique and well-developed perspectives on communication practices. They develop the ability to communicate with diverse others and to examine the effectively nature of communication from multiple theoretical perspectives. In short, they acquire all the attributes of a Communication scholar. Creative inquiry is a hallmark of our program. In ad- dition to a solid foundation in traditional communi- cation research, students explore the boundaries of their thought using all the modern media available They are given the necessary tools to become today. proficient public speakers, academic researchers, and digital communicators. Courses are clearly aligned to program outcomes so that students can direct their own progress as they move through the curriculum. Course assignments are carefully tai- lored to meet the learning outcomes for each class. Communication Communication (BA) Communication 155 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 GE 3 GE 3 GE 1 UE 3 GE 3 UE 3 GE 3 UE 3 UE 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units Cultural Studies Elective General Education Social Media Gender and Communication Environmental Studies Communication Elective Senior Seminar Internship Media and Social Change Unrestricted Elective Natural Science with Lab Unrestricted Elective Communication Elective MCD Transdisciplinary Unrestricted Elective Unrestricted Elective Media Professions Philosophy of Communication Communication Elective Screening Series (2 semesters) Communication Theory Interpersonal Communication Intercultural Communication Media History for Media Writing Qualitative Research Methods Oral Interpretation Cultural Studies Media Culture Video Production Workshop ______3XX ENVT 220 ______COMM 485 COMM 490 COMM 335 COMM 400 COMM 360 COMM 233 COMM 323 COMM 330 COMM 327 FOURTH YEAR FOURTH Fall Semester Spring Semester STUDY OF COURSE IN MAJOR CATEGORIES I. Required Courses THIRD YEAR Fall Semester Spring Semester COMM 3___ COMM 3XX COMM 3XX COMM 200 COMM 203 COMM 210 COMM 212 COMM 215 COMM 225 COMM 230 COMM 231 COMM 323 COMM 100 60 46 14 120 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 GE 3 GE 3 GE 3 GE 1 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 UE 1 UE Units 1.5 M 1.5 M Media Culture Academic Writing I Academic Writing Public Speaking Interdisciplinary Core Unrestricted Elective Unrestricted Elective Writing for Media Writing Cultural Anthropology Statistics for the Behavioral Sciences Interpersonal Communication Media History Screening Series I Communication Theory Oral Interpretation Information Theory & Practice Film Studies Academic Writing II Academic Writing Introduction to Psychology Media Ethics Art History Screening Series 2 Qualitative Research Methods Intercultural Communication Video Production Workshop 120 COMM LSCI 105 PSYC 221 PSYC 200 WRIT 112 WRIT 111 INDS 1XX ______ANTH 220 ARTH 2XX ARTH COMM 200 COMM 212 COMM 225 COMM 215 COMM 200 COMM 210 COMM 203 COMM 231 COMM 222 COMM 235 COMM 230 COMM 233 COMM 100 2016-2017 Course Catalog 2016-2017 Course Spring Semester SECOND YEAR SECOND Fall Semester Spring Semester Fall Semester SUGGESTED SEQUENCE OF COURSES OF SUGGESTED SEQUENCE FIRST YEAR Curriculum Summary Curriculum CURRICULUM MAJOR COMMUNICATION Arts (BA) Degree the Bachelor of Leading to Major (M) General Education/Integrative Learning (GE) General Education/Integrative (UE) Unrestricted electives hours required Minimum semester Communication

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Students majoring in Communication are re- Students majoring in Communication or quired to complete 120 hours of internship of exciting field experience. There are a number to internships in the local area that are connected media, culture, and design industries. the region’s and Internships give students practical experience critical insight into career opportunities. Students are encouraged to become members of the National Communication Association (NCA) States Communication Association and Western (WSCA) as part of their course of study. The department supports the activities of the Communication Club as well as the university’s chapter of the national communication honorary Lambda Pi Eta. These groups promote society, high academic achievement and other communi- cation ideals related to their charters. The School of Media, Culture & Design period- The School of Media, Culture & Design by ically hosts guest lectures and appearances experts and other notable professionals related to the field of communication studies. Students are expected to attend these lectures in order to be- come familiar with a broad range of perspectives and topics in communication. WORK EXPERIENCE/INTERNSHIP RETHINKING MEDIA SERIES ASSOCIATIONS PROFESSIONAL COMMUNICATION STUDENT ASSOCIATION •  •  students undertake extensive research and produce research and produce extensive students undertake - project appro paper or original a major research Under the the field of communication. priate to students choose instructor, guidance of the faculty or creative project in line and develop a research interests. with their own individual •  LEARNING PORTFOLIOS specific activities and projects All courses require outcomes specified for each linked to the learning speeches, produced may include course. Work communication, and other research papers, visual learning is assessed pe- Evidence of tangible effects. faculty advising, program review, riodically through and review of student learning portfolios. LEARNING SPECIAL OPPORTUNITIES/REQUIREMENTS The department provides excellent opportunities field experi- for students to gain industry-related It also encour ence in the local creative economy. with interna- ages study away through partnerships options. tional universities and summer course •  3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units Rhetorical Theory Argumentation and Debate Contemporary Journalism Understanding Television The Art of the Pitch Film Genres Film Noir Cinema World in Communication Special Topics Collaborative Seminar Critical Studies in Communication Gender and Communication Gender and Social Media Media Professions Philosophy of Communication* Senior Seminar Internship COMM 307 COMM 310 COMM 314 COMM 320 COMM 336 COMM 341 COMM 342 COMM 350 COMM 370 COMM 450 COMM 460 COMM 327 COMM 330 COMM 360 COMM 400 COMM 485 COMM 490 2016-2017 Course Catalog 2016-2017 Course CAPSTONE COURSE CAPSTONE A senior seminar capstone class is taken in the final In this class, semester of the major course of study. ASSESSMENT PROCESS in Commu- Student performance and attainment the nication is evaluated systemically throughout that program via ongoing assessment strategies 2, and Cap- involve Cornerstone, Milestone 1 and key the department specifies stone levels. Each year, areas for measured assessment of student learning outcomes that involve not only programmatic out- comes, but also core competencies and institutional outcomes. The five core competencies include Oral Communication, Informa- Communication, Written Quantitative Reasoning, and Critical tion Literacy, Thinking. Institutional outcomes include Design and Thinking, Civic Engagement, Transdisciplinarity, Entrepreneurship. The processes provide a vehicle to assure program quality and promote continuous of teaching, the improvement in the effectiveness improvement of student work, and the design of the curriculum. *This course satisfies the departmental requirement *This course satisfies for a competency exam. (Choose three) Major Electives II. Upper-Division Communication 157 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 15 units Rhetorical Theory Argumentation and Debate Communication and Culture Contemporary Journalism Cultural Studies Gender and Communication Special Topics in Communication Media, Self, and Society Creative Writing Communication Theory Public Relations Advertising Qualitative Research Methods Oral Interpretation Media Culture Interpersonal Communication COMM 307 COMM 310 COMM 312 COMM 314 COMM 323 COMM 327 COMM 370 COMM 305 COMM 110 COMM 203 COMM 204 COMM 209 COMM 230 COMM 231 Minimum unit requirement COMM 100 COMM 210 Communication Courses Communication 100 Media Culture COMM 3 UNITS This course is designed to provide an understanding of the dynamic interactions that exist between the and culture. It is meant to im- self, media, society, part a sense of the forces guiding our involvement in this nexus, and the accompanying consumption even radio, and of media products like books, TV, will learn about the history of media sys- toys. We tems directed at mass audiences, the major trends research, and the general impact of the in effects large-scale industrial production of culture. Lecture. STUDENT COMPUTER REQUIREMENTS COMPUTER STUDENT email and ISP accounts; are responsible for Students on campus should computers used student-owned wireless card for access to have a network and/or wireless network. the university’s MAC or PC, laptop or Recommended Hardware: (1.3 GHz) or better. desktop, 1300 MHz Recent versions of operating Required Software: software. system and word processing MINOR COMMUNICATION electives: Select one from the following lower-division electives: Select one from the following upper-division

• awareness of specific topics found in selected • awareness of specific topics found online information resources; in • ability to discuss both sides of an issue public debate; substantive • detailed knowledge of at least one contemporary issue. Students should demonstrate self-reflection and Students should measure their own degree of Students should measure their own degree communi- competency in computer-mediated cation and share their findings in conversation Areas of improvement with the faculty advisor. should be designated by the student showing knowledge of and a commitment to digital cit- izenship, netiquette, and ethical communication. Second Year: Basic Tools of Basic Tools Second Year: Computer-Mediated Communication Computer-Mediated Students should demonstrate creativity, trans- Students should demonstrate creativity, and social responsibility in their disciplinarity, participation. computer-mediated Social Participation Third Year: Computer-Mediated Computer-Mediated Year: Third integration of personal, academic, and profes- sional achievements in electronic copies of their resumes and e-portfolios. Fourth Year: Computer-Mediated Computer-Mediated Fourth Year: Self-Presentation

Students should demonstrate: First Year: Computer Information Resources Computer Information Resources First Year: 2016-2017 Course Catalog 2016-2017 Course IV.  IV. III.  II. I.  Computer literacy standards ensure that students Computer literacy skills and knowledge relat- graduate with essential and digital media. They ing to computer technology use of information re- effective include regular and communication tools, sources, computer-mediated generally ex- and multimedia self-presentation. It is in each pected that students will become proficient the successful area of computer application through completion of courses in their major curriculum. computer The principles applied to each level of literacy are found below. COMPUTER LITERACY REQUIREMENT LITERACY COMPUTER Woodbury’s Career Development Office offers a variety offers Office Career Development Woodbury’s to assist students services, and resources of programs, staff internships. The careers and securing in exploring one-on-one to develop successfulworks with students and help students connectinternship search strategies internship postings, resumewith employers through interview opportunities,off-campus collections, on- and and employer outreach in the U.S. alumni connections,

Communication 158

erpersonal Communication Communication ercultural dvertising ommunication Theory ommunication ublic Relations Int Int C P A

3 UNITS How does culture construct gender? How are and the spectrum of gender masculinity, femininity, identities shaped by cultural and social images, practices, and values? How have images of gender changed over time? This is a gender studies course that draws from media studies and communica- tion methodologies. In this course we will examine the social construction of gender in contemporary COMM 210 COMM 3 UNITS wide- Interpersonal communication is the most This course spread form of human communication. exchange, fosters a dialogic view of interpersonal the in which meaning is co-created. Throughout the course provides opportunities for semester, students to improve interpersonal communication Lecture. Pre- in their personal and professional lives. I. requisite: WRIT 111, Academic Writing 212 COMM 3 UNITS intra-, and cross-cul- This course provides an inter-, tural analysis of processes and problems of commu- by ethnic or national identity; nication as affected in language, values, meaning, of differences effects perception, and thought are examined. Lecture. I. Prerequisite: WRIT 111: Academic Writing 215 Media History COMM COMM 203 COMM 3 UNITS analyzes the introduces and critically This course with an emphasis major theories of communication also provides a review of the on media. The course message, the communicator, characteristics of the the impact of the affect and the audience that WRIT 111, Academic message. Lecture. Prerequisite: I. Writing 204 COMM 3 UNITS messaging strategy using a This course introduces relations theory and prac- combination of public WRIT 111, tical application. Lecture. Prerequisite: I. Academic Writing 209 COMM 3 UNITS American This course introduces students to North of advertising advertising techniques. Components techniques in campaigns are used to illustrate these efforts. both successful and unsuccessful marketing I. Writing Lecture. Prerequisite: WRIT 111, Academic

eening Series 1 eening Series 2 eative Writing eative ublic Speaking Scr Scr P Cr

2016-2017 Course Catalog 2016-2017 Course COMM 200 COMM 1.5 UNITS This course exposes students to a variety of media classic, experimental, screenings: contemporary, etc. The course is designed narrative, documentary, to be a combination of screenings and special events. During some weekly meetings, students will benefit from guest speakers, workshops, or perfor- mances. Lecture. Prerequisite: WRIT 111, Academic I. Co-requisites: COMM 215, Media History, Writing or COMM 212, Intercultural Communication. COMM 200 COMM 1.5 UNITS of media This course exposes students to a variety classic, experimental, screenings: contemporary, etc. The course is designed narrative, documentary, to be a combination of screenings and special events. During some weekly meetings, students will benefit from guest speakers, workshops, or perfor- I. mances. Prerequisite: WRIT 111, Academic Writing or COMM Co-requisites: COMM 215, Media History, 212, Intercultural Communication. This course provides a study of the oral presenta- This course provides a study of the oral contemporary tion of ideas and feelings that blend approaches communication theory with traditional expe- to public address. This course also provides communi- rience in public speaking, interpersonal Prerequisite: cation, and critical listening. Lecture. none. COMM 120 COMM 3 UNITS This course introduces the student to fiction writing This course introduces the short story that provides a with an emphasis on across all disciplines. Self-ex- foundation for writing will be encouraged pression and experimentation of the narrative tradition. within the framework reading assignments, writing Mini-lectures on craft, to inspire creativity and help the exercises designed her full potential, and thought- student reach his or exercises will guide the stu- ful critiques of those organizing, and completing dent toward planning, five-hundred the final project: a short story from Students will to one-thousand five-hundred words. and learn how to submit stories for publication in front of an will be given the opportunity to read Academic 111, WRIT Prerequisite: Lecture. audience. I. Writing Co-requisite: WRIT 111, Academic Writing I. Writing WRIT 111, Academic Co-requisite: 110 COMM 3 UNITS Communication 159 - tainment, graphics, fashion, advertising, and public tainment, graphics, fashion, advertising, relations. Lecture. Prerequisite: WRIT 111, Academic I. Writing COMM 235 Media Ethics 235 Media COMM 3 UNITS media ethics This course introduces the subject of and case through readings, lectures, discussions, parts: Part studies. This course is divided into two and One deals with the foundations of ethics as truth- various dimensions of media ethics, such identity politics, civic engagement, fulness, privacy, then Part Two violence, and sexual pornography. industries, covers case studies in a number of media enter including, but not limited to, journalism, 237 Media Identity COMM 3 UNITS This course examines the relationship between me- diated forms of communication and the formation of individual and social identities, with a particular emphasis on identities related to race, class, gender, Through a combination of and sexuality. ethnicity, lecture, screenings, and discussion, students will examine the ways in which popular media serves to construct, maintain, reproduce and/or challenge patterns of representation that shape our social and Lecture. Prereq- cultural understanding of identity. II or WRIT 212, uisite: WRIT 112, Academic Writing Rhetoric and Design; LSCI 105, Information Theory and Practice. COMM 231 Oral Interpretation COMM 3 UNITS communication focuses on improving This course entirely on those aspects skills by focusing almost and with voice, body, of presentation associated performative approach combines gesture. A unique in written texts with the the discovery of meaning that meaning to an au- communication of effective traditional and non-traditional dience. A variety of used, including prose, poetry, literary forms will be - Lec letters, and oral history. drama, autobiography, I. WRIT 111, Academic Writing ture. Prerequisite: Workshop Video Production 233 COMM 3 UNITS This course is a hands-on television production in the tech- course that provides solid grounding Students nical and creative aspects of production. video projects will conceptualize and develop group editing and become familiar with Final Cut Pro 111, Aca- techniques. Lecture. Prerequisite: WRIT I. demic Writing - 2016-2017 Course Catalog 2016-2017 Course COMM 230 Qualitative Research Methods Research 230 Qualitative COMM 3 UNITS This course introduces students to qualitative re- search methods. Students will work on the formu- lation of research problems, establish field relations and tactics, develop interviewing skills, perform and write research reports. The differ ethnography, ence between quantitative and qualitative research will also be explored. Lecture. Prerequisite: WRIT I. No lab costs. 111, Academic Writing COMM 225 Writing for Media for Writing 225 COMM 3 UNITS skills specif- In this course, students develop writing work on ic to various media-related fields. Students advertising, projects in print and digital journalism, , public relations, and broadcasting. The emphasis is on writing structure and style, the importance of revising and editing, and the voice. Hybrid genres such as emergence of a writer’s creative nonfiction will also be discussed. Lecture. I. Prerequisite: WRIT 111, Academic Writing This class will introduce students to the study of This class will introduce students to the film form and culture. Films can be understood as from a number of perspectives: as technology, perhaps business, as entertainment, as art, and artifact that as a socio-cultural most importantly, which they reflects the cultural conditions under that end, this are produced and received. Toward related to class will explore a wide variety of issues production, the study of film, including aspects of style, genre, distribution, reception, film form and WRIT 111, and authorship. Lecture. Prerequisite: I. Academic Writing COMM 222 Film Studies 222 Film COMM 3 UNITS American culture. We will draw upon various theo- draw upon various will culture. We American we will look at a and to gender, retical approaches fem- demonstrate how case studies that number of are constructed, disputed, ininity and masculinity will examine We culture today. and debated in our of female and male bodies the visual presentation and media represents sexuality, in media, how the mobilize and manage spectator how stars serve to LSCI 105, Informa- desire. Lecture. Prerequisites: or LSCI 106, Information tion Theory and Practice, and Interior Architecture, or Sources in Architecture in the Disciplines; and WRIT LSCI 205, Information WRIT 212, Rhetoric and II or 112, Academic Writing Design. Communication 160 Writing II, or WRIT 212, Rhetoric and Design; and 212, Rhetoric and II, or WRIT Writing Public Speaking. COMM 120, COMM 323 Cultural Studies 323 Cultural COMM 3 UNITS Cultural Studies is an academic discipline devoted to understanding and reading the world around us, particularly those elements we define as “culture.” In this class, we will examine some of the different theories and theorists that make up the field of Cultural Studies, as well as various methods used to decode the objects and ideas that surround us. Lecture. Prerequisites: LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, Information in the Disciplines; and WRIT 112, Aca- II, or WRIT 212, Rhetoric and Design. demic Writing COMM 314 Contemporary Journalism 314 Contemporary COMM 3 UNITS the fundamentals of newspa- An introduction to including the journalism, magazine and Web per, stories, features, profiles, writing of hard-news music, reviews (film, theater, and entertainment will collaborate in the writ- and books). Students of the digital student ing, editing, and publishing Prerequisite: WRIT 112, 7500. Lecture. newspaper, 212, Rhetoric and II, or WRIT Academic Writing Theory and Practice Design; LSCI 105, Information or or LSCI 106, Information Sources in Architecture Interior Architecture. Television 320 Understanding COMM 3 UNITS examine This course uses a cultural approach to medi- evolution both as a technological television’s as a reflec- um of communication and, conversely, the sto- tion of society itself. Students will explore of television ry-telling and myth-making functions Students within the wider socio-cultural context. will also use a variety of theoretical perspectives, to understand drawn from multiple areas of study, of televisual and meaning technology, the history, 112, Aca- discourse. Lecture. Prerequisites: WRIT Design; II, or WRIT 212, Rhetoric and demic Writing Practice or and LSCI 105, Information Theory and and LSCI 106, Information Sources in Architecture in Interior Architecture, or LSCI 205, Information the Disciplines. 2016-2017 Course Catalog 2016-2017 Course This course examines the uses of argument, evi- dence, and the various types of proof. Attention is formal debate structures and given to the different modes of refutation. Deals with reasoning and ex- plores logical fallacies. Students participate in class- room debates on significant contemporary issues. Lecture. Prerequisites: LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, Information in the Disciplines; WRIT 112, Academic COMM 310 Argumentation and Debate 310 Argumentation COMM 3 UNITS COMM 307 Rhetorical Theory 307 Rhetorical COMM 3 UNITS neoclassical This course surveys major classical and include those of Plato, treatises on rhetoric. Works Blair, Aristotle, Cicero, Quintilian, St. Augustine, Habermas, Campbell, Toulmin, Burke, Whately, units might and other leading theoreticians. New to look at African, Asian, and feminist approaches Informa- rhetoric. Lecture. Prerequisites: LSCI 105, tion Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, Information in the Disciplines; WRIT II, or WRIT 212, Rhetoric and 112, Academic Writing Design; and COMM 203, Communication Theory. COMM 305 Media, Self, and Society 305 Media, Self, COMM 3 UNITS an exploration of the tech- This course provides and the persuasive niques used in propaganda ideas into communication strategies that convert are il- ideologies. These techniques and strategies cam- lustrated in several ways, including marketing and wartime propaganda. paigns, artistic efforts, Theory Lecture. Prerequisites: LSCI 105, Information Sources for and Practice, or LSCI 106, Information or LSCI 205, Architecture and Interior Architecture, Academic Information in the Disciplines; WRIT 112, and II, or WRIT 212, Rhetoric and Design; Writing 203, Commu- COMM 100, Media Culture, or COMM nication Theory. COMM 250 The Director’s Craft 250 The Director’s COMM 3 UNITS - “author” in the cre it mean to be an What does are artistic reputations con- ative industries? How This course examines the structed and understood? authorship by studying the complications of film development of one or more film style, themes, and Prerequisite: WRIT 111, Academic directors. Lecture. I. Writing Communication - - 161 History of Documentary of History Surveillance & Culture Surveillance 212, Rhetoric and Design; and COMM 233, Video COMM 233, Video and Design; and 212, Rhetoric Workshop. Production COMM 341 Film Genres 341 Film COMM 3 UNITS This course is a historical and theoretical survey of film genre as a stylistic and narrative device. It will focus on one or more genres as a case study significance in the historical, for exploring genre’s cultural, and economic fabric of the . 3 UNITS a broad range This course will introduce students to of sur of political, social, and cultural applications 21st centu- veillance technologies in the 20th and attention to ries, but we will pay particularly close new media the ways in which film, television, and the culture technologies structure the way in which daily lives. of surveillance currently plays out in our II or WRIT 212, 112, Academic Writing Lecture. Writ Theory Rhetoric and Design; LSCI 105, Information and Practice. 338 COMM 3 UNITS of docu- This class surveys the international history mentary film and video with particular emphasis on the relationship between nonfiction practices and politics, and questions of truth, knowledge, history, ethics. In this course, we will investigate how the traditional concerns of documentary theory such as and commitment to public dis- realism, authenticity, course have been redefined in contemporary times. II or WRIT 212, Lecture, WRIT 112, Academic Writing Rhetoric and Design; LSCI 105, Information Theory and Practice. COMM 336 The Art of the Pitch the 336 The Art of COMM 3 UNITS become more persuasive This course helps students and context of the pitch a history speakers. It offers the multiple formats of process and documents design and business disciplines. pitching across the the analytical and critical Students also develop the pitches of other stu- tools necessary to evaluate majors. This course is intended dents from multiple and is preparatory for senior for juniors or seniors WRIT 112, Academic projects. Lecture. Prerequisites: LSCI II, or WRIT 212, Rhetoric and Design; Writing or LSCI 106, 105, Information Theory and Practice Interior Ar Information Sources in Architecture or chitecture; COMM 120, Public Speaking. 337 COMM 2016-2017 Course Catalog 2016-2017 Course This course examines the relationship between media and social justice, first by exploring the the- oretical/historical foundations of these connections, and then by putting theory into practice through media production projects. Since media represen- tation structures cultural meanings, it inevitably cre- ates social change. In this course, we explore why and how this change occurs, and then learn how to harness the power of media to create positive in transformation towards social justice. Working groups of 4-6, students produce media production projects designed to create social change within a specific area of interest. Lecture. Prerequisites: LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, Information In the Disci- II, or WRIT plines; and WRIT 112, Academic Writing COMM 335 Media and Social Change 335 Media COMM 3 UNITS COMM 330 Social Media 330 Social COMM 3 UNITS of com- This course looks at the new channels space. munication that make up the social media now, Students explore why the shift is happening in the placing “power” both locally and globally, will gain hands of citizens and consumers. Students public the latest information on communication, entrepre- relations, advertising, marketing, and They neurial strategies used across all industries. and will acquire practical skills through assignments sharing, tasks involving social networks, content A final project blogs, podcasts, wikis, and Twitter. Prerequi- will serve as a portfolio piece. Lecture. Practice, or sites: LSCI 105, Information Theory and and LSCI 106, Information Sources in Architecture in Interior Architecture, or LSCI 205, Information II, Writing the Disciplines; and WRIT 112, Academic or WRIT 212, Rhetoric and Design. COMM 327 Gender and Communication 327 Gender COMM 3 UNITS of how cultural provides an exploration This course views on femininity values and habits influence how expectations of gender are and masculinity, or how communication affirms communicated, and cultural prescriptions of gen- challenges prevailing small group, public, der in intra- and interpersonal, settings. Lecture. Prerequisites: and organizational Theory and Practice, or LSCI LSCI 105, Information in Architecture and Inte- 106, Information Sources LSCI 205, Information in the rior Architecture, or II. 112, Academic Writing Disciplines; and WRIT Communication 162 - internship possibili opportunities (and the career the also examine to them. Students ties) available con- professions within of the cultural significance and consider the role of “work” temporary society, Students will write a research in personal identity. chosen area of specialization. paper related to their WRIT 112, Academic Writing Lecture. Prerequisites: and Design; COMM 100, II, or WRIT 212, Rhetoric 203, Communication The- Media Culture, or COMM Theory and Practice, ory; and LSCI 105, Information Sources for Architecture or LSCI 106, Information or LSCI 205, Information and Interior Architecture, in the Disciplines. COMM 450 Collaborative Seminar 450 Collaborative COMM 3 UNITS These advanced special topics seminars seek to communication pro- nature of address the changing COMM 400 Philosophy of Communication of 400 Philosophy COMM 3 UNITS of the This course introduces students to some communi- philosophical issues involved in human of different will include: the analysis cation. Topics electronic, types of communication (interpersonal, communica- mass, etc.); the relationship between commu- tion and identity; the connection between and nication and politics; the nature of language; the role that symbols play in communication. These topics will guide discussions aimed at investigating the role of communication in larger philosophical issues, such as existential notions of being, and the production and dissemination of knowledge. Lecture. Prerequisites: LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, Information in the Disciplines; and WRIT 112, Aca- II, or WRIT 212, Rhetoric and Design; demic Writing and COMM 100, Media Culture, or COMM 120, Public Speaking. COMM 370 Special Topics in Communication Topics 370 Special COMM 3 UNITS of special This a seminar devoted to selected topics Prerequi- Lecture. interest to students and faculty. Practice, or sites: LSCI 105, Information Theory and and LSCI 106, Information Sources in Architecture in Interior Architecture, or LSCI 205, Information II Writing the Disciplines; and WRIT 112, Academic COMM 100, or WRIT 212, Rhetoric and Design; and Theo- Media Culture or COMM 203, Communication No lab costs. ry. - 2016-2017 Course Catalog 2016-2017 Course COMM 360 Media Professions COMM 3 UNITS This course is intended for students in the third year of the program. It provides advanced communica- tion students with a “window” into various fields related to communication and media studies, and gives students the chance to examine future career options. Through guest speakers, field trips, analysis of media industries, and completion of student projects, students gain a better understanding of COMM 350 World Cinema World 350 COMM 3 UNITS a survey of narrative filmmaking This course offers II War outside of the United States from World century, through the beginning of the twenty-first other signif- focusing on various New Cinemas and The goal of icant and influential film movements. histories of the course is to examine the aesthetic how par international filmmaking, while analyzing ticular film movements respond to local and global ticular film movements respond to local climates changes in political, social, and cultural over time. Lecture. Prerequisites: LSCI 105, Informa- tion Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, Information in the Disciplines; and WRIT II, or WRIT 212, Rhetoric and 112, Academic Writing Design. COMM 342 Film Noir 342 Film COMM 3 UNITS the origins and evolution of This course explores literary beginnings to its from its the film noir, Students will look at contemporary manifestations. structures that allowed the loosening of censorship the politics of emergence in Hollywood, for noir’s gave context to the film’s post-war America that style and bleak cynicism, and the films’ distinctive develop a - character archetypes as they work to within significance ter understanding of the genre’s LSCI the history of cinema. Lecture. Prerequisites: or LSCI 106, 105, Information Theory and Practice, Interior Information Sources in Architecture and in the Disci- Architecture, or LSCI 205, Information WRIT II, or plines; and WRIT 112, Academic Writing 212, Rhetoric and Design. Lecture. Prerequisites: LSCI 105, Information Theory Information Theory LSCI 105, Lecture. Prerequisites: in Sources or LSCI 106, Information and Practice, 205, or LSCI and Interior Architecture, Architecture Disciplines; and WRIT 112, Aca- Information in the 212, Rhetoric and Design. II, or WRIT demic Writing Communication 163 COMM 485 Senior Seminar 485 Senior COMM 3 UNITS - in the Commu is a capstone for students This class will engage in extensive Students nication major. a major research paper or research and produce to the field of commu- original project appropriate of personal learning portfoli- nication. The creation pertinent themes and research os will help identify Lecture. Prerequisite: Senior topics for each student. status. Internship 490 Communication COMM 3 UNITS in an on-the-job practicum in Students participate entertain- commercial settings in media, design, experience is com- ment, and marketing. Work specified in plemented by academic requirements Prerequisite: a contract with the faculty advisor. Communication majors only. - 2016-2017 Course Catalog 2016-2017 Course ical Theory; and COMM 312, Communication and ical Theory; and COMM 312, Communication Culture. In this writing-intensive course, students gain a In this writing-intensive of the critical-studies ap- thorough understanding Students examine media proach in communication. of communication through texts and other forms To theory. the lens of current critical and cultural of do so, extensive use is made of the collection media re- important journal articles housed in the completion of Successful search room of the library. requirement the course satisfies the departmental for a comprehensive exam. Lecture. Prerequisites: II; COMM 307, Rhetor WRIT 112, Academic Writing COMM 460 Critical Studies in Communication COMM 3 UNITS cesses in relation to a single grand theme. Previous grand theme. Previous to a single cesses in relation the future, the themes related to included offerings world. Collaborative and the virtual global context, twice for credit in the major. Seminar may be taken WRIT 112, Academic Writing Lecture. Prerequisites: and Design; and COMM II, or WRIT 212, Rhetoric No lab costs. 307, Rhetorical Theory.

Communication

COMM 490 Internship 490 COMM 34

COMM 485 Senior Seminar Senior 485 COMM 1234

COMM 400 Philosophy of Comm of Philosophy 400 COMM 2

COMM 3XX Communication Elective Communication 3XX COMM VAR

COMM 3XX Communication Elective Communication 3XX COMM VAR 164

COMM 360 Media Professions Media 360 COMM 4

COMM 330 Social Media Social 330 COMM 13

COMM 325 Progress Portfolio Progress 325 COMM

COMM 323 Cultural Studies Cultural 323 COMM 23

COMM 327 Comm and the Sexes the and Comm 327 COMM 23

COMM 212 Intercultural Communication Intercultural 212 COMM 23

COMM 233 Video Production Workshop Production Video 233 COMM 13

COMM 230 Qualitative Research Methods Research Qualitative 230 COMM 123

COMM 235 Media Ethics Media 235 COMM 3

COMM 200 Screening Series Screening 200 COMM 1234

COMM 231 Oral Interpretation Oral 231 COMM 123

COMM 210 Interpersonal Communication Interpersonal 210 COMM 13

Entrepreneurship

COMM 225 Writing for Media for Writing 225 COMM Low Importance 1234

MASTERED 4

Highest Importance

Moderate Importance

COMM 215 Media History Media 215 COMM 123

COMM 203 Communication Theory Communication 203 COMM 12

COMM 100 Media Culture Media 100 COMM 1234

COMM 120 Public Speaking Public 120 COMM 123 Civic Engagement

3 Strategic Principles Strategic

12 13 14 12 123 234 MAJOR COURSES MAJOR .. Low Importance PRACTICED Highest Importance Moderate Importance activities. Transdisciplinarity 2 Strategic Principles LEARNING OUTCOMES Low Importance Design Thinking DEVELOPED Highest Importance Moderate Importance may have on themselves and others. 1 (BA) for purposes of building their inquiry practices. Assuring Quality in Academic Communication interpretation, and critical analysis of communication texts. 2016-2017 Course Catalog 2016-2017 Course ways of knowing that demonstrates a high degree of self-reflexivity. Low Importance Students will acquire the ability to work collaboratively with multiple Highest Importance INTRODUCED Moderate Importance they possess which will help them fashion a destiny of their own making. disciplines, and to understand the advantages and benefits of cooperative and insights along with a sense of responsibility for the effects these traits Students will be able to identify the unique skills, talents, and qualities that Students will attain a solid grasp of leading theories and research strategies Students will attain a solid grasp of leading theories and research Students shall advance their levels of media literacy through the production, Students shall develop an appreciation for both cultural diversity and multiple STRATEGIC PRINCIPLES Students will cultivate an awareness of their own communication styles, skills, CURRICULUM MAP CURRICULUM Communication BA Bachelor of Arts in Design Foundation 165 foundational courses. Typically, the courses are re- the courses courses. Typically, foundational are: semesters. They the first two to three quired in FOUN 102, Design Beginning Drawing; FOUN 101, 104, Drawing Concepts and Composition; FOUN 105, Introduction to Figure and Composition; FOUN 106, Color Theory and Interac- Drawing; and FOUN is to provide an introduction to tion. The objective the elements and principles of basic drawing skills, through and color theory, design and composition, practice within a broad context study and applied media. of art, design, and COMMUNICATION The primary objectives are to assist students as they explore design and drawing problems, de- velop innovative concepts, achieve an optimum level of technical skill, and communicate individual ideas. The studio instruction process helps students develop their visual, verbal, and written vocabulary through initial project research, design develop- ment, and presentation of completed projects. A series of bi-weekly projects is generally scheduled for each course, providing a sequential learning experience for beginning students. Assignments are problem-based with specifically stated requirements and restraints. They begin with basic principles and COURSE PROCESS COURSE Program Integrated develop The Design Foundation chair and faculty se- the curriculum, which specifies the content, for quence of learning, and expected outcomes receive each of the foundation courses. All students to ensure a the same course outline and syllabus consistent approach to content and achievement approach- outcomes. Instructors develop individual content es to projects that address the basic course term, the and design process requirements. Each revise, Design Foundation chair and faculty review, and overall and develop the course requirements objectives of the program. student Design Foundation course progress and require- achievement focus on basic instructional process, ments. Lectures that explain the project’s design, and historical context, and relevance to art, and pre- media are accompanied by demonstrations professional sentations of previous student and/or sixteen examples. Small studio classes of up to individual students ensure that the students receive attention from the instructor in every class meeting. Students will master basic art and design skills and Students will master basic art and design within methods that can be further developed their majors. critical Students will gain the ability to bring solutions to thinking skills and creative, innovative com- art and design problems and to effectively municate ideas through visual and verbal presen- tations and writing. Students will gain a broad visual and intellectual context for the application of art and design to a specific discipline as well as an appreciation for the arts as part of a lifelong process of learning. 2016-2017 Course Catalog 2016-2017 Course The five core Design Foundation courses are em- bedded in the curricula of the design and media majors and support and parallel the major-specific LAB FEES Some courses require a lab fee, which is applied to instructional supplies utilized in the studio. Specific fees are outlined in the Fee section of the catalog. Summary Curriculum •  •  •  PROGRAM LEARNING OUTCOMES LEARNING PROGRAM MISSION program Design Foundation is an interdisciplinary of for entry-level students in the departments Game Art Animation, Fashion Design, Filmmaking, Architec- & Design, Graphic Design, and Interior and ture that introduces students to the principles and media processes shared across the arts, design, basis of study disciplines, and provides them with a education and skills to successfully apply to their design disci- and eventual career within a specific pline. The primary objective of the Design Foundation The primary objective students in gaining a visual program is to assist knowledge of basic methods literacy and practical to all the art and design and techniques common are encouraged to develop disciplines. Students design concepts and gain critical individual creative can be applied to all intellectual thinking skills that a multi-disciplinary studio ex- endeavors. Through learn to develop a commitment perience, students leading to to process, focus, and time management, the completion of successful projects. Design Foundation Foundation Design Department Chair Doug Post, MFA, Design Foundation 166 FOUN 103 Color and Composition 103 Color FOUN 3 UNITS This course continues the exploration of design and composition, introducing more complex problems FOUN 102 Design and Composition FOUN 3 UNITS elements This course introduces students to the of and principles of design and to the processes of line, design thinking. Formal visual properties shape, form, pattern, value, texture, and sequence are studied in their relationship to content and compositional organizing systems. Studio exercises using various media explore concepts of balance, repetition, rhythm, scale, and time in harmony, organizations. two-, three-, and four-dimensional Emphasis is placed on developing creative design concepts, gaining practical problem-solving skills, and communicating project solutions visually and Examples of historical and professional verbally. art and design are presented so that students may recognize their influence on contemporary design to a larger and to relate their own design efforts cultural context. Prerequisite: none. Department Assessment Department design and from the various Faculty members to participate in the are invited media disciplines Final Reviews each semester, Design Foundation Addition- once each year. and to a program review faculty assesses students in their the each year, ally, of course learning outcomes. courses with a rubric this way every two years Each course is assessed color courses alternating years with the design and courses. The results of these with the three drawing and analyzed by the De- assessments are compiled and turned in to the School sign Foundation Chair Assessment Director. COURSES DESIGN FOUNDATION 101 Beginning Drawing FOUN 3 UNITS observa- This is a fundamental course in freehand media and methods are tional drawing. Various technical introduced to develop perceptual and and outside drawing skills. Through in-class projects shape, sketchbook practice, students study line, with an form, proportion, perspective, and tone of the effects emphasis on spatial relationships and are also light on form. Drawing and composition conceptual studied as an opportunity to express Studio. Pre- content in individual design processes. requisite: none. 2016-2017 Course Catalog 2016-2017 Course Faculty Assessment In addition to receiving student evaluations each term, the faculty meets as a group with the chair at least once per term for each course they teach to present student projects, discuss the progress of of their comparative students and the effectiveness teaching methods, and to make recommendations for improvements in the program. The Design Foundation chair also visits classes and meets with individual faculty members on an as-needed basis each term. ASSESSMENT PROCESS Student Assessment design and drawing de- Emphasis is on in-studio instructor giving each student velopment with the Assignments are critiqued individual assistance. instructor during studio ses- one-on-one with the in-group discussions. Com- sions as well as during and informally pleted design projects are presented Drawing evaluated by the instructor and students. during class assignments are discussed informally are Jurors and then pinned-up for a final review. invited to final presentation reviews. A midterm quiz is given on general terminology a detailed, written Students receive and vocabulary. basis evaluation and are graded on a percentage his/ for each assignment. Each instructor develops based on her own assignment evaluation form criteria. common course learning outcomes and including: Evaluations assess process and execution achievement design concept and development, skill and visual in use of methods and materials, verbal The cumula- presentation, and class engagement. for a tive evaluations during the term are averaged the term, a final course grade. At any point during to assess student can compute their grade average their work in progress. Assessment takes into consideration class atten- dance and participation, which is explained in each course syllabus. Students are apprised of any problems promptly by the instructor and referred, of Student Development in writing, to the Office for counseling. progress to more complex problems that require that require more complex problems progress to and skills. Media competent concepts increasingly to expand give students opportunities is varied to and technical skills, and to their for completing a results possible see the different project. Design Foundation 167 FOUN 106 Color Theory and Interaction and Theory Color 106 FOUN 3 UNITS principles, properties, investigates the This course as well as the cultural and color, and interactions of disciplines. across color of implications psychological and sources are introduced A variety of media Students will develop through weekly exercises. of additive and subtractive a working knowledge mixing, and approaches to color color systems, color as an understanding of practi- as well harmony, matching, correction, and cal issues such as color thinking as it applies to visual forecasting. Design considered in this course as communication is also and engagement. Studio. an agent for mindfulness Prerequisite: FOUN 102, Design and Composition, recommended. - 2016-2017 Course Catalog 2016-2017 Course acter, and anatomical structure of the human form. acter, Through in-class study and outside sketchbook on develop- practice, additional emphasis is placed the human ing the ability to visualize and adapt form for use in design and related disciplines. Studio. Prerequisite: FOUN 101, Beginning Drawing, recommended (FOUN 104, Drawing Concepts and Composition may be exchanged with FOUN 105 as a FOUN requirement except in the case of Animation majors, who are required to take FOUN 104). FOUN 105 Introduction to Figure Drawing Drawing Figure to 105 Introduction FOUN 3 UNITS skills and Building on the observational drawing Drawing, methods gained in FOUN 101, Beginning understand- students in this course gain a practical char ing of the rhythms, proportions, movement, and Composition Concepts 104 Drawing FOUN 3 UNITS the direct observational draw- This course builds on FOUN 101, Beginning Drawing. ing skills gained in variety of subjects, including life Color media and a environments, are explored models and exterior and outside sketchbook through in-class projects are placed on developing practice. Emphases sketch techniques, bringing a individual expressive drawing experience, and realiz- point of view to the in the ing the visionary opportunities for drawing processes. The innovative practice of art and design is studied work of professional artists and designers investigation. to provide additional context for this Drawing. Studio. Prerequisite: FOUN 101, Beginning may be (FOUN 105, Introduction to Figure Drawing, requirement exchanged with FOUN 104 as a FOUN who are except in the case of Animation majors, required to take FOUN 104). with an emphasis on studying the properties and in- the properties and on studying with an emphasis FOUN 102, Studio. Prerequisite: of color. teractions Composition, recommended. Design and Fashion Design 168 — Students will have an understanding of

the design process that effectively utilizes aesthetic the design process that effectively elements as well as research and applied concep- The Woodbury University Fashion Study Collection, Fashion Study Collection, University The Woodbury garments of more than five-thousand consisting the clothing history that represent and accessories years, is available as a of the past two-hundred Resourc- to students and faculty. hands-on resource runs of historical fashion es also include extensive reports. The Judith Tamkin magazines and trend rotating exhibitions of items Fashion Center houses Collection, as well as de- from the Fashion Study work. Students may intern with signer and student on the themed exhibitions the curator and work the collection. and management of of Media, Culture & Design, As part of the School from studies in Fashion Design students can benefit Art, Media related disciplines, such as Film, Game location Woodbury’s and Animation. Technology, world, near in the hub of the media capital of the design an immense network of fashion designers, advertis- studios, movie studios, animation houses, allows for ing agencies, and production companies, and unique field trips, guest lecturers, internships, apart. Career job opportunities that set Woodbury techni- opportunities include fashion designer, stylist, wardrobe fashion illustrator, cal designer, game art costumer, consultant, costume designer, and manufacturer, consultant, accessories designer, fashion design instructor. 1. Design MISSION LEARNING OUTCOMES PROGRAM Upon graduation, students will have mastered five areas of study. The Department of Fashion Design is committed The Department of Fashion Design is creative to the development of students’ unique - effec voices, as evidenced by articulate expression, innovative tive visuals, aesthetic sophistication, and cutting-edge design. The integrated curriculum of learning systems taught by fashion professionals applies directly to industry requirements. A deep understanding of fashion history and the cultural relevance of clothing generates work inspired by personal vision and research, rather than trends. Graduates master an array of technical, collabora- tive, problem-solving skills, to become resilient and ethical forces in a rapidly changing global industry. 2016-2017 Course Catalog 2016-2017 Course Anna Leiker, MS, Interim Department Chair MS, Interim Anna Leiker, Bachelor of a four-year University offers Woodbury Fashion Design. The program is Fine Arts degree in needs of students wishing to tailored to meet the varied, and exciting world of enter the challenging, professional, and prepares the fashion or costume set of skills and knowledge students with a diverse compete in these industries. needed to successfully skills, as The curriculum promotes strong technical with equal well as critical and creative thinking, learning. emphasis on research and experiential previous Freshman students may enter with no samples training; transfer students should submit Choose a of their work for placement evaluation. theater, minor in to work in film, such and television, or one in another department, or Business. as Graphic Design, Fashion Marketing, will enter the workforce graduates Woodbury skills, an with confidence, creative problem-solving a eloquent command of professional terminology, and up-to- pertinent internship under their belt, and research date knowledge of the new practices involving green sources and production. mentor Design educators and industry professionals and find- students in creating their own collections skill areas ing their aesthetic voices. Fundamental drawing, include design process, figure and model and apparel , pattern-drafting, draping, and new construction, as well as fashion history approaches to the study of textiles, including a class on treatments and embellishments. Studio classes are sequenced to promote progressive learning, and include leading categories of womenswear, accessories, and knitwear, swimwear, menswear, in shoe couture techniques. Courses are also offered design, technical design, costume design, costume for animation and game art, lingerie, denim, and design other specialized areas. Computer-assisted and illustration are integrated into the curriculum The creative throughout the four years of study. work of fashion and costume design students is annual fashion show. showcased at the university’s capstone project is an industry-level The program’s portfolio that will open the doors to high-level jobs. Fashion Design Fashion (BFA) Fashion Design 169 3 M 4 M 3 M 2 M 1 M 0 M 1 M 4 M 3 M 2 M 1 M 3 M 3 M 3 M 2 M 3 M 2 M 3 M 3 M 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 1 GE Knitwear and Swimwear History of Fashion II Experimental Draping & Patterning Beginning Drawing Lab Progress Portfolio Design and Composition Introduction to Psychology Visual Skills 2 Digital Fashion Design 1 Interdisciplinary Course Advanced Technical Studio Advanced Technical Materials History of Fashion Core Skills Information Theory and Practice Technical Studio 2 Studio Technical Visual Skills 1 Color Theory and Interaction II Academic Writing Art/Fashion Symposium Environmental Studies L.A. Fashion Advanced Draping and Tailoring Digital Fashion Design 2 Intermediate Drawing Lab Mathematics LSCI 105 INDS 1__ FDES 232 FDES 261 FDES 280 FDES 200 FDES 245 PSYC 200 FDES 320 FDES 310 FDES 331 FDES 301 FDES 300 FDES 220 FDES 105 FDES 226 FDES 240 FDES 260 FDES 121 FDES 126 FDES 120 ENVT 220 WRIT 112 FOUN 102 MATH 2__ MATH FOUN 106 Spring Semester *Successful required prior to *Successful design review required prior enrollment in 300-level studios. THIRD YEAR Fall Semester SECOND YEAR SECOND Fall Semester Spring Semester 6 76 46 3 M 3 M 2 M 1 M 128 3 GE 3 UE 3 GE Units — Students will be able to — Students will be — Students will possess the — will possess the knowl- Students — Students will be able to utilize a will be able to utilize — Students Creating Character Sewing Machine Technology Elective Technical Studio 1 Technical Introduction to Figure Drawing Public Speaking Academic Writing I Academic Writing ______FDES 110 FDES 100 FDES 125 WRIT 111 edge and skills in the use of industry-standardedge and skills in the - and processes suffi tools, materials, techniques, finished productcient to produce industry-quality or specifications.from sketch, draft, Construction tual thinking to develop contemporary design to develop contemporary tual thinking and inventive. are both functional groups that determine design priorities, define and evaluate determine design priorities, markets, manage and criteria, evaluate global respond coordinate multiple project elements, knowledgeably to ethical and environmental and pro- issues, and communicate effectively at ductively with involved peers and personnel all stages of the design process. Entrepreneurial create a opportunities are explored and students workable business plan. variety of media to communicate design ideas, in- variety of media to relevant drawing and digital cluding a mastery of verbal proficiency. skills, writing, and ability to research, analyze, and generate abstract ability to research, analyze, and generate and ideas based on multiple historical, cultural, - Writ theoretical contexts of fashion and identity. students ing and verbal skills are emphasized so can articulate their concepts effectively. FOUN 105 COMM 120 2016-2017 Course Catalog 2016-2017 Course FIRST YEAR Fall Semester FASHION DESIGN MAJOR CURRICULUM DESIGN MAJOR FASHION Leading to the Bachelor of Fine Arts Degree (BFA) (GE) General Education/Integrative Learning Unrestricted Electives (UE) Minimum Semester hours required Curriculum Summary Curriculum 5. Critical Thinking Major (M) 4. Professional Practice 3. 2. Visual Skills Fashion Design 170 At the end of the – Upon acceptance, Students are assessed in every class at semester’s class at semester’s are assessed in every Students relevant faculty. end by the chair and occurs through the Prog- Milestone Assessment at the end of the second ress Portfolio Review process documents student This year of study. evaluation is required for progress and a passing studios. entrance into upper-division is conducted through A professional assessment who evaluate the internship host companies for real-world design students’ preparedness environments. takes place at the senior Summative Assessment level through the Capstone Project. - Construction, Re Design, Visual Skills, of study: Professional Practice. Thinking, and search/Critical • • • • transfer students are required to submit a portfolio transfer students are required to submit of their work for studio placement. To demonstrate proficiency in research, creative To problem solving, project management, and entrepre- neurial thinking, seniors must successfully pass five capstone courses: Design and Portfolio Preparation, Senior Collections 1 and 2, Portfolio and Presentation, PRE-CAPSTONE REQUIREMENTS PRE-CAPSTONE Portfolio Review — Progress COURSES CAPSTONE Placement Portfolio Review sophomore year, students are required to submit a sophomore year, from their comprehensive portfolio of their work levels. The major studio courses at first and second develop- portfolio should demonstrate sufficient five areas ment of the knowledge and skills in the in up- of study for the student to be successful coursework. The goal of the review is to per-level weaknesses, assess student progress, strengths and skills into cre- and the ability to integrate technical also allows ative projects. The presentation process oral development of faculty to gauge the student’s self-criticality. and written communication skills and learning A reflective essay addresses each student’s process and helps to set goals for the next level of the program. A panel of fashion design faculty members and the department chair reviews the portfolios. Passing the Progress Portfolio Review is fashion design classes. a prerequisite for upper-level Students who fail must make appropriate reme- diation and resubmit their portfolio for review. Portfolio requirements can be found on the Fashion Design website. 3 2 2 2 2 2 3 4 3 M 3 M 2 M 0 M 3 M 2 M 2 M 2 M 4 M 2 M 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE Period Costume Design Leather Goods Shoe Design Costume Design for Film Film Production Lab Denim Specialization Costume Collection 1 Costume Collection 2 Unrestricted Elective Digital Portfolio Development Arts and Portfolio Preparation Professional Practice General Elective Course Portfolio & Presentation Senior Collection 2 Studio Elective Art History Course Seminar Transdisciplinary Career Experience Natural Science Course with Lab Senior Collection I Social Science Course Junior Collections Art History Course ______FDES 336 FDES 401 ____3___ FDES ___ INDS 3__ FDES 411 FDES 363 FDES 330 FDES 410 FDES 400 FDES 432 FDES 431 FDES 332 ARTH ___ ARTH ARTH 2__ ARTH FDES 2725 FDES 3713 FDES 3720 FDES 3723 FDES 3719 FDES 4706 2016-2017 Course Catalog 2016-2017 Course Fashion Design student performance is evaluated systemically throughout the program in five areas Students interested in costume design can substitute some costume courses for fashion courses. ASSESSMENT PROCESS FASHION DESIGN ELECTIVES FASHION Spring Semester FOURTH YEAR FOURTH Fall Semester Spring Semester Fashion Design - 171 Mentors from the fashion industry also participate also participate the fashion industry Mentors from reviews, and certain in critiques, design periodically parameters providing direction design projects, interaction gives students the and feedback. This and obtain internships and opportunity to network may function as intensive jobs. Certain internships which students work closely apprenticeships, during an extended period of time. with a designer for STUDY TOURS AND STUDY AWAY AND STUDY TOURS STUDY study tours are Annual Spring Break New York INTERNSHIP/WORK EXPERIENCE INTERNSHIP/WORK Prior to graduation, students must complete 120 hours of internship or work experience in the fashion, costume, or apparel industries. It is recommended that each student have passed the Progress Portfolio Review and be, at minimum, in junior standing before interning. The internship placement is approved by advisor, the department chair as well as the student’s and an evaluation is completed by the host company. STUDENT WORK the right to retain student The university reserves and promotional pur work for archival, exhibition, and web formats. poses, including print LEARNING SPECIAL OPPORTUNITIES/REQUIREMENTS offers a Office Career Development Woodbury’s to assistvariety of programs, services, and resources internships.students in exploring careers and securing works with students one-on-one to devel- The staff and helpop successful internship search strategies internshipstudents connect with employers through postings, resume collections, on- and off-campus andinterview opportunities, alumni connections, employer outreach in the U.S. DepartmentIt is the philosophy of the Fashion Design and pro- that students be exposed to both theoretical will workfessional aspects of the discipline. Students their ideas andwith industry professionals to develop practicelearn a structured methodology of design world.that will benefit them in the professional and have theStudents will research current designers approachesopportunity to experience international Addition- to design practice during their education. through networking with industry practitioners, ally, students are exposed to the operations of profession- al practice. All students are encouraged to enter the many fashion competitions available, both locally and nationally. 2016-2017 Course Catalog 2016-2017 Course FASHION DESIGN FACULTY FASHION Regular faculty includes full-time professors and lecturers, Participating Adjuncts, and Adjuncts. They teach studio courses, lecture courses such as History of Fashion I and II, and provide supervised labs for additional instruction as needed. Upper-level students also have the opportunity to work with such as and manage various expert support staff, sample makers, screenprinters, knitters, textile art- ists, and laser and embroidery technicians. Design ACADEMIC STANDARDS ACADEMIC A minimum grade of C is required for students to pass major studio classes. Summer remediation courses are provided to help students improve their skills and move forward in their education. RESULTS OF LEARNING OF RESULTS a productive balance between Fashion Design seeks skills. All students take a critical and technical to explore selection of design history in their major cours- historical and social perspectives. Foundation and color es teach essential skills, such as anatomy opportunities. and initiate transdisciplinary theory, provides A series of sequential studios in the major which devel- increasingly complex design projects, research op key skills such as information literacy, thinking. and design development, and critical are devel- Visual skills, both digital and manual, including oped extensively; presentation methods, practiced and written and verbal proficiencies, are challenge critiqued. Students are encouraged to inno- accepted conventions in order to develop by faculty vative design solutions. Studio Reviews end of and the department chair occur at the and industry professionals often every semester, is charged with participate. An assessment officer and sug- analyzing Program Learning Outcomes educational gesting needed improvements in the in both process. Student self-assessment is required Design Review the Progress Portfolio and the Senior presentation. - Senior Collec Practice. A successful and Professional and mastery, design the student’s tion demonstrates aesthetic voice. Industry of a strong the development the collections in a formalprofessionals will critique looks are showcased at and the final design review, event. A professional portfoliothe annual runway thesis.completes the senior in Costume Design may substituteStudents interested 1 and 2. Costume Collection Fashion Design 172 1 unit 1 unit 2 units 2 units 3 units 3 units 3 units 3 units 3 units 2 units 3 units 4 units FDES 110 Creating Character FDES 100 Sewing Machine Technology FDES 121 Core Skills FDES 125 Studio 1 Technical FDES 120 Visual Skills 1 FDES 100 Technology Sewing Machine FDES 260 I History of Fashion FDES XXX Elective Fashion Design FDES 2725 Period Costume Design FDES 3713 Costume Design for Film FDES 3719 Costume Collection 1 FDES 4706 Costume Collection 2 partment does not require a laptop computer, but laptop computer, does not require a partment have one. that each student recommends Fashion Design Courses Fashion FDES 100 Sewing Machine Technology 1 UNIT in the use Students will be given intensive training and con- and safety issues of all sewing, ironing, depart- struction equipment in the fashion design ment so they can work independently and efficient- ly in the appropriate studios. They will be tested on all equipment. A heavy-duty bag with multiple design features will be the final project/test of their learning process. Studio. Prerequisite: None. Design 1 FDES 105 Digital Fashion 3 UNITS role in fashion design and its cre- The computer’s ative potential is the focus of this course. Adobe Illustrator and Adobe Photoshop fundamentals will be studied to learn principles of digital designing while simultaneously developing your own draw- ing techniques. These programs enable the fashion designer to digitally sketch and present fashion col- working knowledge of tools lections. The student’s and palettes is developed, as is speed and accuracy MINOR REQUIREMENTS MINOR Fashion Design Minor Costume Design Minor or fifteen Choose desired courses adding up to consult more credits. Non-fashion students must Courses used to fulfill a ma- with department chair. the minor. jor requirement cannot be applied to - - c d ude

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dents’ curricul o are encour dit. Past to CIAL QUIREMENTS e RE CY of key projects. y also are taught the ski their course syllabus. L their course syllabus. n design stu Students have an active organiza- ganizations, e um, Turkey, Fr iness owners, also have opp social media networking and blogs. i pper-level cr cial workshops nd workshops b LITERA a rticipate in sign direction ting, and file management for creating speci- fication sheets, pattern cards, and cost sheets. Bibliographic documentation of database use and citation of web-based sources is required for all Fashion Design courses. Proficiency in Internet research, library research using online search engines, and online fashion market predictive services. Proficiency in word processing, document format Proficiency in digital applications using Adobe Proficiency in digital applications using Photoshop and Illustrator ative concepts in fashion using CAD. programs to create Proficiency in computer-based presentation boards, technical flats, tech packs, and finished design groups. on, The Edge, which puts on a rofessional or ften as part of e ngland, Belg school broad through partner nhance fashio lly include u ashion Design a ashion Association (CFA), tudents are required to attend lectures, tudents are required ASHION STUDENT ORGANIZ i nternational of Los Angele 2016-2017 Course Catalog 2016-2017 Course • REQUIREMENTS STUDENT COMPUTER Students are responsible for email, printing, and network log-on accounts. Students are required to provide computer data storage devices for saving their digital and CAD files. The Fashion Design De- F • • • COMPUTER a E designers, bus d F t special events. Students als p I p its grad- The Fashion Design Department requires of fash- uates to be literate in the current media by the ion and costume design, as demonstrated following: a F of America. Th e SERIES AND SPE LECTURE discussions, planned, for which students gain credit for a two-unit credit for a two-unit which students gain planned, for study-away studio elective. Rica. Students S o titioners. Spe Fashion Design - 173 ed into finished garments. Studio. Prerequisite: Studio. Prerequisite: garments. ed into finished None. FDES 226 Advanced Technical Studio Technical FDES 226 Advanced FDES 220 Visual Skills 2 Visual FDES 220 3 UNITS in FDES This course builds on the skills introduced to practice 120, Visual Skills 1. Students continue their drawing from the fashion model to develop Two eye for proportion, drape, silhouette and color. design projects are created from direction through final presentation. Emphasis is placed on starting to develop a personal visual style and design aesthetic. Studio. Prerequisite: FDES 120, Visual Skills 1. 3 UNITS This advanced course reviews and reinforces flat pattern, draping, and construction techniques. Spe- cial attention is given to development and construc- tion of complex facings, lapels, and closures. Pat- tern marking and labeling is standardized. Fabrics are researched and purchased, resulting in finished coordinated garments. Design instructors oversee the design process, and the finished group is juried - Studio. Prerequisite: FDES 126, Techni for the show. FDES 126 Technical Studio 2 Studio FDES 126 Technical 3 UNITS a study of creating patterns This course provides drafting techniques and through draping and learned in FDES 125, Technical builds on the skills translated into muslin and Studio 1. Designs are dress form; complex designs fabric directly on the flat pattern techniques; are interpreted through are developed and graded; and production patterns A coordinated separates group is markers are made. Studio. Prerequisite: review. produced for the final Studio 1. FDES 125, Technical Lab FDES 200 Beginning Drawing 1 UNIT introduced This required course builds on the skills draw- in Visual Skills 1 and 2 and acts as a support transfer students. Students ing class for upper-level their under draw from the fashion model to refine and color, standing of proportion, drape, silhouette, is placed as well as the idealized figure. Emphasis improving on developing a personal visual style, of media. compositional skills, and using a variety learning A design sketchbook will enhance the Visual Skills process. Studio. Prerequisite: FDES 120, 1, or equivalent. 2016-2017 Course Catalog 2016-2017 Course FDES 125 Technical Studio 1 FDES 125 Technical 3 UNITS This course is an introduction to basic flat pattern making, draping, and sewing techniques. Muslin and fabric samples are constructed with the use of industry power machines, then fitted and complet- FDES 121 Core Skills FDES 121 Core 2 UNITS This course is an introduction to the fashion indus- including the basic vocabulary and skills in- try, volved in design development. Students will explore personal identity to develop a personal aesthetic code and participate in several team projects to practice peer cooperation. Field research and speakers will enhance the course content and an inspiration sketchbook will be maintained to record the research and visual process. Studio. Prerequisite: None. FDES 120 Visual Skills 1 Visual FDES 120 3 UNITS design This course provides an introduction to and rendering process, illustration, model drawing, flats. It techniques for fashion figures and technical Core Skills, functions as a support class for FDES 121, design and coordinates skill building with specific basic skills, projects. Emphasis is placed on learning a personal critique, as well as beginning to develop Prereq- visual style and design aesthetic. Studio. to uisite or Co-requisite: FOUN 105, Introduction Figure Drawing. 2 UNITS the costume and fashion This course will introduce nuances of character devel- design student to the Whether designing fashion opment and identity. will learn to see, identify, or costume, students texture, fit, and arts of color, and then practice the analyze and interpret a story proportion. Students character or customer, to understand a specific research to enhance and learn to do additional then learn to translate that their work. They will for their research into conceiving the perfect outfits In addition, students will explore muse/character. rendering the basic skills needed for drawing and actors or costumes, including depicting specific celebrities. Studio. in creating flats and sketches. Studio. Prerequisite: Studio. Prerequisite: flats and sketches. in creating None. Character FDES 110 Creating Fashion Design 174 FDES 301 Digital Fashion Design 2 Design FDES 301 Digital Fashion 2 UNITS computer in This course focuses on the role of the Adobe fashion design and its creative potential. to learn Photoshop fundamentals will be studied - principles of digital designing while simultaneous working ly developing technique. The student’s as well knowledge of Photoshop tools is developed, groups. as speed and accuracy in creating design Fashion Studio. Prerequisite: FDES 105, Digital Design 1. FDES 310 L .A . Fashion 4 UNITS This course combines with ad- vanced illustration techniques and professional practice exploration. Students work with instructors creating de- to research the L.A. fashion industry, signs that reflect the youthful Los Angeles aesthet- ic. Projects provide a sequential series of visual and creative processes and critiques, with the outcome being a finished collection of designs that will be built in FDES 332, Junior Collections. Emphasis is also placed on field research and discussions to en- hance internship experiences. Studio. Prerequisite: or equivalent. FDES 232, Knitwear and Swimwear, FDES 280 Experimental Draping and Patterning and Patterning Experimental Draping FDES 280 2 UNITS free-form draping will explore radical Students existing garments, and techniques, repurposing from the resulting details creating pattern blocks issues will be used and silhouettes. Sustainability as will in-depth research of to generate projects and historical precedents. Devel- creative influences pattern-making skills will be a oping industry-level Prerequisite: FDES 226, Advanced Studio. priority. or equivalent. Studio, Technical Lab Drawing FDES 300 Intermediate 1 UNIT series of This required course is the second in a build on support drawing labs that maintain and Visual Skills the skills developed and introduced in model to 1 and 2. Students draw from the fashion drape, refine their understanding of proportion, as well as the idealized figure. silhouette, and color, visual Emphasis is placed on developing a personal and using a style, improving compositional skills, will enhance variety of media. A design sketchbook the learning process. - 2016-2017 Course Catalog 2016-2017 Course FDES 2725 Period Costume Design Costume FDES 2725 Period 3 UNITS The student of costume design analyzes the silhou- ette of an era through understanding fashion from the inside out. This course provides a practical stu- dio introduction to historically accurate techniques to the of reproducing costume from the fifteenth nineteenth centuries. Studio. Prerequisite: None. 3 UNITS This course explores western costumes from the seventeenth century CE to contemporary times with an emphasis on the twentieth and twenty-first Academic 111, WRIT Prerequisite: Lecture. centuries. I. Writing FDES 261 History of Fashion II Fashion of FDES 261 History FDES 260 History of Fashion I Fashion of FDES 260 History 3 UNITS and tradi- This course examines prehistoric, ancient, century tional world costume through the sixteenth and stylistic CE, emphasizing the origins of clothing Lecture. trends in Asia, Africa, and the Near East. I. Prerequisite: WRIT 111, Academic Writing FDES 245 Progress Portfolio FDES 245 Progress 0 UNITS an assessment oppor This no-credit course offers FDES 240 Materials 2 UNITS developing core skills in the This course aims at textiles and understanding and identification of Emphasis other materials used in garment design. fabric boards is placed on the creation of effective Studio. Prereq- relating to specific design direction. uisite: FDES 121, Core Skills. Knitwear and swimwear markets are researched. Knitwear and swimwear and constructed through Garments are designed and advanced pattern-making advanced draping looks are juried for the fashion methods. Finished FDES 226, Advanced Studio. Prerequisite: show. Studio. Technical must tunity for the second-year reviews. Students reflects the pass their review and this course, which resulting grade, to go on to junior year. cal Studio 2, or equivalent transfer credit. 2, or equivalent transfer cal Studio and Swimwear Knitwear FDES 232 4 UNITS Fashion Design 175 3 UNITS - FDES 363 Digital Portfolio Development Digital Portfolio FDES 363 FDES 390 Career Experience/Internship FDES 390 Career 1 Students obtain practical experience in a fashion design studio or apparel business. A journal will be FDES 3720 Film Production Lab Production FDES 3720 Film 2 UNITS This course provides mentoring for students film projects, through their assigned intermediate of wardrobe highlighting the practical experience crew head, assistant designer, organization as crew, Studio. Prerequisites: WRIT and costume designer. II, or WRIT 212, Rhetoric 112, Academic Writing Theory and and Design; and LSCI 105, Information Practice. FDES 3723 Denim Specialization 2 UNITS Fashion Design department strongly Woodbury’s believes that denim studies is a key area because of the incredible dominance denim has in the fashion industry in general, and in Los Angeles as the denim class The Denim Specialization capital in particular. a thorough approach to the world of denim, offers addressing historical significance and heritage in- fluence, weaving, dyeing and finishing, cut and fit, as well as wash processes. Manufacturing, pricing, branding, and marketing will also be addressed. De- sign projects will take place in connection with the topics covered. 3 UNITS - use of Photo explores the advanced This course for fashion and costume shop and Adobe Illustrator to illustrate complex de- design. Students learn digital and manual skills in sign groups combining Portfolio. Studio. Prerequi- preparation for Senior Fashion Design 2. site: FDES 301, Digital Film Design for FDES 3713 Costume 2 UNITS the elements of analyzing This course introduces designs for film scripts, con- and preparing costume and solidifying character ferring with the director, concepts. Studio. Prerequisites: None. 1 Collection FDES 3719 Costume 3 UNITS and Costume Collection 1 begins the research to be pre- design phase of the costume characters as well sented at the Runway Event. Collaboration emphasized. as individual growth in design, will be Collections. Studio. Prerequisite: FDES 332, Junior -

2016-2017 Course Catalog 2016-2017 Course FDES 336 Leather Goods FDES 336 Leather 2 UNITS An elective course that provides a study of handbag design, pattern making, and methods of construc- tion. The contemporary leather goods market is researched and designs and samples are construct- ed. Studio. Prerequisite: FDES 100, Sewing Machine or a related workshop approved by the Technology, department chair. FDES 332 Junior Collections FDES 332 Junior 3 UNITS course Junior Collections is a studio construction that builds on the work done in FDES 331, Ad- and FDES 310, L.A. vanced Draping and Tailoring, Fashion. Students construct two to three outfits from their design groups that can be juried into the Garments are constructed through runway show. draping, tailoring techniques, and sewing proce- dures. Studio. Prerequisite: FDES 331, Advanced Draping and Tailoring. poses in apparel design. Studio. Prerequisite: FDES poses in apparel design. Studio. Prerequisite: 240, Materials, or equivalent course. Draping and Tailoring FDES 331 Advanced 3 UNITS on the This advanced construction course builds Draping skills learned in FDES 280, Experimental complex and Patterning, through the study of to ad- draping techniques, and introduces students the patterning vanced tailoring techniques through and trousers. and construction of a tailored jacket Technical Studio. Prerequisites: FDES 226, Advanced and Studio, and FDES 280, Experimental Draping Patterning, or equivalent. FDES 330 Textile Arts FDES 330 Textile 2 UNITS various This course provides an introduction to structural traditional and innovative surface and pur treatments used for aesthetic and functional FDES 320 Art/Fashion Symposium Art/Fashion FDES 320 1 UNIT to take students off course designed A ten-week relevant museum and gallery campus to explore Theoretical readings shows relating to fashion. discussions of the various and lectures will enhance and each student will keep a shows and exhibits and ideas reflecting on sketchbook of drawings Studio. Prerequisites: FDES the various activities. I, and FDES 261, History of 260, History of Fashion Fashion II. Fashion Design 176

discussions, and in-class exercises, the students learn the students and in-class exercises, discussions, defining personal entrepreneurs, about becoming a successful design and implementing branding, attitude will be emphasized, cycle. Professional dress code, preparedness, and including punctuality, Studio. Prerequisites or productive participation. 363, Digital Portfolio Develop- Co-requisites: FDES 1-5. ment, Design Studios FDES 432 Senior Collection 2 Collection FDES 432 Senior 4 UNITS construction This course continues the design and collection, of an innovative, well-merchandised with culminating in a Design Review presentation are industry professionals. The capstone projects Pre- Studio. showcased in the yearly runway show. 1. requisite: FDES 431, Senior Collection 4 UNITS the Costume Collection 2 initiates and completes for support- assembly and construction of costumes the Senior ing characters in the presentation of fashion show. Costume Collection in the year-end Collaboration, as well as individual growth in de- sign and construction, will be emphasized. Studio. Prerequisite: FDES 3719, Costume Collection 1. 3 UNITS the design and construction of This course involves designer garments high fashion and experimental collection for the runway. to create a cohesive pattern Course includes fabric selection, draping, and making, prototype muslins, model fittings, professional high-end construction techniques using FDES 332, industry finishes. Studio. Prerequisite: Junior Collections. FDES 431 Senior Collection 1 Collection FDES 431 Senior FDES 4706 Costume Collection 2 Collection FDES 4706 Costume

2016-2017 Course Catalog 2016-2017 Course FDES 411 Portfolio and Presentation FDES 411 Portfolio 2 UNITS Focusing on the entrepreneurial side of the fashion industry from a designer perspective, this course ad- dresses various aspects and processes of both start- up and small, organic businesses, as well as larger, more structured companies. Through lectures, 2 UNITS to the This course provides a structured approach in con- development of an industry-level portfolio collection. junction with designing a runway-quality Instructors will take an individual approach to each student, focusing on their chosen area of emphasis. Design thinking, research, illustration techniques, fabric group development, and advanced digi- tal skills are addressed and will contribute to the of the final presentation. Prerequisite: FDES efficacy 310, L.A. Fashion. An elective course that provides a study of shoe An elective course that provides a study The contem- design and methods of construction. designs and porary shoe market is researched and FDES samples are constructed. Studio. Prerequisite: or a related 100, Sewing Machine Technology, chair. workshop approved by the department FDES 401 Shoe Design 2 UNITS Focusing on the practical and business side of the Focusing on the practical a designer perspective, this fashion industry from various aspects and processes of course will address large companies and smaller, both very structured, dis- more organic businesses. Through lectures, will learn cussions, and in-class exercises, students Profes- about design cycle and personal branding. the se- sional attitude will be graded throughout appliance to dress code, such as punctuality, mester, preparedness, and productive participation. FDES 400 Professional Practice FDES 400 Professional 2 UNITS submitted to verify the completion of forty hours of forty hours to verify the completion submitted - will be sub of credit. An evaluation for each unit pass/fail grade A the internship sponsor. mitted by the completion of the intern- will be given upon must be approved by ship experience. Internships Prerequisite: department chair. the fashion design junior or senior standing. FDES 410 Design and Portfolio Preparation FDES 410 Design and Portfolio

Fashion Design

FDES 432 Senior Collection 2 Collection Senior 432 FDES 12

FDES 411 Portfolio 411 FDES 12

FDES 4xx Prefessional Practice Prefessional 4xx FDES 1

FDES 431 Senior Collection 1 Collection Senior 431 FDES

24 177

FDES 4xx Design & Portfolio Prep Portfolio & Design 4xx FDES

FDES 3xx Textile Arts Textile 3xx FDES

FDES #xx Internship #xx FDES 1

FDES 363 Digital Portfolio Digital 363 FDES 12

FDES 332 Junior Collections Junior 332 FDES 2

FDES 310 LA Fashion LA 310 FDES 12

FDES 3xx Intermediate Drawing Lab Drawing Intermediate 3xx FDES

FDES 331 Advanced Draping Advanced 331 FDES 2

FDES 3xx Art / Fashion Symposium Fashion / Art 3xx FDES 3

FDES 301 Digital Fashion Design 2 Design Fashion Digital 301 FDES 2

FDES 231 Progress Portfolio Progress 231 FDES

FDES 2xx Exper Draping / Patterns / Draping Exper 2xx FDES 2

FDES 232 Knitwear Swimwear Knitwear 232 FDES 2

FDES 261 Fashion History 2 History Fashion 261 FDES

FDES 260 Fashion History 1 History Fashion 260 FDES FDES 2xx Beginning Drawing Lab Drawing Beginning 2xx FDES

Entrepreneurship

Low Importance

High Importance

FDES 226 Advanced Tech Studio Tech Advanced 226 FDES PROFICIENT 2

Moderate Importance 4

FDES 2xx Visual Skills 2 Skills Visual 2xx FDES 2

FDES 230 Materials 230 FDES

FDES 105 Digital FD 1 FD Digital 105 FDES 2 FDES 1xx Visual Skills Visual 1xx FDES

Civic Engagement

FDES 1xx Core Skills Core 1xx FDES 12 3

APPLIED

Low Importance

High Importance

FDES 126 Tech Studio 2 Studio Tech 126 FDES 2

Moderate Importance

FDES 125 Tech Studio 1 Studio Tech 125 FDES 2

FDES 1xx Creating Character Creating 1xx FDES 23

FOUN 105 Figure Drawing Figure 105 FOUN 3

Transdisciplinarity

FOUN 103 Design & Color 2 Color & Design 103 FOUN

2

FOUN 103 Color & Composition & Color 103 FOUN 3 Low Importance High Importance

PRACTICED

Moderate Importance Strategic Principles Strategic

1 2 2 2 2 1 2 2 2 1 1 13 12 12 MAJOR COURSES MAJOR .. Design Thinking 1 problems and teamwork self-evaluation 2D visual skills design process aspects of dress Low Importance High Importance management skills DEVELOPED enhance originality Moderate Importance Strategic Principles Demonstrate proficiency in Identify and analyze specific LEARNING OUTCOMES identity through design concepts (BFA) Create industry quality presentations draping, patterning, and construction Assuring Demonstrate professionalism and time Quality in Academic Follow an effective research protocol to Participate effectively in the collaborative Develop effective skills for communication Analyze theoretical, cultural, and historical Apply digital technology to multiple design Communicate abstract ideas of culture and customers, design firms, and global markets Articulate standards of critical judgment and Create design projects to industry standards Fashion Design 2016-2017 Course Catalog 2016-2017 Course Low Importance Effectively communicate design ideas through High Importance Produce quality samples and finished garments INTRODUCED Moderate Importance STRATEGIC PRINCIPLES Bachelor of Fine Arts in Fashion Design BFA Bachelor of Fine Arts in CURRICULUM MAP Filmmaking 178 3 M 3 M 3 M 3 M 3 M 3 M 3 M 4 M 3 M 3 M 0 M 1 M 3 M 3 M 3 M 3 GE 3 GE 3 GE 1 GE 3 GE 3 GE 3 GE 3 GE 3 UE Stage Grip and Lighting I Academic Writing Unrestricted Elective Film Production 1 - Color Theory and Interac tion Film History 1 Screenwriting 2 Acting for Film Film Editing 1 Media Culture Sound for Film Interdisciplinary Core Course Mathematics Course Film Production 2 Production Design Progress Reel Film History 2 Cinematography 1 Screenwriting 1 Information Theory and Practice II Academic Writing Directing 1 General Education Elective Social Science Course FILM 201 FILM 203 FILM 220 FILM 140 FILM 226 LSCI 105 FILM 103 ______WRIT 111 FILM 110 FILM 101 FILM 225 INDS 1___ FILM 210 FILM 102 FILM 115 FILM 200 FILM 215 WRIT 112 FOUN 106 MATH 2__ MATH COMM 100 SECOND YEAR SECOND Fall Semester Spring Semester FIRST YEAR Fall Semester Spring Semester 8 77 43 128 Units

Students will demonstrate how film is a medium Students will demonstrate how film of communication. principles Students will demonstrate the aesthetic of film. con- Students will demonstrate design principles sidered in film production. to fin- Students will produce work from concept ished product. area of film Students will emphasize at least one writing, production, e.g., producing, directing, sound, anima- editing, lighting, cinematography, tion, writing, etc. of the Students will have functional knowledge history of film. and Students will coordinate project elements communicate with involved personnel. procedures Students will demonstrate marketing exhibition. for film production, distribution, and Students will serve an internship within the film industry. Students will produce a supervised senior project. Students will create a professional-quality portfo- lio. 2016-2017 Course Catalog 2016-2017 Course FILMMAKING MAJOR CURRICULUM FILMMAKING MAJOR Leading to the Bachelor of Fine Arts Degree (BFA) Major (M) Curriculum Summary Curriculum General education/Integrative Learning (GE) Unrestricted electives (UE) Minimum semester hours required PROGRAM LEARNING OUTCOMES LEARNING PROGRAM • • • • • • • • • • • David Collins, MFA, Department Chair Department David Collins, MFA, MISSION Filmmaking Filmmaking (BFA) Film is one of the most influential mass communica- Film is one of the most and implement- have developed tion mediums. We integrates historical study and ed curriculum that with practical skills in media theoretical expertise in our program graduate with production. Students to succeed in a wide variety the knowledge needed media, and of fields related to film production, cultural studies. Filmmaking 179 - — At the end of the formal and informal. The department specifies four specifies informal. The department formal and that include for measured assessments key areas benchmarks and and summative both formative of evaluation. The processes involve multiple forms assure program quality and provide a vehicle to - improvement in the effec promote continuous the improvement of student tiveness of teaching, of the curriculum. Evidence of work, and the design through the Progress Portfolio learning is assessed This of the second year of study. Review at the end student progress and is required process documents studios. Student for entrance into upper-division through the thesis project, work is also evaluated pre-production, production, which assesses the and and post-production methodologies used, in narrative solutions. Further their effectiveness Portfolio assessment is made through the Senior mastery Presentation, which evaluates the student’s from of learning outcomes, as well as development are Final assessments the Progress Portfolio Review. companies conducted through the internship host real-world to evaluate students’ preparedness for assignments. PRE-CAPSTONE REQUIREMENTS PRE-CAPSTONE Portfolio Review Progress COURSES CAPSTONE In order to illustrate required professional and filmmaking competencies before graduation, students must successfully complete a capstone project. Capstone projects are designed to provide students the experience of developing and complet- ing a filmmaking project illustrating their ability to address knowledge gained in the previous years of Students must demonstrate the application study. of theoretical research and production practice in a self-initiated filmmaking project through a rigor ous level of work demonstrating a high degree of critical thinking, skill, and craft. sophomore year, students are required to submit a sophomore year, from each comprehensive portfolio of their work demon- major design studio. The portfolio should development of the knowledge strate sufficient the ability to and skills of narrative filmmaking and and skill into integrate that cumulative knowledge Portfolios original, creative, and meaningful films. faculty are reviewed by a panel made up of design Passing the members and the department chair. Progress Portfolio Review is a prerequisite for FILM 341, Film Production Showcase. 3 M 3 M 4 M 3 M 3 M 4 M 3 M 3 M 1 M 3 M 3 GE 3 GE 2 UE 3 GE 3 UE 0 M 3 GE 3 M 3 M 3 GE 3 GE 3 GE Entertainment Marketing Business of Entertainment Producer Seminar General Education Elective Unrestricted Elective Thesis Production Film Elective Natural Science Course with lab Thesis Post-Production Unrestricted Elective Environmental Studies Thesis Pre-Production History of Film Directing Documentary Film Produc- tion Transdisciplinary Seminar Transdisciplinary Work Experience Work World Film History World Cinematography 2 Preparation Career Experience Introduction to Psychology Ethics Course Thesis Screenwriting 220 3___ INDS ENVT ______3___ FILM 401 FILM 400 FILM 402 FILM 480 FILM 481 FILM 302 ______FILM 304 FILM 305 FILM 310 FILM 315 PSYC 200 FILM 350 FILM 300 2016-2017 Course Catalog 2016-2017 Course ASSESSMENT PROCESS Student performance and achievement in Film- making is evaluated systemically throughout the program, via ongoing assessment strategies both Internship/work experience is required to be taken in any of the final three semesters, but is strongly recommended during the summer. Spring Semester FOURTH YEAR FOURTH Fall Semester Spring Semester THIRD YEAR Fall Semester Filmmaking 180 - — Prior to graduation, — Prior to — As an exploration and — Students are required to attend Proficiency in computer systems operations, in- cluding communications, upgrades, and manage- ment. Proficiency in Internet research, through com- pletion of LSCI 105, LSCI 106, or LSCI 205, or appropriate equivalent. Bibliographic documen- tation of database use and citation of web-based sources is required of all Filmmaking courses. Proficiency in word processing, document for lectures from professional filmmakers each term. lectures from professional filmmakers and Industry professionals from both national on international arenas have spoken at Woodbury logo effects, various design topics, including visual motion graph- development, entertainment media, graphics, ics, information graphics, environmental costume design, and art direction. study of current art and design events in the Los study of current art and design events students to Angeles area, this experience requires exhibitions attend lectures, museums, galleries, and social and exploring a variety of topics, including of cultural issues. Through analysis and discussion to inform their experiences, students use this course for concep- their studio work, and as a springboard tual development of their degree projects. Lecture Series Lecture REQUIREMENTS LITERACY COMPUTER The Filmmaking Department requires its graduates to be literate in the current media of representa- tion and communication, as demonstrated by the following: • • • Internship/Field Experience Filmmaking Symposia students must complete 120 hours of internship or hours of internship complete 120 students must studio, advertising at a local design field experience or market- studio, publisher, entertainment agency, the Progress Portfolio Review Passing ing company. the field experience, which must is a prerequisite to the junior or senior year and be accomplished in Woodbury’s chair. approved by the department variety of a offers Office Career Development and resources to assist students programs, services, and securing internships. The in exploring careers to develop works with students one-on-one staff search strategies and help stu- successful internship employers through internship dents connect with off-campus postings, resume collections, on- and and interview opportunities, alumni connections, employer outreach in the U.S. - - 2016-2017 Course Catalog 2016-2017 Course SPECIAL LEARNING SPECIAL OPPORTUNITIES/REQUIREMENTS It is the philosophy of the Filmmaking Department that students be exposed to both theoretical and professional aspects of the discipline. Students will become acquainted with current filmmakers and film movements, and they will have the oppor Below-average work is not acceptable for a profes- Below-average work is not acceptable is required of sional degree. A minimum grade of C receiving all Filmmaking studio courses. Students repeat that a grade below a “C” must successfully studio. studio prior to enrollment in the succeeding take no It is strongly recommended that students more than twelve studio units in a single semester. tunity to experience international approaches to filmmaking during their education. Additionally, through networking with industry practitioners and membership in professional design organizations, they are exposed to the operations of professional practice. STUDENT WORK student The university reserves the right to retain pur work for archival, exhibition, and promotional STANDARDS ACADEMIC poses, including in print and Web formats. poses, including in print and Web RESULTS OF LEARNING OF RESULTS - require produc and lecture courses Both studio the projects specific to filmmaking tion of various of each course. Projects may learning outcomes posters, pitches, pre-production include screenplays, sound recordings, sound packages, cinematography, mixes, poster design, acting designs and final sound graphics, advertising, fic- scenes, websites, motion documentary narrative films, tional narrative films, storyboards, animatics, pro- business plans, budgets, direction projects, and research duction designs, art is reviewed by industry pro- papers. Student work members at the end of each fessionals and faculty evidence of learning is assessed term. Additionally, at the end of through the Progress Portfolio Review must in- These portfolios the second year of study. completed. In clude project samples from all studios students develop their professional the senior year, profes- portfolio, which is also reviewed by industry Filmmaking sionals, and assessed by faculty and the is required Advisory Board. Student self-assessment processes. in both the Progress and Senior Portfolio Filmmaking 181 - FILM 200 Screenwriting 1 FILM 200 Screenwriting 3 UNITS This course explores the process of writing a nar rative script through lectures, screenings, readings, 3 UNITS to the This course is designed to introduce students we will cover In this class, basics of cinematography. of camera, the basic understanding and operations set pro- grip, and lighting equipment. Terminology, a daily part cedures, aesthetics, and analysis will be to attend, of the class. Students will be required in actively participate, and complete assignments or in class as well as outside of class as an individual 110, Film small groups. Studio. Prerequisites: FILM Production 1. Film FILM 140 Sound for 3 UNITS students will be required Throughout the semester, to take sound from the production process and carry it through post-production. Through theory and exercise, students will learn how to capture microphones production sound utilizing different and capture devices, as well as the basic techniques needed from a sound professional. In the post-pro- duction process, the sound files will be managed, synced, manipulated, and recreated using Adobe Premiere. The basics of sound mixing and manipu- lation will create an understanding of how sound in film plays an undeniable part of the experience of great storytelling. Studio. Prerequisite: FILM 110, Film Production 1. FILM 103 Stage/Grip Lighting Workshop Lighting Stage/Grip FILM 103 1 UNIT give students an is designed to This workshop care and maintenance of the introduction to basic lighting equipment. The soundstage, grip, and class is to familiarize and create importance of this the uses of the space and safety guidelines for Prerequisite: None. equipment. Studio. 1 Production FILM 110 Film 3 UNITS hands-on media pro- This course is an introductory provides solid grounding in the duction course that aspects of production and technical and creative and post-production. Students will conceptualize and become develop solo and group video projects non-linear familiar with screenwriting and digital None. editing techniques. Studio. Prerequisite: 1 FILM 115 Cinematography matting, and file management for both print and for both print file management matting, and digital distribution. for edit- programs in computer-based Proficiency storyboards, animatics, sound ing, screenwriting, pre-production planning, design, budgeting, poster design, and image color grading, titling, creation. 2016-2017 Course Catalog 2016-2017 Course Through lectures, discussions, and analyses of screenings of films and film clips, this course will a chronology of the development of both the offer artistic elements in the narrative motion picture— exploring the film story as a natural progression of the storytelling tradition that has shaped scripture, drama, and the novel throughout human poetry, history—and as a globe-spanning business that has reshaped our perceptions of cultures, ethnic groups, and economic systems. The course covers the period from 1950 to the present. Students will continue exploring the film story as a natural progression of the storytelling tradition as it continues into the Open to all majors. Lecture. twenty-first century. Prerequisite: FILM 101, Film History 1. FILM 102 Film History II History FILM 102 Film 3 UNITS Filmmaking Courses Filmmaking I History FILM 101 Film 3 UNITS social, This course examines the technological, the first sixty cultural, and aesthetic dimensions of through years of cinema, ranging from the 1890s and the 1940s. Lectures, screenings, readings, discussion will explore the impact of international the impact cinema. The course will also investigate and of the global circulation of films, filmmakers, and contest- film culture in response to the complex Meets Art ed dominance of the U.S. film industry. Prerequisite: History elective requirement. Lecture. None. COMPUTER REQUIREMENTS COMPUTER ISP accounts; Students are responsible for email and should student-owned computers used on campus access to have a network and/or wireless card for wireless network. the university’s • in the curriculum at all Media literacy is embedded students are expected to levels, and filmmaking proficiencies through successful demonstrate these coursework. completion of their Filmmaking 182 115, Cinematography 1. 115, Cinematography FILM 225 Production Design FILM 225 Production 3 UNITS the process This course introduces the students to techniques of designing a movie through various steps. The emphasis is the delivery of and different requirements a solid concept design that covers the FILM 110, of the storytelling. Studio. Prerequisites: and Interi- Film Production 1. Open to Architecture or Architecture majors. FILM 300 Thesis Screenwriting 3 UNITS During this intensive 15-week class, students will discover how premise and character development work together to create compelling drama. The students will pick their story and begin writing their own short scripts, which will be developed, presented, discussed, and rewritten from a direc- preparing students to direct the point of view, tor’s will also talk about genre, script themselves. We style, tone, and music, as these are crucial tools for the At the end of the semester, a writer/director. students will have their own short scripts, ready for them to direct. Lecture. Prerequisite: FILM 201, Screenwriting 2. FILM 215 Directing 1 Directing FILM 215 3 UNITS explores the collaborative The core of this course director and actors, commu- process between the and the shaping of actors’ nication between them, will choose scenes from the performances. Students hold auditions, cast, rehearse, class-assigned script, in class. This is a workshop-style and present scenes students to direct assigned class that will require and receive direct feedback. scenes, share critiques, FILM 110, Film Produc- 3 units. Studio. Prerequisite: tion 1. 1 Editing FILM 220 Film 3 UNITS pro- Editing is an essential part of the filmmaking of the cess and students will gain an understanding uses to tell principles and techniques that an editor related to along with the technical aspects a story, Lecture. the editing process and post-production. 1. Prerequisite: FILM 110, Film Production 2016-2017 Course Catalog 2016-2017 Course FILM 210 Film Production 2 Production FILM 210 Film 4 UNITS This course is designed to assist the student’s growth in visual storytelling. Focusing on the short film, this class will explore characters, story arcs, acts, style, and more. This workshop class will provide students with in-class time to create films. The course will also require that they work outside of class to finish assignments or projects. While discussing the broad terms of storytelling, the class will demand that students collaborate with others to find the best idea tot suit the needs of each story that they will craft. This will require time and respect for the process, and strong partici- effort, pation. The course will also demand that students suggestions and receive and give criticism of offer the work. In this class, students will write, produce, direct, edit, and complete 4 to 5 projects. Studio. Prerequisites: FILM 110, Film Production 1 and FILM FILM 203 Acting for Film for FILM 203 Acting 3 UNITS to the This studio course introduces the students the art basic principles and skills required for and of acting. By exploring physical, emotional, unique psychological techniques that encourage the student and specific character development, skills to film will learn how to apply these essential how an scene work. The student will also process which always actor primarily works as a storyteller, the director informs the choices he/she along with must make. Studio. Prerequisite: None. FILM 201 Screenwriting 2 FILM 201 Screenwriting 3 UNITS students will develop skills In this writing workshop, and story in narrative structure, screenplay format, dialogue, and scene elements, especially character, will two short film screenplays construction. Writing FILM 200, develop these skills. Lecture. Prerequisite: Screenwriting 1. in-class writing exercises, in-class workshops, and, workshops, and, exercises, in-class in-class writing an Students take a lot of outside writing. of course, a detailed treatment develop it into both idea and Class emphasis is on the and a short film script. as on the development own work, as well student’s craft necessary to shape that of the technique and learn Final Draft and study the work. Students will Lecture. gurus of the day. leading screenwriting I. Open to 111, Academic Writing Prerequisite: WRIT all majors. Filmmaking 183 their own short documentary. Studio. Prerequisite: Studio. Prerequisite: short documentary. their own Film Production 2. FILM 210, FILM 400 Business of Entertainment of FILM 400 Business 3 UNITS business of A comprehensive introduction to the series intend- entertainment as part of a two-course introductory ed for fourth-year students. This is an for pro- course in the business of entertainment aspiring ducers, directors, development personnel, planning, media executives, and those who are The developing and executing media ventures. with class examines the business issues associated formats the entertainment industry in the multiple content. of film, television, and video-accessible Writing Lecture. Prerequisites: WRIT 112, Academic II or WRIT 212, Rhetoric and Design. Marketing FILM 401 Entertainment 3 UNITS Open to all majors, this course will examine film and television product acquisition, distribution, and exhibition. This is an introductory course for those interested in pursuing careers as producers, directors, marketing executives, media-planning executives, and filmmakers who are developing marketing for media projects. This class examines the business issues associated with the distribution, marketing, and exhibition in the film and televi- Lecture. Prerequisite: sion entertainment industry. Marketing class. FILM 315 Cinematography 2 FILM 315 Cinematography 3 UNITS course stresses that visual This advanced camera from a variety of styles and communication comes from traditional cinema to music mediums. Ranging the sometimes subcon- videos, this class uncovers Studio. Prerequi- to tell a story. scious methods used Production 2. site: FILM 210, Film Prep Experience FILM 350 Career 1 UNIT on the This one-credit course will instruct students a career in fundamentals of finding and building entertainment. Subjects will include researching cover letters and applying for internships and jobs, workers, and resumes, company expectations for Film- and networking skills. Lecture. Prerequisite: making major. 2016-2017 Course Catalog 2016-2017 Course FILM 310 Documentary Film Production Film FILM 310 Documentary 3 UNITS This course will focus on the ways documentaries both report on and influence culture, looking at the specific processes of persuasion. A variety of the- oretical perspectives will be used to untangle the meanings inherent in texts presented as entertain- ment so that their complexities and cultural logic becomes visible and subject to critique. Students will consider how such documentaries have influ- enced their own lives and those of others through the mechanisms of popular culture. They will also conduct a series of projects that culminate with FILM 305 History of Film Directing Film of FILM 305 History 3 UNITS history of In this class, students will explore the in both directing and how the position developed silent era and starting in the practice and artistry, class consists progressing into the modern era. The a practical of research papers, presentations, and in past project as students learn of film directing’s knowledge in order to augment their own skills and Film Pro- the area. Lecture. Prerequisite: FILM 210, II or WRIT duction 2; WRIT 112, Academic Writing 212, Rhetoric and Design; and LSCI 105, Information Theory and Practice or LSCI 106, Information Sourc- es in Architecture and Interior Architecture. FILM 304 Thesis Pre-Production 3 UNITS production Students learn the fundamentals of film work by to create professional-quality portfolio skills. In this utilizing pre-production and marketing budgeting, scheduling will work on course, students fundraising using industry software, and creating hands-on business plans. This class also involves editing to production of pitch videos, as well as projects prepare to shoot senior thesis production Studio. Prerequisites: FILM the following semester. 300, Thesis Screenwriting. FILM 302 World Film History Film World FILM 302 3 UNITS or one foreign classic students will view Every week, and possible supplementary contemporary feature clips to aid in the understanding short films or film followed by an in-depth dis- legacy, of the movie’s works. Lecture. Prerequisite: cussion of the viewed II or WRIT 212, Rhet- Writing WRIT 112, Academic LSCI 105, Information Theory oric and Design; and 106, Information Sources in and Practice or LSCI Architecture. Architecture and Interior Filmmaking 184 2016-2017 Course Catalog 2016-2017 Course FILM 490 Filmmaking Internship FILM 490 Filmmaking 3 UNITS Students participate in an on-the-job practicum in commercial settings in media, design, entertain- Work experience is ment, and marketing firms. complemented by academic requirements specified Prerequisite: in a contract with the faculty advisor. Filmmaking majors. 4 UNITS and This course explores the advanced practical post-pro- conceptual low-budget indie filmmaking effects, duction process from editing, titles, visual concludes mixing, and distribution to festivals. This the Senior Thesis Project, which is meant to serve as a portfolio piece and is a graduation requirement. 3 units. Studio. Prerequisite: FILM 480, Thesis Produc- tion. FILM 481 Thesis Post-production FILM 480 Thesis Production 4 UNITS and concep- This course explores advanced practical physical pro- tual low-budget indie filmmaking in during FILM duction. Students shoot scripts written in FILM 304, 300, Thesis Screenwriting and planned production Thesis Pre-Production. Double system Senior Film, sound will be recorded. This begins the piece and is a which is meant to serve as a portfolio FILM graduation requirement. Studio. Prerequisites: 304, Thesis Pre-production. FILM 402 Producer Seminar Producer FILM 402 3 UNITS - takes to be a produc will explore what it This class first one on, and the last one The producer is the er. will cover how to find the project. The course off it, how to attach talent to material, how to option pitch it, and how to find places your project, how to the class will examine how to to do so. In addition, how to deal with talent, how to get the green light, departments involved produc- deal with the various and how work with the director, ing a film, how to the film. This class is designed to eventually produce the confidence needed to move to give the student of producing. Lecture. Pre- forward into the world (can requisite: FILM 400, Business of Entertainment take concurrently).

Filmmaking Work Experience Work

185 FILM 481 Thesis Post-Production Thesis 481 FILM

FILM 402 Producer Seminar Producer 402 FILM

FILM 401 Entertainment Marketing Entertainment 401 FILM

FILM 480 Thesis Production Thesis 480 FILM

FILM 400 Business of Entertainment of Business 400 FILM

FILM 310 Documentary Film Production Film Documentary 310 FILM

FILM 305 History of Film Directing Film of History 305 FILM

FILM 304 Thesis Pre-Production Thesis 304 FILM

FILM 350 Career Experience Preparation Experience Career 350 FILM

FILM 315 Cinematography 2 Cinematography 315 FILM

FILM 302 World Film History Film World 302 FILM

FILM 300 Thesis Screenwriting Thesis 300 FILM

FILM 226 Progress Reel Progress 226 FILM

FILM 225 Production Design Production 225 FILM

FILM 215 Directing 1 Directing 215 FILM

FILM 210 Film Production 2 Production Film 210 FILM FILM 220 Film Editing 1 1 Editing Film 220 FILM

Entrepreneurship FILM 203 Acting for Film for Acting 203 FILM

4

ASSESSMENT 2 Screenwriting 311 FILM

FILM 140 Sound for Film for Sound 140 FILM

FILM 200 Screenwriting 1 Screenwriting 200 FILM FILM 115 Cinematography 1 Cinematography 115 FILM

Civic Engagement

FILM 102 Film History 2 History Film 102 FILM

3

FOUN 106 Design Color Interaction Color Design 106 FOUN FILM 110 Film Production 1 Production Film 110 FILM

MASTERED FILM 103 Stage Grip Lighting Grip Stage 103 FILM FILM 101 Film History 1 History Film 101 FILM Transdisciplinarity

2 Strategic Principals Strategic

. MAJOR COURSES MAJOR Design Thinking of film history DEVELOPED Major Courses 1 Critical Thinking finished product Design Thinking Entrepreneurship in film production Civic Engagement Transdisciplinarity Core Competencies Information Literacy Oral Communication Quantitative Reasoning Written Communication Strategic Principals with involved personnel aesthetic principles of film medium of communication considerations in production Produce work from concept to Rewrite final script considering instructor’s notes, in-class feedback and table reads. Demonstrate the ability to use Movie Magic budgeting and scheduling software Establish one area of emphasis expressive design consideration LEARNING OUTCOMES Present to buyers, communicating the concept and benefits of the project. Demonstrate understanding of research methodology in developing screenplay. distribution and exhibition of films Demonstrate understanding of the (BFA) Create a documentary film that strengthens a community, cause, or organization. Integrate multiple perspectives to develop a film approach that is broadly informed. Complete industry related internship Develop project that exhibits entrepreneurial strategies that are commercially viable. Edit five different cuts of thesis film in consideration of instructor and peer feedback. Create complex lighting structures that contribute to storytelling. Demonstrate understanding of design Assuring Demonstrate functional understanding Quality in Academic Demonstrate understanding of film as a Create professional quality portfolio reel Filmmaking Demonstrate understanding of time as an Produce comprehensive thesis film project Coordinate project elements and communicate INTRODUCED Demonstrate marketing procedures for production, STRATEGIC PRINCIPLES Bachelor of Fine Arts in Filmmaking BFA Fine Arts in Filmmaking Bachelor of CURRICULUM MAP CURRICULUM Quantitative Reasoning Information Literacy Written Communication Critical Thinking Oral Communication Entrepreneurship Design Thinking Civic Engagement Transdisciplinarity 2016-2017 Course Catalog 2016-2017 Course Game Art & Design 186 Knowledge of the concepts related to the visual, Knowledge of the concepts related to temporal spatial, sound, motion, interactive, and and elements and features of digital technology, and appli- principles for their use in the creation cation of interactive digital media. and capa- An understanding of the characteristics technol- bilities of hardware and software game ogies, and their appropriateness for particular narrative expressive, functional, strategic, and applications. An understanding of the processes that are and desirable for the develop- useful, effective, ment and coordination of digitally based art and design strategies. and criticism, theory, Knowledge of the history, with respect to such areas as film, video, technol- and digital art and design. ogy, Development of the ability to work in teams and to organize collaborations among people from disciplines. different An understanding of the qualities, structure, and professional practices of the and interactive media industries. Development of a professional work portfolio particular that highlights the individual student’s strengths. ogy into the general education curriculum through curriculum through general education ogy into the media culture, of visual communications, the study and media psychology. behavior, consumer Cali- location in the center of Southern Woodbury’s provides students entertainment industries fornia’s trip, internship, and field experi- with unique field ence opportunities. PROGRAM LEARNING OUTCOMES LEARNING PROGRAM Art & De- Students who graduate from the Game outcomes: sign program will meet these learning • • • • • • • MISSION merges creative vision, story, Game Art & Design play mechanics, and comput- art, sound, animation, of immersive game experi- ers in the development projects, students devel- ences. Through interactive collaborating op an individual creative voice while provide We in a unique production environment. to excel, students with the knowledge and skills of while preparing them to meet the challenges the production rapidly changing technology in both computer games. and distribution of tomorrow’s ------2016-2017 Course Catalog 2016-2017 Course ation of young game players, raised on the earliest ation of young game players, raised on creators of video games, are now the designers and artists and designers, who are games. Young today’s into the field’s now students, will grow and develop of tomor innovators and emerge as the creators William Novak, MFA, Department Chair Department William Novak, MFA, Association of Schools of Accreditation: National Art & Design (NASAD) Bachelor of a four-year University offers Woodbury Game Art & Design. The pro- Fine Arts degree in with a professional educa- gram provides students graduates through a solid under tion that prepares of the expertise required to standing and mastery provides enter professional practice. The curriculum of the students with a thorough comprehension creative production process through critical and along thinking, theoretical and historical study, with conceptual and experimental exploration. power The incredible growth and sheer expressive an important of computer games have made them cultural landscape. and influential part of today’s moved com- Rapid advancement of technology has direction, re- munication in an interactive and visual A gener quiring new skills for designers and artists. games. They will take game art and game row’s encour design to new places to promote learning, Game Art & Design Game (BFA) age health and exercise, create social change, assist age health and exercise, create social the corporations in employee training, support military in recruiting and training, and, of course, to just have some fun. art, brings together The Game Art & Design BFA animation, computer hardware and software, story development, and the many facets of game design. Students may choose from two emphases: Game Art, focusing on two- and three-dimensional char acter design, , and animation; or Game Design, focusing on elements such as game conceptualization, play mechanics, rule sets, story development, system navigation, user inter faces, scoring systems, and prototyping. As one of the many vibrant programs in the School of Media, Culture and Design, the program is designed to integrate communications and psychol- Game Art & Design 187 3 M 3 M 3 M 3 M 3 M 1 M 3 ME 3 GE 3 GE 1 GE 3 GE 3 ME 3 M 3 M 3 GE 1 ME 3 ME 2 ME 3 GE 3 ME 3 ME 0 M 3 M 3 GE Environmental Design Environmental & Modeling Introduction to Game Engines Design and Composition Interdisciplinary Core Academic Writing II Academic Writing Information Theory and Information Theory Practice Media Technology Media Technology Lecture Series 3D Computer Animation I Drawing Concepts/ Figure Drawing Environmental Studies & Culture II Technology 3D Game Animation Character Design and - eling Portfolio Review Sophomore Studio II: Layout Design Symposia Character Animation Media Ethics Mathematics Course History of Games: Materials, Lighting, and Rendering Introduction to Digital Media Introduction to 3D Computer Animation Introduction to Psychology LSCI 105 INDS 1__ WRIT 112 GAME 114 FOUN 102 GAME 140 TECH 103 TECH 102 ENVT 220 ANIM 361 ANIM 204 ANIM 210 ANIM 221 PSYC 200 GAME 309 GAME 238 GAME 250 MATH 2__ MATH COMM 235 GAME 224 ANIM 161 ANIM 262 GAME 237 Spring Semester Spring Semester THIRD YEAR Fall Semester SECOND YEAR SECOND Fall Semester FOUN 104/5 9 73 46 128 3 M 3 M 3 M Units 3 GE 3 GE

Game Design Fundamentals 3D Game Art Fundamentals Beginning Drawing Academic Writing I Academic Writing Public Speaking WRIT 111 FOUN 101 GAME 101 GAME 105 COMM 120 2016-2017 Course Catalog 2016-2017 Course Students choose the emphasis they wish to pursue, either Game Design, or Game Art. EMPHASIS GAME ART FIRST YEAR Fall Semester SUGGESTED SEQUENCE OF COURSES OF SUGGESTED SEQUENCE Curriculum CURRICULUM & DESIGN MAJOR GAME ART Leading to the Bachelor of Fine Arts Degree (BFA) General Education/Integrative Learning (GE) Unrestricted Electives (UE) Minimum Semester Hours Required Lab Fees is applied to Some courses require a lab fee, which Specific instructional supplies utilized in the studio. the catalog. fees are outlined in the Fee section of Major (M) Student Computer Requirement Student Computer requires that third- and fourth- Game Art & Design and recom- a laptop computer, year students have first- and second-year students. mends the same for compatible The computer and software must be Students with existing on-campus computer labs. lap- may choose either Apple Mac or PC/Window A student’s tops based on their needs and budget. with computer and software must be compatible existing on-campus computer labs. chair Questions may be directed to the department a particu- and/or faculty regarding the needs of software lar project, or for current hardware and requirements. ACADEMIC STANDARDS ACADEMIC - for a profes work is not acceptable Below-average of C is required A minimum grade sional degree. studio courses. Students of all Game Art & Design a “C” must successfully re- receiving a grade below to enrollment in the succeed- peat that studio prior recommended that students ing studio. It is strongly twelve studio units in a single take no more than semester. Game Art & Design 188 3 M 3 M 3 M 3 M 2 M 1 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 UE 3 M 3 M 0 M 3 M 3 GE 3 GE 3 GE 3 GE 1 GE 3 GE Information Theory Game Code Fundamentals Game Code - Game Design Documen tation Introduction to Game Introduction to Game Engines Introduction to Digital Introduction to Digital Media Academic Writing II Academic Writing Media Ethics Game Player Analysis History of Games: Case Studies Procedural Content in Games Portfolio Review Mathematics Course Game Prototyping Game Level Design History of Games: 20th Century Design and Composition Interdisciplinary Core Introduction to Psychology Story Development for Interactive Media Sound for Film Technology & Culture I Technology Media Technology Media Technology Lecture Series Unrestricted Elective LSCI 105 WRIT 112 GAME 112 ANIM 161 INDS 1______GAME 106 GAME 114 PSYC 200 FILM 140 FOUN 102 GAME 254 TECH 101 TECH 103 GAME 221 GAME 211 GAME 224 GAME 222 GAME 226 GAME 323 MATH 2__ MATH COMM 235 GAME 250 GAME 321 Spring Semester THIRD YEAR Fall Semester SECOND YEAR SECOND Fall Semester Spring Semester 3 M 3 GE 3 GE 3 GE 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 GE 3 UE 3 GE 3 GE 0 M 3 GE 3 UE 3 GE 3 UE 3 GE Game Capstone Studio II Professional Practices of the Game Industry General Education Elective Art/Film/Design History Unrestricted Elective Visual Development Unrestricted Elective Experience/Intern- Work ship Game Capstone ResearchGame Capstone Seminar History of Games: Case Studies Course Transdisciplinary Social Science Course Natural Science Course with Lab Game Capstone Studio I Animation Elective Humanities Course Art/Film/Design History Unrestricted Elective Game Design 3D Game Art Fundamentals Beginning Drawing Academic Writing I Academic Writing Public Speaking ______3__ GAME 432 GAME 434 ______ANIM 340 ANIM 3__ INDS 3___ GAME 226 GAME 302 WRIT 111 GAME 431 ______FOUN 101 GAME 101 GAME 105 ______COMM 120 2016-2017 Course Catalog 2016-2017 Course GAME DESIGN EMPHASIS FIRST YEAR Fall Semester REQUIRED FOR GRADUATION: GRADUATION: FOR REQUIRED Experience/Internship, paid or 120 hours of Work unpaid, in the game industry or related field, are required. The recommended time frame for intern- ship/work experience is the summer between the third and fourth year. Spring Semester FOURTH YEAR FOURTH Fall Semester Spring Semester Game Art & Design 189 ty and from other students in the department. the department. other students in ty and from Art in Game and achievement Student performance systemically throughout the & Design is evaluated assessment strategies that program, with ongoing Milestone 1 and 2, and Cap- involve Cornerstone, department specifies key the stone levels. Each year, assessment of student learning areas for measured not only programmatic out- outcomes that involve competencies and institutional comes, but also core core competencies include Oral outcomes. The five Informa- Communication, Communication, Written Reasoning, and Critical Quantitative tion Literacy, outcomes include Design Thinking. Institutional and Thinking, Civic Engagement, Transdisciplinarity, a vehicle Entrepreneurship. The processes provide continuous to assure program quality and promote of teaching, the improvement in the effectiveness design of improvement of student work, and the Game Art the curriculum. Evidence of learning in Portfolio & Design is assessed through the Progress This of study. Review at the end of the second year is required process documents student progress and studios. for entrance into upper-division the Senior Student work is also evaluated through Capstone Project, which assesses the effectiveness Further of students’ solutions to design problems. Portfolio assessment is made through the Senior mastery of Presentation, where each student’s from the learning outcomes, and development A final Progress Portfolio Review are evaluated. preparedness assessment evaluating each student’s is con- for professional game studio environments ducted through internship host companies. PRE-CAPSTONE REQUIREMENTS PRE-CAPSTONE Progress Portfolio Review — At the end of the a students are required to submit sophomore year, comprehensive portfolio of their work from each major design studio. The portfolio should demon- development of the knowledge strate sufficient and skills particular to their Emphasis in Game Art or Game Design. Students who do not pass the Progress Portfolio Review must remediate according recommendations and to the review committee’s resubmit their portfolio for future review. - 3 M 3 M 3GE 3 GE 3 GE 3 UE 3 UE 3 GE 3 M 3 M 3 M 3 M 0 M 3 GE 3 GE 3 GE 3 GE Game Capstone Studio II Professional Practices of the Game Industry General Education Elective Art/Film/Design History Unrestricted Elective One Natural Science Course with lab Game Capstone Studio I Art/Film/Design History Serious Games Unrestricted Elective Game Capstone Research Game Capstone Seminar for Experimental Technology Games Work Experience/Internship Work Environmental Studies Transdisciplinary Course Transdisciplinary Social Science Course Humanities Course ______GAME 432 GAME 434 GAME 431 GAME 413 GAME 302 ______ENVT 220 GAME 332 INDS 3______3__ 2016-2017 Course Catalog 2016-2017 Course The design and development of interactive comput- er software and video games, is, by nature, an inter active process. Studio courses provide the faculty an excellent opportunity to watch students work on their projects, assess their progress, and provide ongoing feedback and critique, both informal and written. Students are able to improve their projects during the semester based on input from the facul- ASSESSMENT PROCESS The Game Art & Design REQUIRED FOR GRADUATION: GRADUATION: FOR REQUIRED Experience/Internship, paid or un- 120 hours of Work paid, in the game industry or related field, is required. The recommended time for internship/work experience is the summer between the third and fourth year. Spring Semester FOURTH YEAR FOURTH Fall Semester Spring Semester Game Art & Design 190

Game Design Fundamentals a grade below a “C” must successfully repeat that repeat that a “C” must successfully a grade below the succeeding studio. to enrollment in studio prior to enroll in more than are not permitted Students in a single semester. twelve studio units The study of game design using digital and non-digital games, both old and new. examine introductory design topics and expand We into the areas of procedural thinking, ideation, game prototyping, the balance between chance and skill, an examination of various design theories, Guest Lecturers from Students are required to attend lectures pro- visiting game designers and artists. Industry on various fessionals have spoken at Woodbury game development topics including animation techniques, postmortems, dev kits, new software, production processes, getting into the industry, quality assurance and testing, recent technological developments, and what they look for in a resume and portfolio. & DESIGN COURSES GAME 101 3 UNITS SPECIAL LEARNING OPPORTUNITIES/ SPECIAL REQUIREMENTS students are exposed to both Game Art & Design aspects of video game theoretical and professional will become acquainted development. Students and artists, and have the with working designers with visiting professional de- opportunity to meet education. velopers during their Internship/Work Experience 120 Prior to graduation, students must complete at a local hours of internship or work experience en- game development studio, Internet company, The in- tertainment studio, or publishing company. accomplished ternship or work experience must be by the in the junior or senior year and approved Career Development Woodbury’s department chair. a variety of programs, services, and offers Office careers and resources to assist students in exploring works with students securing internships. The staff search one-on-one to develop successful internship with strategies in order to help students connect resume employers through internship postings, interview opportu- collections, on- and off-campus outreach nities, alumni connections, and employer in the U.S. 2016-2017 Course Catalog 2016-2017 Course Students own their work. The university reserves the right to retain student work for archival, exhibi- tion, and promotional purposes, including print and various digital and web formats. STANDARDS ACADEMIC Below-average work is not acceptable for a profes- sional degree. A minimum grade of “C” is required for the Game Art & Design studios in order to con- tinue in the studio sequence. A student receiving STUDENT WORK RESULTS OF LEARNING OF RESULTS production Both studio and lecture courses require learning of various game projects specific to the include outcomes of each course. Projects may digital art, game design documentation, 2D & 3D short conceptual art, animated vignettes, visual wire- stories, isolated play mechanics, flowcharts, charts, frames, computer code, system navigation exercis- user interfaces, interactive software-specific and research es, collateral material, , papers. At the end of each term, department evidence faculty reviews student work. Additionally, 250, Progress of learning is assessed through GAME of at the end of the second year Portfolio Review, project samples These portfolios must include study. stu- year, from all studios completed. In their senior which is dents develop their professional portfolio, also reviewed by industry professionals and assessed by faculty members and the Game Art & Design Advisory Board. Student self-assessment is required in both the Progress and Senior Portfolio processes, as well as the internship experience. CAPSTONE SEQUENCE CAPSTONE and professional illustrate the required In order to - graduation, stu capabilities before production pass GAME 302, Capstone dents must successfully 431 & 432, Game and GAME Research Seminar, & II. Capstone Studios I designed to provide students Capstone projects are planning, and devel- the experience of researching, video game or interactive media oping a substantial the artistic and production project that illustrates in the previous years of study. techniques practiced the application of Students must demonstrate to a self-initiated game research and development demon- project through a rigorous level of work skill, and strating a high degree of critical thinking, craft. Game Art & Design 191 Game Level Design Game Level Game Prototyping Environmental Design and Modeling Design Environmental that aid in computer game development. that aid in and analysis of visual is an exploration This course - software compo tools and reusable development creation and management giv- nents for game asset and 3D rendering performance, ing attention to 2D simple scripting, animation, play collision detection, music. Students will design mechanics, sound and game concepts and test for and implement original Studio. Prerequisite integrity. playability and design Fundamentals. GAME 101, Game Design GAME 211 3 UNITS 2D and 3D The study and practice of composing break down digital play environments. Students will levels and components of select commercial game and evaluate their designs in terms of effective constructs. Studio projects involve the ineffective creation of game levels that include top-down, first/ horizontal/vertical scrollers, and platformer, third person formats. Student-created levels will be play-tested in class and the success of their design intent will be assessed. Studio. Prerequisites: GAME 112, Game Design Documentation; GAME 114, Introduction to Game Engines. GAME 221 3 UNITS Design assessment prior to production. Prototyping is that part of game development where designers and artists assess all aspects of a game design prior to full production. Attention is paid to issues of and remedy of design flaws. practicality, feasibility, development time, Focus includes “fun factor,” include and overhead system resources. Techniques GAME 140 3 UNITS to create worlds. An examina- Game artists learn tion and practice of industrial and architectural workflow design principles and pre-visualization 3D techniques for creating interior and exterior Students assets to support game design courses. and build will use 2D and 3D software to design Continued environments, set dressing, and vehicles. will further practice with level-of-detail exercises with develop polygonal hard-surface construction function the implementation of UV set techniques, spatial relationships and asset modularity, integrity, with regard to the human factor of scale. Art Fun- Studio. Prerequisite: GAME 105, 3D Game damentals. Introduction to Game Engines to Introduction Game Code Fundamentals Game Code Game Design Documentation 3D Game Art Fundamentals 2016-2017 Course Catalog 2016-2017 Course GAME 114 3 UNITS An examination of commercial software systems GAME 112 3 UNITS The life of a video game design from initial con- ceptualization to the final written production We will trace the creation of an initial specification. game idea through a High Concept and “pitch” phase, to the writing of a will explore the purpose of design (a.k.a. GDD). We documentation, its maintenance, and its use in for professional software development. Techniques version control, as well as the handling of design artifacts and redundant data will be practiced. Stu- dents will develop a GDD of their original concepts and prepare them for executive-style presentations. I. Lecture. Prerequisite: WRIT 111, Academic Writing GAME 106 3 UNITS road. An in- Coding: Where the rubber meets the programming troductory course in computer game other non-en- for game designers, game artists, and students will gineers. Using software, through design and create original playable games world-de- code. Focus is on describing and creating of coding fining systems by applying a wide range any type of techniques that can be used to create more complex video game, from text adventures to None. physics simulations. Studio. Prerequisite: Game art in three dimensions. An introduction Game art in three dimensions. workflow techniques, time to game production the terminology of 3D , and exercises will explore the principles. Level-of-detail budgets, ini- image concepts of polygon topology, tial sketching and , pre-visualization, relationships hard surface construction, and spatial Studio. with regard to the human factor of scale. Prerequisite: None. GAME 105 3 UNITS and the ethical considerations of game design. As of game design. considerations and the ethical games will be played of student critiques, the basis and formal, dramatic, down into their and broken elements. Individually and in dynamic structural design and develop games teams, students will and critically reviewed in class. that are play-tested None. Studio. Prerequisite: Game Art & Design 192 - Character Design and Modeling Character in Games Content Procedural Materials, Lighting and Rendering Materials, sites: WRIT 112, Academic Writing II, or WRIT 212, II, 112, Academic Writing sites: WRIT 101, Game Design Design; GAME Rhetoric and Fundamentals. GAME 238 3 UNITS will The creation of organic 3D models. Students skills neces- develop the knowledge and technical 3D organic sary to translate a concept into a digital will sculpture. Use of various alternative software human anat- develop a clear understanding of how Emphasis is omy relates to 3D organic modeling. for on learning the industry standard best-practices polygonal organic modeling, proper con- efficient and form, struction of edge loops to create shape the importance of multiple tile UV sets, retopology of high-resolution models, and 3D digital painting and texturing techniques. Studio. Prerequisite: GAME 237, Materials, Lighting and Rendering. GAME 254 3 UNITS The study of the automatic creation of game content during runtime. In some video games, procedural methods have been traditionally used to generate unique game levels, rules, and quests each time a game is played. Future applications are driven by recent industry developments and ex- perimental techniques for generating art textures, music, puzzles, sound effects, special visual effects, and narrative. Studio projects involve hands-on pro- GAME 237 3 UNITS light, texturing, and perfor The study of virtual Students will explore game mance considerations. from initial concept to final project development simulated, realistic lighting production employing the desired mood convey techniques to effectively scene. Further study includes and ambiance of a composition, and 3D camera function integrity, depth of field, custom material properties, such as special channels, and specialized textures, with attention to rendering performance considerations. develop Continued level of detail exercises will am- vertex coloring and texture baking techniques, exclusiv- bient occlusion, global , light and advanced image budgets, shadow quality, ity, Studio. lighting systems and rendering techniques. Design and Prerequisite: GAME 140, Environmental Modeling. History of Games: Case Studies of History History of Games: 20th Century of History Game Player Analysis Game Player 2016-2017 Course Catalog 2016-2017 Course GAME 226 3 UNITS The evolution of the and its will explore the impact on American culture. We renaissance of PC games via digital distribution and browser games, the mobile games industry from its early years through the touch-screen revolution, and the disruption created by both the emergence of the direct-to-consumer business model and will analyze key We changes in the global economy. games and trends in terms of their social, cultural, and business impact on our world. Lecture. GAME - Prerequi 224 and 226 may be taken in any order. GAME 224 3 UNITS in the The creation and evolution of video games will examine the origin and We twentieth century. technology. development of digital games and their II era and War Our study will begin with the World machine. the invention of the electronic computing early uses Our exploration will continue with the of digital of electronics in games, the emergence of powerful media in everyday life, the placement creation and game computers in the home, and the will be advances of the early Internet. Key games and eco- analyzed in terms of their social, cultural, GAME 224 and nomic impact on our world. Lecture. Prerequisites: WRIT 226 may be taken in any order. and II, or WRIT 212, Rhetoric 112, Academic Writing Design; and GAME 101, Game Design Fundamen- tals. GAME 222 3 UNITS game, development teams When creating a video what they are doing and why, often lose sight of focus on will We it for. and who they are doing how game creators can “play the game player and the types of will identify We to their audience.” play computer games, analyze players, why people audience their data profiles, player psychology, marketing and its impact on the consumer diversity, GAME 101, of video games. Lecture. Prerequisite: Game Design Fundamentals. paper prototyping, use of logic and flow charts, and charts, use of logic and flow paper prototyping, software. Students use of game engine advanced game designs for to prototype original will learn Prerequisite: GAME 114, group critique. Studio. Engines. Introduction to Game Game Art & Design 193 Story Development for Interactive Media Interactive for Development Story Experimental Technology for Games for Experimental Technology Experience/Internship Work GAME 323 GAME 332 3 UNITS An exam- Will this be the future of video games? used to ination of the technologies of perception the fields create immersive game experiences in augmented reality mixed reality, of virtual reality, will explore the devices We and alternate reality. perceptual that exist today for enhancing the user’s the human experience and the fundamentals of will sensory apparatus that drives them. Students for a design and implement immersive experiences at increasing range of technology platforms aimed sensory experience. Studio. Prerequisite: the player’s GAME 221, Game Prototyping. GAME 390 3 UNITS 120 hours of work experience in the video game, entertainment, or interactive industry is required to graduate. Students must be at least in their junior The year and in good academic standing to apply. application process is the completion of a Game Art & Design Internship Contract signed by their faculty and the host compa- the department chair, advisor, Grades are Pass/Fail and are based supervisor. ny’s on a signed evaluation form from the company’s by and an internship journal maintained supervisor, the student. The journal details their hours, what and their expec- they learned about the industry, tations and thoughts on the experience. Students will formally share their findings with classmates. Design Game Art & Prerequisites: Consent of Chair, majors only. 3 UNITS me- in interactive qualities of narrative The unique course will cultivate students’ dia and games. This interpret, and produce rich abilities to understand, video games. Students and sophisticated narrative properly scope, prototype, play- will be required to polish a number of short-story test, produce, and consist of short lectures, ‘close games. Classes will of games, and in-class playings’ and discussions Activities include routine pre- writing assignments. ongoing play-test- sentations of works-in-progress, level of production. All of the ing, and a consistent become portfolio pieces, but short-story games will student for one in particular will be chosen by the will be exhibit- extra attention and refinement, and Studio. Prerequisites: ed at the end of the semester. GAME GAME 112, Game Design Documentation, 221, Game Prototyping. - User Interface Design Interface User 3D Game Animation Game Capstone Research Seminar Research Game Capstone 2016-2017 Course Catalog 2016-2017 Course GAME 321 3 UNITS user interface design tech- Analysis of effective niques.. Students will study the foundation of inter action design, graphic design, information architec- video ture, and usability design to create effective game interfaces. In addition to learning interface design methodologies and principles, students will also be introduced to industry standard software tools, along with contemporary UI design trends and practices in . Students will produce several game interface design exam- ples for their portfolio. Studio. Prerequisite: GAME 221, Game Prototyping. 3 UNITS Students Bringing life to three-dimensional objects. of 3D ani- will study and practice the integration used mation production methods and techniques the Studies include video game industry. in today’s traditional integration of motion-capture data and production key-frame animation into game engine how forward pipelines. Students will demonstrate to body and inverse kinematics systems relate express a complex mechanics in order to effectively GAME 3D animation network. Studio. Prerequisite: 238, Character Design and Modeling. GAME 309 GAME 302 3 UNITS in preparation for Research and pre-production Through lectures, self-di- the Capstone experience. research, students working in and rected study, and Project Plan for their teams develop a Proposal include comprehensive Capstone Project. Proposals specifications, in addition to game art and design for each project presented. production schedules Students experience overall project development docu- and management, including asset creation, Approved mentation, and pre-production processes. year’s Proposals will be produced in the senior Prerequisites: Game Capstone Studios I & II. Studio. GAME 250, Portfolio Consent of department chair, Review. totyping, scripting, and experimentation to produce to produce scripting, and experimentation totyping, Studio. Prerequisites: procedural results. the desired GAME Game Design Documentation, GAME 112, Game Engines. 114, Introduction to Game Art & Design 194 Professional Practices of the Game of Practices Professional y GAME 434 Industr 3 UNITS the challenges of finding a Students prepare for in the competitive video game job and succeeding and include the current economics Topics industry. roles and skill sets within structure of the industry, processes, and business team structures, creative and marketing. Stu- practices such as publishing their career goals and their dents will develop prospective employers to assess ability to effectively matches. Studio. Prereq- identify the best possible Studio I. uisite GAME 431, Capstone assessed in a final faculty review. are presented and and creative use Assessment points include effective thinking, of technologies, problem solving, design manage- fun factors, and success of their project for a ment planning. Students are responsible analyzing written self-evaluation of their project, their level of design, art, coding, project goals, and of depart- success. Studio. Prerequisites: Consent GAME 4700, Game Capstone Studio I. ment chair, Game Capstone Studio II Game Capstone Game Capstone Studio I Game Capstone Serious Games 2016-2017 Course Catalog 2016-2017 Course GAME 432 3 UNITS teams Putting it all together: Part 2 of 2. Student art, game integrate their individual focuses in game to com- design, and game development software original video plete their capstone production of an projects game or other interactive media. Capstone faculty review. are presented and assessed in a final and creative use Assessment points include effective of technologies, problem solving, design thinking, fun factors, and success of their project manage- ment planning. Students are responsible for a written self-evaluation of their project, analyzing design, art, coding, project goals, and their level of success. Studio. Prerequisites: Consent of depart- I. GAME 431, Game Capstone Studio ment chair, GAME 431 3 UNITS imple- Putting it all together: Part 1 of 2. Students interactive ment their project plan for an original in the pre- work that was developed and approved Game Capstone Research Seminar. vious semester’s use Special attention will be paid to the effective areas, schedule slippage, high-risk of technology, and the weekly progress, play-testing, iteration, Studio. practicality of the original design intent. GAME chair, Prerequisites: Consent of department 302, Game Capstone Research Seminar. GAME 413 3 UNITS techniques outside video game design The use of Video game technol- industry. the entertainment in many non-entertainment ogy is regularly used looks at the use of games applications. This course and civically engaged for education, training, such as medicine, physical experiences in fields arts, government defense, fine psychology, therapy, will learn the concepts of in- and aviation. Students and how to assess the success of structional design, and enrichment tool. Studio. a game as a training 221, Game Prototyping. Prerequisite: GAME

Game Art & Design

GAME 490 Internship 490 GAME

GAME 412 Game Capstone Studio 2 Studio Capstone Game 412 GAME 12

GAME 411 Game Capstone Studio 1 Studio Capstone Game 411 GAME 12

GAME 432 Game Industry Professional Practices Practices Professional Industry Game 432 GAME 124

GAME 353 Technical Direction: In Engine In Direction: Technical 353 GAME 12 195

GAME 351 Materials and Lighting and Materials 351 GAME 12

ANIM 340, 361 3D Computer Anim I, Visual Development Visual I, Anim Computer 3D 361 340, ANIM 12

TECH 221 Human-Computer Interaction Human-Computer 221 TECH 12

GAME 243 History of Games 2 Games of History 243 GAME 12

GAME 223 History of Games 1 Games of History 223 GAME 12

Art / Film / Design History 2/2 History Design / Film / Art 12

Art / Film / Design History 1/2 History Design / Film / Art 12

PROGRESS PORTFORLIO REVIEW PORTFORLIO PROGRESS

GAME 336 Environmental Design & Modeling & Design Environmental 336 GAME 123

TECH 111 Intro to Programming 1 Programming to Intro 111 TECH 2

Entrepreneurship

GAME 213 Introduction to Game Engines Game to Introduction 213 GAME 12

4

ASSESSMENT

FOUN 104-5 Drawing Concepts & Composition - Figure Drawing Figure - Composition & Concepts Drawing 104-5 FOUN 12

ANIM 262 Intro to 3D Computer Anim Computer 3D to Intro 262 ANIM 12

ANIM 161 Intro to 2D Computer Anim Computer 2D to Intro 161 ANIM 12

TECH 102 Technology & Culture 2 w Lecture w 2 Culture & Technology 102 TECH 12

Civic Engagement

FOUN 102 Design & Composition & Design 102 FOUN 12

3

GAME 102 Game Design 2 Design Game 102 GAME 12

MASTERED

TECH 101 Technology & Culture 1 w Lecture w 1 Culture & Technology 101 TECH 12

FOUN 101 Beginning Drawing Beginning 101 FOUN 12

GAME 101 Game Design 1 Design Game 101 GAME 12 Transdisciplinarity

(Emphasis on Art) 2 Strategic Principles Strategic

12 12 13 12 12 12 MAJOR COURSES MAJOR .. PRACTICED Design Thinking 1 in game design. Strategic Principles role in a collaborative project. of digital game art and design. DEVELOPED LEARNING OUTCOMES (BFA) animation, and digital art and game design. Assuring Quality in Academic Demonstrate command of the visual, spatial, Understand the interaction of art and technology applications; and influences on game audiences. 2016-2017 Course Catalog 2016-2017 Course sound, motion, interactive, and temporal elements appropriateness for story, functional, and strategic flowcharts, block diagrams, concept mapping, etc.) Emphasis on Art Game Art & Design Master the ability to work in teams and take a leadership of digitally based art and design strategies (design docs, Understand game technologies (hardware and software); Understand history, theory, and criticism in narrative film, STRATEGIC PRINCIPLES INTRODUCED Understand the processes for the development and coordination CURRICULUM MAP in Game Art & Design BFA Bachelor of Fine Arts

Game Art & Design

GAME 490 Internship 490 GAME 34

GAME 412 Game Capstone Studio 2 Studio Capstone Game 412 GAME ALL

GAME 411 Game Capstone Studio 1 Studio Capstone Game 411 GAME ALL

GAME 432 Game Industry Professional Practices Practices Professional Industry Game 432 GAME ALL

GAME 325 User Interface Design Interface User 325 GAME 12

196

GAME 332 Story Dev for Interactive Media Interactive for Dev Story 332 GAME 123

TECH 221 Human-Computer Interaction Human-Computer 221 TECH 12

GAME 322 Prototyping 322 GAME 12

FILM 3xx Sound Design Sound 3xx FILM 12

GAME 243 History of Games 2 Games of History 243 GAME 12

GAME 223 History of Games 1 Games of History 223 GAME 12

Art / Film / Design History 2/2 History Design / Film / Art 12

PROGRESS PORTFORLIO REVIEW PORTFORLIO PROGRESS

TECH 112 Intro to Programming 2 Programming to Intro 112 TECH 2

GAME 212 Game Design Doc 2 Doc Design Game 212 GAME 12

TECH 111 Intro to Programming 1 Programming to Intro 111 TECH 2

Entrepreneurship

GAME 213 Introduction to Game Engines Game to Introduction 213 GAME 12

4

ASSESSMENT

GAME 221 Game Player Analysis Player Game 221 GAME 123

GAME 211 Game Design Doc 1 Doc Design Game 211 GAME 12

ANIM 161 Intro to 2D Comp Anim Comp 2D to Intro 161 ANIM 12

TECH 102 Technology & Culture 2 w Lecture w 2 Culture & Technology 102 TECH 12

Civic Engagement

FOUN 102 Design & Composition & Design 102 FOUN 12

3

GAME 102 Game Design 2 Design Game 102 GAME 12

MASTERED

TECH 101 Technology & Culture 1 w Lecture w 1 Culture & Technology 101 TECH 12

FOUN 101 Beginning Drawing Beginning 101 FOUN 12

GAME 101 Game Design 1 Design Game 101 GAME 12 Transdisciplinarity

(Emphasis on Design) 2 Strategic Principles Strategic

23 23 12 12 12 234 MAJOR COURSES MAJOR .. PRACTICED Design Thinking 1 in game design. Strategic Principles role in a collaborative project. of digital game art and design. DEVELOPED LEARNING OUTCOMES (BFA) animation, and digital art and game design. Assuring Quality in Academic Demonstrate command of the visual, spatial, 2016-2017 Course Catalog 2016-2017 Course Understand the interaction of art and technology applications; and influences on game audiences. sound, motion, interactive, and temporal elements appropriateness for story, functional, and strategic flowcharts, block diagrams, concept mapping, etc.) Game Art & Design Emphasis on Design Master the ability to work in teams and take a leadership Understand game technologies (hardware and software); of digitally based art and design strategies (design docs, Understand history, theory, and criticism in narrative film, STRATEGIC PRINCIPLES INTRODUCED Understand the processes for the development and coordination CURRICULUM MAP in Game Art & Design BFA Bachelor of Fine Arts Graphic Design 197 — Students will demon- age design, interactive media, photography, design design photography, interactive media, age design, practices. In the senior and professional history, energy and can focus their creative students year, a design profession that sparks gain experience in their studies in the their interest by customizing following areas: strate understanding of how communication theories, principles, and processes have evolved through history and use this knowledge to address various types of contemporary problems. They will demonstrate fluency in the use of the formal vocab- ulary and concepts of design and critical theory— MISSION committed The Department of Graphic Design is in to providing students with a stan- accordance with the highest professional who dards. Our aim is to inspire graphic designers articulate can analyze communication problems, design ideas in visual form, and produce effective solutions by developing their individual talents, prepare innova- potential, and personal voices. We tive graduates through a mastery of the analytical, conceptual, creative, and technical skills required to advance the practice of graphic design and contrib- ute responsibly in a global community. LEARNING OUTCOMES PROGRAM AND THEORY HISTORY Entertainment Design Motion Design Advertising Design Publication Design Graphics Environmental vibrant programs in the School As one of the many is of Media, Culture and Design, the program and psychol- designed to integrate communications through ogy into the general education curriculum culture, the study of visual communications, media and media psychology. consumer behavior, in the hub of Southern Cali- location Woodbury’s entertainment and advertising industries fornia’s internship, provides students with unique field trip, Career op- and field experience opportunities. designers, portunities include positions as graphic and interactive and web designers, art directors, in marketing creative directors, as well as positions and corporate communications.

2016-2017 Course Catalog 2016-2017 Course Behnoush McKay, MFA, Department Chair Department MFA, Behnoush McKay, of Schools of National Association Accreditation: Arts & Design (NASAD) Graphic Design Design Graphic (BFA) Woodbury University offers a four-year Bachelor of Bachelor of a four-year University offers Woodbury Graphic Design. Included in the Fine Arts degree in by the National Associ- accreditation University’s Art and Design, the program ation of Schools of education provides students with a professional that prepares graduates with a solid understanding to enter pro- and mastery of the expertise required students fessional practice. The curriculum provides design with a thorough comprehension of the the- process through critical and creative thinking, with conceptual along oretical and historical study, intent of the and experimental exploration. It is the standards department that students graduate with and social of design excellence, professional ethics, responsibility. process of Students are actively engaged in the in the learning through their direct participation Areas matter. discussion and analysis of the subject in of investigation include visual communication through theory and practice, shaping civic attitudes solutions understanding cultural diversities, finding and for environmental and ecological concerns, social and communicating the global aspects of the internal- political life. The curriculum promotes shows that ization of the information, and evidence by graduation, this reciprocal process has become design process. Through this a part of the student’s process, they learn how to convey their personal voice and take initiative in advancing their educa- tion. Small class size allows individual attention from the learning experi- faculty and advances the student’s ence. Students learn through research, sequential development, the study of current visual communi- cation topics, and projects that simulate profession- al practice, as well as individual and class critiques. This pedagogy involves levels of competency including introduction, development, practice, and Courses are taught by design educators mastery. and industry professionals, and include study in graphic design, digital practice, pack- , Graphic Design 5 77 46 198 128 3 M 3 M 3 M 3 M 3 GE 3 UE Units 3 M 3 GE 1 GE

— Students will demon- Practice

______Unrestricted elective LSCI 105 Information Theory and WRIT 111 I Academic Writing GDES 107 Digital Practice GDES 106 Graphic Design 1 WRIT 112 II Academic Writing GDES 116 1 Typography GDES 240 Photography 1 GDES 260 History of Graphic Design 1 3 M FOUN 101 Beginning Drawing FOUN 102 Design and Composition 3 M strate functional knowledge of professional design strate functional knowledge including professional and practices and processes, intellectual property issues ethical behaviors and and copyrights. They such as patents, trademarks, criticism through analysis will demonstrate design work. They will work pro- of their own and others’ demonstrate ductively as team members. They will presentation. proficiency in both verbal and visual Major (M) Curriculum Summary Curriculum CURRICULUM GRAPHIC DESIGN MAJOR Leading to the Bachelor of Fine Arts Degree (BFA) COURSES REQUIRED OF SUGGESTED SEQUENCE FIRST YEAR Fall Semester Spring Semester relationships between technologies and the people and the people between technologies relationships will exhibit the ability to use them. They expected social, cultural, and and analyze the to recognize of technology on message economic implications as well as human behav- creation and production, results into design decisions. and to incorporate ior, PROFESSIONAL PRACTICE LAB FEES is applied to Some courses require a lab fee, which Specific instructional supplies utilized in the studio. the catalog. fees are outlined in the Fee section of Minimum semester hours required General Education/Integrative Learning (GE) General Education/Integrative Learning Unrestricted electives (UE) — Students will demon- — Students will demon- — Students will acquire — Students will acquire — Students will demonstrate the strate the ability to develop informed consider- strate the ability to develop informed ations of the spatial, temporal, and kinesthetic relationships among form, meaning, and behavior, and apply them to the development of various types of visual communication design projects. They will demonstrate the ability to use typogra- images, diagrams, motion, sequencing, color, phy, in the contexts and other such elements effectively of specific design projects. They will demonstrate scales, ranging understanding of design at different from components to systems, and from artifacts to experiences. strate an understanding of and ability to develop strate an understanding of and ability disseminat- strategies for planning, producing, and demonstrate ing visual communications. They will and functional knowledge of creative approaches, to the analytical ability to utilize such approaches and generate identify communication opportunities the ability alternative solutions. They will exhibit narratives to plan the design process and construct and scenarios for describing user experiences. research capabilities and skills such as using data- research capabilities observing users, and devel- bases, asking questions, They will use analytical tools to oping prototypes. visual representations in the construct appropriate activities. They will inter- execution of research practically and apply them pret research findings They will support design in design development. and qualitative research decisions with quantitative stages of project development findings at various the ability and presentation. They will demonstrate terms of to frame and conduct investigations in people, activities, and their settings—including wants, needs, and patterns determining people’s responses that of behavior—and developing design among respect the social and cultural differences users of design in local and global contexts. 2016-2017 Course Catalog 2016-2017 Course TECHNOLOGY DESIGN COMMUNICATION STRATEGY AND PLANNING STRATEGY RESEARCH AND INQUIRY including content, elements, structure, style, and structure, style, and content, elements, including visual communication response to technology—in problems. ability to conduct critical evaluations of different ability to conduct critical evaluations of different technologies in specific design-problem contexts, including the placement of technical issues in the service of human-centered priorities and matching Graphic Design 199 2 M 3 M 3 M 3 M 3 M 3 M 3 GE 3 GE 3 GE 3 GE 2 UE Professional Practice Portfolio Presentation Social Science Course Art History Unrestricted Elective Graphic Design Focus Elective Degree Project Typography 3 Typography Elective Graphic Design Focus Psychology Elective OR Communication Elective INDS or Principles Elective Environmental Graphics Advertising Design Publication Design Entertainment Design Motion Design 3XX ARTH ARTH COMM GDES 450 GDES 485 GDES 492 GDES 316 GDES 414 GDES 430 GDES 432 GDES 446 GDES 447 PSYC 3XX ___3_____ GDES 4XX GDES 4XX ______Spring Semester Courses That Meet Graphic Design Focus Elective Requirements ASSESSMENT PROCESS Student performance and achievement in Graphic Design is evaluated systemically throughout the program, through ongoing assessment strategies that involve Cornerstone, Milestone 1 and 2, and Capstone levels. Each year the department speci- fies key areas for measured assessment of student learning outcomes that involve not only program- matic outcomes, but also core competencies and institutional outcomes. The five core competencies Communica- include Oral Communication, Written Quantitative Reasoning, tion, Information Literacy, and Critical Thinking. Institutional outcomes include - Design Thinking, Civic Engagement, Transdiscipli and Entrepreneurship. The processes provide narity, a vehicle to assure program quality and promote of teach- continuous progress in the effectiveness ing, the improvement of student work, and the de- FOURTH YEAR FOURTH Fall Semester 3 M 3 M 1 M 3 M 3 M 2 M 0 M 3 M 3 M 3 M 0 M 3 GE 3 GE 3 GE 3 M 3 M 3 M 3 M 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE Natural Science with Lab Humanities Course Package Design Design Symposia 1 Interdisciplinary Course Environmental Studies Art History Graphic Design 3 Degree Project Research Seminar Transdisciplinary Career Experience Digital Production 2 Typography 1 Design 2 History of Graphic 2 Interaction Design Color Theory and Interaction Introduction to Psychology Mathematics Logo and Identity Design Graphic Design 2 Progress Portfolio Public Speaking 120 2XX MATH MATH COMM CAREER INDS 1XX INDS 3XX PSYC 200 GDES 315 GDES 391 GDES 396 GDES 388 GDES 491 GDES 310 ENVT 220 GDES 207 GDES 216 GDES 256 GDES 265 GDES 356 GDES 285 GDES 288 GDES 289 FOUN 106 ARTH XXX ARTH ______2016-2017 Course Catalog 2016-2017 Course Spring Semester Progress Portfolio Review required for advance- Progress Portfolio Review required for ment to GDES 310, Information Design. THIRD YEAR Fall Semester Spring Semester SECOND YEAR SECOND Fall Semester Graphic Design - 200 The university reserves the right to retain student work for archival, exhibition, and promotional pur poses, including print and web formats. STANDARDS ACADEMIC Below-average work is not acceptable for a profes- RESULTS OF LEARNING OF RESULTS production Both studio and lecture courses require to the of various graphic design projects specific may learning outcomes of each course. Projects brochures, include logos, stationery applications, packaging, posters, publications, photography, collateral websites, motion graphics, advertising, design, material, environmental designs, exhibit At the information design, and research papers. by end of each term, student work is reviewed fac- both industry professionals and department learning is assessed evidence of Additionally, ulty. at the end through GDES 289, Progress Portfolio, These portfolios must of the second year of study. include project samples from all studios completed. profes- students develop their In their senior year, sional portfolio, which is also reviewed by industry professionals and assessed by faculty members and the Graphic Design Advisory Board. Student self-assessment is required in both the Progress and Senior Portfolio processes, as well as the internship experience. STUDENT WORK CAPSTONE COURSES CAPSTONE required professional and In order to illustrate before graduation, students design competencies GDES 491, Degree Project must successfully pass Degree Project; and GDES 485, Research; GDES 492, GDES 492 is the program’s Portfolio Presentation. projects are designed to capstone project. Capstone experience of developing and provide students the their completing a design project that illustrates in the previ- ability to address knowledge gained the Students must demonstrate ous years of study. a self-initiated application of theoretical research to level of graphic design project through a rigorous a work, which is clearly resolved, demonstrating and craft. high degree of critical thinking, skill, op a proposal for their degree project. The course project. The course for their degree op a proposal that deal with the into four modules is broken Design project: topic of the Graphic components and information analysis, development, research contextual framework. conceptual thesis, and — GDES 310, Informa- — At the end of the — Transfer students are re- — Transfer — Applicants are encouraged 2016-2017 Course Catalog 2016-2017 Course Prerequisite Requirements Prerequisite PRE-CAPSTONE REQUIREMENTS PRE-CAPSTONE Portfolio Review Progress Freshman Portfolio Freshman Placement Portfolio PORTFOLIO REQUIREMENT PORTFOLIO sign of the curriculum. Evidence of learning in the of learning in curriculum. Evidence sign of the the Progress Portfolio is assessed through discipline This year of study. the end of the second Review at student progress and is required process documents studios. Student for entrance into upper-division through the Degree Proj- work is also evaluated the research methodology used ect, which assesses solutions. Further in design and its effectiveness through the Senior Portfolio assessment is made evaluates the students’ mastery Presentation, which and development from the of learning outcomes, A final assessment eval- Progress Portfolio Review. preparedness for professional uating the students’ is conducted through intern- design environments ship host companies. to submit a portfolio that demonstrates their to submit a portfolio that demonstrates to help the artistic perspective and range of skills assist students professors better understand how to goals. in reaching academic and professional quired to submit a portfolio of their work for studio for work their of portfolio submit a to quired on the placement. Requirements can be found Graphic Design website. sophomore year, students are required to submit a sophomore year, from each comprehensive portfolio of their work demon- major design studio. The portfolio should development of the knowledge strate sufficient to and skills of graphic design and the ability and skill into integrate that cumulative knowledge original, creative, and meaningful visual commu- nication. Portfolios are reviewed by a panel com- prised of design faculty and the department chair. GDES 289, Progress Portfolio, is a prerequisite for GDES 310, Information Design. Students who do not pass GDES 289, Progress Portfolio, must remedi- recommen- ate according to the review committee’s dations and resubmit their portfolio for review. tion Design, is an intermediate studio in graphic design exploring the fundamental theories and methodologies of visual communication. Students develop creative design solutions involving re- search, information analysis, and problem solving in consideration of context, concept, audience, and process. An additional prerequisite is GDES 491, Degree Project Research, in which students devel- Graphic Design 201 - Proficiency in computer systems operations, in- cluding communications, upgrades, and manage- ment. Proficiency in Internet research, through comple- tion of LSCI 105, Information Theory and Practice, or appropriate equivalent. Bibliographic docu- mentation of database use and citation of web- based sources is required of all Graphic Design courses. Proficiency in word processing, document for sign events in the Los Angeles area, this experience area, this experience in the Los Angeles sign events gal- lectures, museums, to attend requires students of exploring a variety other exhibitions leries, and and cultural issues. Through topics including social of their experiences, stu- analysis and discussion to inform their studio work, dents use this course for conceptual development and as a springboard of their degree projects. COMPUTER LITERACY REQUIREMENTS LITERACY COMPUTER The Graphic Design Department requires its gradu- ates to be literate in the current media of represen- tation and communication, as demonstrated by the following: •  •  •  Lecture Series Lecture to attend lectures from Students are required designers each term. Industry professional graphic both national and international professionals from on various design at Woodbury arenas have spoken logo development, topics including typography, information entertainment media, motion graphics, print. graphics, environmental graphics, and Affiliation Professional University Graphic Design program The Woodbury with the American Institute of Graphic is affiliated association Arts (AIGA), the national professional designing for Design, whose mission is to advance and vital cul- as a professional craft, strategic tool, run the tural force. Students, with a faculty sponsor, AIGA student group. Officers University Woodbury year and are elected from the student body each events they plan local networking and fundraising the local Los for the group. Students participate in tours, Angeles chapter events, including studio exhibi- guest speakers, scholarship competitions, events. tions, conferences, and portfolio review and They network with industry professionals schools, and students from other AIGA-affiliated by local participate in special projects sponsored design studios.

2016-2017 Course Catalog 2016-2017 Course Design Symposia As an exploration and study of current art and de- Study Away summer study-away The department has offered programs in London, featuring topics exploring Exchange programs in design and photography. visual communications and design are available in Mexico, and the Netherlands, as well as Germany, opportunities with a number of other universities also hosts international worldwide. Woodbury students, which promotes a vibrant cross-cultural discourse. Internship/Career Experience 120 Prior to graduation, students must complete at a local hours of internship or Career Experience entertainment design studio, advertising agency, The in- studio, or publishing or marketing company. accomplished ternship or Career Experience must be by the in the junior or senior year and approved Career Development Woodbury’s department chair. a variety of programs, services, and offers Office careers and resources to assist students in exploring works with students securing internships. The staff search one-on-one to develop successful internship with strategies in order to help students connect resume employers through internship postings, interview opportu- collections, on- and off-campus nities, alumni connections, and employer outreach in the U.S. It is the philosophy of the Graphic Design depart- It is the philosophy be exposed to both theoretical ment that students of the discipline. Students and professional aspects with current designers and will become acquainted to ex- design movements, and have the opportunity design during perience international approaches to are exposed to they their education. Additionally, via network- the operations of professional practice in ing with industry practitioners and membership professional design organizations. SPECIAL LEARNING OPPORTUNITIES/ SPECIAL REQUIREMENTS sional degree. A minimum grade of “C” is required of “C” is required A minimum grade sional degree. to continue in the studios in order for the design a grade below A student receiving studio sequence. repeat that studio prior to a “C” must successfully studio. Students are enrollment in the succeeding in more than twelve studio not permitted to enroll units in a single semester. Graphic Design - 202 Digital Production Digital Production Photography 1 Screen Printing 1 Package Design Information Design 1 Interaction Design Design 1 History of Graphic GDES 207 GDES 207 GDES 240 GDES 250 GDES 315 GDES 310 GDES 256 GDES 260 Select one from (3 units each): Select one GDES 116 Typography 1 GDES 116 Typography 3 UNITS This course is an introduction to the fundamen- practice, including its theory, tals of typography, Emphasis is on the study and history. technology, anatomy, and practice of typographic vocabulary, GDES 106 Graphic Design 1 3 UNITS design explor Introduction to the field of graphic GDES 107 Digital Practice 3 UNITS This course is an introduction to the fundamentals including their roles in the of digital technology, creation, reproduction, and distribution of visual messages. Students will study drawing and imaging They software used in the graphic design industry. will also become familiar with digital tools and terminology as they apply to creative visual commu- nication. Studio. Prerequisite: None. Graphic Design Courses Graphic Design Design Graphic to GDES 100 Introduction 2 UNITS the funda- This course is an introductory course in of mentals of graphic design, and an exploration on the design opportunities in the field. Emphasis is concept, development process, including research, topics. and execution of visual communication tools and Students will become familiar with digital and basic typographic conventions, terminology, None. concept sketching. Studio. Prerequisite: of commu- ing its creation and function as a tool concept, nication, including issues of information, on un- and execution. Emphasis will be placed and derstanding principles of visual organization of de- and the study of the elements typography, solving. sign as applied to graphic design problem Studio. Prerequisites: None. 3 units 3 units 3 units 3 units 0 units 3 units 3 units 3 units 3 units 3 units 0 units Typography 1 Typography 2 Typography Graphic Design 2 Progress Portfolio Graphic Design 1 Graphic Design 1 Digital Practice 1 Typography 2 Typography Graphic Design 2 Progress Portfolio matting, and file management for both print and for both print file management matting, and digital distribution. programs design in computer-based Proficiency and motion design, for page layout, interactive and image creation. GDES 116 GDES 216 GDES 288 GDES 289 GDES 106 GDES 106 GDES 107 GDES 116 GDES 216 GDES 288 GDES 289 2016-2017 Course Catalog 2016-2017 Course Graphic Design Minor for Architecture Majors Graphic Design Minor for Architecture (Minor students exempt from FOUN 103, Color and Composition) MINOR REQUIREMENTS REQUIREMENTS MINOR Color and (Minor students exempt from FOUN 103, Composition) COMPUTER REQUIREMENTS COMPUTER for email and ISP accounts; Students are responsible used on campus should student-owned computers access to have a network and/or wireless card for wireless network. The Department the university’s of Graphic Design requires a laptop computer, with the use of which is mandatory beginning it However, 2. the course GDES 216, Typography studio is strongly recommended for first-semester with ex- courses. The system must be compatible hardware isting on-campus computer labs. Specific on the Graph- and software requirements are listed ic Design website. Media literacy is embedded in the curriculum at all Media literacy is embedded design students are expected to levels and graphic proficiencies through successful demonstrate these coursework. completion of their •  Graphic Design 203 GDES 265 History of Graphic Design 2 Graphic Design of GDES 265 History 3 UNITS of the issues, This course presents a critical overview twen- theories, and practices that have shaped focuses ty-first century Graphic Design. The study on Late Modern, Postmodern, and contemporary and interna- movements, weaving in key national field has tional practitioners to explore how the by advancements in design theory, been affected devel- as well as social, cultural, and technological of major opments. Students will discuss the work individual designers and their stylistic approaches in visual communication and messaging. Core topics include the development of experimental design, post-typographic revolution, motion graphics, and visual communications in the era of globalization. Lecture. Prerequisites: GDES 260, History of Graphic Design 1. Design and Identity GDES 285 Logo 3 UNITS This course is an intermediate studio in the design of logo and identity systems. Students will design marks for various businesses and organizations, as well as explore both contemporary and historic corporate logos and their evolution. Emphasis is on the application of logotypes, and typographic issues in logo design, as well as style manuals and collat- eral applications. Studio. Prerequisite: GDES 216, 2. Typography GDES 256 Interaction Design 1 Interaction GDES 256 3 UNITS the studio exploring is an intermediate This course current trends of front-end Web best practices and experimenting with various development, while and mapping of informa- methods of organization of content into non-linear, tion to integrate layers Studio. Prerequisite: GDES interactive narration. 1. and GDES 116, Typography 107, Digital Practice, Graphic Design 1 of GDES 260 History 3 UNITS a study of the historical evolu- This course provides and visual communication tion of Graphic Design cen- from the printing press to the mid-twentieth graphic design has Students will examine how tury. cultural, social, political, responded to and affected the develop- and technological developments since Emphasis will ment of the Gutenberg printing press. Revolution be placed on the role of the Industrial on the technological advancements and its effect modern era. that have shaped graphic design in the I. Writing Lecture. Prerequisite: WRIT 111, Academic - 2016-2017 Course Catalog 2016-2017 Course This course is an intermediate studio featuring the exploration and study of the screen printing process including inks, imaging techniques, and stencil systems. Students will investigate surfaces and sub- and plastics—and strates—including fabric, paper, produce screen prints. Students will also examine the history of screen printing and a contemporary Individual study and investiga- industry overview. tion of special interests will be encouraged. Studio. Prerequisite: Sophomore standing. GDES 250 Screen Printing 1 Printing GDES 250 Screen 3 UNITS 3 UNITS digital pho- This course provides an introduction to covering tography and digital camera operations the fundamen- lighting, composition, exposure, and Explora- tals of traditional photographic concepts. tion of creative and technical issues in photographic output are covered. Students will also gain instruc- tion in imaging software application including image editing, printing, and color management. Studio. Prerequisite: None. GDES 240 Photography 1 GDES 240 Photography cial printing processes, including digital pre-press cial printing processes, are covered. Studio. and post-press applications, May be Prerequisite: GDES 107, Digital Practice. Practice, taken concurrently with GDES 107, Digital for transfer students. 2 GDES 216 Typography 3 UNITS studies This course focuses on intermediate-level student in typographic communications, exploring medium awareness of typography as an informative Emphasis that carries aesthetic and social meaning. to visual is placed on extensive application of type communication projects and the responsibilities Studio. inherent in working with visible language. 1. Prerequisite: GDES 116, Typography GDES 207 Digital Production 3 UNITS course in the study and This is an intermediate applications used for design practice of software multi-page documents and mo- and production of Emphasis is on digital visual ef- tion-based design. and compositing. Commer fects, motion graphics, proportion, grids, hierarchy, and legibility in type and legibility in grids, hierarchy, proportion, typographic Students will analyze applications. visual communication and their impact on solutions Prerequisite: None. messaging. Studio. Graphic Design 204 shape, form, and volume. Marketing issues such issues such and volume. Marketing shape, form, and package product placement, as client needs, GDES Prerequisite: be covered. Studio. function will 2. 288, Graphic Design GDES 356 Interaction Design 2 Design GDES 356 Interaction 3 UNITS the de- This is an advanced studio course exploring across sign of web-based user interface applications the design multiple devices. Emphasis is placed on audience, of navigational structures and systems, organization of information, and access to web applications. These applications and structures will be evaluated for their responsiveness and usabil- ity across multiple devices. Studio. Prerequisites: 2, and GDES 256, Interaction GDES 216, Typography Design 1. 2 Printing GDES 360 Screen 3 UNITS This is an advanced studio featuring the exploration and study of the screen printing process as applied major discipline focusing on inks, to the student’s imaging techniques, and stencil systems. Students will develop designs and investigate surfaces and substrates to communicate or create a unique design assemblage. Individual research and investi- gation of special interests will be required. Students will produce a major work as it applies to their GDES 340 Photography 2: Photographic Practice Photographic 2: GDES 340 Photography 3 UNITS of photographic study, This course is a continuation in-studio and other lighting exploring technique, practices. options, and presentation/professional on the continuation of the Emphasis is placed series, portfolio devel- contemporary photographic and materials, with a opment, post-visualization, Studio. to photographic theory. basic introduction 1. Prerequisite: GDES 240, Photography and Studio GDES 342 Photographic Practice Alternative 3 UNITS in This is a course in both intermediate challenges creative studio photography for commercial and process- application, and an overview of alternative of creative es as related to further understanding is image-making possibilities. Studio emphasis subjects. placed on art direction for products and camera Basic studio lighting techniques for digital 240, Photog- operation. Studio. Prerequisite: GDES raphy 1. - - 2016-2017 Course Catalog 2016-2017 Course GDES 315 Package Design GDES 315 Package 3 UNITS This is an intermediate studio investigating the process of package design, including research, conceptual development, and design applications. Students will examine materials and processes relative to the development of forms and graphics for packaging. Through an understanding of the qualities inherent in various materials, they will design a variety of packaging solutions dealing with mance in lower-division studios. Students will be mance in lower-division and read- assessed for their progress in the program studios. Studio. Prerequisite: iness for upper-division GDES 106, FOUN 106, Color Theory and Interaction; 1; and Graphic Design 1; GDES 116, Typography GDES 288, GDES 107, Digital Practice. Co-requisite: Graphic Design 2. Design GDES 310 Information 3 UNITS in graphic de- This is an intermediate studio course and meth- sign exploring the fundamental theories visually. odologies of communicating information Students will examine the development of creative design solutions involving research, information analysis, and problem solving in consideration of context, concept, narrative, audience, and process. Studio. Prerequisites: GDES 288, Graphic Design 2; GDES 289, Progress Portfolio; GDES 240, Photogra- phy 1; and GDES 260, History of Graphic Design 1. Required as a co-requisite to GDES 288, Graphic Required as a co-requisite to GDES 288, including Design 2, students will develop a portfolio work from each major design studio completed. They will complete a reflective self-assessment and perfor evaluating their strengths, weaknesses, GDES 289 Progress Portfolio GDES 289 Progress 0 UNITS GDES 288 Graphic Design 2 GDES 288 3 UNITS in the study and intermediate course This is an design systems relative to social, practice of graphic issues. Students will learn the cultural, and historic it applies to the development value of research as Emphasis is on conceptual of design solutions. infor thinking, visual organization/composition, mation hierarchy, symbolic representation, and the mation hierarchy, images. Studio. Prereq- construction of meaningful Color Theory and Interaction; uisites: FOUN 106, Design 1; GDES 116, Typography GDES 106, Graphic Practice. Required co-req- 1; and GDES 107, Digital Portfolio. uisite: GDES 289, Progress Graphic Design 205 - Lecture. Prerequi of the student. lytical perspective 1. 391, Design Symposia site: GDES GDES 430 Advertising Design GDES 430 Advertising 3 UNITS This course provides an introduction to the design of advertising for mass communication. Emphasis is placed on marketing and concept development through analysis of specific client needs to create and targeted advertising for both print effective 3 UNITS the de- This is an advanced studio course examining in the spatial sign of visual communications systems spaces are environment. Both interior and exterior way-find- investigated, including design of signage, well as the ing systems, displays, and exhibits, as materials. exploration of fabrication methods and Design 2; Studio. Prerequisites: GDES 288, Graphic GDES 289, Progress Portfolio. 3 GDES 316 Typography 3 UNITS explores This is an advanced studio course that in 2D, 3D, or experimental typographic applications and design motion formats. Students will develop concepts that challenge traditional typographic aesthetics, and investigate experimental approaches to create unique designs using typography as an expressive element. They will explore the full po- forms of tential of typography to express different analytical and creative content. Emphasis is placed on the interpretation of language and information as well as personal expression. Studio. Prerequisite: GDES 288, Graphic Design 2 and GDES 265, History of Graphic Design 2. GDES 396 User Experience Design Experience GDES 396 User 3 UNITS the contemporary This studio course introduces addressing the design of design practices for focus. with a user-centered interfaces and systems basic knowledge of means The process involves and anticipating the for considering, evaluating, action in a variety of sys- consequences of design to become critical users tems. It will lead students to match technological choices able of technology, and their respective contexts, to specific problems users create and invent the systems through which GDES their own experiences. Studio. Prerequisites: Interaction 310, Information Design, and GDES 356, Design 2. Graphics GDES 414 Environmental - 4 UNITS - 2016-2017 Course Catalog 2016-2017 Course 1 UNIT This course provides a focused exploration and study of current historic art and/or cultural events and exhibitions in the Los Angeles area. This research will expand on the study and experience from GDES 391, Design Symposia 1. Students will attend lectures, museums, galleries, exhibitions, or other events exploring a variety of topics, and analyze and discuss the experiences. Readings and discussion of the experiences will enhance the ana- GDES 392 Design Symposia 2 GDES 392 Design Symposia GDES 391 Design Symposia 1 GDES 391 Design Symposia 1 UNIT art and This course explores and studies current design events in the Los Angeles area. Students will attend lectures, museums, galleries, exhibitions, or other events exploring a variety of topics, and ana- lyze and discuss the experiences. Lecture. Prerequi- sites: GDES 265, History of Graphic Design 2; GDES 288, Graphic Design 2. ing client in a professional format. Studio. Prerequi- ing client in a professional format. Studio. site: GDES 288, Graphic Design 2. GDES 390 Internship 1 internships Students will participate in off-campus No more in design, advertising, and marketing. for intern- than ten units of credit may be given degree. The student ship courses toward the BFA the contract bears the responsibility for submitting that identifies the sponsor of the participating approved by organization. All internships must be A minimum of forty hours the department chair. of credit. of participation is required for each unit Experience These units can be applied to the Career Information requirement. Prerequisite: GDES 310, Design. GDES 388 Graphic Design 3 GDES 388 Graphic 3 UNITS studio providing a civically This is an advanced in the study and application engaged experience Students will develop a com- of graphic systems. system for a sponsoring client, prehensive design research, analysis, audience, exploring issues of Internal, promotional, and presentation. identity, are also examined. Students and collateral material feedback from the sponsor will present and receive individual major study. Focus will be on the research will be on the Focus major study. individual - Studio. Prerequi of the submission. and originality 1. 250, Screen Printing site: GDES Graphic Design - 206 4 UNITS - 112, Academic Writing II, or WRIT 212, Rhetoric and II, or WRIT 212, Writing 112, Academic Design. GDES 491 Degree Project Research Project GDES 491 Degree 2 UNITS methodology Through the study of design research a pro- and theoretical concepts, students develop Emphasis posal for their capstone degree project. subject and is placed on comprehensive research, and feasi- design analysis, audience identification, will examine bility of design applications. Students technological desirability, the usefulness, usability, sustainability of and economic viability, feasibility, GDES their proposed projects. Studio. Prerequisite: GDES 310, 265, History of Graphic Design 2, and Information Design. (Capstone) Project GDES 492 Degree 3 UNITS Through the process of Inquiry Learning, involving exploration, questioning, making discoveries, and testing the reliability and validity of these discover ies, students will transform a self-initiated research proposal into a visual communication project. The capstone course emphasizes both critical and design thinking, and is broken into four modules that involve topic development, information gathering and analysis, conceptual thesis, and contextual framework. Studio. Prerequisites: GDES 491, Degree Project Research. GDES 470 Topics in Graphic Design in Graphic GDES 470 Topics 1 advanced design, production, will include Topics problems of a specialized na- and communication ture. Studio. Presentation GDES 485 Portfolio 3 UNITS studio in the preparation and This is an advanced Graphic Design portfolio in presentation of the mediums. Emphasis is placed both print and digital devel- on review and critique, as well as portfolio Students opment in both print and digital formats. will augment their portfolio with a career-focused techniques, project. Presentation and interviewing issues, including resume preparation, job search are networking, references, and salary negotiation Informa- covered. Studio. Prerequisite: GDES 310, tion Design. 2016-2017 Course Catalog 2016-2017 Course This is an examination of business procedures used Students will develop in the graphic design industry. a formal business and marketing plan with graphic components that include identity and promotional elements. Emphasis is placed on entrepreneurial strategies, professional issues and relationships, project procedures, business management, ethical issues, copyright, contracts, and pricing. Studio. Pre- requisites: GDES 288, Graphic Design 2; and WRIT GDES 450 Professional Practice GDES 450 Professional 2 UNITS This is an intermediate studio exploring motion This is an intermediate studio exploring structure design with an emphasis on narrative transition relative to elements of space, time, and the in sequential organization. Students explore influence on study of rhythm and pacing and their content and visual messages. Stress is placed on systems, structure, and synthesis of text and image for time-based media. Studio. Prerequisites: GDES 288, Graphic Design 2; GDES 289, Progress Portfolio, and GDES 356, Interaction Design 2. GDES 447 Motion Design 3 UNITS GDES 446 Entertainment Design GDES 446 Entertainment 3 UNITS graphic This is an advanced design studio exploring Stu- applications in the entertainment business. dents will study industry marketing techniques game, and through exploration in theatrical, video GDES music-related projects. Studio. Prerequisites: Portfolio; 288, Graphic Design 2; GDES 289, Progress and GDES 240, Photography 1. GDES 432 Publication Design GDES 432 Publication 3 UNITS design studio exploring This course is an advanced and electronic of production and layout, design, the newsletters, magazines, print publications including The class will emphasize page and annual reports. typographic structures, layout and grid systems, and photography in publications and the use of art Studio. in both print layout and digital mediums. 2; GDES 289, Prerequisite: GDES 288, Graphic Design Progress Portfolio. and electronic media. Through research and design research and design media. Through and electronic - projects in re students will create development, that human factors the social and cultural sponse to Studio. Prerequisite: GDES 288, impact consumers. 289, Progress Portfolio. Graphic Design 2; GDES

Graphic Design

207 Career Experience Career

GDES 485 Portfolio Presentation Portfolio 485 GDES

GDES 350 Professional Practice Professional 350 GDES

GDES 492 Degree Project Degree 492 GDES

GDES 217 Typography 3 Typography 217 GDES

GDES 490 Degree Project Research Project Degree 490 GDES

GDES 388 Graphic Design 3 Design Graphic 388 GDES

GDES 396 User Experience Design Experience User 396 GDES

GDES 391 Design Symposia Design 391 GDES

(PART 1 OF 2) 1 OF (PART Design Package 315 GDES

GDES 310 Information Design Information 310 GDES

GDES 356 Interaction Design 2 Design Interaction 356 GDES

GDES 289 Progress Portfolio Progress 289 GDES

GDES 288 Graphic Design 2 Design Graphic 288 GDES GDES 285 Logo and Identity Design Identity and Logo 285 GDES

Entrepreneurship GDES 265 Hist. Graphic Design 2 Design Graphic Hist. 265 GDES 4

ASSESSMENT

GDES 256 Interaction Design 1 Design Interaction 256 GDES

GDES 216 Typography 2 Typography 216 GDES

GDES 207 Design Production Design 207 GDES

Regular, periodic meetings with sponsoring faculty sponsoring faculty meetings with periodic Regular, may ten units of credit No more than are required. courses toward independent study be given for Prerequisite: Independent Study degree. the BFA contract. 1 Design Graphic Hist. 260 GDES

Civic Engagement

GDES 240 Photography 1 Photography 240 GDES

3

GDES 116 Typography 1 Typography 116 GDES

MASTERED

FOUN 103 Color Theory 2 Theory Color 103 FOUN

GDES 107 Digital Practice Digital 107 GDES GDES 106 Graphic Design 1 Design Graphic 106 GDES

Transdisciplinarity

FOUN 102 Design Elements Design 102 FOUN

2

FOUN 101 Beginning Drawing Beginning 101 FOUN

PRACTICED Principles Thinking COURSES MAJOR 1 settings prototypes messaging experiences Technology graphic display through history Critical Thinking Design Thinking Entrepreneurship Civic Engagement Transdisciplinarity Information Literacy Oral Communication and observing users. DEVELOPED visual communications Strategic Principles Quantitative Reasoning Written Communication artifacts to experiences communication projects History and Theory Core Competencies viability and sustainability Professional Practice Research and Inquiry Strategy and Planning solutions and its production. Design Communication Rewrite final script considering instructor’s notes, in-class feedback and table reads. Consolidate large amounts of data into cohesive design that communicates a unique perspective driven from data interpretation. execution of research activities sketching and rough renderings LEARNING OUTCOMES Present project to client, communicating the concept and benefits of the design in meeting audience needs. Demonstrate comprehension of research methodologies and analyze their application to a self-driven design research project. (BFA) behaviors and intellectual property Integrate multiple perspectives and practices into the creative process to develop approaches that are versatile and broadly informed. Apply critical knowledge, skills and values to real-world projects and experiences that strengthen communities. Gain knowledge of industry business practices to create opportunities for actionable growth and success in the work environment. Develop a comprehensive project based in a solid research foundation, that demonstrates critical thought. Demonstrate the iterative process to create impactful, innovative solutions in the production of visual communication messaging. project development and presentation Assuring problems and their respective contexts Quality in Academic color, and other such elements effectively consider spatial, temporal, and kinesthetic Demonstrate verbal and visual presentation such as using databases, asking questions, Demonstrate fluency in the use of the formal Demonstrate research capabilities and skills Graphic Design Demonstrate the ability to frame and conduct processes, including professional and ethical Recognize and analyze the social, cultural, and the analytical ability to identify communication vocabulary and concepts of design and critical desirability, technological feasibility, economic Develop design comprehensives and construct Support design decisions with quantitative and economic implications of technology on design Demonstrate concept communication skills that opportunities and generate alternative solutions theory in response to communication problems. and solutions, and their communication through Exhibit the ability to plan the design process and qualitative research findings at various stages of theories, principles, and processes have evolved STRATEGIC PRINCIPLES Demonstrate understanding of design at different relationships among form, meaning, and behavior and match those technological choices to specific INTRODUCED construct appropriate visual representations in the Develop visual communication design projects that Demonstrate understanding of how communication Demonstrate understanding of design practices and typography, images, diagrams, motion, sequencing, Demonstrate knowledge of creative approaches, and 4 UNITS investigations in terms of people, activities, and their Demonstrate understanding of and ability to develop the creation and production of visual communication techniques, including articulation of design concepts own and others work regarding usefulness, usability, Conduct critical evaluations of different technologies Interpret research findings and use analytical tools to strategies for planning, producing, and disseminating - Demonstrate conceptual and technological aspects of illustrate the development process, through thumbnail photographic principles and their application to design scales, ranging from components to systems and from construct narratives and scenarios for describing user CURRICULUM MAP Graphic Design BFA Bachelor of Fine Arts in Written Communication Critical Thinking Design Thinking Civic Engagement Transdisciplinarity Entrepreneurship Oral Communication Quantitative Reasoning Information Literacy Work productively as team members and collaborate in Demonstrate critical judgment through analysis of their Demonstrate the ability to create compositions utilizing 2016-2017 Course Catalog 2016-2017 Course GDES 299, 399, 499 Independent Study 399, 499 Independent GDES 299, 1 field into a individual studio investigation This is an by the student. Course of special interest chosen content, and schedule must description, objectives, department chair for approval. be submitted to the

Graphic Design

208 Career Experience Career Experience Career

GDES 485 Portfolio Presentation Portfolio 485 GDES GDES 485 Portfolio Presentation Portfolio 485 GDES

GDES 350 Professional Practice Professional 350 GDES GDES 350 Professional Practice Professional 350 GDES

GDES 492 Degree Project Degree 492 GDES GDES 492 Degree Project Degree 492 GDES

GDES 217 Typography 3 Typography 217 GDES GDES 217 Typography 3 Typography 217 GDES

GDES 490 Degree Project Research Project Degree 490 GDES GDES 490 Degree Project Research Project Degree 490 GDES

GDES 388 Graphic Design 3 Design Graphic 388 GDES GDES 388 Graphic Design 3 Design Graphic 388 GDES

GDES 396 User Experience Design Experience User 396 GDES GDES 396 User Experience Design Experience User 396 GDES

GDES 391 Design Symposia Design 391 GDES GDES 391 Design Symposia Design 391 GDES

GDES 315 Package Design Package 315 GDES GDES 315 Package Design Package 315 GDES 2) OF 2 (PART

GDES 310 Information Design Information 310 GDES GDES 310 Information Design Information 310 GDES

GDES 356 Interaction Design 2 Design Interaction 356 GDES GDES 356 Interaction Design 2 Design Interaction 356 GDES

GDES 289 Progress Portfolio Progress 289 GDES GDES 289 Progress Portfolio Progress 289 GDES

GDES 288 Graphic Design 2 Design Graphic 288 GDES GDES 288 Graphic Design 2 Design Graphic 288 GDES

GDES 285 Logo and Identity Design Identity and Logo 285 GDES GDES 285 Logo and Identity Design Identity and Logo 285 GDES

Entrepreneurship Entrepreneurship

GDES 265 Hist. Graphic Design 2 Design Graphic Hist. 265 GDES GDES 265 Hist. Graphic Design 2 Design Graphic Hist. 265 GDES 4 4

ASSESSMENT ASSESSMENT

GDES 256 Interaction Design 1 Design Interaction 256 GDES GDES 256 Interaction Design 1 Design Interaction 256 GDES

GDES 216 Typography 2 Typography 216 GDES GDES 216 Typography 2 Typography 216 GDES

GDES 207 Design Production Design 207 GDES GDES 207 Design Production Design 207 GDES

GDES 260 Hist. Graphic Design 1 Design Graphic Hist. 260 GDES GDES 260 Hist. Graphic Design 1 Design Graphic Hist. 260 GDES

Civic Engagement Civic Engagement

GDES 240 Photography 1 Photography 240 GDES GDES 240 Photography 1 Photography 240 GDES

3 3

GDES 116 Typography 1 Typography 116 GDES GDES 116 Typography 1 Typography 116 GDES

MASTERED MASTERED

FOUN 103 Color Theory 2 Theory Color 103 FOUN FOUN 103 Color Theory 2 Theory Color 103 FOUN

GDES 107 Digital Practice Digital 107 GDES GDES 107 Digital Practice Digital 107 GDES

GDES 106 Graphic Design 1 Design Graphic 106 GDES GDES 106 Graphic Design 1 Design Graphic 106 GDES

Transdisciplinarity Transdisciplinarity

FOUN 102 Design Elements Design 102 FOUN FOUN 102 Design Elements Design 102 FOUN

2 2

FOUN 101 Beginning Drawing Beginning 101 FOUN FOUN 101 Beginning Drawing Beginning 101 FOUN

Strategic Principles Strategic Strategic Principles Strategic PRACTICED PRACTICED

MAJOR COURSES MAJOR MAJOR COURSES MAJOR Design Thinking Design Thinking 1 1 settings settings prototypes prototypes messaging messaging experiences experiences Technology Technology graphic display graphic display through history through history Critical Thinking Critical Thinking Design Thinking Design Thinking Entrepreneurship Entrepreneurship Civic Engagement Civic Engagement Civic Engagement Transdisciplinarity Transdisciplinarity Information Literacy Information Literacy Oral Communication Oral Communication and observing users. and observing users. and observing DEVELOPED DEVELOPED visual communications visual communications Strategic Principles Strategic Principles Quantitative Reasoning Written Communication Quantitative Reasoning artifacts to experiences Written Communication artifacts to experiences communication projects History and Theory communication projects History and Theory History Core Competencies Core Competencies viability and sustainability viability and sustainability Professional Practice Professional Practice Research and Inquiry Research and Inquiry and Research Strategy and Planning Strategy and Planning solutions and its production. solutions and its production. Design Communication Design Communication Rewrite final script considering instructor’s notes, in-class feedback and table reads. Rewrite final script considering instructor’s notes, in-class feedback and table reads. Consolidate large amounts of data into cohesive design that communicates a unique perspective driven from data interpretation. Consolidate large amounts of data into cohesive design that communicates a unique perspective driven from data interpretation. execution of research activities execution of research activities execution sketching and rough renderings sketching and rough renderings LEARNING OUTCOMES LEARNING OUTCOMES Present project to client, communicating the concept and benefits of the design in meeting audience needs. Present project to client, communicating the concept and benefits of the design in meeting audience needs. Demonstrate comprehension of research methodologies and analyze their application to a self-driven design research project. Demonstrate comprehension of research methodologies and analyze their application to a self-driven design research project. (BFA) (BFA) behaviors and intellectual property behaviors and intellectual property Integrate multiple perspectives and practices into the creative process to develop approaches that are versatile and broadly informed. Integrate multiple perspectives and practices into the creative process to develop approaches that are versatile and broadly informed. Apply critical knowledge, skills and values to real-world projects and experiences that strengthen communities. Apply critical knowledge, skills and values to real-world projects and experiences that strengthen communities. Gain knowledge of industry business practices to create opportunities for actionable growth and success in the work environment. Gain knowledge of industry business practices to create opportunities for actionable growth and success in the work environment. Develop a comprehensive project based in a solid research foundation, that demonstrates critical thought. Demonstrate the iterative process to create impactful, innovative solutions in the production of visual communication messaging. Develop a comprehensive project based in a solid research foundation, that demonstrates critical thought. Demonstrate the iterative process to create impactful, innovative solutions in the production of visual communication messaging. project development and presentation project development and presentation project development Assuring Assuring problems and their respective contexts problems and their respective contexts Quality in Quality in Academic Academic color, and other such elements effectively color, and other such elements effectively consider spatial, temporal, and kinesthetic consider spatial, temporal, and kinesthetic Demonstrate verbal and visual presentation Demonstrate verbal and visual presentation such as using databases, asking questions, such as using databases, asking questions, questions, asking databases, as using such Demonstrate fluency in the use of the formal Demonstrate research capabilities and skills Demonstrate research capabilities and skills skills and capabilities research Demonstrate Demonstrate fluency in the use of the formal of the formal the use fluency in Demonstrate Graphic Design Graphic Design Demonstrate the ability to frame and conduct Demonstrate the ability to frame and conduct Demonstrate the ability processes, including professional and ethical processes, including professional and ethical Recognize and analyze the social, cultural, and the analytical ability to identify communication Recognize and analyze the social, cultural, and vocabulary and concepts of design and critical the analytical ability to identify communication the analytical ability to identify communication vocabulary and concepts of design and critical and of design concepts and vocabulary desirability, technological feasibility, economic Develop design comprehensives and construct desirability, technological feasibility, economic Support design decisions with quantitative and Develop design comprehensives and construct Support design decisions with quantitative and Support design decisions economic implications of technology on design economic implications of technology on design Demonstrate concept communication skills that Demonstrate concept communication skills that Demonstrate concept communication opportunities and generate alternative solutions theory in response to communication problems. opportunities and generate alternative solutions opportunities and generate alternative theory in response to communication problems. communication to in response theory and solutions, and their communication through and solutions, and their communication through Exhibit the ability to plan the design process and qualitative research findings at various stages of theories, principles, and processes have evolved Exhibit the ability to plan the design process and Exhibit the ability to plan the design qualitative research findings at various stages of qualitative research STRATEGIC PRINCIPLES theories, principles, and processes have evolved have evolved principles, and processes theories, STRATEGIC PRINCIPLES Demonstrate understanding of design at different Demonstrate understanding of design at different relationships among form, meaning, and behavior relationships among form, meaning, and behavior and match those technological choices to specific and match those technological choices to specific INTRODUCED INTRODUCED construct appropriate visual representations in the construct appropriate visual representations in the representations appropriate visual construct Develop visual communication design projects that Develop visual communication design projects that Demonstrate understanding of how communication Demonstrate understanding of how communication of how communication understanding Demonstrate Demonstrate understanding of design practices and typography, images, diagrams, motion, sequencing, Demonstrate understanding of design practices and typography, images, diagrams, motion, sequencing, Demonstrate knowledge of creative approaches, and Demonstrate knowledge of creative approaches, and Demonstrate knowledge of creative Demonstrate understanding of and ability to develop investigations in terms of people, activities, and their investigations in terms of people, activities, and their of people, activities, and their investigations in terms ability to develop Demonstrate understanding of and own and others work regarding usefulness, usability, the creation and production of visual communication techniques, including articulation of design concepts Conduct critical evaluations of different technologies the creation and production of visual communication techniques, including articulation of design concepts own and others work regarding usefulness, usability, Conduct critical evaluations of different technologies Interpret research findings and use analytical tools to Interpret research findings and use analytical tools to and use analytical research findings Interpret strategies for planning, producing, and disseminating strategies for planning, producing, and disseminating strategies for planning, producing, Demonstrate conceptual and technological aspects of Demonstrate conceptual and technological aspects of illustrate the development process, through thumbnail illustrate the development process, through thumbnail illustrate the development process, photographic principles and their application to design scales, ranging from components to systems and from construct narratives and scenarios for describing user scales, ranging from components to systems and from photographic principles and their application to design construct narratives and scenarios for describing user construct narratives and scenarios CURRICULUM MAP CURRICULUM Design BFA in Graphic of Fine Arts Bachelor CURRICULUM MAP Bachelor of Fine Arts in Graphic Design BFA Information Literacy Written Communication Critical Thinking Design Thinking Civic Engagement Transdisciplinarity Entrepreneurship Oral Communication Quantitative Reasoning Demonstrate critical judgment through analysis of their Work productively as team members and collaborate in Entrepreneurship Oral Communication Quantitative Reasoning Information Literacy Written Communication Critical Thinking Demonstrate the ability to create compositions utilizing Design Thinking Civic Engagement Transdisciplinarity Work productively as team members and collaborate in Demonstrate critical judgment through analysis of their Demonstrate the ability to create compositions utilizing 2016-2017 Course Catalog 2016-2017 Course Media Technology 209 echnology echnology echnology echnology echnology echnology echnology echnology echnology Students who graduate from the Media T Students who graduate from the Media T Students who graduate from the Media T Students who graduate from the Media devel- program will demonstrate familiarity with at least one opment environments and mastery of coding language. T Students who graduate from the Media of program will collaborate in teams comprised disciplines. people from different T Students who graduate from the Media program will take a leadership role in a collabora- tive project. Students who graduate from the Media T program will develop original software or hardware in the field of human/computer interaction. Students who graduate from the Media T program will demonstrate the utility of original software or hardware within a specific media con- text. Students who graduate from the Media T program will demonstrate the integration of a high level of quantitative and logic skills within software development. program will apply computational skills to analyze, scope, and resolve problems as they arise in the development and/or deployment of technology Students who graduate from the Media T Students who graduate from the Media and program will explore and analyze the historical a range of cultural context of digital media within visual media creative disciplines, including narrative and games. soft- program will demonstrate mastery of modern prototyping, ware development practices, including code, developing, debugging, managing source documentation, and deployment.

• • • • • • MISSION to incorporate disciplines continue As creative for the demand into their core practices, technology university graduates hastechnically knowledgeable design programs Traditional increased dramatically. this demand. The Mediaare challenged to address an of Science program offers Bachelor Technology technically minded students aalternative by providing of and practice theory, history, solid grounding in the systems, while also emphasiz- software and hardware creative disciplines via collabora- ing a dialogue with degree. Media the four-year tive projects throughout will pursue creative high-tech graduates Technology the demands of the twenty-firstjobs prepared to face century marketplace. STUDENT LEARNING OUTCOMES • • • 2016-2017 Course Catalog Jesse Gilbert, MFA, Department Chair Department Jesse Gilbert, MFA, as a tool in art, design,The use of digital technology Here to expand exponentially. and media continues heart of the animation, film,in Los Angeles, in the industries, it is now necessary fortelevision, and game fields to “speak technology,” all artists entering these digital tools that are common toas well as use those is increasingly necessary as well fortheir professions. It in order to in- technologists to “speak art and design” work side-by- tegrate into creative studio culture and Technology side with artists and designers. The Media to meet thatBachelor of Science degree is designed technologyneed by integrating programming and degrees in MCD (Anima- skills with the current BFA Fashiontion, Graphic Design, Game Art & Design, will also support Design, and Filmmaking). Media Tech Architec- those students in Architecture and Interior ture who have an interest in the technology-heavy environmentsaspects of architecture, such as themed designers(e.g., Disney Imagineering). Many of the and game indus- working in the local special effects tries hold architecture degrees. be a Bachelor of is designed to Media Technology our Bachelor ofScience degree that aligns closely with courses are Fine Arts degrees. Most Media Technology (or lab)project-based and will be taught in a studio contactformat, with five hours per week of faculty wellper three-unit studio course. This will integrate In addition,with the current studio culture in MCD. and Game programs the Animation, Media Tech, share many classes in their major sequence. This will allow students to work in a cross-disciplinary envi- ronment and encourage multidisciplinary capstone teams formed of artists, designers, and technologists, mirroring the professional world. Design/ requires a fifteen-unit Media Technology Media concentration, in which enrolled students will choose from five studio courses in a field of their choice. The concentration is designed to provide stu- dents with in-depth exposure to a creative discipline, leading to a deeper integration at the capstone level. All courses in this concentration must be approved by chair. the Media Technology Media Technology Media (BS) Media Technology 210 3 M 3 M 3 M 3 M 3 M 3 M 3 M 0 M 3 M 3 M 3 M 3 M 2 M 3 M 3 M 1 M 3 M 1 M 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 1 GE 3 GE OR OR Programming for Visual Media Media Technology Media Technology Major Elective Design/Media Concentration Math for Media and Games II Technology Art History Media Ethics Game Development Digital Media Fundamentals Environmental Studies Design/Media Concentration Progress Portfolio Introduction to Psychology Human Computer Interaction Math for Media I Technology Scripting with Python Intro to Game Engines Design/Media Concentration Design Symposia Public Speaking Technology & Culture II Technology Introduction to Physical Computing Media Technology Lecture Series Design/Media Concentration II Academic Writing College Algebra Information Literacy ______LSCI 105 ______TECH 221 TECH 211 TECH 102 TECH 112 TECH 103 WRIT 112 PSYC 200 ANIM 210 TECH 212 TECH 214 ENVT 220 GAME 114 MATH 249 MATH TECH 2XX TECH 3702 MATH 2705 MATH COMM 235 COMM 120 Spring Semester THIRD YEAR Fall Semester Spring Semester YEAR SECOND Fall Semester MATH 2704 MATH 52 15 43 10 120 1 M 2 M 3 M 3 M 3 GE 3 GE 1 UE Units Technology & Culture I Technology Media Technology Lecture Series Design/Media Concentration Introduction to Programming I Academic Writing I Academic Writing Interdisciplinary Core Elective (PPDV recommended) Design/Media Concentration INDS 1-- projects. the Media Technology graduate from Students who of written and demonstrate mastery program will technical documenta- oral presentation including tion of technology projects. ______TECH 101 TECH 111 TECH 103 WRIT 111 2016-2017 Course Catalog (GE) General Education/Integrative Learning Unrestricted Electives (UE) Minimum Semester Hours Required COURSES OF SUGGESTED SEQUENCE FIRST YEAR Fall Semester Curriculum CURRICULUM MAJOR MEDIA TECHNOLOGY Degree Leading to the Bachelor of Science (BS) Major (M) Core Courses Media Technology LAB FEES applied to in- Some courses require a lab fee, which is Specific feesstructional supplies utilized in the studio. are outlined in the Fee section of the catalog. ACADEMIC STANDARDS ACADEMIC is not acceptable for a profes- Below-average work grade of C is required ofsional degree. A minimum courses in Media Technology. all 300 and 400 level grade below a “C” must success- Students receiving a prior to enrollment in thefully repeat that course succeeding course. • Media Technology - 211 their role in catalyzing disruptive change, and what change, and in catalyzing disruptive their role edge cutting by examining today’s we can learn Part 1 of a 2-semester perspective. from a historical sequence. Lecture. TECH 103 Media Technology Lecture Series Lecture 103 Media Technology TECH 1 UNIT features Lecture Series The Media Technology and practitioners from a wide range of creative technology scientific fields, all of whom incorporate Open to at the core of their professional inquiry. this course aims community, the entire Woodbury role of to foster dialogue around the increasing across a diverse its application technology in society, explo- range of professional practices, the resulting sion of creative and expressive modes of produc- tion, and the ethical and moral dilemmas that have emerged as technology has evolved. Lecture. I Programming to 111 Introduction TECH 3 UNITS An introduction to foundation principles of com- puter science for students with no prior background include the history of com- in computing. Topics puters, writing and using programming constructs, data organization and computer appli- cations, introductory concepts in digital electronics and computer architecture, computer languages, and the impact that computers have had on society and are likely to have in the future. Students will complete weekly programming assignments, culmi- nating in an original semester project that elabo- TECH 102 Technology and Culture II and Culture 102 Technology TECH 2 UNITS composed of introductory A foundation course systems-thinking as a way to modules focused on role in cultural for technology’s further understand explo- the previous semester’s mation. Building on introduces systems-thinking as a ration, this course tool in understanding technol- powerful analytical forces us to acknowledge the Systems-thinking ogy. of ethical, operational, and structural implications a window our technological choices, and provides technological into the potential for purpose-driven intro- innovation. The course provides a rigorous to ap- duction to the systems lens and asks students technology. ply such thinking to their own uses of assignments, Students will complete regular writing Part two culminating in a semester research paper. Prerequisite: of a two-semester sequence. Lecture. I. and Culture TECH 101, Technology 3 M 3 M 3 M 3 M 3 GE 3 UE 3 M 3 M 3 GE 3 UE 3 UE 3 GE 3 GE 3 GE

Media Technology Capstone Project II Media Technology Professional Practices Humanities Course Elective Media Technology Major Media Technology Elective Media Technology Research Media Technology Seminar Film History Interdisciplinary Course Course Natural Science Lab Media Technology Capstone Media Technology Project I Future of Digital Media General Education/Integra- tive Learning Elective Elective Elective __3______TECH 302 ______TECH 411 TECH 421 TECH 412 INDS 3______TECH 422 2016-2017 Course Catalog 2 UNITS A foundation course composed of introductory modules focused on theoretical and applicable - Technolo topics in art, science, and technology. gy is inextricably a part of our lives, and yet it is to define. As we explore new increasingly difficult frontiers, our technologies may outpace our ability to predict their social, cultural, or environmental impacts. This course, part one of a two semester sequence, centers on the history of technologies, REQUIRED FOR GRADUATION: GRADUATION: FOR REQUIRED 120 hours of internship/work experience, paid or unpaid, in the media technology field is required. Courses I & Culture 101 Technology TECH Spring Semester Summer between third and fourth year is the Summer between third for internship/work experience. recommended time YEAR FOURTH Fall Semester Spring Semester Media Technology 212 Programming for Visual Media Visual for Programming - weekly assign Students will complete workflows. project combining culminate in a final ments that media. Studio. disparate TECH 301 TECH 3 UNITS uses, and This course focuses on the recent history, include C/ aesthetics of programmatic visuals. Topics C++ programming languages, programming inside TECH 221 Human Computer Interaction 221 Human Computer TECH 3 UNITS from its Human Computer Interaction has evolved Design origins in Human Factors and Functional of User to embrace the multi-disciplinary concept research as Experience (UX). The UX field frames thinking, a fundamental component of design as the prime centering the lived experience of users This class inspiration for technological innovation. providing introduces students to the UX field, apply this hands-on opportunities for students to Prerequisite: theory in their design practice. Studio. TECH 112, Introduction to Physical Computing. Portfolio Progress 2xx TECH 0 UNITS Required as a co-requisite to TECH 212 or TECH 214, students will develop a portfolio including work from each major design studio completed. They will complete a reflective self-assessment evaluat- ing their strengths, weaknesses, and performance studios. Students will be assessed in lower-division for their progress in the program and readiness for studios. Studio. Prerequisite: TECH upper-division 221, Human Computer Interaction. TECH 214 Game Development TECH 3 UNITS exploring game engine pro- An intermediate course emphasis on the development gramming with an and advanced visual effects of custom code for engines are highly extensible interaction. Game sophisticated APIs for platforms that incorporate including, but not limited customizing sound and visual effects, to: artificial intelligence, Students will be introduced to and gestural control. to design programming APIs and will work in teams semester proj- and implement a personal game as a Introduction ect. Studio. Prerequisites: GAME 114, to to Game Engines; and TECH 111, Introduction Programming I. 2016-2017 Course Catalog TECH 212 Digital Media Fundamentals TECH 3 UNITS A hands-on course introducing core concepts and practices of digital media creation and workflows. have shifted en-masse to digital workflows for all stages of production. This course will provide students with hands-on training on cameras, techniques, and software used in working with time-based digital media workflows that can be applied across a number of industries. Topics may include: animation, codecs, non-linear editing systems, video standards, video cameras, and video TECH 211 Scripting with Python 211 Scripting TECH 3 UNITS interpreted, An introductory course in Python: an interactive, object-oriented, extensible a standard programming language that has become This class will across the creative media industry. data focus on fundamentals of language syntax, and will structures, functions and re-usable classes, in the context highlight core strategies for scripting complete of creating digital media. Students will in a regular programming exercises, culminating with the semester project that demonstrates facility Python language as applied in digital media work- flows. Studio. Prerequisite: TECH 112, Introduction to Physical Computing. 3 UNITS foundation principles of com- An introduction to with no prior background puter science for students include the history Topics in physical computing. writing algorithms and using of micro-controllers, data organization and programming constructs, introductory concepts in computer applications, and micro-controller architec- electronics, sensors, and the impact that ture, computer languages, had on society and are likely micro-controllers have week- to have in the future. Students will complete culmi- ly circuit builds, programming assignments, on nating in two original projects that elaborate in the course, the concepts and techniques covered sense the focusing on using micro-controllers to design. world, User Interface, and User Experience Prerequi- Part 2 of a 2-semester sequence. Studio. I. site: TECH 111, Introduction to Programming rates on the concepts and techniques covered in the covered concepts and techniques rates on the sequence. Studio. 1 of a 2-semester course. Part Computing Physical to 112 Introduction TECH Media Technology 213 Media Technology Capstone Project II Project Capstone Media Technology Media Technology Capstone Project I Project Capstone Media Technology Programming for Mobile II Mobile for Programming APIs. Students will complete regular programming regular programming will complete APIs. Students that a semester project culminating in assignments, - code and clear tech deployment-ready consists of Part one of a two-semester nical documentation. TECH 221, Human/ sequence. Studio. Prerequisite: Computer Interaction. TECH 412 TECH 3 UNITS Students will continue to work with their faculty review committee and the course facilitator to TECH 332 Media Environments TECH 3 UNITS uses, and This course focuses on the recent history, to create aesthetics of video projection mapping display include immersive environments. Topics servers, hardware, hardware and software media planar light, networks, projection mapping onto protocols, and non-planar surfaces, show control weekly and video standards. Students will complete culminating assignments and in-class assignments, on in an original semester project that elaborates in the course. the concepts and techniques covered Funda- Studio. Prerequisite: GAME 105, 3D Game mentals; TECH 212, Digital Media Fundamentals; and TECH 3702, Programming for Visual Media. 411 TECH 3 UNITS This course integrates the interdisciplinary elements of curricula. Students will work with their faculty review committee and the course facilitator to begin their capstone project based on the Media Capstone Project Proposal submitted Technology in TECH 302. Part one of a two-semester sequence. Studio. Prerequisite: TECH 302, Media Technology Research Seminar. TECH 322 TECH 3 UNITS a further exploration of the This course provides landscape. The course will reshaped technology grounding in the develop- also provide a further deployment of software across ment, testing, and hardware platforms and APIs. a variety of mobile as- Students will complete regular programming project that signments, culminating in a semester clear tech- consists of deployment-ready code and nical documentation. Part two of a two-semester 321, Program- sequence. Studio. Prerequisite: TECH ming for Mobile I.

Programming for Mobile I Mobile for Programming Introduction to Computer Music Computer to Introduction Media Technology Research Seminar Research Media Technology 2016-2017 Course Catalog TECH 321 TECH 3 UNITS iOS and Google’s Fueled by the explosion of Apple’s Android platform, the increasing ubiquity of mobile devices has reshaped the technology landscape. This course will provide a solid grounding in the development, testing, and deployment of software across a variety of mobile hardware platforms and TECH 311 TECH 3 UNITS impacted the Digital technologies have profoundly processed, ways that sound is created, recorded, replaced and distributed. Personal computers have studios full of sound recording and processing began equipment, completing a revolution that will learn with recording and electronics. Students sound the fundamentals of digital audio, basic for digital synthesis algorithms, and techniques and processing. Students will apply audio effects knowledge to programming assignments using a visual programming environment for sound syn- thesis and composition. Students will complete a semester project that reflects a personal approach to sound and interaction, demonstrating mastery of tools and techniques. Studio. Prerequisites: TECH 111, Introduction to Programming I; and TECH 112, Introduction to Physical Computing. TECH 302 TECH 3 UNITS seminar provides students The capstone research capstone with the opportunity to explore possible support projects. Students will research and gather and materials, identify a faculty review committee, the research gather a project team. At the end of students will submit a Media Technology semester, members Capstone Project Proposal signed by three in of the faculty from the disciplines represented proposal. Studio. Prerequisite: TECH the student’s 301, Programming for Visual Media. of an Integrated Development Environment (IDE), Environment (IDE), Development of an Integrated video textures, vectors vision, image and computer systems, projection calculation, particle and force control. Students will com- mapping, and system assignments, culminat- plete weekly programming project that elaborates ing in an original semester techniques covered in the on the concepts and TECH 111, Introduction course. Studio. Prerequisite: and TECH 112, Introduction to to Programming I; Physical Computing. Media Technology 214 Internship Practices Professional Media Technology Digital Media of Future 2016-2017 Course Catalog TECH 490 TECH 3 UNITS All supervised, professional, experienced, third-year students in good academic standing will apply for internships. They will submit a Media Technology Internship Contract signed by their faculty advisor, and the professional industry the program chair, supervisor from the place of internship for approval prior to beginning the internship. Grades are Pass/ internship Fail only and are based on the student’s journal and a letter of completion and evaluation from the professional industry supervisor. TECH 422 TECH 3 UNITS founda- This course focuses on developing ethical the media tions of good professional practice in provide a technology industries. The course will of basic survey of ethical theories and discussions in maintain- the role of professional organizations such ing good practice, including ethical concerns media piracy. and software and as data privacy, assignments, Students will complete regular writing Lecture. culminating in a semester research paper. Prerequisite: TECH 421, Future of Digital Media. From traditional television to the Web, games, to the Web, From traditional television and advanced interactive movies, mobile devices, surrounds us and drives a systems, digital media and political conversations. diverse array of cultural has increasingly the transition to digital media Yet media outlets been defined by the consolidation of Students will explore into the hands of a very few. about, the new digital landscape, how it came for where it is going, and how it can be leveraged research with civic engagement. Grounded in joint solutions community partners, students will propose in that involve average citizens more meaningfully TECH 302, the political process. Studio. Prerequisite: Research Seminar. Media Technology TECH 421 TECH 3 UNITS complete their capstone project. Final review will Final review will their capstone project. complete faculty review student’s to the include presentation - in the Media Technol and presentation committee Continuation of TECH 411, ogy Senior Showcase. Capstone Project I. Part two of a Media Technology Studio. Prerequisite: TECH two-semester sequence. Capstone Project I. 411, Media Technology

Media Technology

TECH 490 Internship 490 TECH 4

TECH 422 Media Tech Professional Practices Professional Tech Media 422 TECH

TECH 412 Media Tech Capstone II Capstone Tech Media 412 TECH 2

Spring Semester Year 4 Year Semester Spring

TECH 421 The Future of Digital Media Digital of Future The 421 TECH 3

215

TECH 411 Media Tech Capstone I Capstone Tech Media 411 TECH

Fall Semester Year 4 Year Semester Fall

TECH 322 Programming for Mobile II Mobile for Programming 322 TECH

TECH 312 Media Environments Media 312 TECH

TECH 302 Media Tech Research Seminar Research Tech Media 302 TECH

Spring Semester Year 3 Year Semester Spring

TECH 321 Programming for Mobile I Mobile for Programming 321 TECH

TECH 311 Introduction to Computer Music Computer to Introduction 311 TECH

TECH 301 Programming for Visual Media Visual for Programming 301 TECH

Fall Semester Year 3 Year Semester Fall

TECH 214 Game Development Game 214 TECH

TECH 212 Digital Media Fundamentals Media Digital 212 TECH

Spring Semester Year 2 Year Semester Spring

GAME 213 Intro to Game Engines Game to Intro 213 GAME TECH 211 Scripting with Python with Scripting 211 TECH

Entrepreneurship

TECH 221 Human Computer Interaction Computer Human 221 TECH 1

4

ASSESSMENT

Fall Semester Year 2 Year Semester Fall

TECH 103 Media Technology Lecture Series Lecture Technology Media 103 TECH

TECH 112 Introduction to Physical Computing Physical to Introduction 112 TECH TECH 102 Technology & Culture II Culture & Technology 102 TECH

Civic Engagement

Spring Semester Year 1 Year Semester Spring

3

TECH 103 Media Technology Lecture Series Lecture Technology Media 103 TECH

MASTERED

TECH 111 Intro to Programming to Intro 111 TECH

TECH 101 Technology & Culture I Culture & Technology 101 TECH Fall Semester Year 1 Year Semester Fall Transdisciplinarity

2 Strategic Principles Strategic MAJOR COURSES MAJOR .. PRACTICED Design Thinking 1 Strategic Principles from different disciplines. human/computer interaction. DEVELOPED within a specific media context. LEARNING OUTCOMES and mastery of at least one coding. deployment of technology projects. (BS) logic skills within software development. Collaborate in teams comprised of people Assuring Quality in Academic including narrative visual media and games. 2016-2017 Course Catalog Take a leadership role in a collaborative project. technical documentation of technology projects. problems as they arise in the development and/or digital media within a range of creative disciplines Develop original software or hardware in the field of Media Technology Demonstrate the utility of original software or hardware Demonstrate mastery of modern software development Demonstrate familiarity with development environments practices including prototyping, developing, debugging, managing source code, documentation and deployment. Explore and analyze the historical and cultural context of Apply computational skills to analyze, scope, and resolve STRATEGIC PRINCIPLES INTRODUCED Demonstrate the integration of a high level of quantitative and Demonstrate mastery of written and oral presentation including CURRICULUM MAP Media Technology BS Bachelor of Science in are demonstrably learned in the field. The program Psychology Psychology values a practical perspective with which students (BA) are encouraged to apply their knowledge to novel situations and to the amelioration of social prob- D. Joye Swan, PhD, Department Chair lems. Students are well-prepared by the program to demonstrate these skills in a variety of arenas, such The psychology major concentrates on the behavior as graduate school or public service. and mental processes of human beings as individ- uals, members of groups, and as part of the larger PROGRAM LEARNING OUTCOMES social culture. Students confront issues of compe- Students majoring in psychology are expected to: tition, cooperation, and conformity within social settings, and explore mechanisms of influence in •  Acquire knowledge and skills relevant to behav- the media and their environment. The psychology ioral science in general and to psychology in program places special emphasis on the investi- particular. gation of humans as agents for and recipients of • Demonstrate significant knowledge of the influence and persuasion in their roles as consumers content of the discipline of psychology through and communicators. written work, projects, debates, and presentations across the breadth of the curriculum. The program is writing-intensive with an emphasis • Exhibit critical thinking skills, such as the weighing on critical thinking. Coursework in the major chal- of evidence, analyzing of arguments, and draw- lenges students to apply their classroom knowledge ing of conclusions through debate, writing, and to real-world issues and experiences. Students also investigative assignments. develop the skills necessary to design, implement, • Apply the knowledge of psychology to real-world statistically analyze, and write research studies. problems as demonstrated on application essay Students receive a strong foundation in psychologi- exams and hands-on projects where students cal theory and application that successfully prepares “do” psychology. them to continue their education at the gradu- • Demonstrate the ability to engage in collabora ate school level. At the same time, the program’s tive learning both within the field and across dis- emphasis on critical thinking and social behavior is ciplines through successful completion of teamed designed to complement any career path involving research and design projects with other students human interaction. in MCD. • Demonstrate strong discipline-specificAPA writing The Department of Psychology offers students in skills through engagement in writing intensive other majors the opportunity to complete a minor core curricular courses. in psychology. A minor helps focus the skills devel- • Demonstrate the ability to design, conduct, and oped in another major by adding additional layers evaluate discipline-specific research problems, cul- of analytical thinking, strategic problem solving, minating in submission of a proposal to a research effective writing, and persuasive communication conference and in the completion of an indepen- abilities. A communication minor is recommended dent senior thesis. for psychology majors, but students are encouraged to discuss other options with their advisor that may Curriculum better meet their career goals. A Capstone Senior PSYCHOLOGY MAJOR CURRICULUM Thesis Project completes the curriculum, providing Leading to the Bachelor of Arts (BA) Degree the student with the opportunity to synthesize and Units put into practice the knowledge and skills learned Major (M) 55 in the program. General Education/Integrative Learning (GE) 46 Unrestricted Electives (UE) 19 MISSION Minimum Semester Hours Required 120 The mission of the Woodbury University psychology program is to develop critical thinkers who are in- trospective and proactive lifelong learners, and who

2016-2017 Course Catalog 216 SUGGESTED SEQUENCE OF REQUIRED COURSES Spring Semester Psychology

FIRST YEAR PSYC 221 Statistics for the Fall Semester Behavioral Sciences 3 M PSYC 309 Abnormal Psychology 3 M WRIT 111 Academic Writing I 3 GE PSYC 3__ Psychology Major Elective 3 M COMM 120 Public Speaking 3 GE PSYC 230 Foundations of COMM 100 Media Culture Research Methods 3 M OR INDS 3__ Transdisciplinary Seminar 3 GE COMM 203 Communication Theory 3 GE PSYC 102 Foundations in Critical 1 M FOURTH YEAR Thinking Fall Semester PSYC 104 History of Psychological 1 M Science PSYC 331 Advanced Statistics for the Behavioral Sciences 4 M PSYC 103 Career Paths in Psychology 1 M PSYC 3__ Psychology Major Elective 3 M ______Unrestricted Elective 3 UE PSYC 402 Advanced Research Methods 3 M Spring Semester ______Unrestricted elective 3 UE PSYC 200 Introduction to Psychology 3 M ______Unrestricted elective 3 UE WRIT 112 Academic Writing II 3 GE LSCI 105 Information Theory & Practice 1 GE Spring Semester

INDS 1__ Interdisciplinary Core course 3 GE PSYC 3___ Psychology Major Elective 3 M ______General Education Elective 3 GE PSYC 3___ Psychology Major Elective 3 M PSYC 410 Senior Thesis 3 M SECOND YEAR PSYC 490 Internship 3 M Fall Semester _____ 3__ General Education Elective 3 GE PSYC 210 Developmental Psychology 3 M ______Unrestricted elective 1 UE ______Social Science Course 3 GE ____ 3__ Integrative Learning Elective 3 GE COURSES THAT MEET PSYCHOLOGY ELECTIVE REQUIREMENT ENVT 220 Environmental Studies 3 GE Students must complete seven courses from the ______Unrestricted Elective 3 UE following:

Spring Semester PSYC 301 Group Processes PSYC 311 Human Sexuality PSYC 300 Social Psychology 3 M PSYC 312 Environmental Psychology PSYC 305 Personality 3 M PSYC 313 Social Cognition PHIL 210 Ethical Systems 3 GE PSYC 314 Psychology of Gender ______Unrestricted Elective 3 UE OR ______Natural Science with Lab 3 GE COMM 327 Gender and Communication PSYC 315 Industrial/Organizational Psychology THIRD YEAR PSYC 316 Cross-Cultural Psychology Fall Semester PSYC 317 Media Psychology PSYC 306 Influence & Persuasion 3 M PSYC 318 Consumer Behavior PSYC 3__ Psychology Major Elective 3 M PSYC 320 Sensation and Perception PSYC 3XX Psychology Major Elective 3 M PSYC 321 Neuropsychology COMM 2__ Communication Course 3 GE PSYC 370 Topics in Psychology ______Unrestricted Elective 3 UE

2016-2017 Course Catalog 217 ASSESSMENT PROCESS course prior to enrollment in succeeding courses. Psychology five-year cycle of assessment and review. The pur- pose of this is to maintain the highest level of aca- INTERNSHIP demic quality and to assure that the program con- All students at Woodbury University are required to tinues to meet the needs of the students it serves. complete an internship in an area closely related to Assessment of the Student Learning Outcomes their career or educational goals. For the psychol- listed above is an ongoing part of that process. ogy major, the internship provides an opportunity Student success in meeting these criteria is assessed for students to gain valuable experience in specific throughout the curriculum, but most particularly areas in which they may be planning careers or may through the major’s capstone courses. intend to specialize during graduate school. This allows students a “try before you buy” oppor-tunity MARKER COURSES to make sure that a particular area of psychology is There are two marker courses in the major designed a good fit. to measure student progress in their knowledge and abilities related to the field. These courses are STUDENT WORK rigorous and writing-intensive, requiring students The university reserves the right to retain student to produce an extensive written project. In the work for archival, exhibition, and promotional pur- psychology major, the marker courses are PSYC 300, poses, including print and Web formats. Social Psychology, and PSYC 402, Advanced Re- search Methods. SPECIAL LEARNING OPPORTUNITIES/REQUIREMENTS CAPSTONE COURSE Woodbury’s Career Development Office offers a The Capstone Course of the major is the Senior variety of programs, services, and resources to assist Thesis (PSYC 410), for which students create an students in exploring careers and securing intern- extensive research project, applying what they have ships. The staff works with students one-on-one learned in psychology to a real-world problem or to develop successful internship search strategies question of their choosing. The Senior Thesis proj- and help students connect with employers through ects are presented in a public forum and evaluated internship postings, resume collections, on- and by members of the Woodbury community, as well off-campus interview opportunities, alumni connec- as individuals in the field. Students must also apply tions, and employer outreach in the U.S. to present their final project at a national research conference. It is the philosophy of the Psychology Department that students be exposed to both theoretical and RESULTS OF LEARNING professional aspects of the discipline. Students will The majority of upper-division psychology cours- become acquainted with current psychological es include written projects which ask students to theories and emerging trends and movements in demonstrate their ability to apply and critically the field. think about what they have learned. In addition, students engage in both individual and group Internship/Field Experience research projects. The Advanced Research Methods Prior to graduation, students must complete 120 and Senior Thesis projects are presented publicly hours of internship or field experience at a relevant and evaluated by the Psychology Advisory Board. and pre-approved venue.

ACADEMIC STANDARDS Professional Research Conferences A minimum grade of “C” is required for PSYC 200, Students are required to submit their Senior Thesis Introduction to Psychology; PSYC 300, Social Psychology; project for presentation at a professional psycho- PSYC 221, Statistics for the Behavioral Sciences; PSYC 230, logical conference. Foundations of Research Methods; PSYC 402, Advanced Research Methods; and PSYC 410, Senior Thesis. A mini- Professional Affiliation mum grade of “C-“ is required for PSYC 331, Advanced The Woodbury University Psychology program is Statistics for the Behavioral Sciences. A student receiving a member chapter of Psi Chi, the national honor a grade below the standard must successfully repeat that society in psychology. Students meeting eligibility

2016-2017 Course Catalog 218 requirements are inducted annually into lifetime PSYC 314 Psychology of Gender Psychology membership in Psi Chi. PSYC 315 Industrial/Organizational Psychology COMPUTER LITERACY REQUIREMENT PSYC 316 Cross-Cultural Psychology The Psychology Department requires its graduates to be literate in the use of computers in a variety of PSYC 317 Media Psychology capacities: PSYC 318 Consumer Behavior • Proficiency in email, through regular commu- PSYC 320 Sensation and Perception nication with school administration and course PSYC 370 Topics in Psychology instructors. • Proficiency in internet research, through com- pletion of all writing-intensive courses requiring Psychology Courses research papers. Specifically, these courses are PSYC 102 Foundations in Critical Thinking PSYC 200, Introduction to Psychology, PSYC 402, 1 UNIT Advanced Research Methods, and PSYC 410, Critical thinking is the process of evaluating our Senior Thesis. own beliefs as well as the beliefs of others. In this • Proficiency in word processing, verified through course, we will explore principles of critical think- research assignments and essays that are submit- ing, focusing on topics including systemic biases in ted as .doc or .pdf files (specific examples can be thinking, gullibility, foolishness, clarity, insight, and, found in almost all 300-level psychology courses). generally, why intelligent, rational people can make • Proficiency in the use of statistical analysis soft- really bad decisions. We will focus specifically on ware, specifically SPSS, through the completion how taking a scientific perspective on psychology of PSYC 221, Statistics for the Behavioral Sciences, sheds light on both the strengths and weaknesses PSYC 331, Advanced Statistics for the Behavioral of our thinking. Lecture. Sciences, PSYC 402, Advanced Research Methods, and PSYC 410, Senior Thesis. PSYC 103 Foundations: Career Paths in • Proficiency in the use of PowerPoint and presenta- Psychology tion software through the completion of courses 1 UNIT including, but not limited to, PSYC 402 and PSYC I just declared Psychology as my major. What can I 410. do with it? Do I need to go to graduate school to • Proficiency in searching databases for research be a psychologist? I’m a Psychology major but I’m articles and books, verified through research as- not sure what I want to do. Can you make money signments and essays that are submitted in almost in psychology? I like listening to people’s problems all 300-level (and above) psychology courses. Pro- & I’m a good listener so psychology is the obvious ficiency in word processing is expected and honed choice for me, right? I don’t like listening to peo- across all courses in psychology. ple’s problems, is psychology the wrong choice for me? STUDENT COMPUTER REQUIREMENTS Students are responsible for email and ISP accounts; Students often end up in psychology because they student-owned computers used on campus should aren’t sure what they want to do, so this seems like have a network and/or wireless card for access to as good a place as any to spend some time (beats the university’s wireless network. a microeconomics class, right?). Or, they think they know exactly what they want to do based on what PSYCHOLOGY MINOR REQUIREMENTS they think psychology is (people laying on your fur- Select four from the following courses: niture and telling you their problems, right?). This PSYC 300 Social Psychology class aims to confirm and dispel these and other ideas while broadening your view of psychology PSYC 301 Group Processes and the myriad of career options open to psycholo- PSYC 305 Personality gy majors. Lecture. PSYC 306 Influence and Persuasion PSYC 309 Abnormal Psychology PSYC 311 Human Sexuality PSYC 312 Environmental Psychology PSYC 313 Social Cognition

2016-2017 Course Catalog 219 PSYC 104 Foundations: History of Psychological program. Lecture. Prerequisite: Placement exam Psychology Science or MATH 149, Intermediate Algebra, with a grade 1 UNIT of “C” or higher. Majors must pass this class with a This course presents, in brief, a history of activity grade of “C” or higher. related to the development of psychology in the previous two centuries, from its origins in philos- PSYC 230 Foundations of Research Methods ophy and the natural sciences, to its inception, 3 UNITS refinement, and emergence as a massively influen- This course introduces students to the methods tial and diverse scientific field dedicated to studying psychologists use to conduct research. Students human thought and behavior. We will concentrate will learn about the scientific method—the univer- less on the names and lives of the men and women sal language of science—as well as how to form considered to be “great” psychologists and more on research questions and hypotheses, how to design the contextual, cultural, political, and professional and critique studies, how to analyze and inter- forces that have influenced their ideas, as well as pret research data, and how to control variables. the overall direction of the field. The primary aim In particular, an important way in which students of this course is to provide students with a solid will learn about research methods in this course is picture of what psychology is and where it is going through performing research studies rather than by studying where it has been. Lecture. just reading about them. Prerequisites: WRIT 112, Academic Writing II, or WRIT 212, Rhetoric and PSYC 200 Introduction to Psychology Design; PSYC 200, Introduction to Psychology; and 3 UNITS have completed a minimum of three upper-division This course introduces students to the basic con- psychology courses. Majors must pass this class with cepts of psychology and the psychological processes a grade of “C” or higher. of perception, learning, thinking, motivation, per- sonality, development, and social behavior. Lecture. PSYC 300 Social Psychology Prerequisite: WRIT 111, Academic Writing I. Majors 3 UNITS must pass this class with a grade of “C” or higher. Social psychology is concerned with the interaction of individuals with other individuals and groups. PSYC 210 Developmental Psychology Topics include attitudes, prejudice, persuasion, obe- 3 UNITS dience, and attraction. Lecture. Prerequisites: WRIT This course focuses on the study of psychological 112, Academic Writing II, or WRIT 212, Rhetoric and development of the person from the prenatal Design; LSCI 105, Information Theory and Practice, period through old age and death. The course or LSCI 106, Information Sources in Architecture emphasizes theories and their applications to the and Interior Architecture, or LSCI 205, Information understanding of the physical, cognitive, social, in the Disciplines; COMM 120, Public Speaking; and and emotional changes that occur throughout the PSYC 200, Introduction to Psychology. Majors must human life span. Lecture. Prerequisites: LSCI 105, pass PSYC 300 with a grade of “C” or higher. Information Theory and Practice, or LSCI 106, Infor- mation Sources in Architecture and Interior Archi- PSYC 301 Group Processes tecture, or LSCI 205, Information in the Disciplines; 3 UNITS PSYC 200, Introduction to Psychology; WRIT 112, Ac- This course focuses on the study of intergroup ademic Writing II or WRIT 212, Rhetoric and Design; processes and structure, including cooperation, and COMM 120, Public Speaking. hostility and prejudice, stereotypes, influence, and conformity. The class will examine leadership and PSYC 221 Statistics for the Behavioral Sciences membership issues in such settings as families, study 3 UNITS groups, and team projects. Lecture. Prerequisites: This course emphasizes a conceptual rather than LSCI 105, Information Theory and Practice, or LSCI computational understanding of basic statistical 106, Information Sources in Architecture and Inte- concepts, including descriptive and inferential rior Architecture, or LSCI 205, Information in the statistics, probability, and hypothesis testing. A Disciplines; WRIT 112, Academic Writing II, or WRIT key component of the course is the introduction 212, Rhetoric and Design; COMM 120, Public Speak- to statistical computation using the SPSS computer ing; and PSYC 300, Social Psychology.

2016-2017 Course Catalog 220 PSYC 305 Personality human sexuality. An emphasis is placed on self-eval- Psychology 3 UNITS uation and frank discussion with regard to sexual This course focuses on the study of the historical de- attitudes, values, and behaviors. Historical, anthro- velopment of major personality theories, including pological, biological, social, and psychological fac- psychoanalytic, humanistic, and learning approach- tors will be introduced to encourage a broad social es. Methods of personality measurement, such as science perspective. Lecture. Prerequisites: PSYC objective and projective tests, inventories, and 200, Introduction to Psychology; WRIT 112, Academ- other assessment procedures, will also be explored. ic Writing II, or WRIT 212, Rhetoric and Design; LSCI Lecture. Prerequisites: LSCI 105, Information Theory 105, Information Theory and Practice, or LSCI 106, and Practice, or LSCI 106, Information Sources in Information Sources in Architecture and Interior Architecture and Interior Architecture, or LSCI 205, Architecture, or LSCI 205, Information in the Disci- Information in the Disciplines; PSYC 200, Introduc- plines; and COMM 120, Public Speaking. tion to Psychology; WRIT 112, Academic Writing II, or WRIT 212, Rhetoric and Design; and COMM 120, PSYC 312 Environmental Psychology Public Speaking. 3 UNITS This course focuses on the examination of the effect PSYC 306 Influence and Persuasion of the environment on human behavior. Topics 3 UNITS include evolutionary and cultural forces that impact This course explores how people influence them- use of the environment, the concept of territoriali- selves and each other singly and in groups. The ty, and how people perceive and use space. Empha- activities of compliance professionals such as sales- sis is placed on the effects of signage and architec- persons, con artists, politicians, etc. are stressed. tural design on human behavior, and the impact Additionally, concentration is placed on research of crowding, noise, and population density on into the effects of influence and the ethics of the well-being. Lecture. Prerequisite: LSCI 105, Informa- application of influence. Lecture. Prerequisites: LSCI tion Theory and Practice, or LSCI 106, Information 105, Information Theory and Practice, or LSCI 106, Sources in Architecture and Interior Architecture, Information Sources in Architecture and Interior or LSCI 205, Information in the Disciplines; WRIT Architecture, or LSCI 205, Information in the Disci- 112, Academic Writing II, or WRIT 212, Rhetoric and plines; PSYC 200, Introduction to Psychology; WRIT Design; COMM 120, Public Speaking; and PSYC 200, 112, Academic Writing II, or WRIT 212, Rhetoric and Introduction to Psychology. Design; and COMM 120, Public Speaking. Psycholo- gy majors only: PSYC 300, Social Psychology is also a PSYC 313 Social Cognition prerequisite. 3 UNITS An examination of the effects that our thoughts, PSYC 309 Abnormal Psychology experiences, and expectations have on our social 3 UNITS behavior. The course provides an in-depth study Abnormal psychology is the study of disorders of of these cognitive factors that combine to distort a psychological nature. This course is intended to our perceptions of others and ourselves and create familiarize the student with the symptoms, caus- our unique, although biased, view of the world. es, and treatments of a variety of such disorders, Lecture. Prerequisite: LSCI 105, Information Theory including mood, anxiety, and personality disorders, and Practice, or LSCI 106, Information Sources in as well as disorders related to substance abuse. Architecture and Interior Architecture, or LSCI 205, Lecture. Prerequisites: LSCI 105, Information Theory Information in the Disciplines; WRIT 112, Academ- and Practice, or LSCI 106, Information Sources in ic Writing II, or WRIT 212, Rhetoric and Design; Architecture and Interior Architecture, or LSCI 205, COMM 120, Public Speaking; and PSYC 200, Intro- Information in the Disciplines; PSYC 200, Introduc- duction to Psychology. tion to Psychology; WRIT 112, Academic Writing II, or WRIT 212, Rhetoric and Design; and COMM 120, PSYC 314 Psychology of Gender Public Speaking. 3 UNITS This course focuses on the examination of the con- PSYC 311 Human Sexuality cepts and issues related to gender, viewed from a 3 UNITS broad range of disciplines within the social sciences, This course examines the social dimensions of with an emphasis on historical antecedents, evolu-

2016-2017 Course Catalog 221 tion, biology, and cultural norms. Issues include the 105, Information Theory and Practice, or LSCI 106, Psychology meaning of gender in society, the development of Information Sources in Architecture and Interior gender identity, sex roles, and gender differences in Architecture, or LSCI 205, Information in the Disci- aptitudes and abilities. Lecture. Prerequisites: LSCI plines; WRIT 112, Academic Writing II, or WRIT 212, 105, Information Theory and Practice, or LSCI 106, Rhetoric and Design; COMM 120, Public Speaking; Information Sources in Architecture and Interior and PSYC 200, Introduction to Psychology. Architecture, or LSCI 205, Information in the Disci- plines; PSYC 200, Introduction to Psychology; WRIT PSYC 318 Consumer Behavior 112, Academic Writing II, or WRIT 212, Rhetoric and 3 UNITS Design; and COMM 120, Public Speaking. This course examines the application of psycho- logical theory and applied research methods to PSYC 315 Industrial/Organizational Psychology the study of consumer behavior. The psychological 3 UNITS processes that influence consumer decision making This course explores the study of human organi- will be addressed, including product recognition, zations in the workplace. Topics include cultural alternative evaluation and choice behavior, and issues involved in the development of industry and post-purchase attitudes and behavior. Prerequisites: the structure of these organizations, the efficacy LSCI 105, Information Theory and Practice, or LSCI of various organizational structures on productiv- 106, Information Sources in Architecture and Inte- ity and well-being of employees, organizational rior Architecture, or LSCI 205, Information in the structure as a reflection of values and norms, and Disciplines; WRIT 112, Academic Writing II, or WRIT the effect of changes in a culture on organizational 212, Rhetoric and Design; COMM 120, Public Speak- behavior and vice versa. Lecture. Prerequisites: LSCI ing; and PSYC 200, Introduction to Psychology. 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior PSYC 319 Introduction to Counseling Architecture, or LSCI 205, Information in the Disci- 3 UNITS plines; PSYC 200, Introduction to Psychology; WRIT This course provides an introduction and overview 112, Academic Writing II, or WRIT 212, Rhetoric and of professional counseling. Selected theories will Design; and COMM 120, Public Speaking. be evaluated briefly and methods of their applica- tion emphasized. Counseling strategies for specific PSYC 316 Cross-Cultural Psychology groups (i.e. families, children, drug addiction, etc.) 3 UNITS will be explored. Professional issues related to laws, This course looks at the search for commonalities ethics, and personal care will be considered as well. and differences in behavior, attitudes, and norms Prerequisites: WRIT 112, Academic Writing II, or across cultures. The focus is on the applicability of WRIT 212, Rhetoric and Design; COMM 120, Public Western theories of human psychology to other cul- Speaking; PSYC 200, Introduction to Psychology; tures, broadly defined to include nationality, race, and LSCI 105, Information Theory and Practice or ethnicity, gender, and social class. Lecture. Prereq- LSCI 106, Information Sources in Architecture and uisites: LSCI 105, Information Theory and Practice, Interior Architecture. or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, Informa- PSYC 320 Sensation and Perception tion in the Disciplines; PSYC 200, Introduction to 3 UNITS Psychology; WRIT 112, Academic Writing II, or WRIT This course focuses on understanding how individuals 212, Rhetoric and Design; and COMM 120, Public obtain information from the environment and various Speaking. theories as to how that information is processed. Top- ics will include basic sensory physiology, psychophysics, PSYC 317 Media Psychology visual perception, auditory perception, tactile percep- 3 UNITS tion, and the chemical senses. Prerequisites: MATH This course encompasses the behavioral aspects of 149, Intermediate Algebra; WRIT 112, Academic media in activities, events, theories, and practices Writing II, or WRIT 212, Rhetoric and Design; LSCI 105, with regard to the effects and behaviors stimu- Information Theory and Practice, or LSCI 106, Informa- lated by media elements. These include pictures, tion Sources in Architecture and Interior Architecture, sound, graphics, and content and their effects on or LSCI 205, Information in the Disciplines; and PSYC the senses and intelligences. Prerequisites: LSCI 200, Introduction to Psychology.

2016-2017 Course Catalog 222 PSYC 321 Neuropsychology mental design, observation, measurement, and data Psychology 3 UNITS collection. Individuals will be expected to complete This course provides the student with a broad scope a scientific research study from conception to imple- of knowledge about the biological bases of psycho- mentation to statistical analysis to written APA-style logical phenomena with an emphasis on brain and manuscript. Lecture. Prerequisites: PSYC 230, Foun- behavior relationships. Students will be introduced dations of Research Methods; PSYC 221, Statistics to the following topics: the basics of neuroanato- for the Behavioral Sciences; and have completed a my and neurotransmission; neuroscience research minimum of six upper-division psychology courses; methods; the physiology of visual perception, senior standing, psychology majors only. Students audition, and movement; the biology of motivation must pass PSYC 402 with a grade of “C” or higher. like hunger, thirst, and aggression; the neurobiolo- gy of complex behavior such as learning, memory, PSYC 410 Senior Thesis wakefulness, and sleep; and the biological bases of 3 UNITS select disorders (mood and anxiety disorders; drug The course emphasizes the student’s ability to addiction; schizophrenia). Prerequisite: PSYC 200, synthesize and integrate the knowledge gained Introduction to Psychology; WRIT 112, Academic throughout the program. Students will complete Writing II, or WRIT 212, Rhetoric and Design; and an entrepreneurial project by LSCI 105, Information Theory and Practice, or LSIC collecting and analyzing data and writing an APA- 106, Information Sources for Architecture and In- style manuscript, which includes an Introduction, terior Architecture, or LSCI 205, Information in the Methods, Results, and Discussion sections. Students Disciplines. are also required to design a poster exhibit to be prepared for presentation at a psychology confer- PSYC 331 Advanced Statistics for the Behavioral ence or convention. In addition, students will reflect Sciences on their learning experience, goals, and ambitions 4 UNITS by completing a Portfolio of their future plans, a This course examines the application of advanced professional CV, and personal statement. Prerequi- statistical methods including multivariate and sites: PSYC 331, Advanced Statistics for the Behav- nonparametric analyses. Course focuses on selecting ioral Sciences; and PSYC 402, Advanced Research appropriate statistical analyses and the computer Methods; senior standing, psychology majors only. skills necessary to perform the analyses using SPSS, as well as the interpretation of computer-generated PSYC 490 Internship results. Lecture. Prerequisite: PSYC 221, Statistics for 3 UNITS the Behavioral Sciences. Majors must pass this class Students obtain practical, on-the-job training in with a grade of “C” or higher. a setting of business, law, government agency, or other organization. Work experience is comple- PSYC 370 Topics in Psychology mented by an academic requirement and periodic 1-3 UNITS meetings with the student’s on-campus internship This course focuses on various areas of interest advisor. Students are required to complete 90 hours within the field of psychology. Prerequisites: LSCI at the internship site, with an additional 30 hours 105, Information Theory and Practice, or LSCI 106, devoted to weekly written summaries, as well as a Information Sources in Architecture and Interior final written review of the experience. Prerequisite: Architecture, or LSCI 205, Information in the Disci- junior standing, psychology majors only. plines; PSYC 200, Introduction to Psychology; WRIT 112, Academic Writing II, or WRIT 212, Rhetoric and Design; COMM 120, Public Speaking; and other specific prerequisites depending on topic.

PSYC 402 Advanced Research Methods 3 UNITS Advanced design thinking through experimen- tal and research methodology in contemporary psychology. Specific topics from areas of student in- terest are applied to hypothesis formation, experi-

2016-2017 Course Catalog 223 Psychology

CURRICULUM MAP Bachelor of Arts in Psychology BA

INITIATED DEVELOPING PRACTICED MASTERED COURSES High Importance High Importance High Importance High Importance Introduction Moderate Importance Moderate Importance Moderate Importance Moderate Importance Breadth Courses Low Importance Low Importance Low Importance Low Importance Reaserch Sequence

STRATEGIC PRINCIPLES 1 Design Thinking 2 Transdisciplinarity 3 Civic Engagement 4 Entrepreneurship

Assuring Academic Quality in Psychology (BA) MAJOR COURSES

LEARNING OUTCOMES Strategic Principles PSYC 200 Introduction to Psychology PSYC 210 Developmental Psychology PSYC 300 Social Psychology PSYC 301 Group Processes PSYC 305 Personality PSYC 306 Influence and Persuasion PSYC 309 Abnormal Psychology PSYC 311 Human Sexuality PSYC 312 Environmental Psychology PSYC 313 Social Cognition PSYC 314 Psychology of Gender PSYC 316 Cross-Cultural Psychology PSYC 317 Media Psychology PSYC 221 Statistics for Behavioral Sciences PSYC 230 Foundation in Research Methods PSYC 331 Advanced Applied Statistics PSYC 402 Advanced Research Methods PSYC 410 Senior Thesis 3 3 3 13 34 13 23 23 23 123 134 134 134 234

Strategic Principles.. ALL ALL ALL ALL

PSYC 1: Develop strong discipline-specific 123 content knowledge

PSYC 2: Promote a culture of critical thinking ALL

PSYC 3: Apply knowledge creatively ALL

PSYC 4: Encourage collaborative working 14 and learning

PSYC 5: Display strong discipline-specific 23 writing skills

PSYC 6: Demonstrate computer skills in acquiring, 123 organizing, analyzing, and presenting information

PSYC 7: Develop ability to design, conduct 23 and evaluate scientific research

2016-2017 Course Catalog 224 Mission Master of Arts in Media for Social Justice Master of Media for The M.A. program in Media for Social Justice edu- cates social innovators who integrate entrepreneur- Social Justice (MSJ) ial expertise with a command of transmedia produc- tion. Our students and graduates engage in a wide Nicole Keating, PhD array of media-making that responds to social issues. Chair, Master of Media for Social Justice (MSJ) The M.A. in MSJ is a hands-on, apprenticeship-based PROGRAM DESCRIPTION graduate program grounded in the humanities and social sciences. Students in the program learn The M.A. in Media for Social Justice at Woodbury how to make creative connections across society University is a two-year advanced degree program and leverage traditional and emerging transmedia in which students learn how to create and leverage formats to create greater social justice. media for social change. Throughout the program, students explore their commitment to social justice, develop skills in transmedia production and creative STUDENT LEARNING OUTCOMES Demonstrate collaborative skills within the field of entrepreneurship, and work closely with producers social justice media entrepreneurship. of documentary films. The M.A. curriculum combines stimulating coursework with an innovative, hands-on Develop comprehensive understanding of the links apprenticeship requirement. The program’s trans- between media and social change, illuminated by media approach provides an immersive experience a strong theoretical foundation and an informed shaped by processes of co-creation and collaboration transdisciplinary sensibility. as students work together to advance the cause of social justice across multiple media formats and plat- Gain transmedia production skills and dexterity forms. Students emerge from Woodbury’s M.A. in Me- among the many production outlets available, dia for Social Justice program as media entrepreneurs, including video production, game design, publish- with the knowledge, tools, and networking skills ing, graphic design, animation, web design, social necessary to produce and distribute media promoting media, etc. greater social justice.

Design, develop, and implement (as well as monitor Transmedia production goes way beyond simple and evaluate) various social justice entrepreneurial broadcasting to encompass varied, yet related, enterprises beyond individual projects. component parts that work together to advance the cause of social justice. These component parts include, Demonstrate mastery as a social justice media entre- but are not limited to: documentaries, print-based preneur able to implement creative problem-solving projects, graphic design, games, websites, social skills while designing innovative approaches to media, animation, etc. It is important to note that all persistent social problems. students will be taught advanced skills in documenta- ry production, and some skills in web-based technol- ogies. Students will then choose a primary medium CURRICULUM SUMMARY Students in the two-year MSJ program study for and a secondary medium (similar to a major and a four semesters and a summer. Students take courses minor) for their thesis projects, and must then identify in social justice media theory, transmedia produc- advisors from the faculty and/or associated faculty to tion, social entrepreneurship, and gain workplace supervise their major and minor choices. The default experience through internships. During the final primary medium will be documentary production, year of the program, students work on individual since that is the skill that will be taught in our courses, transmedia projects in the thesis sequence. By the but this is not required. For example, a student might time students graduate, they will have a portfolio, choose game design as a primary medium and social an independent thesis project, and a collaborative media as a secondary medium, or print-based research project. as a primary medium and web design as a secondary medium. The possibilities are flexible and open-end- The Master of Arts in Media for Social Justice is ed, but both the major and the minor advisors must awarded to students who have completed 60 sign off on thesis proposals and final projects, and credits. No more than 6 credits may be transferred. may require supplemental coursework as necessary. Students must also attain a 3.0 cumulative grade

2016-2017 Course Catalog 225 point average and fulfill all requirements. ASSESSMENT PLAN Master of Arts in Media for Social Justice ASSESSMENT PROCESS Suggested SEQUENCE OF COURSES The Media for Social Justice curriculum is designed First Year FALL to systematically assess student performance and learning throughout the two-year program. Stu- MFSJ 5702 Media and Social Justice 3 units dents are assessed both formally and informally MFSJ 5703 Transmedia Production I 3 units within individual courses, the apprenticeship, and at MFSJ 5700 Creative Entrepreneurship I 3 units the programmatic level. The thesis project provides MFSJ 5701 Internship: 6 units a final overall assessment of the student. Media Policy Center Formative Assessment: Mid-Program Portfolios Total 15 units While students benefit from faculty critiques and First Year SPRING peer feedback throughout the program, at the end of the first year, students submit one produc- MFSJ 5706 History of Social Justice 3 units tion piece and one written piece as part of their Media mid-program portfolios. Each student must also MFSJ 5707 Transmedia Production II 3 units include a written self-assessment of their work and MFSJ 5705 Creative Entrepreneurship II 3 units a statement of goals for the following year. This MFSJ 5704 Apprenticeship I: Proposals 6 units submission will form the baseline for assessment of the final capstone project. Students will meet indi- Total 15 units vidually with the directors to discuss their progress. First Year SUMMER Rubrics are also used to provide written feedback to the students. MFSJ 5708 Apprenticeship II: 6 units Pre-production At the programmatic level, the first-year review Total 6 units gives the faculty an opportunity to gauge the suc- cess of the courses in the first year of the program Second Year FALL with respect to the relevant learning outcomes. Using the curricular map, faculty can review each MFSJ 6XX Aesthetics and Social Justice 3 units Media course for success of teaching content, as well as the overall achievements of the students. Possible MFSJ 6700 Thesis I 3 units adjustments are discussed and may be implemented MFSJ 6701 Apprenticeship III: 6 units in the following year. Production Total 12 units Summative Assessment: Portfolio Presentation Toward the end of the spring semester of the sec- Second Year SPRING ond year, students present their complete portfolios to the faculty and associated faculty, including the MFSJ 6XX Politics and Social Justice 3 units chair of the department. Faculty members assess Media each student’s demonstration of the program learn- MFSJ 6XX Thesis II 3 units ing outcomes as presented in the curricular map. A MFSJ 6XX Apprenticeship IV: 6 units final cut (or equivalent, depending on the project) Post-production is presented to determine readiness for the final Total 12 units showcase.

TOTAL CREDITS 60 Summative Assessment: Thesis Project After the fourth semester, thesis projects are reviewed and assessed in a final showcase. Faculty members and industry professionals review the work, score it based on a rubric, and provide written comments. Candidates are asked to provide a writ-

2016-2017 Course Catalog 226 ten evaluation of their thesis, including a statement Media literacy is embedded in the curriculum at all Master of Arts in Media for Social Justice of the theme, their original goals, and a self-assess- levels, and MSJ students are expected to demon- ment of their success, including how they might strate these proficiencies through successful com- have improved the final project. All students meet pletion of their coursework. individually with the faculty to discuss their work. Through these assessments, faculty can determine Student Computer and Other Equipment the strengths and weaknesses of the students as Requirements well as of the program. The study of transmedia production requires invest- ments in technologies including laptop computers. Summative Assessment: Apprenticeship Upon admission, students will be provided with a Collaborative apprenticeship projects are also recommended purchase list that outlines the incom- reviewed in the final showcase. At the end of the ing resource expectations. These purchases constitute program, the apprenticeship director writes an a substantial, but cumulative, investment toward be- assessment report for each graduating student. This coming a social justice media entrepreneur. Students report evaluates each student’s preparedness for should, in turn, anticipate spending a minimum of professional environments. Results will be commu- $1500 in initial set-up and some additional expenses nicated to both students and faculty. Students will each term. Student computer and email accounts are also be asked to write a reflective essay regarding set up through the IT department. their apprenticeship experiences. MSJ REQUIRED COURSES The above assessment process is similar to and aligns First Year / Fall Semester with the assessment plans for other programs at MFSJ 5702 Media And Social Justice Woodbury. We are working with the MCD Assess- 3 UNITS ment Officer to integrate our assessment plan with This course examines the relationship between the overall assessment process at Woodbury. media and social justice by exploring the theoreti- cal/historical foundations of this connection. Since ACADEMIC STANDARDS media representation structures cultural meanings, Woodbury students in the Master of Arts program it inevitably creates social change. In this course, we must maintain a grade point average of 3.0 or high- explore why and how these changes occur, and then er to remain eligible for continuing their studies. learn how to harness the power of media to create positive transformation as we assess and evaluate COMPUTER LITERACY REQUIREMENTS outcomes. Students complete a research paper with- Graduate students should be literate in the current in a specific area of interest. Social justice themes media of representation and communication. It include such topics as race, class, gender, religion, specifically requires of its students: sexuality, aging, environmental issues, health, edu- cation, poverty, intercultural awareness, and human 1. proficiency in email, as demonstrated through welfare. regular communication with school administra- tion and course instructors; MFSJ 5703 Transmedia Production I 2. proficiency in Internet research, as practiced and 3 UNITS demonstrated in all courses through bibliograph- As the boundaries break down between discrete ic documentation of database use and citation of forms of media, there has been a movement to- Web-based sources; wards “transmedia,” in which multiple media forms 3. proficiency in word processing, as demonstrated become component parts of a synergistic whole, through research assignments and essays that are combining to form a fulcrum for social change. submitted as .doc or .pdf files; Throughout the semester, we introduce students to 4. proficiency in digital editing, as demonstrated the Media Policy Center’s “media model” based on through successful completion of the transmedia this notion of transmedia. Various forms, including production studio MFSJ 5703 Transmedia Produc- (but not limited to) film/video production, game art tion I; and design, print media, web design, social media, 5. proficiency in the basics of web design, as etc., come together to form social justice cam- demonstrated through the successful completion paigns. In this course, students operate as a class of the transmedia production studio MFSJ 5703 company (developed in Creative Entrepreneurship I) Transmedia Production I.

2016-2017 Course Catalog 227 and assume corporate role-playing as they examine emergence of transmedia production and distribu- Master of Arts in Media for Social Justice the media model, discuss case studies, form teams, tion practices. Through in-class screenings of social and complete production exercises strengthening media texts, students will examine and discuss how their transmedia production skills. Students receive the traditional concerns of social justice media have additional training in web-based technologies and been redefined over time. video production equipment. MFSJ 5707 Transmedia Production II MFSJ 5700 Creative Entrepreneurship I 3 UNITS 3 UNITS This course is a continuation of Transmedia Produc- This course teaches students (used interchange- tion I. In this semester, students complete a “media ably with the term “company leaders”) how to sample” in conjunction with the transmedia propos- become social justice entrepreneurs in the creative al they are working on in Creative Entrepreneurship economy, a vital force in the 21st century global II. Students work on individual projects, but they economy. First, we cover the fundamentals of the collaborate as they become crew members and/ creative economy. Students form a class “company” or company leaders on their classmates’ projects. and then divide themselves into teams (they will By the end of the year, a limited number of the have the chance to rotate through three different proposals are selected for production, and students groupings). After learning about various models enter the pre-production phase in the summer ses- of creative entrepreneurship through case studies, sion following this course. each one of these teams collaborates to identify a “transmedia” social justice concept, develop an MFSJ 5705 Creative Entrepreneurship II “intent to plan,” and establish social justice goals. 3 UNITS Students gain team-building and leadership ability, This course is a continuation of Creative Entre- and learn about related business and communica- preneurship I. Out of the many “intent to plan” tion skills (accounting, finance, management, public projects from the prior semester (and possibly other speaking, business plan development, etc.). ideas) each student will be responsible for complet- ing a project proposal. In this semester, students MFSJ 5701 Internship: Media Policy Center also learn about financing strategies and strategic 6 UNITS TOTAL marketing. Class discussions center on different Interns spend six hours per week at the Media types of fundraising, the mental attitude necessary Policy Center learning about the business practices to successfully raise money for transmedia pro- and daily routines of a thriving media production ductions, and the intersection of fundraising and company. Under the supervision of Harry Wiland strategic marketing with social justice entrepreneur- and Dale Bell, interns become acclimated to the ship. Fundraising is necessary to get projects up and company culture, contribute to ongoing projects, running, but to remain financially viable, strategic and gradually take on more responsibility as media marketing is also required. Interesting issues emerge producers. As the internship progresses, each class since our goal is social justice that also might yield operates more like a “company” and individual stu- profit. By the end of this semester, each student dents become company leaders. 1-2 unit practicums should have a workable project proposal in hand. (part of the 6-unit total) include Business Skills (2 units), Public Speaking (1 unit), Company Practices MFSJ 5704 Apprenticeship I: Proposals (2 units), and Producing (1 unit). 6 UNITS TOTAL The apprenticeship starts in earnest during the propos- First Year / Spring Semester al-writing stage. “Company leaders” continue to spend MFSJ 5706 History Of Social Justice Media six hours per week at the Media Policy Center, but part 3 UNITS of that time will be spent developing their own pro- This course is an overview of social justice media posals as they utilize the resources offered by the MPC. history. We focus primarily on social issue documen- taries, but we will also discuss muckraking, radio, Student work on proposals is coordinated with the oth- television, games with impact, social media, web er classes offered this semester. Practicums include The resources, and graphic design. Although forms Proposal (2 units, see Appendix), Company Practices (2 have always played off of one another, we examine units), Budgeting (1 unit), and The Production Plan (1 these media with an eye toward understanding the unit).

2016-2017 Course Catalog 228 First Year / summer session Practicums include Shooting (2 units), Lighting (1 Master of Arts in Media for Social Justice MFSJ 5708 Apprenticeship II: Pre-Production unit), Leadership (1 units), and Company Practices 6 UNITS TOTAL (2 units). During the summer session, company leaders begin their transmedia thesis production projects while Second Year / Spring Semester working at the Media Policy Center. This is the MFSJ 6XX Politics Of Social Justice Media research and development stage: the work will 3 UNITS be determined by the type of transmedia project This course focuses on the interrelationships be- undertaken. For documentary projects, for example, tween politics and media. Social justice entrepre- they conduct pre-interviews, plan shoots, continue neurs need to understand the political system and fundraising, work out production schedules, and how it operates. In this course, students explore complete crew assignments. Apprentices continue political theory, and advance their understanding working in the MPC offices for six hours per week of politics and the global economy, particularly con- under the supervision of Harry Wiland and Dale cerning the influence of new media technologies. Bell. Practicums include Interviewing (2 units), Com- This course builds on the theoretical foundations es- pany Practices (2 units), Collaborating with Crew (1 tablished in Media and Social Change and Aesthet- unit), and Location Scouting (1 unit). ics of Social Justice Media.

Second Year / Fall Semester MFSJ 6XX Thesis II MFSJ 6XX Aesthetics Of Social Justice Media 3 UNITS 3 UNITS In this second semester of the thesis course, stu- Social justice media inevitably incorporates aesthet- dents complete their projects. They confer with ic principles. In this course, we analyze a number their advisors to finalize their work in a polished of aesthetic approaches adopted by social media manner and develop options for exhibition and/or entrepreneurs. We consider how aesthetics can be distribution. This work is supplemented by discus- used to either enhance or hinder underlying mes- sion sessions, in which we examine theoretical and sages. We read the work of various aestheticians practical issues stemming from the projects. By the in order to increase awareness concerning these end of this sequence, students will have a portfolio/ important theoretical issues. This course builds on reel of creative work. the theoretical awareness developed in Media and Social Change. MFSJ 6XX Apprenticeship IV: Post-Production 6 UNITS TOTAL MFSJ 6700 Thesis I Apprentices continue to work for six hours per 3 UNITS week on ongoing post-production work and at- Students have been developing their thesis projects tending company meetings in the MPC offices. Ap- over the course of their apprenticeships, but now prentices might be editing, revising, , they are ready to begin the thesis in earnest. In etc. They also develop a plan for exhibiting their this course, students share their experiences with work. At the end of this classmates, collaborate, and receive guidance from session, all projects are presented to a panel of fac- thesis advisors. In this intensive, project-based ulty and professional media producers. Practicums course, students work on the development of their include Digital Video Editing (2 units, see Appen- transmedia projects. This work is supplemented by dix), Distribution (2 units), and Company Practices discussion sessions, in which we examine theoretical (2 units). and practical issues stemming from the projects.

MFSJ 6701 Apprenticeship III: Production 6 UNITS TOTAL During this semester, the apprenticeship continues at six hours per week. As apprentices enter the production phase, they are closely supervised by MPC staff. They continue to participate in ongo- ing MPC projects, and also spend time in the MPC offices for production work and company meetings.

2016-2017 Course Catalog 229 CURRICULUM MAP Master of Arts in Media for Social Justice Master of Arts in Media for Social Justice MSJ

DEVELOPING DEVELOPED MASTERED Highest Importance Highest Importance Highest Importance Moderate Importance Moderate Importance Moderate Importance Low Importance Low Importance Low Importance

STRATEGIC PRINCIPLES 1 Design Thinking 2 Transdisciplinarity 3 Civic Engagement 4 Entrepreneurship

Assuring Academic Quality in Media for Social Justice (MSJ) MAJOR COURSES

LEARNING OUTCOMES Strategic Principles MFSJ 5702 Media and Social Change MFSJ 5703 Transmedia Production I MFSJ 5700 Creative Enrepreneurship I MFSJ 5701 Internship: Media Policy Center MFSJ 5706 History of Social Justice Media MFSJ 5707 Transmedia Production II MFSJ 5705 Creative Entrepreneurship II MFSJ 5704 Apprenticeship: Proposals MFSJ 5708 Apprenticeship: Pre-production MFSJ 6701 Apprenticeship: Production MFSJ 6XX Apprenticeship: Post-production MFSJ 6XX Aesthetics and Social Justice Media MFSJ 6XX Politics and Social Justice Media MFSJ 6700 Thesis I MFSJ Thesis II

Strategic Principles.. ALL ALL ALL ALL ALL ALL ALL ALL ALL ALL ALL ALL ALL ALL ALL

Cultivate the ability to work as a team towards a common goal in the ALL field of social justice media entrepreneurship.

Develop an in-depth understanding of the links between media and social change, illuminated by a strong theoretical foundation and a ALL transdisciplinary sensibility.

Gain transmedia production skills and dexterity concerning the many ALL production tools at our disposal.

Design, develop and implement (as well as monitor and evaluate) various ALL social justice entrepreneurial projects beyond individual projects.

Demonstrate problem-solving skills in the design of innovative ALL approaches to persistent social problems.

2016-2017 Course Catalog 230 College of College of Liberal Arts Liberal Arts

Douglas J. Cremer, PhD, Dean

The days of remaining in the same career through- critiquing all forms of knowledge in their content, out one’s working life are past. We want to give structure, and application. students at Woodbury, who are already a diverse group driven to succeed when they step onto MAJORS, DEPARTMENTS AND PROGRAMS campus, every possible advantage as they trans- The College houses five undergraduate majors form their energy and ambition into educational and one graduate degree as well as numerous programs capable of meeting the challenges of the other departments and programs that educate all contemporary world. Educational practice informed undergraduate students who attend the university. by a transdisciplinary approach is the best way to The majors—Interdisciplinary Studies, Leadership, accomplish this task. Woodbury, in fact, has a long Politics & History, Professional Writing, and Public history of teaching practices that encourage collab- Safety Administration—and the master’s degree in oration, social responsibility, and complex forms of Leadership, are all structured as challenging inter- communication in what is emerging as transdisci- disciplinary degrees grounded thoroughly in the plinary inquiry and problem solving. liberal arts:

Our curriculum focuses on developing the intel- Interdisciplinary Studies uses a self-directed ap- lectual capacity to produce diverse and different proach in which students, under the direction of a contexts for identifying and solving problems; to selected faculty advisory team, integrate two differ- seek out alternate, cutting-edge ways of living and ent disciplines among those offered at Woodbury, experiencing the world; to develop the interperson- resulting in a Senior Thesis Project that sets the al skills needed to work effectively both within and student on course for a unique career. across cultures; and lastly, to analyze, understand, and work toward the change students want to see Leadership blends studies of human behavior, in their worlds. Courses, majors, and programs in ethical decision making, quantitative analysis, and the College of Liberal Arts prepare students with organizational structures in an innovative manner skills for an array of careers and advanced degrees. that highlights the struggles and rewards of con- All of our courses expose students to the rapidly temporary leadership, using a highly interactive and changing body of knowledge, theories, ideas, and challenging instructional methodology specifically principles that have shaped society, technology, cul- suited to developing future leaders. ture, and the environment. Across all environments the College creates, the emphasis is on active, ex- Politics and History combines two closely related periential learning techniques designed to enhance fields in a way that emphasizes the strengths of the student’s capacity for not only independent and historical study for uncovering the roots of, and rigorous thought, but also creative and applied, possible solutions to, today’s global problems. contextual analysis leading to action. The program’s core educational value is rooted in political analysis as a means to understand the mul- MISSION tiple sources and differing strategies employed by The College of Liberal Arts is devoted to instill- groups and individuals to describe and address their ing a love of learning, thinking, questioning, and participation in local and global issues.

2016-2017 Course Catalog 231 Professional Writing emphasizes the principles of INTERDISCIPLINARY STUDIES College of Liberal Arts clarity, ethics, relevance, creativity, and global scope Interdisciplinary Studies, Urban Studies, Foreign in the work of its students as it trains them to be Languages, Literature, and Sciences effective writers, ready and interested in integrat- ing all the diverse endeavors of professional writing FULL-TIME FACULTY while focusing on their own unique passions and Christine Carmichael, Associate Professor, Physics creative goals. PhD, University of New South Wales, Australia

Public Safety Administration evaluates, researches, Nageswar Rao Chekuri, Professor, Physics and serves the criminal justice professions through EdD, University of Cincinnati the interdisciplinary and comparative study of crime and criminal behavior, as well as the policies and Jason Keller, Senior Lecturer, Interdisciplinary Studies systems designed to control criminality. Our cur- MFA, University of California, Irvine riculum provides both a substantive and practical knowledge base that links multidisciplinary social Will McConnell, Associate Professor, Interdisciplinary science theories and methods with effective and Studies responsible public policy, and the ethical practice of PhD, McMaster University, Ontario the justice professions within a multicultural, consti- tutional democracy. Phillip E. Pack, Professor, Biology PhD, Claremont Graduate School Our other departments and programs all provide essential elements of a university education, initiate Elisabeth Sandberg, Professor, Literature and Inter- efforts in transdisciplinary collaboration with other disciplinary Studies parts of the university, and oversee several programs PhD, University of Massachusetts, Amherst that enrich and diversify our students’ experienc- es in such fields as Art History, Economics, Foreign ADJUNCT FACULTY Languages, Library Science, Literature, Mathematics, Ray Bergstrom, Physics Philosophy, Personal and Professional Develop- MS, Stanford University ment, Sciences, and Urban Studies. Finally, we host a number of programs that assist students in their Emily Bills, Urban Studies academic success, from the Writing Center to pre-law PhD, New York University advising. We are equally committed to the success of the students in our degree programs and to all Doug Brownell, Physics students across Woodbury’s two campuses. MS, University of California, San Diego

FACULTY Barbara Hunt, Biology The faculty of the College of Liberal Arts is incredi- MA, EdD, California State University, Los Angeles bly diverse, not only in education and backgrounds, but in approaches to student learning and academic Megan McLeod Kendrick, Urban Studies scholarship. As the principal stewards of the College’s PhD, University of Southern California degrees and programs, they are responsible for cre- ating and improving the educational experiences of Ani Okkasian, Interdisciplinary Studies all of the University’s students. They serve as mentors MA, Georgetown University and advisors, providing personal and ongoing direc- tion for students, whether they are majors, minors, Yvonne Saalman, Chinese or taking an individual course. Faculty members DipEd, Victoria University, Wellington, New Zealand also work collegially and collaboratively with each other, as well as with educators across and outside Claude Willey, Urban Studies the university, in order to establish opportunities MFA, University of California, Irvine for inter- and transdisciplinary research and course development.

2016-2017 Course Catalog 232 College of Liberal Arts

LEADERSHIP LIBRARY & INFORMATION SCIENCES FULL-TIME FACULTY FULL-TIME FACULTY H. Eric Schockman, Associate Professor Cathryn Copper, Associate Professor PhD, University of California, Riverside MIS, University of Toronto

Elizabeth Trebow, Associate Professor Jared Cowing, Assistant Professor PhD, Columbia University MLIS, University of Rhode

Adjunct Faculty Raida Gatten, Associate Professor Armond Aghakhanian MLIS, Kent State University EdD, Pepperdine University Barret Havens, Associate Professor Eric Agrusa MLIS, University of Texas at Austin EdD, University of Southern California L. Nedra Peterson, Professor Matthew Cahn MA, University of Arizona PhD, University of Southern California Amanda Woodward, Assistant Professor Ariane David MLIS, University of California, Los Angeles PhD, Fielding Graduate Institute Adjunct Faculty J. Dallas Dishman Diane Zwemer, Instruction Coordinator PhD, University of Southern California MLS, Syracuse University

Seta S. Khajarian Karla Bluestone EdD, Pepperdine University MLIS, San Jose State University

Michelle Lipton Eric Garcia JD, Pepperdine University MLIS, San Jose State University

Michele A. L. Villagran EdD, Pepperdine University POLITICS AND HISTORY Politics & History, Public Safety Administration, Don St. Clair Art History, Philosophy, and Economics EdD, Pepperdine University FULL-TIME FACULTY Scott R. Sveslosky Emerald M. Archer, Associate Professor, Political JD, University of Southern California Science PhD, University of California, Santa Barbara Kevin Tamaki MA, University of Michigan Amy Marie Converse, Associate Professor, Art History PhD, University of California, Los Angeles Jim Uhl MA, Woodbury University Brian Fitch, Associate Professor, Public Safety PhD, Fielding Graduate Institute Kim Williams EdD, University of California Douglas Green, Senior Lecturer, Art History and Philosophy

2016-2017 Course Catalog 233 MFA, University of California, Irvine Marco Valenzuela College of Liberal Arts MA, Ohio State University James Robertson, Assistant Professor, History PhD, New York University WRITING FULL-TIME FACULTY Matthew A. Bridgewater, Assistant Professor, ePort- Rossen Ventzislavov, Associate Professor, Philosophy folio Coordinator PhD, City University of New York PhD, Bowling Green State University

Adjunct Faculty Reuben J. Ellis, Chair, Professor Ed Gomez, Art History PhD, University of Colorado at Boulder MFA, Otis College of Art and Design Richard N. Matzen, Jr., Professor Vivian Terr, Pre-Law Advisor PhD, Indiana University of Pennsylvania JD, Columbia University Adjunct Faculty Brian Truong, Economics Laurel DiGangi, Director of the Writing Center MA, California State University, Los Angeles M.A., University of Illinois, Chicago

Tsoleen Donoyan MATHEMATICS M.A., California State University of Los Angeles FULL-TIME FACULTY Annie Chu, Assistant Professor PhD, University of California, Los Angeles Alan Gries B.A., Columbia College Martin C. Tippens, Assistant Professor EdD, California State University, Northridge Nicholas Henson PhD, University of Oregon

Chelsea Johnson ADJUNCT FACULTY M.F.A, Eastern Washington University Eugene Allevato MS, Military Engineering Institute, Brazil; MPhil, Uni- Kim Rawley versity of Wales, UK; MBA, Woodbury University MA, California State University, Bakersfield

Andranik Hakobyan Elizabeth von Schoff MS, California State University, Northridge MA, University of California, Los Angeles

Rubik Yegoryan PhD, Yerevan Physics Institute and St. Petersburg Institute of Nuclear Physics

PERSONAL AND PROFESSIONAL DEVELOPMENT ADJUNCT FACULTY Evelyn Alfaro MA, Woodbury University

Rebecca Devereaux PhD, Claremont Graduate University

Kelli Ross MS, California State University, Long Beach

2016-2017 Course Catalog 234 Art History 235 - . Criticism Practice Theory, and Literature  writing Students will demonstrate research and history skills specific to the discipline of art  cata Students will use libraries, bibliographies, culture, particularly within the fields of media and fields of media within the culture, particularly design.  of art from different will evaluate works Students own analysis and the through their points of view, secondary texts. use of primary and twentieth-century art, Students will contextualize social, and political events in terms of historical, and written work. and ideas in oral presentations  a comprehension of Students will demonstrate and its legacy in this the concept of Modernism and written work. field in oral presentations critically the relationship Students will examine practice in twentieth-century between theory and between the two, in oral art, and the interaction presentations and written work. and Students will evaluate the role of museums  in oral galleries as part of the curatorial field presentations and written work.  and Students will evaluate visual, theoretical, study of historical information through first-hand works of art. fashion. logues, and periodicals in a scholarly ARTH 204 204 ARTH Art History of Modern 205 ARTH Art History of Contemporary 211 ARTH American Art History of Latin 270 ARTH Fine Art in Topics 331 ARTH History of Modern Painting 332 ARTH History of Photography 333 ARTH History of Land Art 334 ARTH Curatorial Studies : Theory and 337ARTH Video Art: Blurred History, 338ARTH History of Performance Art 339ARTH History of Art and Violence 340ARTH History of Zombie Films, Art, 341ARTH Film History of Avant-Garde 342ARTH Art Theory and Practice • • • • • • • • Curriculum Summary Curriculum CURRICULUM MINOR HISTORY ART Select at least two courses from the following: And select at least three from the following: (Minor) (Minor) Coordinator find that coursework in the minor and find that coursework in the minor and flection through reading, research, and flection through reading, research, and  of visual Students will discuss the idea and effects Students will explain how history corresponds to in oral presentations and art, and art to history, written work. forms of art in an Students will discuss different informed, analytical, and visually critical way in oral presentations and written work. 2016-2017 Course Catalog 2016-2017 Course • • • writing. Students who fulfill the requirements for writing. Students who fulfill the requirements the minor will receive a solid foundation in critical methodologies that will inform and enrich their whatever that may be. major course of study, STUDENT LEARNING OUTCOMES Learning outcomes express the kinds of things (abilities, knowledge, and values) that students can expect to be taught and to learn in the Art History program and its courses. in the program overall encourages them to develop in the program overall encourages them works of an independent critical involvement with histori- art and visual culture, to examine changing to explore cal conceptions of art and the artist, and political the visual arts in their wider cultural and the evolution contexts. In this program, we explore and look for of salient methodologies toward art, wider impact interdisciplinary tools to examine the of such shifts over time. program provides students Art History Woodbury’s of Modern with an understanding of the history of the and Contemporary Art, and a comprehension in the field. concept of Modernism and its legacy to consider the historical, social, train students We events and and political contexts of art in terms of and historical ideas; to evaluate visual, theoretical, practice, information; and to engage with theory, and re Art History Art History PhD, Converse, Amy The minor in Art History offers a distinct yet com- offers The minor in Art History in relation to other depart- plementary program committed to historical inquiry ments, one that is of art at all levels of learning. and critical analysis and liminal explore and critique canonical We look for ways that the study artistic traditions, and and illuminates other of art history interpenetrates discourses and disciplines. Students will Art History - 236 - look and the purpose of painting in the modern era, in the modern the purpose of painting look and of major internationalan understanding as well as from the 1850s movements in painting styles and LSCI 105, Informationto the present. Prerequisites: or LSCI 106, Information SourcesTheory and Practice, Interior Architecture, or LSCI 205in Architecture and Disciplines; WRIT 112, AcademicInformation in the and Design; COMM II, or WRIT 212, Rhetoric Writing 204, and one of either ARTH 120, Public Speaking; 205, History of Contem- Art, ARTH History of Modern of Latin American 211, History porary Art, or ARTH Art. chitecture, or LSCI 205, Information in the Disciplines;chitecture, or LSCI 205, Information in Rhetoric II, or WRIT 212, WRIT 112, Academic Writing and one ofand Design; COMM 120, Public Speaking; 205, 204, History of Modern Art, ARTH either ARTH 211, History of History of Contemporary Art, or ARTH Latin American Art. Land Art of History 333 ARTH 3 UNITS This course will introduce students to the subject of Land Art, focusing on situating landscape within the context of contemporary art. Through readings, films, music, and slides, the class will explore site-spe- cific works of art created from the 1960s to the pres- ent, with emphasis on materials, scale, and aesthetics generated from this movement and its art-historical Infor Prerequisites: LSCI 105, precedents. Seminar. ARTH 332 History of Photography of 332 History ARTH 3 UNITS fromThis course studies the history of photography specif- a chronological and theoretical perspective modern art.ically in relation to its position within withStudents will read canonical texts in conjunction 19th centuryan exploration of the medium from its art. Theorigins to its present use in contemporary ascourse will evaluate the medium of photography a culture-pro- a utilitarian commercial activity and as art andducing medium within the field of visual evolution will focus on photography’s aesthetics. We and socialagainst biographical, historical, economic, lecture, fieldcontexts. Seminars will consist of slide studenttrips to exhibitions, group discussion, and Prerequisites: LSCI research presentations. Seminar. or LSCI 106,105, Information Theory and Practice, Interior Ar Information Sources in Architecture and mation Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, Information in the Disciplines; WRIT II, or WRIT 212, Rhetoric and 112, Academic Writing History of Digital Art History of Media and Electronic in Art History Topics Field Experience ARTH 370 ARTH 375 ARTH ARTH 343 ARTH 2016-2017 Course Catalog 2016-2017 Course This course will provide students with a fundamental understanding of the artistic, political, cultural, and scientific developments that radically altered the ARTH 170, 270 Topics in Fine Arts in Fine 270 Topics 170, ARTH 3 UNITS focus on various areas of interest within con- Topics temporary art. Lecture. Prerequisite: None. Modern Painting of History 331 ARTH 3 UNITS ARTH 211 History of Latin American Art of 211 History ARTH 3 UNITS and studyThis course is a comparative exploration of contemporary art in Central and South Ameri- ca. Sculpture, painting, architecture, mixed media, performance, and video art from the 1960s to the present day will be considered. This work will be politics, discussed and analyzed in terms of history, and aesthetics. Prerequisite: None. ARTH 205 History of Contemporary Art Contemporary of 205 History ARTH 3 UNITS a comparative explora- This lecture course offers aspects and issues in tion and study of the different II to the present War contemporary art from World art, video, Sculpture, painting, performance day. discussed,mixed media, and other forms will be the art world.with an emphasis on current trends in history andThis work will be analyzed in terms of and legacies.politics, as will its aesthetic foundations Prerequisite: None. This course will seek to create a historical narrativeThis course will seek period immediately followingfrom c. 1860 to the the major artistic movements andWWII by outlining art. Focusing primarily on thetheories in modern willart of Europe and the United States, students in order toalso study design, architecture, and film and originalityobserve the characteristics of progress Lecture.that often define avant-garde modernism. Prerequisite: None. Minimum unit requirement: 15 units Minimum unit requirement: COURSES HISTORY ART Art Modern of 204 History ARTH 3 UNITS Art History - - 237 - chitecture, or LSCI 205, Information in the Disciplines;chitecture, or LSCI 205, II, or WRIT 212, Rhetoric Writing WRIT 112, Academic and Design. al consequences of the movement in art towards the in art towards of the movement al consequences Prerequisites: to the ‘performative.’ body as object 106, and Practice, LSCI Theory LSCI 105, Information in Architecture and Interior Ar Information Sources ARTH 342 Art Theory and Practice Art Theory 342 ARTH 3 UNITS This class will investigate the possibilities of incor porating critical theory into existing practices of ARTH 340 History of Zombie Films, Art, and Literature Films, Zombie of 340 History ARTH 3 UNITS in Night of the Living Dead Since George Romero’s of Ameri- 1968, zombie movies have been a part Thiscan popular culture, but also part of politics. seminar will explore the connections upper-division race, and between zombie films, politics, history, LSCI 105,gender over the last 40 years. Prerequisites: 106, Infor Information Theory and Practice, or LSCI Archi- mation Sources in Architecture and Interior Disciplines;tecture, or LSCI 205, Information in the Rhetoric II, or WRIT 212, WRIT 112, Academic Writing and Design. Film Avant-Garde of History 341 ARTH 3 UNITS a comparable exploration and This course offers aspects and issues in avant- study of the different garde film as it relates to contemporary art. The films and videos explored in the course will be dis- cussed and analyzed in terms of history and politics, as will their aesthetic foundations and legacies. Pre- requisites: LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, Information in the II, or WRIT Disciplines; WRIT 112, Academic Writing 212, Rhetoric and Design. ARTH 339 History of Art and Violence and Art of 339 History ARTH 3 UNITS exploration and a comparative This course offers and issues relating to aspects study of the different art. Artwork will be dis- violence in contemporary in terms of history and politics,cussed and analyzed legacies. Pre- as well as its aesthetic foundations and and Practice,requisites: LSCI 105, Information Theory andor LSCI 106, Information Sources in Architecture in theInterior Architecture, or LSCI 205, Information WRIT II, or Disciplines; WRIT 112, Academic Writing 212, Rhetoric and Design. - - - - 2016-2017 Course Catalog 2016-2017 Course ARTH ARTH 338 History of Art Performance 3 UNITS This course is an exploration of the history of and issues within contemporary performance art and its documentation. The class begins by looking at some of the precedents of performance art prior to World II, to its evolution and cohabitation with video War art in the sixties and seventies, to its present-day explosion of digital media. The course will also focus on the philosophical, economic, political, and cultur plines; WRIT 112, Academic Writing II, or WRIT 212, plines; WRIT 112, Academic Writing Rhetoric and Design. tional history almost impossible to write. Throughtional history almost impossible to write. visiting artists,readings, screenings, field trips, and this artis we will follow the symbiotic play between tic practice and popular media to create a complex Prerequisites: LSCI picture of the medium today. 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, Information in the Disci ARTH 337 Video Art: Blurred History, Theory, Practice Theory, History, Video Art: Blurred 337 ARTH 3 UNITS video andThis course will explore the medium of beginningsits chronological development, from its its immersion to with video portability, in the 1960’s pervasive digital practices. In addition, in today’s the lens ofwe will also consider video art through in orderaesthetics, activism, practice, and theory a conven to examine the characteristics that make ARTH 334 Curatorial Studies: Theory and Criticism Theory Studies: 334 Curatorial ARTH 3 UNITS will analyze the dominantThis seminar course and discursive practices of artsystemic structures the strategies of opposition thatexhibitions, but also against them. Through a labo- have been directed students will produce of study, ratory-based model proposals, understanding andtheir own curatorial of representation. Seminar. interrogating the politics and Prac- Prerequisites: LSCI 105, Information Theory Architecturetice, or LSCI 106, Information Sources in Informationand Interior Architecture, or LSCI 205, II, or Writing in the Disciplines; WRIT 112, Academic 120, PublicWRIT 212, Rhetoric and Design; COMM 204, History of Speaking; and one of either ARTH 205, History of Contemporary Modern Art, or ARTH 211, History of Latin American Art. Art, or ARTH Design; COMM 120, Public Speaking; and one of ei- and one of 120, Public Speaking; Design; COMM 205, or ARTH of Modern Art, 204, History ther ARTH 211, History of or ARTH Contemporary Art, History of Latin American Art. Art History - 238 Microeconomics Economics Elementary Macroeconomics 6 UNITS - Contemporary Art, or ARTH 211, History of Latin 211, History Art, or ARTH Contemporary Art. American ECON 204 ECON 3 UNITS This course is an introduction to microeconom- ic analysis. Economic theory relative to demand, and costs marginal analysis, consumer behavior, production, competitive and noncompetitive prod- uct markets, and labor markets and welfare will ECONOMICS COURSES ECONOMICS 200 ECON 3 UNITS This course is an analysis of the contemporary is a com- American economic system. This course bination of macroeconomics and microeconomics. national include: inflation, unemployment, Topics fiscal income determination, money and banking, and and monetary policies, theories of production monopoly and consumer choice, prices and outputs, international competition, wages and profits, and None. trade and finance. Lecture. Prerequisite: 203 ECON 3 UNITS This course is an introduction to macroeconomic analysis. Economic theory relative to the determina- tion of national income, inflation, unemployment, money and banking, and government fiscal and economic fluctua- monetary policies in offsetting tions will be covered. Students will also study the including applications of macroeconomic theory, Lec- its use in evaluating and forming public policy. 149, Intermediate Algebra. ture. Prerequisite: MATH ARTH 299, 399, 499 Independent Study 299, 399, 499 Independent ARTH 3 investigation into a fieldThis course is an individual by the student with the ap- of special interest chosen periodic meetings with Regular, proval of the dean. or an assigned faculty memberthe department chair hours required for each unit ofare required. Thirty Consent of the dean. credit. Prerequisite: Economics economics are liberal arts courses Lower-level through the department of Politics and offered of Business. History in cooperation with the School listed For questions about the Economics courses Emer contact the Chair of Politics & History, below, ald Archer. 2016-2017 Course Catalog 2016-2017 Course Study in Fine Arts combined with travel to relevant sites. Both travel and study on campus are required. Theo- Prerequisites: LSCI 105, Information Seminar. ry and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, Information in the Disciplines; WRIT 112, Academic II, or WRIT 212, Rhetoric and Design; COMM Writing 204, 120, Public Speaking; and one of either ARTH 205, History of History of Modern Art, or ARTH ARTH 375 Field Experience Field 375 ARTH 3 UNITS Topics focus on various areas of interest within Art focus on various areas of interest Topics Prerequisites: LSCI 105, Information Seminar. History. SourcesTheory and Practice, or LSCI 106, Information or LSCI 205,in Architecture and Interior Architecture, AcademicInformation in the Disciplines; WRIT 112, II, or WRIT 212, Rhetoric and Design; COMM Writing 204, 120, Public Speaking; and one of either ARTH 205, History of History of Modern Art, or ARTH 211, History of Latin Contemporary Art, or ARTH American Art. ARTH 370 Topics in Art History 370 Topics ARTH 3 UNITS ARTH 343 History of Digital Art and Electronic Media Art and Electronic Digital of 343 History ARTH 3 UNITS influ- This seminar explores the rapidly developing artisticence of electronic media on contemporary new media,practice by examining a wide array of theincluding electronics, robotics, video games, This class will study the reality. and virtual Web, as wellart-historical context of such technologies, foras their wider social and theoretical implications Informationvisual culture. Prerequisites: LSCI 105, Sources inTheory and Practice, LSCI 106, Information or LSCI 205,Architecture and Interior Architecture, AcademicInformation in the Disciplines; WRIT 112, II, or WRIT 212, Rhetoric and Design. Writing creative production. Students will explore a diverse Students creative production. theories using a cultural range of contemporary to workshops in order of seminars and hybrid model practice and the methodunderstand a “post-studio” It is the goal of the course forof post-production. new conceptual strategies with- students to develop art, architecture, and video.in the fields of design, Information Theory and Prac- Prerequisites: LSCI 105, Sources in Architecturetice, or LSCI 106, Information or LSCI 205, Informationand Interior Architecture, II, or 112, Academic Writing in the Disciplines; WRIT and Design. WRIT 212, Rhetoric Art History 239

rench II rench

Beginning F Beginning

Beginning Japanese I Beginning Japanese Beginning Japanese II FREN 113 FREN 113 3 UNITS basic conversation focuses on stressing This course elements of French competence and exploring and past tenses will be covered. Future history. FREN 110, Beginning French I, Lecture. Prerequisite: instructor. or permission of the JAPN 110 3 UNITS basic spoken Japanese, em- This course introduces elements of vocabulary and phasizing fundamental special attention to clear while giving grammar, Hiragana and Katakana sylla- pronunciation. The baries are also introduced. Lecture. Prerequisite: None. JAPN 113 3 UNITS grammar This course focuses on more advanced sentenc- elements such as compound and complex politeness. es, idiomatic expressions, and levels of and Students will also learn more Kanji characters Lecture. Pre- delve into aspects of Japanese culture. I. requisite: JAPN 110, Beginning Japanese

rench I rench

Beginning F Beginning Chinese I Beginning Chinese

2016-2017 Course Catalog 2016-2017 Course FREN 110 3 UNITS emphasizes This is a beginning course in French that to some the use of the spoken language in addition basic elements of French culture. Present tense, negative and interrogative forms, dates, counting, time, and first-group verbs will be covered. Lecture. Prerequisite: None. This course continues the introduction of basicThis course continues the introduction includingspoken Mandarin Chinese (Putonghua), grammar, fundamental elements of vocabulary and Itgiving special attention to good pronunciation. essentials ofalso continues the introduction of the Lec- reading and writing, including basic calligraphy. Chinese I. ture. Prerequisite: CHIN 101, Beginning CHIN 1710 Beginning Chinese II 3 UNITS FOREIGN LANGUAGES COURSES LANGUAGES FOREIGN CHIN 101 3 UNITS Chi- This course introduces basic spoken Mandarin elements nese (Putonghua), including fundamental giving special attention of vocabulary and grammar, essentials to clear pronunciation. It also introduces calligraphy. of reading and writing, including basic Lecture. Prerequisite: None. Foreign Languages Foreign through courses are offered All foreign language Interdisciplinary Studies and are the department of associate dean. coordinated by the be covered. Applications of microeconomic theory, microeconomic theory, Applications of be covered. and forming public its use in evaluating including Lecture. Prerequisite: will also be covered. policy, ECON 203, Macroeconomics. Interdisciplinary Studies - - 240 - ferent possibilities for ferent disciplines, demonstrating a nuanced interpretation and the production of meaning(s) in oral presentations and written work. Students will acquire the multiple analytical and interpretive skills that come with experience in dif understanding of disciplinary and interdisciplinary perspectives. Students will develop the breadth of knowledge and experience that leads to a sense of social and Students will practice textual analysis, placing ideas in context while transcending received meaning(s) in oral presentations and written work. Students will explore dif  ature, philosophy, and politics from social, cultural, ature, philosophy, perspectives: Journeys, Natures,as well as thematic From innovative topicsConflicts, and Knowledges. scuba certification and ocean- courses that combine based, interdisciplinary research, to experiential and kineticlearning that blends traditional in-class to initialexploration of horses at a local horse ranch, offoreign language study and the examination courses the urban environment, the department’s Similar prepare students for the globalized world. educational experience that translates their passions experience that educational experience across via a research studio into analyses - convert their analy then work to Students the major. ses into action. a variety of department offers the Additionally, in support of both the liberalcourses and programs Such goals of the university. and integrative learning are rooted in a strong group oflearning experiences liter that approach history, interdisciplinary courses works, in the study of literary and philosophical ly, values andstudents are grounded in the humanistic the diversequestions important to understanding live. In allperspectives and cultures in which they inter courses in the department, students practice challeng- pretative, critical, and analytical skills while ing traditional boundaries and structures. • • MISSION explorationConnecting students and faculty in the integrateand analysis of issues and topics that both disciplinary perspectives and and transcend differing methods. OUTCOMES LEARNING PROGRAM thingsLearning outcomes express the kinds of (abilities, knowledge, and values) that students can expect to gain from the Interdisciplinary Studies program and its courses. • • 2016-2017 Course Catalog 2016-2017 Course Will McConnell, PhD, Associate DeanWill McConnell, PhD, Interdisciplinary Studies pro- The Department of educational experiences forvides a diversity of which allows major, students. From its self-designed assistance of a group of facultystudents—with the their own educational program,members—to create languages, interdisciplin- to its courses in foreign urban studies, and sciences,ary studies, literature, the distance between, andthe department bridges arts,creates unique perspectives on, the applied natural andthe fine arts, the humanities, and the collaborativesocial sciences. Through innovative and courses,educational experiences, programs, and can alsothe Department of Interdisciplinary Studies courses offered enrich discipline-specific majors, since of twoby the department involve in-depth coverage are designedor more knowledge-specific areas. They notto provide knowledge, skills, and experiences and fre- normally encountered in other courses, strate- quently employ team-teaching, experiential enhance theirgies and cutting-edge course design to interdisciplinary perspectives. forThe Interdisciplinary Studies major is intended universitystudents seeking a unique, hand-crafted deaneducation. In consultation with the assistant from acrossand a team of faculty members chosen self-designed pro- students co-create the university, culminat- grams combining two or more disciplines, demonstrateing in senior thesis presentations that their learning. Built around a core of courses in in- terdisciplinary theory and research, the major offers opportunities for students to bring together such diverse disciplines as business (marketing, manage- ment, finance) and architecture, communication and politics, art history and interior architecture, lead- ership and education, etc. The major suits students who have interests that lie between or outside the scope of our other academic majors, but have strong relationships with those majors. These interests also may be related to a curriculum that supports the ma- literature, or writing, but for jors, such as art history, a major program. which we do not currently offer In the Interdisciplinary Studies Self-Designed Major, students work with three faculty members serving in the role of faculty advisors/mentors to design an in-depth study that requires knowledge of or skills in multiple disciplines. Then, students participate in an Interdisciplinary Studies Studies Interdisciplinary (BA/BS) Interdisciplinary Studies 241 The curriculum must involve at least two disciplines and the work in each discipline must be equivalent credit units each; see to a minor in each (fifteen the sections on academic minors for details of the relevant minor). All students must complete at least one year under the new contract, making the minimum time from first contact to completion two years, or three semesters, plus a summer term. The committee shall assess the educational fitness of plans of self-designed majors proposed by stu- The INDS 200 course and the development of the200 course and the The INDS seven weeks, or last either fifteen major contract deci- and the chair’s on the the student depending (or newly transferred student)sion. A new student begins with general edu- registered in the major A student defining the major. cation courses while formally main- Woodbury changing majors within major for the semester (withtains her or his current if possible, of coursessome possible adjustment, potential Interdisciplinary Stud- taken in light of the contract process. It is highlyies degree) during the students take as many of therecommended that as they can, since these serveINDS 100-level courses to the theory and practice ofas a great introduction if the student is on Additionally, interdisciplinarity. the criteriaacademic probation, he or she must meet thefor being in good standing before completing change of major. process,During the INDS 200 course and the contract faculty mem- the student and chair discuss possible Self-Designed bers to be selected as the student’s student meetsMajor Review Committee (SMRC). The discussing with her or him each potential member, With ideas and plans for the degree. the student’s the student begins writ- the assistance of the chair, anding the proposal for Self-Designed Curriculum his/her SMRC.finalizes the choice of the members of the SMRC mustAt least one of the three members of These mem- be a full-time member of the faculty. feedbackbers, once they agree to serve, also provide of the proposal, including discussion on the student’s and thefinal project draft, the selection of courses, development of learning outcome sequencing. The student, the SMRC, and the chair meet formally to review and approve an individualized curriculum contract and plan of study that includes a title for the curriculum and a tentative timeline for complet- ing that curriculum: •  •  •  49 120 Units 25 (BA) or 10 (BS) 46 (BA) or 61 (BS) personal responsibility and civility, as evidenced by as evidenced and civility, personal responsibility research projects. and execution of their choice ability to take demonstrate the Students will boundaries while developinginitiative in crossing projects. integrative research innovative approaches toStudents will create through critical thinkingmultifaceted situations and inquiry. problems too complex to beStudents will solve with the knowledge andunderstood or addressed tools of a single discipline. 2016-2017 Course Catalog 2016-2017 Course Unrestricted electives (UE) Minimum semester hours required studentsFor the major in Interdisciplinary Studies, must accumulate 120 credit units to graduate, in a Bach- whether the designed program will result (BS) degree.elor of Arts (BA) or Bachelor of Science majorAll Interdisciplinary Studies self-designed University’s students must meet all of Woodbury Integrative Learning and Residency requirements. Major Building Your with theStudents begin with an initial interview suitability ofchair of the department to ascertain the the po- aspirations to the program. If the student’s tential for undertaking an INDS degree is found, the student begins by enrolling in INDS 200, Introduction to Interdisciplinary Studies, where s/he begins devel- su- oping the contract for the major under the chair’s pervision; this work involves exploring the meaning purpos- discussing the student’s of interdisciplinarity, es and goals, building an understanding of necessary skills to build given those goals, deciding on appro- priate learning outcomes, and selecting the student’s faculty mentors, who serve as facilitators of learning and development on their major committee. Across the students’ coursework and experiences, the major becomes a research studio, in which students work and external collaboratively with their peers, faculty, mentors to focus a unique research-based approach toward producing insights and possible solutions to a capacious social problem or set of issues. Major (M) General Education (GE) CURRICULUM SUMMARY CURRICULUM CURRICULUM STUDIES MAJOR INTERDISCIPLINARY Leading to the Bachelor of Arts (BA) or Bachelor of Science (BS) Degree •  •  •  Interdisciplinary Studies 3 M 242 3 GE 3 GE 3 GE 3 UE 3 GE 3 GE 3 GE 3 GE 1 GE 3 UE 3 GE 3 GE 3 GE 1 UE 3 UE Humanities (INDS 102 rec- ommended) Social Science Public Speaking Academic Writing II Academic Writing Information Theory and Practice Unrestricted Elective Environmental Studies Introduction to Interdisciplin- ary Studies GE Breadth Elective (INDS 103 recommended) Ethical Systems Unrestricted Elective Art History Interdisciplinary Studies (101 Interdisciplinary Studies recommended) Academic Writing I Academic Writing Transition to College Transition Intermediate Algebra or Unrestricted Elective 149 MATH MATH ______INDS 200 ENVT 220 The research core (INDS 200, 350, 491, 492) and 350, 491, 492) and core (INDS 200, The research (INDS 490) and outcomes. internship and any special program is reviewed The overall in 2014 and 2020. assessments are undertaken LSCI 105 ARTH 2__ ARTH WRIT 111 WRIT 112 PPDV 100 ______INDS 1___ COMM 120 PHIL 210 •  •  SECOND YEAR SECOND Fall Semester SUGGESTED SEQUENCE OF COURSES OF SUGGESTED SEQUENCE FIRST YEAR Fall Semester Spring Semester The introductory information theory (LSCI 105) and foreign language courses (CHIN 110, FREN 110 and 113, JAPN 110 and 113) and outcomes. The 200-level courses (ECON 200, 202, and 203, LITR 206, PHIL 201 and 210) and outcomes. seminars (INDS 322, 327, and The upper-division 330, LITR 330, PHIL 310, 311, 312, and 314) and outcomes. dents in the program as well as any modifications program as well dents in the of study. to that plan 2016-2017 Course Catalog 2016-2017 Course Interdisicplinary Studies Assessment Studies Assessment Interdisicplinary Process learning, In order to assure the quality of student faculty regularly reviews the the department’s Students’ collective work of students over time. research papers, exams, evaluations of presen- tations, internship reports, and senior theses are - an assess archived for review purposes. Each year, ment report is written for faculty to use in creating adjustments and improvements to the program, its courses, and students’ overall learning. For the purposes of assessment, the overall curricu- lum has been broken down into distinct parts: •  •  •  The SMRC members, in consultation with other facul- other with in consultation members, SMRC The must approve the final ty and chairs as necessary, by the dean of the Collegeproposal. When approved student forwards the proposal toof Liberal Arts, the petition for change and files a Office the Registrar’s the proposal. Students may alsoof major along with before the proposal is finalizeddeclare their major but they remain responsible for(as described above), with their SMRC. The approvedcompleting the work plan contract for the student’s proposal serves as the and modifications to the plan Amendments of study. as themay be made following the same procedure initial approval. mustAll contracts must include, and all students Introductioncomplete, five INDS courses: INDS 200, Interdisciplin- to Interdisciplinary Studies; INDS 350, The finalary Research; and INDS 490, Internship. capstone project: two courses are part of a year-long INDS 492,INDS 491, Senior Thesis: Preparation, and must comeSenior Thesis: Execution. Major courses equiva- from at least two areas of the curriculum credit units) in each area. A lent to a minor (fifteen must be takenminimum of twenty-seven credit units those creditat the 300 or 400 level; at least nine of above. units must be taken at the 400 level or Interdisciplinary Studies - 243 6 UNITS - 1 This course is an individual investigation into a field of special interest chosen by the student with the ap- with periodic meetings proval of the dean. Regular, the department chair or an assigned faculty member are required. Thirty hours required for each unit of credit. Prerequisite: Consent of the dean. INDS 104 Knowledges 3 UNITS opinions This course examines the ways in which certainties and beliefs, bodies of knowledge, and over have been constructed and communicated and analyti- time, including experiential, narrative, cal sources. Lecture. Prerequisite: None. Studies Interdisciplinary to INDS 200 Introduction 3 UNITS concepts and This course introduces students to the methods of interdisciplinary studies, including ap- proaches to integrating two distinct disciplines and applying insights from one to the other and vice versa. Serves as first course in the Interdisciplinary Studies major as well as an introduction for those generally interested in integrative, interdisciplinary Prerequisite: WRIT 111, Academic learning. Seminar. I. Writing INDS 299, 399, 499 Independent Study INTERDISCIPLINARY STUDIES COURSES INTERDISCIPLINARY Journeys INDS 101 3 UNITS of the causes and effects This course examines journeys, human migrations, physical and spiritual of individuals and populations and how movements cultures and in differing have been understood None. eras. Lecture. Prerequisite: INDS 102 Natures 3 UNITS the various ways the natural This course explores relations to or within that world world and human and constructed in differ have been characterized INDS 103 Conflicts 3 UNITS consequenc- This course focuses on the sources and conquests, and clashes in the political, es of war, in histori- social, and cultural spheres as expressed Prereq- cal, analytical, and literary sources. Lecture. uisite: None. ent contexts and communities. Lecture. Prerequi- ent contexts and communities. Lecture. site: None. 3 M 3 M 3 M 3 M 3 M 3 M 3 M 4 M 3 M 3 M 3 M 3 M 3 M 3 M 3 GE 3 GE 3 GE 3 GE 3 UE 3 UE 3 UE 3 GE 3 UE 3 GE 3 UE Major Area 1 Course Major Area 2 Course Senior Thesis: Execution Unrestricted Elective† Unrestricted Elective† Mathematics GE Breadth Elective (INDS GE Breadth Elective 104 recommended) Lab Natural Science with Major Area 1 Course Major Area 2 Course Major Area 1 Course Major Area 2 Course Transdisciplinary Seminar Transdisciplinary Unrestricted Elective† Unrestricted Elective† Major Area 1 Course Senior Thesis: Preparation Internship Major Area 2 Course Unrestricted Elective† Interdisciplinary Research Major Area 1 Course Major Area 2 Course GE Breadth Elective GE Principle Elective 2__ MATH MATH ____ 3______3__ These unrestricted electives must be Major Area 1 or 2 courses for the BS degree ____ 3______3______3______3______INDS 492 ______3__ INDS 491 INDS 490 ______3__ INDS 350 INDS_ 3__ 2016-2017 Course Catalog 2016-2017 Course †  Spring Semester FOURTH YEAR FOURTH Fall Semester Spring Semester THIRD YEAR Fall Semester Spring Semester Interdisciplinary Studies 244 tion Theory and Practice, or LSCI 106, Information LSCI 106, Information and Practice, or tion Theory Interior Architecture, Architecture and Sources in Disciplines; WRIT Information in the or LSCI 205, WRIT 212, Rhetoric and II, or 112, Academic Writing Public Speaking; and one of Design; COMM 120, INDS 102, Natures, INDS either INDS 101, Journeys, 104, Knowledges, LITR 206, The 103, Conflicts, INDS of Modern Art, ARTH 204, History Short Story; ARTH 211, Art, or ARTH 205, History of Contemporary Art. History of Latin American INDS 330 Seminar in Transdisciplinary Studies in Transdisciplinary INDS 330 Seminar 3 UNITS with dif- A special transdisciplinary research seminar Students in the seminar fering topics each offering. will be instrumental in designing the course: they will choose a problem or issue in the contemporary world; develop the course topic, including course readings, invited guest lecturers, and planned field trips; design a proposal to address the chosen problem; and present their findings and recom- 3 Seminar. mendations to the campus community. II, units. Prerequisites: WRIT 112, Academic Writing or WRIT 212, Rhetoric and Design; LSCI 105, Infor- mation Theory and Practice; COMM 120, Public Speaking; 2xx social science or humanities course; and instructor consent. INDS 328 Reading the West: Texts, Landscapes and Landscapes Texts, West: the INDS 328 Reading West the Arid in Constructions 3 UNITS to the This seminar is a transdisciplinary approach in the United States. Stu- “meanings” of the “West” and meth- dents will engage with a variety of texts diverse ways ods for reading them by surveying the to de- in which Americans have used the landscape competing scribe, critique, structure, and maintain “text” means notions of civilization. In this course, any medium for creating a message: archaeological and film (as land art, sites, painting, photography, Prerequisites: WRIT 112, well as writing). Seminar. II, or WRIT 212, Rhetoric and Academic Writing and Practice, Design; LSCI 105, Information Theory and or LSCI 106, Information Sources in Architecture in Interior Architecture, or LSCI 205, Information 101, Jour- the Disciplines; and one of either INDS or INDS neys, INDS 102, Natures, INDS 103, Conflicts, 104, Knowledges. Stories . A . 2016-2017 Course Catalog 2016-2017 Course INDS 327 Film and Literature INDS 327 Film 3 UNITS This course provides an analysis of literature and films and possible relationships between these two Informa- Prerequisites: LSCI 105, art forms. Seminar. INDS 325 L 3 UNITS seminar that L.A. Stories is an upper-division media and explores Los Angeles through various knowl- methods to help students become more observers edgeable and analytical inhabitants and the stories of their current urban environment and The seminar of the people who create this city. that builds on skills acquired in previous courses research, have laid the foundation for the writing, university and analysis expected of students at the will submit both a draft and the final level. You sources version of a formal paper (documenting assignments according to the MLA), many informal experi- based on readings, screenings, and field on ences, plus do an oral and written presentation text this se- site-specific research. Our overarching that interest mester is Los Angeles, especially facets L.A. Stories is an interdisciplin- students personally. ary course that is not limited to fiction and non-fic- particular tion but that embraces each student’s take on the city through personal observation, research, and presentation. Prerequisites: WRIT II, or WRIT 212, Rhetoric and 112, Academic Writing Design; LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, Information in the Disciplines. INDS 322 Music and Literature INDS 322 3 UNITS between examines the relationship This course literary texts that have inspired the music and the symphonies, and suites. songs, operas, ballets, and musicians and of and about music Writings structure are also treated. writings using musical LSCI 105, Information Theory Prerequisites: Seminar. 106, Information Sources in and Practice, or LSCI Architecture, or LSCI 205, Architecture and Interior Disciplines; WRIT 112, Academ- Information in the Rhetoric and Design; II, or WRIT 212, ic Writing Speaking; and one of either INDS COMM 120, Public 102, Natures, INDS 103, Con- 101, Journeys, INDS 206, The Short flicts, INDS 104, Knowledges, or LITR Story. Interdisciplinary Studies 245 4 UNITS 4 UNITS - - INDS 491 Senior Thesis: Preparation Thesis: Senior INDS 491 3 - interdisciplin is a student-designed This course that integrates two distinct ary research seminar the insights from one to disciplines and applies versa. The course serves as the the other and vice Interdisciplinary Studies major. fourth course in the INDS 350, Interdisciplinary Prerequisite: Seminar. Research. Thesis: Execution INDS 492 Senior 3 of a student-de- This course is the continuation research seminar that signed interdisciplinary applies the integrates two distinct disciplines and versa. The insights from one to the other and vice Interdisci- course serves as the final course in the Prerequisite: INDS Seminar. plinary Studies major. 491, Senior Thesis: Preparation. 4 UNITS - 2016-2017 Course Catalog 2016-2017 Course Students obtain practical, on-the-job training in a setting related to their career and educational experience is complemented by an goals. Work academic requirement and periodic meetings with The course on-campus internship advisor. student’s serves as the third course in the Interdisciplinary by Regis- Internship contract required Studies major. Senior Thirty hours per unit credit. Prerequisite: trar. standing, Interdisciplinary Studies majors only. INDS 490 Internship 3 INDS 370 Topics in Interdisciplinary Studies in Interdisciplinary INDS 370 Topics 3 UNITS interest that This course focuses on various areas of are best studied with an interdisciplinary approach. Writing Prerequisites: WRIT 112, Academic Seminar. II, or WRIT 212, Rhetoric and Design; COMM 120, Public Speaking; and at least one other course spe- cific to the topic of the course. This course provides an introduction to the es- This course provides an introduction to sentials of interdisciplinary research, including disciplines approaches to integrating two distinct other and and applying insights from one to the course in the vice versa. The course serves as second as well as an intro- Interdisciplinary Studies major, in integra- duction for those generally interested INDS tive, interdisciplinary research. Prerequisites: Studies; LSCI 200, Introduction to Interdisciplinary or LSCI 106, 105, Information Theory and Practice, Interior Information Sources in Architecture and in the Disci- Architecture, or LSCI 205, Information 212, II, or WRIT plines; WRIT 112, Academic Writing Speaking. Rhetoric and Design; COMM 120, Public INDS 350 Interdisciplinary Research INDS 350 Interdisciplinary 3 UNITS INDS 340 Human Agency and Interior Spaces and Interior Human Agency INDS 340 3 UNITS - dealing with agen close readings of texts Based on as generative writings and cy and space, as well two, this course melds on-site interpretations of the theoretical space with different analysis of interior to formulate an understanding frameworks in order between interior environments, of the relationship understandings. and ideological human behavior, - WRIT 112, Academic Writ Prerequisites: Seminar. Rhetoric and Design; LSCI 105, ing II, or WRIT 212, and Practice; COMM 120, Public Information Theory humanities or lower-division Speaking; and one social science course. Interdisciplinary Studies

246

INDS 492 Senior Thesis Execution Thesis Senior 492 INDS ALL

INDS 491 Senior Thesis Senior 491 INDS 124

INDS 490 Internship 490 INDS 234

LITR 330 Autobiography 330 LITR 12

INDS 350 Interdisciplinary 350 INDS 24

INDS 330 Seminar in Transdisciplinary Studies Transdisciplinary in Seminar 330 INDS ALL

INDS 327 Film and Literature and Film 327 INDS 24

Entrepreneurship

INDS 322 Music and Literature and Music 322 INDS Low Importance 12 MASTERED

4 Highest Importance

Moderate Importance

LITR 206 Short Story Short 206 LITR 12

INDS 200 Introduction to Inter-disicplinary Studies Inter-disicplinary to Introduction 200 INDS ALL

INDS 104 Knowledges 104 INDS 12

INDS 103 Conflicts 103 INDS 23

Civic Engagement

INDS 102 Natures 102 INDS 12

3

INDS 101 Journeys 101 INDS 24

Low Importance

PRACTICED Principles Strategic

Highest Importance Moderate Importance MAJOR COURSES MAJOR .. Transdisciplinarity 2 Strategic Principles Low Importance Design Thinking DEVELOPED Highest Importance Moderate Importance 1 LEARNING OUTCOMES through critical thinking and inquiry Studies different possibilities, and assuming nothing Assuring Quality in Academic (BA or BS) the written word through reading texts writ large boundaries while developing integrative research come along with experience in different disciplines Demonstrate the ability to take initiative in crossing Interdisciplinary Create innovative approaches to multifaceted situations Low Importance to a sense of social and personal responsibility and civility Acquire the multiple analytical and interpretative skills that Highest Importance Practice textual analysis, creating a sense of play, exploring Develop the breadth of knowledge and experience that leads INTRODUCED Moderate Importance Solve problems too complex to be dealt with the knowledge and tools of a single discipline through individual and group research STRATEGIC PRINCIPLES Practice textual analysis, placing ideas in context while transcending Practice textual analysis, placing ideas in context while transcending Bachelor of Arts or Science in Interdisciplinary Studies BA or BS Science in Interdisciplinary Studies BA Bachelor of Arts or CURRICULUM MAP CURRICULUM 2016-2017 Course Catalog 2016-2017 Course Leadership 247 The program is designed to provide both the theo- is designed to The program practical applications and the retical underpinnings life. in one’s difference an immediate that can make on an understanding of human The degree focuses and within organizations, behavior both in general organizational leadership, principles of effective ethical behavior and structure and communication, communication process- decision-making principles, administration. effective es, and principles of cohort model and an inten- The program uses a environment that seeks sive, interactive learning environment with its myriad to mirror the working considerations. More im- practical concerns and to meet the this intensive format strives portantly, adult profes- needs and challenges of the working It is sional through sound pedagogical methods. variety of student-focused, and attractive to a wide Composed of working professionals and industries. experi- successful professionals, the faculty blends asks students ence with theory in a curriculum that experienc- to reflect on their own organizational with es and uses an interactive classroom format and collaborative learning, student presentations, team projects supporting the small, seminar-like classes. every class Our hope is that each student will leave that s/he with at least one idea or practical detail we hope Further, can put to work the very next day. theory that as students learn more about leadership about them- and practice, they will learn even more selves. MISSION Our Mission is to develop the next generation of critically thinking and virtuous leaders, who consider the rights and welfare of those they lead, and are able to transcend traditional disciplinary boundaries. LEARNING OUTCOMES LEADERSHIP (BA) PROGRAM 1. Demonstrate understanding of organizational processes and organizational behaviors. 2. Demonstrate critical, analytical, and synthetic thinking. 3. speak, and present using multiple forms of Write, expression, such as logical, statistical, and visual. 4. Continue to fulfill civic and social responsibilities. 5. Demonstrate self-awareness, and awareness of Chair

Department PhD, ogram , Pr he t of chockman w education in a practical learning environment. S Eric 2016-2017 Course Catalog 2016-2017 Course The heart of this educational approach rests on belief in the capacity of adult learners to engage in creative, analytic, and critical reasoning, and to experience academic, professional, and person- al growth. This belief affirms the ability of adult students to join practice with theory and bring to the classroom valuable experience that enhances learning and helps form effective leaders. Leadership (BA/MA) Leadership H. Leadership is a recognized degree for those inter- Leadership is a recognized and leadership positions in ested in administrative or private sectors. The under- the non-profit, public, graduate degree focus on an graduate major and behavior both in general understanding of human principles of effective and within organizations, structure and commu- leadership, organizational and decision-making nication, ethical behavior and principles principles, communication processes, of effective administration. or the equiv- An associate’s degree of science or art program. In alent is required for the undergraduate students must addition to the associate’s degree, all university complete coursework required by the Students are in basic skills and general education. courses in the required to complete prerequisites to curriculum. or the equiva- A bachelor’s degree of science or art lent is required for the graduate degree. The Los We have formed partnerships with the Fire Angeles Police Department, the Los Angeles the City of Los Department, the City of Beverly Hills, Other off- Angeles, and the County of Los Angeles. site cohorts are being developed. Overvie seek In this day and age, successful organizations individuals equipped not only with effective ad- ministrative skills, but also those who exhibit good leadership skills in the workplace. The BA in Lead- ership program is committed to providing quality, adult Leadership 6 42 72 248 120 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 GE 3 GE Units Diversity and Organizational Culture Leadership and Organiza- tional Communication Leadership and Interpersonal Communication Leadership and Organizational Psychology Leading Organizational Change Managing Conflict and Labor Relations Quantitative Methods Quantitative Methods II Strategic Planning and Assessment Capstone in Leadership Leadership Theory and Leadership Theory Practice I Leadership Theory and Practice II Critical Analysis and Decision Making Leadership and Social Responsibility Organizational Structure: Private and Public Sectors Personnel Development and Organizational Culture Compare results of the Benchmarking first course assignment from the student’s LEAD 306 LEAD 307 LEAD 308 LEAD 309 LEAD 310 LEAD 311 LEAD 312 LEAD 313 LEAD 314 LEAD 401 LEAD 300 LEAD 301 LEAD 302 LEAD 303 LEAD 304 LEAD 305 The undergraduate Leadership Program has devel- oped the following assessment plan: 1• -Year Upper Division General Education Courses Upper Division General (Quant I & II) (GE/IL) Hours Required Minimum Semester ASSESSMENT PROCESS Curriculum Summary Curriculum Curriculum Major Leadership Arts (BA) Degree the Bachelor of Leading to Major Courses (M) Education General Transferable Electives and Unrestricted COURSES OF SUGGESTED SEQUENCE Evaluate the relevance of traditional and Evaluate the relevance and organizational contemporary leadership to specific situations. theories and concepts theories regarding Compare and contrast development, and employee dynamics, motivation. Employ systems thinking when approaching issues or situations. Employ an Assess, Plan, Implement, and Evaluate approach to issues or situations. to Propose and conduct research related organizations and leadership. Critically consume and/or apply published research related to leadership and organizations. in both oral and Communicate effectively written formats. Identify and characterize non-verbal communication. Articulate and prioritize ethical principles of leadership. Formulate ethical decision-making approach. and diffuse Detect, differentiate, interpersonal conflict. to concepts of Relate leader effectiveness Emotional Intelligence. Critical, analytical, strategic, and systems thinking Critical, analytical, strategic, and systems Entrepre- Design Thinking, (Transdisciplinarity, neurship) communication (Transdisciplinarity, Effective Design Thinking, Entrepreneurship, Civic Engagement) member of the Ethical employee, leader, community (Civic Engagement) Civic Conflict mitigation (Transdisciplinarity, Engagement) Self-understanding of leadership strengths and areas for improvement (Design Thinking) 1.1:  1.2:  2.1:  2.2:  2.3:  2.4:  3.1:  3.2:  4.1:  4.2:  5.1: Display appreciation for diverse viewpoints. 5.2:  6.1:  Knowledge of theories and concepts regarding Knowledge of theories leadership (Transdisciplinarity, organizations and Entrepreneurship) 2016-2017 Course Catalog 2016-2017 Course LEADERSHIP (MA) PROGRAM GOALS AND GOALS LEADERSHIP (MA) PROGRAM LEARNING OUTCOMES 1. 2.  3.  4.  5.  6.  the relationship between themselves and others, and others, between themselves the relationship globally ethnically, of a culturally, in the context diverse environment. Leadership 3 3 3 3 3 3 3 3 3 3 249 - Units 7 weeks 7 weeks 7 weeks 7 weeks 7 weeks 7 weeks 7 weeks 7 weeks 7 weeks 7 weeks Duration - self-assessments, stan student Course assignments, learning plans. surveys, personal dardized leadership Capstone seminar Summative assessment: surveys. Moodle review, academic paper/project, Formative assessment in practical application: Course application: in practical assessment Formative self-assessments, standardizedassignments, student personal learning plans. leadership surveys, • •  Like all Woodbury students in accredited under Like all Woodbury students must main- graduate programs of study, tain a grade point average of 2.0 or higher to remain eligible for continuing their studies. ACADEMIC STANDARDS ACADEMIC CAPSTONE COURSE CAPSTONE class is taken in the final A senior seminar capstone of the major course semester as the culmination class, students engage in extensive In this of study. a major research paper or research and produce to the field of lead- original project appropriate each ership. The creation of this artifact assists themes student in their identification of pertinent and research topics. Organizational Leadership Critical Thinking and Emotional Intelligence Psychology of Organizations Ethics in Organizations Quantitative Analysis Group Dynamics Conflict Resolution Strategic Communication Leading Innovation and Organizational Change Capstone Thesis in Leadership Compare results from first three courses Compare results from assess the progression (LEAD 300-302) to Developed for from Introduced through through as- selected learning outcomes products/portfolios. sessment of course (LEAD 300, Leadership Theory and Practice Leadership Theory (LEAD 300, last course work from the I) with student Capstone in Leadership). (LEAD 401, courses LEAD Compare results from progression from 303-306 to assess the Mastery for selected Introduced through through assessment of learning outcomes course products/portfolios. the courses LEAD Compare results from 309-314 to assess the progression from Introduced through Mastery for selected of learning outcomes through assessment course products/portfolios. Baseline measurements: Comparison of entrance Baseline measurements: Comparison essays and resumes at beginning of program (LEAD 300) and at capstone (LEAD 401). Formative assessment throughout coursework: Courses LEAD 511 LEAD 513 LEAD 514 LEAD 515 LEAD 516 LEAD 517 LEAD 518 LEAD 519 LEAD 520 LEAD 512 2016-2017 Course Catalog 2016-2017 Course RESULTS OF LEARNING OF RESULTS All courses require specific activities and projects linked to the learning outcomes specified for produced may include research each course. Work papers, presentations, team-based projects, and out-of-class experiences. Graduate Degree Curriculum Degree Graduate Degree Leading to the Master of Arts (MA) • Year 2 –  • Year 3 -  • Year 4 -  • Year student In addition, there are regular and ongoing learning assessment procedures. •  • This degree is an intensive program of study that is completed in a 20-month cohort. is an intensive program This degree Leadership 250

implementation of vision statements. Lecture, case Lecture, of vision statements. implementation and group processes. experiential exercises, study, LEAD 304 Organizational Structure: Structure: LEAD 304 Organizational Sectors and Public Private 3 UNITS from a so- Emphasis is on organizational structure The categories of learning ciological point of view. of orga- include diversity and common elements natural, nizational structure, as well as rational, also covers and open-systems perspectives. Course problems in in-depth study of emerging issues and will identify public service employment. Students and define the role of personnel administration review objectives and within the public sector, human processes of mobilizing and managing study resources for governmental services, and conflict resolution and problem solving in collective experiential exercis- bargaining. Lecture, case study, es, and group processes. and Development LEAD 305 Personnel Culture Organizational 3 UNITS This course covers the basic principles underlying formulation and administration of human resource management, such as recruitment, selection, orien- tation, training, development, compensation, bene- Upon understanding the managing fits, and salary. of human resources, primary focus becomes critical and social meanings associated with the develop- ment of human resources. Course topics include internal and external organizational influences LEAD 302 Critical Analysis and Decision Making LEAD 302 Critical 3 UNITS both policy analysis and This course emphasizes Based on the development of policy development. student utilizes both a deductive empirical data, the process for problem and inductive decision-making experiential exercises, study, analysis. Lecture, case and group processes. Responsibility and Social LEAD 303 Leadership 3 UNITS dilemmas This course centers on a variety of moral Students that prevail in societies and organizations. of gain a deep understanding of the complexities analysis and such moral dilemmas through critical case study, application of ethical principles. Lecture, experiential exercises, and group processes. - 2016-2017 Course Catalog 2016-2017 Course LEAD 301 Leadership Theory and Practice II and Practice Theory LEAD 301 Leadership 3 UNITS This course examines current theory in the burgeon- ing field of leadership studies. It includes practical application of leadership skills and their place in su- pervising and leading others. Also covered are ideas of self-awareness, understanding the role of the and leadership styles, and the significance leader, BA COURSES I and Practice Theory LEAD 300 Leadership 3 UNITS This course examines past theory in the field of philosophy, leadership studies, covering the history, theories, and concepts of leadership. It will provide students with the foundations of leadership and between the role of the students will differentiate experi- Lecture, case study, manager and the leader. ential exercises, and group processes. Students are responsible for email and ISP accounts; Students are responsible for email and should student-owned computers used on campus access to have a network and/or wireless card for wireless network. the university’s or desktop, Recommended Hardware: PC, laptop 1600 MHz (1.36 GHz) or better; SPSS. MS Windows Required Software: Recent versions of and MS Office. STUDENT COMPUTER REQUIREMENTS STUDENT COMPUTER COMPUTER LITERACY REQUIREMENTS LITERACY COMPUTER program must be Graduates of the Leadership electronic media of commu- literate in the current software required to nication and fundamental in an organizational environ- function as a leader requires of its students skills ment. It specifically presentation software, and in word processing, across the Internet. These skills are well-developed requires the curriculum, as virtually every course spreadsheets, them. Students acquire proficiency in of as demonstrated by the successful completion required courses LEAD 312 and 313, Quantitative transfer Methods I and II, or their equivalent in credit. SPECIAL LEARNING REQUIREMENTS SPECIAL programs are expected in intensive degree Students Because of the pace every class meeting. to attend absence from a single class of the intensive format, to miss a substantial por meeting causes students tion of class content and participation. tion of class content Leadership - - - 251 ganizational structure and culture as a reflection of as a reflection structure and culture ganizational experiential study, norms. Lecture, case values and processes. exercises, and group productivity, the well-being of employees, and or of employees, and the well-being productivity, LEAD 312 Quantitative Methods I Methods LEAD 312 Quantitative 3 UNITS course gives Focusing on the pursuit of truth, this on selecting a comprehensive perspective focusing for research appropriate data analysis techniques self-under and evaluation designs. Emphasis is on standing in the context of research and the appro- priate use of various methodologies. The practical logic and applications of statistics used for research designs are presented. Both descriptive and infer Methods II LEAD 313 Quantitative 3 UNITS The focus of this course is on formulation of research problems, development of interviewing skills—including data collection and recording—es- tablishing field relations and tactics, transcribing data, analyzing data, and writing research reports. This course addresses the fundamentals of partici- pant observation and interviewing. Students con- ceptualize their own research design and become LEAD 310 Leading Organizational Change Organizational LEAD 310 Leading 3 UNITS role in organization- leader’s Students examine the and preventing change, as al change, in creating readiness for the organization’s well as determining the reasons for resistance change. Students explore for coping with resistance. to change and strategies experiential exercises, and Lecture, case study, group processes. Relations and Labor LEAD 311 Managing Conflict 3 UNITS ability to The success of leaders often rests on their coalitions. manage conflict and build sustainable analyze com- Leaders must be able to strategically situations. plex multiparty negotiation and conflict manage crisis They need self-awareness and skills to and and to facilitate consensus while protecting This advancing their own interests and objectives. concepts from course will apply analytical tools and management. the fields of negotiation and conflict and experiential exercises, Lecture, case study, group processes. ential statistics (parametric and non-parametric) are experiential exercises, covered. Lecture, case study, and group processes. - -

2016-2017 Course Catalog 2016-2017 Course ception, conflict, and establishing positive human relationships via communication. Lecture, case experiential exercises, and group processes. study, and LEAD 309 Leadership Psychology Organizational 3 UNITS This course provides an overview of leadership and employee behavior in the workplace and a broader include Topics study of organizational psychology. cultural issues involved in the development of orga- nizations and the structure of these organizations, of various organizational structures on the efficacy LEAD 308 Leadership and LEAD 308 Leadership Communication Interpersonal 3 UNITS Interpersonal aspects of leadership communications and will be studied. This course explores concepts develops related skills that define communication include in a variety of face-to-face contexts. Topics models of communication, language and meaning, verbal and nonverbal communication, interpersonal communication, small group communication, per 3 UNITS organiza- Equips students with a broad scope of they can tional communication theories on which internal/external communication build effective com- strategies. Course focus is on organizational includes munication channels and networks. Also communi- dyadic, small group, formal, and informal cation as well as the relationship of communication to organizational satisfaction and effectiveness, in leader-member and how communication differs case exchange and mass-communication. Lecture, group processes. experiential exercises, and study, LEAD 307 Leadership and LEAD 307 Leadership Communication Organizational LEAD 306 Diversity and Organizational Culture and Organizational LEAD 306 Diversity 3 UNITS to provide students with This course is designed and successful examples for conceptual models in a diverse culture. The goal exercising leadership develop organizational leader of the course is to upon individual morale, motivation, satisfaction, satisfaction, morale, motivation, upon individual experiential study, Lecture, case and performance. and group processes. exercises, ship that aims to transform the workplace through ship that aims to transform enhancement of human global awareness and experiential exercises, case study, potential. Lecture, and group processes. Leadership 252 - - 2016-2017 Course Catalog 2016-2017 Course size all prior learning in leadership and related course size all prior learning in leadership and related and personal.work and experiences, both professional outside theIt enables students to expand their thinking leadership as itpresent concepts and explore the arena of individual, thewill impact and apply in the future to the Lecture, case group, the organization, and an industry. processes. experiential exercises, and group study, LEAD 401 Capstone in Leadership LEAD 401 Capstone 3 UNITS contained inThis course builds on the leadership concepts to synthe previous courses and provides the opportunity LEAD 314 Strategic Planning and Assessment LEAD 314 Strategic 3 UNITS include those that will assist Major areas covered and direct the development of the student to guide strategic plan, includ- a long-range comprehensive of the plan, guiding and ing the documentation plan, as well as ongoing assess- implementing the of the plan. Lecture, case study, ment of the success and group processes. experiential exercises, - of extant litera consumers more knowledgeable and exercises, experiential case study, ture. Lecture, group processes.

Leadership LEAD 401 Capstone in Leadership in Capstone 401 LEAD

253 LEAD 314 Strategic Planning and Assessment and Planning Strategic 314 LEAD

LEAD 313 Quantitative Methods 2 Methods Quantitative 313 LEAD

LEAD 312 Quantitative Methods 1 Methods Quantitative 312 LEAD LEAD 311 Managing Conflict and Labor Relations Labor and Conflict Managing 311 LEAD

Entrepreneurship LEAD 310 Leading Organizational Change Organizational Leading 310 LEAD

MASTERED

LEAD 309 Leadership and Organizational Psychology Organizational and Leadership 309 LEAD

4

LEAD 308 Leadership and Interpersonal Communication Interpersonal and Leadership 308 LEAD

LEAD 307 Leadership and Organizational Communication Organizational and Leadership 307 LEAD

LEAD 306 Diversity in Organizational Culture Organizational in Diversity 306 LEAD LEAD 305 Personnel and Organizational Culture Organizational and Personnel 305 LEAD

Civic Engagement

LEAD 304 Organizational Structure Organizational 304 LEAD

3 LEAD 303 Leadership and Social Responsibility Social and Leadership 303 LEAD

APPLIED

LEAD 302 Critical Analysis and Decision Making Decision and Analysis Critical 302 LEAD

LEAD 301 Leadership Theory and Practice 2 Practice and Theory Leadership 301 LEAD LEAD 300 Leadership Theory and Practice 1 Practice and Theory Leadership 300 LEAD Transdisciplinarity

2 Strategic Principles Strategic MAJOR COURSES MAJOR .. DEVELOPED Design Thinking 1 and synthetic thinking. Strategic Principles globally diverse environment. * Demonstrate critical, analytical, LEARNING OUTCOMES (BA) Assuring in the context of a culturally, ethnically, Quality in Academic processes and organizational behaviors. Leadership Demonstrate self-awareness, and awareness Demonstrate understanding of organizational INTRODUCED Write, speak, and present using multiple forms of Continue to fulfill civic and social responsibilities. expression, such as logical, statistical, and visual. of the relationship between themselves and others, STRATEGIC PRINCIPLES CURRICULUM MAP CURRICULUM BA of Arts in Leadership Bachelor 2016-2017 Course Catalog 2016-2017 Course Leadership - 254 mal and informal channels of information sharing. mal and informal channels of information This course focuses on communication processes This course focuses on communication include leaders. Topics and strategies of effective biases in patterns of organizational communication, feedback, perception and judgments, networking, and for psychological processes in decision-making, and Organizational Innovation LEAD 519 Leading Change maintenance This course examines the creation and and of a culture of organizational innovation leadership. Topics change as a function of effective identify- include models of innovation and change, implement- ing the need for change, strategies for change agents, ing and directing change, effective and resistance to change. Thesis in Leadership LEAD 520 Capstone This course provides an opportunity to synthesize and apply coursework to personal work settings. Through the thesis project, students integrate contemporary issues with theories of leadership, including the knowledge, skills, and competencies leaders and models of organizational of effective structure and culture, innovation, and change that are relevant to leadership in an analysis of their work setting. LEAD 516 Group Dynamics Group LEAD 516 of the formation, is an exploration This course of human groups. and dissolution maintenance, environmental influences on group include Topics group group identity, formation of behavior, group roles and commu- cohesiveness, conformity, of group norms and nication patterns, development and making, productivity, values, group decision leadership. Resolution LEAD 517 Conflict sources of interpersonal This course analyzes Topics include models of conflict in organizations. strategies for identifying organizational conflict, and resolving conflict, theories of organizational patterns of change, implementation of change, and groups in communication between individuals and the workplace. Communication LEAD 518 Strategic 2016-2017 Course Catalog 2016-2017 Course This course provides an application of research methods and statistical analysis to evaluate pro- grams, policies, procedures, and performance in include experimental and organizations. Topics quasi-experimental research designs, concepts of and statistical tech- internal and external validity, niques for data collection and analysis. LEAD 515 Quantitative Analysis LEAD 515 Quantitative LEAD 514 Ethics in Organizations LEAD 514 Ethics in Organizations of leaders This course is an exploration of the role in shaping ethical policies and practices in organiza- include shaping organizational values, tions. Topics goals and mission, ethical decision making, obli- gations of personnel to the organization, and the ethical use of power and influence. LEAD 513 Psychology of Organizations Organizations of LEAD 513 Psychology princi- This course is an application of psychological behavior ples and theories in understanding human and pat- include models in the workplace. Topics and terns of behavior in organizations, individual and group dynamics, the culture of organizations, selection, decision-making processes in employee motivation, evaluation, and training. LEAD 512 Critical thinking and Emotional LEAD 512 Critical Intelligence to engage in self-analysis of Students will be able and abilities of Critical Think- the knowledge, skills, as they but- ing (CT) and Emotional Intelligence (EI) leadership. Activities include hands- tress effective competencies on opportunities to apply CT/EI to the and will fundamental to organizational leadership Focus be utilized throughout the entire curriculum. ability to articulate their values, is on student’s reasoning, decision making, essential intellectual as to develop a as well and the logic of rationality, style. vision of their own leadership traits and MA COURSES Leadership Organizational LEAD 511 con- of traditional and is an exploration This course of leadership in organizations. temporary theories models of leadership styles and tech- include Topics change agents, motivating niques, organizational making and problem solving, personnel, decision relationships, conflict resolu- ethics, interpersonal tion, and power. Leadership 255

Entrepreneurship

LEAD 520 Capstone Thesis in Leadership in Thesis Capstone 520 LEAD

4 LEAD 519 Leading Innovation and Organizational Change Organizational and Innovation Leading 519 LEAD

MASTERED LEAD 518 Strategic Communication Strategic 518 LEAD

LEAD 517 Conflict Resolution Conflict 517 LEAD LEAD 516 Group Dynamics Group 516 LEAD

Civic Engagement

LEAD 515 Quantitative Analysis Quantitative 515 LEAD

3

LEAD 514 Ethics in Organizations in Ethics 514 LEAD

LEAD 513 Psychology of Organizations of Psychology 513 LEAD

LEAD 512 Critical Thinking and Emotional Intelligence Emotional and Thinking Critical 512 LEAD LEAD 511 Organizational Leadership Organizational 511 LEAD Transdisciplinarity

2 Strategic Principles Strategic 3 3 1 24 23 23 24 124 ALL ALL 124 124 124

DEVELOPED COURSES .. GOAL 1 GOAL 2 GOAL 5 GOAL 6 GOAL 3 GOAL 4 Design Thinking 1 interpersonal conflict Emotional Intelligence principles of leadership oral and written formats Strategic Principles non-verbal communication to organizations and leadership approaching issues or situations ** "Communicate effectively in both oral and written formats" is developed in LEARNING OUTCOMES SLO 3.2: Identify and characterize all courses that have papers/presentations; and then mastered in the capstone and concepts to specific situations (MAL) Assuring Quality in Academic SLO 4.1: Articulate and prioritize ethical SLO 2.1: Employ systems thinking when Leadership SLO 5.2: Detect, differentiate, and diffuse Evaluate approach to issues or situations ** SLO 3.1: Communicate effectively in both INTRODUCED Knowledge of theories and concepts regarding organizations and leadership. Critical, analytical, strategic, and systems thinking. Effective communication. Ethical employee, leader, member of the community. Conflict mitigation. Self-understanding of leadership strengths and areas for improvement. SLO 2.3: Propose and conduct research related research related to leadership and organizations SLO 1.1: Evaluate the relevance of traditional and employee dynamics, development, and motivation SLO 1.2: Compare and contrast theories regarding SLO 6.1: Relate leader effectiveness to concepts of SLO 2.2: Employ and Assess, Plan, Implement, and SLO 2.4: Critically consume and/or apply published SLO 5.1: Display appreciation for diverse viewpoints contemporary leadership and organizational theories SLO 4.2: Formulate ethical decision-making approach STRATEGIC PRINCIPLES STRATEGIC Master of Arts in Leadership Master CURRICULUM MAP CURRICULUM GOAL 1: GOAL 2: GOAL 3: GOAL 4: GOAL 5: GOAL 6: 2016-2017 Course Catalog 2016-2017 Course Library and Information Services 256 meaningful sources into the creation of oral, sources into the meaningful works that ad- and/or written physical, visual, vance understanding. skills and knowledge of ef- Students will apply research processes to real life fective and ethical issues and situations. to build and practice Students will continue skills and knowledge beyond information literacy them in other courses and LSCI courses, applying situations. • • RESULTS OF LEARNING OF RESULTS The most obvious tangible results of student learning are manifest in projects created for various - classes throughout the course of study at Wood Bibliographies and resource lists will show bury. accurate and correct citation practices, appropriate choices of a variety of authoritative resource mate- rial, and verification that projects overall are free of plagiarism. Changes in behaviors and attitudes are evident in students’ activities, such as being able to use the library online catalog independently to identify materials, retrieve materials from various locations, ASSESSMENT PROCESS ASSESSMENT PROCESS Science program, In the Library and Information summative assessments of stu- both formative and assess- dents’ performance are applied. Formative for students ment processes include: opportunities peers; de- to provide structured feedback to their and tailed feedback from professors on homework Summative quizzes; and student self-assessments. exam; assessment methods include: comprehensive and evaluation of students’ formal presentations and projects. Assessment takes into consideration is ex- class attendance and participation, which plained in each course syllabus. LSCI professors assess their own performance through student course evaluations, professors’ of self-reflection, and faculty peer observation a regular their teaching. At the department level, provides five-year cycle of programmatic assessment of changes opportunities to evaluate the results The purpose made in response to previous findings. of academic of this is to maintain the highest level continues quality and to assure that the program As- to meet the needs of the students it serves. sessment of the Student Learning Outcomes listed above is an ongoing part of that process. - mation into their knowledge base. Using resources discovered through the research process, students will integrate appropriate and Students will recognize and utilize the library’s Students will recognize and utilize the library’s physical and virtual resources and services as an access point for the facilitation of learning. Students will demonstrate a foundational un- derstanding of research methods and resources appropriate for inquiries both general and disci- pline-specific. Students will evaluate information critically and contextually and incorporate appropriate infor 2016-2017 Course Catalog 2016-2017 Course • STUDENT LEARNING OUTCOMES re- partner in learning, The library is a student’s scholars and teaching. Connecting search, study, the library’s with information and related services, provide the human element that faculty and staff in ef- helps guide scholars toward self-sufficiency research, and development of fective and efficient critical evaluation skills. Literacy Guided by the Framework for Information Association in Higher Education established by the of College and Research Libraries (ACRL), the library provides courses, workshops, and individual point- of-use instruction to facilitate the achievement of the following outcomes: • • • L. Nedra Peterson, MA, University Librarian L. Nedra Peterson, is essential in all disciplines, Information literacy literacy skills positions and achieving information professional, and person- students for academic, that all University requires al success. Woodbury a certain level of information students demonstrate of graduation. The library offers literacy at the time that provide a foundation- several one-unit courses may satisfy al mechanism through which students only need the university requirement. Students early in to take one of these courses. When taken LSCI courses provide a strong career, a student’s literacy benchmark foundation for information practice in skills. With continued instruction and will be other GE and discipline courses, students prepared for the more complex and sophisticated in their applications of information literacy assessed majors at the capstone level. Library and and Library Science Information Library and Information Services 257 -

Independent Study Autobiography This is an individual investigation into a field of spe- cial interest chosen by the student with the approv- the periodic meetings with al of the dean. Regular, department chair or an assigned faculty member are required. Thirty hours required for each unit of credit. Prerequisite: Consent of the dean. LITR 330 LITR 3 UNITS styles of autobiographies are ex- Radically different intentions in plored. The course looks at ethics and ap- own life. Students will gain an depicting one’s be- preciation for the sometimes fuzzy distinctions in character tween what is fiction and what is fact portrayals. Lecture. Prerequisites: LSCI 105, Informa- tion Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, Information in the Disciplines; WRIT II, or WRIT 212, Rhetoric and 112, Academic Writing Design; COMM 120, Public Speaking; and LITR 2XX, literature course. 299, 399 LITR 3 UNITS Literature of per students a range classes offer Literature and its continuing on literary expression spectives human condition. These class- exploration of the of the historical, understanding es deepen one’s elements found in contem- cultural, and individual literary works. Students are porary and historical the meaningful threads of challenged to pursue that connect texts to each other styles and content context. and to their social through the are offered All literature courses Studies and are department of Interdisciplinary coordinated by the associate dean. COURSES LITERATURE 206 The Short Story LITR 3 UNITS story as This course provides a study of the short explore a unique literary form. The course will stories the reading and analysis of representative short story. and the historical development of the Theory Lecture. Prerequisites: LSCI 105, Information Sources in and Practice, or LSCI 106, Information or LSCI 205, Architecture and Interior Architecture, 112, Aca- Information in the Disciplines; and WRIT Design. II, or WRIT 212, Rhetoric and demic Writing -

Information in the Disciplines Information Information Theory and Practice Theory Information 2016-2017 Course Catalog 2016-2017 Course LSCI 205 1 UNIT This course introduces students to the professional and research literature in the disciplines of their individual majors. Students will develop an under standing of the production and dissemination of in- formation and knowledge as reflected in a specific discipline, refine retrieval and evaluation skills, and communicate the results of research in a format ap- propriate to the discipline or profession. This course Information Literacy Woodbury University’s satisfies proficiency requirement. 1 UNIT discussions Students of LSCI 106 will participate in a variety of and presentations, and will complete of online assignments that will involve the use content and print information resources. Course developing will focus on the research process and and the skills involved in the retrieval, evaluation, information ethical use of information. Most of the will be rele- resources discussed during this course interior archi- vant to the fields of architecture and Woodbury University’s tecture. This course satisfies Information Literacy Proficiency Requirement. LSCI 106 Information Sources in Sources LSCI 106 Information Architecture Architecture/Interior Courses LSCI 105 1 UNIT to the production This course is an introduction of information and knowledge. and dissemination systems, traditional Using networked information and evolving delivery systems, scholarly resources, understanding of concepts students develop an process, and skills in retriev- underlying the research appropriate al and critical evaluation of resources in to university-level research. Provides experience results the ethical use and presentation of research the applica- with correct documentation styles, and assigned in tion of knowledge and skills to research other courses. choose appropriate research tools and execute ef- tools and execute research choose appropriate information searches, evaluate efficient fective and - effec use information and critically, and its sources to accomplish a specific purpose. tively and ethically Library and Information Services 258 - in Literature Topics 2016-2017 Course Catalog 2016-2017 Course LITR 270, 370 LITR 3 UNITS 270: LSCI 105, Infor for LITR Lecture. Prerequisite: mation Theory and Practice, or LSCI 106, Informa- mation Theory and and Interior Architec- tion Sources in Architecture in the Disciplines; ture, or LSCI 205, Information II, or WRIT 212, Rhet- Writing WRIT 112, Academic LITR 370: WRIT 112, Academic oric and Design; for literature course. II, and LITR 2XX, Writing Mathematics 259 Trigonometry with Descriptive Geometry Trigonometry MATH 370 MATH in Mathematics Topics 399MATH Independent Study in Mathematics MATH 200MATH Math Ideas 220MATH Business Mathematics 226MATH Business Statistics 249MATH College Algebra 251 MATH 270MATH in Mathematics Topics 299MATH Independent Study in Mathematics ASSESSMENT PROCESS ASSESSMENT PROCESS as- Ongoing diagnostic, formative, and summative student and sessment methods are used to evaluate Reflections on the results of these faculty efforts. energies assessments enable faculty to direct their accomplishment of depart- toward more effective instruc- mental goals. By reviewing the curriculum, processes, tional methods, and various assessment beliefs, in- faculty can monitor changes in students’ creased understanding of mathematics and natural sciences, and improved abstraction, communication, and collaborative skills. In mathematics, common final examinations are conducted for the courses that have multiple sec- tions; examinations are evaluated and graded by minimizing the mathematics professors collectively, “instructor bias.” Each course and its related out- comes are assessed every two years. THE COLLEGE-LEVEL MATHEMATICS MATHEMATICS THE COLLEGE-LEVEL PROGRAM to complete students are required All university college-level mathematics at least one three-unit ask for an additional course. Many departments students are advised to check mathematics course; for their program of study. the course requirements courses are designated College-level mathematics 200s, such as those below: with a number in the may occasionally offer In addition, the department course in mathematics: an upper-division - mental problems. Demonstrate mathematical habits of mind, as Demonstrate mathematical habits of well as critical and abstract thinking skills. environ Apply math in the solution of social and Communicate mathematical concepts in three Communicate mathematical concepts graphic. representations: written, symbolic, and incorporate concepts from one math Effectively course into another math course. effectively Apply math across the curriculum by analyzing, formulating, and solving problems within their disciplines. Demonstrate mastery in basic math skills. 2016-2017 Course Catalog 2016-2017 Course THE DEVELOPMENTAL MATHEMATICS MATHEMATICS THE DEVELOPMENTAL PROGRAM For those not ready to undertake college-level been away mathematics, either because they have from the subject for a while or because they have yet to fully grasp the fundamentals and put them into practice, the developmental mathematics pro- gram provides the needed coursework. 149, 049, Elementary Algebra, and MATH MATH Intermediate Algebra, are consecutive three-unit courses that prepare students for college-level 049 does not apply work in mathematics. MATH toward graduation but will fulfill unit requirements 149 applies toward elec- for financial aid. MATH tive credit but does not fulfill a general education requirement. Placement in these classes is based on a proficiency examination score. A grade of “C” 049 is required to enroll in (2.0) or higher in MATH 149. A grade of “C” (2.0) or higher in MATH MATH 149 is required to enroll in college-level mathemat- ics courses. • Summary Curriculum • • • LEARNING OUTCOMES • • MISSION a positive attitude in our Our mission is to promote to develop mathe- students toward mathematics, and to equip our students matical habits of mind, mathematics to func- expertise in with sufficient in their careers. Our in society and tion effectively designed to meet are dynamic course offerings university majors and to the needs of the various environmental challenges. address social and Mathematics Mathematics EdD, Department Chair Martin C. Tippens, Mathematics 260

Descriptive Geometry Descriptive Math for Media Technology I Media Technology Math for Topics in Mathematics Topics College Algebra College Descriptive with Trigonometry

UNITS MATH 270 270 MATH 3 UNITS interest in This course focuses on various areas of exam mathematics. Lecture. Prerequisite: Placement with a grade 149, Intermediate Algebra, or MATH of “C” or better. 2701 MATH 1 UNIT This course is an introduction to the methods of orthographic projection used to achieve accurate rendering of objects and spatial relations between objects. Applications from architecture are used. 202, Trigonometry. Lecture. Prerequisite: MATH 2704 MATH 3 An introduction to propositions, logic, sets and functions, matrices, combination, permutation, with an emphasis on reading and and probability, writing mathematical proofs. This course is one part - of the two courses of the Math for Media Technol 249, College ogy series. Lecture. Prerequisite: MATH Algebra, with a grade of “C” or better. MATH 249 MATH 3 UNITS Topics in algebraic functions. This is a course limited to: relations; func- include, but are not the algebra of functions; tions; inverse functions; exponential; and logarith- polynomial, rational content is covered in three mic functions. Course and the written word. realms: symbolic, graphic, includes components of In addition, each topic applications. Lecture. Prereq- problem solving and 149, Intermediate or MATH uisite: Placement exam of “C” or better. Algebra, with a grade 251 MATH Geometry 3 UNITS This is a course in trigonometry and descriptive measure, algebraic include radian Topics geometry. functions, trig- and trigonometric functions, inverse laws onometric identities and equations, vectors, of sine and cosine, vector algebra, orthographic and projection, multi-view drawings, visualization, and plane. fundamental views of the point, line, Algebra, 249, College Lecture. Prerequisite: MATH with a grade of “C” or better. - - Statistics Business Math Ideas 2016-2017 Course Catalog 2016-2017 Course tion to statistical computation using the SPSS computer program. Lecture. Prerequisite: Placement exam or MATH 149, Intermediate Algebra, with a grade of “C” or better. MATH 226 MATH 3 UNITS This course emphasizes conceptual rather than com putational understanding of basic statistical concepts, and hypothesis including inferential statistics, probability, testing. A key component of the course is the introduc MATH 220 Business Mathematics Business 220 MATH 3 UNITS This is a course applying mathematics to busi- include ness, economics, and management. Topics matrices, linear programming, an introduction to mathematics probability and statistics, , of finance, and Markov chains. Lecture. Prerequi- 149, Intermediate site: Placement exam or MATH Algebra, with a grade of “C” or better. 200 MATH 3 UNITS of branch- This course provides a survey of a variety numeration es of mathematics including history of reasoning, systems, logic, inductive and deductive introduction to perspective and art, an geometry, statistics, trigonometric functions, probability and will be and business and finance math. An emphasis in the real placed on applications of mathematics exam or world. Lecture. Prerequisite: Placement with a grade of 149, Intermediate Algebra, MATH “C” or better. MATH 149 Intermediate Algebra 149 Intermediate MATH 3 UNITS include course in algebra. Topics This is a beginning equa- polynomials, factoring, algebraic expressions, and tions in two variables, quadratic equations, exam graphing. Lecture. Prerequisite: Placement with a grade of 049, Elementary Algebra, or MATH “C” or better. Math Courses Algebra 049 Elementary MATH 3 UNITS and is also an intro- This is a course in pre-algebra include operations on Topics duction to algebra. real numbers, first-de- whole numbers, fractions, variable and formulas, and gree equations of one polynomials. This course does an introduction to Lecture. Prerequisite: not count toward graduation. Placement examination. Mathematics - of all concepts 261 Exemplary Student work demonstrates an understanding and principles using appropriate terminology, symbols, or images. Student work may display originality in the use of fundamental concepts and principles. Student work demonstrates a thorough knowledge and control over all relevant connections among or between mathematical concepts and principles. Student work shows correct reasoning for applying relevant mathematical concepts and principles to problems or issues and reflects a thorough knowledge of each principle. Student work displays an original, creative, rigorous understanding of mathematics in discipline specific applications. Student work identifies and synthesizes all relevant concepts and principles to find creative, original solutions. Student work appraises the solutions, ideas, reasoning, arguments, etc. by clearly discussing advantages, disadvantages, and differences and similarities in concepts as well as proposed solutions. Student gathered a great deal of data relevant to the topic and shared that data with the group members on time; fulfilled all the assigned duties, engaged in teamwork and actively participated in the preparation and presentation of power points, emails, in-class discussions, etc. Student listened patiently when other team members spoke and expressed fairly his/her thoughts without arguing and helped reach a fair decision. Above Expectations Student work displays a solid understanding of mathematics in applications to specific disciplines. Student work identifies and synthesizes most of the concepts and principles necessary to find solutions. Student work appraises solutions, ideas, reasoning, arguments, etc. by clearly and methodically presenting advantages, disadvantages, and differences and similarities in alternative solutions. The discussion may have mistakes, but, overall, the discussion is accurate and draws on contextually useful principles, concepts, and reasoning methodology. Student gathered basic data relevant to the topic and shared that data with the group members on time; fulfilled nearly all the assigned duties in the team work and participated in the preparation and presentation of power points or similar ones; listened patiently when other team members spoke. Student may have articulated irrelevant, but helped group decision-making processes by working toward fair decisions. Student work demonstrates a solid understanding of the fundamental concepts and principles using appropriate terminology, symbols, or images. Student work demonstrates most of the relevant connections between mathematical concepts and principles. Demonstration of student understanding will display some complexity of thought/reasoning, and connections across or between principles will be clear if not always well-worded or explained. Student work shows mostly correct reasoning for applying relevant mathematical concepts and principles to problems or issues and reflects a thorough knowledge of each principle. in Mathematics Topics Entrepreneurship concepts and Satisfactory 4

MASTERED MATH 2705 Math for Media Technology II Technology Media for Math 2705 MATH

MATH 2704 Math for Media Technology I Technology Media for Math 2704 MATH Student work demonstrates basic understanding of most of the fundamental principles using appropriate terminology, symbols, or images. Student work demonstrates a basic understanding of the relevant connections between mathematical concepts and principles. Demonstration of this understanding will be simple, and understanding of connections across or between principles may be uneven. Student work shows somewhat correct reasoning for applying relevant mathematical concepts and principles to problems or issues and reflects a thorough knowledge of each principle. Student work displays unevenness in applications of math to specific disciplines. Student work Identifies and synthesizes some of the concepts and principles to find workable solutions. Student work offers partial appraisal of solutions, ideas, reasoning, arguments, etc. Work demonstrates unevenness in discussing advantages, disadvantages, and differences and similarities in solutions to complex problems, or solution(s) proposed simplify the complexity of the problem. Student gathered very little data relevant to the topic and shared little data with the group members on time; fulfilled very few of the assigned duties in the team work andparticipated too little in the preparation and presentation of power points or similar ones; did not allow other team members to speak; argued with other group members and took sides with friends instead of considering all views. al of the dean. Regular, periodic meetings with the periodic meetings Regular, al of the dean. faculty member chair and an assigned department of for each unit Thirty hours required are required. Consent of the dean. credit. Prerequisite: mation Sources in Architecture and Interior Archi- mation Sources in Architecture Information in the Disciplines; tecture, or LSCI 205, II or WRIT 212, Rhet- Writing WRIT 112, Academic 120, Public Speaking; and oric and Design; COMM 2xx. MATH MATH 370 MATH 3 UNITS on various areas of interest This course focuses Prerequisites: LSCI 105, in mathematics. Lecture. and Practice, or LSCI 106, Infor Information Theory

MATH 2700 Topics in Mathematics in Topics 2700 MATH MATH 251 Trigonometry with Descriptive Geometry Descriptive with Trigonometry 251 MATH

Civic Engagement

MATH 249 College Algebra College 249 MATH

(PART 1 OF 2) 1 OF (PART 3

MATH 226 Business Statistics Business 226 MATH MATH 220 Business Mathematics Business 220 MATH

PRACTICED MATH 149 Intermediate Algebra Intermediate 149 MATH MATH 049 Elementary Algebra Elementary 049 MATH Below Expectations Transdisciplinarity

2 Strategic Principals Strategic

and presentation of power points or similar ones; did not allow other team members to speak and did all the talking usually argued and always wanted things his/her way. Student work does not display an understanding of mathematics in applications to specific disciplines. Student work shows little ability to identify and synthesize concepts and principles to find solutions. Student work does not appraise solutions, ideas, reasoning, arguments, etc. by clearly discussing advantages, disadvantages, and/or differences and similarities of solutions. Student did not gather data relevant to the topic; did not fulfill the assigned duties in the team work and not participated in the preparation Student work demonstrates little or no understanding of concepts and principles using appropriate terminology, symbols, or images. Student work does not demonstrate most of the relevant connections among mathematical concepts and principles. Student work does not show reasoning for applying relevant mathematical concepts and principles to problems or issues and reflects a thorough knowledge of each principle. REQUIRED COURSES REQUIRED Design Thinking DEVELOPED 1 basic math skills problems or issues. Learning Outcomes symbolic and graphic habits of mind, critical Strategic Principals 1. Demonstrate mastery in and abstract thinking skills 5. Demonstrate mathematical to complex problems or issues Collaborate with others to solve in three representations; written, problems within their disciplines problems within their disciplines LEARNING OUTCOMES Math II Technology Media Math for Demonstrate mathematical habits of Apply math across the curriculum by math course into another math course Assuring Quality in 4. Apply math across the curriculum by Academic 2. Communicate mathematical concepts 3. Effectively incorporate concepts from mind, critical and abstract thinking skills Demonstrate mastery in basic math skills problems and propose effective solutions Effectively incorporate concepts from one one math course into another math course and propose effective solutions to complex 6. Collaborate with others to solve problems effectively analyzing, formulating, and solving effectively analyzing, formulating, and solving Communicate mathematical concepts in three representations; written, symbolic and graphic INTRODUCED 5 UNITS STRATEGIC PRINCIPALS CURRICULUM MAP Math Department Learning Outcomes - 2016-2017 Course Catalog 2016-2017 Course MATH 299, 399, 499 Independent Study in Study 299, 399, 499 Independent MATH Mathematics 1 investigation into a field of spe- This is an individual the approv- cial interest chosen by the student with MATH 2705 MATH 3 UNITS - and graph mod to graph theory An introduction Boolean algebra, and Turing els, trees, algorithms, emphasis on reading and writing Machines, with an This course is the second part mathematical proofs. - in the Math for Media Technol of the two courses 249, College Prerequisite MATH ogy series. Lecture. of “C” or better. Algebra, with a grade Mathematics 262 of all concepts Exemplary Student work demonstrates an understanding and principles using appropriate terminology, symbols, or images. Student work may display originality in the use of fundamental concepts and principles. Student work demonstrates a thorough knowledge and control over all relevant connections among or between mathematical concepts and principles. Student work shows correct reasoning for applying relevant mathematical concepts and principles to problems or issues and reflects a thorough knowledge of each principle. Student work displays an original, creative, rigorous understanding of mathematics in discipline specific applications. Student work identifies and synthesizes all relevant concepts and principles to find creative, original solutions. Student work appraises the solutions, ideas, reasoning, arguments, etc. by clearly discussing advantages, disadvantages, and differences and similarities in concepts as well as proposed solutions. Student gathered a great deal of data relevant to the topic and shared that data with the group members on time; fulfilled all the assigned duties, engaged in teamwork and actively participated in the preparation and presentation of power points, emails, in-class discussions, etc. Student listened patiently when other team members spoke and expressed fairly his/her thoughts without arguing and helped reach a fair decision. Above Expectations Student work displays a solid understanding of mathematics in applications to specific disciplines. Student work identifies and synthesizes most of the concepts and principles necessary to find solutions. Student work appraises solutions, ideas, reasoning, arguments, etc. by clearly and methodically presenting advantages, disadvantages, and differences and similarities in alternative solutions. The discussion may have mistakes, but, overall, the discussion is accurate and draws on contextually useful principles, concepts, and reasoning methodology. Student gathered basic data relevant to the topic and shared that data with the group members on time; fulfilled nearly all the assigned duties in the team work and participated in the preparation and presentation of power points or similar ones; listened patiently when other team members spoke. Student may have articulated irrelevant, but helped group decision-making processes by working toward fair decisions. Student work demonstrates a solid understanding of the fundamental concepts and principles using appropriate terminology, symbols, or images. Student work demonstrates most of the relevant connections between mathematical concepts and principles. Demonstration of student understanding will display some complexity of thought/reasoning, and connections across or between principles will be clear if not always well-worded or explained. Student work shows mostly correct reasoning for applying relevant mathematical concepts and principles to problems or issues and reflects a thorough knowledge of each principle. Entrepreneurship concepts and Satisfactory 4

MASTERED MATH 2705 Math for Media Technology II Technology Media for Math 2705 MATH

MATH 2704 Math for Media Technology I Technology Media for Math 2704 MATH Student work demonstrates basic understanding of most of the fundamental principles using appropriate terminology, symbols, or images. Student work demonstrates a basic understanding of the relevant connections between mathematical concepts and principles. Demonstration of this understanding will be simple, and understanding of connections across or between principles may be uneven. Student work shows somewhat correct reasoning for applying relevant mathematical concepts and principles to problems or issues and reflects a thorough knowledge of each principle. Student work displays unevenness in applications of math to specific disciplines. Student work Identifies and synthesizes some of the concepts and principles to find workable solutions. Student work offers partial appraisal of solutions, ideas, reasoning, arguments, etc. Work demonstrates unevenness in discussing advantages, disadvantages, and differences and similarities in solutions to complex problems, or solution(s) proposed simplify the complexity of the problem. Student gathered very little data relevant to the topic and shared little data with the group members on time; fulfilled very few of the assigned duties in the team work andparticipated too little in the preparation and presentation of power points or similar ones; did not allow other team members to speak; argued with other group members and took sides with friends instead of considering all views.

MATH 2700 Topics in Mathematics in Topics 2700 MATH MATH 251 Trigonometry with Descriptive Geometry Descriptive with Trigonometry 251 MATH

Civic Engagement

MATH 249 College Algebra College 249 MATH

3

MATH 226 Business Statistics Business 226 MATH MATH 220 Business Mathematics Business 220 MATH

PRACTICED MATH 149 Intermediate Algebra Intermediate 149 MATH MATH 049 Elementary Algebra Elementary 049 MATH Below Expectations Transdisciplinarity

2 Strategic Principals Strategic

and presentation of power points or similar ones; did not allow other team members to speak and did all the talking usually argued and always wanted things his/her way. Student work does not display an understanding of mathematics in applications to specific disciplines. Student work shows little ability to identify and synthesize concepts and principles to find solutions. Student work does not appraise solutions, ideas, reasoning, arguments, etc. by clearly discussing advantages, disadvantages, and/or differences and similarities of solutions. Student did not gather data relevant to the topic; did not fulfill the assigned duties in the team work and not participated in the preparation Student work demonstrates little or no understanding of concepts and principles using appropriate terminology, symbols, or images. Student work does not demonstrate most of the relevant connections among mathematical concepts and principles. Student work does not show reasoning for applying relevant mathematical concepts and principles to problems or issues and reflects a thorough knowledge of each principle. REQUIRED COURSES REQUIRED Design Thinking DEVELOPED 1 basic math skills problems or issues. Learning Outcomes symbolic and graphic habits of mind, critical Strategic Principals Strategic 1. Demonstrate mastery in and abstract thinking skills 5. Demonstrate mathematical to complex problems or issues Collaborate with others to solve Collaborate with in three representations; written, problems within their disciplines problems within their disciplines problems within their LEARNING OUTCOMES LEARNING Math Demonstrate mathematical habits of Demonstrate mathematical Apply math across the curriculum by Apply math across math course into another math course into another math math course Assuring Quality in 4. Apply math across the curriculum by Academic 2. Communicate mathematical concepts 2. Communicate mathematical concepts 3. Effectively incorporate concepts from mind, critical and abstract thinking skills mind, critical and Demonstrate mastery in basic math skills skills math basic in mastery Demonstrate problems and propose effective solutions problems and propose effective solutions Effectively incorporate concepts from one incorporate concepts Effectively one math course into another math course and propose effective solutions to complex 6. Collaborate with others to solve problems effectively analyzing, formulating, and solving effectively analyzing, formulating, and solving effectively analyzing, Communicate mathematical concepts in three in concepts mathematical Communicate and graphic written, symbolic representations; INTRODUCED 2016-2017 Course Catalog 2016-2017 Course (PART 2 OF 2) 2 OF (PART STRATEGIC PRINCIPALS CURRICULUM MAP Outcomes Math Department Learning Personal and Professional Development

263 - and intrapersonal competence means rec ute to learning and personal development, and development, and and personal ute to learning experience educationally purposeful “almost any outcome” (ACPA to a desired can be a precursor 1994, 1). be an effective student, professional, and citizen; be an effective Inter Practical competence refers to the skills needed to ognizing and defining oneself as unique, evolving, a wide variety of individuals and groups; and self-directed, and interacting effectively with and self-directed, and interacting effectively Similarly, “Learning Reconsidered” defines learn- “Learning Similarly, holistic, transformative ing as “a comprehensive, academic learning and activity that integrates (Keeling 2004, 2). “Learning student development” which recognizes a framework Reconsidered” offers of personal development “the essential integration asserts that “student learning with learning,” and and developmental out- produces both educational 3). “Learning Reconsidered” comes” (Keeling 2004, 2006) echo and “Learning Reconsidered 2” (Keeling asser- Patricia King and Marcia Baxter Magolda’s on Learning” tion in “A Developmental Perspective experience (1996) that “…a successful educational simultaneously increases cognitive understanding interpersonal and a sense of personal maturity and (Keeling 2004, 3). effectiveness.” focus on “the integrated own Indeed, Woodbury’s beliefs that The student” supports this philosophy. personal and profession- “the aspects of a student’s “what one al life are fully integrated,” and that of what will do as a professional is an outgrowth from the one will become as a person,” (taken Six Principles) require that our University Woodbury learning and traditionally distinct silos of academic sepa- student development no longer be considered is an rate objectives. Adoption of a PPDV curriculum perceived gap. important step toward bridging that • LEARNING OUTCOMES The PPDV curriculum focuses on the integration of personal and professional development into a academic experience in order to educate student’s the whole student. Based on the characteristics of a college-educated person outlined in The Student Learning Imperative, Baxter Magolda (1999) identi- fied specific dimensions of learning that fall within this framework: • - s voca- fective) bears little resemblance to post-col- Both in-class and out-of-class experiences contrib The traditional separation between academic (cognitive) and student development affairs (af to classify many it is difficult lege life. Moreover, critical skills (e.g., leadership, mentoring, identity formation) as either cognitive or affective. “Hallmarks of a college-educated person include: (a) complex cognitive skills such as reflection and critical thinking; (b) an ability to apply knowledge to practical problems encountered in one’ or other areas of life; (c) an under- tion, family, standing and appreciation of human differences; (d) practical competence skills (e.g., decision making, conflict resolution); and (e) a coherent, self-esteem, confi- integrated sense of identity, aesthetic sensibilities, and civic dence, integrity, 1994) (ACPA responsibility.” 2016-2017 Course Catalog 2016-2017 Course • • Phyllis Cremer, EdD, Coordinator Phyllis Cremer, Development (PPDV) The Personal and Professional experiences that program provides educational enhancing the student learn- support retention by traditional academic subjects ing experience within of personal and professional by focusing on areas PPDV curriculum is grounded in development. The inextricably a view of learning that includes and is compe- intertwined with intra- and interpersonal practical tence, psychosocial development, and These courses competence in all dimensions of life. classroom/ are intended to help students link their emotional, studio experiences with their everyday and therefore intellectual, and physical experiences, by Wood- align with important principles put forth bury University. was This view of student learning and development Imperative first presented in The Student Learning Asso- put forth by the American College Personnel 1994), which argues for a seamless ciation (ACPA experienc- relationship between in- and out-of-class Imperative, es for students. The Student Learning of Student Development, and Office Woodbury’s following the PPDV curriculum are based on the and student assumptions about higher education development: • Personal and and Personal Professional Development Personal and Professional Development - 264 - Philosophy (Minor) Philosophy but it is Philosophy is the most ancient discipline, is marked Life today also the most contemporary. and informa- by unbridled progress, political strife, is impos- tion overload. Meeting these challenges conceptual sible without the abstract thinking and inherently inter Philosophy is agility of philosophy. fields disciplinary—it readily engages and informs marketing, as varied as physics, architecture, history, etc. Many mathematics, political science, the arts, urban hybridized studies—neuroscience, of today’s planning, medical research, sustainability—actively employ philosophical language and methodology. make sense of our world through the pursuit of We is important as a marker of truth and value. Truth scientific, historical, and logical fact. It helps us de- scribe the world reliably and engage with it produc- In our continuous attempts to get a handle tively. on the world around us, philosophy provides the fundamental criteria for belief, knowledge, truth, The study of value is also essential to and certainty. our understanding of the human condition. Each statement we make, each action we commit to, and each object we create is charged with ethical and/or aesthetic value. Acquaintance with the principles of philosophical ethics and aesthetics brings us closer to the ideals of civility and refinement. A better person and a better society are only achievable through the educated pursuit of these ideals. PPDV 200 Transition to Woodbury to 200 Transition PPDV 1 UNIT - transfer stu is designed to introduce This course for succeeding in Woodbury dents to strategies While each student design programs. University’s ability to succeed in higher has proven his or her may be needed to transi- education, new strategies This community to another. tion from one learning to discover the differ course will allow students environment and collaboratively ences in their new success. explore strategies for Building in Community 222 Leadership PPDV 1 UNIT open to all This introductory leadership course is are apply- students and required for students who will ex- ing for a student leader position. Students in the areas plore skills and theoretical frameworks develop- of ethical decision making, college student ment, group processes, and social responsibility.

structured opportunities for students to provide structured opportunities for students feedback on their peers’ presentations; are MOODLE discussions, during which students each oth- expected to thoughtfully comment on ideas; er’s multi- ongoing instructor feedback throughout step projects; mandatory one-on-one meetings between accomplish- students and instructors to reflect on direction ments and obstacles to date, and discuss for future development. research and reflection papers; formal presentations; in-class cumulative exams. acquiring the skills and motivation necessary to necessary the skills and motivation acquiring 2016-2017 Course Catalog 2016-2017 Course PPDV 100 Transition to College to 100 Transition PPDV 1 UNIT This seminar course is for all incoming freshmen and designed to orient new students to university life so they may achieve greater academic, profes- sional, and personal success. Through discussion, activities, and reflection exercises, students and faculty work together exploring the opportunities and challenges of a new learning environment and developing strategies to meet students’ developing goals. Course cannot be repeated to remediate a non-passing grade. Courses pursue and achieve academic goals. achieve academic pursue and ASSESSMENT and Professional Devel- Instructors in the Personal individual student learning opment program assess and for each course, outcomes in each assignment established across the utilizing grading guidelines established by the pro- university and standards PPDV instructors also engage gram coordinators. of each of the effectiveness in ongoing assessment the course and at the end of course, both during each semester. within the Formative assessment processes utilized PPDV program include: • • • • Summative assessment processes include: • • • portfolios; • refers to and academic achievement • Persistence Personal and Professional Development 265 15 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units

Ethical Systems Introduction to Philosophy to Introduction Aesthetics Moral Philosophy Philosophy of Religion Existentialism Celebrity Philosophy of History Philosophy of Architecture in Philosophy Topics Ethical Systems in Philosophy Topics Aesthetics Introduction to Philosophy to Introduction PHIL 210 PHIL 201 PHIL 310 PHIL 311 PHIL 312 PHIL 314 PHIL 315 PHIL 316 PHIL 317 PHIL 370 This course provides an examination of the concept the nature of artistic judgment, art and of beauty, the work of art as aesthetic object, truth and reality, meaning in the arts, and an exploration of art as in- - Prereq tuition, imitation, and experience. Seminar. uisites: LSCI 105, Information Theory and Practice, Minimum unit requirement COURSES PHILOSOPHY PHIL 201 3 UNITS origins of This is a survey course focusing on the questions of are the perennial Treated philosophy. of knowledge, including the nature philosophy, and reality. free will and determinism, immortality, Lecture. Prerequisite: None. PHIL 210 3 UNITS problems This course provides an analysis of ethical examination intrinsic to modern life, including an of traditional and contemporary moral theories and their applications in practical experience. Lecture. Prerequisite: None. PHIL 270 3 UNITS This course focuses on various areas of interest in Lecture. Prerequisite: None. philosophy. PHIL 310 3 UNITS PHILOSOPHY MINOR CURRICULUM CURRICULUM MINOR PHILOSOPHY course from the following: Select one four from the following courses: And select at least - The student will demonstrate a broad compre- The student will demonstrate a broad theo- hension of key philosophical terminology, ries, and schools of thought. libraries, The student will have the ability to use fash- bibliographies, and periodicals in a scholarly ion. and un- The student will demonstrate reading texts of derstanding both primary and secondary philosophy. basic The student will possess facility with the argumen- analytic skills essential to philosophical tation. and The student will have the ability to evaluate philosophical positions. compare different The student will demonstrate understanding of the philosophical implications of language and behavior. The student will engage in written philosophical analysis. The student will possess facility with written and oral communication skills through engagement in philosophical discussion. The student will demonstrate the ability to apply logical methods and critical thinking to different topics of interest. 2016-2017 Course Catalog 2016-2017 Course The outcomes listed below represent the project- The outcomes listed below represent to acquire ed proficiencies students could expect its courses. through the Philosophy Program and • • • • • • • • • STUDENT LEARNING OUTCOMES graduate-level proficiency in the discipline. The core graduate-level proficiency are supplemented by a roster courses listed below topical that involve offerings of upper-division research. The Introduction to studies and guided and the Ethical Systems course Philosophy course requirements and are both satisfy university-wide broader conceptual appeal. In designed to have a Philosophy program develops addition to these, the as courses offered interdisciplinary upper-division from other academic depart- electives to students Business, Politics and ments such as Architecture, etc. Art History, History, The Philosophy program is fully integrated into integrated into program is fully The Philosophy The Philosophy university curriculum. the broader the basis for under to provide minor is designed Personal and Professional Development 266

Philosophy of History of Philosophy Celebrity PHIL 316 3 UNITS study of There are questions that concern the for historians to history but are often very difficult Philosophy has traditionally come to the answer. challeng- rescue with the handling of three specific do with our es: the metaphysical challenge has to the epis- understanding of the passage of time; the ways in temological challenge has to do with history; and which we make and verify claims about justification the ethical challenge is related to the of historical praise and blame. The course will tackle these challenges by applying the wisdom of philos- ophy to a wealth of historical examples. As we put historians’ assumptions to the test in an interdisci- plinary context, we will come away with a stronger sense of the value the study of history brings to - Prerequisites: LSCI 105, Informa our lives. Seminar. tion Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, Information in the Disciplines; WRIT II, or WRIT 212, Rhetoric and 112, Academic Writing Design; COMM 120, Public Speaking; and PHIL 2XX, Philosophy course, or INDS 1XX, Interdisciplinary course. PHIL 315 3 UNITS of society is the one What kind What is celebrity? Are celebrities better than that prioritizes fame? justice and fame compatible? the rest of us? Are of social distinction? Ques- What are the mechanics our attention because their tions like these demand our cultural environment and answers pertain to This course will attempt an our shared humanity. of the concept of celebrity interdisciplinary analysis historical, aesthetic, psycholog- and its sociological, implications. Through the ical, and philosophical the various social readings from lens of different of what value celebrity adds sciences, the question perspec- or takes away from us will be put in clear Prerequisites: LSCI 105, Information tive. Seminar. Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, WRIT or LSCI 205, Information in the Disciplines; and II, or WRIT 212, Rhetoric 112, Academic Writing and PHIL 2XX, Design; COMM 120, Public Speaking; Philosophy course, or INDS 1XX, Interdisciplinary course. -

Existentialism Religion of Philosophy Moral Philosophy 2016-2017 Course Catalog 2016-2017 Course PHIL 314 3 UNITS This course is a consideration of the nineteenth- and twentieth-century claims concerning the philosophical tradition, collapse of the Western focusing on such writers as Nietzsche, Heidegger, Prerequisites: and Sartre, among others. Seminar. LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture and Inte- rior Architecture, or LSCI 205, Information in the II, or WRIT Disciplines; WRIT 112, Academic Writing 212, Rhetoric and Design; COMM 120, Public Speak- ing; and PHIL 2XX, Philosophy course, or INDS 1XX, Interdisciplinary course. disciplinary course. PHIL 312 3 UNITS - This course is a study of classical and contempo texts dealing with the existence and rary Western existence nature of God, the problem of evil, the reason of miracles, and the relationship between Prerequisites: LSCI 105, and revelation. Seminar. 106, Information Theory and Practice, or LSCI Interior Information Sources in Architecture and in the Disci- Architecture, or LSCI 205, Information 212, II, or WRIT plines; WRIT 112, Academic Writing Speaking; Rhetoric and Design; COMM 120, Public and PHIL 2xx, Philosophy course, or INDS 1xx, Inter This course examines fundamental ethical theories This course examines The moral philosophy. in light of contemporary topics as the nature of justice, course covers such happiness and virtue, the relationship between standards. and the possibility of objective moral Prerequisites: LSCI 105, Information Theory Seminar. Sources in and Practice, or LSCI 106, Information or LSCI 205, Architecture and Interior Architecture, Academic Information in the Disciplines; WRIT 112, COMM II or WRIT 212, Rhetoric and Design; Writing 120, Public Speaking; and PHIL 2XX, Philosophy course. course, or INDS 1XX, Interdisciplinary PHIL 311 3 UNITS or LSCI 106, Information Sources in Architecture in Architecture Information Sources or LSCI 106, LSCI 205, Information Architecture, or and Interior II, or Academic Writing WRIT 112, in the Disciplines; and Design; COMM 120, Public WRIT 212, Rhetoric 2XX, Philosophy course, or INDS Speaking; and PHIL course, or ARCH 330, Theory 1XX, Interdisciplinary of Architecture. Personal and Professional Development 267

Topics in Philosophy Topics Architecture of Philosophy 3 UNITS - 2016-2017 Course Catalog 2016-2017 Course PHIL 299, 399, 499 Independent Study 1 This course is an individual investigation into a field of special interest chosen by the student with the periodic meetings approval of the dean. Regular, with the department chair or an assigned faculty member are required. Thirty hours required for each unit of credit. Prerequisite: Consent of the dean. PHIL 370 3 UNITS interest This course focuses on various areas of Prerequisites: LSCI 105, Seminar. in philosophy. 106, Information Theory and Practice, or LSCI Interior Information Sources in Architecture and in the Disci- Architecture, or LSCI 205, Information 212, II, or WRIT plines; WRIT 112, Academic Writing Speaking; Rhetoric and Design; COMM 120, Public 1XX, and PHIL 2XX, Philosophy course, or INDS Interdisciplinary course. PHIL 317 3 UNITS on philosophy has surveys the bearing This course readings from philosophical architecture through theory of architecture. The phil- aesthetics and the today in architecture is osophical insight employed historical parallels between a product of complex This mutual and philosophy. architectural theory for the exploration fecund paths interest offers building as a philosophical of the conditions for right. At the same time, the enterprise in its own aesthetic, epistemological, metaphysical, utilitarian, architecture routinely faces all and ethical problems They are as inquiry. test the limits of philosophical capable of shaking up philosophical preconceptions buildings. as they are the foundations of potential Prerequisites: LSCI 105, Information Theory Seminar. Sources in and Practice, or LSCI 106, Information or LSCI 205, Architecture and Interior Architecture, Academ- Information in the Disciplines; WRIT 112, II, or WRIT 212, Rhetoric and Design; ic Writing 2XX, Philoso- COMM 120, Public Speaking; and PHIL course. phy course, or INDS 1XX, Interdisciplinary Politics & History & Economics . - - 268 ferent polit- ferent historiographical ap- . Students will clarify their political philosophies in light of historical knowledge and theoretical per- spectives in an intelligent and convincing manner Students will clarify their career goals relevant to the study and application of political and histor- ical knowledge and analysis in an intelligent and convincing manner Students will analyze political situations clearly Students will analyze political situations and convincingly with one or more dif Students will apply dif and convinc- proaches to historical analysis clearly work. ingly in oral presentations and written global Students will demonstrate significant and awareness of multiple cultural, historical, in oral political traditions in the modern world presentations and written work. knowledge Students will demonstrate significant and relevant to international conflicts, diplomacy, written organizations in oral presentations and work. Students will discuss intelligently the philosophi political and cal and historical origins of Western legal traditions in oral presentations and written work. Students will discuss intelligently the role of other social science disciplines in the analysis of political and historical situations in oral presentations and written work.  Students will develop basic research designs, including hypotheses, analysis, use of primary and secondary sources, and qualitative and quantita tive reasoning.    ical ideologies and theories in oral presentations and written work.    This major aids in law school preparation, leading preparation, leading aids in law school This major legal for a career in the education to graduate-level for admission are also well-prepared field. Students in political science, interna- to graduate education as well as careers in gov- or history, tional affairs, the local, state, or national level, ernment service at Politics & History and non-profit organizations. graduate degrees in history, alumni have received education, business ad- public administration, law, are and leadership, organizational and ministration, lawyers, professors, officials, serving as elected city teachers. business owners, and • • • • • • • MISSION to the study create a transdisciplinary approach To of politics and history with a global perspective. OUTCOMES LEARNING PROGRAM Learning outcomes express abilities, knowledge, learn in the and values that students can expect to Politics & History program and its courses. • • (BA) 2016-2017 Course Catalog 2016-2017 Course Emerald Archer, PhD, Associate Dean PhD, Associate Emerald Archer, Politics & History provides a The Department of experiences for students. diversity of educational majors in Politics & His- From its two undergraduate Administration to minors in tory and Public Safety and courses in Econom- Art History and Philosophy bridges the distance between, ics, the department perspectives on, the arts, the and creates unique social sciences. humanities, and the interdisci- The Politics & History major is an exciting disciplines. plinary combination of two traditional analysis It brings together the strengths of political introduces and historical narrative in a way that making, students to the complexities of decision and flow the diversity of ideologies, and the ebb believe that the study of of historical change. We every aspect history and politics properly concerns Our focus in past and present. of human activity, therefore, is less on memorizing specific the major, the various events and persons than on exploring structures, ways that cultural practices, economic twenty-first and social organizations influence the to use a variety of Students are encouraged century. documents. sources that includes political and social to articulate students learn Modeling their faculty, and clarify the multiple causes and consequences the past 250 of global political developments over faculty members are encouraged years. Moreover, lectures, to use a variety of methods: readings, studies to discussions, projects, and independent develop students’ analytical skills, historical knowl- edge, and political acumen. The curriculum is shaped by a unique interdisciplin- ary core that, in the first two years, introduces the with blending studies of politics and history major, Upper-division those of literature and philosophy. on a rotating seminars, which are generally offered two-year cycle, focus on such interdisciplinary topics as war and revolution, civil rights and globalization, among others. The and political theory and law, seminars are supported by and coalesce around a research sequence that introduces students to historiographical and political methodologies, helps them develop advanced research skills, and pre- pares them to write a senior thesis over a year-long pair of courses culminating in an individual research project that is presented publicly to students and faculty. Politics & History & History Politics & Economics Politics & History & Economics 269 3 M 3 M 3 M 4 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 GE 3 UE 3 UE 3 GE 3 GE 3 GE 3 GE 3 UE 3 UE Unrestricted elective Unrestricted elective Major Elective 5 Major Elective 6 Advanced Research Methods Internship GE Breadth Elective Major Elective 7 Major Elective 8 Senior Thesis Major Elective 1 Major Elective 2 Humanities GE Breadth Elective GE Principle Elective Major Elective 4 Major Elective 3 Seminar Transdisciplinary Unrestricted elective Unrestricted elective International Wars Civil Wars Genocides AIDS and Epidemics Modern Revolutions Terrorism Classic Civil Rights Movements Contemporary Civil Rights Movements Classic Political Theory 3___ 3___ 3___ INDS POHI POHI ______3__ ___3______POHI 400 POHI 490 POHI 401 POHI 321 POHI 322 POHI 323 POHI 324 POHI 325 POHI 326 POHI 327 POHI 328 POHI 331 FOURTH YEAR FOURTH Fall Semester Spring Semester ELECTIVES POLITICS & HISTORY Students must complete eight courses from the THIRD YEAR Fall Semester Spring Semester POHI 3___ POHI 3___ POHI 3___ POHI 3___ POHI 3___ POHI 3___ 52 49 19 120 3 M 3 M 3 M 3 M 3 M 3 M 1 UE 3 UE 3 GE 3 UE 3 GE 3 GE 3 GE 3 UE 3 GE 3 GE 3 GE 3 GE 3 GE 1 GE 3 GE Units Interdisciplinary Core Environmental Studies Art History Mathematics Unrestricted Elective Academic Writing II Academic Writing Information Theory and Practice Wars, Gods, Gods, Wars, and Revolutions Public Speaking Ethical Systems Social Science The State, and the City the Economy, Transition to College Transition Intermediate Algebra or Unrestricted Elective Academic Writing I Academic Writing Unrestricted Elective Introduction to Psychology Interdisciplinary Core Statistics for the Behavioral Sciences Introduction to Political and Historical Research Natural Science with Lab ______POHI 102 LSCI 105 ENVT 220 POHI 101 INDS 1___ WRIT 111 PHIL 210 WRIT 112 PPDV 100 PSYC 200 PSYC 221 POHI 221 ARTH 2___ ARTH MATH 149 MATH INDS 1___ COMM 120 MATH 2___ MATH 2016-2017 Course Catalog 2016-2017 Course Spring Semester Fall Semester SECOND YEAR SECOND Spring Semester Fall Semester SUGGESTED SEQUENCE OF REQUIRED COURSES REQUIRED OF SUGGESTED SEQUENCE FIRST YEAR Curriculum Summary Curriculum CURRICULUM MAJOR & HISTORY POLITICS Arts (BA) Degree the Bachelor of Leading to Major (M) General Education (GE) General Education (UE) Unrestricted electives hours required Minimum semester Politics & History & Economics - 270 ently, but also demand an ability to orally articulate demand an ability to orally articulate but also ently, Students make and to faculty. ideas to their peers on their interests (e.g., law, individual choices based that will etc.) and take advanced courses theory, senior thesis. contribute to the production of their classes, students become inti- In upper-division process and mately familiar with the peer-review Thus, paper. do several revisions of any given term progress on faculty continually evaluates student and writing. argument formation, critical thinking, is designed The senior thesis project, or capstone, writing to show a mastery of critical thinking, a deep for the discipline, oral presentation, and associated understanding of the chosen topic and to all Poli- literature. The senior thesis is presented professional tics & History faculty and simulates the openly conference experience where other scholars every critique and evaluate scholarship. Finally, internship Politics & History student completes an goals. Both relevant to his or her major and career internship departmental faculty and the student’s evaluate this a professional in the industry, mentor, students work. The internship opportunity allows to put into practice skills learned at Woodbury experience. Overall, and is part of their senior-year and the collaboration between students, faculty, professionals allows for the evaluation not only of the individual student, but also of the effectiveness of the advanced curriculum and the extent to which classes build on and integrate the upper-division foundational coursework in the curriculum. discipline—specifically, critical writing, research writing, research critical discipline—specifically, of nature and the transdisciplinary methodology, coursework History topics. Introductory Politics & students are evaluated provides a forum where analytical abilities, writing, and individually on their methodologies before understanding of research that regularly test and taking advanced courses utilize these skills. not only require advanced courses Seminar-style ideas in written work coher that students present RESULTS OF LEARNING OF RESULTS The primary focus of the Politics & History program is on improving students’ analytical abilities, their knowledge of the world, and their awareness of their own values and ambitions. The emphasis is on how students’ learning is expressed in both written and oral arguments and in the organiza- tion and display of information, both qualitative and quantitative. Evidence of student learning in research papers and oral presentations, with partic- ular emphasis on the senior thesis, is collected and 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units Journeys and The State, the Economy, the City and Revolutions Gods, Wars, Introduction to Political and Historical Research in Politics & History Topics Natures Conflicts Knowledges Contemporary Political Theory Contemporary Globalization Postmodernism Migration and Colonization Liberation and Decolonization Law United States Constitutional Organizations International Law and The Holocaust and History in Politics Topics INDS 101 INDS 102 INDS 103 INDS 104 POHI 101 POHI 102 POHI 221 POHI 270 POHI 332 POHI 333 POHI 334 POHI 335 POHI 336 POHI 337 POHI 338 POHI 339 POHI 370 2016-2017 Course Catalog 2016-2017 Course Assessment Process The Politics & History department faculty assesses individual student learning for each assignment in every course based on established university grading guidelines. Beyond evaluating individual learning, the department faculty regularly reviews the collective work of students over time. The de- partment archives students’ research papers, exams, presentation evaluations, internship reports, and senior theses for review purposes. Every other year, an assessment report is written for faculty and used to make adjustments and improvements to the pro- gram, its courses, and the students’ overall learning. The Politics and History curriculum has two major components—foundational and advanced course- work—and culminates in a capstone project (the senior thesis) that demonstrates summative student learning. In their first two years, Politics & History students take courses on the building blocks of the For the minor in Politics & History, select two from select For the minor in Politics & History, the following courses: listed above. Select three from the elective courses Minimum unit requirement: 15 units following: REQUIREMENTS MINOR POLITICS & HISTORY Politics & History & Economics 271

Wars Civil Wars International Topics in Politics & History in Politics Topics POHI 322 3 UNITS This seminar explores the origins, course, and conse- quences of modern internecine conflicts in a variety of settings, and includes analyses of political and social ideologies and conflicting internal alliances and include such classic struggles as the groupings. Topics as wellAmerican, Russian, and Chinese Civil Wars, POHI 321 3 UNITS and conse- This seminar explores the origins, course, in a varietyquences of modern international conflicts and socialof settings, including analyses of political alliances andideologies and conflicting international struggles as the include such classic groupings. Topics Wars, the First and Second World Napoleonic Wars, as well as contem- and proxy wars of the Cold War, porary international wars in Latin America, Africa, Academic Prerequisites: WRIT 112, and Asia. Seminar. II, or WRIT 212, Rhetoric and Design; LSCI 105,Writing Information Theory and Practice, or LSCI 106, Informa- tion Sources in Architecture and Interior Architecture, or LSCI 205, Information in the Disciplines; COMM 120, Public Speaking; and one of either INDS 101, Journeys, INDS 102, Natures, INDS 103, Conflicts, or INDS 104, Knowledges. This seminar, serving as a transition to upper-division as a transition serving This seminar, investigations students for systematic work, prepares to the study of politics and ideas relevant into issues in American and world history Topics and history. in the interdisciplinary coreand politics not covered Conflicts, and Knowledges) are also(Journeys, Natures, Prerequisites: WRIT 112, Academicaddressed. Lecture. and Design; LSCI 105, II, or WRIT 212, Rhetoric Writing and Practice, or LSCI 106, Informa- Information Theory and Interior Architecture,tion Sources in Architecture in the Disciplines; COMM 120,or LSCI 205, Information one of either INDS 101, Journeys,Public Speaking; and 103, Conflicts, or INDS 104,INDS 102, Natures, INDS Knowledges. POHI 270 3 UNITS on variousThis is a specialized course that focuses Lecture. Prereq- issues of interest in politics and history. 212, II, or WRIT uisites: WRIT 112, Academic Writing Theory andRhetoric and Design; LSCI 105, Information in Architec- Practice, or LSCI 106, Information Sources Informationture and Interior Architecture, or LSCI 205, andin the Disciplines; COMM 120, Public Speaking; 102, Natures,one of either INDS 101, Journeys, INDS INDS 103, Conflicts, or INDS 104, Knowledges.

Introduction to Political and Historical and Historical Political to Introduction Gods, and Revolutions Wars, The State, the Economy, and the City the Economy, The State,

2016-2017 Course Catalog 2016-2017 Course POHI 221 Research 3 UNITS POHI 102 3 UNITS political, andThis 3-unit course analyzes the historical, through an ex- social components of political violence amination of significant readings focusing on diverse theoretical perspectives. This introduction to political provides religion, and revolution ideas related to war, a global perspective that considers the multiplicity of human identity and how those identities are mobi- lized in order to wage war and revolution. There are three goals for this course: (1) provide students with an awareness of the major events, social processes, and historical figures that have shaped the modern world; (2) to develop in students a knowledge of the key terms, theories, and concepts that shape how we understand the histories, societies, and political behav- iors of human societies; and (3) to familiarize students with world geography and the histories of various regions of the world. Lecture. Prerequisites: None. POLITICS & HISTORY COURSES POLITICS & HISTORY POHI 101 3 UNITS to introduce students to majorThis course is designed in the study of politics and his- ideas, themes, and texts deal with three broad themes that The class will tory. for the study of humanare important foundations Rather and the city. economy, societies: the state, the to a single historical period orthan limit our attention we will instead draw from a num- geographic region, Rome tober of case studies—ranging from Ancient conceptscontemporary L.A.—to consider the common societies. Theand processes that underpin different studentsgoals of the course are threefold: to provide social process- with an awareness of the major events, the modernes, and historical figures that have created of the keyworld; to develop in students a knowledge how we un- terms, theories, and concepts that shape behaviorsderstand the histories, societies, and political withof human societies; and to familiarize students regionsworld geography and the histories of different Gods, andof the world. Paired with POHI 102, Wars, to provideRevolutions, both courses are intended skills requiredstudents with the basic knowledge and Lecture. classes in Politics & History. to take upper-level Prerequisites: None. reviewed by the department faculty on a regular faculty on a regular by the department reviewed collective performance to monitor the basis in order in the program. of the students Politics & History & Economics - 272 Civil Rights Movements Contemporary Classic Civil Rights Movements Terrorism as a model. Taking as a starting point the analytical as a starting Taking as a model. and peasantof bourgeois, proletarian, language to the approach a critical and comparative revolutions, revolutions is used to illuminateRussian and Chinese Prereq- other nations. Seminar. revolutions in several II, or WRIT 212, Writing uisites: WRIT 112, Academic LSCI 105, Information Theory andRhetoric and Design; Information Sources in Architec- Practice, or LSCI 106, or LSCI 205, Informationture and Interior Architecture, 120, Public Speaking; andin the Disciplines; COMM Journeys, INDS 102, Natures,one of either INDS 101, or INDS 104, Knowledges. INDS 103, Conflicts, ties to disenfranchised members of western societies.ties to disenfranchised members of western union and immigrant include female suffrage, Topics rights, minority voting rights, student and youth rights, intermarriage, as well as rights to free access Prerequisites: and equal accommodations. Seminar. II or WRIT 212, RhetoricWRIT 112, Academic Writing and Design; LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, Information in the Disciplines; COMM 120, Public Speaking; and one of either INDS 101, Journeys, INDS 102, Natures, INDS 103, Conflicts, or INDS 104, Knowledges. POHI 328 3 UNITS This seminar explores the continuing demand of disenfranchised members of global societies for power International strategies, the use of mass and equality. communication media, and the construction of polit- POHI 327 3 UNITS andThis seminar examines the strategies, language, and liber politics of several attempts to extend rights POHI 326 3 UNITS politicalThis seminar analyzes the historical and ofcomponents of terrorism through an examination theoreticalsignificant readings focusing on diverse as well as a global as a regional perspectives. Terrorism tophenomenon is examined through its relationship crim- political ideologies, religious fundamentalisms, Prereq- Seminar. and state sponsorship. inal activity, 212, II, or WRIT uisites: WRIT 112, Academic Writing Theory andRhetoric and Design; LSCI 105, Information in Architec- Practice, or LSCI 106, Information Sources Informationture and Interior Architecture, or LSCI 205, andin the Disciplines; COMM 120, Public Speaking; 102, Natures,one of either INDS 101, Journeys, INDS INDS 103, Conflicts, or INDS 104, Knowledges. Modern Revolutions AIDS and Epidemics Genocides 2016-2017 Course Catalog 2016-2017 Course 3 UNITS This seminar examines the social, cultural, and political revolutions of Europe and Asia in the twentieth cen- using the eighteenth-century French revolution tury, POHI 325 3 UNITS political,This seminar examines the complex social, and historical reactions to disease and epidemics theories, andthrough a close analysis of procedures, pandemicsoutcomes adopted in the face of global Top- such as influenza, cholera, malaria, and HIV/AIDS. ics to be covered include disease transmission, sexually transmitted diseases, quarantines, stigmatization, of race, class, and genderattribution, and the effects Prerequisites: on the perception of disease. Seminar. II, or WRIT 212, RhetoricWRIT 112, Academic Writing and Design; LSCI 105, Information Theory and Practice, or LSCI, 106 Information Sources in Architecture and Interior Architecture, or LSCI 205, Information in the Disciplines; COMM 120, Public Speaking; and one of either INDS 101, Journeys, INDS 102, Natures, INDS 103, Conflicts, or INDS 104, Knowledges. POHI 324 POHI 323 3 UNITS into the intentional attemptsThis seminar delves from state authorities to localby organized groups, or in part, the in whole political leaders, to destroy, religious, ormembers of a particular national, ethnic, concerning thethe debates include Topics racial group. its politicalmeaning of the term genocide itself and ranginguses and abuses, as well as modern examples - former Yu from the Holocaust to Rwanda and the Prerequisites: WRIT 112, Academic goslavia. Seminar. LSCI 105, II, or WRIT 212, Rhetoric and Design; Writing 106, Informa- Information Theory and Practice, or LSCI Architecture,tion Sources in Architecture and Interior COMM 120,or LSCI 205, Information in the Disciplines; 101, Journeys,Public Speaking; and one of either INDS or INDS 104,INDS 102, Natures, INDS 103, Conflicts, Knowledges. as contemporary civil wars in Latin America, Africa, civil wars in as contemporary 112, Academic Prerequisites: WRIT Seminar. and Asia. Design; LSCI 105, 212, Rhetoric and II, or WRIT Writing and Practice, or LSCI 106, Informa- Information Theory and Interior Architecture,tion Sources for Architecture in the Disciplines; COMM 120,or LSCI 205, Information one of either INDS 101, Journeys,Public Speaking; and 103, Conflicts, or INDS 104,INDS 102, Natures, INDS Knowledges. Politics & History & Economics 273 - Liberation and Decolonization Migration and Colonization Postmodernism range from the development of global organizations the development range from Fund and the International Monetary such as the of global to the emergence Organization, Trade World patterns, and eco- consumer culture, urbanization Prerequisites: WRIT 112, Seminar. nomic dependencies. 212, Rhetoric and Design; II, or WRIT Academic Writing Theory and Practice, or LSCI 106,LSCI 105, Information in Architecture and Interior Ar Information Sources Information in the Disciplines;chitecture, or LSCI 205, and one of either INDSCOMM 120, Public Speaking; 102, Natures, INDS 103, Conflicts,101, Journeys, INDS or INDS 104, Knowledges. POHI 336 3 UNITS This seminar examines the complex problems of national identity in an era of wars of liberation and post-colonialism, looking at such topics as the African, POHI 335 3 UNITS of humanThis seminar looks at the historic patterns andmigration as well as the political, economic, and politicalmilitary sources of population movement include the causes and consequenc- domination. Topics es of national displacement and diaspora, the rule and the of colonial elites and their sources of power, abuses of indigenous and immigrant peoples, among Prerequisites: WRIT 112, Academic others. Seminar. II, or WRIT 212, Rhetoric and Design; LSCI 105,Writing Information Theory and Practice, or LSCI 106, Informa- tion Sources in Architecture and Interior Architecture, or LSCI 205, Information in the Disciplines; COMM 120, Public Speaking; and one of either INDS 101, Journeys, INDS 102, Natures, INDS 103, Conflicts, or INDS 104, Knowledges. POHI 334 3 UNITS contemporaryThis seminar analyzes the multi-faceted and examiningtheory of postmodernism, questioning on emphasis the alleged shift away from modernity’s and its binarythe subject, its universalizing tendencies, throughmodes of thought. The topic is explored paradox, am- studying such postmodern strategies as Prereq- Seminar. pastiche, and indeterminacy. biguity, 212, II, or WRIT uisites: WRIT 112, Academic Writing Theory andRhetoric and Design; LSCI 105, Information in Architec- Practice, or LSCI 106, Information Sources Informationture and Interior Architecture, or LSCI 205, andin the Disciplines; COMM 120, Public Speaking; 102, Natures,one of either INDS 101, Journeys, INDS INDS 103, Conflicts, or INDS 104, Knowledges. - -

Globalization Contemporary Political Theory Political Contemporary Classic Political Theory Classic Political 2016-2017 Course Catalog 2016-2017 Course 3 UNITS This seminar examines the contemporary develop- ment of transnational movement, trade, politics, and discussed communication on a worldwide scale. Topics POHI 333 3 UNITS of the theo- This seminar is a comparative examination including ideol- retical bases of global political systems, America, asogies originating in Asia, Africa, and Latin the Secondwell as Europe and the United States after include the relationship between Topics War. World the role of non-govern- the state and the economy, mental organizations in the extension of state power, and the use and abuse of mass mobilization, among Prerequisites: WRIT 112, Academic others. Seminar. II, or WRIT 212, Rhetoric and Design; LSCI 105,Writing Information Theory and Practice, or LSCI 106, Informa- tion Sources in Architecture and Interior Architecture, or LSCI 205, Information in the Disciplines; COMM 120, Public Speaking; and one of either INDS 101, Journeys, INDS 102, Natures, INDS 103, Conflicts, or INDS 104, Knowledges. POHI 332 POHI 331 3 UNITS legitimacyThis seminar develops themes such as the of justice, the the administration of ruling authority, relationshiprole of freedom and constraint, and the and respon- between individual and communal rights rangingsibilities. Readings are drawn from authors tofrom Plato to Karl Marx, from Niccolò Machiavelli Prerequisites: WRIT 112, John Stuart Mill. Seminar. Design; II, or WRIT 212, Rhetoric and Academic Writing or LSCI 106,LSCI 105, Information Theory and Practice, Interior Ar Information Sources in Architecture and chitecture, or LSCI 205, Information in the Disciplines;chitecture, or LSCI 205, and one of either INDSCOMM 120, Public Speaking; 102, Natures, INDS 103, Conflicts,101, Journeys, INDS or INDS 104, Knowledges. Disciplines;chitecture, or LSCI 205, Information in the either INDSCOMM 120, Public Speaking; and one of 103, Conflicts,101, Journeys, INDS 102, Natures, INDS or INDS 104, Knowledges. ical discourse are examined through the struggles of the struggles are examined through ical discourse in peoples, women internally colonized indigenous, and and gay women societies, and lesbian patriarchal Prerequisites: WRIT 112, Seminar. men, among others. 212, Rhetoric and Design; II, or WRIT Academic Writing Theory and Practice, or LSCI 106,LSCI 105, Information in Architecture and Interior Ar Information Sources Politics & History & Economics 274

Topics in Politics & History in Politics Topics The Holocaust 3 UNITS - INDS 102, Natures, INDS 103, Conflicts, or INDS 104,Natures, INDS 103, Conflicts, INDS 102, Knowledges. POHI 370 3 UNITS on variousThis is a specialized course that focuses Pre- Seminar. issues of interest in politics and history. WRIT 212, II, or requisites: WRIT 112, Academic Writing Rhetoric and Design; LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources in Architec- ture and Interior Architecture, or LSCI 205, Information in the Disciplines; COMM 120, Public Speaking; and one of either INDS 101, Journeys, INDS 102, Natures, INDS 103, Conflicts, or INDS 104, Knowledges. 499 Independent Study POHI 299, 399, or 1 This is an individual investigation into a field of special interest chosen by the student with the approval of the de- periodic meetings with the dean. Regular, partment chair or an assigned faculty member are required. Thirty hours required for each unit of credit. Prerequisite: Consent of the dean. POHI 339 3 UNITS Greek in origin, meansThe word “holocaust,” We have come to (USHMM 2013). “sacrifice by fire” as specific to the genocide of theunderstand this term along with other stigmatized groups, European Jewry, examines how the “system- during WWII. This course persecution of ap- atic, bureaucratic, state-sponsored Jews by the Nazi regime and itsproximately six million to be (ibid.). The course explorescollaborators” came Jewish life in Germanymany facets of the Holocaust: of racismbefore WWII, a historical understanding of the Naziand anti-Semitism, the rise and expansion empire, the construction of the “Final Solution,” campestablishment of ghettos and the concentration rescuers,system, and the varied experiences of victims, thematicand perpetrators. This course also explores commemo- scholarship on camp art, memorialization, Prerequisites: ration, and the written record. Seminar. Rhetoric II, or WRIT 212, WRIT 112, Academic Writing and Practice,and Design; LSCI 105, Information Theory andor LSCI 106, Information Sources for Architecture in theInterior Architecture, or LSCI 205, Information and one ofDisciplines; COMM 120, Public Speaking; INDSeither INDS 101, Journeys, INDS 102, Natures, 103, Conflicts, or INDS 104, Knowledges. - -

and Organizations Law International United States Constitutional Law Constitutional States United 2016-2017 Course Catalog 2016-2017 Course mation Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, Information in the Disciplines; COMM 120, Public Speaking; and one of either INDS 101, Journeys, This seminar explores the development of the rules, principles, and theories applied to conduct between nations and the embodiment of these ideas in various regional and worldwide associations that transcend international boundaries. From the beginnings of a law of nations and international treaties to the origins and expansion of the United Nations, the Internation- al Court of Justice, and the European Union, questions of the reach and limits of such bodies are discussed. Writing Prerequisites: WRIT 112, Academic Seminar. II, or WRIT 212, Rhetoric and Design; LSCI 105, Infor POHI 338 3 UNITS This seminar studies the historical development andThis seminar studies the historical development law—definedcontemporary function of constitutional of the U.S.as the interpretation and implementation of liberalConstitution—through the problematics as andemocratic theory and the role of the judiciary law, actor in political life. Major cases in constitutional states’ on such topics as the extent of judicial power, Semi- rights, and equal protection, are examined. II, orPrerequisites: WRIT 112, Academic Writing nar. InformationWRIT 212, Rhetoric and Design; LSCI 105, SourcesTheory and Practice, or LSCI 106, Information or LSCI 205,in Architecture and Interior Architecture, PublicInformation in the Disciplines; COMM 120, INDSSpeaking; and one of either INDS 101, Journeys, 104, Knowl- 102, Natures, INDS 103, Conflicts, or INDS edges. POHI 337 3 UNITS chitecture, or LSCI 205, Information in the Disciplines;chitecture, or LSCI 205, and one of either INDSCOMM 120, Public Speaking; 102, Natures, INDS 103, Conflicts,101, Journeys, INDS or INDS 104, Knowledges. Asian, and Latin-American struggles for independence Latin-American struggles Asian, and subaltern studies, lenses of orientalism, through the raised range thought. Questions and post-national internal class and ethnic divisionsfrom the dynamics of to the continuing relationshipin newly created states, powers and their formerbetween former colonial Prerequisites: WRIT 112, Ac- dependencies. Seminar. 212, Rhetoric and Design; II, or WRIT ademic Writing Theory and Practice, or LSCI 106,LSCI 105, Information in Architecture and Interior Ar Information Sources Politics & History & Economics 275 - - Internship Thesis Senior Methods Research Advanced 4 UNITS - 2016-2017 Course Catalog 2016-2017 Course ative format. Students use individual and peer workative format. Students use individual and a significantto develop research topics and produce is publiclyresearch paper as their senior thesis that Seminar. reviewed by the faculty of the department. Methods. Prerequisite: POHI 400, Advanced Research POHI 490 3 in aStudents obtain practical, on-the-job training or other government agency, setting of business, law, experience is complemented by organization. Work an academic requirement and periodic meetings with Internship on-campus internship advisor. the student’s per Thirty hours contract required by the registrar. unit credit. Prerequisites: Senior standing, Politics and History majors only. POHI 401 3 UNITS which focuses on a particular This topical seminar, the meth- problem in history and politics, integrates in a compar odological approach of each discipline POHI 400 POHI 400 3 UNITS his- of significant involves a discussion This seminar science literature, fromtoriographical and political failed experiments and method- model exemplars to and qualitative, in prepara- ologies, both quantitative of the senior thesis research paper. tion for the writing WRIT 112, Academic Writing Prerequisites: Seminar. and Design; LSCI 105, Infor II, or WRIT 212, Rhetoric mation Theory and Practice, or LSCI 106, Informationmation Theory and and Interior Architecture, orSources in Architecture in the Disciplines; COMM 120,LSCI 205, Information PSYC 221, Statistics for thePublic Speaking; either 226, Business Statis- or MATH Behavioral Sciences, INDS 102,tics; and one of either INDS 101, Journeys, Knowledges;Natures, INDS 103, Conflicts, or INDS 104, and Historicaland POHI 221, Introduction to Political Research.

Politics & History & Economics

POHI 490 Internship 490 POHI

POHI 401 Senior Thesis Senior 401 POHI

276

POHI 400 Advanced Research Methods Research Advanced 400 POHI

POHI 338 International Law and Organizations and Law International 338 POHI

POHI 337 United States Constitutional Law Constitutional States United 337 POHI

POHI 336 Liberation and Decolonization and Liberation 336 POHI

POHI 335 Migration and Colonization and Migration 335 POHI

POHI 334 Post-modernism 334 POHI

POHI 333 Globalization Globalization 333 POHI

POHI 332 Contemporary Political Theory Political Contemporary 332 POHI

POHI 331 Classic Political Theory Political Classic 331 POHI

POHI 328 Contemporary Civil Rights Movements Rights Civil Contemporary 328 POHI

POHI 327 Classic Civil Rights Movements Rights Civil Classic 327 POHI POHI 326 Terrorism 326 POHI

Entrepreneurship POHI 325 Modern Revolutions Modern 325 POHI 4

MASTERED POHI 324 AIDS and Epidemics and AIDS 324 POHI

POHI 323 Genocides 323 POHI

POHI 322 Civil Wars Civil 322 POHI POHI 321 International Wars International 321 POHI

Civic Engagement

POHI 221 Introduction to Historical and Political Research Political and Historical to Introduction 221 POHI

3

POHI 102 Gods, Wars and Revolutions and Wars Gods, 102 POHI POHI 101 The State, the Economy, and the City the and Economy, the State, The 101 POHI

PRACTICED Strategic Principles Strategic

Transdisciplinarity MAJOR COURSES MAJOR .. 2 Design Thinking DEVELOPED Strategic Principles 1 presentations and written work presentations and written work presentations and written work presentations and written work presentations and written work LEARNING OUTCOMES intelligent and convincing manner oral presentations and written work qualitative and quantitative reasoning (BA) Assuring Quality in Academic knowledge and theoretical perspectives in an historical analysis clearly and convincingly in conflicts, diplomacy and organizations in oral of Western political and legal traditions in oral Apply different historiographical approaches to analysis in an intelligent and convincing manner application of political and historical knowledge and Politics & History analysis, use of primary and secondary sources, and Clarify his or her career goals relevant to the study and Develop basic research designs, including hypotheses, or more different political ideologies and theories in oral Clarify her or his political philosophy in light of historical in the analysis of political and historical situations in oral INTRODUCED historical and political traditions in the modern world in oral Discuss intelligently the philosophical and historical origins Demonstrate significant knowledge relevant to international Analyze political situations clearly and convincingly with one Demonstrate significant global awareness of multiple cultural, Demonstrate significant global awareness of multiple cultural, Discuss intelligently the role of other social science disciplines STRATEGIC PRINCIPLES 2016-2017 Course Catalog 2016-2017 Course CURRICULUM MAP CURRICULUM BA Arts in Politics & History Bachelor of Public Safety Administration - 277 Explain the criminal justice process, the role of discretion among criminal justice actors, and eval Evaluate the merits of competing theoretical per- spectives used to explain the nature of crime, and demonstrate an ability to apply criminological theories to specific types of crime. Demonstrate an ability to apply ethical principles to criminal justice issues, policies, and practices and evaluate their implications. uate best practices. common goals and transform local communities local communities goals and transform common frameworks to solve public safety by using ethical problems. PROGRAM LEARNING OUTCOMES LEARNING PROGRAM the PSAD Undergraduate students completing following degree will be able to demonstrate the abilities: • • • Civic Engagement degree is also a fo- The Public Safety Administration Students in the program rum for civic engagement. by actively applying will strengthen communities skills, and values. Students work critical knowledge, in the field (e.g., police offi- with faculty who are experts) and rehabilitation cers, correction officers, opportunities open to them have service-learning the specific issues and needs to better understand of their own communities. MISSION through the serve the criminal justice professions To of crime interdisciplinary and comparative study as well as the policies and and criminal behavior, The pro- systems designed to control criminality. students gram promotes lifelong learning among prepared to who develop into justice professionals that make ethically lead public and private efforts the equitable communities safer and that promote both application of the law across all boundaries, both a perceived and real. Our curriculum provides base that links substantive and practical knowledge and meth- multidisciplinary social science theories and responsible public policy and ods with effective within the ethical practice of the justice professions a multicultural, constitutional democracy. 2016-2017 Course Catalog 2016-2017 Course Transdisciplinary Pedagogy Transdisciplinary Public Safety Administration is, by definition, a trans-discipline. Collaboration between academi- cians, practitioners, and community members is critical to understanding all dimensions of public Academicians, practitioners, and and private safety. community members will exchange ideas and share to achieve resources with one another in an effort Applied Skills provide The Public Safety degree program will students with a theoretical foundation to the fun- However, damentals of public and private safety. to create the most competitive student in an effort within the discipline, it is important to apply theory to practice. Students will have an opportunity to consider if they have chosen the appropriate spe- cialization by participating in hands-on simulations. Brian Fitch, PhD, Coordinator major is an inno- The Public Safety Administration broadens the scope of the tra- vative program that degree. The degree focuses ditional criminal justice private safety systems with em- on both public and community relations, public phasis on intervention, corrections, and societal communication, policing, communities. The and their reaction to offenders with respect aforementioned issues are investigated to family, to process—from the community and through crime and police, to arrest and prosecution efforts. the correctional system—and reintegration students both soft (e.g., communi- The major offers skills relevant ty relations) and hard (e.g., policing) local law to criminal justice, and is aligned with enforcement communities. both standard crim- The Public Safety degree offers emphases: inal justice coursework and four distinct (1) studies, (3) commu- law enforcement, (2) legal aforemen- nity service, and (4) forensic science. The nature tioned emphases illustrate the expansive the opportunity and give students of public safety, in which to to choose areas within the discipline three core specialize. The program revolves around and pedagogy, ideas: applied skills, transdisciplinary civic engagement. Public Safety Public (BS) Administration Public Safety Administration 278 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 GE 3 GE 4 GE 3 GE 3 GE 3 GE 3 GE 1 GE 3 GE 3 GE 3 GE 3 GE Human Biology GE Breadth Elective (INDS 102 recommended) Concentration 2 GE Breadth Elective (ECON 203 recommended) Humanities recommended) 204 (ARTH Statistics for the Behavioral Sciences History of Contemporary Art Concentration 1 Academic Writing II Academic Writing and Information Theory Practice Public Speaking Interdisciplinary Studies (103 recommended) Ethical Systems Introduction to Forensic Science Public Policy Criminology and Forensic Psychology Data Analysis for Public Safety Enforcement and Corrections Enforcement Courts and the Law Introduction to Psychology Introduction to Community Relations INDS 1__ LSCI 105 PSYC 221 BIOL 231 ______PSYC 200 ARTH 205 ARTH PSAD 204 PSAD 302 PSAD 203 WRIT 112 PSAD 202 PSAD 301 PSAD 102 PSAD 201 PSAD 3______Spring Semester Spring Semester THIRD YEAR Fall Semester SECOND YEAR SECOND Fall Semester PHIL 210 PSAD 3___ COMM 120 52 49 19 - 120 3 M 3 UE 3 GE 3 GE 1 UE Units Intermediate Algebra or Unrestricted Elective I Academic Writing Environmental Studies Transition to College Transition Introduction to Public Safety Demonstrate an understanding of the research of the research an understanding Demonstrate quantitative) by qualitative and process (both and analyzing original research both conducting existing data. knowledge of the Criminal Express a thorough police, courts, and cor Justice System including rections. the constitutional rights and Describe and relate and victims offenders, responsibilities of citizens, federal, and procedural as they apply to state, laws. of crimi- Identify legal and moral responsibilities to cultural nal justice professionals as they relate diversity and establishing positive community relationships. safety Develop an understanding of the public for careers and explore their own qualifications entry-level public safety positions. social Evaluate the historical, political, and contexts and empirical support for a particular criminal justice policy area. Identify ways in which oppression, privilege, disad- discrimination, and social and economic injustices vantage contribute to inequalities and within criminal justice systems. PSAD 101 ENVT 220 WRIT 111 PPDV 100 MATH 149 MATH 2016-2017 Course Catalog 2016-2017 Course Major (M) Fall Semester COURSES REQUIRED OF SUGGESTED SEQUENCE FIRST YEAR Curriculum Summary Curriculum CURRICULUM MAJOR PUBLIC SAFETY Degree Leading to the Bachelor of Science (BS) General Education/Integrative Learning (GE) Unrestricted electives (UE) Minimum semester hours required • • • • • • • Public Safety Administration 279 Developments in Forensic Science Evidence and Procedures Crime Scene Investigations Biology at the Bar Problems in Forensic Science Criminal and Civil Law Criminal and Constitutional Law Administrative Law Law and Society Problems in Legal Studies Community Service Domestic Violence Juvenile Justice Prevention and Probation Problems in Community Service PSAD 344 PSAD 324 PSAD 334 PSAD 343 PSAD 323 PSAD 333 PSAD 341 PSAD 321 PSAD 331 PSAD 342 PSAD 322 PSAD 332 PSAD 345 PSAD 325 PSAD 335 The Public Safety Administration faculty assesses The Public Safety Administration faculty individual student learning for each assignment university in every course based on established individual grading guidelines. Beyond evaluating learning, the department faculty regularly reviews the collective work of students over time. The de- partment archives students’ research papers, exams, presentation evaluations, internship reports, and senior theses for review purposes. Every other year, an assessment report is written for faculty and used to make adjustments and improvements to the pro- gram, its courses, and students’ overall learning. The PSAD curriculum has two major components— foundational and advanced concentrated course- work—and culminates in a capstone project (the Senior Thesis) that demonstrates summative student learning. In the first two years, PSAD students take courses on the building blocks of the discipline— critical writing, research methodolo- specifically, LEGAL STUDIES LEGAL SERVICE COMMUNITY SCIENCE FORENSIC ASSESSMENT PROCESS - - 3 M 3 M 4 M 3 M 3 M 3 M 3 M 3 GE 3 UE 3 UE 3 GE 3 UE 3 GE 3 UE 3 UE Policing and Cybersecurity Terror Criminal Investigations Private Security Problems in Law Enforcement Unrestricted elective Unrestricted elective Internship GE Principle Elective Unrestricted elective Concentration 5 GE Breadth elective Unrestricted Elective Interdisciplinary Research Unrestricted elective Concentration 4 Senior Thesis Preparation Senior Thesis Execution Ethics and Justice Ethics and Concentration 3 3___ PSAD ______INDS 350 ______PSAD 314 ______3__ PSAD 313 PSAD 490 PSAD 311 ____3____ PSAD 312 PSAD 491 PSAD 492 ______PSAD 303 PSAD 315 PSAD 3___ PSAD 3___ 2016-2017 Course Catalog 2016-2017 Course LAW ENFORCEMENT LAW PUBLIC SAFETY CONCENTRATIONS PUBLIC SAFETY four con Students must choose one of the following year: (1)centrations by the beginning of their junior ser law enforcement, (2) legal studies, (3) community vice, or (4) forensic science. Note: Only concentrations in law enforcement and legal studies will be initially Community service and forensic science will be offered. in the future. offered Spring Semester FOURTH YEAR FOURTH Fall Semester Spring Semester Public Safety Administration 280 learning in research papers and oral presentations, oral presentations, research papers and learning in the senior thesis, is emphasis on with particular department faculty and reviewed by the collected order to monitor the collective on a regular basis in students in the program. performance of the In order to reinforce the knowledge and skills In order to reinforce the knowledge and are required acquired in the classroom, all students practical internship of 160 to complete a four-unit possibil- hours at a site of their choosing. Internship muse- ities include political campaigns, historical enforce- ums, historic preservation agencies, law offices, ment agencies, and various government regular among others. The internship includes reflective es- journals, evaluations, and a concluding internship require- Students may also fulfill the say. “Semester ment by attending American University’s capital, Program” in the nation’s in Washington internship and serving in one of over two thousand numerous sites in Congress, the White House, and federal agencies. Study Away There are several options available for students In the winter break or the interested in study away. programs the university sponsors different summer, In the past, we have offered for single-course study. Spain, Italy, such courses in China, France, Germany, and Thailand. Check each fall for available opportu- During the academic nities as they change regularly. programs students may apply for a variety of year, through other universities to participate in offered their educational activities. The department chair and faculty will assist in developing a plan and exploring options. SPECIAL LEARNING OPPORTUNITIES/ SPECIAL REQUIREMENTS a offers Career Development Office Woodbury’s services, and resources to assist variety of programs, careers and securing intern- students in exploring students one-on-one works with ships. The staff internship search strategies to develop successful through and help students connect with employers on- and internship postings, resume collections, interview opportunities, alumni connec- off-campus tions, and employer outreach in the U.S. Internship 2016-2017 Course Catalog 2016-2017 Course RESULTS OF LEARNING OF RESULTS The primary focus of the Public Safety Administra- tion program is on improving students’ analytical abilities, their knowledge of the world, and their awareness of their own values and ambitions. The emphasis is on how students’ learning is expressed in both written and oral arguments and in the organization and display of information, both qualitative and quantitative. Evidence of student gy, and various foundational survey coursework. survey coursework. various foundational and gy, a forum where coursework provides Introductory - on their analyti evaluated individually students are and understanding of research cal abilities, writing, taking advanced courses that methodologies before these skills. regularly test and utilize not only require advanced courses Seminar-style ideas coherently in written that students present an ability to orally articu- work, but also demand Students make and faculty. late ideas to their peers on their interests (e.g., law individual choices based studies, community service, or enforcement, legal take advanced courses that forensic science) and senior will contribute to the production of their classes, students become in- thesis. In upper-division process and timately familiar with the peer-review Thus, paper. do several revisions of any given term progress on faculty continually evaluates student and writing. argument formation, critical thinking, is designed The senior thesis project, or capstone, writing to show a mastery of critical thinking, a deep for the discipline, oral presentation, and associated understanding of the chosen topic and to all PSAD literature. The senior thesis is presented conference faculty and simulates the professional critique experience where other scholars openly PSAD every and evaluate scholarship. Finally, to his or student completes an internship relevant her major and career goals. Both departmental a professional faculty and their internship mentor, The internship evaluate this work. in the industry, practice opportunity allows students to put into and is part of their skills learned at Woodbury experience. Overall, the collaboration senior-year and professionals allows between students, faculty, for the evaluation not only of the individual stu- of the advanced dent, but also of the effectiveness curriculum and the extent to which upper-division classes build on and integrate the foundational course work in the curriculum. Public Safety Administration 281

Criminology and Forensic Psychology Forensic and Criminology Relations Community to Introduction Public Policy Public Data Analysis for Public Safety Public Analysis for Data and common law offenses (with some reference to (with some law offenses and common significant defenses. Penal Code), and the California and 102, Enforcement PSAD Lecture. Prerequisites: Corrections. PSAD 302 3 UNITS Application of statistical methods for examining large- and small-scale social phenomena related to employment, include poverty, Topics public safety. housing, crime, education, health services, public PSAD 204 3 UNITS local, An introduction to the interactions between and adminis- regional, state and federal legislation on city management, police tration and their effect Lecture. administration, and community services. and Correc- Prerequisite: PSAD 102, Enforcement tions. PSAD 301 3 UNITS of crim- An examination of principles and concepts inal behavior; criminological theory; the nature, extent, and distribution of crime; legal and societal reaction to crime; dynamics of violence and victi- Pre- Seminar. mology; and eyewitness testimony. requisites: PSAD 102, Enforcement and Corrections; PSYC 200, Introduction to Psychology; WRIT 112, Ac- II or WRIT 212, Rhetoric and Design; ademic Writing and LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture. Science Forensic to PSAD 202 Introduction 3 UNITS of forensic science and analysis. The fundamentals the recognition, identification, indi- include Topics evaluation of physical, chemical, vidualization, and Lecture. Prerequisites: and biological evidence. and Corrections; and BIOL PSAD 102, Enforcement 231, Human Biology. PSAD 203 3 UNITS communication concerning The basics of effective constituen- public safety with various community of worship, cies: neighborhoods, businesses, places Prerequi- community groups, and families. Lecture. Safety: and sites: PSAD 101, Introduction to Public COMM 120, Public Speaking.

Introduction to Public Safety Public to Introduction and Corrections Enforcement and the Law Courts 2016-2017 Course Catalog 2016-2017 Course 3 UNITS The scope, purpose, and definitions of substantive statutory criminal law and trials: criminal liability, PSAD 201 PSAD 102 3 UNITS Introduction to essential criminal procedures: the law of search and seizure, arrests, confessions, identification; and basic criminal investigations: crime scene search, interview of witnesses, in- terrogation of suspects, methods of surveillance; and fundamental corrections practice: sentencing, incarceration, parole, probation, and rehabilitation. Lecture Prerequisite: PSAD 101, Introduction to Pub- lic Safety. PUBLIC SAFETY PUBLIC SAFETY COURSES ADMINISTRATION PSAD 101 3 UNITS on Survey of public safety system with emphasis policing, intervention, public communication, reaction to of- prosecution, corrections, and societal focuses fenders and their communities. The course to and family, on the process—from the community through crime and police, to arrest and prosecution efforts. the correctional system—and reintegration Lecture. Prerequisite: None Students are required to have a computer with Students are required to have a computer and email word processing, spreadsheet, Internet soft- recommended capabilities. The department’s for either PC or ware package is Microsoft Office Mac. STUDENT COMPUTER AND OTHER EQUIPMENT EQUIPMENT AND OTHER STUDENT COMPUTER REQUIREMENTS COMPUTER LITERACY REQUIREMENTS LITERACY COMPUTER majors demonstrate Administration Public Safety suitable to their computer skills the required completion of the program through successful degree, and the use of those requirements for the project. Basic skills in word skills in their capstone and Internet re- processing, email communications, of all majors and accomplished search are required Pro- of the Academic Writing through completion II). Spreadsheet Writing gram (WRIT 112, Academic through the course in statis- skills are accomplished for the Behavioral Sciences). tics (PSYC 221, Statistics must demonstrate fluency All capstone projects in the course of preparation. with these four areas Public Safety Administration 282 -

Enforcement in Law Problems Private Security Private Criminal Investigations Public Speaking; LSCI 105, Information Theory and Theory LSCI 105, Information Public Speaking; - Sources in Archi LSCI 106, Information Practice, or and PSAD 101, Interior Architecture; tecture and Safety. Introduction to Public view of the private investigation field. The course view of the private investigation field. history, will focus on employment opportunities, of private evolution, methods and management investigative investigations, sources of information, and legal con- and ethical, public policy, technology, the private siderations related to investigations in Prerequisites: WRIT 112, Academic Seminar. sector. COMM II or WRIT 212, Rhetoric and Design; Writing Theory 120, Public Speaking; LSCI 105, Information Sources in and Practice, or LSCI 106, Information Architecture and Interior Architecture; and PSAD 101, Introduction to Public Safety. PSAD 314 3 UNITS an over This course will provide students with PSAD 315 3 UNITS The class will survey contemporary and timely issues that are current within law enforcement. These problems will likely vary from semester to semester. Students will think critically and attempt to provide Pre- solutions for the unique problem set. Seminar. II or WRIT requisites: WRIT 112, Academic Writing 212, Rhetoric and Design; COMM 120, Public Speak- ing; LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture; PSAD 102, Enforcement and Corrections; and PSAD 311, Policing. PSAD 313 3 UNITS of criminal investigation. Study of basic principles techniques; patterns and Analysis of investigative and interrogation modus operandi; interviewing and management of evidence; strategies; collection scene investigation. Theo- surveillance; and crime concepts related to suppres- ries, philosophies, and Prerequisites: Seminar. sion of crime are covered. Rhet- II or WRIT 212, WRIT 112, Academic Writing LSCI oric and Design; COMM 120, Public Speaking; or LSCI 106, 105, Information Theory and Practice, Interior Information Sources in Architecture and to Public Architecture; PSAD 101, Introduction Forensic Safety; and PSAD 301, Criminology and Psychology.

Terror and Cybersecurity Terror Policing Ethics and Justice 2016-2017 Course Catalog 2016-2017 Course PSAD 312 3 UNITS Explores origins of terrorism, tracing development from early states to a modern mode of conflict. Presents national, regional, and global perspectives. vulnerabilities of computer networks Additionally, and techniques for protecting networks and data are discussed. Basic elements of symmetric and and secure e-commerce asymmetric cryptography, involving secure transmission, authentication, digi- tal signatures, and digital certificates is presented. Writing Prerequisites: WRIT 112, Academic Seminar. II or WRIT 212, Rhetoric and Design; COMM 120, PSAD 311 PSAD 3 UNITS an institution The historical evolution of policing as on the con- of social control with emphasis placed including patrol temporary roles of police officers, standards, strategies, training procedures, ethical groups and discretion. Considers under-represented Semi- in policing and corruption in police agencies. II or Prerequisites: WRIT 112, Academic Writing nar. 120, Public WRIT 212, Rhetoric and Design; COMM and Prac- Speaking; LSCI 105, Information Theory in Architec- tice, or LSCI 106, Information Sources ture and Interior Architecture; PSAD 101, Introduc- tion to Public Safety; and PSAD 102, Enforcement and Corrections. An introduction to the fundamental theories of An introduction to application to communities justice and their ethical domestic and international and individuals in both discrimination and victimization contexts, including and of special groups (e.g., women, homosexuals, Prerequi- various ethnic and racial groups). Seminar. PHIL sites: PSAD 102, Enforcement and Corrections; - Writ 210, Ethical Systems; WRIT 112, Academic and LSCI ing II or WRIT 212, Rhetoric and Design; or LSCI 106, 105, Information Theory and Practice, Interior Information Sources in Architecture and Architecture. PSAD 303 3 UNITS services, and policing. Seminar. Prerequisites: PSAD Prerequisites: policing. Seminar. services, and - PSYC 221, Statis to Public Safety; 101, Introduction WRIT 112, Academic Behavioral Sciences; tics for the and Design; and II or WRIT 212, Rhetoric Writing Theory and Practice, or LSCI LSCI 105, Information in Architecture and Interi- 106, Information Sources or Architecture. Public Safety Administration 283

Problems in Legal Studies in Legal Problems Service Community Law and Society Law Ethical Systems; and PSAD 321, Criminal and Civil Criminal and Civil and PSAD 321, Ethical Systems; Law. PSAD 325 3 UNITS timely The class will survey contemporary and These issues that are current within legal studies. to semester. problems will likely vary from semester to provide Students will think critically and attempt Pre- Seminar. solutions for the unique problem set. WRIT II or requisites: WRIT 112, Academic Writing Public Speak- 212, Rhetoric and Design; COMM 120, Practice, or ing; LSCI 105, Information Theory and and LSCI 106, Information Sources in Architecture and Justice; Interior Architecture; PSAD 303, Ethics and PSAD 324, Law and Society. PSAD 331 3 UNITS Current and historical definitions of community, community service organizations, and the variety of public safety organizations that provide service within communities are examined. Emphasis is on interactions between neighborhood residents, civic organizations, law enforcement, and the courts in conflict resolution, crisis intervention, and remedia- Prerequisites: WRIT 112, Aca- Seminar. tion efforts. II or WRIT 212, Rhetoric and Design; demic Writing COMM 120, Public Speaking; LSCI 105, Information Theory and Practice, or LSCI 106, Information Sourc- es in Architecture and Interior Architecture; PSAD 203, Introduction to Community Relations; and PSAD 302, Data Analysis for Public Safety. PSAD 324 3 UNITS between law and Introduces the relationship theoretical perspectives from a Discusses society. disciplines. Promotes a number of social science of the concept of law foundational understanding and role of law in and the origins, development, outside of formal legal insti- particularly society, covered may include legal mobili- tutions. Topics change, social movements, zation, law and social relationship to social and law’s law and inequality, Prerequisites: WRIT 112, Academic control. Seminar. COMM II or WRIT 212, Rhetoric and Design; Writing Theory 120, Public Speaking; LSCI 105, Information Sources in and Practice, or LSCI 106, Information PHIL 210, Architecture and Interior Architecture; Civil Law; Ethical Systems; PSAD 321, Criminal and and PSAD 322, Constitutional Law.

Administrative Law Administrative Criminal and Civil Law Criminal and Constitutional Law Constitutional 2016-2017 Course Catalog 2016-2017 Course 3 UNITS This course is an introduction to the law of the administrative state—to the constitutional, statuto- ry and judge-made rules governing what agencies and how may do, the procedures they must follow, include mecha- they can be held to account. Topics nisms for control of agencies by the legislative and and executive branches; the constitutional basis for, limits on, governance by agencies; the availability of judicial review over agency action; and effects and the features of agency rulemaking and adjudi- Prerequisites: WRIT 112, Academic cation. Seminar. II or WRIT 212, Rhetoric and Design; COMM Writing 120, Public Speaking; LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture; PHIL 210, PSAD 323 PSAD 322 3 UNITS This seminar studies the historical development law, and contemporary function of constitutional defined as the interpretation and implementation problematics of the U.S. constitution, through the of the of liberal democratic theory and the role cases in judiciary as an actor in political life. Major of on such topics as the extent constitutional law, states’ rights, and equal protection, judicial power, Prerequisites: WRIT 112, are examined. Seminar. and II or WRIT 212, Rhetoric Academic Writing and Practice, Design; LSCI 105, Information Theory and or LSCI 106, Information Sources in Architecture Speaking; Interior Architecture; COMM 120, Public and one INDS 1XX course. PSAD 321 PSAD 321 3 UNITS to of an offense, analyzes the elements The course possible defenses and to identify classify offenses, will analyze the rights in criminal cases. Students citizens involving areas of civil and obligations of will learn to recognize students Additionally, law. and limitations of citizens and the responsibilities Charter of Rights and in light of the police officers legal research and analysis Freedoms, and develop and apply statute and case skills to locate, interpret, 112, Academic Prerequisites: WRIT Seminar. law. and Design; COMM II or WRIT 212, Rhetoric Writing LSCI 105, Information Theory 120, Public Speaking; Sources in and Practice, or LSCI 106, Information PHIL 210, Architecture and Interior Architecture; and Justice. Ethical Systems; and PSAD 303, Ethics Public Safety Administration 284 and Procedures Evidence Service in Community Problems Science in Forensic Developments Information Sources in Architecture and Interior and Interior Sources in Architecture Information to Community PSAD 203, Introduction Architecture; and PSAD 302, PSAD 204, Public Policy; Relations; Safety. Data Analysis for Public 3 UNITS science, Overview of general principles of forensic as used techniques, equipment, and methodologies and fire- in crime laboratories. Focus on fingerprint paint, fiber, arm identification, trace evidence (hair, document glass), blood, DNA evidence, forensic micros- examination, crime scene kits, and forensic Prerequisites: WRIT 112, Academic Seminar. copy. COMM II or WRIT 212, Rhetoric and Design; Writing Theory 120, Public Speaking; LSCI 105, Information Sources in and Practice or LSCI 106, Information PSAD 202, Architecture and Interior Architecture; PSAD 302, Introduction to Forensic Science; and Data Analysis for Public Safety. PSAD 342 3 UNITS This course covers rules of evidence in law enforce- ment procedures from investigations to courtroom hearings. It examines burden of proof, judicial notice, and admissibility of testimonial and docu- and com- materiality, mentary evidence, relevancy, The course analyzes state and federal court petency. cases as well as trial techniques and presentation of Aca- Prerequisites: WRIT 112, evidence. Seminar. II or WRIT 212, Rhetoric and Design; demic Writing COMM 120, Public Speaking; LSCI 105, Informa- tion Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture; PSAD 202, Introduction to Forensic Science; PSAD 302, Data Analysis for Public Safety; and PSAD 341, Developments in Forensic Science. PSAD 335 3 UNITS contemporary and timely issues The class will survey service. These problems associated with community Students semester to semester. will likely vary from and attempt to provide solutions will think critically Prerequisites: set. Seminar. for the unique problem II or WRIT 212, Rhet- Writing WRIT 112, Academic 120, Public Speaking; LSCI oric and Design; COMM or LSCI 106, 105, Information Theory and Practice, Interior Information Sources in Architecture and to Community Architecture; PSAD 203, Introduction Relations; and PSAD 303, Ethics and Justice. PSAD 341 and Probation Prevention Violence Domestic Justice Juvenile 2016-2017 Course Catalog 2016-2017 Course PSAD 334 3 UNITS Students learn about basic duties of parole or who work for community-based probation officers correctional programs. Duties may include mon- itoring house arrest, day reporting, restitution enforcement, and community service details. Additional topics of instruction may include levels supervisions, various treatment needs, of offender revocations processes, investigative reports writing, Prerequisites: and sentencing structures. Seminar. II or WRIT 212, Rhet- WRIT 112, Academic Writing oric and Design; COMM 120, Public Speaking; LSCI 105, Information Theory and Practice, or LSCI 106, PSAD 333 3 UNITS juvenile Overview of delinquent behavior and Considers justice system responses to delinquency. corrections) current issues (e.g., gangs, police, and communi- from perspectives of individuals, families, juvenile justice Explores history of ties, and society. in America, the nature of justice, punishment, of rehabilitation, and the goals and effectiveness juvenile court our juvenile justice system. Includes a Prerequisites: experiential component. Seminar. Rhet- II or WRIT 212, WRIT 112, Academic Writing LSCI oric and Design; COMM 120, Public Speaking; or LSCI 106, 105, Information Theory and Practice, Interior Information Sources in Architecture and to Community Architecture; PSAD 203, Introduction Relations; PSAD 204, Public Policy; and PSAD 302, Data Analysis for Public Safety. PSAD 332 PSAD 332 3 UNITS examination provides an in-depth This seminar from a legal perspective. It of domestic violence of topics, including police explores a wide range expert witness tes- and prosecutorial responses, women as criminal defendants, battered timony, legal remedies child custody, domestic violence and and domestic violence as a for battered immigrants, Each subject area brings to- human rights concern. with those of practice and of gether doctrinal issues WRIT 112, Academic Prerequisites: Seminar. theory. and Design; COMM II or WRIT 212, Rhetoric Writing LSCI 105, Information Theory 120, Public Speaking; Sources in and Practice, or LSCI 106, Information PSAD 203, Architecture and Interior Architecture; and PSAD Introduction to Community Relations; 302, Data Analysis for Public Safety. Public Safety Administration 285 Execution Thesis Senior Senior Thesis Preparation Thesis Preparation Senior with the student’s on-campus internship advisor. advisor. on-campus internship with the student’s Thirty by the registrar. contract required Internship - Senior stand unit of credit. Prerequisites: hours per majors only. ing, Public Safety Administration PSAD 491 3 UNITS interdisciplin- This course is a student-designed that integrates the student’s ary research seminar concentration with the major distinct Public Safety the insights from one to core courses and applies versa. The course serves as the the other and vice in the Public Safety Adminis- penultimate course Prerequisites: PSAD Seminar. tration Studies major. 302, Data Analysis for Public Safety. PSAD 492 3 UNITS - The course is the continuation of a student-de that signed interdisciplinary research seminar with distinct concentration integrates the student’s insights from the major core courses and applies the serves one to the other and vice versa. The course Administra- as the final course in the Public Safety Prerequisite: PSAD 491, Senior Seminar. tion major. Thesis Preparation. -

Internship Science in Forensic Problems Biology at the Bar at the Biology Investigations Crime Scene 2016-2017 Course Catalog 2016-2017 Course Application of classroom learning to an applied experience is complemented justice setting. Work by an academic requirement and periodic meetings PSAD 490 4 UNITS mation Sources in Architecture and Interior Archi- mation Sources in Architecture and Interior Science; tecture; PSAD 202 Introduction to Forensic and PSAD PSAD 302, Data Analysis for Public Safety; 341, Developments in Forensic Science. PSAD 345 3 UNITS timely issues The class will survey contemporary and associated with forensic science. These problems Students will likely vary from semester to semester. will think critically and attempt to provide solutions Prerequisites: for the unique problem set. Seminar. II or WRIT 212, Rhet- WRIT 112, Academic Writing oric and Design; COMM 120, Public Speaking; LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Sci- to Forensic PSAD 202, Introduction Architecture; ence; PSAD 302, Data Analysis for Public Safety; and PSAD 341, Developments in Forensic Science. This class puts the forensic science learned in pre- This class puts the forensic science learned Students will vious classes into the context of law. (e.g., study how various scientific methodologies have been bite marks, fingerprinting) entomology, will also talk used to win criminal cases. The course along about the misuse of science in the courtroom, Prerequisites: WRIT Seminar. with the “CSI effect.” II or WRIT 212, Rhetoric 112, Academic Writing LSCI 105, and Design; COMM 120, Public Speaking; 106, Infor Information Theory and Practice, or LSCI PSAD 344 3 UNITS PSAD 343 PSAD 343 3 UNITS - techniques of scientif the methods and A study of documentation and ic crime scene investigation, evidence, collection, and recognition of physical 3 credits. Laboratory. crime scene reconstruction. - WRIT 112, Academic Writ Prerequisites: Seminar. Rhetoric and Design; COMM ing II or WRIT 212, LSCI 105, Information Theory 120, Public Speaking; 106, Information Sources in and Practice, or LSCI Architecture; PSAD 202, Architecture and Interior Science; PSAD 302, Data Introduction to Forensic Safety; and PSAD 341, Develop- Analysis for Public ments in Forensic Science. Public Safety Administration

286

PSAD 402 Senior Thesis Execution Thesis Senior 402 PSAD

PSAD 401 Senior Thesis Preparation Thesis Senior 401 PSAD

PSAD 400 Internship 400 PSAD

PSAD 325 Problems in Legal Studies Legal in Problems 325 PSAD

PSAD 324 Law and Society and Law 324 PSAD

PSAD 323 Administrative Law Administrative 323 PSAD

PSAD 322 Constitutional Law Constitutional 322 PSAD

PSAD 321 Criminal/Civil Law Criminal/Civil 321 PSAD

PSAD 315 Problems in Law Enforcement Law in Problems 315 PSAD

PSAD 314 Private Security Private 314 PSAD PSAD 313 Criminal Investigations Criminal 313 PSAD

Entrepreneurship PSAD 312 Terror & Cybersecurity & Terror 312 PSAD 4

MASTERED PSAD 311 Policing 311 PSAD

PSAD 303 Ethics & Justice & Ethics 303 PSAD

PSAD 302 Data Analysis for Public Safety Public for Analysis Data 302 PSAD PSAD 301 Criminology & Forensic Psychology Forensic & Criminology 301 PSAD

Civic Engagement

PSAD 204 Public Policy Policy Public 204 PSAD

3

PSAD 203 Intro to Community Relations Community to Intro 203 PSAD PSAD 202 Intro to Forensic Science Forensic to Intro 202 PSAD

PRACTICED PSAD 102 Enforcement & Corrections Corrections & Enforcement 102 PSAD PSAD 101 Intro to Public Safety Public to Intro 101 PSAD Transdisciplinarity

2 Strategic Principles Strategic

4 3 2 3 1 2 REQUIRED COURSES REQUIRED .. Design Thinking DEVELOPED 1 justice policy area Strategic Principles evaluate their implications and evaluate best practices LEARNING OUTCOMES theories to specific types of crime (PSAD) Assuring Quality in Academic discrimination, and social and economic discretion among criminal justice actors, injustices within criminal justice systems Develop basic research designs, including Public Safety disadvantage contribute to inequalities and Evaluate the merits of competing theoretical Identify ways in which oppression, privilege, Administration Clarify career goals relevant to the study and and empirical support for a particular criminal Explain the criminal justice process, the role of they apply to state, federal and procedural laws System including police, courts and corrections perspectives used to explain the nature of crime analysis in an intelligent and convincing manner Describe and relate the constitutional rights and INTRODUCED and establishing positive community relationships and demonstrate an ability to apply criminological Identify legal and moral responsibilities of criminal criminal justice issues, policies, and practices and sources, and qualitative and quantitative reasoning Demonstrate an ability to apply ethical principles to Evaluate the historical, political, and social contexts responsibilities of citizens, offenders and victims as application of political and historical knowledge and hypotheses, analysis, use of primary and secondary STRATEGIC PRINCIPLES Express a thorough knowledge of the Criminal Justice justice professionals as they relate to cultural diversity CURRICULUM MAP CURRICULUM Administration Degree Public Safety 2016-2017 Course Catalog 2016-2017 Course Sciences - - 287 fective solu- Science of Music and Color (may have a lab) lems and issues. issues. tions to simple or complex Recognize and explain scientific principles and and explain scientific Recognize representations. their symbolic scientific princi connections among Understand ples and concepts. to explain real life prob Apply scientific concepts science and pseudo-science. Distinguish between approaches to complex or Evaluate proposed through scientific transdisciplinary problems methods. to propose ef Collaborate with others of social responsibility Demonstrate an awareness to civic or social issues. when science is applied BIOL 230 Biology (laboratory) BIOL 231 Human Biology (laboratory) BIOL 232 Botany (laboratory) BIOL 270 in Biological Science Topics PHYS 243 Physics for Architects (laboratory) ENVT 220 Environmental Studies PHYS 2704 • • • • • • • SCIENCE ASSESSMENT PROCESS SCIENCE ASSESSMENT PROCESS Ongoing diagnostic, formative, and summative as- sessment methods are used to see the fruits of stu- Reflections on the results dent and faculty efforts. of the assessment enable faculty to channel efforts accomplishment of depart- toward more effective mental goals. By reviewing the curriculum, instruc- tional methods, and various assessment processes, faculty can see the changes in students’ understand- com- abstraction, improved their and sciences of ing munication, and collaborative skills. Science Curriculum Science complete All university students are required to course) Environmental Studies (a 200-level lecture and a Sciences course with a lab. Natural Sciences Course Without a Lab: Natural Sciences Courses With Lab: Physical Sciences: 2016-2017 Course Catalog 2016-2017 Course The mission of the Sciences Program is to create for students a solid foundation of scientific principles, methods, and applications. LEARNING OUTCOMES As a result of their education in the sciences, stu- dents will be able to: SIENCES MISSION Complex issues confront the modern world; dealing Complex issues confront scientific learning and skills. with them requires provide in the department Instructors and staff that help students recog- learning environments their abilities across different nize and strengthen improve their investigative and scientific disciplines, and act with greater scien- communicative skills, their roles as citizens. Students tific awareness in well as good communi- learners as become effective Our goal is to cators through scientific perspectives. learning inspire students to continue their scientific classroom. long after they leave the laboratory or courses in biology and physics, In our lower-division environ- we provide engaging, hands-on learning All ments using innovative instructional methods. in an integrat- of our laboratory courses are taught ed studio format, with discussions, presentations, lectures, reflection, analysis, and experimentation allowing for blended together in a common time, togeth- all modes of instruction to be linked closely a solid foundation in scientific method From er. concrete and practice, we move students beyond principles and specifics to the discovery of general scientific concepts. studies This is especially true in our environmental courses. Here, course and occasional upper-division and other the complex relations between scientific to engage research domains present opportunities the world in collaborative and transdisciplinary ways. These courses, at times team-taught by professional science educators and specialists in the social sciences, humanities, and architecture, help students re-contextualize real-world issues by apply- ing scientific methods. Sciences Sciences PhD, Coordinator Christine Carmichael, Sciences 288 to develop successful internship search strategies search strategies successful internship to develop employers through students connect with and help collections, on- and postings, resume internship alumni connec- interview opportunities, off-campus outreach in the U.S. tions, and employer Study Away students There are several options available for break or In the winter interested in study away. programs the university sponsors different summer, we have offered In the past, for single-course study. Spain, Italy, such courses in China, France, Germany, and Thailand. Check each fall for opportunities During the aca- available as they change regularly. students may apply for a variety of pro- demic year, through other universities to partici- grams offered department pate in their educational activities. The a plan and chair and faculty will assist in developing exploring options. REQUIREMENTS LITERACY COMPUTER Interdisciplinary Studies majors demonstrate the required computer skills suitable to their program through the successful completion of the require- ments for the degree and the use of those skills in their capstone project. Basic skills in word process- ing, email communications, and Internet research are required of all majors and accomplished through completion of the Academic Writing II). Spread- Program (WRIT 112, Academic Writing sheet skills for those integrating business into their programs are accomplished through the course in 226, Business Statistics). All cap- statistics (MATH stone projects must demonstrate fluency in these areas in the course of preparation. Internship the knowledge and skills In order to reinforce all students are required acquired in the classroom, practical internship of 120 to complete a three-unit choosing relevant to their hours at a site of their educational goals. The intern- particular career and journals, evaluations, and a ship includes regular Students may also fulfill essay. concluding reflective American the internship requirement by attending Program” “Semester in Washington University’s two capital, serving in one of over in the nation’s the White thousand internship sites in Congress, House, and numerous federal agencies. 2016-2017 Course Catalog 2016-2017 Course SPECIAL LEARNING OPPORTUNITIES/ SPECIAL REQUIREMENTS a offers Career Development Office Woodbury’s variety of programs, services, and resources to assist students in exploring careers and securing intern- works with students one-on-one ships. The staff RESULTS OF LEARNING OF RESULTS of the Interdisciplinary Stud- The primary focus students’ analytical ies program is on increasing of the world, and their abilities, their knowledge own values and ambitions. The awareness of their students’ learning is expressed, emphasis is on how oral arguments, and in the in both written and both organization and display of information, of student qualitative and quantitative. Evidence and learning in research papers, oral presentations, emphasis on multi-media formats, with particular by the the senior thesis, is collected and reviewed in order to department faculty on a regular basis the students monitor the collective performance of in the program. students’ In the Interdisciplinary Studies major, as directed capstone project courses are conducted members of studies, in consultation with all three of the the SMRC (and approved by all members SMRC). The first course, a reading/research-based second, course that prepares the student for the literature includes investigations into the relevant of a plan for and resources, and the development exe- the second course. In INDS 492, the student work of the cutes and performs the final cumulative a balance capstone. Both courses must demonstrate chosen disciplines, address between the student’s concrete objectives to be met (tied to the student’s major proposal objectives), include meetings with and advising by individual review committee mem- bers, and require a midterm and final evaluation by the entire review committee. The final evaluation reviews, including a presentation to the SMRC, University community, are open to the Woodbury and require at least one hour for presentation and discussion. In the natural sciences, student work in the form of work in the form sciences, student In the natural - work, and laborato homework, class examinations, - learning. The biolog evidence of ry work provides courses and their relevant ical and physical science by the department faculty in outcomes are assessed alternate years. Sciences 289

Music and Color

Science of Science rban Studies (Minor) sites: ENVT 220, Environmental Studies, and MATH Studies, and MATH 220, Environmental sites: ENVT Descriptive Geometry. with 251, Trigonometry PHYS 2704 3 UNITS an introduction to the science This course provides include the covered Topics of music and color. acoustics (the physical physics of waves, physical musical acoustics (the human production of sound), the human voice, musical perception of sound), of musical instruments), acoustics (the physics loudspeakers, and electroacoustics (electronics, the and subtractive color, recording), light, additive the vocabulary of color, physiological perception screen displays, and printing. color theory, of color, Studies. Prerequisite: ENVT 220, Environmental U Coordinator PhD, Bills, Emily University is The Urban Studies minor at Woodbury with the intended to prepare students to engage develop- enormous challenges that global urban this by ment brings to contemporary life. It does analytical helping students obtain the critical and to changing skills needed to interpret and respond While the urban conditions, both past and present. it strives for program is interdisciplinary in format, approach to cohesiveness by taking a culture-based and the analysis of the social, political, economic, of environmental issues impacting the development cities. the program strives to help More specifically, students become actively engaged in the ethical issues shaping the development of environmentally sustainable, politically constructive, and socially just urban spaces. In the process, they develop critical learning skills that enable them to better understand the diverse forces shaping historical and contemporary urban circumstance and apply those skills to an integrated analysis of urban develop- ment. The program is committed to encouraging students to make informed and useful connections between topics in Urban Studies and the key issues shaping their major area of study and their per- sonal actions as inhabitants of urban spaces. Urban Studies faculty collaborates with faculty from differ- evaluate, and engage in a ent disciplines to identify,

or Architects or

onmental Studies

Envir

Physics f Physics

Botany Human Biology Biology 2016-2017 Course Catalog 2016-2017 Course An introductory course in physics covering topics in motion, statics, force, rotation, acoustics, thermody- and optics. Studio-Lab. Prerequi- namics, electricity, PHYS 243 3 UNITS ENVT 220 3 UNITS This course provides an overview of topics includ- mineral and nutrient ing ecosystems, biodiversity, waste and pollution, and cycles, sources of energy, environmental movements and philosophies. Lec- ture. Prerequisites: None. 3 UNITS topics This course is an introduction to selected the structure of include Topics in plant biology. leaves and plant cells, the structure of roots, stems, of plants, flowers, reproduction in plants, genetics diversity of plant life, and characteristics of various Prerequisite: ENVT groups of plants. Laboratory. 220, Environmental Studies. BIOL 232 BIOL 231 3 UNITS topics in This course is an introduction to selected include cell Topics human anatomy and physiology. immu- structure and function, tissues, nutrition, system, the integumentary system, digestive nity, reproduc- cardiovascular system, lymphatic system, system. tive system, nervous system, and endocrine Environmental Prerequisite: ENVT 220, Laboratory. Studies. 3 UNITS of major concepts in biology. This course is a study the scientific process, the chemis- include Topics molecular the cell, heredity, try of living things, behavior. and animal genetics, evolution, ecology, Environmental Prerequisite: ENVT 220, Laboratory. Studies. SCIENCE COURSES BIOL 230 STUDENT COMPUTER AND OTHER EQUIPMENT EQUIPMENT AND OTHER COMPUTER STUDENT REQUIREMENTS a computer with are required to have Students Internet, and email word processing, spreadsheet, recommended soft- capabilities. The department’s for either PC or Office ware package is Microsoft Mac. Sciences 290

oduction to Urban Studies oduction to

Intr Urban Theory The Urban Studies program coordinator assesses Studies program The Urban if the program and determines alumni progress in facilitating career objectives were fruitful development. Assessment of alumni: Assessment INDS 325 L.A. Stories URBS 301 Urban Theory URBS 302 Current Issues in Urban Studies URBS 311 Urban Ecology and Los Angeles URBS 312 The Infrastructural City URBS 321 Environmental Urbanism URBS 331 Food and the City URBS 322 The Global Metropolis URBS 370 in Urban Studies Topics 3 UNITS Seminal topics shaping the global field of urban theory over the last century are presented with a transdisciplinary focus. The struggle to conceptu- alize urbanization and socio-spatial development, both real and imagined, is considered through a URBAN STUDIES COURSES URBS 100 3 UNITS of This course is an introduction to the history in which urban planning, emphasizing the ways tried to urban thinkers and practitioners have the achieve their various objectives and analyzing and consequences of those actions for current future dwellers. The course examines how people and organizations of both the past and present act to shape the built environment by crafting poli- cies, drawing up plans, and implementing projects. Major themes include the political and economic circumstances shaping industrial expansion, public health, infrastructural developments, sustainability, and historic preservation. Lecture. Prerequisites: None. URBS 301 • CURRICULUM MINOR URBAN STUDIES Studies, students must take For the minor in Urban the following course: four courses from the following: And select at least URBS 100 Urban Studies Introduction to - - . s major and minor disciplines. ogram by student focus group: fectively to constructive urban politics. fectively to environmental issues. fectively to social justice issues. he urban studies program coordinator holds an annual focus group meeting with students in the Urban Studies program. The focus group serves as an open platform for the faculty mem ber and the students to evaluate program effec- tiveness and possible areas for improvement. The student will create informed connections between a student’ Assessment of pr Assessment by faculty of student work: T A team of faculty members collects and assesses student work on an annual basis, from the intro ductory course to the upper-division seminars. A ductory course to the upper-division rubric is established by which student work can be evaluated to determine whether it reflects the objectives outlined in the curriculum map. The student will create integrated analyses of The student will create integrated analyses urban development. The student will recognize clearly and respond The student will recognize clearly and ef respond The student will recognize clearly and ef respond The student will recognize clearly and ef The student will identify the significance of major The student will identify themes in urban history of issues The student will identify the significance shaping contemporary urban circumstance. 2016-2017 Course Catalog 2016-2017 Course • • In order to assure the quality of student learning, In order to assure the quality of student faculty regularly reviews the the department’s Students’ re- collective work of students over time. presentations, search papers, exams, evaluations of review pur- and internship reports are archived for assessment poses. There are three main modes of for the Urban Studies minor: • URBAN STUDIES ASSESSMENT PROCESS • • • • To create a transformative educational program create a transformative To theory and practice of Urban devoted to both the Studies. OUTCOMES STUDENT LEARNING express the abilities, knowledge, Learning outcomes can expect to gain from and values that students program and its courses. the Urban Studies • • dialogue about points of overlap between curricu- about points of overlap dialogue development. relate to urban lums as they MISSION Sciences 291 Metropolis The Global Environmental Urbanism Environmental plays in the facilitation of urban development. development. facilitation of urban plays in the key infrastructural are familiarized with Students the imagined, and both real and design proposals, has shaped the organiza- major ways infrastructure places at both a local and global tion of people and include alternatives to the car- level. Possible topics the world and the Internet’s sprawl example around urban growth, and local impact on global capital, Prerequisites: WRIT Seminar. perception of place. WRIT 212, Rhetoric and II, or 112, Academic Writing Theory and Practice, Design; LSCI 105, Information Sources in Architecture or LSCI 106, Information or LSCI 205, Information and Interior Architecture, 120, Public Speaking; and in the Disciplines; COMM INDS, one 200-level social science course (ECON, POHI, PSYC). URBS 322 3 UNITS This course examines the major social, political, economic, and historical factors shaping global metropolitan environments, particularly in the Global South. Themes and cities vary from year to in with a strong focus on urban development year, Africa, Latin America, the Greater Middle East, and Asia. Possible topics for comparison might include colonial and post-colonial nature and the city, - Prereq cities, and race and immigration. Seminar. II, or WRIT 212, uisites: WRIT 112, Academic Writing Rhetoric and Design; LSCI 105, Information Theory URBS 321 3 UNITS environmen- This course explores major themes in Students planning, and sustainability. tal history, of “natu- engage questions about the definition the slipping ral” and “constructed” environments; and open boundaries between so-called “exurban” or defining spaces; and political modes of retaining how natural space. Other possible topics include - ineffi land-use practices can lead to air pollution, resource cient energy consumption, and inequitable to efforts distribution. The course also examines cities and address the environmental ills facing Prerequisites: WRIT their surroundings. Seminar. and II, or WRIT 212, Rhetoric 112, Academic Writing and Practice, Design; LSCI 105, Information Theory or LSCI 106, Information Sources in Architecture Information and Interior Architecture, or LSCI 205, in the Disciplines; COMM 120, Public Speaking; and one 200-level social science course (ECON, INDS, POHI, PSYC). -

Angeles and Los Urban Ecology T he Infrastructural City T he Infrastructural Current Issues in Urban Studies in Urban Issues Current 2016-2017 Course Catalog 2016-2017 Course 3 UNITS This course is an introduction to the ongoing role transportation and communications infrastructure URBS 312 This course immerses students in a study of the This course immerses students in a study of local urban environment through a combination and on-site readings, discussion, creative projects, examination. Students integrate interdisciplinary projects that ways of seeing and reading the city in respond to the immediate urban environment. Course methodologies include fieldwork research, mapping projects, and visual and written modes of representation, such as digital photography, Prereq- video, and website development. Seminar. II, or WRIT 212, uisites: WRIT 112, Academic Writing Rhetoric and Design; LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, Information in the Disciplines; COMM 120, Public Speaking; and one social science course (ECON 2xx, POHI 2xx, INDS1xx or 2xx, or PSYC 2xx). URBS 311 3 UNITS URBS 302 3 UNITS at issue The theories and debates that are currently studies are in the practice and discourse of urban geog- examined, including the impacts of history, Specific topics planning, and public health. raphy, insti- related to the built environment, political tutions, historical frameworks, and technological Prerequisites: WRIT forces are examined. Seminar. Speak- II; COMM 120, Public 112, Academic Writing Practice, or ing; LSCI 105, Information Theory and and LSCI 106, Information Sources in Architecture in Interior Architecture, or LSCI 205, Information course (ECON the Disciplines; and one social science 2xx). 2xx, POHI 2xx, INDS 1xx or 2xx, or PSYC close, critical, and analytical reading of texts from reading of texts from and analytical close, critical, sociology, geography, of urban planning, the fields and gender studies, philosophy, political science, Prerequisites: WRIT 112, among others. Seminar. 212, Rhetoric and II, or WRIT Academic Writing Public Speaking; LSCI 105, In- Design; COMM 120, Practice, or LSCI 106, Infor formation Theory and mation Sources in Architecture and Interior Archi- mation Sources in Architecture Information in the Disciplines; tecture, or LSCI 205, course (ECON 2xx, POHI 2xx, and one social science PSYC 2xx). INDS 1xx or 2xx, or Sciences 292

T 3 UNITS RBS 370 - U 3 UNITS focuses on various course that This is a specialized Prereq- urban studies. Seminar. issues of interest in Studies opics inUrban Theory and Practice, uisites: LSCI 105, Information Sources in Architecture or LSCI 106, Information or LSCI 205, Information and Interior Architecture, II, or 112, Academic Writing in the Disciplines; WRIT and Design; COMM 120, Public WRIT 212, Rhetoric Introduction to Urban Studies; Speaking; URBS 100, or INDS 1xx. Study 499 Independent URBS 299, 399, or 1 a field of spe- This is an individual investigation into the approv- cial interest chosen by the student with periodic meetings with the al of the dean. Regular, member department chair or an assigned faculty each unit of are required. Thirty hours required for credit. Prerequisite: Consent of the dean.

F 2016-2017 Course Catalog 2016-2017 Course URBS 331 3 UNITS the intersections between food This course explores focusing on the ways and the urban environment, ood andtheCity and consumption food production, distribution, concerns, public health, and impact environmental readings, guest speakers, site visits, Through policy. and volunteer work, students hands-on projects, packaged, analyze how food is grown, harvested, con- shipped, and sold. The class is particularly (labor, cerned with current issues in food politics (underserved immigration), food justice policy, in food move- communities, food insecurity), trends markets), and ments (locavore, slow food, farmers’ on environ- the impacts of industrial agribusiness 112, Academic mental concerns. Prerequisites: WRIT LSCI II, or WRIT 212, Rhetoric and Design; Writing or LSCI 106, 105, Information Theory and Practice, Interi- Information Sources in Architecture and in the or Architecture, or LSCI 205, Information and one Disciplines; COMM 120, Public Speaking; INDS, POHI, 200-level social science course. (ECON, PSYC). and Practice, or LSCI 106, Information Sources in Sources or LSCI 106, Information and Practice, 205, or LSCI and Interior Architecture, Architecture COMM 120, Public in the Disciplines; Information 200-level social science course Speaking; and one PSYC). (ECON, INDS, POHI, Writing Department 293 graduation. The First-Year Composition program Composition program The First-Year graduation. as a set of skills, critical student writing understands re- that must be and practices thinking behaviors, curriculum. This program is part inforced across the for almost all Woodbury of the learning experience to develop, reinforce, and nur- students and seeks writing. ture their interest in THE PROFESSIONAL (BA) WRITING PROGRAM Overview processes, Professional writers make complex ideas, or procedures understandable. The Professional degree provides students with advanced Writing for print, study and practical experience in writing formats. digital, and multimodal occasions and and so- Based on a strong foundation in rhetorical cio-linguistic theory and discourse analysis, the de- gree combines the values of liberal education inher- communication with a clear career ent in effective orientation. The degree takes a transdisciplinary approach to the theory and practice of writing that adapts genre-specific skills to a variety of commu- nication contexts. It bridges disciplinary consider- ations to create new forms of practical knowledge and builds a sequence of course experiences catego- rized as foundations, contexts, and explorations that culminate in a capstone thesis project. This learning process develops skills that incorporate articulate and audience-oriented writing processes for both analytical thinking and problem solving. It emphasizes the multimodal integration of writing and extends the function of design thinking inher- The Writing Center The Writing tutoring ser- free peer Center offers The Writing the writing process, including vices at all stages of and refining thesis state- brainstorming, developing sources, using correct documen- ments, synthesizing and proofreading. Student tation formats, editing, multimodal tutors help with conventional papers, for classes, and digital projects, and presentations as well as other professional writing documents Students such as resumes and application letters. in-person may work one-on-one with a TWC tutor tutor- or submit their projects online for a remote the TWC ing session. Since its beginning in 2006, Woodbury has conducted over 15,000 tutorials for students.

Writing ch Writing (BA) nancial, and non-profit ARTMENT P c situational, disciplinary, and c situational, disciplinary, THE DE

omposition and Resear OF ear Composition and Research Writing Research and Composition ear C Y fields, including technical writing and fields, including technical writing and ear Y - riting 2016-2017 Course Catalog 2016-2017 Course The Writing Department integrates the following Department integrates the following The Writing areas and programs: (BA) Program Writing Professional The degree prepares students The Professional Writing of pro- for successful work as writers in a variety fessional consulting; corporate, fi and sectors; publishing and journalism; government Professional law; and education and the arts. The degree emphasizes the principles of clarity, Writing and global scope in the ethics, relevance, creativity, work of its students as it trains them to be effective writers, ready and interested in integrating all the diverse endeavors of professional writing while focusing on their own unique passions and creative goals. First- The professional contexts. Writing, in other words, both professional contexts. Writing, of writing produces knowledge through the act it is itself and communicates knowledge when Department seeks to work formulated. The Writing in these with students as they understand writing discovery. two ways—and other ways of their own OVERVIEW Program Composition program is a compo- The First-Year General Education University’s nent of Woodbury program and is designed to develop students’ written communication skills. The program seeks to prepare students for both academic writing during their university education and for their work after W Professional First Chair Department PhD, Ellis, J. Reuben in Experience and Education Educator John Dewey progressive education looks (1938) explains that and values real-world experi- toward the future embraces Dewey’s Department ence. The Writing to the idea that good suggestion and commits understand writing as both writers conscientiously making of a formative process and as the creative of specific completed texts addressing the needs audiences in specifi Writing Department 294 3M 3 M 3 M 3 M 3 M 3 M 3 M 3 GE 1 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 UE 3 GE 3 GE 3 UE 1 UE Mathematics Course Interdisciplinary Course Digital Composition Legal and Policy or Proposal and Grant Writing Social Science Course Art History Course Information Theory & Practice II Academic Writing Rhetorical Theory and Practice Ethical Systems Technical Writing Technical Environmental Studies Periodical Writing or Periodical Writing Health Sciences Writing Civic Engagement or Blogging and Social Media GE Breadth Elective** Unrestricted Elective*** Transition to College Transition Academic Writing I Academic Writing Introduction to Professional Writing Public Speaking or Intermediate Algebra Unrestricted Elective WRIT WRIT WRIT 240/241 ______220/221 230/231 LSCI 105 PHIL 210 INDS 1__ WRIT 201 WRIT 112 WRIT 122 WRIT 200 ENVT 220 WRIT 111 WRIT 121 PPDV 100 MATH 2___ MATH MATH 149 MATH ARTH 2___ ARTH SECOND YEAR SECOND Fall Semester Spring Semester SUGGESTED SEQUENCE OF REQUIRED COURSES REQUIRED OF SEQUENCE SUGGESTED FIRST YEAR Fall Semester Spring Semester COMM 120 52 49 19 120 Units

Acquire the ability to write professionally in vari- Acquire the ability to write professionally ous environments and genres. writing. Cultivate skills in collaborative workplace to Integrate writing and new media according rhetorical design principles. Demonstrate understanding of the marketability of writing. and Apply rhetorical strategies as an imaginative ethical writer. 2016-2017 Course Catalog 2016-2017 Course Major (M) Curriculum Summary Curriculum CURRICULUM WRITING MAJOR PROFESSIONAL Leading to the Bachelor of Arts (BA) Degree General Education (GE) Unrestricted electives (UE) Minimum semester hours required PROGRAM LEARNING OUTCOMES LEARNING PROGRAM Writing A student completing the Professional degree will: • • • • • MISSION ent in writing processes to digital and multi-media and multi-media processes to digital ent in writing applied and practical Its emphasis on applications. with the public integrates writing communication innovation and commu- spheres of entrepreneurial engagement. nity-oriented civic their studies within the Profes- Students complete prepared to be effective program sional Writing processes of cultural, institu- advocates for positive change. The Professional tional, and technological mission, the university’s degree fits with Writing resources, and existing programs vision, strategy, the university’s a degree that supports by offering a liberal arts education commitment to providing of professional study. within the context The Professional Writing Degree at Woodbury Uni- Degree at Woodbury The Professional Writing ethical, versity prepares people to be imaginative, individually and professional writers ready to work environ- and collaboratively in a variety of relevant and ments and genres while integrating writing evolving new media. Writing Department 295 enhance the effectiveness of all courses of study of all courses effectiveness enhance the degree. to the Woodbury and add value Senior Project Students complete a two-course capstone senior project that consists of (1) a planning and research phase and (2) the production of an original mono- graph or monograph-equivalent work of creative Internship Students are required to complete a four-unit or internship of 160 hours through a business with organization they will select in consultation - The purpose of the intern their faculty advisor. ship is to reinforce knowledge and skills gained in the classroom and provide students with practical workplace experiences. Internship possibilities include media outlets, print and digital publishers, broadcasting, advertising and public relations firms, health science organizations, government offices, non-profits, software developers, game developers, entertainment industry entities, university offices, and independent writers and artists. The internship may include self-reflective journal writing, supervi- sor evaluations, and a final self-archived reflection. Required Courses (6 units): Required (3 to Professional Writing WRIT 121: Introduction units) (3 units) WRIT 201: Digital Composition (9 units): the following courses from Select three Theory and Practice (3 units) WRIT 122: Rhetorical (3 units) Writing WRIT 200: Technical (3 units) and Grant Writing WRIT 221: Proposal (3 units) Writing WRIT 230: Periodical Health Sciences (3 units) in the WRIT 231: Writing units) and Civic Engagement (3 WRIT 240: Writing Social Media WRIT 241: Professional Blogging and (3 units) Authoring: Theory and Practice WRIT 300: Web Across Cultures (3 units) WRIT 301: Writing Design (3 WRIT 310: Information and Interactive units) (3 units) and Intertextuality WRIT 311: Textuality (3 units) WRIT 320: Collaboration and Editing (3 units) COMM 314: Contemporary Journalism WRIT 321: Online Journalism (3 units) WRIT 400: Digital Publication (3 units) (3 units) WRIT 401: Freelance Writing (3 units) in Writing WRIT 420: Topics 300-level At least two courses (6 units) must be courses or higher. 3 M 3 M 3 M 3 M 3 M 4 M 3 M 3 M 3 M 3 M 3 GE 3 GE 3 GE 3 UE 3 UE 3 UE 3 UE 3 GE 3 GE 3 GE Digital Publication Freelance Writing Writing Across Cultures Writing Humanities Course GE Principle Excercise in Writing Topics Senior Project II GE Breadth Elective Information and Interactive and Design or Textuality Intertextuality Internship Senior Project I Unrestricted Elective Unrestricted Elective Unrestricted Elective Unrestricted Elective Transdisciplinary Seminar Transdisciplinary Web Authoring: Theory and Web Practice Editing or Collaboration and Online Journalism with lab Natural Science Course GE Breadth Elective** GE Breadth Elective** WRIT WRIT Recommended courses: courses in graphic design 320/321 310/311 ______3______3__ Recommended courses: COMM 100, Media Culture, COMM 203, or COMM 212, Communication Theory, Intercultural Communication INDS 3______WRIT 401 WRIT 400 WRIT 301 WRIT 420 WRIT 492 WRIT 490 WRIT 491 WRIT 300 2016-2017 Course Catalog 2016-2017 Course Minor in Professional Writing in Professional Minor is designed to The Minor in Professional Writing University majors. It will complement all Woodbury **  *** Spring Semester FOURTH YEAR FOURTH Fall Semester Spring Semester THIRD YEAR Fall Semester Writing Department 296 The purpose of assessment is the improvement of the improvement of assessment is The purpose - the enhance and curriculum, course pedagogy program learning courses with ment of aligning and institutional outcomes, Core Competencies, Principles. Results of Learning of Results program is Writing The work of the Professional as thinking, detail-oriented, to help students grow professional writers ready ethical, and creative and collaboratively across to work individually The emphasis is on how genres and across cultures. develop their own values and students explore and Student learning is ex- goals in these contexts. forms of pressed in written work, but also in other active engagement with learning environments— classroom settings, internships, and individual assessment in research and projects. The purpose of the program is to monitor the Professional Writing students in collective growth and achievement of the program. Cornerstone: benchmark knowledge at the be- Cornerstone: benchmark knowledge ginning of the course of study (1st year) the Milestone 1: formative knowledge during course of study (2nd year) Milestone 2: formative practiced knowledge during the course of study (3rd year) the end of Capstone: summative knowledge at the course of study (4th year) practices Foundational rhetorical theories and (Cornerstone) Foundational digital theories and practices (Milestone 1) Purposes, genres, and audiences for legal and grant writing (Milestone 1) Theories, methods, and practices for creating documents (Milestone 2) Utilization of software and digital/technological platforms (Milestone 2) Theories and practices for writing for global and local audiences (Milestone 2) Utilization of digital platforms and strategies for civic engagement (Milestone 2) Design research methods and methodologies (Capstone) Using research and prior scholarship to self-initi- ate a writing research project (Capstone) Strategies and products that reflect ability to be a freelance writer (Capstone) Internship performance (Capstone) Foundational technical writing genres Foundational technical writing genres (Cornerstone) 2016-2017 Course Catalog 2016-2017 Course The Writing Department faculty evaluates individ- Department The Writing for each assignment in every ual student learning based on established course Professional Writing guidelines. In addition to evalu- university grading electroni- ating individual learning, the department purposes cally archives student work for assessment to regularly and uses a three-year assessment cycle over time, as review the collective work of students follows: • • • • of: Processes or competencies assessed consist • •  • • • • • • • • • • Assessment Process and original professional writing. The senior project The senior project professional writing. and original to synthesize an opportunity allows students in during their major and skills gained knowledge format and to specialize in a focused and sustained to them. Senior projects bridge an area of interest work and their professional students’ academic and in some cases may serve work after graduation of a beginning career. as the initial foundation

Writing Department

WRIT 491/2 Senior Project (1 and 2) and (1 Project Senior 491/2 WRIT ALL

297

WRIT 490 Internship 490 WRIT ALL

WRIT 420 Topics in Writing in Topics 420 WRIT ALL

WRIT 321 Online Journalism Online 321 WRIT 134

WRIT 320 Collaboration and Editing and Collaboration 320 WRIT 123

WRIT 311 Textuality and Intertextuality and Textuality 311 WRIT 12

WRIT 310 Information and Interactive Design Interactive and Information 310 WRIT ALL

WRIT 401 Freelance Writing Freelance 401 WRIT ALL

WRIT 400 Digital Publication Digital 400 WRIT 134

WRIT 301 Writing Across Cultures Across Writing 301 WRIT 123

Entrepreneurship

WRIT 300 Web Authoring Web 300 WRIT ALL

4

WRIT 241 Professional Blogging and Social and Blogging Professional 241 WRIT ALL

Low Importance

ADVANCED WRIT 240 Writing and Civic Engagement Civic and Writing 240 WRIT 123 Highest Importance Moderate Importance

WRIT 231 Writing in the Health Sciences Health the in Writing 231 WRIT 123

WRIT 230 Periodical Writing Periodical 230 WRIT 13

Civic Engagement

WRIT 221 Proposal and Grant Writing Grant and Proposal 221 WRIT ALL

3

WRIT 220 Legal and Policy Writing Policy and Legal 220 WRIT 123

WRIT 201 Digital Composition Digital 201 WRIT 123

WRIT 200 Technical Writing Technical 200 WRIT 123

WRIT 121 Rhetorical Theory and Practice and Theory Rhetorical 121 WRIT 123

Transdisciplinarity WRIT 1702 Introduction to Professional Writing Professional to Introduction 1702 WRIT 13

2 Low Importance Principals Strategic 12 Highest Importance 123 123 134 Moderate Importance ALL INTERMEDIATE

. REQUIRED COURSES REQUIRED Design Thinking 1 and ethical writers marketability of writing Strategic Principals rhetorical design principles various environments and genres Demonstrate understanding of the LEARNING OUTCOMES (BA) Writing Low Importance BEGINNING Apply rhetorical strategies as imaginative Highest Importance Assuring Quality in Moderate Importance Academic Acquire the ability to write professionally in Integrate writing and new media according to Professional Cultivate skills in collaborative workplace writing STRATEGIC PRINCIPALS CURRICULUM MAP CURRICULUM Writing BA Arts in Professional Bachelor of 2016-2017 Course Catalog 2016-2017 Course Writing Department 298 Units 3 GE 3 GE 6 6 Academic Writing I Academic Writing II Academic Writing Facilitate all social and technical aspects of the aspects of the all social and technical Facilitate writing and when undertaking writing processes research. environments and use Compose in multiple to enhance the graphic electronic technologies the print, screen, or web pag- design elements of Pillar Alignment: Design es. Level: Intermediate Thinking knowledge by acting on Demonstrate rhetorical audiences, purposes, and con- understandings of texts. texts when creating of genre conventions that de- Acquire knowledge formal texts in terms of applica- fine informal and for specific rhetorical bility and appropriateness situations. SUGGESTED SEQUENCE OF REQUIRED COURSES REQUIRED OF SUGGESTED SEQUENCE FIRST YEAR Fall Semester WRIT 111 Spring Semester WRIT 112 Compo- Students are required to enroll in First-Year courses in consecutive sition and Research Writing semesters until completing the entire sequence with a grade of “C” or better in each course. If a student enrolls in an equivalent course off-campus, then the student still must complete the writing courses in consecutive semesters beginning with the Woodbury University and with a first semester at grade of “C” or better in each course. • • • • Summary Curriculum Writing Composition and Research First-Year Curriculum (as part of General Education) General Education (GE) Minimum Units Required 112) is the *6 units of writing (WRIT 111 and WRIT students. graduation requirement for Woodbury is How many units will be taken at Woodbury students, determined by (1) in the case of freshman and the results of the writing placement process, awarding of (2) in the case of transfer students, the of a transfer credit and, in some cases, completion Portfolio.” “WRIT 112 Transfer - Think critically and cultivate the ability to analyze a situation or text and make thoughtful decisions based on that analysis, through writing, reading, and research. 2016-2017 Course Catalog 2016-2017 Course Program Learning Outcomes Learning Program Composition A student completing each First-Year course will, at the appropri- and Research Writing ate level: • Mission Composition and Research Writing The First-Year program aims to develop students’ written commu- nication abilities and skills so that their writing ad- dresses diverse audiences, blends distinctive genres, crisscrosses disciplinary boundaries, and embodies productive academic and professional information and ideas. Overview in the value University believes strongly Woodbury communication. written and practice of effective students are required all Woodbury Consequently, in writing as part of our Gener to take two courses THE FIRST-YEAR COMPOSITION AND COMPOSITION THE FIRST-YEAR WRITING PROGRAM RESEARCH al Education (GE) program: (1) a first-year composi- al Education (GE) program: I) and (2) a research Writing tion course (Academic II). This require- Writing writing course (Academic important the university ment emphasizes how the current and future success thinks writing is to a form of communication as of its students. Writing there is is vital, but there is more to it than that: in evidence that suggests that writing contributes in origi- a fundamental way to the ability to engage Department asks students nal thought. The Writing - classes. Wood to consider that as they take writing course. Nearly bury University is not alone in this, of places every university and college in the world to liberal arts writing at the core of its commitment education and professional preparation. Writing Composition and Research The First-Year program asks students to develop pre-professional skills as part or professional writing knowledge and literacy on the of their process of securing academic students’ university level. The program measures assessing knowledge and skills by evaluating and - end-of-semester portfolios. In the eighteenth-cen a portafoglio— a portfolio—from the Italian, tury, These meant "a case for carrying loose papers." who we are. A days, it means a way of representing program. portfolio is required in all courses in the Writing Department

299 every semester, the every semester, every two years, the depart- The portfolio is evaluated by Writing by Writing is evaluated The portfolio portfolio is not If the faculty. Department as demonstrating or is not evaluated submitted competence, the student will research writing WRIT 112 and the course be required to take count as general elective transferred in will the equivalent of WRIT 112 credit. Please note: from California community does not transfer colleges.

department collects from faculty all portfolios in department collects from faculty all portfolios is the range the grade range of “C” to “C-.” This for in which portfolios are considered marginal passing passing/failing because “C” is the minimum is final grade grade. Ninety percent of a student’s intended to based on writing, and the portfolio is of represent a reasonable and reliable indication overall level of writing competence. the student’s makes rec- The faculty assesses these portfolios and their pass/ ommendations to instructors regarding fail status. Department uses a variety In addition, the Writing of indirect methods to assess student work. For example, students are periodically asked to volun- tarily complete surveys to indicate the effectiveness Department uses such of teaching. The Writing survey results to develop self-reflective assignments and course content. The department conducts both qualitative and quantitative institutional research to develop placement, portfolio evaluation, and faculty performance, and to continue to evolve best-teaching practices and curriculum. Academic Standards, Consistency, and Faculty and Faculty Consistency, Standards, Academic Development course Composition and Research Writing First-Year learning outcomes are held in common across sec- tions, and instructors are provided with a common General assessment: “C-“ Portfolio assessment: Assessment Process faculty evaluates individ- Department The Writing for each assignment in every ual student learning course and Research Writing Composition First-Year guidelines. based on established university grading the In addition to evaluating individual learning, work department electronically archives student reviews the for assessment purposes and regularly as follows: collective work of students over time, on a ran- ment samples collected student portfolios on program domized basis and assesses them based learning outcomes.

The student should enroll in WRIT 112. The student may submit a “Freshmen The student should submit a “WRIT 112 The student may take a timed-essay placement The student may take a timed-essay o Placement Portfolio” or a “College Writing Portfolio” for possible exemption from WRIT 100, 111, or 112 (see the “Study Guide” for more information on this). If a student is transferring in the equivalent of WRIT 111: o  If a student is transferring in the equivalent of WRIT 111 and WRIT 112 from another institution: o Portfolio” to document that the WRIT Transfer 112–equivalent transfer course provided the If a student is not transferring in the equivalent If a student is not transferring in the of these of WRIT 111, the student should do one two things before SOAR: o exam for possible placement in WRIT 100, WRIT student with adequate competence in research writing. The student should receive a letter outlining the requirements for the “WRIT 112 Portfolio” from the Registrar. Transfer 2016-2017 Course Catalog 2016-2017 Course 111, or WRIT 112. • • Proceeding through the First-Year Composition Composition the First-Year through Proceeding Curriculum Writing and Research requirements are simple. Stu- writing Woodbury’s WRIT 111, dents are required to take two courses: - Writ I and WRIT 112, Academic Academic Writing Department faculty determines ing II. If the Writing in WRIT 111, that a student is not ready to succeed 100, the student will be required to take WRIT This process is outlined Bridge to Academic Writing. Placement in the document “Study Guide: English Exams.” Exams and Portfolios and Math Placement and be Students should receive the document the process instructed in how to proceed through and before their Student Orientation, Advising, first come to Registration (SOAR) process when they campus. for fulfilling the here are the options In summary, writing requirement: •

The Writing Department uses its First-Year Compo- uses its First-Year Department The Writing process to placement Research Writing sition and ap- into the starting at Woodbury place students in writing. That course begins propriate first course sequence. the required writing whose placement results indi- Freshman students to succeed in taking cate they are not prepared of GE writing instruction will the required 6 units an additional 3-unit course to be required to take 6-unit requirement. prepare them for the Writing Department 300 Entrepreneurship 4 Low Importance ADVANCED Highest Importance Moderate Importance Civic Engagement 3

Results of Learning of Results Composition First-Year in all courses in the Students their program demonstrate Writing and Research of end-of-semester portfo- leaning by the creation archive their work. These port- lios that collect and digitally and include compo- folios are assembled and creative self-archiving. nents of self-reflection a measure and even a These portfolios represent well students achieve learning celebration of how outcomes in their courses.

WRIT 112 Academic Writing II Writing Academic 112 WRIT 123

Transdisciplinarity WRIT 111 Academic Writing I Writing Academic 111 WRIT 123

WRIT 100 Bridge to Academic Writing Academic to Bridge 100 WRIT 123 2 Low Importance

Highest Importance

Moderate Importance INTERMEDIATE Principals Strategic 1 3 2

. REQUIRED COURSES REQUIRED Design Thinking 1 writing and research screen, or web pages Strategic Principals understandings of audiences, for specific rhetorical situations LEARNING OUTCOMES the graphic design elements of print, Low Importance BEGINNING Highest Importance Assuring Think critically and cultivate the ability to analyze a situation or text and make that define informal and formal texts in Compose in multiple environments and use electronic technologies to enhance Moderate Importance Quality in Academic First Year Acquire knowledge of genre conventions Facilitate all social and technical aspects Composition of the writing processes when undertaking terms of applicability and appropriateness purposes, and contexts when creating texts thoughtful decisions based on that analysis Demonstrate rhetorical knowledge by acting on STRATEGIC PRINCIPALS First Year Composition CURRICULUM MAP 2016-2017 Course Catalog 2016-2017 Course syllabus template for learning outcomes, grading outcomes, grading for learning syllabus template - policies. Assign and departmental criteria, rubrics, This to instructors. calendars are unique ments and to shared standards for both process contributes This is further reinforced by students and faculty. process. review the C- Portfolio Workshop Writing Department 301 - in its Writ writing space students dedicated offers experience a creative where they may ers' Studio, close to where writing environment and supportive tutors do their own work. writing faculty and committed to the ed- Center is also The Writing Center tutors. The Writing ucation of its student are students first, as well as believes that its tutors It believes that it has a being student employees. to their education and responsibility to contribute will in turn have a compelling that their education their work with the students subsidiary impact on rigorous referral and learn- Through a they tutor. process, beginning-of-semester ing-oriented hiring in-service training seminars, regularly conducted and training, and regularly conducted outreach university, “ambassador” activities throughout the Center provides a carefully prepared the Writing its tutors. “curriculum” for the development of in tutoring, When tutors are not directly engaged about they study scholarship and research data as com- professional, academic tutoring, as well their own plete self-reflective investigations into through an tutoring practices. Student tutors go “profes- annual evaluation process. These practices to the Writing sionalize” peer tutors and contribute Center curriculum. Center work is Annual assessment of Writing and indirect conducted through a variety of direct means, including tutor training and evaluation, data direct assessment of completed tutorials, and Center use, collection and analysis of Writing Center’s The Writing a student satisfaction survey. Writing annual assessment becomes part of the annual report. Department’s WRITING DEPARTMENT COURSES WRITING DEPARTMENT Writing Academic WRIT 100: Bridge to 3 UNITS This is an intensive writing course designed to deep- en students’ experiences with writing (and reading) for academic purposes by providing basic lessons in academic writing. WRIT 100 students are introduced to writing as a process, in order to complete gram- and de- mar lessons, improve grammatical accuracy, velop expository skills. WRIT 100 includes teaching common academic rhetorical strategies, establishing proofs to support a thesis idea, and writing essays - Prerequi that are coherent and logical. Seminar. sites: Appropriate placement score. - 2016-2017 Course Catalog 2016-2017 Course The Writing Center has been a vital part of the Center has been The Writing University the Woodbury Department and Writing founding in 2006. Since that community since its over 15,000 tutorials for time, it has completed and graduate students. The both undergraduate services at free peer tutoring Center offers Writing process, including brain- all stages of the writing and refining thesis state- storming, developing sources, using correct documen- ments, synthesizing tutors tation, editing, and proofreading. Student and help with conventional papers, multimodal classes, as digital projects, and presentations for such well as other professional writing documents as resumes and application letters. motto, “Language, Thought, Center’s The Writing that writing Synthesis,” reflects its core philosophy, and is both a means to communicate knowledge of writing to produce knowledge through the act as a Center supports writing itself. The Writing and offers foundation for discourse communities and linguistic practical support to transform cultural communica- diversity into valuable expressive and com- tive writing, to strengthen the links between to modify position theories and teaching practices, specific essay and research conventions, to address cutting-edge assignments, and to use existing and the commu- technologies to prepare students for environ- nication practices that define professional ments before and after graduation. Center supports writing throughout The Writing the curriculum and is the foundation of the Writing Across the Curriculum and Writing Department’s initiatives. in the Disciplines (WAC/WID) Writing Center student tutors help students meet Writing writing standards set by faculty throughout the curriculum. university’s Center con- Besides tutoring services, the Writing Center orientations—in the Writing ducts Writing Center and in classrooms based on faculty requests. participates in new student Center staff Writing orientation and a wide variety of on-campus co-cur ricular activities to promote student writing and Center also Center services. The Writing Writing THE WRITING CENTER Writing Department 302 WRIT 121: Introduction to Professional Writing Writing Professional to WRIT 121: Introduction 3 UNITS An overview of the study of professional writing, its disciplinary bounds and connections to other disci- plines. Includes introductory focused experience in WRIT 120: Cultural Values and Images Values WRIT 120: Cultural 3 UNITS By examining visual media (images from films and other online sources), as well as written and multi-modal texts, students define and explore common social and educational concepts such as stereotypes, translation, body language, and safety cultural contexts and as they arise in different express contrastive values. Students further explore these topics and modes of communication experien- tially by composing their own complex and contras- Prerequisites: None. tive texts. Seminar. WRIT 111: Academic Writing I Writing Academic WRIT 111: 3 UNITS - that introduc intensive writing course This is an standards for academic es students to university students how to use the writing and teaches social processes to write for writing process and WRIT 111 students improve various audiences. revision abilities and learn to their pre-writing and integrate their opinions and modify the essay form, and create multiple-source experiences into essays, WRIT 111 also includes learn- format. papers in APA and third-person narration, ing to coordinate first- for bias and other logical and critiquing readings WRIT 100, Bridge to Prerequisites: fallacies. Seminar. score. or appropriate placement Academic Writing, II Writing WRIT 112: Academic 3 UNITS Writing This is an intensive writing course in the research Program where students develop their documentation and writing skills, practice APA documents formats, and integrate diverse kinds of develop to explore topics, solve problems, and of arguments. WRIT 112 also includes elements as well as re- document design and field research, Specifically, search into a subject other than English. by each the issue of sustainability will be examined While student through the lens of his/her major. critically think, students will studying sustainability, between read, write, and analyze the relationships - Prereq Seminar. language, knowledge, and power. - I, or appropri uisites: WRIT 111, Academic Writing ate placement score. 2016-2017 Course Catalog 2016-2017 Course Writing Department - - 303 - WRIT 230: Periodical Writing Writing WRIT 230: Periodical 3 UNITS (magazine) An introduction to popular periodical forms, based writing, both short and long (feature) audience, on rhetorical concerns such as purpose, exploring situation, arrangement, and delivery, Prerequi- Seminar. point of view and “objectivity.” Practice, or sites: LSCI 105, Information Theory and and LSCI 106, Information Sources in Architecture Writing Interior Architecture; WRIT 112, Academic II or WRIT 212, Rhetoric and Design; WRIT 121, and WRIT 201, Introduction to Professional Writing; Digital Composition. in the Health Sciences Writing WRIT 231: 3 UNITS An introduction to technical writing skills in the field of health sciences that will examine differ ent types of written communication, established patterns of communication, and ethical aspects of writing in health-related contexts. Audiences such as other professionals, patients and clients, and the Prerequisites: public will be considered. Seminar. LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture and Inte- II or rior Architecture; WRIT 112, Academic Writing WRIT 212, Rhetoric and Design; WRIT 121, Introduc- WRIT 220: Legal and Policy Writing Writing and Policy Legal WRIT 220: 3 UNITS con- and writing in the to research An introduction government, including appro- text of the law and and rhetorical methodologies, priate interpretive appropriate professional ethics. and the associated, LSCI 105, Information Theory Prerequisites: Seminar. 106, Information Sources in Ar and Practice, or LSCI Architecture; WRIT 112, Aca- chitecture and Interior 212, Rhetoric and Design; II or WRIT demic Writing and to Professional Writing; WRIT 121, Introduction WRIT 201, Digital Composition. Writing and Grant WRIT 221: Proposal 3 UNITS in the An exploration of the theory of proposition - specific context of the mechanics, audience-orienta writing. tion, and research considerations of grant Prerequisites: LSCI 105, Information Theory Seminar. Sources in Ar and Practice, or LSCI 106, Information 112, Aca- chitecture and Interior Architecture; WRIT Design; II or WRIT 212, Rhetoric and demic Writing and Writing; WRIT 121, Introduction to Professional WRIT 201, Digital Composition. 2016-2017 Course Catalog 2016-2017 Course WRIT 212: Rhetoric and Design WRIT 212: Rhetoric 3 UNITS WRIT 212 is a writing-intensive course designed for students who either need to complete the Academ- Requirement or are interested in improv- ic Writing ing their ability to write and design documents in their major and/or chosen profession. WRIT 212 students study the primary publications in their ma- jor/profession, practice its defining writing style and document design, and create documents accord- All WRIT 212 students create a portfolio of ingly. their writing. This course may fulfill a lower-division General Education Requirement in the Humanities. Writing Prerequisites: WRIT 112, Academic Seminar. II, or equivalent transfer credit. WRIT 201: Digital Composition WRIT 201: Digital Composition 3 UNITS An introduction to complex, digital composition analy- rhetorical based on transdisciplinary theory, the relation- sis, and applied experience, exploring visual elements. writing, and ship between orality, Prerequisites: LSCI 105, Information Theory Seminar. Sources in and Practice, or LSCI 106, Information WRIT 112, Architecture and Interior Architecture; and II or WRIT 212, Rhetoric Academic Writing Professional Design; and WRIT 121, Introduction to Writing. WRIT 200: Technical Writing Writing WRIT 200: Technical 3 UNITS on the An introduction to technical writing focused specific practice of communicating complex and information, including reports and documentation Prerequisites: LSCI in workplace contexts. Seminar. or LSCI 106, 105, Information Theory and Practice, Interior Information Sources in Architecture and I. Writing Architecture; and WRIT 111, Academic 3 UNITS practice, and social, the theory, An introduction to implications of rhetoric intercultural, and ethical of persuasion and consensus as an art and craft LSCI 105, Informa- Prerequisites: building. Seminar. or LSCI 106, Information tion Theory and Practice, and Interior Architecture; Sources in Architecture I; and WRIT 121, Intro- Writing WRIT 111, Academic Writing. duction to Professional specific modes of professional writing: written, digi- writing: written, modes of professional specific None. Prerequisites: Seminar. tal, and multimodal. and Practice Theory WRIT 122: Rhetorical Writing Department - - 304 mation in the Disciplines; and WRIT 112, Academic II, or WRIT 212, Rhetoric and Design. Writing WRIT 312: Rhetoric and Electronic Environments Environments and Electronic WRIT 312: Rhetoric 3 UNITS supports This writing-intensive course not only but also fo- writing-intensive courses in a major, and media cuses on how electronic environments are re-shaping professional writing and audience expectations within profession- and discipline-spe- cific rhetoric. WRIT 312 students apply rhetorical theory—as it applies to the relationships between speaking, writing, and images—to improve their manipulation of document design in electronic environments. All WRIT 312 students will create an electronic portfolio of their writing and images. General This course may fulfill an upper-division Education Requirement in the Humanities. Seminar. Prerequisites: LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources in Archi- tecture and Interior Architecture, or LSCI 205, Infor WRIT 310: Information and Interactive Design and Interactive Information WRIT 310: 3 UNITS approach to de- project-based A collaborative, experiences for users integrated signing effective, activity analysis of everyday built on conducting modeling tech- practices, using object-oriented and plan transformations to niques to represent doing UI prototyping to specify those practices, and Prerequisites: LSCI Seminar. implementation plans. and Practice, or LSCI 106, 105, Information Theory in Architecture and Interior Ar Information Sources II or WRIT Academic Writing chitecture; WRIT 112, WRIT 121, Introduction to 212, Rhetoric and Design; WRIT 201, Digital Compo- and Professional Writing; sition. and Intertextuality WRIT 311: Textuality 3 UNITS of An investigation of the notion and production based texts and their relationship to other texts, and depen- engagement, on ideas of commentary, to explore dence, providing composition practice Pre- Seminar. those relationships and bridge media. and Prac- requisites: LSCI 105, Information Theory in Architec- tice, or LSCI 106, Information Sources Academic ture and Interior Architecture; WRIT 112, WRIT II or WRIT 212, Rhetoric and Design; Writing WRIT and 121, Introduction to Professional Writing; 201, Digital Composition. - - - 2016-2017 Course Catalog 2016-2017 Course An examination of how writing and ideas translate be across cultures, with attention to the differences tween ethnographic, auto-ethnographic, and autoch 105, Infor Prerequisites: LSCI thonous texts. Seminar. mation Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture; II or WRIT 212, Rhetoric WRIT 112, Academic Writing and Design; WRIT 121, Introduction to Professional and WRIT 201, Digital Composition. Writing; WRIT 301: Writing Across Cultures Cultures Across Writing WRIT 301: 3 UNITS An inquiry into the concept, theory, and posi- An inquiry into the concept, theory, corporate tion of web authorship, auteur theory, and authorship, and open access in technologically Prerequisites: otherwise dynamic contexts. Seminar. or LSCI LSCI 105, Information Theory and Practice, 106, Information Sources in Architecture and Inte- II or rior Architecture; WRIT 112, Academic Writing WRIT 212, Rhetoric and Design; WRIT 121, Introduc- and WRIT 201, Digital tion to Professional Writing; Composition. WRIT 300: Web Authoring: Theory and Practice Practice and Theory Authoring: Web WRIT 300: 3 UNITS An exploration of the essentials of blogging and so- An exploration of the essentials of blogging on different cial media communication with a focus well as prac- rhetorical purposes and audiences as social tices of creating, managing, and distributing Prerequisites: LSCI 105, Informa- content. Seminar. Information tion Theory and Practice, or LSCI 106, Sources in Architecture and Interior Architecture; Rhet- II or WRIT 212, WRIT 112, Academic Writing to Profes- oric and Design; WRIT 121, Introduction and WRIT 201, Digital Composition. sional Writing; WRIT 241: Professional Blogging and Social MediaBlogging WRIT 241: Professional 3 UNITS 3 UNITS practice in the application of An examination and initiatives, including writing to community-based and activism. ventures, advocacy, not-for-profit LSCI 105, Information Theory Prerequisites: Seminar. 106, Information Sources in and Practice, or LSCI Architecture; WRIT 112, Ac- Architecture or Interior 212, Rhetoric and Design; II or WRIT ademic Writing and to Professional Writing; WRIT 121, Introduction WRIT 201, Digital Composition. tion to Professional Writing; and WRIT 201, Digital and WRIT Writing; tion to Professional Composition. and Civic Engagement Writing WRIT 240: Writing Department 305 research for multiple freelance markets and an ex- markets and an multiple freelance research for con- of the writer in of the evolving role amination Prerequi- Seminar. multimedia contexts. temporary Theory and Practice, or sites: LSCI 105, Information Sources in Architecture and LSCI 106, Information WRIT 112, Academic Writing Interior Architecture; and Design; WRIT 121, II or WRIT 212, Rhetoric and WRIT 201, Writing; Introduction to Professional Digital Composition. WRIT 490: Internship WRIT 490: Internship 4 UNITS and field- Practical workplace, career-oriented, and based experience applying writing theory contexts. practice in practical and accountable The- Practicum. Prerequisites: LSCI 105, Information Sources in ory and Practice, or LSCI 106, Information WRIT 112, Ac- Architecture or Interior Architecture; Design; II or WRIT 212, Rhetoric and ademic Writing Writing; WRIT 121, Introduction to Professional 400, Digital WRIT 201 Digital Composition; WRIT Authoring: Theory and Publications; WRIT 300, Web Across Cultures. Practice; and WRIT 301, Writing I Project WRIT 491: Senior 3 UNITS The planning and research phase of a capstone the- sis project culminating the degree that results in an WRIT 420: Topics in Writing Writing in WRIT 420: Topics 3 UNITS. focused examination of specif- An advanced-level historical ic issues and topics of contemporary or Prereq- relevance to professional writing. Seminar. and Practice, uisites: LSCI 105, Information Theory or or LSCI 106, Information Sources in Architecture Writing Interior Architecture; WRIT 112, Academic 121, II or WRIT 212, Rhetoric and Design; WRIT 201, and WRIT Introduction to Professional Writing; Digital Composition. 2016-2017 Course Catalog 2016-2017 Course WRIT 401: Freelance Writing Writing WRIT 401: Freelance 3 UNITS A practical workshop in writing and repurposing WRIT 400: Digital Publication WRIT 400: Digital Publication 3 UNITS magazine A practicum-based experience in online managing, publication that provides experience online peri- editing, and producing a professional Prerequisites: LSCI 105, Information odical. Seminar. Sourc- Theory and Practice, or LSCI 106, Information WRIT es in Architecture and Interior Architecture; and II or WRIT 212, Rhetoric 112, Academic Writing - Design; WRIT 121, Introduction to Professional Writ ing; and WRIT 201, Digital Composition. This course is cognate to COMM 314, Contempo- This course is cognate to COMM 314, and Writing rary Journalism. The Communications courses. Departments alternate teaching these Prerequisites: LSCI 105, Information Theory Seminar. Sources in and Practice, or LSCI 106, Information and WRIT Architecture and Interior Architecture; 212 Rhetoric and II or WRIT, 112, Academic Writing Design. WRIT 321: Online Journalism 3 UNITS WRIT 320: Collaboration and Editing and Editing Collaboration WRIT 320: 3 UNITS re- text production and exposure to A project-based restructuring, and fact-check- vision, improvement, contexts bridging ing in a variety of mediated models of revision, and collaborative and unilateral and multimedia platforms involving multimodal Prerequisites: Seminar. and textual repurposing. Theory and Practice, or LSCI LSCI 105, Information in Architecture and Inte- 106, Information Sources II or 112, Academic Writing rior Architecture; WRIT and Design; WRIT 121, Introduc- WRIT 212, Rhetoric and WRIT 201, Digital Writing, tion to Professional Composition. Student and Campus Life: Student and Campus Life COMMUNITY, CONTEXT AND PERSONAL DEVELOPMENT

The Library Eric Garcia L. Nedra Peterson, MA, University Librarian MLIS, San Jose State University

MISSION ADJUNCT REFERENCE LIBRARIANS The library is dedicated to enriching the life of the Andrea Anzalone Woodbury community through the expansion of MLIS, University of California, Berkeley knowledge and creativity. We seek to build and preserve resource collections that meet current and David Davis future curriculum, research, intellectual, creative, MLIS, San Jose State University and professional needs of the university. In pursuit of this mission, the library strives for excellence in Karen Knotts the quality of its programs, services, and resources. MLIS, San Jose State University

FACULTY Howard Kovensky Cathryn Copper, San Diego Librarian MLIS, San Jose State University MIS, University of Toronto Angela Langer-Jankovich Jared Cowing, Systems Librarian MLIS, Pratt Institute MLIS, University of Rhode Island STAFF Raida Gatten, Public Services Librarian Elsie Aromin, Public Services Coordinator/Inter MLIS, Kent State University Library Loan and Course Reserves Manager

Barret Havens, Digital Initiatives Librarian Allison Chan, Library Public Services Assistant/Serials MLIS, University of Texas at Austin Manager

L. Nedra Peterson, University Librarian Lita Fabiosa, Technical Services Coordinator MA, University of Arizona Kathleen Glover, Library Public Services Specialist/ Amanda Woodward, User Engagement Librarian Stacks Manager MLIS, University of California, Los Angeles Christine Huynh, Administrative Assistant ADJUNCT FACULTY Diane Zwemer, Instruction Coordinator Arturo Medina, Library Public Services Assistant/ MLS, Syracuse University Audio-Visual Manager

Karla Bluestone Marti Pike, Cataloger MLIS, San Jose State University The library’s physical spaces provide access to collec-

2016-2017 Course Catalog 306 tions that encourage creativity and exploration in lifelong value in our information-rich environment. Student and Campus Life a technologically and aesthetically inviting environ- The library offers several 1-unit courses designed ment. Comfortable lounge-type seating is arranged to help students satisfy the university’s information throughout the main building, inviting browsing of literacy requirement (see Library and Information new books, newspapers, and magazines. To accom- Science courses in the College of Liberal Arts). modate diverse study needs and learning styles, Additional instruction services include specialized there are spaces for individual quiet study as well as sessions for specific classes at the request of instruc- group study areas. Wireless access to the Internet is tors, and workshops and training in library research available throughout the library facility and court- and resources. yard. The Electronic Study Hall classroom houses desktop computer workstations in a lab setting, and The library utilizes wide-ranging borrowing agree- is available for quiet study when not reserved for ments which provide quick access to materials classes. held by other institutions. Materials not owned by Woodbury’s library may be requested through COLLECTIONS AND SERVICES InterLibrary Loan at no charge to students, faculty, The library supports the university’s mission of and staff, thus making the scholarly resources of excellence in professional and liberal arts education the world available to the campus community. by collecting, preserving, and providing access to the record of human knowledge. Resources for re- The Woodbury identification card is available search and inspiration are discipline-focused, as well through the library and serves as a library card and as transdisciplinary. The library’s collection includes meal card. Photos are taken in room L104 any time approximately 120,000 print and e-books, 4,000 the library is open. The card is free, though if lost or video recordings, 185 current print journal subscrip- damaged, a replacement will cost $5.00. Cards must tions, and access to 46 research databases. be updated every semester at the library circulation desk. Borrowers may access their library accounts Scholars locate and identify materials through the through the online catalog to renew items or place library’s online information systems. The online items on hold as well as to view outstanding mate- catalog provides information about books, videos, rials. periodicals, and other materials that comprise the library’s collections at both the Burbank and San The library’s hours of operation vary throughout Diego campuses. While continuing to develop and the year to accommodate the academic cycle. manage collections of traditional printed and phys- Current hours are always viewable on the library’s ical materials, the library also provides access to a website http://library.woodbury.edu/ or available by wide variety of digital resources. These include elec- calling 818-252-5200. tronic journals and magazines, e-books, streaming videos, and reference sources. Access to the library’s A small library focused on the study of architec- online catalog, e-resources, and research databases ture, urbanism, and development is maintained is available any time, night or day. at the San Diego campus. Regardless of location, all Woodbury students, faculty, and staff have the Research assistance is easily available, extend- same access to the library’s electronic databases and ing from quick answers for simple questions to catalog. advanced research consultations with librarians. Simply ask at any of the service desks or via the LIBRARY PERFORMANCE STANDARDS library’s website. A chat reference service and an Assessment of the performance of the library in email-based service provide help during the library’s the provision of resources and services that support open hours. student learning is based on guidelines established in the Standards for Libraries in Higher Education Librarians play a vital role in educating Woodbury as developed by the Association of College and Re- students. The library provides a dynamic instruction search Libraries, and addresses the following goals: program to support students in achieving the most • The Woodbury Library provides an environment efficient and effective use of information resourc- that is conducive to study and learning. es and technologies, developing skills that have • The library promotes and maintains useful and

2016-2017 Course Catalog 307 effective services in support of the library’s and aid recipient, the student should also contact the Student and Campus Life university’s instructional programs. Financial Aid office to complete additional docu- • The library acquires varied, up-to-date, authorita- ments in order to receive funding while involved in tive collections of information resources to assist their study-away program. For specific information students in achieving their educational goals, to about Direct Exchange programs, please contact the support the curriculum, and to support faculty Dean in your school or college, or the director of research needs. the International Students Resource Center, James • The library’s management and systems are ef- Coon. fective and efficient, culminating in a well-run organization supported by programmatic self-re- SUMMER EXPERIENCES flection, adaptation to Woodbury’s evolving Woodbury offers a number of opportunities to academic community, and personnel committed travel and study, both within the United States and to continued professional growth. overseas, ranging from short trips to a summer term abroad. The School of Architecture hosts such a International Opportunities For Study summer program for architecture students to study in locations such as , Paris, Berlin, China, or Study-away experiences are opportunities where Barcelona. Summer architecture studios have also students learn in areas of extreme environmental, traveled to Brazil, Mexico, Tahiti, and Costa Rica cultural, and social difference over an extended for site investigations. Programs differ each year period of time to gain a better understanding depending on the interest of students and faculty. of themselves and of their culture. In doing so, Students should talk to their department chairs to students develop the ability to evaluate elements learn about opportunities offered each academic of their own culture and positions of unbiased year. interaction with cultural and individual difference. This encourages a stronger understanding of fluid OTHER OPPORTUNITIES inter-subjectivities, aiding in the assertion of more The Woodbury chapter of the AIAS (American In- open and inclusive global citizens. These study- stitute of Architecture Students) also has organized away opportunities take many forms at the univer- national and international student trips. Informa- sity. tion on this program may be obtained from the School of Architecture. STUDY AWAY OPPORTUNITIES No educational experience has a greater impact in Junior Fellows Program producing lifelong learners than a travel abroad Will McConnell, Assistant Dean, experience in which students apply what they College of Liberal Arts have learned on campus in the context of a distant society and culture. Woodbury students continually The College of Liberal Arts sponsors a junior fellow- mention their experiences abroad as transforma- ship program for all undergraduates. Up to fifteen tional. Each year, the faculty offers students a va- students are selected each fall semester on the Bur- riety of short-term and summer-long international bank campus to participate in a special transdisci- study programs in their disciplines of architecture, plinary research studio. Students enter the seminar design, business, and the liberal arts. In addition, with a specific focus or theme: poverty or social the university participates in direct exchange pro- equity issues in Los Angeles; global sustainability; grams with a number of universities abroad. communication and privacy in postmodernity, etc. The seminar facilitates students’ exploration of DIRECT EXCHANGE transdisciplinary methodologies, from research ap- In a “direct exchange” program, students pay tui- proaches drawn across multiple disciplines to com- tion at their home institution and room and board munication and representation strategies that meet at their host institution. For information about the needs of inter- and transdisciplinary audiences. the programs below and others, students should Students are instrumental in designing the work contact the chair of their program of study. If a of the seminar. Students work to hone a focus on student interested in studying abroad is a financial their problem or issue in the contemporary world,

2016-2017 Course Catalog 308 contribute to the development of course readings, • Support university initiatives on teaching and University Relations design a proposal to address the chosen problem, learning. and present their findings and recommendations • Support a university culture of assessment, espe- to the campus community. The course will serve as cially with the assessment of student learning. an Integrative Learning or unrestricted elective. • Provide scholarly and practical resources to enhance the teaching skills of the faculty. Participation requires the student to find a facul- • Promote community service initiatives for Wood- ty member to serve as a sponsor or the members bury students. of the faculty to nominate particular students • Encourage the Scholarship of Teaching and Learn- with their consent. All students who apply or are ing. nominated must have a minimum overall GPA of • Promote Woodbury nationally as an example of 3.3 and have completed no less than sixty units and an effective teaching institution. no more than one hundred units by the beginning of the subsequent fall semester. Students also are PRESENT PROGRAMMING required to submit a five hundred-word essay expressing the student’s interest in a significant and Orientation and Mentoring Program pressing problem in the world today, and a letter Designed to orient and assist Woodbury faculty of support from the sponsoring or nominating members early on in developing and enhancing member of the faculty. their teaching skills and establishing a lasting foundation for an engaging and effective teaching The Institute for Excellence in Teaching career. and Learning Mid-Career Faculty Learning Community VISION Designed to bring together mid-career faculty The Institute for Excellence in Teaching and Learn- members through a transdisciplinary learning ing (IETL) strives to be a partner in advancing and community providing structure and collegiality for sustaining the teaching and learning processes faculty seeking reflection and support for exploring at Woodbury University. IETL envisions learning new methods of teaching in their discipline. environments where the effectiveness of pedagogy is measured by the dynamic qualities of student Classroom Observations and Consultations learning it produces. Designed to assist faculty members more direct- ly with one-on-one conversations about specific MISSION teaching concerns and the effectiveness of teaching The Institute enhances the professional growth of practices in a particular class. faculty—both full-time and adjunct—and instruc- tional staff through services, programs, and resourc- Student Feedback through Consensus (SFC) es dedicated to fostering more significant learning Designed to provide important feedback to faculty experiences for Woodbury students members from students in their class early in the semester. Feedback allows the faculty an oppor- GOALS tunity to reshape the course content or format if • Increase faculty understanding of current necessary. pedagogical knowledge and practice regarding teaching and learning. Access to Teaching and Learning Resources • Assist new faculty in becoming more effective Our Web-based resource center displays scholarly as teachers. well as practical resources for the improvement of • Stimulate and support campus-wide conversa- classroom teaching and effectiveness. tions about teaching and learning. • Establish and sustain communities of teaching Senior Teaching Fellows Mentoring Program and learning across departments, institutes, and Designed to recognize senior faculty members for schools through reflection and training. their success in the classroom and their suitability

2016-2017 Course Catalog 309 as mentors for new faculty or faculty interested in es, part- and full-time jobs, and other career oppor- University Relations new educational initiatives. tunities through our alumni network. When alumni help current students in their job search, or through Office of University Advancement activities like job shadowing and mentoring, alumni Erik Greeny, are able to become more involved with Woodbury Vice President, University Advancement in truly meaningful ways. Further engagement takes place through annual events, including “Education and philanthropy turn a student into Woodbury Week, Summer Series events, as well as a citizen.” other alumni celebrations where former students are encouraged to return to campus to renew old One of the greatest gifts a college education acquaintances, develop new contacts, and connect provides is a greater understanding of one’s place with current students, faculty, and staff. Through in the world. The Office of University Advance- various volunteer opportunities, alumni work side- ment helps foster a philanthropic spirit among by-side with staff, faculty, and students, which is its various constituencies. In so doing, we have a key component to fostering a true alumni spirit a tri-fold mission of helping to support Admis- within Woodbury University. sions and Enrollment, boosting careers through internships and jobs, as well as arranging gifts-in- For alumni seeking career assistance, the Career kind and philanthropic support from a variety of Development Office provides a variety of services. sources. The university relies on several sources For more information, please contact the Career of income aside from tuition and fees. We must Development Office at (818) 252-5207 or visit their enlist sustaining financial support from parents and website at: http://woodbury.edu/careers/. alumni, foundations and corporations, as well as government grants to ensure the achievement of Woodbury has educated more than seventy-seven the highest priorities of the university. The Office thousand alumni. While three-quarters of Wood- of Advancement staff proudly works to strengthen bury graduates have resided in Southern California, the relationships between the university and the Woodbury alumni can be found in all fifty states members of its extended family. Through its efforts, and in fifty-eight countries around the world. The Woodbury can remain a vital and relevant institu- majority of alumni have entered productive jobs tion for learning and development, career prepara- in the Los Angeles area, where they have built tion and enhancement, and enabling its graduates businesses, both large and small, founded maga- to become productive citizens who think and act zines, established accounting firms, designed and philanthropically. built architectural structures, become noted fashion designers for movies and television, won design Student and Parent Giving competitions, held public office, led non-profit By embarking upon a personal tradition of giv- organizations, and much more. ing back to your school while still enrolled, you and your family can begin the steps of ensuring a Alumni Giving broader scope of your Woodbury education. Your The percentage-level of contributions by a univer- family contributions will help to provide expanded sity’s alumni is the barometer by which prospective learning and networking opportunities for existing students, college ranking systems, and financial students as well as future generations who will supporters view a school’s value. In particular, when follow and be inspired by your example. Woodbury applies for foundation grants, we are often asked about the level of alumni support as Alumni Relations a basis to determine if the university is a good in- Access to opportunity is a strong component of ca- vestment. Therefore, alumni giving is central to the reer success. By developing a positive and continu- university’s ability to prosper and grow. ing relationship with alumni, the Career Develop- ment Office and The Office of Advancement work Annual Fund together to provide that access to current students, The Woodbury University Annual Fund provides and help them obtain internships, work experienc- support for the highest needs of Woodbury Univer-

2016-2017 Course Catalog 310 sity. Tax-deductible gifts to this fund are distributed for a minimum of $2,500 and endowed scholarship University Relations to all areas of the campus. funds are established with gifts starting at $50,000.

Annual Fund gifts are used to: Planned Giving — Woodbury alumni and friends • provide financial assistance for deserving students who want to support the university can do so and who otherwise could not afford a Woodbury reap the inherent tax benefits specific to the type education; of giving designated. Planned giving benefits may • keep the university on the cutting edge of tech- include life income, future continued use of gift nology; property, an avoidance of capital gains tax, as well • attract faculty members who are leaders in their as providing donors with immediate income tax respective industries or specialties; deductions. Planned giving donors are recognized • maintain and beautify university buildings and as members of the “Pop” Whitten Heritage Society. grounds. “Pop” Whitten Heritage Society — Ray Howard The Annual Fund allows alumni, parents, and Whitten became the sixth president of Woodbury friends an opportunity each year to make a mean- Business College in 1922. Students soon began ingful difference in the lives of current students. addressing him as “Pop” Whitten because of his Giving is the most tangible measure of your satis- openness and genuine concern for all Woodbury faction with Woodbury. By investing in Woodbury’s students. During his tenure, Whitten transformed Annual Fund, you provide critical resources for the school from a traditional business school into faculty and students that spark the innovations that a college of higher learning. “Pop” Whitten is will elevate Woodbury to the next level in higher remembered as an innovative educator who left a education. lasting mark on our university. Friends of Woodbury University can share in “Pop” Whitten’s legacy by To make a gift to the Annual Fund, please contact leaving gifts from their estates, whether through a Damon Griffin, Associate Director of University will or other estate-planning vehicles, to Woodbury Advancement, by telephone at (818) 252-5289 or University. via email at [email protected] to join in the Woodbury tradition of giving. You can always If you have any questions regarding scholarship make a gift online by going to www.woodbury.edu/ gifts, planned gifts, or the “Pop” Whitten Heritage support. Society, please contact Michael Seymour, Executive Director, University Advancement at (818) 252-5248 Traditional Giving Methods for Friends or via email at [email protected]. and Family of Woodbury University Scholarships — As with most private, not-for-profit institutions, this is one of the most important needs at Woodbury. Named scholarship opportunities are available—annual scholarships may be established

2016-2017 Course Catalog 311 Welcome To Woodbury Student Development Campus Life The Welcome to Woodbury program is offered The Office of Student Development to all students at the beginning of each semester. Welcome to Woodbury is designed to help new and Phyllis Cremer, Vice President, Office of Student continuing students understand Woodbury’s values, Development become familiar with campus resources and oppor- tunities for involvement, develop relationships, and In collaboration with students, faculty, staff, and feel part of the Woodbury community. families, the Office of Student Development facil- itates students’ transformation and enriches their The San Diego campus also has an orientation educational experience by embracing their goals, program for all incoming students. Attendance is dreams, and aspirations. We will offer opportunities encouraged, as information on university policies, for engagement in educationally purposeful activ- services, programs, and concerns particular to the ities, challenge students to develop academically San Diego campus will be provided. and personally, provide the support necessary for them to do so, and advocate for their needs. STUDENT LIFE: BUILDING COMMUNITY, BUILDING PERSONAL SUCCESS STAFF The Student Life staff within the Office of Student Administrative: Development facilitates a variety of co-curricular Michelle Sidney, Administrative Coordinator opportunities for students. These include advis- ing and supporting student organizations such as Academic and Student Success: the Associated Students of Woodbury University Evelyn Alfaro, Academic Advisor (ASWU), Program Board, Greek Life, and other professional, cultural, and social groups. The Stu- Rebecca Devereaux, Dean, dent Life staff also offers a variety of services and Academic and Student Success programs designed to create a campus environment that complements the academic experience and Jessica Oviedo, Career Counselor cultivates the social and personal development of Woodbury students. Ruben Rodriguez, Disabilities Coordinator LEADERSHIP DEVELOPMENT Kelli Ross, Academic Advisor Woodbury University believes in the cultivation of student leaders, both to shape the campus and to Student Life: prepare students for shaping their world. We offer Ryan Burtanog, Counseling Intern, many opportunities for students to lead in mean- San Diego Campus ingful ways. • Associated Students of Woodbury University James Coon, International Student Advisor (DSO) (ASWU) • Campus Activity Board Shannon Hobbs,Interim Assistant Dean of • SOAR Peer Advisors Residential Life • Resident Advisors • Residence Hall Association Wynn Helms, Counselor • Greek Council • Community Honor Council Stevon Lewis, Director, Counseling Services • International Peer Advisors • Academic Peer Mentors Mikhail Lyubarev, Director, Health Services • Tutors • OSD Interns Monika Marfechuk, Administrative Assistant, Residential Life STUDENT ORGANIZATIONS The educational experience at Woodbury extends Liya Sarkisyan, Campus Nurse beyond classroom work. Student organizations

2016-2017 Course Catalog 312 provide opportunities to develop leadership skills, Sigma Gamma Rho Student Development network, make a contribution to the campus Sigma Omega Nu community, and have fun. Student interest drives the development of each organization. We are Citizenship: Rules and Education confident that you will find one that matches your individual interests. Students are also welcome to STUDENT CODE OF CONDUCT work with Office of Student Development staff to Woodbury University strives to maintain a commu- start new organizations. nity that values academic excellence, institutional integrity and justice, equity, and diversity. An indi- Academic/Professional Organizations vidual voluntarily joins the Woodbury community Alpha Chi and thereby assumes the obligation of abiding American Institute of Architecture Students by its standards. Each member of the Woodbury (AIAS) community shares responsibility for maintaining American Institute of Graphic Arts (AIGA) conditions that support the university’s purpose. Business Professional Women of Woodbury (BPWOW) The university, through the Office of Student Circle K Development, maintains the exclusive authority Collegiate Entrepreneurs’ Organization (CEO) to impose sanctions for behaviors that violate the Communication Club Student Code of Conduct. Any student or student Council of Latin American Students of Architec- organization charged with alleged violations of ture (CLEA) the Student Code of Conduct shall be afforded the International Interior Design Association (IIDA) opportunity to be heard in an educational con- Campus Center duct hearing. However, the university reserves the Men Against Rape and Sexual Assault (MARS) right, in consultation with the dean of students, to Politics and History Club suspend or expel a student/organization at any time Psychology Students Association for any reason deemed sufficient by the university. Rotaract Club Silver Screen The university determines, publishes, and makes Zone V known its rules and regulations concerning student conduct in the Student Handbook. In addition, the Cultural Organizations university has the right to determine when its rules Armenian Student Association (ASA) are violated, determine the appropriate course of Black Student Association action, and update these policies as needed. Chinese Cultural Community La Voz Unida (LVU) ACADEMIC HONESTY Russian Student Association (BSA) Because the integrity of the academic enterprise of Saudi Student Association (SSA) any institution of higher education requires honesty Thrive Fellowship in scholarship and research, academic honesty is required at Woodbury University. Academic integ- Woodbury International Student Association rity is important for two reasons: first, independent and original scholarship ensures that students and Governing Organizations scholars derive the most from their educational Associated Students of Woodbury University experience and the pursuit of knowledge. Second, (ASWU) academic dishonesty violates the most fundamental Campus Activity Board values of a community of scholars and depreciates Greek Council the achievements of the entire university communi- MBA Association ty. Accordingly, Woodbury University views academ- Woodbury Leadership Association (WLA) ic dishonesty as one of the most serious offenses that a member of the community can commit. Fraternities and Sororities Adherence to the Academic Honesty Policy reflects Beta Lambda Chi the commitment of the Woodbury community to Delta Sigma Phi the ideals of learning, research, and scholarship. Phi Sigma Sigma

2016-2017 Course Catalog 313 The Academic Honesty Policy is outlined in its al, living and working environment for all members Student Development entirety in the “Academic Standards, Policies and of our community including students, faculty, staff, Procedures” section of this handbook and in the and guests. All members of the campus community Student Handbook. are expected to conduct themselves in a manner that does not infringe upon the rights of others. ALCOHOL POLICY This policy prohibits all forms of sexual miscon- Woodbury University’s alcohol policy reflects cur- duct, including sexual harassment, sexual assault, rent interpretations of federal, state, and local laws stalking, intimate partner violence, and sexual governing the possession, distribution, and use of exploitation. Misconduct of this nature is contrary alcohol, and also expresses the university’s commit- to Woodbury’s institutional values and prohibited ment to responsible drinking and behavior. Refer to by state and federal law. the Student Handbook for the complete Policy for Events with Alcohol. Woodbury University encourages the prompt re- porting of any incident of sexual misconduct to the SMOKING POLICY University. Upon receipt of a report, the university In compliance with Section 41.5 of the Los Angeles will take prompt and effective action to end the Municipal Code, the campus smoking policy is as misconduct, remedy the effects, and prevent its follows: recurrence. This policy has been developed to re- • Smoking (designated as smoking of pipes, cigars, affirm these principles, define community expecta- and cigarettes) is prohibited in all indoor areas. tions, provide recourse for those individuals whose • Smoking is allowed in designated outdoor areas rights have been violated, and provide fair and only. equitable procedures for determining when this policy has been violated. STUDENT GRIEVANCE POLICY The grievance policy will be used to resolve griev- If you believe you have experienced or witnessed ances against decisions or actions of university sexual misconduct at Woodbury University, contact faculty, staff, and agents affiliated with the univer- one of the university’s Title IX Coordinator: sity that create a hostile environment for teaching and learning. For detailed policies and procedures, Natalie Avalos please refer to “Academic Policies” of this university Vice President, Administrative Services handbook or the Student Handbook. Hensel Hall 818.252.5107 NON-DISCRIMINATION POLICY [email protected] Woodbury University is committed to providing an environment that is free of any form of discrimi- The university’s Sexual Misconduct/Title IX policy nation and harassment based upon an individual’s can be found in its entirety in the Student Hand- race, color, religion, sex, gender identity, pregnancy, book. national origin, ancestry, citizenship status, age, marital status, physical disability, mental disability, Academic and Student Success Programs medical condition, sexual orientation, military or veteran status, genetic information, or any oth- Housed in the Whitten Student Center on the Bur- er characteristic protected by applicable state or bank campus, the Office of Student Development federal law, so that all members of the community provides academic support programs free of charge are treated at all times with dignity and respect. It to all Woodbury Students. Collaborating with both is the university’s policy, therefore, to prohibit all faculty and student leaders, the Office of Student forms of such discrimination or harassment among Development strives to provide comprehensive ser- university faculty, students, staff, and administra- vices that assist students in reaching their academic tion. goals.

SEXUAL MISCONDUCT POLICY (TITLE IX) ACADEMIC ADVISING Woodbury University is committed to providing a Office of Student Development academic advisors non-discriminatory and harassment-free education- assist students in the development of meaningful

2016-2017 Course Catalog 314 educational plans that are consistent with their SOAR Student Development academic, personal, and professional goals through direct service to the student and collaboration with Student Orientation Advising and Registration faculty and other campus resources. The Office of (SOAR) is the first step in a student’s transition into Student Development’s advisors coordinate advis- Woodbury University. SOAR provides an academic ing activities and provide direction and assistance orientation to new undergraduate and graduate to both faculty members and students who have students. Students will meet with faculty advisors advising concerns. to register for classes. Students will also become acquainted with departments, resources, and ser- Academic advisors offer academic counseling for vices that will assist them in their academic career students who are academically at risk and admin- at Woodbury. SOAR Peer Advisors provide students ister probationary actions for the general student with additional support in adjusting to their aca- body. Though a student may at times need to demic and personal responsibilities. consult with a variety of individuals, each student is assigned one primary faculty advisor who is located SOAR PEER ADVISORS in his/her major department. The function of this Each freshman student will be assigned a SOAR association is to support and challenge the student Peer Advisor who will also act as co-teacher in the in career and educational decisions. During the reg- PPDV 100, Transition to College, course. During the istration for each semester, students are required to first semester, SOAR Peer Advisors contact freshman consult with their assigned faculty advisor and to students on a weekly basis and meet with students obtain their major and/or general education course as needed to assist them in reaching academic and requirements. Students are expected to register personal success. each semester during their assigned registration window and by the university-wide registration goal date (usually the Friday before studio final DISABLED STUDENTS exams week). POLICY AND PROCEDURES FOR ACCOMMODATING TUTORING STUDENTS AND APPLICANTS WITH SPECIAL NEEDS: Drop-in tutoring is available starting the second MOBILITY-BASED AND NON-MOBILITY-BASED week of the fall and spring semesters and concludes DISABILITIES the week before Studio Finals. Appointments are Woodbury University is strongly committed to available beyond the drop-in hours and for sub- promoting and achieving equitable learning jects or times not listed on the published tutoring opportunities and participation for students with schedule (available each semester on the university disabilities. The university complies with Section 504 portal). of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, and applicable state ACADEMIC PEER MENTORS and local anti-discrimination laws. Pursuant to these Academic Peer Mentors (APMs)—academically ac- laws, no qualified individual with a disability shall complished students in each major—assist students unlawfully be denied access to participation in or in time management, study skills, and use of cam- benefits from any services, programs, or activities of pus and community resources. They offer guidance the university. and encouragement on a weekly basis throughout the semester. Any student may request to be paired The university recognizes physical and mental with an Academic Peer Mentor. disabilities that include mobility, sensory, health, psychological, and learning disabilities, and pro- INTERNATIONAL PEER ADVISORS vides reasonable accommodations to qualified International Peer Advisors (IPAs) provide guidance individuals with disabilities once the disability is to international students as they transition to life as adequately documented, as provided below. It is a Woodbury University student. IPAs communicate the responsibility of the student to make his or her weekly with international students, plan events de- disability and needs known in a timely fashion and signed to meet the needs of international students, to provide appropriate documentation and evalu- and assist with the facilitation of International ations to support the accommodations the student Student Orientation. requests. The university, however, is unable to make

2016-2017 Course Catalog 315 accommodations that are unduly burdensome or the evaluator, including information about licens- Student Development that fundamentally alter the nature of the service, ing or certification, the area of specialization, program, or activity. employment, and state in which the individual practices should be clearly stated in the documen- PROCEDURES FOR REGISTERING FOR REASONABLE tation. ACCOMMODATION Whenever possible, at least two weeks prior to the Current Documentation beginning of each semester, students seeking an The university requires that submitted documen- accommodation for their disability should schedule tation be within three years old, but will utilize an appointment with the Office of Student De- common sense and discretion in accepting older velopment, fill out an “Accommodation Request documentation of conditions that are permanent or Form,” and provide supporting documentation, as non-varying. Changing conditions and/or changes in discussed below. This will ensure adequate time to how the condition impacts the individual brought determine if the documentation is sufficient and to on by growth and development may warrant more make any necessary advance arrangements for the frequent updates in order to provide an accurate accommodation(s). Any documentation, or request picture. The university, therefore, reserves the right for accommodation that is received after the start to request additional information in order to deter- of classes may delay the provision of accommoda- mine eligibility. tions. Comprehensive Documentation should: For assistance, contact the Office of Student Devel- • State the specific disability, as diagnosed, and opment at 818.252.5232. Accommodation request when appropriate, should relate the disability to forms can either be found in the Whitten Student the applicable professional standards, for exam- Center or downloaded from the portal site at http:// ple, DSM-IV-TR. my.woodbury.edu. • Provide relevant educational, developmental, and medical history. It is the student’s responsibility to identify the need • Describe the comprehensive testing and tech- for an accommodation and provide the appropriate niques used to arrive at the diagnosis. Include documentation for the requested accommodation. test results with subtest scores (standard or scaled Accommodations will be arranged once students scores) for all tests. have met with the disabilities coordinator in the • Describe the functional limitations. Explain how Office of Student Development, provided formal the disability impacts the student’s daily function- documentation, and registered their disability. It ing and abilities. is the student’s responsibility to keep all appoint- • Offer suggestions for accommodations for the dis- ments related to the provision of accommodations. ability and the rationale for the accommodations.

General Documentation Guidelines NON-MOBILITY-BASED REASONABLE Students who wish to be considered for reasonable ACCOMMODATIONS accommodations must submit current documenta- Accommodations and services will be provided for tion (i.e., medical/educational/diagnostic reports) qualified students with documented disabilities on from licensed physicians, psychologists, or other a case-by-case basis. Examples of the accommoda- qualified professionals, as well as supporting histor- tions that may be provided when appropriate, in- ical records and materials. clude, but are not limited to, readers, interpreters, note takers, alternative textbook formats, course Evaluator Qualifications load modifications, exam accommodations, and • The professional conducting the assessments and flexibility on assignment deadlines. The universi- rendering diagnoses must have comprehensive ty will be ultimately responsible for determining training with regard to the specific disability be- appropriate accommodations in accordance with ing addressed. the law. This decision will be made on the basis of • All diagnosticians must be impartial individuals the documentation provided and the requirements who are not family members of the student. of the academic program. Accommodations will • The name, title, and professional credentials of not be considered reasonable if they would funda-

2016-2017 Course Catalog 316 mentally alter the nature of the program or if they • The location of the desk, table, or workstation Student Development would be unduly burdensome for the university, will be near an accessible entrance and exit of the either financially or administratively. classroom.

Mobility-Based and Physical Disability Reasonable Equipment Accommodations All equipment used in classrooms will be readily The university will ensure that mobility-impaired/ accessible to mobility-impaired/physically disabled physically disabled students are scheduled into students. By notifying the Office of Student Devel- appropriate classrooms and provided with all neces- opment at least two weeks prior to the semester, sary equipment and accommodations necessary for whenever possible, of their mobility-based disabil- the student’s full participation in a course, provided ity and filling out the “Accommodation Request that it would not be unduly burdensome or funda- Form,” students will not be required to ask for mentally alter the nature of the goods or services an accessible facility or readily accessible special provided by the university. equipment or tools. This does not apply to students requiring non-mobility based and non-physical dis- After a mobility-impaired/physically disabled ability reasonable accommodations, such as special student meets with the Office of Student Devel- educational accommodations (e.g., note takers). opment, completes an “Accommodation Request Form,” and provides supporting documentation, Field Trips and Off-Site Class Activities as discussed above, the Office of Student Devel- All field trips and any off-site or on-site class activ- opment will notify the student’s instructors. Each ities scheduled outside of the regular classroom, instructor must determine, in conjunction with the laboratory, or studio will be accessible in the follow- Office of Student Development, if the classroom, ing ways for mobility-impaired/physically disabled lab, or studio is physically accessible prior to requir- students: ing the student to attend class. • Instructors are required to uphold all policies, pro- All classrooms, laboratories, and locations for meet- cedures, and practices for field trips and off-site ings or special events off campus will be evaluated activities to ensure that the location is accessible for mobility-impaired access for wheelchair users or for a mobility-impaired/physically disabled stu- other mobility-impaired/physically disabled students dent enrolled in their course. After evaluating the prior to requiring students to attend any meetings location, if the instructor cannot ensure accessibil- or special events off campus. ity, the instructor must demonstrate that modify- ing the location would fundamentally alter the Classrooms nature of the programs and services offered as a All classrooms, laboratories, and study areas that part of the course. will be readily accessible for mobility-impaired stu- • If accessibility is legitimately denied to a special dents will be equipped in the following ways: event or field trip, the instructor must provide written notice to the student and provide them • There will be accessible desks, tables, or worksta- with substitute materials or events to compensate tions designed to provide the required wheelchair for the inaccessible field trip or special event. seating space with ISA-priority signage to indi- • The Hollywood Gallery may not be used for any cate that mobility-impaired/physically disabled student classes, student presentations, or student students will have first priority use. events. • Accessible desks, tables, or workstations will be fixed to the floor or otherwise permanently in- Housing stalled. The university’s North Hall student residence has • The desks, tables, or workstations will be placed rooms equipped for mobility-impaired/physically in such a manner as to enable the mobility-im- disabled students. Students will need to indicate paired/physically disabled student to interact with on the online housing application the need for an the class and the instructor, is not made to sit accessible room and medical documentation will alone, facing a wall or the other students. be required to secure the room assignment. After

2016-2017 Course Catalog 317 which, no additional documentation of the disabil- beyond. The services and programs are designed to Student Development ity will be needed. There is no additional fee for help students and alumni connect with potential an accessible room. A limited number of accessible employers, explore a wide range of career choices, spaces is available. and identify and achieve their professional goals.

Public Events The Career Development Office offers five essential Public events held on campus to which the gener- areas that provide activities and interventions to al public and student population are invited will assist students and alumni in their career-planning be held in accessible locations. In circumstances in process: Career Counseling; Career Information, which changing a location for an event to make it Preparation, and Programming; Career Services accessible would fundamentally alter the nature Management (CSM NACElink Network); Internship of the goods or services provided such as to deny Assistance; and Professional and Graduate School a mobility-impaired/physically disabled student Advisement. access, the student will be provided with written notice that the public event cannot be located in an Career Counseling accessible location. The student will also be provid- • Career counseling to help undergraduate and ed with substitute materials or events to compen- graduate students and alumni with career and sate for the special event. educational goals. • Career assessment inventories to assist students Woody’s Café with early career exploration and planning. The university will provide appropriate accommo- • Individual assistance on issues such as choosing or dations to ensure that New Woody’s Café will be changing a major and career change or transition. accessible to mobility-impaired/physically disabled • Support and guidance to explore, define, and students at all times the café is operational. realize career goals. • Assistance with goal-setting and goal achieve- Disability Grievance Procedure ment through a variety of career exploration The university has an internal grievance procedure activities. for resolution of complaints alleging violations of disability. Students may also use this grievance pro- Career Information, Preparation, and cedure to appeal the university’s decisions regard- Programming ing requests for accommodation. To file a griev- • Resumé and cover letter assistance ance, students should contact the dean of students, • Practice interviews (mock interviews) located in the Whitten Student Center. • Information about full-time jobs, employers, em- ployment trends, salary, and other labor market If a student has any questions or concerns about information disabilities, they should contact the Office of Stu- • Workshops on a wide range of topics including dent Development at 818.252.5254, or stop by the job search techniques, resume writing, interview- Whitten Student Center. ing, networking, personal branding, and salary negotiation CAREER DEVELOPMENT • Monthly career e-newsletters, the office’s main vehicle for communicating a wealth of career- re- Career guidance and development activities provid- lated information to students ed by the Career Development Office, a unit of the • Job/internship e-bulletins and email announce- Office of Student Development housed in the Whit- ments to inform students, staff, and faculty about ten Student Center, strive to provide students and employment opportunities and upcoming events alumni with quality information, advice, and tools • Annual luncheons, alumni panel discussions, eti- in the areas of career counseling, job/internship quette dinners, and networking mixers search strategies, and professional development, • On-campus recruitment of students by employ- to ensure a smooth transition from college into a ers through interviewing, employer information career. The Career Development Office supports stu- sessions and school-specific recruiting fairs dents through the stages of their university expe- rience, from the first year through graduation and

2016-2017 Course Catalog 318 Career Services Manager (CSM) counselor or advisor. Make an appointment to do so Student Development CSM is provided by NACElink Network and is the by calling 818.252.5260 or stop by and speak with university’s web-based student and alumni job an administrative staff assistant at the front desk. board, listing the following opportunities: • On-campus and off-campus employment opportu- Career Development Office Staff nities; Brigid McManama, Career Outreach Specialist for • Part-time, full-time, and internship opportunities; Interior Architecture, Isaacs Faculty Center • Local and national post-degree career opportuni- ties; Jessica Oviedo, Career Counselor, Whitten Student • Students register at no cost and are able to identi- Center fy potential opportunities for which they may apply. Students can upload their resumés and Catherine Roussel, Career and Outreach Coordina- work samples (i.e. writing samples, cover letters, tor, School of Architecture (Isaacs Faculty Center) portfolios, etc.). Employers can review student resumes and work samples as well as contact stu- dents for follow-up information. CSM is located at Campus Facilities http://woodbury-csm.symplicity.com/students and is free to access. Login requires one’s username FACULTY ANNEX and password. The Faculty Annex houses faculty offices for different schools. It is also home to a variety of Internship/Work Experience Assistance classrooms and activities, mostly in the design and The Career Development Office can assist in media areas, including Woodbury’s stop motion lab. connecting students with real-world, career-relat- ed experiences that have proven to be a critical CABRINI HALL career-development step for graduates. In addition Part of the original Villa Cabrini, Cabrini Hall houses to connecting with employers locally and nationally the Fashion Design Department, the Judith Tamkin to develop new internship opportunities, the staff Fashion Center, the Nan Rae Gallery, and the dining also collaborates with faculty to support academic hall. Design studios in Cabrini Hall are accessible internship experiences: twenty-four hours a day, seven days week. • Individual meetings with a career counselor for guidance and internship listings THE DESIGN CENTER • Employer connections and company referrals The Design Center is dedicated to art and design • Employer Internship Information Sessions and houses Animation, Graphic Design, Interior Architecture, and Design Foundation studios. Each Professional and Graduate School Advisement: department has designated studio spaces for the • Guidance for students interested in pursuing pro- appropriate studio classes. The art/design depart- fessional or graduate programs ments share computer facilities and studio class- • Resources dealing with professional school direc- rooms. Each department has dedicated individual tories and graduate school exams support areas and archival storage space. Many of • Graduate school personal statement assistance the design studios in the Design Center are accessi- ble twenty-four hours a day, seven days week.

CONTACT INFO: HENSEL HALL Career Development Hensel Hall is the main administration building. It Whitten Student Center houses the offices of the Senior Administration. Monday-Friday: 9:00am - 5:00pm Phone: 818.252.5266 ISAACS FACULTY CENTER Email: [email protected] The Isaacs Faculty Center houses most of the full- time faculty from three of the university’s four How to Make an Appointment schools. It has two conference rooms: the large The best way to guarantee that your career guid- Kirkendall Conference Room and the smaller Niel- ance needs will be met is to speak with a career sen Conference Room.

2016-2017 Course Catalog 319 ENTERTAINMENT MEDIA ARCHITECTURE MAKING COMPLEX Student Development Entertainment Media houses a sound stage, a All students have access to the Shop and Digital screening theater and sound-mixing room, prop Fabrication Facilities in the Architecture Complex. storage, scene docks, and audition and rehearsal These facilities offer hand and power tool use, rooms. The building is located on the upper quad, CNC milling, three-dimensional printing, and laser next to the university’s recreational court that is cutting machines. Students are required to take and also the site of intramural sports in soccer and pass the Shop Safety Course and the Digital Fabrica- basketball. tion Orientation before using the equipment.

MILLER HALL COMPUTER FACILITIES Miller Hall houses the Consolidated Student Service Technology is a shared resource on campus. Each Center which includes the Business Affairs Office, building offers students a variety of computer Registrar’s Office, Financial Aid Office, Admissions labs and other technological resources, from laser Office, and Reception. The building also houses cutters and render farms to printers, plotters, and the Technology Office, computer labs, and smart smart computer-based classrooms. classrooms. Black & white and color printing and plotting is RESIDENCE HALLS available in computer labs at the student’s expense. Woodbury’s residence halls house approximately 225 students at Woodbury’s Burbank campus. North Student lab techs are present during all open lab Hall, the newer of the two buildings, offers breath- hours and are the initial source for resolving any taking views of the San Fernando Valley. Centrally lab-based problems students might experience. located is South Hall, which is also nestled behind the Alumni Quad. Internet access is available from all computer lab workstations as well as from the university’s wire- GALLERIES less network, which is available from anywhere on The Nan Rae Gallery is the university’s main gallery. campus (except residence halls, which have their It is a modern open-plan facility in the basement own wireless Internet access). of Cabrini Hall. This gallery hosts exhibitions of stu- dent work, along with the work of visiting artists. DIGITAL RESOURCE CENTER The DRC is a support center, not a teaching lab, The Powell Gallery is a two-story open gallery on offering expanded computer services designed to the first floor in the center of the Design Build- support students in Animation, Graphic Design ing. It is most often used for departmental studio and Interior Architecture. It is equipped with four reviews, which can be viewed in-progress by faculty computer stations with Cintiq pen tablets, and and students from all programs. The gallery is space for setting up laptops. Large printers, plot- outfitted for multi-media projection and is available ters, and a large-format scanner enable students for exhibitions and lectures. to print assignments. A small render farm supports the Architecture students in rendering large-scale, The Judith Tamkin Fashion Center in Cabrini Hall high-resolution prints for presentation. Single houses rotating exhibitions of items from the licenses of specific Animation software are installed Fashion Study Collection, as well as student work. in this room. Students and faculty are able to use The Woodbury University Fashion Study Collection, the Digital Resource Center as a meeting space to consisting of over six thousand garments and ac- discuss digital assignments without interfering with cessories that represent the clothing history of the ongoing classes in the teaching labs. past two hundred years, is available as a hands-on resource to students and faculty. Students may in- DESIGN CENTER INTERIOR RESOURCE LIBRARY tern with the curator to work on displays and assist The resource library, located on the first floor of the in the management of the collection. Design Center, is primarily for the use of Interior Architecture students. Some materials may be taken The Wedge Gallery in the Architecture Complex permanently; others are loaned out on a temporary offers exhibits of student and faculty work. basis. The resource library has posted hours and is supervised by Interior Architecture students.

2016-2017 Course Catalog 320 GRAPHIC DESIGN PHOTO AND Operation Manual Admissions SCREENPRINTING LABS The photography facilities include a dry-mount ADMISSIONS room and an adjacent shooting lab available for Sabrina Taylor, Director of Admissions product photography. The lab areas also house the necessary equipment for the silk-screen program. UNDERGRADUATE ADMISSION POLICY Access to the photography lab facility is by appoint- Woodbury University welcomes and encourages ment only with a trained lab technician. Appoint- candidates for admission who are focused on study- ments are scheduled by the administrative assistant ing in an environment emphasizing professional ca- for Graphic Design in the School of Media, Culture reers. The Admissions Committee carefully considers & Design. each applicant as a unique individual with special talents, strengths, and areas of challenge. Primary SCHOOL OF ARCHITECTURE emphasis is placed on the applicant’s prior academic A complex of dedicated studio spaces for Architec- record. A writing sample, evidence of artistic and ture students, who are given access twenty-four creative talents, standardized test scores, recom- hours a day, seven days a week throughout the mendations, a record of extracurricular activities, year. work experience, and personal interviews may also be considered in the admission decision. Faxed SCHOOL OF BUSINESS BUILDING documents will not be considered official. Upon en- The Business Building houses the office of the dean rollment, Woodbury requires that each student has of the School of Business as well as the offices of graduated from a regionally accredited secondary the associate dean, business chairs, and faculty. The school. A high school equivalency certificate or GED building also contains seminar rooms, electronic may be considered on an individual basis. classrooms, computer labs, and the Fletcher Jones Foundation auditorium. Applications for admission are reviewed on a rolling basis. Applicants with or without prior college expe- THE WEST ANNEX rience may apply online for admission to the Fall or Located in a building on property adjacent to Spring semesters by visiting woodbury.edu. campus, this building houses classrooms for lecture and studio work. The School of MCD has a Capstone Application Deadlines: Projects Suite for use by students and faculty for Spring Semester November 1st capstones in many of the new programs of Film- Fall Semester March 1st making, Media Technology, and Game Art & Design. Please Note: In order to be considered for admis- The building is directly accessible through a gate sion, it is the applicant’s responsibility to submit between the two properties. required documents to the Office of Admission by the application deadline. WHITTEN STUDENT CENTER The Whitten Student Center, named after beloved REQUIREMENTS FOR FRESHMAN ADMISSION former Woodbury president “Pop” Whitten, houses Students who are currently attending high school the Office of Student Development (academic sup- or who have never attended a college or universi- port and student life), the Writing Department, the ty are considered freshman applicants. To receive Writing Center, the Institute for Excellence in Teach- full consideration for admission, candidates must ing and Learning, and the Transitional English Lan- submit all required official documents on or before guage Program. Central Services is also housed in the priority deadline. Applications will be accept- the Whitten Center. The lounge, computer stations, ed after this date, but decisions will be made on tutoring areas, seminar room and meeting spaces a space-available basis. Candidates are strongly serve as popular gathering spots for students. encouraged (although not required) to complete a college preparatory curriculum.

2016-2017 Course Catalog 321 The following list outlines the recommended high TRANSFER CREDIT FOR VOCATIONAL COURSES Admissions school course curriculum for freshman applicants: AND FROM INSTITUTIONS WITH SPECIALIZED • English Four years ACCREDITATION • Mathematics Three years A maximum of thirteen semester units of vocation- • Science Two years al courses from a regionally accredited institution • Foreign Language Three years may be accepted for transfer and applied toward a • Social Studies Two years Woodbury degree. General Education requirements cannot be satisfied by the completion of vocational REQUIREMENTS FOR TRANSFER ADMISSION courses. Students who are currently attending or who have previously attended a college or university are Based on the recommendations of the American considered transfer applicants. A minimum of twen- Council on Education (ACE) or the Commission on ty-four semester units or forty transferable quar- Recognition of Postsecondary Accreditation (COR- ter units are required to be considered a transfer PA), Woodbury University considers selected course student. To receive full consideration for admission, transfers for credit from specialized institutions candidates applying must submit all required docu- that hold accreditation status with their specialized ments on or before the priority deadline. Applica- accrediting agency, specifically Council for Interior tions will be accepted after this date, but decisions Design Accreditation, NAAB, or NASAD. Credit will will be made on a space-available basis. Applicants be transferred for this course work only when a are expected to be in good academic standing at grade of “C” (2.0) or higher has been earned. Gen- all previous institutions attended. Students must eral Education courses will not be transferred from submit official transcripts from all colleges previous- specialized institutions. ly attended. Final decisions on the awarding of transfer credit Applicants who have completed fewer than twen- are made by the Registrar’s Office. ty-four transferable semester units or forty transfer- able quarter units at the college level are encour- GENERAL EDUCATION TRANSFER POLICY FOR aged, not required, to provide official SAT I or ACT STUDENTS WITH ASSOCIATE OF ARTS, ASSOCIATE scores. A personal interview may be requested on OF SCIENCE, OR BACHELOR’S DEGREE an individual basis. Transfer students applying for a Transfer credit is not available for those who hold major in one of the design fields may submit photo- a bachelor’s degree from an institution without graphs or digital images of their work, if available. regional accreditation. With the exception of Animation Arts portfolios, all documents submitted for evaluation for admission Transfer students with an earned Associate of Arts to the university become the property of the insti- or Associate of Science degree in an academic tution and will not be returned to the applicant. major from a regionally accredited college in the U.S., or a degree from an international academic TRANSFER CREDIT INFORMATION institution with English as the language of in- Woodbury University awards transfer credit earned struction that is equivalent to a U.S. degree, have at regionally accredited colleges and universities met most of Woodbury University’s lower-division on a course-by-course basis. Courses are considered general education requirements. Students still must for transfer when a grade of “C” (2.0) or higher satisfy all Academic Writing requirements and all has been earned. Transfer credit is accepted only requirements in the major program, including low- when the course is applicable toward major, minor, er-division general education courses. In addition, general education, and/or elective requirements students must satisfy all upper-division general edu- for the Woodbury University degree. Credit is not cation requirements and meet all other admissions granted for coursework completed at an institution and graduation requirements and competencies of that does not have regional accreditation or special- the university. ized accreditation. An official notice of transfer credit will be issued by the Registrar’s Office. The Degrees/credits earned more than eight years be- VA will be notified of all transfer credit awarded to fore admission or readmission will be accepted to students receiving veterans’ benefits. meet general education and university graduation

2016-2017 Course Catalog 322 requirements, as well as major requirements, at the • Courses evaluated and listed by the American Admissions discretion of the university. Council on Education. • Excelsior College Exams (formerly called ACT-PEP). Students with a bachelor’s degree from a regionally Credit is awarded based on the recommendations accredited college or university in the U.S., or from of the American Council on Education. an international academic institution with English • College Level Examination Program (CLEP) as the language of instruction that is equivalent to 40th percentile for general area examinations a U.S. bachelor’s degree, will be considered to have is required, excluding the English Composition fulfilled general education core requirements ex- examination. cept Academic Writing. Additional specific general “C” level or higher is required on the subject area education courses may be required to support the examinations. academic major selected by the student. Specific • D.A.N.T.E.S. requirements for general education support cours- “C” level or higher is required on the subject es, major courses, and elective courses are fulfilled examinations. by transfer equivalent courses when a grade of Scores must be sent directly by the agency to Wood- “C” (2.0) or higher is earned. Transfer credit is not bury University in order to be evaluated for credit. available for those who hold a bachelor’s degree from an institution without regional accreditation Woodbury encourages matriculated students who or from an international institution that is not believe that they have the equivalent academic accredited. knowledge required in specific subject areas to pursue the earning of credit by examination. Ma- Degrees/credits earned more than eight years be- triculated students must request permission to take fore admission or readmission will be accepted to these exams from the Registrar’s Office. Failure to meet general education and university graduation obtain permission may result in denial of transfer requirements, as well as major requirements, at the credit. discretion of the university. ADVANCED PLACEMENT EXAMINATIONS CREDIT BY EXAMINATION Woodbury University accepts scores of three, four, Woodbury offers credit by examination when the and five on Advanced Placement (AP) Examinations examination is administered and sponsored by administered by the College Board and awards these recognized agencies within American higher credit applicable to major, general education, and/ education: or elective requirements within undergraduate • Advanced Placement Examinations by the College degree programs. Credit is applied as follows: Board (see below).

AP Examination Applicable to Units Art History Two Art History Courses 6 Art, Studio: Drawing Two General Education Electives 6 Art, Studio: General Two General Education Electives 6 Biology Two Natural Science Courses 6 Chemistry Two Natural Science Courses 6 Chinese Language and Culture Two General Education Electives 6 Computer Science, A Elective 3 Computer Science, AB Elective 6 English, Language & Composition WRIT 111, Academic Writing I 3 English, Literature & Composition One General Education Elective 3 Environmental Science ENVT 220, Environmental Studies 3 French, Language Two General Education Electives 6 German, Language Two General Education Electives 6 Government & Politics, U.S. One General Education Elective 3

2016-2017 Course Catalog 323 AP Examination Applicable to Units Admissions Government & Politics, Comparative One General Education Elective 3 History, U.S. Two History Courses 6 History, European Two History Courses 6 Human Geography One General Education Elective 3 Italian Language and Culture Two General Education Electives 6 Japanese Language and Culture Two General Education Electives 6 Latin, Virgil One Literature Course 3 Macroeconomics ECON 203, Macroeconomics 3 Mathematics, Calculus AB Two Mathematics Courses 6 Mathematics, Calculus BC Two Mathematics Courses 6 Microeconomics ECON 204, Microeconomics 3 Music Theory Unrestricted Elective 3 Physics B PHYS 243, Physics for Architects 3 Physics C, Mechanics One Natural Science Course 3 Physics C, Electricity & Magnetism One Natural Science Course (no lab) 3 Psychology PSYC 200, Introduction to Psychology 3 Spanish, Language Two General Education Education 6 Spanish, Literature Two Literature Courses 6 Statistics MATH 226, Business Statistics 3

PLACEMENT EXAMINATIONS applicant is required to show proof that prerequi- Information about placement exams can be found site coursework and other academic requirements under “Integrative Learning” in the section entitled have been fulfilled. “Academic Proficiencies and Placement.” PROVISIONAL ADMISSION TRANSFER CREDIT FROM FOREIGN COLLEGES AND Applicants who do not qualify for regular admission UNIVERSITIES but who demonstrate potential to perform success- In order to determine transfer credit from foreign fully at the university level may be granted provi- colleges and universities, official transcripts and an sional admission. Full-time undergraduate students English translation, if needed, must be submitted admitted with provisional admission are limited to the Office of Admissions. The credentials eval- to twelve units and are to complete twelve units uation service’s recommendation will be regarded with a grade point average of 2.00 (“C”) or higher as advisory only. Official Evaluations are accepted in their first semester or be subject to academic from a NACES approved organization. The Regis- disqualification. trar’s Office of Woodbury University will make final decisions on the awarding of credit. DEFERMENT OF APPLICATION Students may defer their application for admission ADMISSION OF PERMANENT RESIDENTS for up to one year from the original term for which The admission policies and requirements for per- they applied. Requests for deferment must be in sons who are permanent residents of the United writing. The student must submit a letter request- States are the same as those for United States ing admission for the new semester in which the citizens. student is interested and the reason for the defer- ment. During the deferment period, the Office of ADMISSION OF NON-DEGREE STUDENTS Admissions will retain all documents and fees sub- Students who wish to enroll in a course or courses mitted to date. If the applicant has not enrolled at without seeking a Woodbury University degree are Woodbury University within one year after submit- considered non-degree applicants. A non-degree ting an original application, then all documentation

2016-2017 Course Catalog 324 and fees for that applicant will become invalid. The Submit by Mail Admissions applicant will be required to submit new documen- 2. If submitting transcripts by mail, they must be tation and fees in order to be considered for future sealed in an unopened envelope in order to be terms. considered official, with an original signature of the school official(s). Transcripts should be mailed READMISSION AFTER ABSENCE FROM THE to the following address: UNIVERSITY Students who are absent from degree studies re- Woodbury University main in active status for three semesters (excluding Office of Admissions summer). If not enrolled by the fourth semester, a 7500 N. Glenoaks Blvd. student must re-apply for admission to the univer- Burbank, CA 91504-7846 sity to re-establish degree status. Official transcripts of all college or university work must be submitted SAT I or ACT Test Scores for evaluation upon reapplying. Transcripts will All freshman applicants are required to submit be assessed based on the catalog prerequisites SAT I or ACT scores. Only one test is required. and degree requirements in effect at the time of readmission and matriculation. See the Financial Woodbury University Codes: Information section of this catalog for information SAT I: 4955 about tuition, fees, and policies. ACT: 0481

TRADITIONAL UNDERGRADUATE ADMISSION SAT I or ACT scores must be sent officially from APPLICATION REQUIREMENTS the testing centers. Below you will find contact information for the centers to have your scores FRESHMAN APPLICATION REQUIREMENTS sent: Common Application or Woodbury University’s Online Application SAT 866.756.7346 1. When submitting an online application, there ACT 319.337.1313 is a $75 application fee (non-refundable) or an approved fee waiver that will be applied. Academic Recommendation 2. School of Architecture applicants can apply online 3. If applying using the Common Application, sub- for the Burbank or San Diego campus. mitted Academic Letters of Recommendation are considered sufficient. Official High School Transcripts 4. If applying using Woodbury University’s Online a. Official high school transcripts are required for all Application, an Academic Letter of Recommen- freshman applicants who have not yet graduated dation can be uploaded to the online application at the time of application. or a hard copy can be mailed to the following b. At the time of application, a high school tran- address: script up to 11th grade must be submitted. Once accepted and prior to enrollment, a final tran- Woodbury University script with graduation date listed must be submit- Office of Admissions ted. 7500 N. Glenoaks Blvd. Burbank, CA 91504-7846 Electronic Submission 1. High school transcripts can be submitted electron- Personal Essay ically through the Common Application and are Personal essay prompts can be found within the considered official. The Woodbury University On- Common Application or the Woodbury University line application will allow for submission of unof- Online Application. ficial transcripts. If submitting official transcripts electronically, applicants may submit through various online vendors. Contact the admissions office with any questions you may have about submitting transcripts electronically at 1-800-784- 9663.

2016-2017 Course Catalog 325 TRANSFER APPLICATION REQUIREMENTS Woodbury University Admissions Common Application or Woodbury University’s Office of Admissions Online Application 7500 N. Glenoaks Blvd. • When submitting your online application, there Burbank, CA 91504-7846 is a $75 application fee (non-refundable) or an approved fee waiver that will be applied. Personal Essay Personal essay prompts can be found within the Official Transcripts Common Application or the Woodbury University c. Official high school transcripts are required for Online Application. all transfer students who have not completed an Associate’s Degree. Portfolio (for design majors within the School of d. Official transcripts are required from all colleges/ Architecture and the School of Media, Culture & universities attended for all transfer students. Design)

Electronic Submission A portfolio of design work is required for design 5. High school, college, and university transcripts majors within the School of Architecture and the can be submitted electronically through the School of Media, Culture & Design, if seeking to Common Application and are considered official. transfer design units. The Woodbury University Online application will allow for submission of unofficial transcripts for Portfolios submitted as part of the application pro- review purposes ONLY. To make an admissions cess may be picked up on campus by prior special decision, official transcripts must be mailed or arrangement. Otherwise, all documents submitted electronically submitted. If submitting official for review become the property of the university transcripts electronically, applicants may submit and will not be returned to the applicant. through various online vendors. Contact the admissions office with any questions you may UNDERGRADUATE INTERNATIONAL APPLICATION have about submitting transcripts electronically REQUIREMENTS (In addition to the above-men- at 1-800-784-9663. tioned Freshman and Transfer requirements)

Submit by Mail Evaluation of Transcripts 6. If submitting official transcripts by mail, they e. Submit certified English translation of all non-En- must be sealed in an unopened envelope in order glish-language documents along with official to be considered official, with an original signa- transcripts with a proper course-by-course foreign ture of the school official(s). Transcripts should be credential evaluation from a NACES-approved mailed to the following address: organization. www.naces.org.

Woodbury University Proof of English Proficiency Office of Admissions International applicants must submit proof of 7500 N. Glenoaks Blvd. English proficiency by submitting one of the Burbank, CA 91504-7846 following: 9. Minimum TOEFL of 61 (ibt) Academic Recommendation 10. Minimum IELTS of 6 7. If applying using the Common Application, sub- 11. Transferable English Composition course (non mitted Academic Letter of Recommendations are ESL) with a grade of “C” or better from an ac- considered sufficient. credited US college or university 12. Completion of an accredited English Language 8. If applying using Woodbury University’s Online program with the highest proficiency level by Application, an Academic Letter of Recommen- the Commission of English Language Program dation can be uploaded to the online application (CEA) or The American Council of Continuing Ed- or a hard copy can be mailed to the following ucation & Training (ACCET) address: Test scores submitted must be from tests taken within 2 years of time of application.

2016-2017 Course Catalog 326 I-20 Checklist GE REQUIREMENTS Admissions Woodbury University generates an I-20 form after All applicants must have completed most of the fol- students have accepted their offer of admission lowing General Education courses prior to starting by submitting their non-refundable commitment the program: deposit along with the following documentation: • Copy of your Passport and/or Visa (and for each WRIT 111, Academic Writing I (3 units) dependent who will apply for an F-2 Visa) WRIT 112, Academic Writing II (3 units) • Financial Guarantee o Proof of Financial Support must be submitted COMM 120, Public Speaking (3 units) in the form of a bank statement (from with- MATH 2XX __ Mathematics (3 units) in the last 6 months). The financial support must be sufficient to cover the expenses of Art History (3 units) the student for one full academic year. For any Humanities (3 units) document that is not under the student’s name, an Affidavit of Support must be completed. Art History or Humanities (3 units) o Bank statements must be original on letter- Social Science (3 units) head from a checking, savings, or time deposit account. Brokerage (stock funds), real estate, or Social Science (3 units) any other non-liquid assets are not acceptable. Social Science (3 units) All bank statements must be in English and in U.S. dollar currency or its foreign equivalents. BIOL 2__ Biological Science (3 units) • Transfer I-20 Form PHYS 2__ Physical Science (3 units) o The ‘Transfer I-20 Form’ is only required for students who are currently in the United States General Education Elective (3 units) with an F-1 Visa given by another institution. UNRESTRICTED ELECTIVES (33 units)

COLLEGE OF LIBERAL ARTS UNDERGRADUATE PRO- TOTAL TRANSFER UNITS: 72 GRAM REQUIREMENTS REQUIREMENTS FOR DEGREE COMPLETION Bachelor of Arts, Leadership (BA, Leadership) PROGRAM ADMISSION (These requirements are specific to the Bachelor To receive full consideration for admission, candi- of Arts, Leadership program and in addition to the dates applying must submit all required documents above-mentioned Freshman, Transfer, and Interna- on or before the priority deadline. Applications tional Student requirements.) will be accepted after this date, but decisions will be made on a space-available basis. Applicants are Entry into this program is for transfer undergrad- expected to be in good academic standing at all uate students only and requires applicants to previous institutions attended. Students must sub- either have an Associate’s Degree from a regionally mit official transcripts from all colleges previously accredited college OR transferable general educa- attended. tion units (60-72). This is a part-time program and full-time international students seeking F-1 status REQUIRED DOCUMENTATION FOR DEGREE COMPLE- are not eligible to apply. TION PROGRAM The university requires certification that the student Students applying for this program must meet the has graduated from a regionally accredited second- following requirements to be eligible for admission: ary school or community college with an Associate’s Degree. A personal interview may be requested on Minimum of 60-72 semester units and/or an Asso- an individual basis. ciate’s Degree from a regionally accredited institu- tion, including additional coursework that may be LEADERSHIP TRAINING PROGRAM: LASDU, LAFD, completed after admission. & LAPD APPLICANTS Students seeking credit for successful completion of leadership program must submit a written capstone report of courses com-

2016-2017 Course Catalog 327 pleted. The report will be evaluated by a team of Academic Recommendation Admissions Woodbury University faculty members. They must • An Academic Letter of Recommendation can be enroll concurrently at Woodbury University during uploaded to the online application or a hard copy the start of their Leadership Academy experience. can be mailed to the following address: Retroactive units will not be awarded. Woodbury University The applicant’s qualifications are evaluated upon Office of Admissions receipt of the following: 7500 N. Glenoaks Blvd. Burbank, CA 91504-7846 BACHELOR OF ARTS, LEADERSHIP APPLICATION REQUIREMENTS Professional Resumé Applicants are required to submit a professional Woodbury University’s Online Application resumé or curriculum vitae. This information should • When submitting your online application, there list the applicant’s academic research, professional is a $75 application fee (non-refundable), or an experience, and/or published works. approved fee waiver that will be applied. TRANSFER CREDITS Official Transcripts General Education • Official high school transcripts are required for 39 credits needed in the following areas: all transfer students who have not completed an • English Communication: 9 credits Associate’s Degree. • Mathematics: 3 credits • Official transcripts are required from all colleges/ • Art History & Humanities: 9 credits universities attended for all transfer students. • Social & Behavioral Sciences: 9 credits • A high school equivalency certificate or GED may • Physical & Biological Sciences: 6 credits be considered on an individual basis. • General Education Elective: 3 credits

Electronic Submission UNRESTRICTED ELECTIVES 33 credits needed • High school, college, and university transcripts Total Transfer Requirements: 72 credits can be submitted electronically through the Common Application and are considered official. GRADUATE ADMISSION POLICY The Woodbury University Online application will Woodbury University welcomes the opportunity to allow for submission of unofficial transcripts for further your goal of enrolling in one of our seven review purposes ONLY. Contact a counselor with graduate degree programs. We look for students any questions you may have about submitting who have potential for developing strong profes- transcripts electronically. sional and research based ideas with the aspiration of creating new bodies of knowledge. We are Submit by Mail dedicated to excellence in research and are look- • If submitting official transcripts by mail, they ing to support students who share those values by must be sealed in an unopened envelope in order providing distinguished faculty members who have to be considered official, with an original signa- mastered the theoretical underpinnings of their ture of the school official(s). Transcripts should be disciplines, a wide array of outstanding resources mailed to the following address: and diverse learning experiences which include networking with and mentoring from some of the Woodbury University brightest minds of the region. Office of Admissions 7500 N. Glenoaks Blvd. To be considered for admission to Woodbury Uni- Burbank, CA 91504-7846 versity, graduate applicants must meet the mini- mum university eligibility requirements as well as the requirements for the specific program to which they are applying.

2016-2017 Course Catalog 328 Term Program Deadline Admissions Spring Semester Master of Business Administration November 1st Master of Leadership November 1st

Summer Semester Master of Business Administration March 1st

Fall Semester Master of Architecture January 15th Master of Business Administration July 1st Master of Interior Architecture January 15th Master of Leadership July 1st Master of Landscape Architecture January 15th Master of Science in Architecture January 15th Master of Science in Architecture, Real Estate Development January 15th

Please Note: In order to be considered for admission, it is the applicant’s responsibility to submit required documents to the Office of Admission by the application deadline.

GRADUATE ADMISSION REQUIREMENTS Submit by Mail (Each program may have additional unique If submitting official transcripts by mail, they must requirements. Please see program sections for be sealed in an unopened envelope in order to be more information.) considered official, with an original signature of the school official(s). Transcripts should be mailed to Woodbury University’s Online Application the following address: When submitting your online application, there is a $75 application fee (non-refundable) or an Woodbury University approved fee waiver that will be applied. Office of Admissions 7500 N. Glenoaks Blvd. School of Architecture applicants can apply online Burbank, CA 91504-7846 for the Burbank or the San Diego campus. Letters of Recommendation Official Academic Transcripts Submit (3) professional and/or academic letters Official transcripts from all schools attended are of recommendation attesting to the applicant’s required, regardless of credit received or courses academic achievements and/or professional experi- completed. These records should confirm that a ence, written by academic or professional person- bachelor’s degree has been granted from a region- nel, counselors, supervisors, or teachers. The letters ally accredited institution. All international tran- should be submitted on the sender’s letterhead. scripts must be translated into English. You may upload these recommendation letters to Woodbury University’s Online Application, have Electronic Submission them emailed to your admission counselor (this can College and university transcripts can be submitted be done once an application is submitted), or mail electronically through the Woodbury University a hard copy in a sealed (unopened) envelope to the Online application. These transcripts are considered following address: unofficial and will be used for review purposes ONLY. To make an admissions decision, official tran- Woodbury University scripts must be mailed or electronically submitted. If Office of Admissions submitting official transcripts electronically, appli- 7500 N. Glenoaks Blvd. cants may submit through various online vendors. Burbank, CA 91504-7846 Contact the admissions office with any questions you may have about submitting transcripts elec- tronically at 1-800-784-9663.

2016-2017 Course Catalog 329 Professional Resumé All bank statements must be in English and in Admissions Applicants are required to submit a professional U.S. dollar currency or its foreign equivalents. resumé or curriculum vitae. This information should • Transfer I-20 Form list the applicant’s academic research, professional o The ‘Transfer I-20 Form’ is only required for experience, and/or published works. students who are currently in the United States with an F-1 Visa given by another institution. GRADUATE INTERNATIONAL STUDENT REQUIREMENTS (In addition to the above-men- READMISSION AFTER ABSENCE FROM THE tioned program requirements) UNIVERSITY Students who are absent from degree studies re- Transcript Evaluation main in active status for three semesters (excluding Submit certified English translation of all non-En- summer). If not enrolled by the fourth semester, a glish-language documents along with course-by- student must re-apply for admission to the univer- course foreign credential evaluation of transcripts sity to re-establish degree status. Official transcripts from a NACES- approved organization. www.naces. of all college or university work must be submitted org. for evaluation upon reapplying. Transcripts will be assessed based on the catalog prerequisites English Proficiency and degree requirements in effect at the time of International applicants must provide proof of readmission and matriculation. See the Financial English proficiency by submitting one of the Information section of this catalog for information following: about tuition, fees, and policies. • Minimum TOEFL of 80 (ibt) • Minimum IELTS of 6.5 COLLEGE OF LIBERAL ARTS GRADUATE • Transferable English Composition course (non PROGRAM REQUIREMENTS ESL) with a grade of “C” or higher from an ac- Master of Arts in Leadership (MA, Leadership) credited U.S. college or university • Completion of an accredited English Language (These requirements are specific to the Master of program with the highest proficiency level by the Arts, Leadership program in the College of Liberal Commission of English Language Program (CEA) Arts and in addition to the above-mentioned Grad- or The American Council of Continuing Education uate Admission Requirements.) & Training (ACCET) Test scores submitted must be from tests taken Eligibility within 2 years of time of application. Bachelor’s degree from a regionally accredited four- year institution in any discipline. I-20 Checklist Woodbury University generates an I-20 form after Personal Statement students have accepted their offer of admission A two- to three-page essay describing your quali- by submitting their non-refundable commitment fications for acceptance into the Master of Arts in deposit along with the following documentation: Leadership program. Address your leadership phi- • Copy of your Passport and/or Visa (and for each losophy and self-assessment of leadership capacity. dependent who will apply for an F-2 Visa) • Financial Guarantee Interview o Proof of Financial Support must be submitted An interview is required for all applicants. A phone in the form of a bank statement from within or in-person interview will be scheduled by the Col- the last 6 months. The financial support must lege of Liberal Arts or the Office of Admission once be sufficient to cover the expenses of the an application is complete. student for one full academic year. For any doc- ument which is not under the student’s name, Additional Requirements an Affidavit of Support must be completed. The following are additional documents required o Bank statements must be original on letter- for students ranging between a 2.0-3.0 cumulative head from a checking, savings, or time deposit GPA in undergraduate studies. account. Brokerage (stock funds), real estate, or any other non-liquid assets are not acceptable.

2016-2017 Course Catalog 330 Leadership Essay Interior Architecture, Interior Design, Envi- Admissions (GPA between 2.5-2.99) ronmental Arts, or Architecture are eligible to Applicants with an undergraduate GPA between 2.5 apply to the two-year track. and 2.99 are also required to submit a Leadership Essay which explains why they are interested in a MS Arch: Individuals holding an accredited pro- degree in Leadership, and how it will be applicable fessional architecture degree (BArch, MArch, to their professional development. DArch or international equivalent) are eligible for the program. Graduate Record Examination (GRE) (GPA between 2.0-2.49) Personal Statement The GRE is a requirement for applicants who have This one- to two-page essay should describe an undergraduate GPA of less than 2.5. Official test the applicant’s educational and/or professional scores should be sent directly to Woodbury Univer- background and his/her reason for pursuing a sity (Institution Code 4955). graduate architectural education at Woodbury School of Architecture. For more information on the GRE and to learn when and where you may take the exam, visit Applicants to the MS Arch program should ar- www.ets.org/gre. ticulate and outline a research project that they wish to pursue in the program. SCHOOL OF ARCHITECTURE GRADUATE PROGRAM REQUIREMENTS Portfolio Master of Architecture (MArch) All graduate design applicants are required to Master of Science in Architecture (MSArch) submit a portfolio of creative work conveying Master of Science in Architecture, Real Estate Devel- the scope of their design sensibilities when ap- opment (MS Arch RED) plying for the Master of Architecture (MArch), Master of Interior Architecture (MIA) Master of Interior Architecture (MIA), Master Master of Landscape Architecture (MLA) of Landscape Architecture (MLA), Master of Science in Architecture (MS Arch), or Master of (These requirements are specific to the programs Science in Architecture, and Real Estate Devel- in the School of Architecture and in addition to the opment (MS Arch RED) programs. The work can above-mentioned Graduate Admission Require- be both educational and professional. Portfoli- ments.) os should be no larger than 9x12 inches and no smaller than 5x7 inches. Although bound and Prior Degree Requirements printed submissions are preferred, portfolios MArch: An accredited pre-professional archi- loaded onto a flash drive or a website link will tecture degree is required for admission to be accepted. If you would like your portfolio the two-year program. Individuals holding a returned, include a self-addressed envelope pre-professional degree in architectural studies with sufficient postage affixed. Unclaimed from an NAAB-accredited 4+2 program are portfolios will be discarded. eligible to apply. Individuals holding other pre-professional design degrees in architectural Refer to http://architecture.woodbury.edu for studies are evaluated based upon a careful re- portfolio details. view of transcript and portfolio for equivalency. Individuals holding a baccalaureate degree in Interview fields other than architecture are eligible to An interview is required for applicants. If need- apply for the three-year program. ed, a phone or in-person interview is scheduled by the School of Architecture once an applica- MIA: Individuals holding baccalaureate degrees tion is complete. in any discipline can apply to the Master of Interior Architecture three-year track, while Graduate Record Examination (GRE) individuals holding baccalaureate degrees in The GRE is a requirement for applicants who

2016-2017 Course Catalog 331 have an undergraduate GPA of less than 3.0. Graduate Record Examination (GRE) tests may Admissions Official test scores should be sent directly to be required. Woodbury University (Institution Code 4955). There are (3) different tracks available for appli- For more information on the GRE and to learn cants to enter the MBA program based on their when and where you may take the exam, visit backgrounds. www.ets.org/gre. Students should take exams no later than January of the application year. Direct Admit Track - For recent college graduates with little or no work experience, applicants must SCHOOL OF BUSINESS GRADUATE submit official GMAT or GRE test scores and meet PROGRAM REQUIREMENTS minimum 2.5 GPA requirements. Master of Business Administration (MBA) Professional Admit Track - For applicants with 3–5 (These requirements are specific to the MBA pro- years of management and/or supervisory work ex- gram in the School of Business and in addition to perience and a bachelor’s degree from a regionally the above-mentioned program requirements.) accredited institution meeting minimum 2.5 GPA re- quirements. Upon evaluation, a GMAT or GRE score MBA Application Requirements may not be required. These students will take a course called WMBA 502, Essentials of Case Analysis Eligibility during their first semester, which will prepare them Bachelor’s degree from a regionally accredited in quantitative, verbal, and writing skills. four-year institution in any discipline. Honors Track - Applicants with a BBA from an AA- Personal Statement CSB-accredited institution with a GPA of 3.5 A two- to three-page essay describing your or higher may enter the MBA program without qualifications for acceptance into the MBA GMAT or GRE scores. These students will take program. Address your leadership potential, a course called WMBA 502, Essentials of Case Anal- motivational aptitude, and career goals. Discuss ysis during their first semester, which will prepare how Woodbury’s MBA will assist you in accom- them in quantitative, verbal, and writing skills. plishing your goals. Admissions Footnote Test Scores Submission of falsified documentation will result in Depending on the track of entry (Direct Track, Woodbury University denying admission or revok- Professional Track, or Honor’s Track), the Grad- ing admission after an applicant enrolls. uate Management Admissions Test (GMAT) or

2016-2017 Course Catalog 332 ACADEMIC CALENDAR Academic Calendar

TRADITIONAL CALENDAR The academic calendar at Woodbury University includes three academic terms: Fall Semester, Spring Semester and Summer Session.

FALL SPRING SUMMER 2016 2017 2017 Classes Begin: Aug. 22 Jan. 9 10 wk May 8 Late Registration: Aug. 1-Sept. 2 Dec. 19-Jan. 23 Apr. 17-May 12 ($35 Late Registration Fee added) Course Add/Drop period: Aug. 22-Sept. 2 Jan. 9-23 May 8-12 Last Date to Withdraw from Course: Oct. 21 Mar. 10 June 16 Studio Finals: Nov. 30-Dec.4 Apr. 26-30 July 17-21 Final Examinations: Dec. 5-9 May 1-5 July 17-21 Spring Break Mar. 13-17 (Traditional classes only) Faculty Development Days: Oct. 10-11 Feb. 21 (No Traditional Day/Evening Classes – Intensive Classes meet on these days) Semester Recess: Dec. 12-Jan. 8 May 6-7 July 22-Aug. 20

SUMMER SUPER SESSION 6-WEEK INTENSIVE FORMAT Summer Super Session courses must be dropped the Friday before classes begin to avoid incurring tuition charges Super Session Begins: SUMMER SESSION 2017 Session 1 May 8 Session 2 June 26 Course Add/Drop Period: Session 1 (Drop by May 5 to avoid tuition charges) May 8-12 Session 2 (Drop by June 23 to avoid tuition charges) June 26-30

Last Date to Withdraw from Courses: Session 1 May 26 Session 2 July 14 Last Regular Class: Session 1 June 16 Session 2 Aug. 4

2016-2017 Course Catalog 333 7-WEEK INTENSIVE FORMAT Academic Calendar Undergraduate and graduate (MBA) programs offered in seven-week modules are conducted during day, evenings, and weekends.

FALL SPRING SUMMER Module Classes Begin: 2016 2017 2017 Session 1 Aug. 22 Jan. 9 May 8 Session 2 Oct. 17 Mar. 6 June 28 Registration Deadlines: Session 1 Aug. 26 Jan. 13 May 12 Session 2 Oct. 21 Mar. 10 July 5 Payment: Payment due at time of registration or no later than the Friday of the 1st week of class. Note: Registration in intensive courses is permitted through the first week of each session with the exception of Business Classes: Please see Business Courses Add/Drop Period Below. Add/Drop Period: Session 1 Aug. 22-26 Jan. 9-13 May 8-12 Session 2 Oct. 17-21 Mar. 6-10 June 28 - July 5

Buisness Courses Add/Drop Period: Session 1 Aug. 19 Jan. 6 May 5 Session 2 Oct. 14 Mar. 3 June 26

Last Date to Withdraw from Courses: Session 1 Sep. 9 Jan. 27 May 26 Session 2 Dec. 4 Apr. 21 Aug. 15

Semester Recess: Dec. 5-Jan. 9 Apr. 24-May 5 Aug. 16-19

5-WEEK INTENSIVE FORMAT Module Classes Begin: FALL 2016 SPRING 2017 SUMMER 2017 Session 1 Aug. 22 Jan. 9 May 8 Session 2 Sept. 26 Feb. 13 June 12 Session 3 Oct. 31 Mar. 20 July 17 Registration Deadlines: Session 1 Aug. 22-26 Jan. 9-13 May 8-12 Session 2 Sept. 26-30 Feb. 13-17 June 12-16 Session 3 Oct. 31-Nov. 4 Mar. 20-24 July 17-21 Course Add/Drop Period: Session 1 Aug. 22-26 Jan. 9-13 May 8-12 Session 2 Sept. 26-30 Feb. 13-17 June 12-16 Session 3 Oct. 31-Nov. 4 Mar. 20-24 July 17-21 Last Regular Class: Session 1 Sept. 23 Feb. 10 June 9 Session 2 Oct. 28 Mar. 17 July 14 Session 3 Dec. 2 Apr. 21 Aug. 18 Graduation May 6

2016-2017 Course Catalog 334 UNIVERSITY BREAKS AND HOLIDAYS 2016/2017 REGISTRATION FOR SPRING 2017 & Academic Calendar (5-wk or 7-wk Intensive classes may be in session SUMMER 2017/FALL 2017 during these periods) The registration periods for semesters in the 2016/2017 and 2017/2018 Academic years are tenta- Fall tively scheduled, as a result the actual date regis- Semester 2016 tration begins is subject to change. Information will Sept. 5 Monday, Labor Day be provided to all students regarding advising and Nov. 24-25 Thurs.-Fri., Thanksgiving registration periods and will also be posted on the university portal as we approach those periods. *Dec. 12-Jan. 8 Winter Break

Dec. 25-Jan. 2 Campus Holiday Closure Academic advising and course selection period for returning students Spring Semester 2017 Spring 2017 Summer 2017 Fall 2017 Jan. 16 Monday, Martin Luther King Day Oct. 31, 2016 March 20, 2017 Feb. 20 Monday, President’s Day General (Open) Registration for Returning Students *March 13-17 Mon.-Fri., Spring Break March 17 Friday, Spring Holiday Spring Summer 2017 2017 Fall 2017 March 29 Wednesday, Cesar Chavez Day (observed) Nov. 28, 2016- Nov 28, 2016- May 12, 2017 Jan. 23, 2017 (Summer 2017) Apr. 17, 2017- Sept. 1, 2017 Summer (Fall 2017) Session 2017 May 29 Monday, Memorial Day July 4 Tuesday, Independence Day * University Offices will be open during the Winter and Spring Breaks, except for the Campus Holiday Closure as noted above.

FINANCIAL AID CALENDAR 2016/2017 Students reapplying for financial aid assistance for 2017/2018 should complete their applications by the prior- ity dates listed below. If applying for the full year only the 1st priority filing date needs to be met. Priority. Summer Fall 2017 Spring 2018 2018 Priority filing date for returning students April 1, 2017 Oct. 31, 2017 March 17, 2018 2016/2017 Cal Grant filing deadline: March 2, 2017

2016-2017 Course Catalog 335 Current students who are renewing their aid Financial Financial Information application or applying for the first time and are Information interested in receiving low interest federal loans FINANCIAL AID and/or state and federal grants are required to complete the Free Application for Federal Student Celeastia Williams, Director of Enrollment Services Aid (FAFSA). To complete a FAFSA, go to FAFSA on the web at FAFSA.GOV. Students beginning the process of selecting a college find that the cost of an education is like- Students receiving only merit scholarships are not ly to be a major concern. Woodbury University is required to apply for financial aid each year. Assum- committed to assisting students with these costs ing all requirements for maintaining the scholar- through a variety of financial aid programs. Many ship(s) are met, these scholarships will automatically students need help with the educational expenses be renewed by the Office of Financial Aid. The incurred while attending Woodbury. Scholarships terms of your merit scholarship are stated in your are available that may be awarded based on aca- letter of admission and scholarship notification. demic merit. California residents will meet the Cal Grant pro- Financial aid includes grants, scholarships, loans, gram deadline by filing their FAFSA on or before and part-time employment. The university offers March 2nd. The Cal Grant program also requires a combination of these types of aid from various that students who have not previously been recip- sources in an award package. Financial aid is award- ients of a Cal Grant file a GPA Verification Form ed on the basis of financial need. Eligibility for with the California Student Aid Commission no financial aid is established through the Free Appli- later than March 2nd. The GPA Verification Form is cation for Federal Student Aid (FAFSA). Continued available through high school guidance counselors, financial aid eligibility is based on financial need local college financial aid offices, and Woodbury and satisfactory academic progress. University.

An application for financial aid does not affect the Financial aid is awarded on a yearly basis for the student’s chances for admission. traditional academic year of fall and spring semes- ters. Students interested in summer funding should HOW TO APPLY FOR FINANCIAL AID inquire during the preceding semester about the Applying for need-based financial aid at Woodbury availability of aid. University is an annual process. The University offers a combination of these types of aid from various Financial aid is not automatically renewed each sources in an award package. Financial aid is award- year. Students must remember to reapply each year ed on the basis of financial need. Every interested by filling out a new FAFSA. student must submit the proper applications, forms, and financial documents by the posted deadlines Who is Eligible? to receive full consideration for federal, state, and In order to receive financial assistance from Wood- institutional grant and loan aid. Students who wish bury, a student must meet the following criteria: to be considered for assistance from Woodbury • The student must be enrolled or accepted for en- University are required to complete a Woodbury rollment as a matriculated student in an eligible University Financial Aid Information Request Form. program as an undergraduate or graduate. • The student must be a U.S. citizen or national or: Incoming students who want to be considered for A. be a permanent resident of the United States; Woodbury University need-based institutional aid B. provide evidence from the U.S. Citizenship and and federal and state grant and loan assistance Immigration Services (USCIS) that he/she is in must complete the CSS/Financial Aid PROFILE avail- the United States for other than a temporary able from the College Board in addition to com- purpose with the intention of becoming a pleting the Free Application for Federal Student citizen or permanent resident; Aid (FAFSA). New students must be accepted for C. is a citizen of the Federated States of Microne- admission to Woodbury before an offer of financial sia, the Marshall Islands, or a permanent resi- assistance is given. dent of the Trust Territory of the Pacific Islands (Palau);

2016-2017 Course Catalog 336 D. is a graduate of an accredited U.S. high school, one semester or sixteen quarter units). Awards Financial Information or holds a GED certificate or an associate’s include semester allowance checks to students for degree from a community college. living expenses, plus, beginning in the student’s • The student must maintain satisfactory academic second year of study, tuition and fee grants are also progress standards. provided. • The student must not be in default on any Fed- eral Student Loan, to include Federal Stafford Applicants are notified by the California Student Loans, Federal Perkins Loans (formerly called Aid Commission if selected to receive a Cal A or Cal NDSL), Federal Direct Loans, nor owe a refund B state award. to any institution for funds received under the Pell Grant, SEOG, or SSIG programs. Further, for EMPLOYMENT parents to receive a Plus Loan, neither the parent On-campus employment opportunities are available nor the student may be in default or owe an and may be included in a financial aid award pack- overpayment to any Financial Aid grant program. age to assist students in meeting their educational • The student must be in compliance with Selective expenses. Service Registration laws and sign a statement certifying compliance. Federal Work Study (FWS) is a program funded by • The student must certify that he/she has not en- the federal government and Woodbury University gaged in the unlawful manufacture, distribution, to provide part-time employment for students who dispensing, or use of a controlled substance. demonstrate financial need. Students employed through this program are assisted in finding jobs on WHAT KIND OF FINANCIAL AID IS AVAILABLE? campus through the Work Study Program Coordina- Financial aid available at Woodbury comes from the tor. Most students work between eight and twelve federal and state governments, the university, and hours per week while classes are in session and earn private donors. The following list provides an idea no less than minimum wage. of the resources available to our students: LOANS GRANTS Loans provide students with the opportunity to Grants are based upon need and do not require defer a portion of their educational costs and often repayment. The following grants are available at form part of a financial aid award package. Wood- Woodbury University: bury offers the following loan programs: Pell Grants are funds made available from the fed- eral government and are designed to help needy The Federal Perkins Loan Program is one of the undergraduate students meet educational costs. oldest federally funded loan programs that make These grants are based on demonstrated need as low-interest loans available to needy students determined by the federal government. Awards enrolled at least half-time. The interest rate is currently range from $598 to $5815 per award year. currently 5%. No payments are made nor does interest accrue until nine months after a student The Supplemental Educational Opportunity Grant ceases to be enrolled at least half-time. Awards are (SEOG) is also funded through the federal govern- made by Woodbury University and generally range ment. These funds are earmarked for exceptionally from $300 to $5,500 per year based upon available needy undergraduate students and may range from fund allocations. The Perkins loan program is being $200 to $2,000 per year here at Woodbury. phased out and is currently scheduled to terminate on September 30, 2017. Cal Grant A awards are from the State of Califor- nia; this award provides assistance to California William D. Ford Federal Direct Educational residents who come from low- and middle-income Loan Programs families. A student’s grade point average as well as *Federal Direct PLUS Loans (Parent Loans) demonstrated financial need is taken into consider- *Federal Direct Stafford Loans (Subsidized and ation when making these awards. Unsubsidized) *Federal Direct Grad Plus Loans (graduate students Cal Grant B, also from the State of California, is only) designed for California high school graduates with Woodbury University participates in the William high academic potential who come from minority, D. Ford Federal Direct Loan programs. As with all disadvantaged, or low-income families, and who federal student aid, you apply for Direct Loans by have little or no previous college work (less than filling out the Free Application for Federal Student

2016-2017 Course Catalog 337 Aid (FAFSA). Most students use FAFSA on the web is based on the parent passing a credit check. The Financial Information to complete their applications. The information amount of a PLUS loan may not exceed the cost of on your FAFSA is transmitted to the schools that education, minus any other financial aid received you list on the application, and those schools use by the student. Loans made on or after July 1, 2016 the information to assess your financial need for will have an annual fixed interest rate of 6.31%. student aid. Your Financial Aid Letter of Offer will New PLUS borrowers begin repayment of principal tell you how much you may borrow and the types and interest within sixty days of the disbursement of loans you are eligible to receive. Your financial of the new loan. aid package may identify eligibility for the William D. Ford Federal Direct Education Loan Programs *The Federal Direct Loan Program (FDELP): Student (FDELP). These loan programs are made available loans are either subsidized or unsubsidized. Subsi- by the U.S. Department of Education. Direct Loans dized loans are awarded on the basis of financial are low-interest loans for students and parents to need. Unsubsidized loans are not awarded on the help pay for the cost of a student’s education after basis of need; they are available to students who high school. The lender is the U.S. Department of do not qualify for subsidized loan funds. Subsidized Education (“the Department”) rather than a bank and Unsubsidized loans for undergraduates first or other financial institution. disbursed after July 1, 2016 will be subject to an annual interest rate of 3.76% as determined by With Direct Loans, you: the Department of Education. Unsubsidized loans • borrow directly from the federal government and for graduate students, the interest rate is 5.31%. have a single contact—the Direct Loan Servicing Maximum amounts that may be borrowed during Center—for everything related to the repayment an academic year as well as aggregate maximum of your loans, even if you receive Direct Loans at amounts are outlined in the following chart. different schools. • have online access to your Direct Loan account in- The amount of a Federal Direct Grad PLUS loan may formation twenty-four hours a day, seven days a not exceed the cost of education, minus any other week at Direct Loans on the web at: www.dl.ed. financial aid received by the student. The annual gov. fixed interest rate for new borrowers is currently • can choose from several repayment plans that capped at 6.31%. New Grad PLUS borrowers begin are designed to meet the needs of almost any repayment of principal and interest within sixty borrower, and you can switch repayment plans if days of the full disbursement of the new loan. your needs change. The Federal Direct Stafford Loan Program (FDELP): Stafford loans for graduate students are unsubsi- To get an idea of your monthly loan payments after dized only. Unsubsidized loans are not awarded on you graduate, take a look at the Department of Ed- the basis of need, but rather on the cost of atten- ucation’s repayment calculator at http://www.direct. dance of your program. For loans first disbursed ed.gov/calc.html. after July 1, 2016, the annual fixed interest rate is currently capped at 5.31%. Maximum amounts that *Federal Direct PLUS Loans (Parent Loans for may be borrowed during an academic year as well Undergraduate Students): The PLUS program is for as aggregate maximum amounts are outlined in the parents who need to borrow to help meet their following chart. dependent student’s educational costs. Eligibility

FEDERAL DIRECT LOAN BORROWER LIMITS A. B.* (see Note) Dependent/Independent Student Status: Additional Unsubsidized Sub/Unsubsidized Federal Direct Loan Limit Academic Level Federal Direct Loan Limit: FIRST YEAR Freshman $3,500/$2,000 (two semesters) $4,000 (two semesters) (0-29 semester units) $1,750/$1,000 (one semester) $2,000 (one semester) SECOND YEAR Sophomore $4,500/$2,000 (two semesters) $4,000 (two semesters) (30-59 semester units) $2,250/$1,000 (one semester) $2,000 (one semester)

2016-2017 Course Catalog 338 THIRD YEAR AND BEYOND Financial Information Junior to completion of degree $5,500/$2,000 (two semesters) $5,000 (two semesters) (60 or more semester units) $2,750/$1,000 (one semester) $2,500 (one semester) GRADUATE/PROFESSIONAL $8,500/$2,000 (two semesters) $12,000 (two semesters) $4,250 (one semester) $6,000 (one semester) AGGREGATE LOAN LIMITS $31,000 $34,500 Undergraduate study: ($23,000 subsidized & (additional $8,000 unsubsidized unsubsidized loans) Independent Students & $57,500 Dependents whose ($23,000 subsidized + $34,500 parents cannot get a PLUS unsubsidized) Combined undergrad $73,000 and graduate study: $65,500 (additional unsubsidized loans)

Note: The “Additional Unsubsidized Stafford Loan Eligibility” (up to $4,000 during the first and second years and up to $5,000 during the third year and beyond) may be available to independent students or dependent students whose parents cannot borrow under the PLUS program. Each academic year, qualified undergraduates may borrow up to the loan limit specified under column A and then, if eligible, may borrow an additional sum, up to the amount specified under column B.

Alternative Educational Loan Programs: A non-federal credit-based student loan program administered by a network of lenders. These are private loan programs, which offer families alternative financing options to cover college costs and, although they are designed to meet educational expenses, students and parents are strongly encouraged to first apply for available loans under the William D. Ford Federal Direct Educational Loan Programs (FDELP). Should you not qualify for assistance under FDELP or need additional assistance beyond what can be funded through the federal programs, alternative loans are available to meet those college costs. Application procedures and loan terms vary by lender, so it is strongly advised that you research the various options and choose what fits your particular situation the best. Woodbury University will be requested to certify student enrollment and, in many cases, cost of attendance for these loans.

UNIVERSITY-SPONSORED GRANTS meet the standards for satisfactory academic prog- AND SCHOLARSHIPS ress and maintain a cumulative grade point average Applying for financial aid automatically places you of 2.0 or higher. in consideration for university-sponsored grants and scholarships. University-sponsored grants and The Woodbury University Academic Scholarship scholarships are available to returning students who is awarded to entering freshmen on the basis of have completed at least one semester at Woodbury. academic standing and personal qualifications. The Funds are provided from available institutional awards range from $14,000 to $16,000 a year for resources and are therefore not transferable upon tuition only. These awards are renewable for up withdrawal from the university. Unless otherwise to four years or five years if enrolled in the Archi- noted, students must maintain full-time status to tecture program starting with your Freshman year. remain eligible for these funds. University grants Criteria for renewal include full-time status and and scholarships are for tuition charges only. They maintenance of the required cumulative grade are not applied to housing costs. Recipients must point average. meet the standards for satisfactory academic prog- ress and other academic criteria as described within The Woodbury University Transfer Scholarship is each award category. awarded to entering transfer students on the basis of academic criteria and personal qualifications. The The Woodbury University Grant is awarded to award ranges from $10,000 to $12,000 a year for undergraduate students based upon demonstrated tuition only. The award is renewable for up to three financial need. To qualify for the grant, students or four additional years depending on the student’s must enroll at least half-time. The Woodbury grant academic program and class standing at admission. is prorated if less than full-time. These awards are Criteria for renewal include full-time status and distributed during the fall and spring semesters and maintenance of the required cumulative grade are applied towards tuition only. Recipients must point average.

2016-2017 Course Catalog 339 The Community College Scholarship, in the prerequisite GPA place themselves on financial aid Financial Information amount of $1,000, is an institutional award that rec- disqualification and become ineligible for financial ognizes the relationship between community col- aid. lege counselors and students who select Woodbury for their baccalaureate study. The award is renew- Graduate students in the School of Architecture able for tuition charges only and recipients must are evaluated within a system of Credit, Credit enroll in a full-time academic load, achieve satisfac- with Distinction, Conditional Credit, and No Credit. tory academic progress, and maintain a cumulative Students are required to pass all courses with CR, grade point average of 3.0 or higher. CR+, or CC; the grade of NC requires the student to retake the course in order to receive credit and The High School Counselor Scholarship, in the remain in good academic standing. For financial aid amount of $1,000, is an institutional award that rec- purposes, students must receive credit in all classes ognizes the relationship between high school guid- attempted in a semester. Failure to receive credit ance counselors and students who plan to attend in all classes in a semester will constitute unsatis- Woodbury University. The scholarship is renewable factory academic progress and places a student on for tuition charges only and recipients must enroll financial aid disqualification. in a full-time academic load, achieve satisfactory ac- ademic progress, and maintain a cumulative grade Quantitative Standards (Units) — Each academic point average of 3.0 or higher. year, recipients of financial aid are expected to achieve a minimum number of units based on their Donor-Sponsored Scholarships, Woodbury Uni- enrollment status. When the minimum units are not versity has several donor-sponsored scholarships. achieved, students place themselves on financial aid Scholarships, like grants, do not need to be paid disqualification and may become are ineligible for back. They are usually awarded to students who financial aid. meet a combination of eligibility requirements, such as high academic achievement, financial need, Satisfactory Academic Progress Requirements class standing, or other criteria specified by the Satisfactory Academic Progress for all undergradu- donor. Students who have completed one semester ate students is defined in the following chart which or more at Woodbury are automatically considered indicates the minimum number of semester units based on their profiles. Awards are made annually that need to be completed each academic year, based on available funds. based on full-time and part-time enrollment status. Fulfillment of the university’s minimum satisfactory SATISFACTORY ACADEMIC PROGRESS academic progress requirement does not guaran- Criteria for satisfactory academic progress include tee degree completion in four years. Please see both qualitative and quantitative standards. These the section below entitled Academic Load for the satisfactory academic policies apply equally to those average unit completion needed per academic year who receive financial aid. Students not currently re- to accomplish this goal. ceiving aid are subject to these same policies should they apply for aid at a later date. ACADEMIC LOAD EXAMPLE OF MINIMUM SATISFACTORY ACADEMIC Qualitative Standards: Cumulative Grade Point PROGRESS STANDARDS WITHIN THE TIME RESTRIC- Average (GPA) — All students, including recipi- TION FOR FULL- AND PART-TIME STUDENTS ents of financial aid, are subject to the academic Full-Time* regulations governing scholastic status as outlined (Entered with in this handbook. To maintain academic progress, Freshman Status) Cumulative undergraduate students must earn a GPA of 2.0 or Min. per Sem. Units Units higher, graduate students must earn a cumulative Year #1 12 24 GPA of 3.0 or higher. Failure at the undergraduate Year #2 12 48 level to achieve a cumulative 2.0 GPA by the end of the second year of enrollment at Woodbury Univer- Year #3 12 72 sity will result in loss of eligibility for financial aid. Year #4 12 96 Recipients of financial aid who fail to maintain the Year #5 12 120

2016-2017 Course Catalog 340 Year #6 12 144 COMPLETION TIME LIMITS FOR Financial Information UNDERGRADUATE STUDENTS (A maximum of six years to complete a BS, BA, BBA Full-Time Enrollment Status or BFA Degree, minimum units 126) Undergraduate: Full-time undergraduates enroll Year #7 12 168 in twelve to eighteen units per semester, fall and spring semesters. Summer session enrollments, full- (A maximum of seven years to complete the BArch time or part-time, may be used to accelerate a study Degree, minimum units 160) program or remediate academic progress.

*Full-time Enrollment Status: Students are expected to • Full-time Bachelor of Science, Bachelor of Arts, pass a minimum twenty-four semester hour units each academic year, an average of twelve units each semester, Bachelor of Business Administration, and Bache- fall and spring. lor of Fine Arts degree candidates who entered with freshman status and without transferable Part Time** credit must complete their degree requirements (Entered with within six academic years after matriculation. For Freshman Status) Cumulative transfer students, the time limit for completion of Min. per Sem. Units Units the degree and continued eligibility for financial Year #1 6 12 aid is reduced when transferable units are ap- Year #2 6 24 plied upon matriculation. Eligibility for financial aid ceases six years after matriculation or earlier Year #3 6 36 when the time limit for completion is reduced. Year #4 6 48 • Full-time Bachelor of Architecture degree can- Year #5 6 60 didates who entered with freshman status and without transferable credit must complete their Year #6 6 72 degree requirements within seven and a half Year #7 6 84 academic years after matriculation. For transfer Year #8 6 96 students, the time limit for completion of the degree and continued eligibility for financial aid (Maximum eight years to complete the BS Degree, is reduced when transferable units are applied minimum one hundred twenty-six units) upon matriculation or extended when the enroll- ment status varies from full-time to part-time. Year #9 6 108 Eligibility for financial aid ceases seven years after Year #10 6 120 matriculation or earlier when the time limit for completion is reduced. (Maximum ten years to complete the BArch Degree, • When enrolled full-time, undergraduate students minimum one hundred sixty units) must complete an average of twelve units per semester, twenty-four units during each academic Part-time students receive an additional two years year (fall and spring semesters) and maintain a to complete their degree objective. If a student is GPA of 2.0 or higher. Failure to meet these quan- only part-time throughout their academic career, titative and qualitative standards each academic they will find it difficult to complete their degree term will result in the loss of eligibility for finan- objectives within acceptable time frames. cial aid. • At the conclusion of the second academic year **Part-time Enrollment Status: Students are expected to at Woodbury, all undergraduate students must pass a minimum twelve semester hour units each academic achieve a cumulative GPA of 2.0 or higher in year, an average of six units each semester, fall and spring. order to avoid financial aid disqualification and possible loss of eligibility for financial aid. Note: Summer session at Woodbury University allows students to accelerate or remediate unit or Part-Time Enrollment Status grade point deficiencies from the previous academ- Undergraduate: Part-time undergraduates enroll in ic semester through full-time or part-time enroll- less than twelve units per academic semester during ment. the fall and spring semesters. During each semester with part-time enrollment, students are expected

2016-2017 Course Catalog 341 to complete all units attempted. Summer session tered without transferable credit must complete Financial Information enrollments, full-time or part-time, may be used to their degree requirements within three years accelerate a study program or remediate academic after matriculation. For transfer students, the time progress. limits for completion of the degree and contin- ued eligibility for financial aid are reduced when • Part-time Bachelor of Science, Bachelor of Arts, transferable units are applied upon matriculation Bachelor of Business Administration, and Bache- or extended when the enrollment status varies lor of Fine Arts degree candidates who entered from full-time to part-time. Eligibility for financial with freshman status and without transferable aid ceases three years after matriculation or earli- credit must complete their degree requirements er when the time limit for completion is reduced. within eight academic years after matriculation. • When enrolled full-time, graduate students must For transfer students, the time limit for comple- complete a minimum of six units per semester, tion of the degree and continued eligibility for twelve units per academic year (fall and spring financial aid is reduced when transferable units semesters) and maintain a GPA of 3.0 or higher. are applied upon matriculation. Eligibility for fi- Graduate students in Architecture are graded nancial aid ceases eight years after matriculation credit/no credit and must receive credit (which or earlier when the time limit for completion is includes Conditional Credit) in all classes attempt- reduced. ed in a semester to be considered as making • Part-time Bachelor of Architecture degree can- satisfactory academic progress. Failure to meet didates who entered with freshman status and these quantitative and qualitative standards each without transferable credit must complete their academic term will result in placement on finan- degree requirements within ten academic years cial aid disqualification. after matriculation. For transfer students, the time limit for completion of the degree and con- Part-Time Graduate Enrollment Status tinued eligibility for financial aid is reduced when • During each semester with part-time enrollment, transferable units are applied upon matriculation students are expected to complete all units at- or extended when the enrollment status varies tempted. from full-time to part-time. Eligibility for financial • Part-time graduate students enroll in less than six aid ceases seven years after matriculation or earli- units in fall and spring semesters. Summer session er when the time limit for completion is reduced. enrollments, full-time or part-time, may be used • When enrolled part-time, undergraduate stu- to accelerate a study program or remediate aca- dents must complete all units attempted per demic progress. semester (fall and spring semesters) and maintain a GPA of 2.0 or higher. Failure to meet these Completion time limits quantitative and qualitative standards each aca- • Part-time graduate degree candidates who en- demic term will result in placement on financial tered without transferable credit must complete aid probation and possible loss of eligibility for their degree requirements within six years after financial aid. matriculation. For transfer students, the time lim- • At the conclusion of the second academic year its for completion of the degree and for contin- at Woodbury, all undergraduate students must ued eligibility for financial aid are reduced when achieve a cumulative GPA of 2.0 or higher in or- transferable units are applied upon matriculation der to qualify for financial aid during a third year or when the enrollment status varies from part- of study. time to full-time. Eligibility for financial aid ceases three years after matriculation or earlier when the COMPLETION TIME LIMITS FOR time limit for completion is reduced. GRADUATE STUDENTS • When enrolled part-time, graduate students Full-Time Graduate Enrollment Status must complete all units attempted per semester For the purpose of evaluating satisfactory academic and maintain a GPA of 3.0 or higher. Graduate progress, full-time graduate students enroll in six students in Architecture must complete all units or more units per semester. Summer session enroll- attempted per semester with credit or better. ments, on a full-time or part-time enrollment basis, Conditional Credit will count as credit or better. may be used to accelerate a study program or reme- Failure to meet these quantitative and qualitative diate progress. standards each academic term will result in place- • Full-time graduate degree candidates who en- ment on financial aid disqualification.

2016-2017 Course Catalog 342 DEFINITIONS AND CLARIFICATIONS APPLICABLE (SAP) place themselves on financial aid disqualifica- Financial Information TO REQUIREMENTS FOR SATISFACTORY ACADEMIC tion. An appeal must be filed with Financial Aid to PROGRESS (SAP) be considered for probation status. Warning notices Satisfactory academic progress is based on both of pending disqualification status are mailed to qualitative (GPA) and quantitative (units) criteria. students after the conclusion of the fall semester. • When a student’s semester enrollment status Official notices of financial aid disqualification varies between full-time and part-time, he/she is status are mailed to students after the conclusion of expected to complete at least twelve units during each academic year. each semester of full-time enrollment; during each semester of part-time enrollment, he/she is For purposes of financial aid, summer session enroll- expected to complete all units attempted. ments may be used to remediate units from the • Failure and No Pass Grades or No Credit Grades: previous academic year (fall and spring semesters). Courses for which a grade of “F” or “NP” or “NC” To remediate GPA deficiencies, courses must be are recorded cannot be counted as units complet- completed at Woodbury, as GPA quality points are ed toward SAP requirements. only applied to units completed in residency. When • Withdrawal: Courses for which grades of “W”, probation status is not removed within the time “WU” or “WW” are recorded cannot be counted limit, students lose their eligibility to qualify for as units completed toward SAP requirements. financial aid. • Audit Courses: Audit course units do not apply as units of progress during an academic semester, Loss of Eligibility for Financial Aid and the units graded “AU” are not applied as When the terms of the policies on Satisfactory Aca- units completed toward SAP requirements. demic Progress and Financial Aid Probation Status • Incomplete: Courses for which a grade of “I” is re- are not met, students experience a loss of eligibility corded cannot count as units toward SAP require- for financial aid. Students who are disqualified for ments. When the final grade is recorded, then the financial aid may continue their study at the univer- units and letter grade will be applied toward the sity if they are not academically disqualified as well. quantitative and qualitative SAP requirements. Academic achievements during this period may • In Progress: Courses for which an interim mark of assist students in regaining eligibility for financial “IP” is assigned do not count as units completed aid during future terms of enrollment. toward the requirement until the course is com- pleted and a final grade is recorded. Provisions for Regaining Eligibility • Repeated Courses: A student may remediate a for Financial Aid course for the purpose of improving their grade. Students who have lost their eligibility for financial The final grade of the repeated course applies to aid may regain their eligibility by remediating the the cumulative GPA. However, the student only factors which caused the disqualification, including has one chance to repeat a course in which they the following: received a passing grade. If no passing grade is • Unit deficiencies may be remediated through achieved, then a student may repeat the course completion of credit through approved transfer until they do achieve a passing grade. credit procedures or, under special provisions, • Non-credit Prerequisite of Remedial Cours- the student may complete additional residency es: Units of enrollment for prerequisite and coursework, which remediates unit and GPA defi- non-credit prerequisite or remedial courses ciencies. do not earn credit toward the degree, but are • Re-admission to the university after a two-year counted as units completed toward meeting SAP period of absence from the university. requirements. • The Second-Year Rule: When eligibility for finan- cial aid is lost due to failure to end the second FINANCIAL AID DISQUALIFICATION AND PROBATION academic year at Woodbury with a minimum cu- STATUS AND PROVISIONS FOR REGAINING mulative GPA of 2.0 or higher, eligibility may only ELIGIBILITY FOR FINANCIAL AID be reinstated following a financial aid appeal. If Financial Aid Disqualification Status the appeal is granted, the student must meet the Financial aid recipients who are unable to meet minimum GPA in the semester immediately fol- the qualitative and quantitative standards outlined lowing the semester during which the minimum under the policy on Satisfactory Academic Progress GPA was not achieved.

2016-2017 Course Catalog 343 • An appeal for Financial Aid Probation Status, disabled students may incur while pursuing high- Financial Information through a successful appeal of policies on Satis- er education. Resources available to the student factory Academic Progress. through federal and state programs are considered • Remediation through summer enrollment at when evaluating those special needs. Woodbury or an approved concurrent enrollment at another institution. Summer sessions may be REFUND POLICY FOR STUDENTS RECEIVING STU- used to remediate deficiencies from the previous DENT FINANCIAL ASSISTANCE (TITLE IV FUNDS) academic year. Woodbury University complies with the Higher Ed- ucation Amendments of 1998, Public Law 105-244, Financial Aid Probation Status for students who completely withdraw from the Official notices of financial aid probation status are university. Accordingly, a refund, if applicable, will mailed to students following a successful appeal of be calculated based upon the federal refund meth- loss of eligibility for financial aid. During semesters odology. Calculated refunds to Federal Title IV pro- with an approved financial aid probation status, grams are based on the amount of aid unearned at students remain eligible for financial aid and must the time of withdrawal and have no relationship to meet the conditions of their probation to contin- the student’s incurred institutional charges for the ue their eligibility during future semesters. The same period. Consequently, financial aid refunds conditions of an approved financial aid probation and tuition charged can represent two independent status are defined based upon the deficiencies of sources of debt a student may incur. the student and must be met within the specified time frames. When probation status is not removed Financial aid refunds are calculated on a per diem within the specified time limit, students lose their basis (days attended at time of withdrawal) for eligibility for financial aid programs. withdrawals up through the 60% point in time for each semester. After 60% of the semester has Procedures for Appeals to the Policies on Satisfac- elapsed, there is no refund calculation for fed- tory Progress eral aid programs. Non-institutional charges and Students who have not made satisfactory academ- non-refundable fees are excluded from the refund ic progress have the right to appeal their “loss of calculation. Calculated refunds are returned to the eligibility for financial aid.” Students who believe appropriate aid programs. they have an extenuating circumstance may submit a written letter of appeal and provide full docu- NOTE: You should contact your financial aid coun- mentation of the circumstances for review by the selor to discuss the impact of withdrawing from Director of Enrollment Services or the director’s des- courses before you withdraw because you could ignee. Each appeal will be considered on the merits end up owing a repayment to federal aid programs of the circumstances and on an individual basis. if you have received more aid than you have earned Decisions on appeals are final and are documented for the payment period, and owe money to the in writing. university for tuition not covered by aid as a result of the refund. Petitions to the Financial Aid Appeals Committee Written petitions for exceptions to financial aid pol- Students withdrawing from the university must icy are filed at the Financial Aid Office and direct- follow the procedures for official withdrawal from ed to the attention of the Director of Enrollment courses as indicated in this handbook (see ‘With- Services. Each petition is evaluated on its own merit drawal from Courses’). It is the student’s responsi- based on the special circumstances presented by the bility to indicate the last date of attendance. In the student. Students are notified in writing regarding event a student does not comply with the proce- the decision. dures for withdrawal, the last date of attendance will be the later of the withdrawal date recorded by Disabled Students the registrar or the date recorded by the Office of Woodbury University is sensitive to the needs of Residence Life. A student completely withdrawing disabled students and makes reasonable accommo- from the university will be assessed a $100 adminis- dations to create an accessible campus. In addition, trative fee. when determining financial need, the Financial Aid Office takes into consideration extra costs that

2016-2017 Course Catalog 344 • Registration is completed when all financial obli- Registration, Tuition, Fees, and Registration, Tuition, Fees Charge Policies gations are satisfied. Returning students who register after the regular REGISTRATION AT WOODBURY registration period will be assessed a late registra- Registration at Woodbury University follows an tion fee of $75. important planning sequence. Students are encour- aged to follow carefully the steps of the registra- Returning students may register for upcoming sev- tion process in order to attain their academic goals en-week modules in any fifteen-week period (fall, with the greatest ease and efficiency. spring, or summer sessions) up to the Friday prior to the start of the module. Returning students who The process begins either the previous semester for register after the regular registration period will be the returning Woodbury student or before coming assessed a late registration fee of $75. to the university for the entering student. The steps are outlined in the sequence below, from course Tuition, Fees, and Charges (2016-2017) selection to registration, which is concluded with verification of payment of tuition and fees. The TUITION AND FEES university encourages students to complete the reg- UNDERGRADUATE TUITION istration process by the last day of General Registra- Tuition per semester tion. However registration continues through the 12-18 units ...... $18,441.00 per semester add/drop periods for each semester. 11 units or less...... $1,201.00 per unit Over 18 units (overload)...... $1,201.00 per unit Registration in courses, and changes in program BA in Leadership...... $336.00 per unit (adds and/or drops), are the responsibility of the SOBER College...... $325.00 per unit student and must be initiated by the student. Summer Super Session...... $285.00 per unit TELP ...... $364.00 per unit UNDERGRADUATE REGISTRATION DLI...... $138.00 per unit School of Architecture, School of Business, School of LAFD Leadership courses...... $191.00 per unit Media, Culture & Design, and the College of Liberal LAPD Leadership courses...... $191.00 per unit Arts AACEL...... $774.00 per unit • Course Selection Period (See Academic Calendar) Students select and reserve their classes in ad- GRADUATE TUITION vance of the General Registration period. They Master of Interior consult with their academic advisors. Architecture (MIA) ...... $1,156.00 per unit • General Registration (See Academic Calendar) Master of Business The General Registration period will vary de- Administration (MBA) ...... $1,156.00 per unit pending on the semester. Registration for the MA in Media for Social Justice .....$1,156.00 per unit next semester in the year, typically spring, will Master of Architecture (MArch) ...$1,156.00 per unit begin approximately eight weeks before the start MS Architecture ...... $1,156.00 per unit of that semester and ends approximately three MA in Leadership...... $731.00 per unit weeks before the start of the semester. Regis- LAFD Leadership courses...... $204.00 per unit tration for summer or the subsequent academic LAPD Leadership courses...... $204.00 per unit year’s fall semester occurs two to five months before the start of those semesters. During this DEPOSITS period, students register and pay tuition and all Commitment Deposit...... $500.00 other charges for the semester. MArch/MIA Groundworks deposit...... $500.00 • Late Registration (See Academic Calendar) This period begins several weeks before the start FEES of the semester and ends on the last day to add/ Application Fee ...... $75.00 drop for the semester. Technology Fee A late registration fee of $75 is assessed during Traditional Graduate and this period. Students follow the same steps as Undergraduate students...... $400.00 per semester those during General Registration. Non-traditional undergraduate

2016-2017 Course Catalog 345 students (BA in Leadership)...... $26.00 per unit Meal Plan* Registration, Tuition, Fees Non-traditional graduate students Plan A 14 meals per week plus (MBA and MA)...... $26.00 per unit $150 flex dollars ...... $2,312.00 per semester SOAR Plan B 12 Meals per week plus Undergraduate...... $225.00 $200 flex dollars ...... $2,312.00 per semester Graduate...... $175.00 Plan C 10 meals per week plus Graduation Fee ...... $175.00 $150 flex dollars...... $2,134.00 per semester Plan D 8 meals per week plus Parking $200 flex dollars...... $2,134.00 per semester Los Angeles/Burbank Campus..$150.00 per semester *meal plans are mandatory for residential students San Diego Campus ...... $ 50.00 per semester ASWU Undergraduate COURSE FEES Los Angeles/Burbank ANIM 100 Animation Principles ...... $20 Students...... $100.00 per semester ANIM 193 Open Studio: Animation Principals .. .$20 San Diego Students...... $0.00 per semester ANIM 1931 Open Studio: Storyboarding…. …… .$30 MBA Association ANIM 203 Sophomore Studio I: Animation ...... $30 Fee (mandatory)...... $100.00 per semester ANIM 204 Sophomore Studio II: Layout ...... $30 MA, MArch, Ms Arch, MIA, Association ANIM 211 Storyboarding ...... $30 Fee (mandatory) ANIM 221 Character Animation ...... $25 Los Angeles/Burbank Students...... $50.00 per semester ANIM 231 Painting: San Diego Students...... $0.00 Traditional and Digital Explorations...... $25 Health Center Fees...... $12.00 per semester ANIM 263 Introduction to Stop Motion...... $30 Late Registration Fee (see academic ANIM 293 Open Studio: calendar for applicable dates)...... $75.00 Sophomore Studio I: Animation...... $30 Returned Check fee...... $100.00 ANIM 2931 Open Studio: Sophomore Studio II: Deferred Payment Contract Processing Fee.... $50.00 Layout ...... $30 Late Payment Fee...... $50.00 ANIM 305 Junior Studio I...... $25 Transcript Fee – per official copy...... no fee ANIM 306 Junior Studio II...... $25 Identification Card Replacement Fee...... $5.00 ANIM 316 Intermediate Animation...... $25 ANIM 330 Animal Drawing...... $25 OTHER CHARGES (Insurance, Room and Board) ANIM 340 Visual Development...... $25 Health Insurance Fall Semester Only ...... $589.00 ANIM 393 Open Studio: Junior Studio I...... $30 Spring and Summer Semester ...... $960.00 ANIM 3931 Open Studio: Junior Studio II ...... $30 Summer Semester Only ...... $422.00 ANIM 405 Background Painting ...... $25 Residential Housing ANIM 410 Advanced Figure Drawing ...... $25 South Hall ANIM 416 Character Animation Workshop...... $30 Quad per semester ...... $3,126.00 ANIM 420 Effects Animation ...... $25 Quad per year ...... $6,252.00 ANIM 485 Senior Studio I ...... $35 Double per semester...... $4,053.00 ANIM 486 Senior Studio II ...... $35 Double per year...... $8,106.00 ANIM 493 Open Studio: Senior Studio I ...... $35 Single per semester...... $4,671.00 ANIM 4931 Open Studio: Senior Studio II...... $35 Single per year...... $9,342.00 ANIM 495 Animation Portfolio ...... $35 North Hall ARCH 182 Design Studio 1A...... $25 Triple per semester ...... $3,126.00 Triple per year ...... $6,252.00 ARCH 183 Design Studio 1B ...... $25 Double per semester ...... $3,434.00 ARCH 211 Design Communication 2 ...... $15 Double per year ...... $6,868.00 ARCH 269 Object Making ...... $15 Single per semester...... $4,671.00 ARCH 281 Design Studio 2A ...... $25 Single per year ...... $9,342.00 ARCH 283 Design Studio 2B ...... $25

2016-2017 Course Catalog 346 ARCH 351 Design, Animation, and Simulation FMRK 375 Field Experience...... $25 Registration, Tuition, Fees in the Digital Environment ...... $15 FOUN 101 Beginning Drawing ...... $15 ARCH 383 Design Studio 3A ...... $25 FOUN 102 Design and Composition ...... $15 ARCH 384 Design Studio 3B ...... $25 FOUN 103 Color and Composition ...... $15 ARCH 468 Digital Media...... $15 FOUN 104 Drawing Concepts and ARCH 487 Design Studio 4A ...... $25 Composition ...... $15 ARCH 489 Design Studio 4B ...... $25 FOUN 106 Color Theory & Interaction ...... $20 ARCH 491 Design Studio 5A...... $25 FILM 103 Stage Grip and Lighting ...... $35 ARCH 492 Degree Project ...... $25 FILM 110 Film Production 1 ...... $35 ARCH 4930 4th Yr Open Studio ...... $25 FILM 115 Cinematography 1 ...... $100 ARCH 4931 4th Yr Open Studio...... $25 FILM 140 Sound for Film ...... $35 ARCH 4932 4th Yr Open Studio...... $25 FILM 203 Acting for Film ...... $35 ARCH 544 Building 1...... $50 FILM 210 Film Production 2...... $100 ARCH 545 Building 2...... $50 FILM 220 Film Editing 1...... $35 ARCH 546 Building 3...... $50 FILM 225 Production Design ...... $50 ARCH 547 Building 4...... $50 FILM 310 Documentary Film Production ...... $50 ARCH 562 Visualization 1...... $50 FILM 315 Cinematography 2 ...... $100 ARCH 563 Visualization 2...... $50 FILM 3705 Advanced Editing ...... $35 ARCH 564 Visualization 3...... $50 FILM 4708 Cinematic Style in Directing ...... $50 ARCH 565 Visualization 4...... $50 GAME 101 Game Design Fundamentals...... $25 ARCH 575 Fieldwork...... $50 GAME 302 Game Capstone Research Seminar.....$30 ARCH 5750-5759 Fieldwork...... $50 GAME 332 Experimental Technology ARCH 583 Graduate Studio 1...... $50 for Games...... $40 ARCH 584 Graduate Studio 2...... $50 GAME 432 Game Capstone Studio II ...... $60 ARCH 585 Thesis Project Research...... $50 GDES 106 Graphic Design 1...... $25 ARCH 587 Graduate Studio 3...... $50 GDES 107 Digital Practice ...... $15 ARCH 589 Graduate Studio 4...... $50 GDES 207 Digital Production...... $15 ARCH 590 Thesis Project...... $50 GDES 116 Typography 1...... $25 ARCH 6741 Groundworks: Studio Culture...... $50 GDES 216 Typography 2...... $25 ARCH 6742 Groundworks: Visualization...... $50 GDES 316 Typography 3...... $25 ARCH 6743 Groundworks: Fabrication...... $50 GDES 240 Photography 1...... $50 ARCH 691 Graduate Studio 5...... $50 GDES 250 Screen Printing 1...... $30 ARCH 692 Graduate Thesis Studio...... $50 GDES 256 Interaction Design 1...... $15 FDES 125 Technical Studio 1...... $45 GDES 288 Graphic Design 2...... $30 FDES 225 Technical Studio 2...... $45 GDES 310 Information Design...... $25 FDES 226 Advanced Technical Studio...... $45 GDES 315 Package Design...... $25 FDES 231 Children’s Wear ...... $40 GDES 340 Photography 2: FDES 232 Knitwear and Swimwear...... $45 Photographic Practice...... $50 FDES 235 Textile Design ...... $40 GDES 342 Photographic Studio & FDES 331 Advanced Draping and Tailoring...... $45 Alternative Practice ...... $50 FDES 332 Junior Collections...... $45 GDES 344 Logo & Identity Design...... $25 FDES 336 Leather Goods...... $40 GDES 356 Interaction Design 2...... $15 FDES 343 Millinery...... $40 GDES 360 Screen Printing 2...... $30 FDES 401 Shoe Design...... $40 GDES 388 Graphic Design 3...... $50 FDES 407 Advanced Shoe Design...... $40 GDES 391 Design Symposia 1...... $15 FDES 431 Senior Collection 1...... $45 GDES 414 Environmental Graphics...... $25 FDES 432 Senior Collection 2...... $45 GDES 415 Exhibit Design ...... $25 FDES 455 Costuming for GDES 430 Advertising Design ...... $25 Motion Picture/Television ...... $45 GDES 432 Publication Design...... $25

2016-2017 Course Catalog 347 GDES 446 Entertainment Design...... $25 ing balance at any time through Self Service. Ac- Registration, Tuition, Fees GDES 447 Motion Design ...... $15 cordingly, effective fall semester 2013, the Business GDES 485 Portfolio Presentation...... $50 Office does not print or mail out paper statements, GDES 492 Degree Project ...... $50 but sends out email notifications prior to the due INAR 105 Design Studio 1 ...... $25 dates. Students can go onto Self Service to view and pay their bills. Students are responsible for keeping INAR 106 Design Studio 2 ...... $25 their addresses current with the university. Wood- INAR 206 Design Studio 3 ...... $25 bury accepts payments by cash, check, wire-transfer INAR 282 Design Studio 4 ...... $25 or ACH, debit card (Mastercard® and Visa®), and INAR 362 Design Studio 5 ...... $25 credit card (Mastercard®, Visa®, American Ex- INAR 381 Design Studio 6 ...... $25 press®, and Discover®), and payments can be made INAR 480 Design Studio 7 ...... $25 online through Self Service, in person, over the INAR 483 Senior Project ...... $25 telephone, or mailed in advance of their respective INAR 188 First Year Open Studio...... $25 due dates. INAR 288 Second Year Open Studio...... $25 INAR 388 Third Year Open Studio...... $25 The university offers three payment options for INAR XXX Studio 1...... $50 students to pay their tuition, fees, and room and INAR 6717 Studio 2...... $50 board charges. All Intensive Degree Program stu- dents are required to elect Option 1 or Option 3. INAR 6703 Studio 3...... $50 INAR 6711 Studio 4...... $50 Option 1: Semester Payment Plan INAR 6715 Studio 5...... $50 The balance of the student’s account, less financial INAR 6718 Studio 6 ...... $50 aid administered by the university, is due in full by INAR XXX Visualization 1...... $50 the first payment date of the semester. Students INAR 6710 Visualization 2...... $50 who have not signed a deferred payment contract INAR 6716 Visualization 3...... $50 (Option 2) and have unpaid tuition and fee bal- BIOL 230 Biology ...... $50 ances by the first payment date of the respective BIOL 231 Human Biology...... $50 semester will incur late payment charges based on BIOL 232 Botany...... $50 the below schedules. PHYS 243 Physics for Architects...... $50 BIOL 27X.X Special Topics ...... $25 Option 2: Deferred Payment Plan Students in good financial standing are permitted BIOL 300 Evolution...... $25 to pay the charges for tuition, fees, and room and TECH 112 Introduction to Physical board, less financial aid administered by the univer- Computing ...... $75 sity, in installments as described below. A payment TECH 221 Human/Computer Interaction ...... $50 contract must be completed and signed by the stu- TECH 301 Programming for Visual Media...... $50 dent in the Business Office. A $50 non-refundable TECH 321 Programming for Mobile I ...... $50 fee will be charged for this service. TECH 332 Media Environments...... $50 Option 3: Employer Payment Plan NOTE: Other courses may carry a materials fee as Students are required to pay 25% of the charges announced in the Self Service list of courses for for tuition plus all fees and room and board, less each academic semester. financial aid administered by the university, by the last day of the General Registration period. The COPYING AND PRINTING/PLOTTING FEES remaining student balances are due in full by the On-campus copying and printing/plotting is on a fourth week after the end of the respective semes- cost per page basis. Fees will be posted at each ter. To qualify for this plan, the Business Office must copier and printer. receive a letter from the student’s employer (on the company’s letterhead) specifying the conditions PAYMENT OPTIONS under which the employer will pay for the student’s Financial arrangements are the responsibility of the tuition charges. Any unpaid balances are the re- student. Students may view their current outstand- sponsibility of the student.

2016-2017 Course Catalog 348 PAYMENT DUE DATES Students who drop all of their classes during the Registration, Tuition, Fees Undergraduate Programs add/drop period receive a 100% refund less the $100 Administrative Withdrawal Fee. Fall Semester 2016 July 29, 2016 ...... (25% due) NOTE: Program adjustments involving a change in August 26, 2016 ...... (25% due) the numbers of units you are taking must be done September 23, 2016 ...... (25% due) during the add/drop period in order to receive any October 21, 2016 ...... (25% due) adjustment of your tuition charges.

Spring Semester 2017 Example: Unit overload (more than eighteen units) December 16, 2016 ...... (25% due) to full-time (twelve units) January 8, 2017 ...... (25% due) or February 4, 2017 ...... (25% due) Full-time (at least twelve units) to part-time (eleven March 4, 2017 ...... (25% due) units or less)

Summer Session 2017 You may still withdraw from a class or classes after April 14, 2017 ...... (33% due) the add/drop period has ended; however, you will May 13, 2017 ...... (33% due) receive a grade of “W” and will receive no refund. June 10, 2017 ...... (34% due) Withdrawals from all classes will result in the Intensive Five- and Seven-Week Program following financial consequences based on the There is no deferred payment option for students following schedules: enrolled in intensive five- and seven-week courses. Payment must be made at the time of registration TUITION or no later than Friday of the first week of each Undergraduate Programs (fall and spring semesters): enrolled session. Within the First Two Weeks (i.e., add/drop period)...... 100% REFUND POLICY (less $100 Administrative Withdrawal Fee) Students wishing to withdraw from or drop classes Within Week Three...... 50% must give official notice to the university. Refunds (less $100 Administrative Withdrawal Fee) are not made if the student fails to give formal Within Week Four...... 25% notice of their withdrawal and/or drop from classes. (less $100 Administrative Withdrawal Fee) Official notice to the Registrar’s Office is as follows: Week Five and After...... NO REFUND • Complete withdrawal from the university – Appli- cation for Withdrawal and the Program Change Undergraduate Programs (summer session): Form must be filed. Within First week (i.e., add/drop period)...... 100% • Drop/Withdrawal from all classes but not the (less Administrative Withdrawal Fee) university – Application for Leave of Absence and Within Week Two...... 50% the Program Change Form must be filed. (less Administrative Withdrawal Fee) • Drop/Withdrawal from one or more classes but Within Week Three...... 25% not all classes – Program Change Form must be (less Administrative Withdrawal Fee) filed. Week Four and After...... NO REFUND

Students who properly withdraw from the universi- Intensive Degree Program: ty prior to the first day of class for any semester will Within Week One...... 100% not be assessed any tuition charges and will receive (less Administrative Withdrawal Fee) a 100% refund. Within Week Two...... 25% Students may add or drop classes during the add/ (less Administrative Withdrawal Fee) drop periods for their programs without financial penalty. Please refer to the academic calendar for Week Three and After...... NO REFUND the add/drop dates for each semester.

2016-2017 Course Catalog 349 Intensive Degree Program six-week summer session: sity Housing License Agreement will be limited Registration, Tuition, Fees Complete drop before the first week to extreme situations and only with the written of classes start ...... 100% refund, no grade approval of the Director of Residential and Greek Complete drop during the first week of Life or designee. A $500 cancellation fee will be classes ...... no refund, no grade charged in addition to the prorated cost as outlined Withdraw after the first week of in the Housing License Agreement in the case of a classes ...... no refund, no grade termination.

Whether any refund will result from the tuition Prior to entering into the university Housing License credit received as stated above will depend on the Agreement, a $500 housing deposit will be due. payments that have been made on the student’s This housing deposit is refundable if it is not used account less any pro-rata refunds to Federal Stu- to offset community or individual damages includ- dent Aid programs used to pay tuition for students ing 15% of his/her total semester meal plan charge, receiving aid. plus a prorated charge for meals served through date of termination. Students who terminate the POLICY ON HOUSING meal plan agreement after the end of the second AND FOOD SERVICE ADJUSTMENTS week of the semester will be responsible for the to- Complete Withdrawal from the University tal semester meal plan charge. The housing deposit As indicated under Tuition and Fees, the university will also be forfeited for early cancellation of this complies with the Higher Education Amendments agreement and/or improper checkout. of 1992 for students who completely withdraw from the university. Accordingly, a prorated refund, TUITION REFUND POLICY - if applicable, will be calculated based on the federal ADMINISTRATIVE WITHDRAWAL refund schedule. Non-institutional and non-refund- Students who are administratively withdrawn from able fees may be excluded from the pro rata refund class(es) by the university forfeit all tuition when: calculation depending upon whether they are re- • The student is suspended for unacceptable quired to be considered under a repayment calcula- behavior, or tion from the student. Students withdrawing from • The student is withdrawn for financial the university should follow the procedures for of- delinquency ficial withdrawal as indicated in this handbook. As NOTE: Students who are administratively with- part of this procedure, it is the student’s responsi- drawn from class(es) for any one of the above bility to indicate the last date of attendance. In the circumstances may not be reinstated into class(es) event the student does not comply with the official for the semester. withdrawal procedure, the last date of attendance will be the later of the withdrawal date recorded by BOOKS AND SUPPLIES the registrar or the date recorded by the Housing The cost of books and supplies is dependent upon Office. Unused cash cards for food must be turned the courses or seminars taken by the individual in to be included in the pro rata refund calculation. student. The university bookstore does not carry charge accounts. To pay for books and supplies, NON-WITHDRAWAL ADJUSTMENTS students may use cash, check, credit cards, and their Housing and Meals Anticipated Financial Aid. Credit at the University The university Housing License Agreement is for the Bookstore is available to students with excess finan- entire academic year. Termination of the univer- cial aid on their accounts.

2016-2017 Course Catalog 350 who intend to complete their four-year degrees Academic Policy, Regulations, and Standards Academic Policy, with their class will need to complete an average of Regulations, and Standards thirty to thirty-two units per academic year; those pursuing a five-year program will need to complete OVERVIEW OF ACADEMIC YEAR AND PROGRAM an average of thirty-two units per academic year. ACADEMIC YEAR The academic year includes two semesters: fall and Students achieving a grade point average of 3.0 or spring. The academic year is at least thirty weeks higher in the preceding semester, and a cumulative in length, during which time full-time students are grade point average of 3.0 or higher, may register expected to complete a minimum of twenty-four for a maximum of twenty-one units during the suc- semester hours. The Summer Session is scheduled ceeding semester. As long as the requisite average between academic years and allows students to of 3.0 is maintained, acceleration is permitted. accelerate or remediate their academic progress through full- or part-time enrollment. Class Attendance Policy Regular and prompt attendance at all university UNDERGRADUATE PROGRAM COURSES classes is required. The instructor is not obligated to Regular semester-length morning and afternoon assign extra work or to prepare additional examina- courses are scheduled Monday through Friday; tions for classes missed. It is understood that when evening courses are generally scheduled Monday 15% of the class time has been missed, the stu- through Thursday. dent’s absence rate is excessive. Each instructor will announce his/her attendance policy in the course INTENSIVE DEGREE PROGRAM COURSES syllabus. In the Intensive Degree Program, the student has an opportunity for in-depth concentration on the sub- Intensive Attendance Policy ject. Most traditional three-semester credit courses Intensive Degree Program students are expected to require forty-five classroom hours of instruction; attend every class meeting. Because of the pace of courses from the Intensive Degree Program require Intensive Degree Program courses, absence from a twenty to twenty-eight classroom hours. While single class meeting causes students to miss a sub- this intensive model is designed to allow degree stantial portion of class content and participation. completion in a shorter period of time, there is an Students are expected to be present for the entire increased expectation for independent learning class period each meeting. outside of the classroom. Students should anticipate a minimum commitment of fourteen to twenty-one Unit Requirement - Undergraduate hours per week for each course, in addition to class A minimum of 120 semester units of degree credit time. Every course requires an assignment to be is required for the Bachelor of Arts (BA) or Bachelor prepared prior to the first class session. Attendance of Science (BS) degrees. A minimum of 126 semester is mandatory. units of degree credit is required for Bachelor of Business Administration (BBA) degree. A minimum of 128 semester units is required for Bachelor of ACADEMIC POLICIES Fine Arts (BFA) degrees. The minimum for the Bach- Classification of Students elor of Architecture (BArch) degree is 160 units. The Students who have completed zero to twenty-nine number of elective units may vary depending on units of credit (applicable toward the degree) are circumstances; however, there are no exceptions to classified as freshmen; thirty to fifty-nine units as this minimum-unit policy for graduation. sophomores; sixty to eighty-nine units as juniors; ninety to 126 units or more as seniors; and 127+ as RESIDENCE REQUIREMENTS senior plus. All students are subject to the rules gov- The university requires undergraduate students erning academic load and prerequisites, regardless to earn a minimum of forty-five semester units of of the program in which they are enrolled. coursework at Woodbury University. Also, students must complete a minimum of thirty-two out of ACADEMIC LOAD their final forty semester units at Woodbury. Credit A full-time academic load for undergraduates is for prior learning of a non-traditional nature (such defined as twelve to eighteen units per semester. as the CLEP program) is not applicable to the fulfill- Those who enter the university as freshmen and ment of the university residence requirement.

2016-2017 Course Catalog 351 for admission to the university has been approved. REGISTERING Regulations, and Standards Academic Policy, REGISTERING FOR CLASSES Academic requirements, including those for prereq- Registration is rolling. uisite course(s), apply to non-matriculated students in the same manner as they do to matriculated Auditing Courses students. The auditing of courses constitutes a serious com- mitment on the part of a student. A decision to Prospective non-matriculated students must provide audit a course rather than take it for academic cred- the Office of Admissions with proof that prerequi- it should be made in consultation with a student’s site coursework and other academic requirements academic advisor. A student should realize that have been fulfilled prior to registration. In addition, enrollment in a course for audit may not be the ba- approval of the department chair or the dean of sis for a course waiver or serve as a prerequisite for the school is required. subsequent courses. The policy on academic load applies equally to credit and audit registrations. Non-Matriculated High School Student Registration The matriculated undergraduate student may Woodbury University invites eligible high school elect to audit a course within the eighteen unit students to take only one course for college credit maximum for the comprehensive unit cost of the at Woodbury University per semester. The students semester’s tuition. For approved units in excess of will be offered seats in under-filled courses at the eighteen, the charge is 50% of the tuition per unit 100 and 200 level that do not have prerequisites. as stated in the current handbook. This credit would typically transfer to other colleges should the students, upon graduation from high When a course is audited, there are no examina- school, choose not to attend Woodbury University. tions or grades recorded. Regular attendance, however, is expected so that the student’s presence Criteria for eligibility: is not disruptive to the progress of the class. An • Be a true junior audit registration may not be changed to a credit • Have a minimum cumulative GPA of 3.0 registration after the first week of the semester. • Obtain a letter of recommendation from at least The policy on academic load will prevail for matric- one teacher or program administrator ulated students who enroll in courses for audit. • Comply fully with Woodbury University’s policies (e.g., use of library materials within the library, A credit registration may not be changed to an au- registration deadlines) dit registration after the first week of the semester. • Complete the course requirements as defined by the syllabus with no exceptions Occasionally, members of the public may want • Obtain required approval of the instructor-of- to audit courses. The university particularly wel- record comes alumni, who may wish to update their skills and knowledge, and senior citizens who want to The Office of Admissions at Woodbury University enhance their learning. Admission to classes is will handle admissions procedures. dependent upon space availability once the needs of matriculated students have been met. The audit Students participating in this program are eligible charge is 50% of the regular tuition plus a services for academic services at Woodbury University (e.g., fee of $55. library, computer labs, writing center), but are not eligible for non-academic services (e.g., transporta- Non-Matriculated Student Registration tion, health care except emergency medical needs, The university welcomes limited registration of financial aid, room and board). students who have not applied for admission. Prior to official admission, students are permitted to ADDING, DROPPING, WITHDRAWING complete up to eighteen units, with no more than Add and Drop Period - Undergraduate Program eleven units being completed in any one semester. Students are encouraged to add and/or drop classes Upon completion of eighteen units, further reg- online. If this is not possible, registration chang- istration will be authorized only after acceptance es (course adds and/or drops) are accepted at the

2016-2017 Course Catalog 352 Registrar’s Office. Add/drop ends on the last day of Registration Regulations, and Standards Academic Policy, week two of the semester. Adding Intensive Degree • Complete withdrawal from the term/s without Program courses (seven-week School of Business or penalty. A letter grade of ‘WM’ indicating with- six-week summer session courses) ends the Friday drawal due to military service will be assigned. before the session begins. Students may drop these • The student can petition course credit based on classes through the Friday of the first week of work completed. The decision to grant credit will the session but may not add an Intensive Degree be at the discretion of the instructor and chair. Program course once the session begins. The exact • Degrees will be awarded if credit is granted in dates are announced and posted outside the Reg- those courses that meet the completion (gradua- istrar’s Office each semester and in the Academic tion) requirements for the program. Calendar published in this catalog. Refunds • Students will receive full refunds of tuition and Withdrawal From Courses prorated refunds of room and board, without any It is the student’s responsibility to withdraw from penalty charges, in those circumstances in which courses. Beginning with the close of the program course credit is not awarded. For full refund poli- change period through the ninth week, students cy see pages 349-350 in this catalog. in fifteen-week classes may withdraw from courses Re-entry and receive a “W” grade. Students in Intensive De- • The two-year leave of absence for persons on gree courses may withdraw through the third week active duty will be extended by up to six months of a session. All withdrawals from courses must be following return to inactive service. submitted by the student on the official Program Change Form. Intensive Degree Program Add/Drop/Withdrawal Intensive Degree Program students are expected to In the case of international students, clearance by attend every class meeting. Because of the pace of the international student advisor is expected. Intensive Degree Program courses, absence from a single class meeting causes students to miss a sub- If withdrawal from all courses is requested, the stantial portion of class content and participation. above procedures must be followed and the last Students are expected to be present for the entire date of attendance in class must be indicated on class period each meeting. the withdrawal form. A leave of absence applica- tion or a withdrawal from the university should be It is the responsibility of the student to withdraw submitted at this time. (See section on Administra- from any class they choose not to complete. Stu- tive Withdrawal.) dents are not automatically withdrawn for non-at- tendance and are responsible for initiating the Faculty-generated withdrawal of withdrawal process. The following tuition refund students from courses schedule will be followed: Students who voluntarily discontinue attending class but who fail to withdraw officially before the Intensive Degree Program seven-week classes which established deadline may be issued a “WU” grade meet once per week: by their instructor. Instructors are not required to • Complete drop during week one, 100% refund, issue a “WU” grade and may issue an “F” grade no grade. instead. “W” or “I” grading symbols that indicate a • Withdraw during week two, 25% refund, “W” withdrawal or incomplete grade will not be issued grade. to students who have failed to follow the with- • Withdraw prior to third class meeting, no refund, drawal procedure. “W” grade. • No withdrawals will be processed after week Withdrawals Due to U.S. Armed Forces Military three. Mobilization Any current student who has been ordered to Intensive Degree Program six-week summer session: service due to emergency or other declared U.S. • Complete drop before the first week of classes Armed Forces military mobilizations and must start, 100% refund, no grade withdraw from the university will be given special • Complete drop during the first week of classes, consideration as follows: no refund, no grade

2016-2017 Course Catalog 353 • Withdraw after the first week of classes, no re- Students who are administratively withdrawn are Regulations, and Standards Academic Policy, fund, “W” grade not eligible to continue class attendance or re- ceive grades. The courses may be repeated during Students who find it necessary to withdraw from a future semester with normal tuition and fees courses may begin the withdrawal process by assessed, provided there is authorization to return calling an advisor or by contacting the Registrar’s to the university. Office prior to the deadline. Withdrawal From the University Administrative Drop Students withdrawing from the university must The faculty reserves the right to request the regis- complete the formal withdrawal process. A petition trar to have students dropped administratively from form must be obtained from the Registrar’s Office a course when the necessary prerequisite course(s) and the process completed before leaving the uni- have not been completed. Prerequisites are regular- versity. Students who withdraw from the university ly monitored by the Registrar’s Office and students and decide to return at a later date must reapply who are dropped from a class are notified in writ- for admission under the degree requirements in ing that they have been dropped. effect at the time of readmission.

Students who do not attend scheduled classes LEAVE OF ABSENCE during the first week of the semester are subject to Students taking a leave of absence from the uni- the university’s administrative drop policy. Under versity for one or more semesters to a maximum of this policy, instructors can “administratively drop” three semesters must complete the formal approval students who do not attend class sessions during process. An application should be obtained from the add/drop period. A student’s non-attendance the Registrar’s Office and the process completed can be reported to the Registrar’s Office, which will before leaving the university. in turn drop the class or classes from that student’s schedule. Students will receive notification from the Purpose registrar when this action occurs. The Business Of- In granting a leave of absence, Woodbury Universi- fice and the Office of Financial Aid are also notified ty recognizes the need of our students to interrupt of this action. Based upon the student’s enrollment their academic work for a period of time. A leave of status, adjustments may be made that affect the absence will allow a Woodbury student to return to amount of tuition charged, as well as affect the his or her studies after the leave without reapplying amount of financial aid received. The student will to the university. The particular reasons for a leave be charged an administrative non-attendance of absence vary, as does the length of time granted (“no-show”) fee of $150 if administratively dropped for a leave. Woodbury University policy is designed from a class or classes. to meet these varying needs and to provide the opportunity for the student to discuss with a rep- Administrative Withdrawal resentative of the university the implications and The university reserves the right to suspend or with- responsibilities of a leave of absence. draw a student from courses and/or the university when disciplinary action is justified due to: Application Procedure • unacceptable behavior; All students interested in applying for a leave • financial circumstances; of absence should complete an application form • failure to meet course prerequisite(s); available from the Office of Student Development • non-attendance in all courses. or the Registrar’s Office. The form asks for the du- ration of the leave, the plans for the period of the When the university takes such action, the univer- leave, and a written statement on why the leave is sity notifies the student of the action in writing. requested. Final approval for the leave is given only When a student is withdrawn administratively from when the completed application is submitted to the university and all courses for unacceptable be- the Registrar’s Office. The application form and the havior, financial circumstances, or non-attendance, written statement will be kept as part of the stu- no tuition or fees are credited or refunded. dent’s record. It is strongly recommended that the student consult with an academic advisor to be sure

2016-2017 Course Catalog 354 that the leave will not create any serious complica- student’s return is approved. A student on leave is Regulations, and Standards Academic Policy, tions to the academic program. accountable to the behavior standards outlined in the handbook as well as in the student handbook. Time of Absence A leave of absence may be up to three semesters, Failure to Return after a Leave excluding summer. Requests for a leave of absence A student who does not return at the end of a (or for an extension of a leave) should normally be leave, and who has not requested an extension, is made before the end of the preceding semester. Re- considered withdrawn from the university and -out quests for an immediate leave of absence (starting of status. Withdrawal papers will be completed by while classes are still in session) may be requested the university. If a student later wishes to return to under exceptional circumstances. the university, an application for readmission must be presented to the Office of Admission. At that University Fees time the student will be admitted under the most A student taking a leave of absence from the uni- recent handbook, not the handbook of original versity shall be subject to the same refund policy matriculation. as a student withdrawing from the university. A student planning a leave of absence has the respon- Leave of Absence and Re-admission sibility for making all arrangements with regard to Students remain in active status for three semesters financial aid directly with the Financial Aid Office on a leave of absence. If not enrolled by the fourth and for meeting all necessary financial aid dead- semester (excluding summer sessions), a student lines. It is essential that the student meet with a must apply for re-admission. representative from that office to preserve financial aid while on leave. In addition, a student planning NOTE: Former students who are re-admitted after a leave of absence has the responsibility of meet- falling out of status matriculate under the degree ing all financial obligations and deadlines with the requirements in effect at the time of re-admission. university. The student should plan to meet with a representative of the Business Office to discuss all INVOLUNTARY LEAVE OF ABSENCE POLICY financial aspects of the leave. Woodbury University provides a range of services to support and address the mental and/or physical Extensions of Leave health needs of students including assessment, Woodbury University does not usually approve a short-term care as appropriate, and referrals. Our leave for more than three semesters, and a request first concern is for the health and welfare of each to extend the leave beyond the third semester will individual in our community. Our goal is to enable only be approved under exceptional circumstances. all of our students to participate fully as members Requests for extension of a leave must be made in of Woodbury’s academic community. writing to the Registrar’s Office for consideration by the faculty academic policy appeals committee. However, the university may require a student to take a leave of absence if, in the judgment of the Return to the University dean of students (or designee), the student: If no restrictions have been placed on the leave • poses a threat to the lives or safety of himself or of absence, a student may return to the univer- herself or other members of the Woodbury Uni- sity after the period of leave without applying versity community; for readmission. Most leaves of absence have no • has evidenced a medical condition or behavior restrictions, but in certain special cases, restric- that seriously interferes with the student’s ability tions may exist. If a student takes a leave and is to function and/or seriously interferes with the later deemed by the appropriate academic body educational pursuits of other members of the to have performed unsatisfactory work before the Woodbury University community. leave, a return to Woodbury University may be subject to approval by that body, or the leave may When a student exhibits any of the behaviors de- be revoked. The vice president of student devel- scribed above, an assessment by either Counseling opment may designate a leave as “medical” and Services or a designated licensed mental health pro- may require a doctor’s recommendation before the fessional may be required. Based on the assessment,

2016-2017 Course Catalog 355 the dean of students will determine which of the TRANSFER CREDITS, CREDIT BY EXAMINATION, AND Regulations, and Standards Academic Policy, following courses of action is appropriate: CONCURRENT REGISTRATION • The student remains enrolled with no conditions. Transfer credits are accepted when applicable to- • The student remains enrolled subject to certain ward major, minor, general education, and elective conditions. requirements for the Woodbury University degree. • The student be placed on an involuntary leave of absence. Petitions for registration at another institution concurrent with Woodbury enrollment are available If the dean of students’ decision is to place the at the Registrar’s Office. Petitions for concurrent en- student on an involuntary leave of absence, the rollment are evaluated by the registrar or designee, decision will also indicate the length of the leave subject to the university transfer, residency, and aca- and describe the conditions under which the stu- demic load policies. Students who register at other dent may seek re-enrollment. The student will be institutions and who have not obtained advance informed, in writing, of the involuntary leave, the approval from the registrar are ineligible to receive effective date of that leave, and conditions for re- transfer credit for the concurrent registration. turn. If the student is permitted to remain enrolled subject to certain conditions, the student will be The same procedure is required prior to CLEP, DAN- informed of the effective date and the duration of TES, and Excelsior College Examinations in order to the conditions. receive transfer credit. Also see the section titled “Credit by Examination” under “Admission Require- Students seeking re-enrollment after an involuntary ments.” leave of absence must petition in writing to the dean of students. Re-enrollment will be contingent OWNERSHIP OF DESIGN PROJECTS upon requirements outlined by the dean of stu- The university may retain all student projects in dents at the time of the leave. The leave of absence perpetuity for archival purposes. If the project may not exceed three semesters, excluding sum- is retained for a designated period of time, the mer. If a student does not re-enroll by the fourth university may dispose of the project as it sees fit if semester he or she must apply for re-admission to the project is not claimed. Reasonable care will be the university. taken to ensure the safety of the project; however, the university will not be responsible for loss or Students have the right to appeal the decision of damage. In any display of the project, the origina- the dean of students within five business days of its tor will be acknowledged. receipt. The appeal must be submitted in writing to the vice president of student development and include the basis for the appeal.

As with all other types of leaves, the policy on re- funds contained in this handbook will apply.

2016-2017 Course Catalog 356 and designed based on specific learning out-

Academic Standards Academic Standards comes that are verifiable through the assessment of student achievement. The student will define COURSE NUMBERING the research topic and with the assistance of the faculty sponsor, develop the syllabus, including a 001-049...... Pre-college and remedial/Non-degree course description, learning outcomes, research 050-099...... Activity courses/Non-theory/Lower Division criteria, assignments, and weekly schedule. Regu- 100-199...... Introductory courses/Lower Division lar periodic meetings with sponsoring faculty are 200-299...... Intermediate courses/Lower Division required. 300-399...... Intermediate courses/Upper Division • Directed Study: During an academic semester, one unit of credit is awarded for a minimum of 400-499...... Advanced courses/Upper Division three hours (150 minutes) of work per week for 500-699...... Applicable to advanced degree– approximately fifteen weeks. Students are per- Graduate level (500- and 600- mitted to individually study an existing course’s level courses are not available content, through a directed experience that is su- to undergraduate students.) pervised and controlled by faculty, and approved by the department chair. Regular periodic meet- UNIT VALUE ings with sponsoring faculty are required, and Academic credit is measured on the Carnegie the work must be focused on learning outcomes Semester Hour (Unit) System. One Carnegie unit of and verifiable through the assessment of student credit is earned as follows: achievement. • Lecture Courses: During an academic semester, • Internship: A minimum of forty hours per unit one unit of credit is awarded for one hour (fifty of credit is required. Host companies must be minutes) of classroom or direct faculty instruction approved by the department chair, and company and a minimum of two hours of out-of-class stu- supervisors must agree to place the student in a dent work each week for approximately fifteen position that will benefit not only their organiza- weeks. tion, but will add to the student’s education in a • Seminar Courses: During an academic semester, meaningful manner. one unit of credit is awarded for one hour (fifty • Hybrid Courses: During an academic semester, minutes) of classroom or direct faculty instruction one unit of credit is awarded for a minimum of and a minimum of two hours of out-of-class stu- three hours (150 minutes) of work per week for dent work each week for approximately fifteen approximately fifteen weeks. All courses offered weeks. in this format shall include regular effective • Laboratory Courses: During an academic semes- contact between instructor and students, through ter, one unit of credit is awarded for two hours group and individual meetings, orientation and (one hundred minutes) of classroom or direct fac- review sessions, supplemental seminar or study ulty instruction and a minimum of four hours of sessions, field trips, library workshops, telephone out-of-class student work each week for approxi- contact, correspondence, voice mail, email, or mately fifteen weeks. other activities. • Studio Courses: During an academic semester, • Online Courses: During an academic semester, one unit of credit is awarded for two hours (one one unit of credit is awarded for a minimum of hundred minutes) of classroom or direct faculty three hours (150 minutes) of work per week for instruction and a minimum of four hours of out- approximately fifteen weeks. All courses offered of-class student work each week for approximate- in this format shall include regular effective ly fifteen weeks. contact between instructor and students, through • Independent Study: During an academic semes- group and individual meetings, orientation and ter, one unit of credit is awarded for a minimum review sessions, supplemental seminar or study of three hours (150 minutes) of work per week sessions, field trips, library workshops, telephone for approximately fifteen weeks. Independent contact, correspondence, voice mail, email, or study must be approved by the department chair, other activities.

2016-2017 Course Catalog 357 INTENSIVE DEGREE PROGRAM C 2.00 quality points per semester hour

COURSE UNIT VALUE Academic Standards • Five-Week Courses: One unit of credit is awarded Below Average Grade: C- for a minimum of four hours in class per week for C- 1.67 quality points per semester hour five weeks and three hours of preparation per day for five weeks. Unsatisfactory, but Passing Grades: D+, D • Seven-Week Courses: One unit of credit is award- D+ 1.33 quality points per semester hour ed for a minimum of four hours in class per week D 1.00 quality points per semester hour for seven weeks and two hours of preparation per day for seven weeks. Failing Grade: F • Six-Week Courses: One unit of credit is awarded F 0 quality points per semester hour for a minimum of four hours in class per week for six weeks and two and one half hours of prepara- AU Audit No quality points tion per day for six weeks. W Withdraw No quality points CHANGE IN COURSE UNIT VALUE (Awarded only when student officially Woodbury reserves the right to adjust the unit withdraws from a course) value of a course due to curriculum changes. The change in unit value of a course does not affect the WW Administrative Withdrawal No quality points minimum units required for graduation. (Issued when the university withdraws the student from a course) EXAMINATIONS AND EVALUATION The final grades for courses should be based on I Incomplete No quality points a minimum of three significant evaluations. Most (See policy on Incomplete Grades) courses will have mid-semester and final exam- inations as part of this evaluation. In studio and P Passing Grade No quality points laboratory courses, evaluation is often carried out (equivalent to a grade of “C” or higher) in the form of projects, special critiques and other approved methods. The final examination schedule NP Not Passing Grade No quality points is shown in the university’s academic and adminis- trative calendar as well as the schedule of classes. IP In Progress Grade No quality points The specific final examination schedule is published by Academic Support Services near the beginning NG No Grade No quality points of each semester and is available in the Registrar’s Office. WU Unofficial Withdrawal No quality points (Issued by the instructor in consultation GRADES AND QUALITY POINTS with the registrar when a student stops Woodbury primarily uses a letter grade evaluation attending and participating in the course reporting system based on a 4.0 quality point for- without formal notification to the institu- mula. Earned grades and quality points are award- tion) ed according to the following schedule: The grades “P” (Pass) and “NP” (No Pass) are avail- Superior Grades: A, A- able for selected courses such as internship courses A 4.00 quality points per semester hour as specified under the description for the designat- A- 3.67 quality points per semester hour ed course.

Above Average Grades: B+, B, B- The minimum passing grade for preparatory and B+ 3.33 quality points per semester hour transitional classes MATH 049, Elementary Algebra; B 3.00 quality points per semester hour MATH 149, Intermediate Algebra; WRIT 100, Bridge B- 2.67 quality points per semester hour to Academic Writing; WRIT 111, Academic Writing I; WRIT 112, Academic Writing II; WRIT 212, Rhet- Average Grades: C+, C oric and Design; LSCI 105, Information Theory and C+ 2.33 quality points per semester hour Practice; LSCI 106, Information Sources in Architects

2016-2017 Course Catalog 358 and Interior Architects; LSCI 205, Information in the quality of performance and is given in recognition

Disciplines, is “C” or better. for solid work; a “B” should be considered a high Academic Standards grade. “IP” (“In Progress”) is an interim grade used to indicate that a course is scheduled to exceed the “C” = Demonstrates a satisfactory comprehension authorized end date of an academic semester. The of the subject matter, accomplishes only the mini- time-unit for course completion is to be determined mum requirements, displays little initiative, commu- by the instructor, and specified in the syllabus or nicates orally and in writing at an acceptable level contract, subject to the approval of the registrar for a college student, and has a generally accept- at the time the course is scheduled. This mark is able understanding of all basic concepts. Example: available for use in internships, field experiences, “C” work represents average work for the students and independent studies. The “IP” appears on the in a program or class. A student receiving a “C” has student’s record to document enrollment. The ap- met the requirements and deadlines of the course. propriate grade replaces the “IP” on the student’s The “C” student must be a student whose work the record after the course is complete. The “IP” is not university would be willing to exhibit. included in calculations of grade point average. “D” = Quality and quantity of work in and out of “NG” (“No Grade”) is an interim grade used only class is below average, unsatisfactory and barely by the registrar when a delay in the reporting of a acceptable. Example: “D” work is passing by a slim grade is due to circumstances beyond the control margin. of the student. The “NG” will be replaced by the appropriate grade as soon as it becomes available. “F” = Quality and quantity of work in and out of The “NG” is not included in calculations of grade class is unacceptable. Example: “F” work does not point average. qualify the student to progress to a more advanced level of work. “WU” (“Unofficial Withdrawal”) is assigned to students who unofficially withdraw or cease atten- NOTE: Good grades are usually correlated with dance after the add/drop period of the term. The regular attendance and with assignments of all instructor can assign, as a final grade, “WU” rather types completed and on time. Poor grades are often than an “F” when a student has ceased attendance correlated with frequent absences and incomplete in class. The grade is submitted along with the stu- and/or missing assignments. Plus or minus grades in- dent’s last date of attendance. dicate that a student is at a high or low end of the assigned grade. Grading Guidelines “A” = Clearly stands out as excellent performance, Final Evaluation and Grading has unusually sharp insight into material and A final letter grade is to be issued at the end of initiates thoughtful questions, sees many sides of the semester of the registration. The final grade is an issue, articulates well, and writes logically and based on the faculty member’s assessment of the clearly; integrates ideas previously learned from this student learning. and other disciplines and anticipates the next steps in progression of ideas. Example: “A” work should Grade Point Average be of such a nature that it could be put on reserve A minimum cumulative grade point average of 2.0 for all students to review and emulate. The “A” is required for graduation. student is, in fact, an example for others to follow. Semester Academic Honors “B” = Grasps subject matter at a level considered The Dean’s List—The university encourages academ- to be good to very good, is an active listener and ic excellence and each semester recognizes full-time in class discussion, speaks and writes undergraduate students who demonstrate their well, accomplishes more than the minimum require- excellence. Those undergraduates who successfully ments, and produces work in and out of class that is complete twelve or more units with no grades of of high quality. Example: “B” work indicates a high “P”, “I”, or “IP”, with a semester grade point aver-

2016-2017 Course Catalog 359 age of 3.5 or higher, receive a letter of commenda- course instructor when an extenuating circumstance tion from the dean of their respective school. They such as illness occurs during the final seven weeks Academic Standards are also placed on the Dean’s List. of the semester. An incomplete grade may be issued when the following conditions exist: Policy Statement on Final Grades • The student has filed an official petition for an Grades submitted to the Registrar’s Office by the incomplete grade with the course instructor prior instructor for a course are considered to be the to the day of the final examination or final proj- final, official institutional grades. By policy, a grade ect due date. is based on the instructor’s evaluation of course • The student has attended class sessions regularly, work completed, including quality of learning, as submitted timely work assignments, and taken of the ending date of the course. The ending date examinations and quizzes. The student’s perfor- is the day of the final examination at the end of mance has been acceptable during the first eight the academic semester. Final course grades may not weeks of the semester. be changed as a result of the student’s submitting • The extenuating circumstance, such as illness, has additional work, repeating examinations or taking been documented. additional examinations after the conclusion of the • The instructor has approved the petition and course. listed work yet to be completed. • The student who has received an “I” grade is Policy on Adjustment of Final Grade through eligible to complete the course requirements by Re-evaluation the designated contract completion date, which Although grades submitted to the registrar are must fall within the following semester (exclud- considered final and official, further evaluation by ing summer). When the course requirements have the instructor of record may reveal an error in the not been fulfilled within the designated period, original grade due to a computational or clerical the “I” grade will be changed to a permanent “F” error. grade. • Upon completion of the remaining coursework The registrar is authorized to accept an adjusted within the extended period, the student must file grade when the following conditions exist: a formal petition for a change of grade with the • The student requests re-evaluation on or prior to Registrar’s Office. the Friday of the seventh full week of the follow- • A student may not re-enroll in a class or attend ing semester (excluding summer term) by formal- a class in which he/she has an incomplete grade ly filing a petition with the registrar. pending. • The instructor, upon re-evaluation, identifies and acknowledges an error and reports a corrected RE-ENROLLMENT FOR THE PURPOSE grade to the registrar. OF IMPROVING A GRADE • The instructor on his/her own initiative concludes A student may repeat a course for the purpose of after re-computation of the work completed that improving a grade. The course must be repeated the original grade was in error and reports the in its entirety. No additional credit is allowed for error to the registrar by Friday of the seventh repeating a course in which the initial grade was full week of the following semester (excluding “passing.” Both the original grade and the grade summer term). earned in the repeated course will permanently appear on the student’s transcript record. The grade The deadline for submission of grade changes is for the repeated course is the final earned grade posted at the Registrar’s Office every semester. for the course. The original course grade and quali- ty points no longer apply toward cumulative totals. NOTE: When reporting a revised grade, the in- structor will certify, via the official Grade Change Independent and Directed Study Petition/Report, that the revised grade is based on the correction of an error that has been revealed by INDEPENDENT STUDY a re-examination of the instructor’s records. Philosophy Independent study is a mode of study available on Policy on Incomplete Grades a limited basis to students who have obtained high An incomplete grade (“I”) may be issued by a academic levels of performance. Independent study

2016-2017 Course Catalog 360 courses answer the need for individual research Registration Authorization and expression in areas of special interest for which • Registration for a course by independent study Academic Standards the university does not offer a specific classroom is authorized only after the independent study course. It provides a learning experience in selecting contract has been approved. a study project, mastering the necessary library and • Registration must be completed by the first day research techniques for gathering data, and devis- of the third week of the semester of enroll- ing a suitable means of communicating the results ment. Therefore, it is expected that students will of the project. Such experiences permit self-testing complete their application for an independent that comes with self-imposed assignments and dis- study and receive final approval of the indepen- cipline. The demands are rigorous; however, there dent study contract prior to the beginning of the is potential for high-level achievement through semester intended for registration. self-directed learning. • Exceptions for late registration must receive the approval of the faculty academic appeals commit- Definition tee. A course by independent study is one that is initiat- ed by the student with the goals, objectives, learn- Final Evaluation and Grading ing outcomes, and assessment procedures designed A final letter grade is to be issued at the end of by the student and an appropriate faculty sponsor. the semester of the registration. The final grade is An independent study course may not duplicate a based on the faculty sponsor’s assessment of the regular classroom course of study offered by the student learning as outlined in the independent university. The dean of the appropriate school must study contract under the instructional objectives, approve each independent study. learning outcomes, and evaluation criteria section. A passing grade may not be earned when there is Eligibility an absence of the final written paper or written • Undergraduate students who have obtained project summary. sophomore standing (thirty units) and who are in good academic standing, are eligible to DIRECTED STUDY apply for a course by independent study. Definition • Graduate students who are in good standing Directed study is available only to students who, are eligible to apply for a course by indepen- due to extenuating circumstances, cannot enroll in dent study. a regularly scheduled course. Directed study allows • Students must demonstrate to the proposed students to do the work of a regular, specified faculty sponsor that they have the academic course by studying the material without regular prerequisites and/or related experience neces- classroom attendance. This may be done either sary to perform the projected study. during the semester the class is offered or when • Non-matriculated students, generally, are in- the class is not currently offered. The same learning eligible to undertake a course by independent must be demonstrated as that achieved by students study. attending the regular class; alternative arrange- ments for exams and other requirements are sub- Registration Authorization ject to approval of the instructor. • Registration for a course by independent study is authorized only after the independent study Eligibility contract has been approved. • Students must demonstrate to the proposed fac- • Registration must be completed by the first day ulty sponsor that they have the academic prereq- of the third week of the semester of enroll- uisite necessary to perform the directed study. ment. Therefore, it is expected that students will • Non-matriculated students, generally, are ineligi- complete their application for an independent ble to undertake a course by directed study. study and receive final approval of the indepen- dent study contract prior to the beginning of the Registration Authorization semester intended for registration. • Registration for a course by directed study is au- • Exceptions for late registration must receive the ap- thorized only after the directed study contract has proval of the faculty academic appeals committee. been approved.

2016-2017 Course Catalog 361 • Exceptions for late registration must receive the ic standing but earn/maintain a cumulative grade

approval of the faculty academic policy appeals point average above the minimum satisfactory GPA Academic Standards committee. will be placed formally on Academic Warning. A notification will be sent from the Office of Student ACADEMIC MINORS Development to the student at the mailing address An academic minor consists of a coordinated set of officially listed by the student with the University. courses that take a student beyond the introductory The student will be required to consult with two level in an academic field but which are not suffi- offices: 1) the faculty advisor in his/her major and 2) cient to constitute a major. Students may not minor the Office of Student Development academic in their major. All prerequisite requirements for the advisor assigned to his/her School/College. The courses listed must be met. Minors are listed on a student must meet all conditions included in the student’s transcript but are not listed on the diplo- Academic Warning notification. ma. Courses taken to satisfy major requirements cannot be used to satisfy minor requirements. A Academic Probation minor consists of a minimum of fifteen units. Nine After one semester (Fall, Spring, or Summer), stu- of these units must be unique to the minor, the dents who fail to meet the minimum cumulative remaining units may also be applied to general grade point average (GPA) for satisfactory academic education, restricted design elective, or unrestricted standing will be placed formally on Academic Pro- elective requirements. bation. A notification will be sent from the Office of Student Development to the student at the mail-ing TIME RESTRICTION ON DEGREE COMPLETION address officially listed by the student with the Full-time students pursuing the Bachelor of Science, University. This notification will stipulate the con- Bachelor of Business Administration, Bachelor of ditions for continued enrollment. The student will Arts, or Bachelor of Fine Arts degrees must com- be required to consult with two offices: 1) the plete all requirements within six years from matric- faculty advisor in his/her major, and 2) the Office of ulation. Full-time Bachelor of Architecture students Student Development academic advisor assigned to must complete all requirements within seven years his/her School/College. The student must meet all from matriculation. Part-time students pursuing the conditions included in the Academic Probation four-year Bachelor of Science, Bachelor of Business notification. Failure to do so will result in future Administration, Bachelor of Arts, or Bachelor of holds on course registrations. Students who fail to Fine Arts degrees must complete all requirements meet the cumulative grade point average of 2.0 eight years after matriculation. Part-time students (undergraduate)/3.0 (graduate) will be placed on in the five-year Bachelor of Architecture program academic probation. must complete all degree requirements ten years after matriculation. Academic Probation for Students Receiving VA Benefits ACADEMIC STANDING A student receiving Veterans benefits whose cumu- Students are considered to be in good academic lative grade point average remains below 2.0 for standing when they maintain minimum semester more than two semesters will not be eligible for and cumulative grade point averages (GPA) of 2.0 certification for VA benefits. (undergraduates) or 3.0 (graduates) on all attempt- ed Woodbury University coursework. Cumulative Subject to Dismissal and Provisional Probation GPA requirements includes all work numbered 050 After two semesters (including Fall, Spring, or Sum- or higher. mer), students who fail to raise their cumulative grade point average to the minimum satisfactory Financial aid recipients are required to meet level will be considered Subject to Dismissal. additional requirements for satisfactory academic standing. Refer to the Financial Aid section for Students who are subject to dismissal but have more details. shown significant academic progress as indicated below may be allowed to continue at Woodbury for Academic Warning Students who fail to meet the minimum semester grade point average (GPA) for satisfactory academ-

2016-2017 Course Catalog 362 one additional semester on Provisional Probation. ic Standing who believe they have extenuating Significant academic progress is defined as follows: circumstances that impacted their ability to par- Academic Standards • Freshman (0-29 total units): Earned a term GPA of ticipate/perform academically have the right to at least 2.00 and the cumulative GPA is no lower appeal the decision. Students must provide, in than 1.60 writing, a letter of explanation and documentation • Sophomore (30-59 total units): Earned a term to the designated person, office, or committee GPA of at least 2.00 and the cumulative GPA is no stated below within this policy and by the pub- lower than 1.70 lished deadline. If the deadline falls on a holiday or • Junior (60-89 total units): Earned a term GPA of non-business day, the appeal packet will be due by at least 2.00 and the cumulative GPA is no lower the following business day. than 1.80 • Senior (90 or more total units): Earned a term Appeal Documentation Guidelines GPA of at least 2.00 and the cumulative GPA is no Students who wish to appeal must submit docu- lower than 1.90 mentation (i.e. medical, legal) from a qualified eval- • Graduate student: Earned a term GPA of at least uator as described below, as well as any application 3.0 and the cumulative GPA is no lower than 2.90 historical records and materials. Must be applicable to the dates of enrollment under appeal and within Students who are allowed to continue on Provision- three years old. The University utilizes common al Probation will be sent a notification from the sense and discretion in accepting older documenta- Dean of Academic and Student Success in the Office tion of conditions that are permanent or non-vary- of Student Development to the mailing address ing, though some conditions and/or changes may officially listed by the student with the University. warrant more frequent updates in order to provide This notification will stipulate the conditions for an accurate picture. The university, therefore, re- continued enrollment. The student will be required serves the right to request additional information in to consult with two offices: 1) the faculty advisor in order to determine eligibility. his/her major and 2) the Dean of Academic and Student Success in the Office of Student Appealing based on emergent medication condi- Development. The student must meet all conditions tions affecting a semester’s performance: included in the Provisional Probation notification. Failure to do so will result in future holds on course Evaluator Qualifications registrations and may result in the administrative • The professional conducting the assessments and withdrawal of the student from all his/her enrolled rendering diagnoses must have comprehensive courses. training with regard to the specific issue (medical, legal, etc.) being addressed. Academic Dismissal • All evaluators/diagnosticians must be impartial After two semesters (including fall, spring, or sum- individuals who are not family members, employ- mer), students who fail to raise their cumulative ers, employees, or otherwise personally affiliated grade point average and who do not qualify for with the student or the student’s family. Provisional Probation will be academically dismissed • The name, title and professional credentials from the university. A notification will be sent from of the evaluator, including information about the Dean of Academic and Student Success in the license or certification, the area of specialization, Office of Student Development to the mailing employment, and state in which the individual address officially listed by the student with the uni- practices should be clearly stated in the documen- versity. This notification will stipulate the tation. conditions necessary for the student to apply for reinstatement to the university. A hold will be Comprehensive documentation placed on future course registrations and the 1. State the specific condition which impacted the dismissal will be record-ed on the student’s student’s ability to perform or participate aca- transcript. demically. 2. Include relevant educational, developmental, and Procedures for Appealing Policies on Satisfactory medical history. Academic Standing 3. If medical, describe the comprehensive testing Students failing to meet Satisfactory Academ- and techniques used to arrive at the diagnosis.

2016-2017 Course Catalog 363 Include test results with subtest scores (standard Completion Time Limits or scaled scores) for all tests. Part-time graduate students may receive an addi- Academic Standards 4. Describe the functional limitations resulting from tional two years to complete their degree objective. the condition(s). Explain how the condition(s) The graduate academic progress and grading policy impacted the student’s academic functioning and is administered by the department and the Regis- abilities. trar with Office of Student Development support. 5. NOTE: a) An Individualized Education Plan (IEP) or a Questions about this policy should be addressed 504 Plan is not sufficient documentation of a to the Office of Student Development. disability. b) The university may require additional docu- DEGREE PROGRAMS mentation if it is determined that the existing Academic Major documentation is incomplete or inadequate Upon admission to a degree program, candidates to ascertain the extent of the condition or its select an academic major. Students follow the re- impact on the student’s ability to academically quired curriculum for the selected major as outlined participate or perform. The cost of obtaining in the handbook of their admission year, including documentation is borne by the student. major, general education, and elective courses re- quired to achieve the minimum semester hour units Questions about this policy should be addressed for the degree. to the Office of Student Development. Degree Contract and Change of School of Architecture Graduate Handbook Contract Academic Progress/Probation Policy A degree is based on the handbook in effect at the time of admission and matriculation. Students may Satisfactory Academic Progress receive authorization through formal petition to The School of Architecture expects all graduate change their handbook year. In doing so, the de- students to maintain good academic standing and gree is revised based on all requirements [transfer make satisfactory academic progress throughout policy, major(s), general education, and electives] their graduate studies. A School of Architecture outlined in the university handbook in effect at the graduate student maintains good standing and time the petition to change the handbook year is makes satisfactory progress by achieving grades approved. of CR (credit) or CR+ (credit with distinction) in all courses each semester. Change of Degree Program Students who matriculate into one degree pro- Probation gram, such as the Bachelor of Arts (BA) degree pro- A graduate student is placed on academic proba- gram, and desire to change to another degree pro- tion when 1) s/he earns NC (no credit) in a course, gram, such as the Bachelor of Architecture (BArch) or 2) s/he earns CC (conditional credit) in two cours- degree program, must formally apply for admission es taken concurrently or in consecutive semesters. and be accepted into that program before the To return to good academic standing, the student change is effected. The contract for the degree is must, at the earliest possible opportunity, retake then based on the university handbook in effect at any course in which NC was awarded, and earn the time re-admission and matriculation take place. grades of CR or CR+ in all courses in semesters sub- The application for a change of degree program sequent to having been placed on probation. In the may be obtained from the Registrar’s Office. case of CC probation, the student must achieve CR or CR+ in all courses the following semester. Double Major Students admitted to the Bachelor of Business Dismissal Administration (BBA), Bachelor of Arts (BA), or the A graduate student who remains on academic Bachelor of Fine Arts (BFA) degree program may probation for a full year is subject to academic pursue a double major. The minimum requirement dismissal. for graduating with two majors is the completion of all required courses in both majors, as well as completion of the general education and minimum elective semester hour units for the degree.

2016-2017 Course Catalog 364 Although, as a rule, both majors are completed deficiencies will be mailed to the student within six to concurrently, a second major may be added after eight weeks from receipt of the application. Academic Standards degree completion if certain criteria are met. • The statute of limitations on the degree must be Graduation Policy unexpired. The graduation date is awarded for the term in • The additional major must be completed under which all degree requirements have been met. the handbook currently in effect, subject to de- Degree requirements include submission of all sup- partmental review. porting documents (such as official transcripts and • The second major is certified through the tran- CLEP results) as well as the filing of the application script of record. No additional diploma will be is- for graduation. All academic and administrative re- sued nor will an invitation to the graduation quirements must be met. Degrees are not awarded ceremony be forthcoming. retroactively. In such cases, the university can make no guaran- tee of full-time status or the timeliness of course Participation in Graduation offerings. A student may participate in only one graduation ceremony per degree. Students wishing to Dual Degree participate in graduation must be in good Students may, with the approval of their advisor academic standing with the university. and the registrar, pursue dual degrees at the same level. Minimum requirements for dual degrees are A petition is available to undergraduate students handled in the same manner as double majors. The who will be deficient six units and graduate stu- difference here is that the student pursues two ma- dents who will be deficient three units at the end jors with different degree designations, for exam- of the spring semester. Students must have filed ple, pursuing both a BA and a BFA. their application for graduation and been evalu- ated. Honors at the graduation ceremony will not Change of Major be available to students in this group. Students may receive authorization through formal petition to change their academic major. In doing Diplomas so, the contract for the degree is based on the Diplomas are mailed approximately three months handbook in effect at the time of admission and after the actual term of graduation. matriculation, or the handbook in effect at the time the Petition for Change of Major is approved. Academic Recognition To encourage the achievement of academic ex- Degree Requirements cellence, Woodbury University gives recognition In order to earn a degree, a student must complete to superior students who have demonstrated the all department, course and unit requirements as initiative and sense of responsibility to excel. Such stipulated in the handbook in effect when the superior performance is recognized with special student first matriculated at the university, or the awards for academic achievement. There are two handbook in effect when a change of major and/ aspects of the program: Departmental Honors and or handbook year is approved. The university may Honors at Graduation. These honors are only avail- modify specific course requirements when courses able to undergraduate students who are enrolled are deleted or curricula are revised. In such a case, in their final degree requirements. Those students appropriate substitutions will be made. who are deficient in units or other degree require- ments are not eligible. GRADUATION Application for Graduation Departmental Honors Applications for Graduation must be filed with the Reg- Departmental Honors are awarded to the gradu- istrar’s Office three semesters in advance of the antici- ate in each of the undergraduate majors who has pated semester of graduation. Students will be assessed achieved the highest scholastic record in his/her de- a $175 Graduation Fee. The fee must be paid prior to partment. Those students who are deficient in units filing the application. An official evaluation of the stu- or other degree requirements are not eligible. dent’s progress toward the degree and any remaining

2016-2017 Course Catalog 365 Honors at Graduation

Students who maintain a high scholastic average Fabrication Academic Standards are eligible for graduation with honors. These Fabrication is the use of invented information or honors are bestowed according to the following the falsification of research or other findings in an cumulative numerical grade point averages: academic exercise. Cum Laude...... 3.5 to 3.69 Magna Cum Laude...... 3.7 to 3.89 Examples include but are not limited to: Summa Cum Laude...... 3.90 and above • altering and resubmitting returned academic work without notice to the instructor; Academic Honesty Policy • citing information not taken from the source Because the integrity of the academic enterprise of indicated; any institution of higher education requires honesty • listing sources in a bibliography not used in the in scholarship and research, academic honesty is academic exercise; required at Woodbury University. Academic integ- • submitting in a paper, thesis, lab report, or other rity is important for two reasons: first, independent academic exercise falsified, invented, or fictitious and original scholarship ensures that students and data or evidence, or deliberate and knowing con- scholars derive the most from their educational cealment or distortion of the true nature, origin, experience and the pursuit of knowledge. Second, or function of such data or evidence. academic dishonesty violates the most fundamental values of a community of scholars and depreciates Facilitating Academic Dishonesty the achievements of the entire university communi- Facilitating academic dishonesty is intentionally or ty. Accordingly, Woodbury University views academ- knowingly helping or attempting to help another ic dishonesty as one of the most serious offenses commit an act of academic dishonesty. that a member of our community can commit. Adherence to the Academic Honesty Policy reflects Plagiarism the commitment of our community to the ideals of Plagiarism is the submission of another’s work as learning, research, and scholarship. one’s own, without adequate attribution. When an individual submits work that includes the words, DEFINITIONS OF ACADEMIC DISHONESTY ideas, or data of others, the source of the infor- Cheating mation must be acknowledged through complete, Cheating is the act or attempted act of deception by accurate, and specific references, and, if verbatim which an individual seeks to misrepresent that he/she has statements are included, through quotation marks mastered information on an exercise that he/she has not or indentation as appropriate. By placing his/her mastered. name on work submitted, the author certifies the originality of all work not otherwise identified by Examples include, but are not limited to: appropriate acknowledgements. Plagiarism covers • using books, notes, calculators, conversations with unpublished as well as published sources. others (including text messages), etc. to complete a test or other assignment when such use is prohibited; Examples of plagiarism include, but are not limited • having other people conduct research or work for to: the student without advance authorization from the • quoting another person’s actual words, complete instructor. This includes the services of term paper com- sentences or paragraphs, or entire piece of written panies (e.g., downloading a paper in whole or in part work without acknowledgement of the original from the Internet); source; • reusing previously submitted work in whole or in part • using another person’s idea, opinion, or theory for credit or honors without authorization from the even if it is completely paraphrased in one’s own instructor; words without acknowledgement of the source; • copying from another student’s test paper; • borrowing facts, statistics, or other illustrative • allowing another student to copy from a test paper; materials that are not clearly common knowledge • using or possessing specifically prepared materials without acknowledgement of the source; during a test (e.g., notes, formula lists, notes written on • submitting as your own any academic exercises the student’s clothing, etc.) when such materials have (e.g., written work, printing, sculpture, design, etc.) not been authorized. prepared totally or in part by another;

2016-2017 Course Catalog 366 • copying, or allowing another to copy, a computer appropriate or approved, it is the student’s respon- file that contains another individual’s assignment, sibility to seek clarification from the instructor. Academic Standards and submitting it, in part or in its entirety, as one’s own. Academic Misconduct • When working with others on an assignment, Academic misconduct includes other academically submitting individual copies of the assignment as dishonest acts such as tampering with grades or taking one’s own individual work. part in obtaining or distributing any part of an unad- ministered test. Outsourcing Examples include, but are not limited to: For the purpose of this policy, outsourcing is • stealing, buying, or otherwise obtaining all or part of defined as obtaining created work or acquiring an unadministered test; outside services to produce created works in any • selling or giving away all or part of an unadministered aspect of course-assigned project development and/ test including answers to an unadministered test; or production. This includes work or services that • bribing any other person to obtain an unadministered are paid for and work or services that are not. It test or any information about the test; includes work or services from any individual includ- • entering a building or office for the purpose of ob- ing fellow students and outside professionals. taining an unadministered test; • continuing to work on an examination or project Outsourcing is different than collaboration. Col- after the specified time has elapsed; laboration is seeking from another student, tutor, • entering a building or office for the purpose of professor, or colleague critique and review while changing a grade in a grade book, on a test, or on maintaining control and authorship over the work other work for which a grade is given; as an individual or a group. Collaboration is a • changing, altering, or being an accessory to the fundamental skill where students learn from one changing and/or altering of a grade in a grade book, another and work together to achieve a common on a test, a “change of grade” form, or other official goal. Follow your instructor’s guidelines with re- academic records of the university that relate to spect to what kind of collaboration is permissible grades; for any given assignment, and request clarification • submitting any academic accomplishment in whole when you need it. or in part for credit more than once, whether in the same course or in different courses without prior Outsourcing of project production elements is pro- consent of the instructors. hibited unless specifically stated in your course sylla- bus and/or guidelines. Outsourced elements must Action Taken by Instructors be acknowledged through complete, accurate, and Note: Academic honesty is expected in all aspects of specific references. The intellectual authorship of curricular and co-curricular life. The term “instruc- the project must belong to the submitting students. tor” is used to refer to anyone serving in the role of teacher, facilitator, advisor, or supervisor. Outsourcing will not be permitted under following circumstances: When a violation of the academic honesty policy 1. If a program or course learning outcome is appears to have occurred within the academic pro- designed to assess skills or techniques and the cess, the individual instructor discusses the apparent outsourcing involves these skills or techniques. violation with the student as soon as possible and 2. If a program or course learning outcome is gives the student an opportunity to explain. In- designed to assess the production of physical structors are also encouraged to seek the counsel of or digital components and outsourcing involves department chairs, deans, directors, and librarians these components. in gaining perspective concerning the severity of an 3. If the effect of outsourcing changes or impacts offense. the students’ original design, or creative vision, or process at any stage of the project from develop- If the instructor chooses to continue the complaint, ment to final production or installation. the instructor may impose one or more of the fol- lowing grade-related sanctions: If there is a question as to whether outsourcing is • an assignment to repeat the work, to be graded

2016-2017 Course Catalog 367 on its merits; Decisions made by the chief conduct officer or the

• a lowered/failing grade on the assignment; University Committee on Student Behavior may be Academic Standards • a lowered grade in the course; appealed by the student to the chief student affairs • a failing grade in the course. officer as outlined in the Appeal Process.

The instructor notifies the student of the charge APPEALS PROCESS and the penalty to be imposed. The instructor then To Appeal the Decision of an Instructor: completes the Academic Honesty Violation Report • Within three business days of official notification Form. The student signs the form as indication of of the decision, the student must submit a letter receipt. The student also has the opportunity to of appeal to the faculty academic policy appeals comment on the alleged violation as indicated on committee via the Registrar’s Office. The letter the form. A student’s refusal to sign the form does must state the grounds for the appeal. not negate the charge of academic dishonesty. The • Grounds for appeal are: instructor gives the student a copy of the form. o The student has new evidence available that was not available prior to the original decision. The instructor sends the completed Academic o The process as outlined was not adhered to and Honesty Violation Report Form to the chief conduct the break in process was substantial enough to officer for placement in the student’s file so that have possibly affected the outcome. infractions may be monitored in the context of the o The sanctions do not relate appropriately to student’s entire disciplinary record. Sanctions above the violation for which the student has been and beyond instructor sanctions may be issued by found to have committed. the chief conduct officer when the student has • If the faculty academic policy appeals committee previously been reported for an academic honesty determines that there are grounds for an appeal, infraction. then the committee will hear the student’s case. The decision of the faculty academic policy ap- A student may appeal an instructor’s decision to im- peals committee replaces that of the instructor. pose grade-related and/or course-related sanctions as outlined in the Appeal Process. To Appeal the Decision of the Chief Conduct Officer: • Within three business days of official notification Action Taken by the Chief Conduct Officer of the decision, the student must submit a letter The chief conduct officer meets with students of appeal to the chief student affairs officer. The accused of academic dishonesty in cases of repeat- letter must state the grounds for the appeal. ed violation, in cases where an alleged violation is • Grounds for appeal are: reported by an individual other than the instructor, o The student has new evidence available that or at the request of the student. was not available prior to the original hearing. o The conduct process as outlined was not ad- The chief conduct officer may impose any of the hered to during the student’s original hear- following sanctions dependent on the severity and ing and the break in process was substantial nature of the offense: enough to have possibly affected the outcome. • Disciplinary warning • If the chief student affairs officer determines that • Taking or repeating LSCI 105, Information Theory there are grounds for an appeal, then he or she and Practice will rehear the student’s case. The decision of the • Other educational sanctions - a hold is placed on chief student affairs officer replaces that of the the student’s registration and transcripts until the chief conduct officer. sanction is satisfactorily completed • Placement on disciplinary probation To Appeal the Decision of the University Committee • Suspension on Student Behavior: • Expulsion • Within three business days of official notification of the decision, the student must submit a letter Cases in which the sanctions of suspension or expul- of appeal to the chief student affairs officer. The sion may be levied may be referred to the Universi- letter must state the grounds for the appeal. ty Committee On Student Behavior. • Grounds for appeal are: o The student has new evidence available that

2016-2017 Course Catalog 368 was not available prior to the original hearing. Computer projects may be developed on computers o The conduct process as outlined was not ad- whether university- or personally owned. Students Trustees and Administration hered to during the student’s original hear- are responsible for the offline storage and main- ing and the break in process was substantial tenance of all personal computer programs and enough to have possibly affected the outcome. projects. No student programs or project data are • If the chief student affairs officer determines to be stored permanently on the hard disks of any that there are grounds for an appeal, then he or university computers. she will convene an appeals board to rehear the student’s case. The decision of the appeals board replaces that of the University Committee on DISCLAIMER REGARDING ACADEMIC ADVISING Student Behavior. The university publishes academic policies and programs, including required courses for gradua- The decision rendered as a result of the appeal tion, and honors those published requirements. The process is final. student is responsible for his/her program, including meeting the published requirements. The university Computer Security (Personal Computers assists the student in making prudent decisions by and Related Devices) providing academic advising. However, the deci- By their very nature, laptop, netbook, and tablet sions made in the academic advising process are computers are designed to be lightweight, easy to those of the student. transport, and simple to conceal. These features, however, also make them extremely vulnerable to Student Rights theft. There are a few basic rules that should be PETITIONS TO THE FACULTY ACADEMIC followed to minimize the chance of theft: POLICY APPEALS COMMITTEE Petitions for exceptions to academic policy are filed • Lock the door to your residence hall room when- at the Registrar’s Office. Subsequently, the petitions ever you leave, no matter how long you plan to are forwarded to the Faculty Academic Policy Ap- be gone. (This is a good rule to follow, even if peals Committee for consideration and action. The your computer is not in your room.) committee evaluates each student petition individu- • Never leave your computer unattended in a class- ally and considers the special circumstances pre- room, lounge, cafeteria, or any public place. sented. Students are notified in writing regarding • Display your name in a prominent place on your decisions. Those who receive a negative response computer and on your computer carrying case. to a petition have the right to request the registrar • Make every effort to register your computer to arrange for a personal appearance before the system with your (or your family’s) homeowner’s committee. insurance. • Record the serial numbers of your system, and GRIEVANCE POLICY place these numbers in a secure location. This grievance policy will be used to resolve grievances • Register your computer with the computer’s man- against decisions or actions of university faculty, staff, ufacturer. and agents affiliated with the university that create a hostile environment for teaching and learning. It is extremely important to recognize that each student is responsible for the security of his or her This procedure shall not be used for frivolous or own computer. Should a theft occur, the official malicious complaints. If a complaint has been made in policy of Woodbury University will be to treat the bad faith, disciplinary action will be taken against the theft (or attempted theft) of a computer in a similar person bringing the complaint. manner to any other type of on-campus theft. An individual found responsible for a theft or attempt- Students cannot undo what has been decided by the ed theft will be subject to disciplinary action, up to following administrative systems: and including immediate dismissal from Woodbury • student code of conduct violations, because there is University. a separate procedure administered by the Office of Student Development; STORING COMPUTER WORK • formal complaints of sexual harassment, because Storing Computer Work there is a separate procedure administered by Hu-

2016-2017 Course Catalog 369 man Resources; of faculty will serve as the non-voting panel

• exceptions to Academic Policies and Procedures, chair; Academic Standards because there is a separate procedure administered o for grievances against staff – another staff by the Faculty Academic Policy Appeals Committee. member from the same department, one staff member from a different department, one Informal Process faculty member, and one student. The human The student is encouraged to discuss the matter of resource officer will serve as the non-voting dispute with the person against whom they have a panel chair. grievance, and seek a mutual resolution. If this does • The panel will convene within five business days not resolve the issue, the student should pursue the of completion of the investigation. matter with the department chair in the case of a • A decision will be communicated to the student faculty grievance. within two business days of the panel review. • Appeals may be made if one or more of the fol- If the dispute is unable to be resolved at this level, lowing circumstances exist: the student should contact any of the following in- o evidence is available that was not available dividuals for assistance in determining appropriate prior to the original panel review; next steps, such as mediation or further discussion o the process outlined here was not adhered to with the department chair or supervisor: during the review process. • Dean of faculty Appeals must be submitted in writing to the chief • Dean of students academic officer within five days of notification of • Director of the Institute for Excellence in Teach- the outcome of the panel review. The chief academ- ing & Learning ic officer will convene an ad hoc committee to serve as the appeal panel. The university believes that most grievances can be resolved informally. Student Access to Records Under the Privacy Act The Family Educational Rights to Privacy Act (FER- Formal Resolution PA) affords students certain rights with respect to If the informal resolution process is not able to their education records. These rights include: remediate the situation, a student has the right to • The right to inspect and review the student’s file a formal grievance. education records within forty-five days of the day the university receives a request for access. Procedure An exception to this general provision is that • The student must submit the grievance in writing confidential letters of recommendation placed in to the dean of faculty for grievances against the files of the Office of Admission or the Career faculty and to the Office of Human Resources for Services files prior to January 1, 1975, are consid- grievances against staff. Students are invited to ered “closed” files. Each individual may decide seek consultation from the dean of students or whether to waive the right to view letters of rec- director of the Institute for Excellence in Teaching ommendation placed in his/her file after January & Learning in preparing their written statement. 1, 1975. If so, written notice to this effect must be • The person against whom the grievance is filed placed in the file. has an opportunity to review and respond to the o Students should submit to the registrar, dean, written allegations. head of the academic department, or other ap- • The dean of faculty and human resource officer propriate official, written requests that identify will begin an investigation within twenty-four the record(s) they wish to inspect. The universi- hours of receipt of the written grievance. ty official to whom the request was submitted • The dean of faculty and human resource officer shall advise the student of the correct official to will convene a panel which will consist of the whom the request should be addressed. following: • The right to request the amendment of the stu- o for grievances against faculty members – an- dent’s education records that the student believes other faculty member from the same school, are inaccurate. one faculty member from a different school, o Students may ask the university to amend a one staff member, and one student. The dean record that they believe is inaccurate. They

2016-2017 Course Catalog 370 should write the university official responsible the most recent previous institution attended by the

for the record, clearly identify the part of the student as “directory information” for the purposes Student Rights record that they want changed, and specify of alumni, business directories, student directories, etc. why it is inaccurate. Woodbury University does not publish directory infor- o If the university decides not to amend the mation; however we will release information to certain record as requested by the student, the uni- third parties such as prospective employers or other edu- versity will notify the student of the decision cational institutions. If any current Woodbury University and advise the student of his or her right to a student does not want such information disclosed under hearing regarding the request for amendment. any circumstances, he or she must notify the Registrar’s Additional information regarding the hearing Office in writing of the specific information not to be procedures will be provided to the student released. when notified of the right to a hearing. • The right to consent to disclosures of personally identifiable information contained in the stu- Trustees and dent’s education records, except to the extent Administration that FERPA authorizes disclosure without consent. o One exception, which permits disclosure with- BOARD OF TRUSTEES out consent, is disclosure to school officials with legitimate educational interests. A school Lawrence N. Hurwitz official is a person employed by the university Chair in an administrative, supervisory, academic or research, or support staff position (including Gregory N. Lippe, CPA ‘67 law enforcement unit personnel and health Vice Chair staff); a person or company with whom the university has contracted (such as an attorney, David M. Steele-Figueredo, PhD auditor, or collection agent); a person serving President on the Board of Trustees; or a student serving on an official committee, such as a disciplinary Ronald Altoon or grievance committee, or assisting another Trustee school official in performing his or her tasks. o A school official has a legitimate educational David Blitz interest if the official needs to review an education Trustee record in order to fulfill his or her professional responsibility. David F. Cronenbold, Jr. o Upon request, the university discloses education Trustee records without consent to officials of another school in which a student seeks or intends to enroll, R. Joseph De Briyn, Esq. prospective employers, or licensing boards. Trustee • The right to file a complaint with the U.S. De- partment of Education concerning alleged failures Talin Fakhoorian ‘15 by the university to comply with the requirements Recent Graduate Trustee of FERPA. The name and address of the Office that administers FERPA are: Yolanda J. Gorman, PhD o Family Policy Compliance Office Trustee o U.S. Department of Education o 400 Maryland Avenue, SW Jan Hanssen o Washington, DC 20202-4605 Trustee

Note: The university has the right to designate certain Afshin Kateb ‘93 information, including each student’s name, address, Trustee email address, telephone number, date and place of birth, major field of study, enrollment status, class level, Scott Kohno dates of attendance, degrees and awards received, and Trustee

2016-2017 Course Catalog 371 David Kummer

Trustee Lawrence G. Shoaf, PhD Student Rights Vice Chair Emeritus Barry Kurtz, Esq. Trustee Hugo J. Standing

PRESIDENT AND CABINET Pegi Matsuda ‘07 Trustee David M. Steele-Figueredo, PhD President Peter Ma Trustee Randall Stauffer Malcolm S. McNeil Interim Senior Vice President, Academic Affairs Trustee Natalie Avalos Walter W. Mosher, Jr., PhD Vice President, Trustee Administrative Services

Bruce C. Munster Douglas J. Cremer, PhD Trustee Dean, College of Liberal Arts

Kieran Nolan Erik Greeny Trustee Vice President, University Advancement

Seta Javor Curt Pringle Senior Executive Assistant to the President, Trustee Secretary to the Board of Trustees Ronald E. Soderling ’57 David La China Trustee Vice President, Accounting & Finance C. Edward Spiegel ’60 Will McConnell, PhD Trustee Dean of Faculty & President of the Woodbury University Faculty Association Judith D. Tamkin ‘49 Trustee L. Nedra Peterson University Librarian William R. Thomas ‘69 Trustee Michael Truschke Vice President, Enrollment Management TRUSTEES EMERITI Sue Vessella Donald E. Butler Interim Dean, School of Media, Culture & Design

Russell L. Hanlin Ingalill Wahlroos-Ritter, AIA Interim Dean, School of Architecture Richard King Chair Emeritus Eddie Wang Vice President, Information Technology Leonis C. Malburg ‘49

David Misch

Louis M. Naidorf, FAIA

2016-2017 Course Catalog 372 ADMINISTRATIVE DIRECTORS Trustees and Administration Rebecca Devereaux Dean, Academic and Student Success

Raida Gatten Interim Associate Vice President, Academic Affairs

Sabrina Taylor Director, Admissions

Celeastia Williams Director, Enrollment Services

2016-2017 Course Catalog 373