Architecture Received Accreditation from the National Association of Schools of Art and Design (NASAD)

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Guide to Learning - 1 - -

Association, and the Office of Academic Affairs. 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 race, color, religion, sex, gender identity, pregnancy, 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 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 location and policy and adjust requirements standards as described in this publication at any time and without prior written notice. Dates Handbook Effective from Fall Semester 2015 This handbook is in effect through Summer Session 2016. Changes Curricular Courses listed in this handbook are subject to changes initiated by departments or programs approved by the Curriculum Committee, the Faculty 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 ------. The School of Business . http://www.naab.org/ 2015-2016 Course Catalog 2015-2016 Course Veterans and dependents are required 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. first class. In 2012, Game Art & Design received plan approval from NASAD. Affairs Veterans University degree programs are ap Woodbury educational funding Affairs proved for Veterans U.S. Code. Title Number 38 of the benefits under grams in Animation, Fashion Design, Graphic Design, and Interior Architecture received accreditation from the National Association of Schools of Art and Design (NASAD). In 2011, Filmmaking received plan approval from NASAD and will be considered for full accreditation approval once it has graduated its received its accreditation from the Association ofreceived its accreditation from the Association (ACBSP) inCollegiate Business Schools and Programs to Advancespring of 1991 and from the Association in springCollegiate Schools of Business (AACSB) Council for2014. In 1991, FIDER (now known as the the InteriorInterior Design Accreditation) accredited pro Architecture program. In 2008, the university’s ed Woodbury its original regional accreditation in ed Woodbury Accrediting1961. In 1994, the National Architectural program.Board (NAAB) accredited the Architecture may beThe NAAB 2014 Conditions for Accreditation found at the NAAB website: accreditation/2014_Conditions Woodbury University is accredited by the Western As is accredited by the Western University Woodbury Senior Col sociation of Schools and Colleges (WASC) 985 Atlanticlege and University Commission (WSCUC: Suite 100; Alameda, CA 94501; 510-748-9001) Avenue, and is approved by the Postsecondary Commission, grant California Department of Education. WASC Accreditation Guide to Learning to Guide University Woodbury Catalog 2015-2016 Handbook and and Handbook Guide to Learning 2

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a O C N FWY I-5 Exit I-5 Buena Vista St Turn left at off-ramp Left onto Glenoaks Blvd FWY I-5 Exit I-5 Hollywood Way Turn left at off-ramp Right onto Glenoaks Blvd MAIN CAMPUS MAP 3 4 9 2 5 19 23 12 11 19 21 25 17 Kirkendall Conference Room 18 19 Kummer Business Faculty Center Library Los Angeles Times 20 Room Board Saffell Lynn Malburg Atrium Miller Hall 2 Naidorf Hall Nan Rae Gallery Nielsen Conference Room 18 North Hall of the President Office Parking P1-P5 Physical Plant Operations 2 Powell Gallery 15 Ralph M. Parsons Studio Registrar 3 22 School of Architecture Offices School of Architecture 21-23 18 School of Business School of Media, & Design Offices Culture Shipping and Receiving 18 South Hall 16 Student Development Plaza Business Tamkin 17 Nielsen Athletic Complex University Marketing 14 19 University & Alumni Relations 2 Gallery Wedge Annex West Whitten Student Center (Cafe) Woody’s 17 Center Writing 3 2 2 3 6 3 7 7 19 17 24 22 10 17 16 17 11 founded in 1884 in founded UNIVERSITY Faculty Annex Conference Room Financial Aid Fletcher Jones Foundation Auditorium Health Services Hensel Hall Information & Security Information Technology Fashion Gallery Judith Tamkin 3 1 6 Julius Shulman Institute Isaacs Faculty Center 22 18 Academic Affairs Academic Affairs Admissions 3 Ahmanson Main Space Alumni Quad 22 Alumni Gallery ASWU House/Pool Bookstore 8 Room Bowman Conference Business Office 19 Cabrini Hall Career Services Central Services Suite Chandler Dean’s College of Transdisciplinary 19 18 Studies Offices Consolidated Student Service Center Counseling Services Design Center Entertainment Media Enkeboll Courtyard Faculty Annex 13 20 2015-2016 Course Catalog 2015-2016 Course dale, Beverly Hills, and at the Los Angeles County dale, Beverly Hills, and at the Los Angeles Headquarters. Sheriff’s Street, San Diego, California, where it currently Street, San Diego, a professional a five-year BArch program, offers degrees master’s MArch, and two post-professional School of Architecture and the in architecture. See Addition Graduate Bulletin for more information. sites are located in Hollywood, Glen al off-campus fornia, 91504, adjacent 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 San Diego bury University’s Locale locat University is campus of Woodbury The main in Burbank, Cali Glenoaks Boulevard ed at 7500 President’s Message 3 - - - - - from multiple disciplines, and applying what we’ve from multiple disciplines, and applying learned to create impactful results. opportuni Each of our degree programs provides em ties for students to apply transdisciplinarity, engagement, ploy design thinking, experience civic These four and develop entrepreneurial aptitudes. edu concepts serve as the pillars of the Woodbury by ded cation. Our academic programs are taught it takes to icated faculty members who know what fields. be successful practitioners in their chosen at both of our campuses— Our faculty and staff commit Burbank/Los Angeles and San Diego—are your ted to helping you achieve success through all pleased to welcome you to are studies. We University. study and learn with us at Woodbury Dauwalder David P. Dr. Interim President President’s Message President’s University! to Woodbury Welcome a long history of serving its students has Woodbury and careers. by preparing them well for their lives in learning by doing, drawing believe strongly We Course Catalog Course 2015-2016 The Academic Journey 4 - - - • Community • Integrity • Professionalism • Aspiration • Agility FOUR PILLARS FOUR community have The members of the Woodbury identified four pillars that articulate more precisely what is necessary for the university to achieve its mission: for the university. They are innovative 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 Vision transdis By 2025, our distinctive ability to integrate and design thinking, entrepreneurship, ciplinarity, will civic engagement in education and scholarship have secured us a place among the top 100 region al universities in the United States. Our Values thinking, entrepreneurship, and civic engagement thinking, entrepreneurship, excellence achieve academic into all programs. We by creating external partnerships, implementing internal processes, and ensuring quality in effective all programs and services. Our Contribution to Society graduates are ambassadors Successful Woodbury - - - - -

Course Catalog Course 2015-2016 traordinary things. We transform students into lib traordinary things. We erally educated professionals and socially responsi design ble citizens by integrating transdisciplinarity, that they do — in their classes, on the campus, and in their communities. MISSION STATEMENT Purpose Core University empowers people to do ex Woodbury The Purpose of Education: of The Purpose Transform To Learning at the university helps students create new knowledge to shape the world of the future. education is built on the idea of per At Woodbury, sonal transformation that can transform others. Our in all job is to help our students make a difference the community shapes and that you also create. the community shapes and that you also you will It will tell you what you will learn, how that you have learn, how you and others will know learned, and why that makes a difference. to supporting processes such as registration and to supporting processes such as registration a glimpse of the community conduct, and it offers takes place. in which learning at Woodbury the journey This book should give you a sense of that that you undertake as a student, a journey is their central activity, we believe that fostering we believe that is their central activity, university learning should be at the core of every this book. action and communication, including lays open the Our guide and handbook to learning will bring to experiences and the resources that we guide bear in helping you learn. It is also a practical Preface: How to Use this Book to How Preface: catalog or This book is unlike any other college gen course bulletin; while colleges and universities learning erally believe that the fostering of student Journey The Academic Academic The The Academic Journey 5 ------and to sustain a socially responsible community that examines and tries to preserve the important ecol and culture. nature, society, ogies of the region’s Throughout its educational evolution, Woodbury has adhered to core principles that value ethical and a student empowerment, diversity, behavior, sional and post-professional master’s degrees in in degrees sional and post-professional master’s architecture. Students Our is unique among private insti University Woodbury have a 130-year history We tutions in its diversity. race, eth of helping students of diverse gender, their dreams. and economic class to achieve nicity, of approximately our student body consists Today, Hispanic 37% White, non-Hispanic students, 29% students, 9% Asian students, 18% international The students, and 4% African-American students. diverse White, non-Hispanic students comprise and growing populations as well, including a large The ma number of students of Armenian heritage. students are the first in their jority of Woodbury’s families to go to college and a far higher percent age than at other colleges come from families with limited economic means. In serving this group of students, and in striving to be innovative, dedicated, and socially responsible, ambition is to provide intellectual and Woodbury’s economic sectors, to human capital to the region’s opportunities to those who seek to contrib offer ute, to provide students a world-class education, institution of higher education. In 1974, Woodbury In 1974, Woodbury of higher education. institution University and began Woodbury College became alumni and raise money from to its initial efforts Information Systems was friends. In 1982, Computer by Architecture in 1984. followed added as a major, leadership of then-president Dr. In 1985, under the an existing the university acquired Miller, Wayne Burbank/Los Angeles, the 22.4-acre campus in Cabrini Academy and site of Villa eighty-year-old institutions. Classes two other educational later, facilities in October 1987 on opened at these new the Whittier earthquake shook the same day that California. Later that same year, much of Southern working adults College program for the Weekend from The was established with the aid of grants Ran Fletcher Jones Foundation and The William dolph Hearst Foundation. in San In 1998, the institution opened a campus a BArch and both profes Diego where it offers ------Course Catalog Course 2015-2016 college. In 1969, Woodbury introduced a graduate introduced a graduate college. In 1969, Woodbury program leading to the Master of Business Admin istration (MBA). In 1972, it became a non-profit 1937, in spite of a worldwide recession, legendary to President R. H. “Pop” Whitten led the effort 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 central Los Angeles, moving a number of times to In accommodate the growth of the student body. 1931, the Division of Professional Arts was estab lished to focus on those fields of design that are then became closely allied with business. Woodbury a college of business administration and design. In community. From that storefront on 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. For the first 103 years, the university was located in In 1884, in response to the needs of the city’s grow city’s In 1884, in response to the needs of the an edu C. Woodbury, F. ing business community, arrived from San Francisco cational entrepreneur, Business College, as it was and founded Woodbury business initially named, in the center of the local In the late nineteenth century, Los Angeles was a Los In the late nineteenth century, of approx rapidly growing town with a population enterprises imately eleven thousand. New business leaders were being established and community driven by looked forward to expansion and growth a real estate boom. critical knowledge, skills, and values. critical knowledge, Entrepreneurship opportunities to realize innova Pursuing visionary tive knowledge, practice, or product. History Our Transdisciplinarity holistically by bridging multiple Thinking and acting perspectives and practices. Civic Engagement by actively applying Strengthening communities Design Thinking by linking needs and solutions Creating impactful to limits and possibilities. functions The Academic Journey 6 - - Interdisciplinary Studies Politics & History Interior Architecture Fashion Marketing Fashion Design Game Art & Design Graphic Design Media Technology College of Transdisciplinary Studies College of Transdisciplinary Leadership Interdisciplinary Studies and Media Technology. The Interdisciplinary Studies and Media Technology. degree is 160 minimum requirement for the BArch require an semester units of credit. Most majors are described internship or work experience. These degree in the sections pertaining to the individual programs. School of Architecture Architecture School of Business Accounting Management Marketing & Design School of Media, Culture Animation Communication Filmmaking Psychology non-traditional formats, using cohorts and intensive cohorts and intensive formats, using non-traditional a students to pursue allow working formats that degree. Programs Undergraduate Degree 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 (BBA). The BFA of Business Administration semester units of credit and a minimum of 128–130 most majors in the School of can be attained in and in Interior Architec Media, Culture & Design a minimum of 126 semester ture. The BBA requires Accounting, units of credit and can be attained in Marketing, Fashion Marketing and Management. 120 semester The BA and BS require a minimum of in Com units of credit; the BA can be attained Leadership, munication, Interdisciplinary Studies, and the BS in and Psychology, Politics and History, ------Course Catalog Course 2015-2016 Media for Social Justice, and Leadership. In addi tion to traditional formats for learning, Woodbury a number of selectively chosen programs in offers Fashion Marketing, Management, Architecture, Interior Architecture, Animation, Communica tion, Fashion Design, Game Art & Design, Graphic Filmmaking, Media Technolo Design, Psychology, and Interdisci Leadership, Politics and History, gy, plinary Studies; and graduate degrees in Business Administration, Architecture, Interior Architecture, ACADEMIC PROGRAMS ACADEMIC University comprises the three schools of Woodbury Business, Architecture, and Media, Culture & Design offering and the College of Transdisciplinarity, undergraduate degrees in Accounting, Marketing, that they are setting a standard for professionals in that they are setting a standard for professionals the field. Study: of Courses — Experience Transformative Your The Heart of You and How Will Learn, You How Will Learn, You What Learned Have You Will Know and Others students a model of clear thinking and 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 viewpoint on a particular subject to which 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 Instructors are encouraged to keep abreast of de Instructors are encouraged fields, and to share this knowl velopments in their with their students. edge and understanding 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 In conformity with practices in higher education 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 appropriate. and professionally cationally effective rigorous professional education grounded in the grounded in the education rigorous professional liberal arts. Freedom Academic The Academic Journey - 7 ------al experience emerges from this ongoing appraisal process that is designed to help students survive and succeed once they graduate; that experience is called Integrative Learning. members who take an active interest in 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. Your accompany us and for those who come around you, learning will not only change the world journey for it will also be used to help improve the blaz will already have impact simply by others. You that you ing a trail of learning. It makes a difference are learning here. and General Education Learning Integrative General education describes the common knowl edge and skills expected of every college graduate. Integrative Learning describes a way of construct ing a network of connections between and among proficiencies/philosophies, skills, disciplines, and dispositions. The faculty members formulate these expectations from the vantage points of their respec tive disciplines and professions, as well as from their understanding of the shifting environment in which graduates will live and work. A common education will be assessed so that we can help you, and us, im help you, and us, so that we can will be assessed you to your destination. process of getting prove the as well as along the journey, At the end of your the development of what you you will see way, 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 your program. results of learning in find the courses, as well as the In addition, you will 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 faculty will work closely with You tors, our faculty. - - - - - Course Catalog Course Information about the graduate programs can programs can about the graduate Information bulletin. graduate in Woodbury’s be found 2015-2016 ence can be increasingly successful. In this handbook, you will find the places where your overall progress 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 That might mean adjusting the journey to fit your ly. individual needs. This may even adjust the journey for those who travel after you, so that the experi course is focused on the journey and that you get what you need. In this handbook, you will find curriculum maps that show where you will encoun ter and master the skills and knowledge needed to reach your goal. be able to do at the end of your journey. need a map. The reach that destination, you will To your journey CURRICULUM MAP shows the route of accumulate and the skills and knowledge you will map is and develop at every step. The curriculum used by those who teach you to ensure that each shapes the journey, affecting each phase, course, and affecting shapes the journey, you will experience. As you move along your path, terms that be able to see clearly and in measurable handbook, you are on your way to your goal. In this of student you will find, with each program, a set what you will learning outcomes that clearly define and those varieties of knowledge are formed by a and those varieties of knowledge are outfits the sequence of experiences that ultimately and creative. student to become more independent call journey has a destination, which educators Your destination STUDENT LEARNING OUTCOMES. That Classroom experiences are designed so that the focus Classroom experiences learner and your specific is on you as an individual growth. These experiences help needs for personal are expect you attain the skills and knowledge that the skills and ed of all college graduates, as well as Those skills knowledge essential in your chosen field. The Curricula: Courses of Study of Courses The Curricula: you were invited at Woodbury, If you are a student because we felt we could pro to join our community and environment in which you vide the experiences best learning occurs in the right could succeed. The right experiences. environment with the Graduate Studies Graduate The Academic Journey 8 ------

170, or 205) Public Speaking I Academic Writing II or Academic Writing WRIT 212 Rhetoric and Design A one-unit course in information theory and practice (LSCI 105, 106, : If a student has already completed the equiv intercultural knowledge and collaborative con intercultural knowledge responsibility for individual,a proactive sense of andhabits of mind that foster integrative thinking framing questions, carrying out analyses, and pro framing questions, carrying out analyses, quality. ducing work of substantial complexity and build conceptual knowledge by engaging learners knowledge by build conceptual that are basic to and modes of inquiry in concepts humanities, and sciences, social sciences, the natural arts; international,texts (classroom, community-based, students for democraticand online) that prepare in both their local commu citizenship and for work society; nities and in a global achieved and demonstratedcivic, and social choices, that connect knowledge,through forms of learning action, and through reflec skills, values, and public roles and responsibilities intion on students’ own social, environmental, and civic contexts; fromthe ability to transfer skills and knowledge achieved and demonstrated one setting to another, projectsthrough advanced research and/or creative forin which students take the primary responsibility Students take four common courses that provide a foundation in Communication: • • • WRIT 111 WRIT 112 LSCI course Note alent of Information Theory and Practice with a “C” or higher at another institution, the student is exempt from taking it here. The burden of proof is Our General Education and Integrative Learning Our General Education and Integrative development curricula are structured to support the Four of competencies of learning and Woodbury’s Design Pillars: Civic Engagement, Transdisciplinarity, academic Thinking, and Entrepreneurship. The identify how worksheet provided by your major will Pillars inte competencies of learning and the Four major. grate into and are supported within the REQUIREMENTS LEARNING INTEGRATIVE EDUCATION GENERAL FOR Foundational Competencies courses, 13 units) (Five lower-division 1.

COMM 120 ------Course Catalog Course strong analytical, communication, quantitative, and a deep understanding of and hands-on experi ence with the inquiry practices of disciplines that explore the natural, social, and cultural realms, achieved and demonstrated through studies that informational skills, achieved and demonstrated through learning in a range of fields, settings, and media, and through advanced studies in one or more areas of concentration; • • 2015-2016

Goals Our goals are based on the educational outcomes developed by the Association of American Colleges and Universities. They are understood and undertak mission and Four Pillars en in light of the university’s so that all of our students will develop: volved, effective, and responsible citizens; to under volved, effective, relies on the stand that knowledge in all professions and successful application of numerous disciplines students’ approaches to knowing; and to advance world in which understanding of themselves and the they live. Mission and inspire students to synthesize knowledge To ideas action by making simple connections among to complex situations; to infuse learning into new, to be in develop the intellectual habits necessary Questions concerning Integrative Learning and gen Questions concerning Integrative Learning to the eral education as a whole should be directed questions dean of the College of Transdisciplinarity; be di about particular aspects or programs should rected to the appropriate chair or coordinator. requires the collaboration of all elements within the requires the collaboration all three schools and the Col As such, university. have a role in providing lege of Transdisciplinarity Integrative Learning curriculum, and sustaining the education which includes/is comprised of the general major cours courses and areas of study as well as the es and areas of study. responsible members of the community and of the responsible members Integrative Learning is to create world. The goal of across discipline, school, new forms of collaboration that lead to greater student and program lines assessment-based approach to success through an learning outcomes. This task the design of student The Integrative Learning curriculum serves as a foun serves as a Learning curriculum The Integrative at students learning elaboration for all dation and students the need for all It addresses the university. well-informed, and socially to be skilled, creative, The Academic Journey 9 - - - - -

History of Fashion II History of I Film History II Film History History of Games I 20th Century History of Games II: Design 1 History of Graphic History I Interior Architecture History II Interior Architecture take. course Students also take one upper-division arts (300 level) from the broad range of liberal core com and sciences disciplines in support of their petencies. Some majors specify the course students must take. an Students take one course in ethics toward PHIL 210 understanding of Civic Engagement. though Ethical Systems fulfills this requirement, courses. majors may require other specific ethics Students take one environmental science course toward an understanding of Civic Engagement. ENVT 220 Environmental Studies fulfills this requirement. Students take one lower-division social science lower-division Students take one core competencies. Many course in support of course their students must majors specify the take. course from the Students take one lower-division disci broad range of liberal arts and sciences Many plines in support of core competencies. must majors specify the course their students Students take one natural science class with a laboratory component to further develop Trans Some majors specify the course disciplinarity. their students must take. FILM 101 FILM 102 FDES 261 Students take one Interdisciplinary Studies core standing of Transdisciplinarity. course (INDS 101 Journeys, 102 Natures, 103 Con flicts, or 104 Knowledges) to develop an under INAR 164 INAR 265 GDES 260 GAME 223 GAME 224 2. 5. Civic Engagement courses, 6 units) lower-division (Two 1. 2. Transdisciplinarity courses and one lower-division (Two course, 9 units) upper-division 1. 3. 4. - -

History of Fashion I History of Animation Architecture I World Architecture II World History of Modern Art History of Contemporary Art History of Latin American Art in Fine Art Topics Film Studies Film History Elementary Algebra Intermediate Algebra Business Mathematics Business Statistics College Algebra with Descriptive Trigonometry Geometry in Mathematics Topics Statistics for the Behavioral Sciences Course Catalog Course or MATH 149 Intermediate Algebra. Students 149 Intermediate or MATH foundational competency in must demonstrate 149 before enrolling MATH mathematics through (core competency—see 200-level in their major’s below) math course. Students without college-level or AP math credits Students without college-level Students test upon entry. take a math placement 049 Elementary Algebra may test into MATH FDES 260 Students take one lower-division art history Students take one lower-division course. Many majors specify the course their students must take. Students are required to take one theoretical Students are required to take one theoretical 200 level. or applied mathematics course at the their Many majors specify the 200 level course students must take. Students also take one non-verbal communica Students also take within their major. tion course provided ARTH 204 ARTH 205 ARTH 211 ARTH 270 ARTH ARCH 267 ARCH 268 ANIM 240 PSYC 221 MATH 149 MATH MATH 049 MATH COMM 222 COMM 223 MATH 226 MATH 249 MATH 251 MATH 270 MATH MATH 220 MATH 2015-2016 2. 1. Core Competencies Core courses and one (Four lower-division course, 15 units) upper-division 2. 3. on the student, who must provide the official tran the official who must provide on the student, semester second end of the student’s script by the at Woodbury. in residence The Academic Journey 10 - Natures Conflicts Knowledges Beginning Japanese I Beginning Japanese II The Short Story in Literature Topics Introduction to Philosophy Ethical Systems in Philosophy Topics Rhetoric and Design I Beginning Chinese Communication Theory Interpersonal Communication Media Culture Oral Interpretation Beginning French I Beginning French II Journeys Conflicts Knowledges Introduction to Psychology Developmental Psychology in Psychology Topics Introduction to Urban Studies Introduction to Sociology Cultural Anthropology in Behavioral Science Topics Elementary Economics Macroeconomics Microeconomics Journeys Natures LITR 206 LITR 270 PHIL 201 PHIL 210 PHIL 270 INDS 102 INDS 103 INDS 104 INDS 101 CHIN 101 JAPN 110 JAPN 113 FREN 110 FREN 113 WRIT 212 SOC 210 INDS 103 INDS 104 INDS 101 INDS 102 PSYC 200 PSYC 210 PSYC 270 COMM 203 COMM 210 COMM 100 COMM 231 URBS 100 ECON 200 ECON 203 ECON 204 ANTH 220 ANTH 270 Social and Behavioral Sciences Fashion Design, Filmmaking, Game Arts, Graphic Game Arts, Graphic Filmmaking, Fashion Design, or Music). Interior Architecture], Design, or under Academic Quality. See above Humanities Courses Foreign Lan Communication, (Academic Writing, Studies, Literature, Interdisciplinary guage, History, or Philosophy). ------

Course Catalog Course specify the course their students must take. specify the course their one Design Thinking Students will also take their major. course provided within Students take one art history course to support Students take one their education. Some majors Design Thinking in course their students must take. course their students Students also take one upper-division (300-level) take one upper-division Students also and en course to understand interdisciplinary Some in greater depth. gage in Transdisciplinarity interdisciplinary majors specify the upper-division university experience. Some majors encourage incoming transfer students to take PPDV 200 to acculturate to the de to Woodbury Transition high expectations for transfers. Other partment’s majors require students to take any PPDV course or serve in a recognized student leadership role. details on what your major requires. one-unit courses in Personal provides Woodbury to support and Professional Development (PPDV) Fresh the development of Entrepreneurship. men are expected to take PPDV 100 Transition to College as an introduction to integrating the Each major specifies an internship or work ex Each major specifies an internship or students perience requirement through which educational contribute to the integration of their devel experience with personal and professional chair for opment. Speak with your department Students take one lower-division social science Students take one lower-division Entrepre course to develop an understanding of science neurship. Some majors specify the social course their students must take. 2015-2016 course from a specific category: Art History Courses (Fine Arts, Applied Arts [Animation, Architecture, Below is a partial list of the Woodbury courses that Below is a partial list of the Woodbury fall into the larger liberal arts and sciences cate Humanities, Social Sciences, gories of Art History, Natural Sciences, and Mathematics. Speak with your faculty advisor or department chair to determine whether and when you need a specific course or a 3. 2. internship/work experience) 1. 2. Entrepreneurship social science course, (One lower-division Design Thinking 6 units) courses, lower-division (Two 1. 3. The Academic Journey 11 eading the West Autobiography Applied Advanced Statistics in Mathematics Topics Aesthetics Moral Philosophy Philosophy of Religion Topics in Art History Topics Field Experience in Biological Science Topics Contemporary Journalism Understanding Television Cultural Studies Communication and the Sexes Social Media Media and Social Change Film Genres Film Noir in Communication Special Topics Contemporary IA History and Theories Music and Literature L.A. Stories Film and Literature R Human Agency and Interior Spaces in Interdisciplinary Studies Topics American Experiences Visual Anthropology in Anthropology Topics Painting History of Modern History of Photography History of Land Art TheoryCuratorial Studies: and Criticism History, Video Art: Blurred Practice Theory, Art History of Performance Violence History of Art and History of Zombie Films, Art, and Literature Film History of Avant-Garde Art Theory and Practice History of Digital Art and Electronic Media LITR 330 LITR 328 PHIL 310 PHIL 311 PHIL 312 BIOL 370 INDS 322 INDS 325 INDS 327 INDS 328 INDS 340 INDS 370 INAR 366 ARTH 370 ARTH 375 ARTH ARTH 331 ARTH 332 ARTH 333 ARTH 334 ARTH 337 ARTH 338 ARTH 339 ARTH 340 ARTH 341 ARTH 342 ARTH 343 ARTH ANTH 315 ANTH 370 MATH 301 MATH 370 MATH COMM 314 COMM 320 COMM 323 COMM 327 COMM 330 COMM 335 COMM 341 COMM 342 COMM 370 - - - - - Food and Culture Rhetoric and Electronic Environments Animals, Culture, and Society Anthropology of Religion

Biology (studio-lab course) Biology (studio-lab course) Human Biology (studio-lab course) Botany (studio-lab Environmental Studies for Architecture Physics Trig-based (studio-lab course) Course Catalog Course Individual majors may have designated re Individual majors may have designated WRIT 312 BIOL 232 BIOL 230 BIOL 231 ANTH 300 ANTH 305 ANTH 310 PHYS 243 ENVT 220 2015-2016 grade of C or better of WRIT 112 Academic Writing grade of C or better of WRIT 112 Academic Writing II or WRIT 212 Rhetoric and Design and completion of the 1-unit Information Theory and Practice course (LSCI 105, 106, 170, or 205) to help students further integrate learning from across their education. of three separate measures of student performance are required, but at this level, at least two of them must be written assignments involving critical think ing and at least one opportunity to revise a written assignment must be provided. Class size is limited to twenty students. Prerequisite to all upper-division general education courses are completion with a for critical analysis of the information. They oftenfor critical analysis of the information. andinclude group projects, oral presentations, reviews,written assignments (essay exams, book so-calledresearch papers, etc.). In these courses, and fill- objective exams (multiple choice, true/false, if at all. A minimum in-the-blank) are used sparingly, In order to develop the goals of the Integrative of complexityLearning curriculum at a higher level twoand skill, students are required to complete inadvanced courses; one must be interdisciplinary on activenature. These courses are usually based of short lec learning practices and a combination discussiontures to clarify information, and seminar courses mandated from those in the above cate courses mandated from those in the above for spe gories. Please refer to individual majors education cific, designated, or additional general requirements. (300- and 400-level) Requirements: Upper-Division Mathematics Competencies and See above under Foundational Core Competencies. Note: Learning in quired courses that support Integrative additional general education. They may also have Natural Sciences The Academic Journey - - - - 12 - Topics in Sociology Topics Urban Theory in Urban Studies Current Issues Los Angeles Urban Ecology and City The Infrastructural Environmental Urbanism The Global Metropolis Food and the City SOCI 370 URBS 301 URBS 302 URBS 311 URBS 312 URBS 321 URBS 322 URBS 331 100 and disagrees with that placement, then he or she may request a “challenge exam” during the first week of class. If a student places into WRIT 111, to fulfill graduation requirements, that student must complete WRIT 111 and 112 (or 212, as noted). Placement Test Students complete the Writing Writing in order to begin fulfilling the Academic curriculum in general education, see below. The de The below. curriculum in general education, see in Art scriptions below also include minors offered Urban Studies. Literature, Philosophy and History, administers The School of Media, Culture, & Design and the programs in Anthropology and Sociology of Student Development administers the the Office program. Personal and Professional Development administers all The College of Transdisciplinarity others. and Placement Academic Proficiencies the following Students are required to demonstrate to achieve proficiencies or undertake course work the proficiency: and Placement Proficiency Writing The writing placement test is either a timed essay The timed essay exam exam or a portfolio review. may place a student into WRIT 100 or WRIT 111. A student cannot take the timed essay exam twice. In addition, if a student places into WRIT 100, to fulfill graduation requirements, that student must com plete WRIT 100, 111, and 112 (or 212, depending major). If a student is placed into WRIT upon one’s For those courses of the Integrative Learning curric For those courses of of degree-granting departments ulum that are part Fashion Marketing, (Accounting, Management, Communication, Marketing, Media Technology, Filmmak Animation, Architecture, Fashion Design, ing, Game Arts, Graphic Design, Interdisciplinary and History, Studies, Interior Architecture, Politics pag and Psychology), see the relevant department’s Learning es. For all other courses of the Integrative Social Cognition Psychology of Gender Industrial/Organizational Psychology Cross-Cultural Psychology Media Psychology Consumer Behavior Sensation and Perception Neuropsychology Advanced Statistics for the Behavioral Sciences in Psychology Topics International Law and Organizations The Holocaust in Politics and History Topics Social Psychology Group Processes Personality Influence and Persuasion Self in Society Abnormal Psychology Human Sexuality Environmental Psychology Terrorism Classic Civil Rights Movements Contemporary Civil Rights Movements Classic Political Theory Contemporary Political Theory Globalization Postmodernism Migration and Colonization Liberation and Decolonization United States Constitutional Law Existentialism Celebrity of History Philosophy Philosophy of Architecture in Philosophy Topics Science in Physical Topics International Wars Civil Wars Genocides AIDS and Epidemics Modern Revolutions Course Catalog Course PHIL 317 PHIL 370 PHIL 314 PHIL 315 PHIL 316 PSYC 331 PSYC 370 PSYC 316 PSYC 317 PSYC 318 PSYC 320 PSYC 321 PSYC 309 PSYC 311 PSYC 312 PSYC 313 PSYC 314 PSYC 315 PSYC 300 PSYC 301 PSYC 305 PSYC 306 PSYC 307 POHI 336 POHI 337 POHI 338 POHI 339 POHI 370 POHI 331 POHI 332 POHI 333 POHI 334 POHI 335 POHI 323 POHI 324 POHI 325 POHI 326 POHI 327 POHI 328 POHI 321 POHI 322 PHYS 370 2015-2016 The Academic Journey - 13 - - - - - Transition to Woodbury Transition Transition to College Transition PPDV 200 PPDV 100 Elementary Algebra corresponds to high schoolElementary Algebra corresponds to high toAlgebra I and Intermediate Algebra corresponds a student’s Algebra II. The placement test examines are advisedability in both of these areas. Students texts prior toto study their high school mathematics 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 this guide under the College of Transdisciplinarity. Development Personal and Professional Students entering into their first year of university studies, as either a freshman or a transfer student, take one of two courses that introduce the student their course of studies, co-curric to the university, ular opportunities, and the Four Pillars that make University experience unique. These the Woodbury courses also provide students with the tools neces sary to document and reflect on their journey. and Intermediate Algebra) is determined by the Algebra) is and Intermediate Student is given during which Test, Math Placement each (SOAR) Advising and Registration Orientation, take the placement exam Students must semester. semester of matriculation.ination within one who have completed a course students Transfer 049 Elementary Algebra within equivalent to MATH a grade of “C” (2.0) orthe last year and received 149 Intermediate in MATH higher may be placed may enroll in a 200-levelAlgebra. These students and pass the Mathematicsmath class if they take students who have com Placement Exam. Transfer 149 Intermedi to MATH pleted a course equivalent will receiveate Algebra with a “C” (2.0) or better these stu transfer credit for the course. However, mathdents will be allowed to enroll in a 200-level completedcourse only if the equivalent course was and passwithin the last two years, or if they take the Mathematics Placement Exam. ------Course Catalog Course by completing LSCI 205, Information in the Disci plines with a grade of “C” or higher; by earning a grade of “C” or higher in an equiva lent course at another institution. by completing LSCI 105, Information Theory and by completing LSCI 105, Information Practice with a grade of “C” or higher; Sources in by completing LSCI 106, Information a grade of Architecture/Interior Architecture with “C” or higher; 2015-2016 Statistics, and Trigonometry with Descriptive Ge Statistics, and Trigonometry For incoming students, placement in these ometry. classes or in their prerequisites (Elementary Algebra found in this guide under the College of Transdisci plinarity. Mathematics Placement All students must successfully complete one or more college-level mathematics classes. These are Statistics, College Algebra, Business Math, Business 3. 4. More details about Information Literacy can be in residence. The information literacy requirement in residence. The information literacy may be fulfilled in one of four ways: 1. 2. assures students’ proficiency. Details are available in Details assures students’ proficiency. this guide under each major. Information Literacy level Students must demonstrate a foundational the first year of information literacy by the end of Computer Literacy of widely Students must demonstrate basic mastery that are ap used practical computer applications program propriate to their disciplines. Each major that creates both the curriculum and assessment ing courses required for graduation. For completeing courses required Placement Program the Writing information about Requirement, contact the Writing and the Academic Department. chair of the Writing in thisMore details about writing can be found guide under the College of Transdisciplinarity. with a grade of “C” or better in each course. If awith a grade of “C” equivalent of a WRIT coursestudent enrolls in the still must complete then the student off-campus, semesters and with athese courses in consecutive in each course. WRIT 112grade of “C” or better in the sequence of writ or 212 is the last course Requirement. This requires each student to enroll in student to enroll This requires each Requirement. in consecu (or WRIT) course Writing an Academic first se the student’s beginning with tive semesters, the entire WRIT sequence until completing mester, School of Architecture - 14 - - critical perspective from which to develop design critical perspective from which to develop mate strategies. They are introduced to sustainable they learn rials and new technologies. In addition, the world, that design has the potential to impact and that to bridge culture, science, and politics, can effect with innovative design proposals, they significant policy change. contemporary issues ground address urgent, We graduates are School of Architecture ed in reality. ready critical thinkers and cultural communicators cities to articulate their arguments. They shape and are and landscapes, love the act of building, traditional prepared to employ their skills beyond of contested practices of architecture. Knowledge landscapes, real estate development, emergent technologies, and policymaking helps to shape the future of design. As they enter the profession, they are equipped to tackle new specializations and alternative practices. the limits of practice and debate the possibilities ofthe limits of practice our disciplines. School of Architecture education rec A Woodbury is ognizes that the design of the built environment prepare our students We a collaborative endeavor. discourse. to confidently engage in local and global craft a Through research and writing, our students ------Architecture of 2015-2016 Course Catalog 2015-2016 Course designers, and academics practicing in Los Angeles, recognized Internationally San Diego, and Tijuana. and award-winning faculty members work closely with students, teaching the skills required to expand ture, Real Estate Development. Our undergraduate and graduate programs pre positive change in the built pare students to effect environment, to tackle theoretical debates, and to take on architecture as a critical practice. Our faculty is comprised of active and prolific architects, three-year NAAB-accredited, professional Master of Architecture degree, a Master of Interior Architec ture degree with a two-year and a three-year track, a one-year Master of Science in Architecture with an emphasis in Landscape and Urbanism, and a one- year post-professional Master of Science in Architec a two-year and a three-year track, and a one-year a two-year and a three-year track, and Architecture post-professional Master of Science in Practice, degree with an emphasis in Alternative on the Los Entrepreneurship, and Dry Lands Design campus Angeles–Burbank campus. The San Diego five-year NAAB-accredited, professional a offers Bachelor of Architecture degree, a two-year and a NAAB-accredited, professional Bachelor of Archi NAAB-accredited, professional Bachelor CIDA- and NASAD-ac tecture degree, a four-year in Interior credited Bachelor of Fine Arts degree NAAB-ac Architecture, a two-year and a three-year de credited, professional Master of Architecture degree with gree, a Master of Interior Architecture infrastructure for architectural investigations. The infrastructure for architectural investigations. undergraduate and graduate programs school’s educate in Architecture and Interior Architecture and students as entrepreneurs, architect citizens, cultural builders. a five-year The School of Architecture offers Woodbury School of Architecture is a network of School of Architecture Woodbury within the larger South hubs strategically sited Burbank, ern California megalopolis: Los Angeles, these sites form a critical and San Diego. Together, Dean, School of Architecture AIA MArch, Ingalill Wahlroos-Ritter, of Architecture Associate Dean, School School School AIA MArch, Norman R. Millar, Architecture - - 15 - - - -

effective – addresses the challenges of effective contemporary life; beautiful – fully vested in the transformative power of beauty. Design – Graduates of the school will gain the ability to inventively and reflectively conceive, develop, and produce architecture. committed to architecture that is • intelligent – articulates a critical position; • • Critical Thinking – Graduates of the school will have the ability to build abstract relationships and understand the impact of ideas based on research and analysis of multiple cultural and theoretical contexts. We believe in architectural education as a trans believe in architectural education We formative discipline. of architec believe in the radical possibilities We and environmentally, relevance—socially, ture’s formally. and critical thinkers who pro are architects We duce other architects and critical thinkers. and graduates are faculty, students, Woodbury’s 2. mission, the School Consistent with the university’s and of Architecture is committed to the training design education of articulate and innovative our students professionals. The curriculum prepares in the to balance the need to work competitively concerns of marketplace with the equally important ethical conduct and social responsibility. LEARNING OUTCOMES PROGRAM Graduates of the department are expected to mas ter the five areas of study pertinent to all architec ture listed below. 1. sphere of cultural diversity. Our dynamic faculty Our dynamic faculty cultural diversity. sphere of and accom of practicing professionals is made up ratio A low student-to-faculty plished academics. and community, fosters a spirit of collaboration faculty share a belief in students and and, together, positive change to effect the power of architecture in the world at large. MISSION : transforms woodbury : architecture ------2015-2016 Course Catalog 2015-2016 Course cally varied backgrounds, our student body reflects Southern California itself, and creates a rich atmo ly distinguish themselves in design competitions and by securing scholarship awards, are valued as leaders in the workplace, and go on to attend elite graduate schools. and academi economically, Hailing from ethnically, core of the architecture curriculum, with applied knowledge from theoretical, technical, and liberal Students gain skills in drawing, mod arts study. el-making, material construction, computer design software, digital fabrication, and critical writing. Educated to be articulate critical thinkers and highly capable practitioners, our students regular nities for students to directly engage people and nities for students to directly engage community, places. Projects address relevant urban, and societal concerns. shapers of Students become passionate, inspired the built environment. Design studios form the In addition to the core program, the faculty-based In addition to the core program, the Engagement initiatives of the Architecture + Civic Urban Center (ACE), Arid Lands Institute (ALI), Institute (JSI) Policy Center (UP), and Julius Shulman expand academic and professional possibilities. coupled Extensive optional study-away programs, opportu with local community outreach, provide are designers and cultural builders responsive to are designers and cultural builders responsive The BArch the challenges of contemporary practice. economic, takes a broadminded approach to the dimensions formal, social, technological, and urban of architecture. Bachelor of Architecture (BArch) degree engages Bachelor of Architecture built environment across a questions about the building and digital technol wide range of topics: and representation, history ogies, communication Our goal is to train and design inquiry. and theory, as citizens. students not only as architects, but also who They learn to become professional architects Catherine Herbst, AIA, Chair, San Diego AIA, Chair, Catherine Herbst, programs educate The professional Architecture imaginative, entrepreneurial, students to become in the architecture profes and ethical leaders NAAB-accredited professional sion. The five-year Architecture (BArch) Architecture Los Angeles J Neveu, PhD, Chair, Marc Architecture - - - - 16 - - critical spatial inquiry that elevates and reinvents the discipline of Interior Architecture by mining and imag ining human conditions in our built environment. In doing so, the program adds criticality to the profes sion, cultivating scholars, academics, and critics, while generating emerging and alternative professions. or DArch) to continue their architectural studies for or DArch) to continue their architectural in the fall and three intensive semesters, beginning The San Diego-based concluding in the summer. is led Master of Science, Real Estate Development Smith and by renowned architect/developers Ted Master of Jonathan Segal. The post-professional Angeles Science in Architecture at Burbank/Los emphasis in Alternative Practice, Entre an offers program preneurship, and Dry Lands Design. The an emphasis in Landscape and in San Diego offers Urbanism. The two-year professional Master of Architecture four-year program is open to graduates with a or with an pre-professional architecture degree, equivalent degree in Architectural Studies. The three-year professional Master of Architecture degree in degree is for graduates with a bachelor’s any non-architecture program. Both are designed to provide the foundation for a critical, transforma tive practice of architecture, and incorporate a sum mer of intensive fieldwork to challenge and expand research and design perspective. each student’s The two-year and three-year tracks of the Master of an education in Interior Architecture program offer WOODBURY UNIVERSITY HOLLYWOOD OUTPOST HOLLYWOOD UNIVERSITY WOODBURY CA 90028 Blvd., Los Angeles, 6518 Hollywood Outpost (WUHO) Hollywood University’s Woodbury Boulevard in a storefront is located on Hollywood redevelopment district. at the core of the historic serves as a resource to The Hollywood Outpost Architecture and the public, both the School of and event space to community providing exhibition as the Los Angeles Forum for organizations such Design and Architecture for Architecture and Urban Humanity. AND IN ARCHITECTURE PROGRAMS GRADUATE ARCHITECTURE INTERIOR graduate programs in offers University Woodbury for students Architecture and Interior Architecture Our one- with diverse undergraduate preparation. focused year post-professional programs provide hold a pro curricula allowing students who already MArch, fessional degree (NAAB-accredited BArch, - - - Building – Graduates of the school will under Graduates of the Building – systems, materials technical aspects, stand the of design. role in the implementation and their have the ability to manage, argue, and act have the ability to the in society and and critically, ethically, legally, environment. Representation – Graduates of the school will use Representation – Graduates to communicate design a wide range of media speaking, drawing, and ideas, including writing, model-making. of the school will Professionalism – Graduates 2015-2016 Course Catalog 2015-2016 Course ulum in a complex composed of design studios with 24-hour access, a library focused on architecture, urbanism and development, a lecture hall and gal lery space, classrooms, a wood/metal shop; a digital fabrication lab, and computing facilities. The San Diego Architecture Program was founded in 1998 in collaboration with San Diego Mesa College. a transnational level. The San Diego facility takes full advantage of the opportunities present in this rapidly growing, complex, and diverse region. The school draws from and responds to the urgent and conflicting demands of the region. The San Diego facility houses a School of Architecture-only curric architecture building. FACILITY SAN DIEGO 2212 Main Street, San Diego, CA 92113 619.235.2900 issues of The social, political, and environmental architectural context on the San Diego area affect student support services, comprehensive library, and library, student support services, comprehensive it offers residential campus life. At the same time, shop, specialized facilities, including a wood/metal fabrication lab, a digital a materials resource library, 24-hour computing facilities, a render farm, and foot access to studios, including a 15,000-square 818.252.5121 the border, Situated on the Burbank/Los Angeles to school continually draws from and responds of the the urgent and often conflicting demands takes full region. The Burbank/Los Angeles facility academic offerings, advantage of the university’s BURBANK/LOS ANGELES FACILITY BURBANK/LOS 7500 Glenoaks Boulevard, Burbank/Los Angeles, CA 91504-1052 4. 5. 3. Architecture - - - - - 17 - - - - one 6-unit studio course + two 3-unit lecture one 6-unit studio course + two 3-unit and/or studio courses - four 3-unit lecture and/or studio courses - - two 6-unit studio courses sional degree program as a prerequisite for licen sure. The National Architectural Accrediting Board, which is the sole agency authorized to accredit U.S. professional degree programs in Architecture, recognizes three types of degrees: the Bachelor of Architecture, the Master of Architecture, and the Doctor of Architecture. A program may be granted or two-year term of ac three-year, an eight-year, Requirements require Students who complete institute emphasis ments will receive a departmental certificate. include Requirements for a departmental certificate successful completion of a series of Institute-specific may include: courses for a total of 12 units. These faculty The Associate Dean advises students and and advisors regarding certificate requirements The development of an emphasis. an individual’s school provides the departmental institute certif icate; the emphasis is not recorded on the official academic transcript. ACCREDITATION The National Architectural Accrediting Board (NAAB) accredits the Bachelor of Architecture and Uni Master of Architecture programs at Woodbury In the United States, most state registration versity. boards require a degree from an accredited profes designers as public policy leaders as well as design as public policy leaders designers public realm. ers of the AND CULTURE ARCHITECTURE FOR CENTER ROME a future generation of In Rome, history shapes Center for Rome University’s architects. Woodbury (RCAC) performs as an Architecture and Culture and outreach center based in educational, research, oldest cities. one of the world’s Certificates Departmental Institute Institute Certificate in the The Departmental is designed to School of Architecture Woodbury potential for emerging archi develop professional and other tects. Institutes support course offerings and provide opportunities for process engagement of empha an expanded design vocabulary in areas and sis such as policy leadership, civic engagement, drylands design. ------2015-2016 Course Catalog 2015-2016 Course and urban design, historic preservation, health issues in planning and design, and economic devel by UP expand and develop opment. Courses offered professional potential for emerging architects and is carried out through public programming, educa tional outreach, and research opportunities. CENTER URBAN POLICY The Urban Policy Center (UP) explores city-changing topics including social and environmental justice, housing, transit-orientated architecture affordable grams that promote the appreciation and under standing of the built environment, particularly as Focused on Shulman’s mediated by photography. enduring involvement in the principles of modern sense of social ism, the JSI is informed by Shulman’s responsibility and passion for teaching. This mission water scarcity in the west. ALI provides a platform water scarcity in the west. ALI provides study), for education (undergraduate and graduate research, public programming, and publications. JULIUS SHULMAN INSTITUTE photogra Named for the renowned architectural pro the Julius Shulman Institute (JSI) provides pher, The Arid Lands Institute (ALI) is a self-sustaining The Arid Lands Institute (ALI) is a self-sustaining center of education, outreach, and applied research dedicated to issues of aridity, University Woodbury built environ climate change, and the design of the and leaders ment. Its purpose is to train designers in addressing who will be resourceful and inventive urbanism. Projects typically begin with relationships urbanism. Projects typically begin with formed between community-based organizations further and groups of students, and are developed with grants funding. ARID LANDS INSTITUTE ARCHITECTURE + CIVIC ENGAGEMENT CENTER + CIVIC ENGAGEMENT ARCHITECTURE civic engagement with proj The center promotes groups dedicated to social and ects for non-profit Design/build and architec environmental justice. societal issues tural design projects explore relevant Act, architec such as the Americans with Disabilities and tactical ture for disadvantaged communities, institutes form a dynamic network that works in institutes form a dynamic and graduate conjunction with undergraduate public programming to education, and provides California architecture and the broader Southern design communities. See the Woodbury Graduate Bulletin for details. Graduate Bulletin See the Woodbury INSTITUTES research School of Architecture’s Woodbury Architecture 18 MArch, Southern California Institute of Architecture San Diego James Bliesner, MA, Boston University Benjamin Bratton, San Diego PhD, University of California at Santa Barbara Maximiliano Spina, Associate Professor, Los Angeles Maximiliano Spina, Associate Professor, MArch, Princeton University Los Angeles Associate Professor, Linda Taalman, BArch, The Cooper Union Los Angeles Visiting Professor, Ishida Yasushi, of Architecture MArch, Southern California Institute ADJUNCT FACULTY Hadley H.S. Arnold, Los Angeles Arid Lands Institute Co-Director, of Architecture MArch, Southern California Institute Peter Arnold, Los Angeles Arid Lands Institute Co-Director, MArch, Southern California Institute of Architecture Shawn Benson, San Diego MArch, New School of Architecture and Design San Diego Akore Berliner, BA, San Diego State University Los Angeles Barbara Bestor, Julius Shulman Distinguished Professor of Practice Anthony Fontenot, Professor, Los Angeles Fontenot, Professor, Anthony University PhD, Princeton Los Angeles Olsen, Professor, Eric W. MArch, Harvard University San Diego Professor, Jose Parral, Associate MA, Architectural Association San Associate Professor, Marcel Sanchez-Prieto, Diego California, Los Angeles MArch, University of Los Angeles Professor, Paulette Singley, Rome Center for Architecture and Culture Director, PhD, Princeton University Los Angeles Gerard Smulevich, Professor, MArch, University of California, Los Angeles - - , Los Angeles , San Diego , Los Angeles TIME FACULTY - uate credits) BArch (160 undergraduate credits) graduate MArch (pre-professional degree + 63 + 93 grad credits or non-pre-professional degree 2015-2016 Course Catalog 2015-2016 Course Director, ACE Center Director, MArch, Cranbrook Academy of Art FULL San Diego Bertheaud, Professor, Stanley P. MArch, North Carolina State University Los Angeles Jeanine Centuori, AIA, Professor, Catherine Herbst, AIA, Associate Professor Department of Architecture Chair, MArch, Montana State University Ewan Branda, Associate Professor Coordinator Undergraduate PhD, University of California, Los Angeles MArch, University of California, Los Angeles Marc J Neveu, Professor Department of Architecture Chair, PhD, McGill University Norman R. Millar, AIA, Professor Norman R. Millar, Dean, School of Architecture MArch, University of Pennsylvania, Philadelphia AIA, Professor Ingalill Wahlroos-Ritter, Associate Dean, School of Architecture The most recent accreditation evaluation for the The most recent accreditation evaluation took place professional BArch and MArch programs in 2015. FACULTY Woodbury University School of Architecture offers offers University School of Architecture Woodbury degree programs: the following NAAB-accredited degree programs may consist of a pre-professional degree programs may and a professional graduate undergraduate degree constitute earned sequentially, degree that, when the education. However, an accredited professional is not, by itself, recognized pre-professional degree as an accredited degree. creditation, depending on the extent of its confor depending on the creditation, standards. established educational mance with and Master of Architecture Doctor of Architecture Architecture 19 Casey Mahon, San Diego MArch, Southern California Institute of Architecture Sebastian Mariscal, San Diego Superior de Escuela Tecnica Arquitectura de Barcelona Eric A. Johnson, San Diego MArch, Cornell University Los Angeles Helena L. Jubany, MArch, California State Polytechnic University Los Angeles Robert E. Kerr, MArch, Georgia Institute of Technology King, Los Angeles Jason F. University BArch, Woodbury Jon Linton, San Diego MSAUD, Columbia University Los Angeles Lauren Lynn, MArch, Cranbrook Academy of Art Alan Loomis, Los Angeles MArch, Southern California Institute of Architecture Los Angeles Elizabeth Mahlow, San Luis BS, California Polytechnic State University, Obispo Anne Garrison, San Diego Anne Garrison, Boston Photography, England School of MA, New Angeles April Greiman, Los Art Institute Kansas City BFA, Haile, San Diego Jeff Diego JD, University of San Diego Hanson, San Tyler University MS Arch RED, Woodbury Los Angeles Guillermo Honles, California, Los Angeles MArch, University of Theresa Hwang, Los Angeles MArch, Harvard University Miki Iwasaki, San Diego MArch, Harvard University - - 2015-2016 Course Catalog 2015-2016 Course Eva Friedberg Isaak, San Diego PhD, University of California, Irvine Luis Elias, San Diego Universidad MA Urban Planning and Geography, Iberoamericana San Diego Brett Farrow, MArch, New School of Architecture and Design Wanda Dalla Costa, Los Angeles Wanda MArch, University of Calgary Daniela Deutsch, San Diego University of Darmstadt, Germany MArch, Tech. Digital Fabrication Lab Manager MArch, University of California, Los Angeles Oscar Corletto, Los Angeles Shop Master University BArch, Woodbury Frank Clementi, Los Angeles BArch, California State Polytechnic University, Pomona Matthew Corbitt, Los Angeles Kristin Byers, San Diego BArch, University of Arizona James E. Churchill, PE, San Diego MS, University of Massachusetts Architecture Angeles Biayna Bogosian, Los of Southern California PhD candidate, University Michael Burnett, San Diego University MArch RED, Woodbury Philipp Bosshart, San Diego Philipp Bosshart, San Institute of Architec MArch, Southern California University ture, MArchRED, Woodbury Los Angeles Berenika Boberska, the Bartlett School of Diploma in Architecture, Matthew C. Boomhower, San Diego C. Boomhower, Matthew West JD, California of Tennessee, BArch, University of Law ern School Architecture 20 Alvaro Zepeda, Los Angeles MArch, California State Polytechnic University, Pomona Thomas Mark Stanley, Los Angeles Los Stanley, Thomas Mark of Michigan Research, University MS Design Clark Stevens, Los Angeles MArch, Harvard University Angeles Alastair Stokes, Los MArch, Princeton University John Sturla, San Diego State University BArch, California Polytechnic Los Angeles Elizabeth Timme, MArch, Harvard University Cleve, Los Angeles Christi Van MArch, Harvard University Los Angeles Yeh, Yi-Hsiu of Architecture MArch, Southern California Institute 2015-2016 Course Catalog 2015-2016 Course Armistead Smith MS Arch RED, San Diego Director, BArch, University of Virginia Patrick Shields, San Diego MArch, Southern California Institute of Architecture Koje Shoraka, Los Angeles MS, Michigan State University David Saborio, San Diego University MArch RED, Woodbury Jonathan Segal, San Diego BArch, University of Idaho BArch, University of Arizona Lloyd J. Russell, San Diego BArch, California Polytechnic State University Micah Rutenberg, Los Angeles MS Design Research, University of Michigan Catherine Roussel, Los Angeles Institute MA, International Policy Studies, Monterey of International Studies William Roschen, Los Angeles Deborah Richmond, Los Angeles MArch, University of Minnesota Rinehart, San Diego Todd MArch, Montana State University MA Urban Planning, UCLA MA Urban Planning, Rene Peralta, San Diego of Architecture BArch, New School Christopher Puzio, San Diego MArch, Cranbrook Academy of Art MArch, University of California, Berkeley MArch, University of San Diego Nathan Moeder, Diego BA, University of San San Diego Gregorio Ortiz-Munoz, Michael McDonald, Los Angeles Michael McDonald, Institute of Architecture California MArch, Southern Diego Salvador Medina, San Architecture 21 5 M 3 M 6 M 3 M 3 M 6 M 0 M 1 M 4 M 3 M 6 M 3 M 3 M 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE (Students must complete 160 Design Studio 2B: Design Studio Site Orders 1: Professional Practice Documentation & Codes Architecture 2 World Physics for Architects Public Speaking Design Studio 3B: Structure, Systems, Space and Form Architecture Portfolio Review Portfolio (recommended) Structures 2 Environmental Systems Social Science course Design Studio 3A: House and Housing Theory of Architecture Structures 1 Ethical Systems Design Studio 4A: Comprehensive Design Systems Integration Contemporary Issues: Practice and Theory Social Science Course ______PHYS 243 ______PHIL 210 ARCH 283 ARCH 250 ARCH 268 ARCH 327 ARCH 425 ARCH 384 ARCH 383 ARCH 330 ARCH 326 COMM 120 ARCH 487 ARCH 464 ARCH 366 Spring Semester Experience Work architect hours of work experience with a licensed or allied professional) YEAR FOURTH Fall Semester Spring Semester THIRD YEAR Fall Semester ARCH 2743 53 160 4 M 3 M 4 M 3 M 5 M 3 M 3 M 3 GE 3 GE 1 UE 3 GE 3 GE 3 GE 3 GE 3 GE 1 GE 3 GE 10 Design Studio 1A: Principles & Processes, Bodies and Objects Design Communication 1 I Academic Writing Interdisciplinary core Intermediate Algebra Unrestricted elective Design Studio 1B: Natural Tendencies Design Communication 2 College Algebra II Academic Writing Information Theory and Practice History of Contemporary Art Design Studio 2A: Program and Space Materials and Methods Architecture 1 World w/Descriptive Trigonometry Geometry Environmental Studies 97 ______LSCI 105 Units INDS 1__ WRIT 111 WRIT 112 ENVT 220 ARCH 114 ARCH 182 ARTH 205 ARTH ARCH 183 ARCH 211 ARCH 281 ARCH 267 ARCH 243 MATH 149 MATH MATH 249 MATH MATH 251 MATH 2015-2016 Course Catalog 2015-2016 Course SECOND YEAR SECOND Fall Semester Spring Semester SUGGESTED SEQUENCE OF COURSES OF SUGGESTED SEQUENCE FIRST YEAR Fall Semester (BArch) Degree Degree (BArch) Major (M) Learning (GE) General Education/Integrative (UE) Unrestricted electives hours required Minimum semester work experience required Minimum 160 hours Curriculum Summary Curriculum CURRICULUM MAJOR ARCHITECTURE Architecture the Bachelor of Leading to Architecture - - - - 22 - - - receive regular, rigorous, and critical feedback, in rigorous, and critical feedback, receive regular, small groups, larger groups, and via individual desk critiques; they also learn to provide rigorous and critical feedback to their peers as well as to their own progress and process. The final two years of the program ask the student The final two years of the program ask kind of studio to make individual choices about the through and seminar work s/he engages in, moving 487 Design a comprehensive design studio (ARCH intensive Studio 4A: Comprehensive Design), an Practice 2), research project (ARCH 448 Professional the focus of and culminating in a degree project, ARCH which is largely determined by the student. track, 448 serves as capstone to the critical thinking for and ARCH 492 Degree Project is the capstone of program demonstrating mastery and integration the third- learning outcomes in one project. Like proj both advanced capstone year portfolio review, learning ects are summative measures of student but also allow the faculty to gauge the effective ness of the advanced curriculum and the extent to which the advanced work builds on and integrates the core. In addition to the summative assessment of student learning outcomes at the major milestones (third- year portfolio, ARCH 448 research, degree project), formative assessment occurs within each studio and studio Architecture’s is the foundation of Woodbury education. As they develop their projects, students adapted to standards the Architecture faculty sets faculty standards the Architecture adapted to also engages in contin The faculty for achievement. the program, of of the effectiveness ual assessment its sequence. As we strive the curriculum, and learning goals and teaching and for ever-higher to national architec demonstrate our commitment we identify key points tural education standards, of the the effectiveness at which we can measure student progress toward the curriculum through five tracks of mastery. two major parts, core and ad The curriculum has at the end of each demon vanced, with a capstone student learning. The portfolio strating summative whether review at the end of third year measures developed skills, knowl a student has sufficiently edge, and the capacity to engage in advanced gives faculty It also architectural design inquiry. of the core the opportunity to review the efficacy curriculum. 3 3 1 1 1 1 1 3 3 3 6 6 M 3 M 6 M 3 M 6 M 3 M 3 GE 3 UE 3 GE 3 GE - 3 UE 3 UE - Design, Animation & Simulation in Digital Envir. Fictional Cartographies Urban Environment: Foreign Study Foreign Study Summer Studio Digital Media Object Making Digital Fabrication Profession and Practice Software Workshop Portfolio Workshop Drawing and Making Workshop Contemporary Topics Professional Practice 2 General Education/Integra tive Learning elective Unrestricted elective Design Studio 5A: Design Studio 4B: Design Studio Urban Design Urban Design Theory General Education/Integrative Learning Elective Interdisciplinary Seminar Degree Project Professional Practice 3 Unrestricted elective Unrestricted elective ______ARCH 375 ARCH 475 ARCH 351 ARCH 352 ARCH 212 ARCH 269 ____3______3___ ARCH 2743 ARCH 2744 ARCH 2740 ARCH 2741 ARCH 2742 ARCH 491 ARCH 448 ARCH 489 ARCH 334 ARCH 492 ARCH 450 2015-2016 Course Catalog 2015-2016 Course gram assesses individual student learning in each project and for each course, following grading guidelines established across the university and Assessment Process The faculty in the Bachelor of Architecture pro ARCHITECTURE ELECTIVE COURSES ELECTIVE ARCHITECTURE Spring Semester FIFTH YEAR Fall Semester Spring Semester Architecture - - - - 23 ------Portfolio Review. Students are strongly recommend Portfolio Review. ed to enroll in the one-unit portfolio workshop concurrently with 3B. Portfolio format specifications are discussed in this workshop; at a minimum, each project in the portfolio must be identified with project name, a statement on the intent of the proj and instructor name. ect, course number, and professionalism. Woodbury architecture stu and professionalism. Woodbury portfo dents are required to maintain an updated design studio lio that presents their work from each Students are encouraged completed at Woodbury. in archi to include work from supporting courses of the tecture and general education. The intent achieve portfolio is to demonstrate progress and ment in the five tracks of mastery. for ad A portfolio review may also be required courses or vising purposes, admission to special programs, or for special petitions. Portfolio Third-Year at the Architecture faculty reviews the portfolio end of the third year to assess whether the student developed the five tracks of mastery has sufficiently to proceed to the advanced curriculum. Passing Portfolio Review is a prerequisite the Third-Year for ARCH 487, Design Studio 4A: Comprehensive Design. Students who fail the portfolio review are required to fulfill the recommendations of the port folio review board, and may be required to repeat at least one previous studio before they resubmit their portfolio. No student may advance in the curriculum without having passed the Third-Year Public Gallery Reviews Public Gallery in a group gallery. present their work Students guests make a passive and invited Peers, instructors, observing the overall the gallery, first pass through then engage individual stu output of the group, about their work and dents in active conversation to the body of work on display. how it contributes their design ideas exist in and Students learn that intellectual, aes a context that has physical, affect value. thetic, social, and historical LEARNING OF RESULTS Portfolio Although portfolios are not portfolio: Transfer they required for admission to the BArch program, students are required for placement of transfer review eval once admitted. The transfer portfolio uates the extent to which students demonstrate outcomes: achievement in the program learning critical thinking, design, building, representation, ------2015-2016 Course Catalog 2015-2016 Course solution or additional work that might be done in remarks are any of the five areas noted. The jury’s future work, intended to influence the student’s not merely as judgment of the current work. allied professionals, and other design educators—at com The jury’s the end of a project or semester. ments are both summative and formative; they evaluate the work before them for research and analysis, development of idea or belief, rigor and completion, clarity and resolve, and skill and craft, but they also suggest other approaches to the dents with intermediate feedback that contributes to product development. Reviews with Jury Public Project Students present their work publicly to their peers, instructor(s) and invited guests—often architects, Lecture/Seminar Multi-step Projects Lecture/Seminar pro Many lectures and seminars require iterative a written cesses to develop a final product, whether a presentation, a multimedia analysis, or a paper, instructor construction. The iterations provide the with a gauge of student progress and provide stu Student and instructor meet one-on-one at the Student and instructor meet one-on-one and desk to review progress in the project student’s to discuss direction for continued development. new ideas, Students learn to work quickly to test and to to manifest their ideas in multiple media, evaluate the content of criticism. oping these points in their own projects, students oping these points in their own projects, skills develop critical thinking and communication to oth by providing relevant and cogent responses er solutions and ways of working. Studio Individual Desk Critique mensional, writing, speaking, etc.—are used. Stu mensional, writing, to manifest a response to this dents are expected iteration of the project. feedback in the next Studio or Seminar Peer Critiques for feed Students present their work to each other to devel back on the same five points. In addition other students and the instructor for feedback on other students and (2) development of an (1) research and analysis; rigor and intermediate idea or belief; (3) process movement toward clarity of step completion; (4) issue; and (5) the skill and craft idea or resolution of three-di with which all media—two-dimensional, Formative assessment processes for student learning for student learning assessment processes Formative include: Critiques Seminar Small Group Studio or work to a group including Students present their Architecture - - 24 - - - - - Students may substitute two upper-division mini Students may substitute two upper-division design studios for ARCH 491, Design Studio 5A: No more than one Advanced Contemporary Topics. Digital Studio (ADS) can be used in the substitu archive of student work demonstrating that the archive of student work demonstrating curriculum engages the student performance its collateral criteria established by the NAAB and may be used organizations. Archived student work and for for assessment and accreditation purposes the support of teaching/learning. Standards Academic Design Studio Academic Standards grade point Students must maintain a cumulative consecutive average of 2.0 or higher for every two the design design studios in order to continue in GPA studio sequence. A student whose two-studio two stu drops below 2.0 must repeat one of those prior GPA dios as necessary to achieve the minimum to enrollment in the succeeding studio. Studio Requirements Upper-Division Every architecture student must satisfy the fol studios prior to tak lowing three upper-division ing ARCH 492, Degree Project, with at least one of those studios taken in a regular fifteen-week semester: ARCH 487, Design Studio 4A: Comprehen sive Design; ARCH 489, Design Studio 4B: Urbanism; and ARCH 491, Design Studio 5A: Contemporary Topics. generated in the review of student work stimulate work stimulate in the review of student generated students, and continuing graduating our faculty, levels of achievement, imagine greater students to The Degree academically. architecturally and the quality of Wood Project reviews promote nationally, regionally, School of Architecture bury’s launching our graduates into and internationally, positions and the best graduate highly competitive new faculty for the quality of the schools, attracting debate, and setting the program and intellectual students. Degree for our continuing bar ever-higher awarded in each of the five Project honors are thinking, design, building, tracks of mastery: critical professionalism. representation, and Archives Architecture student The university reserves the right to retain of Archi work for archival purposes. The School tecture is required by the National Architectural a current Accrediting Board (NAAB) to maintain ------2015-2016 Course Catalog 2015-2016 Course the reviews to observe the culmination of their students’ undergraduate education. The debates retical research and positioning, and their ability to integrate site, program, and other design issues in a self-initiated architectural design project, through a rigorous level of highly resolved work. The degree project reviews are our most public display of learn ing outcomes; guest critics are highly recognized in professional and academic realms. Families attend library. Reviews Project ARCH 492 Degree The degree project serves as a capstone of student learning and achievement of the five tracks of mas Students demonstrate the application of theo tery. The intense, sustained research and analysis of The intense, sustained research and analysis by ARCH 448, Professional Practice 2, is manifested The books each student in a self-published book. in a gallery are displayed at the end of the semester their during which students also present review, books proposals for a degree project. The best from each fall are duplicated and catalogued in the the whole class by their peers. Guests representing the whole class by their peers. Guests non-archi Woodbury’s administration, Woodbury’s community are and the professional tecture faculty, discussion. invited to join in the celebration and Book Preparation Project ARCH 448 Degree architecture itself, and on their future. The Grand architecture itself, and on their future. at Critique is an all-school meeting, so students curriculum, all levels, and faculty from across the and the engage in this dialog about architecture by high program. The three students are chosen faculty choice, and from among est overall GPA, Grand Critique three members year, fifth In the fall of students’ prepare and present the work of the class publicly education. they have produced in their architectural education, on They reflect on the meaning of that and larger implications for architectural education professional development, 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. Public Studio Reviews Public Studio This is always public. of studio projects The review students to model purposes: it asks serves two verbal, written) for their own presentations (visual, Architecture

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- - - has a minimum studio GPA of 3.0 for the first has a minimum studio GPA two years of study; the first of 3.0 for has a minimum overall GPA two years of study; has passed all required classes through the sec ond year of the curriculum; the student must meet with the department chair or associate dean to discuss the academic plan and must sign a fast track contract outlining those plans. required GPA, continue to meet curriculum re continue to meet curriculum required GPA, the and pass quirements through the third year, after which the student takes an portfolio review, urban studio (ARCH 4931 or ARCH upper-division 475) in the summer. history in these highly charged urban settings. history in these highly charged urban as well These and other travel/study opportunities, univer as formal exchange programs with select for our sities, provide a broad menu of choices students. Fast Track a fast An architecture student may opt to begin by attending track on the five-year BArch program contemporary topics ARCH 4932, an upper-division of studio, in the summer following the completion if the student the second-year of the program only satisfies the following requirements: • • • • The fast-tracking student must maintain the Work Experience Work of for the Bachelor candidates Prior to graduation, of 160 hours degree must complete Architecture architect or allied of an approved work in the office experience must be accom professional. The work of the second year and plished after the completion With the year. of the fifth prior to the completion the highest level of excellence aim of maintaining students are encouraged in course work, full-time twenty hours per week. to work no more than Programs and Travel Study Abroad a number offers School of Architecture Woodbury travel and study both within the of opportunities to short trips United States and overseas, ranging from American to South and Central America and the in Nanjing, Southwest, to summer semesters abroad cities. The Barcelona, Rome, Berlin, Paris, and other full-credit studio summer abroad programs offer design, and and lecture classes exploring theory, - - 2015-2016 Course Catalog 2015-2016 Course off-campus interview opportunities, alumni connec off-campus tions, and employer outreach in the U.S. Woodbury’s Career Development Office offers 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 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. LEARNING SPECIAL OPPORTUNITIES/REQUIREMENTS dismissal from the program. Repeated Courses the purpose A student may remediate a course for the student of improving their grade. However, in which only has one chance to repeat a course they received a passing grade. If no passing grade earns a GPA below 2.0 in three semesters, which earns a GPA dismissal from need not be consecutive, is subject to the program. with a 2.0 or A student who does not pass a studio is subject to better after enrolling in it three times policy. The policy is reviewed and revised at the The policy is reviewed and policy. close of each spring semester. Policy Satisfactory Progress Students are expected to maintain satisfactory who progress in the BArch program. A student Studio Culture Policy Studio Culture Policy describes norms and The Studio Culture and faculty conduct in the expectations for student 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 take a mini-studio that will count towards half take a mini-studio cannot be concurrently of Studio 5A. Students that will count towards enrolled in a mini-studio minis do a full studio. Two half of Studio 5A and that students take a not satisfy the requirement division studio. six-unit upper fifteen-week, tion. The grade earned in each of the mini studios of the mini studios grade earned in each tion. The be “C” (2.0) or better. substitution must used in the studios at Woodbury must complete four Students for 5A before they can as well as the prerequisites Architecture - - - 26 - - - -

Various skills used in two- and three-dimensional Various methods of representation employing digital media are introduced, with an emphasis on their use as design tools that merge traditional and electronic techniques. Studio. Prerequisite: ARCH 114, Design Communication 1. Fundamental principles and processes 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 are stud verbal, written, and graphic presentation as ied through both abstract and representational Studio. signments using various means and media. Prerequisite: none. Studio 1B: 183 Design ARCH Natural Tendencies 4 UNITS body is The relationship of architecture to the of essen developed further with an exploration tial architectural principles as they relate to a fundamental understanding of natural elements and human tendencies. Projects introduce scale, enclosure, architectural elements, spatial expres sion, and program as form-givers. An emphasis is placed on section, three-dimensional modeling, and orthographic documentation and writing. Studio. Prerequisite: none. 2 211 Design Communication ARCH 3 UNITS Students are responsible for their own email and their own email and are responsible for Students accounts are set Student computer ISP accounts. the IT department. up through COURSES ARCHITECTURE 1 114 Design Communication ARCH 3 UNITS used in two- and three-di drawing skills Various and media of representation mensional methods of perception, technique, are introduced. Methods evaluation and presentation composition, critical representational assignments. are studied through on orthographic projection and Emphasis is placed constructed hard line-drawing documentation and Prereq techniques. Equivalent to ARIA 114. Studio. uisite: none. Studio 1A: 182 Design ARCH and Object Bodies and Processes, Principles 4 UNITS ------

through successful completion of their course work, including the courses identified above. Proficiency in graphic composition and desktop Proficiency in graphic composition and the third- publishing, as demonstrated through the year gateway portfolio (ARCH 384) and books Professional Practice 2 pre-design research in the (ARCH 448). Media literacy is embedded students curriculum at all levels, and architecture are expected to demonstrate these proficiencies Proficiency in computer-aided design, as demon Proficiency in computer-aided of ARCH strated through successful completion course 211 or an approved equivalent transfer the gate and pre-admittance portfolio review, stu way portfolio review in ARCH 384, and dio-specific presentation requirements. Proficiency in word-processing, as demonstrated Proficiency in word-processing, as demonstrated at all studio levels through research assignments or .pdf files and essays that are submitted as .doc in (specific examples can be found in assignments 267, ARCH ARCH 182, ARCH 183, ARCH 243, ARCH 268, ARCH 448). appropriate equivalent to LSCI 105, Information appropriate equivalent and as practiced at all studio Theory and Practice, courses through levels and in all history/theory of database use and bibliographic documentation examples citation of web-based sources (specific 183, ARCH can be found in assignments in ARCH ARCH 448). 243, ARCH 267, ARCH 268, ARCH 330, Proficiency in email, as demonstrated through Proficiency in email, with school administra regular communication tion and course instructors. research, as demonstrated Proficiency in internet completion or transfer of an through successful 2015-2016 Course Catalog 2015-2016 Course becoming an architect. Students should, in turn, anticipate spending a minimum of $1500 in initial set-up and at least $500 each additional term. in technologies—from basic analog tools to cut ting-edge computational devices. Upon admission, students will be provided with a recommended purchase list that outlines the incoming resource expectations; students should expect additions to These purchases constitute those lists each semester. a substantial, but cumulative, investment towards STUDENT COMPUTER AND OTHER AND OTHER STUDENT COMPUTER REQUIREMENTS EQUIPMENT The study of architecture requires investments • • • • • COMPUTER LITERACY REQUIREMENTS REQUIREMENTS LITERACY COMPUTER to its graduates of Architecture requires The School of representation in the current media be literate and communication. Architecture - - - - 27 - - - - - Studio. Pass / Fail. Workshop 2743 Portfolio ARCH 1 UNIT students practice com In the Portfolio Workshop, municating the outcomes of their core architec of furnishings and fixtures utilizing 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, technology come familiar with digital fabrication Each and practice techniques of digital fabrication. Studio. Pass / course is repeatable twice for credit. Fail. and Practice 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. Workshop 2742 Software ARCH 1 UNIT students become famil In the Software Workshop, iar with a specific software platform and its appli cations. Each course is repeatable twice for credit. and the design of entire cities. Equivalent to INAR Equivalent to INAR of entire cities. and the design I, Ancient-1800. Architecture History 164, Interior INDS 10x. Lecture. Prerequisite: II Architecture World 268 ARCH 3 UNITS of architecture, urban Histories and theories and surveyed in Western ism, and interiors are to the present. societies from 1900 non-Western is on the formal, aesthetic, The focus of this course dimensions of modern cultural, and socio-political are developed into historiographies ism. Different toward understanding modern various approaches contexts, including but not architecture in its varied limited to Marxist, Feminist, and Psychoanalytic. Lecture. Prerequisite: INDS 10x. Making 269 Object ARCH 3 UNITS the making An exploration of craft techniques in ------

2015-2016 Course Catalog 2015-2016 Course pline with components ranging from the artifacts of everyday life and ritual, to building traditions and practices, to the larger forces of geography non-Western societies. This course traces history non-Western with a process of focused explorations into diverse cultures, geographies, and places that examines many layers of historical time. When considered to under these explorations contribute to an gether, standing of architecture as a deeply bound disci Design Studio 1B: Natural Tendencies. I Architecture World 267 ARCH 3 UNITS Survey of history and theory of architecture and design spanning a chronological period from pre and history to the nineteenth century in Western study of energy, accessibility, egress, and life-safety. and life-safety. egress, accessibility, study of energy, based The development of project documentation on tech on local codes is studied, with an emphasis organization, nical documentation, drawing format and outline specifications. Lecture. Prerequisites: ARCH 211, Design Communication 2 and ARCH 183, and Objects. 1: Practice 250 Professional ARCH Documentation and Codes 3 UNITS architecture Legal codes and regulations that affect a and influence design are reviewed, including porary methods of construction and detailing, 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, ARCH 243 Materials and Methods 243 Materials ARCH 3 UNITS steel, con masonry, Each major material—wood, crete, and glass—is placed within a fundamental evolution, context of physical properties, historical sustainable design, contem structural behavior, on the Windows platform (Autocad, 3D StudioMax, on the Windows platform and Maya). The class explores Photoshop, Rhino, to and places emphasis on the issues relating three-dimensionally in working and communicating Studio. Prerequisite: ARCH a digital environment. 2. 211, Design Communication ARCH 212 Digital Media ARCH 3 UNITS of and methods to the principles An introduction and visualization applications computer modeling Architecture - - - 28 - - - - designing in the digital environment. Using a series of small projects and exercises, students explore new ways to conceive, represent, rationalize, and communicate design, space, and objects. Studio. Prerequisite: ARCH 211, Design Communication 2 or ARCH 468, Digital Media. 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 Design Theory 334 Urban ARCH 3 UNITS formal issues Cultural, sociological, contextual, and contem of urbanism and their influence on the course porary design of cities are studied. The architecture, investigates the relationship between Em landscape architecture, and urban planning. 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. 351 Design, Animation, and Simulation in the ARCH Digital Environment 3 UNITS The course explores the possibilities and pitfalls of of forces and stresses on trusses, beams, columns, beams, columns, and stresses on trusses, of forces are presented. determinate structures and statically behavior of structures include equilibrium, 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 PHYS 243, Physics for Architects. and tive Geometry, 2 327 Structures ARCH 4 UNITS and design is studied with Structural analysis steel structures, including respect to wood and flexural members, columns, tension, compression, 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. Architecture of 330 Theory ARCH - - 2015-2016 Course Catalog 2015-2016 Course ARCH 326 Structures 1 326 Structures ARCH 3 UNITS Fundamental architectural structures, forces, force systems, and resultants are introduced. Concepts eration the individual’s level in the program. This eration the individual’s course can substitute for or remediate one design studio from the previous studio sequence (ARCH 281, ARCH 283). Studio. Prerequisite: Permission of the chair. 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 the relationship between program and external the relationship between program and of adjacencies context. Projects focus on influences of and environment, through the development energy clear systems of movement, space, structure, and daylight. Studio. Prerequisite: ARCH efficiency, 183, Design Studio 1B: Natural Tendencies. ARCH 283 Design Studio 2B: Site Orders Studio 2B: Site 283 Design ARCH 5 UNITS and Natural and urban site orders are explored mapping analyzed using writing, photography, and and sectional studies to develop site planning given to building design with special emphasis materiality, finish, structure, and 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 281 Design Studio 2A: Program and Space 281 Design Studio 2A: Program ARCH 5 UNITS study is made of everyday An in-depth analytical through domestic, work, and recreational rituals an emphasis with written research and case study, through on spatial accommodation of program ARCH 2744 Drawing and Making Workshop and Making 2744 Drawing ARCH 1 UNIT students Workshop, In a Drawing and Making of drawing and/or making. Each develop techniques twice for credit. Studio. Pass / course is repeatable Fail. ture education and produce a portfolio for faculty a portfolio for faculty and produce ture education twice for credit. is repeatable Each course review. / Fail. Studio. Pass Architecture - - - 29 ------an architectural project are studied. The theoreti cal and practical context for the degree project is researched and developed. Along with the comple tion of a substantiated written position of intent, a project site is selected, program written, and design methodology articulated. Lecture. Prerequisites: ARCH 250, Professional Practice 1 and ARCH 330, Theory of Architecture. course can substitute for or remediate 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 and active Human comfort, climate analysis, passive and systems, heating and cooling, daylighting, with a special acoustics are reviewed. This survey, an un emphasis on sustainable design, provides appropriate derstanding of the basic principles and systems, application and performance of building sys including heating, cooling, and ventilation systems; tems; electrical and plumbing distribution 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. and 2: Research Practice 448 Professional ARCH Pre-Design 3 UNITS Theory and techniques for analyzing and integrat ing design methodologies, client or user needs, and site conditions into criteria for preparing for ARCH 384 Design Studio 3B: Structure, Systems, Systems, 3B: Structure, 384 Design Studio ARCH and Form Space 6 UNITS building systems, and codes Structure, technology, determinants, space makers, are explored as design this synthesis studio. Building ty and form-givers in structural systems, environmen pologies, long-span media are analyzed as tal systems, and electronic development. The studio has they relate to design component that includes a portfolio development Studio. Prerequisite: lectures and assignments. Studio 2B: Site Orders. ARCH 283, Design 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 - - - - -

2015-2016 Course Catalog 2015-2016 Course Studio 2A: Program and Space. traditional vs. non-traditional families. The studio focus is divided between the single-family dwelling and multiple-unit housing typologies. The course includes a sustainable materials and systems com ponent that includes lectures and written research assignments. Studio. Prerequisite: ARCH 281, Design 6 UNITS 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 vs. private space, community vs. the individual, and the urban environment of the host city historically the urban environment of the host city only once Course may be taken and typologically. Prerequisite: for degree credit. Lecture/Seminar. Instructor consent. 383 Design Studio 3A: House and Housing ARCH ARCH 375 Urban Environment: Foreign Study Foreign Environment: 375 Urban ARCH 3 UNITS this Using a foreign host city as the classroom, that contrib course examines the numerous factors source” Through “primary uted to shaping the city. examine experiences and readings, the students The theories and debates that are currently 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. visual topographies or representations that express visual topographies exploration. Studio. Prerequisite: the content of this Instructor consent. Practice Issues: 366 Contemporary ARCH and Theory 3 UNITS juxtaposition of image and word. The course intent juxtaposition of image by which we are trained is to question the methods and emotions and to reconnect to articulate ideas through making. The course the act of thinking critical discussion, charrettes utilizes lectures, film, as students develop and hands-on construction ARCH 352 Fictional Cartographies 352 Fictional ARCH 3 UNITS narratives, different is a forum where The course are explored through the identities, and histories Architecture - - - 30 - - This course can substitute for or remediate one design studio from the previous studio sequence (ARCH 487, ARCH 489, ARCH 491). Studio. Prerequi site: Permission of the chair. contemporary issues. The studio is open to both contemporary issues. The studio is open students. An equivalent fourth- and fifth-year ARCH 491, summer studio may be substituted for Studio. Design Studio 5A: Contemporary Topics. 3B: Structure, Prerequisite: ARCH 384, Design Studio Systems, Space and Form. Project 492 Degree ARCH 6 UNITS of the Students must demonstrate the application the ability to oretical research and positioning, plus issues in integrate site, program, and other design through a self-initiated architectural design project, resolved, a rigorous level of work which is clearly thinking, demonstrating a high degree of critical skill and craft. Studio. Prerequisites: ARCH 448, Pro fessional Practice 2: Research and Pre-Design; ARCH 491, Design Studio 5A: Contemporary Topics. Open Studio Year 493 Fourth ARCH 6 UNITS years in the design se Students from differing quence deal with common projects. The projects presented explore various degrees of complexity in the design response. Student evaluation takes into level in the program. consideration the individual’s ARCH 489 Design Studio 4B: Urbanism 489 Design Studio ARCH 6 UNITS leadership focuses on the architect’s This course regarding issues of growth, role in their community aesthetics through the study of development, and and practices related to urban design techniques A broad array of urban architecture and urbanism. strategies, building and space theories, tactics and infrastructure design, and types, landscape and are explored through politics and policy-making the private and public realms the dialectic between culture. The studio is open to of the diverse urban Studio. Prerequisite: students. fourth- and fifth-year Studio 3B: Structure, Systems, ARCH 384, Design Space and Form. Topics Studio 5A: Contemporary 491 Design ARCH 6 UNITS intent is to explore and test architec The studio’s special tural design as it relates to one or more - - - - - 2015-2016 Course Catalog 2015-2016 Course semester will be devoted to design development. Studio. Prerequisites: ARCH 384, Design Studio 3B: Structure, Systems, Space and Form; ARCH 326, Structures 1; and ARCH 425, Environmental Systems. Co-requisite: ARCH 464, Systems Integration. that includes the development of programmed space, demonstrating an understanding of structur al and environmental systems, life-safety provi sions, wall sections, building assemblies, and the The studio is open to principles of sustainability. students. The last half of the fourth- and fifth-year ARCH 384, Design Studio 3B: Structure, Systems, Space and Form. Design Comprehensive 4A: Studio Design 487 ARCH 6 UNITS Students produce a comprehensive architectural project based upon a building program and site city, employing existing buildings and sites within employing existing buildings city, is explored the city; the study of “new” and “old” materials, tectonically through program, structure, along and details. Design development is stressed, be taken with cultural/social concerns. Course may only once for degree credit. Studio. Prerequisite: Systems; and ARCH 326, Structures 1. Co-requi Systems; and ARCH 326, Structures 1. site: ARCH 487, Design Studio 4A: Comprehensive Design. Studio Summer Study 475 Foreign ARCH 6 UNITS studio occurs in a foreign host This upper-division envelope systems, construction technology, 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 and Theory; and ARCH 448, Professional Practice 2: and Theory; and ARCH Research and Pre-Design. Integration 464 Systems ARCH 3 UNITS of mate The interrelationships of the properties building rials, structures, environmental systems, are studied, including understanding the client role are studied, including preparation, an analysis in architecture, program professional contracts and of documents, services, and cost estimating, global fees, project budget ethics. Lecture. Prereq markets, and professional Contemporary Issues: Practice uisites: ARCH 366, ARCH 450 Professional Practice 3: Documents and 3: Documents Practice 450 Professional ARCH Administration Project 3 UNITS project and firm management Design delivery and Architecture 31 - - - 4 UNITS - 2015-2016 Course Catalog 2015-2016 Course an appropriate member of the faculty. 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. ate. Prerequisite: Instructor 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 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.

Architecture

Degree Project Degree 5B: Studio Design 492 ARCH

32 ** ARCH 450 Professional Practice 3 Practice Professional 450 ARCH

** ** ** ** ** ** **

ARCH 491 Design Studio 5A Studio Design 491 ARCH ARCH 464 Systems Integration Systems 464 ARCH YEAR 5

** ** ** ** ** ** ARCH 448 Professional Practice 2 Practice Professional 448 ARCH

** ** ARCH 489 Design Studio 4B Studio Design 489 ARCH

** ** ** ARCH 334 Urban Design Theory Design Urban 334 ARCH

** ARCH 487 Design Studio 4A Studio Design 487 ARCH

** ** ** YEAR 4

ARCH 366 Contemporary Issues Contemporary 366 ARCH ARCH 425 Environmental Systems Environmental 425 ARCH

** ** ARCH 384 Design Studio 3B Studio Design 384 ARCH D

E T 2 Structures 327 ARCH

A ** R 3A Studio Design 383 ARCH T

** YEAR 3 S N 1 Structures 326 ARCH

Entrepreneurship O M Architecture of Theory 330 ARCH

E 4 ** D 2B Studio Design 283 ARCH Y

** **

L L 1 Practice Professional 250 ARCH

** ** I R Methods and Materials 243 ARCH E ** **

T ARCH 268 World Architecture 2 Architecture World 268 ARCH YEAR 2 A

Civic Engagement M ARCH 281 Design Studio 2A Studio Design 281 ARCH

** **

ARCH 267 World Architecture 1 Architecture World 267 ARCH ARCH 183 Design Studio 1B Studio Design 183 ARCH

** ARCH 211 Design Communication 2 Communication Design 211 ARCH

** ARCH 182 Design Studio 1A Studio Design 182 ARCH YEAR 1

Transdisciplinarity Y Communication Skills Ability to read, write, speak, and listen effectively. T 1 Communication Design 114 ARCH I

2 L

B Accomplishment of Level Required

Ability to apply the basic principles of life-safety systems with an emphasis on egress Ability to Life Safety A MAJOR COURSES MAJOR Ability to effectively use basic architectural and environmental principles in design effectively Ability to Fundamental Design Skills Ability to work in collaboration with others and in multi-disciplinary teams to successfully complete design projects Collaboration and business planning, time management, risk management, mediation and arbitration, and recognizing trends that affect practice and business planning, time management, risk management, mediation and arbitration, and recognizing trends that affect Practice Management Understanding of the basic principles of architectural practice management such as financial management characterize different cultures and individuals and the implication of this diversity on the societal roles and responsibilities of architects characterize different components, and assemblies, based on their inherent characteristics and performance, including their environmental impact and reuse associated assemblies relative to fundamental performance, aesthetics, moisture transfer, durability, and energy and material resources durability, associated assemblies relative to fundamental performance, aesthetics, moisture transfer, Cultural Diversity Understanding of the diverse needs, values, behavioral norms, physical abilities, and social and spatial patterns that Design Thinking Life Safety Building Envelope Systems Understanding of the basic principles involved in the appropriate application of building envelope systems and Pre-Design Leadership Site Design Understanding of the relationship between human behavior, the natural environment and the design of the built environment Human Behavior Understanding of the relationship between human behavior, Ability to respond to site characteristics such as soil, topography, vegetation, and watershed in the development of a project design respond to site characteristics such as soil, topography, Ability to Site Design Building Materials & Assemblies Understanding of the basic principles utilized in the appropriate selection of construction materials, products, Building Materials & Accessibility Collaboration Sustainability indoor air quality, solar orientation, daylighting and artificial illumination, and acoustics; including the use of appropriate performance assessment tools indoor air quality, NAAB Criteria Understanding of the architect’s responsibility to the public and the client as determined by registration law, building codes and responsibility to the public and the client as determined by registration law, Legal Responsibilities Understanding of the architect’s regulations, professional service contracts, zoning and subdivision ordinances, environmental regulation, and historic preservation and accessibility laws 1 Understanding the principles of environmental systems’ design such as embodied energy, active and passive heating and cooling, as embodied energy, design such Environmental Systems Understanding the principles of environmental systems’ Human Behavior Applied Research Understanding the role of applied research in determining function, form, and systems and their impact on human conditions and behavior Cultural Diversity Applied Research Use of Precedents Ability to gather, assess, record, apply, and comparatively evaluate relevant information within architectural coursework and design processes and comparatively assess, record, apply, gather, Ability to Investigative Skills Investigative Skills Structural Systems Project Management Ability to design projects that optimize, conserve, or reuse natural and built resources, provide healthful environments for occupants/users, and reduce the Ability to Sustainability Practice Management environmental impacts of building construction and operations on future generations through means such as carbon-neutral design, bioclimatic design, and energy efficiency Communication Skills Legal Responsibilities Design Thinking Skills Ordering Systems Skills Understanding of the fundamentals of both natural and formal ordering systems and the capacity of each to inform two- and threedimensional design Comprehensive Design Project Management Understanding of the methods for competing for commissions, selecting consultants and assembling teams, and recommending project delivery methods Environmental Systems Ordering Systems Skills G Financial Considerations Technical Documentation Technical Building Service Systems Ability to design sites, facilities, and systems to provide independent and integrated use by individuals with physical (including mobility), sensory, and cognitive disabilities with physical (including mobility), sensory, Ability to design sites, facilities, and systems to provide independent and integrated use by individuals Accessibility Client Role in Architecture Client Role in N Fundamental Design Skills I Building Envelope Systems Visual Communication Skills Visual D regional, and national settings from the Eastern, Western, Northern, and Southern hemispheres in terms of their climatic, ecological, technological, socioeconomic, public health, and cultural factors Northern, and Southern hemispheres in terms of their climatic, ecological, regional, and national settings from the Eastern, Western, Understanding of the responsibility of the architect to elicit, understand, and reconcile the needs of the client, owner, user groups, and the public and community domains Architecture Understanding of the responsibility of the architect to elicit, understand, and reconcile the needs of the client, owner, Client Role in N of indigenous, vernacular, local, & Global Culture Understanding of parallel and divergent canons and traditions of architecture, landscape and urban design including examples of indigenous, vernacular, Historical Traditions Ethics & Professional Judgment Building Materials & Assemblies Building Materials & Ethics & Professional Judgment Understanding of the ethical issues involved in the formation of professional judgment regarding social, political and cultural issues in architectural design and practice A LEARNING OUTCOMES Understanding of the architect’s responsibility to work in the public interest, to respect historic resources, and to improve the quality of life for local and global neighbors Community & Social Responsibility Understanding of the architect’s of site conditions (including existing buildings), a review of the relevant laws and standards and assessment of their implications for the project, and a definition of site selection and design assessment criteria Ability to prepare a comprehensive program for an architectural project, such as preparing an assessment of client and user needs, an inventory of space and equipment requirements, an analysis Ability to Pre-Design Structural Systems Understanding the basic principles of structural behavior in withstanding gravity and lateral forces and the evolution, range, and appropriate application of contemporary structural systems Skills, Technical Documentation, Investigative Skills, Ordering Systems, Historical Traditions and Global Culture, Accessibility, Sustainability, Site Design, Life Safety, Environmental Systems, Structural Systems Site Design, Life Safety, Sustainability, Accessibility, and Global Culture, Traditions Ordering Systems, Historical Documentation, Investigative Skills, Technical Skills, T Community & Social Responsibility Leadership Understanding of the techniques and skills architects use to work collaboratively in the building design and construction process and on environmental, social, and aesthetic issues in their communities Ability to produce a comprehensive architectural project that demonstrates each student’s capacity to make design decisions across scales while integrating the following : Design Thinking capacity to make design decisions across scales while integrating the following : Design produce a comprehensive architectural project that demonstrates each student’s Ability to Comprehensive Design S Historical Traditions & Global Culture Historical Traditions (BArch) R Assuring Quality in Academic Ability to examine and comprehend the fundamental principles present in relevant precedents and to make choices regarding the incorporation of such principles into architecture and urban design projects Ability to Use of Precedents E g, electrical, vertical transportation, security, and fire protection systems Building Service Systems Understanding of the basic principles and appropriate application and performance of building service systems such as plumbing, electrical, vertical transportation, security, Ability to use appropriate representational media, such as traditional graphic and digital technology skills, to convey essential formal elements at each stage of the programming and design process Ability to Communication Skills Visual Ability to make technically clear drawings, write outline specifications, and prepare models illustrating and identifying the assembly of materials, systems, and components appropriate for a building design Ability to Documentation Technical D Architecture N U Ability to raise clear and precise questions, use abstract ideas to interpret information, consider diverse points of view, reach well-reasoned conclusions, and test alternative outcomes against relevant criteria and standards Design Thinking Skills Ability to raise clear and precise questions, use abstract ideas to interpret information, consider diverse points of view,

ibility, operational costs, and construction estimating with an emphasis on life-cycle cost accounting Financial Considerations Understanding of the fundamentals of building costs, such as acquisition costs, project financing and funding, financial feasibility,

8 9 1 2 3 4 5 6 7 6 7 8 9 1 2 3 4 5 2 3 4 5 6 7 8 9 1 11 11

10 12 10

Leadership and Practice and Leadership Critical Thinking and Representation and Thinking Critical UNIVERSITY PILLARS Knowledge and Skills Tech Practices, Building Integrated 9 1 3 5 7 6 8 1 2 3 4 6 8 9 2 4 5 7 9 1 2 3 4 5 6 7 8 11 11 10 10 12 CURRICULUM MAP CURRICULUM Bachelor of Architecture BArch Bachelor of 2015-2016 Course Catalog 2015-2016 Course Interior Architecture - - - - 33 - - - - critique, and develop interior spaces through the techniques of innovative building processes, as ev idenced through quantitative reasoning, systems integration, and production expertise. Students gain the ability to analyze, understand, 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, duce space that researches technique and effect in and effect duce space that researches technique building and order to develop new ways of seeing, designing. 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. • • • and residential Interior Design. 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. 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 - - - -

2015-2016 Course Catalog 2015-2016 Course Woodbury’s Interior Architecture program provides Woodbury’s the depth necessary to begin careers in corporate with appropriate building technology, 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. 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, 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, product design, furniture architecture commingle with the social sciences and provides students with the design, analytical, 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 as many who came before you have found. 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 department has produced 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 Christoph Korner, Chair 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 Interior Architecture Architecture Interior (BFA) Interior Architecture - - - - 34 - - FACULTY The faculty plays a crucial role in integrating academic studies with professional knowledge. Through their involvement in professional practices and critical understanding of contemporary design they provide invaluable learning experienc inquiry, es both in and outside of the classroom. The two-year professional Master of Architecture The two-year professional Master of Architecture four-year program is open to graduates with a or with an pre-professional architecture degree, The equivalent degree in architectural studies. three-year professional Master of Architecture in degree degree is for graduates with a bachelor’s designed any non-architecture program. Both are transforma to provide the foundation for a critical, a sum tive practice of architecture, and incorporate and expand mer of intensive fieldwork to challenge research and design perspective. each student’s the Master The two-year and three-year tracks of an education of Interior Architecture program offer and reinvents in critical spatial inquiry that elevates the discipline of interior architecture by mining and imagining human conditions in our built environ ment. In doing so, the program adds criticality to the profession, cultivating scholars, academics, and critics, while generating emerging and alternative professions. Graduate Bulletin for details. See the Woodbury GRADUATE PROGRAMS IN ARCHITECTURE ARCHITECTURE IN PROGRAMS GRADUATE ARCHITECTURE & INTERIOR programs graduate University offers Woodbury interior architecture for stu in architecture and undergraduate preparation. dents with diverse programs provide Our one-year post-professional students who already focused curricula allowing BArch, (NAAB-accredited degree professional a hold continue their architectural MArch, or DArch) to semesters, beginning studies for three intensive The San in the summer. in the fall and concluding of Science in Architecture with Diego-based Master Estate Development is led by an emphasis in Real Smith and Jona Ted renowned architect/developers of Science than Segal. The post-professional Master an emphasis in Architecture in Burbank/LA offers and Dry in Alternative Practice, Entrepreneurship, an offers Lands Design. The program in San Diego emphasis in Landscape and Urbanism. - - - in team activities. 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 2015-2016 Course Catalog 2015-2016 Course Angeles Forum for Architecture and Urban Design and Architecture for Humanity. Woodbury University’s Hollywood Outpost is University’s Woodbury located on Hollywood Boulevard in a storefront at the core of the historic redevelopment district. The Hollywood Outpost serves as a resource to both the School of Architecture and the public, providing vis exhibition and event space to students, faculty, itors, and community organizations such as the Los ture, urbanism and development; a lecture hall and gallery space; classrooms; a wood/metal shop; a digital fabrication lab; and computing facilities. OUTPOST HOLLYWOOD UNIVERSITY WOODBURY 6518 Hollywood Blvd., Los Angeles, CA 90028 full advantage of the opportunities present in this full advantage of the opportunities present region. The rapidly growing, complex, and diverse urgent and school draws from and responds to the The San often conflicting demands of the region. Diego facility houses a School of Architecture-only design studios curriculum in a complex composed of with 24-hour access; a library focused on architec SAN DIEGO FACILITY SAN DIEGO San Diego, CA 92113 2212 Main Street, 619.235.2900 issues of The social, political, and environmental architectural context on the San Diego area affect takes a transnational level. The San Diego facility specialized facilities, including a wood/metal shop, specialized facilities, including a wood/metal fabrication lab, a digital a materials resource library, 24-hour computing facilities, a render farm, and foot access to studios, including a 15,000-square architecture building. Situated on the Burbank/Los Angeles border, the Angeles border, Situated on the Burbank/Los draws from and responds to school continually conflicting demands of the the urgent and often Angeles facility takes full region. The Burbank/Los academic offerings, advantage of the university’s and library, student support services, comprehensive it offers residential campus life. At the same time, BURBANK/LOS ANGELES FACILITY BURBANK/LOS Burbank/Los Angeles, 7500 Glenoaks Boulevard, CA 91504-1052 818.252.5121 • Interior Architecture 3 4 35 71 50 - 128 3 M 3 M 3 M 3 M 3 M 3 GE 3 GE 3 GE 1 GE 3 GE 3 GE 1 GE Units Design Communication 1 Design Studio 1: 3D Design I I Academic Writing Interdisciplinary Course Intermediate Algebra to Woodbury Transition University Beginning Drawing Design Studio 2: 3D Design II Design Communication 2 Public Speaking II Academic Writing & Practice Theory Information 120 COMM INDS 1__ ARIA 114 INAR 105 WRIT 111 LSCI 105 MATH 149 MATH INAR 106 ARIA 115 WRIT 112 PPDV 1/2__ FOUN 101 INTERIOR ARCHITECTURE MAJOR MAJOR ARCHITECTURE INTERIOR CURRICULUM Degree Leading to the Bachelor of Fine Arts Major (M) Restricted Design Electives (RE/DES) (GE/IL) General Education/Integrative Learning Unrestricted Electives (UE) Minimum semester hours required COURSES OF SUGGESTED SEQUENCE FIRST YEAR Fall Semester Spring Semester Robert Kerr Technology Institute of MArch, Georgia Stallman Thomas Valle Institute of Architecture MArch, Southern California Stone Tracy Austin Texas, MArch, University of Grunsven Gregory Van Institute of Architecture MArch, Southern California Paola Vezzulli of Architec MDesR, Southern California Institute ture Summary Curriculum Assistant Professor Professor Visiting Assistant Professor Lecturer Professor TIME FACULTY - 2015-2016 Course Catalog 2015-2016 Course MA in Architecture, University of California, Los Angeles Michelle Paul MArch, Southern California Institute of Architecture Lara Hoad MA (RCA), Architecture, Royal College of Art, London Ali Jeevanjee MArch, Harvard University Dina Krunic Donatella Cusma Reggio Calabria, Italy Di Mediterranea MArch, Università Thurman Grant, RA BArch, University of Southern California Leigh Christy MArch, University of California, Berkeley Courtney Coffman Los Angeles MA in Architecture, University of California, Bojána Bányász of Architecture MArch, Southern California Institute Nina Briggs Los Angeles BArch, University of Southern California, Randall Stauffer, Randall Stauffer, MArch, University of California Berkeley ADJUNCT FACULTY Natasha Bajc of Architecture MArch, Southern California Institute Kristin King, BA, Kent State University Heather Peterson, of Architecture MArch, Southern California Institute FULL Annie Chu, City New York MS, Columbia University, Matthew Gillis, California, Los Angeles MArch, University of CHAIR Korner Christoph Los Angeles of California, MArch, University Interior Architecture - - - 36 - - - 2 M 5 M 1 M 2 M 5 M 3 GE 3 GE 3 GE 1 UE 3 RE/DES Construction Documents Design Studio 7: Narrative and Media Senior Project Research Ethical Systems Human Agency & Interior Spaces Professional Practice Senior Project Restricted Design Elective General Education Elective Unrestricted Elective ______3__ PHIL 210 INDS 340 INAR 454 INAR 451 INAR 480 INAR 482 INAR 483 project success, and faculty effectiveness. Faculty Critique Students receive regular and ongoing feedback by faculty to coach and monitor throughout the se Assessment Process strat Both formal and informal ongoing assessment stu egies help develop and systemically evaluate key learning dent performance and attainment of Curriculum outcomes in Interior Architecture. The and Map articulates four key learning outcomes measured respective levels of expertise—areas for and summa assessment that include both formative forms of tive benchmarks, and involve multiple vehicle to evaluation. These processes provide a continuous assure program quality and promote of teaching, the improvement in the effectiveness ongoing improvement of student work, and the design of the curriculum. ASSESSMENT FORMATIVE Jury Review Industry professionals review student work at the end of each semester in a public forum of critique and feedback. These reviews are attended by de and partment administration and selected faculty, their purpose is to provide direct feedback to the students for project improvement, as well as to pro vide an informal assessment of class performance, FOURTH YEAR FOURTH Fall Semester Spring Semester 3 M 4 M 3 M 3 M 4 M 3 M 3 M 2 M 4 M 3 M 3 M 3 M 3 M 3 GE 3 GE 3 GE 3 GE 3 GE 3 UE 3 GE 3 GE 3 GE (students must complete 128

Design Studio 3: IA Elements Design Studio 3: IA Space Planning Materials & Furnishings History I Interior Architecture Color Theory and Interaction Mathematics Course Building Systems & Codes Building Systems & Design Studio 4: Branding and Identity Design Communication 3 Interior Architecture History II Environmental Studies Tectonics 2: Detail Design Tectonics Lighting Design Design Studio 6: Community and Typology Social Science Course Art History Course Unrestricted Elective and Culture Contemporary IA History and Theories Introduction to Psychology Natural Science with a lab Tectonics 1: Material Logic Tectonics Design Studio 5: Dwelling ______INAR 207 INAR 252 INAR 256 INAR 164 INAR 258 INAR 328 ARIA 211 INAR 265 INAR 282 INAR 382 INAR 365 ARTH 2__ ARTH ENVT 220 MATH 2__ MATH INAR 259 FOUN 106 ______INAR 363 INAR 366 PSYC 200 2015-2016 Course Catalog 2015-2016 Course or allied professional) Spring Semester Work Experience Work hours of work experience with an interior designer THIRD YEAR Fall Semester Spring Semester SECOND YEAR SECOND Fall Semester Interior Architecture - 37 ------Students will develop comprehensive critical Students will develop comprehensive ap thinking skills necessary for multidisciplinary with proaches to problem-solving issues dealing interior environments. learning The program will provide students with values, experiences that incorporate professional professional practices, and business procedures. a way of Students will develop design skills as researching and solving problems. set of Students will develop a comprehensive regard skills that focus on design problems with spaces. to the human inhabitation of interior Students will develop quantifiable visual, verbal, and oral communication skills necessary to ex press research, analysis, and expression of design solutions. Students will develop skills necessary for under standing and representing the technical art and regulations of building and designing interior spaces. INAR 483, Senior Capstone Projects – Seniors INAR 483, Senior Capstone sional degree. Students are required to maintain a grade point average of “C” (2.0) or higher for any two consecutive design studios in order to continue in the design studio sequence. A student whose two-stu one of these drops below 2.0 must repeat dio GPA two studios as necessary to achieve the minimum GPA prior to enrollment in the succeeding studio. strengths and weaknesses of the curriculum. LEARNING OF RESULTS • • • • • • STANDARDS ACADEMIC Below average work is not acceptable for a profes project. In the future, there are plans to develop are plans to develop the future, there project. In allow faculty not rubric that will an assessment to assess the senior the course the ability teaching provide an assessment tool for projects. This would faculty the opportunity to the program. Allowing are developing provides see what projects students strengths and weak program’s an insight into the nesses. • project during their final develop a comprehensive Students present their semester in the program. forum attended by outside projects in a public members from the School professionals and faculty de of Architecture and the Interior Architecture further partment. The IA department is developing Developing opportunities for project assessments. prior to a review of the projects during the week present can commencement without the students overall provide an opportunity to evaluate the ------– In prepa INAR 482, Senior Project Seminar INAR 482, Senior Project 2015-2016 Course Catalog 2015-2016 Course ration for entry into the senior capstone project, students must successfully complete the Senior Proj is for The main objective of this course ect Seminar. students to develop a proposal worthy of a senior process provides an opportunity to holistically assess the program from multiple perspectives and make any necessary improvements in policies, procedures, curriculum, or staff. Capstone Assessment • SUMMATIVE ASSESSMENT SUMMATIVE Accreditation Program The program, including a review of student learn ing outcomes, is evaluated through a comprehen sive subject-specific self-study produced for the Na tional Association of Schools of Art and Design. The to assure they have overcome previous deficiencies to assure they have overcome previous Students and met the competency requirements. a total of may only submit their portfolio for review recom two additional times. Students are strongly elective mended to enroll in the one-unit portfolio due. the semester before their portfolio is In the event that students do not pass the portfolio In the event that students do not pass or they may be required to address design review, or more courses technical deficiencies by taking one board. Upon recommended by the portfolio review courses, completion of the required course or portfolios students are required to resubmit their students. Students are assessed on key learning students. Students are assessed on key and WASC outcomes derived from CIDA, NASAD, is a prereq standards. Passing the portfolio review and uisite for INAR 363, Design Studio 5: Dwelling Culture. Portfolio Review progress portfolio at the end Students produce a of study to document their of their second year acts as a gatekeeper for entry progress. The review studios. The review pro into the upper-division analyze, and communicate cess is used to review, faculty and the results of each evaluation to both Peer Feedback group reviews in studios Class critique and small direct peer feedback on their provide students with in developing standards of work and assist students critical judgment. mester. This in-class assessment provides students an provides students an assessment This in-class mester. improvement of their for continuous opportunity process. the development projects during Interior Architecture - - 38 - - - -

the student has a minimum studio GPA of 3.0 for the student has a minimum studio GPA their first year of study; of 3.0 for the student has a minimum overall GPA their first year of study; the student has passed all required classes through the first year of the curriculum, and has completed a majority of the required general education electives. track program must meet with the chair of the department for an interview and detailed advising participa session prior to required chair-approved tion. ment in IIDA Southern California professional ment in IIDA Southern California professional chapter events. Fast Track to begin a Interior Architecture students may opt in Interior Architec BFA fast track on the four-year the summer ture program by enrolling in INAR 2881 program. In or after attending the first year of the the following der to fast track, students must satisfy requirements: • • • The fast-tracking student must maintain the curriculum and continue to meet required GPA which after requirements through the second year, the student takes INAR 3880 during the second summer of enrollment in the program. All students interested in participating in the fast overseas, ranging from short trips to South and trips to South and ranging from short overseas, to Southwest, and the American Central America Rome, Ber term abroad in Barcelona, a summer or Paris. The Semester Abroad lin, China, Tahiti, and lecture classes full-credit studio programs offer design, and history in these highly exploring theory, These and other travel/ charged urban settings. as well as student exchanges, study opportunities, of choices for students. provide a broad menu and Student Professional Co-Curricular Organizations professional organizations that IIDA and ASID are available. Becoming a have student memberships provides student member of these organizations opportunities. you with scholarship and networking IIDA cam Interior Architecture students have an The campus center provides students a pus center. and vehicle for involvement in student leadership and involve activities about Interior Architecture - - - - - 2015-2016 Course Catalog 2015-2016 Course Woodbury offers a number of opportunities to offers Woodbury travel and study both within the United States and indicate the responsibilities you had at the firm, the number of hours you worked for the firm, and an assessment of how well you executed your job responsibilities. This letter is to be sent to the chair of the department. Study Abroad tial employment opportunities. It is recommended that you get verbal confirmation for the firm you are planning to work for to make sure it meets these requirements. Once you have completed your hours, you must ask your immediate supervisor for letterhead. The letter should a letter on the firm’s filled at one place. It is recommended that you use filled at one place. It is recommended types this work experience to try several different idea of the of work experience, to give you a better upon grad type of job you would be interested in provides uation. The Career Development Office and the referral services for potential employers chair will often send out emails with other poten All interior architecture students are required to All interior architecture students are This is not an fulfill 128 hours of work experience. must internship requirement for credit. Students or find a job in an interior design, architecture, a minimum of other allied design firm and work for to be ful 128 hours. All of these hours do not need to help students connect with employers through to help students connect with employers on- or internship postings, resume collections, interview opportunities, alumni connec off-campus tions, and employer outreach in the U.S. Experience Work SPECIAL LEARNING OPPORTUNITIES/REQUIREMENTS SPECIAL a offers Career Development Office Woodbury’s services, and resources to assist variety of programs, intern students in exploring careers and securing works with students one-on-one ships. The staff strategies to develop successful internship search not be consecutive, is subject to dismissal from the not be consecutive, program. not pass a studio with a 2.0 or A student who does in it three times is subject to better after enrolling program. dismissal from the Satisfactory Progress Policy Progress Satisfactory satisfactory are expected to maintain Students A student who earns program. the BFA progress in in three semesters, which need below 2.0 a GPA Interior Architecture - - - 39 ------Proficiency in graphic composition and desktop and desktop in graphic composition Proficiency through the success as demonstrated publishing, and pre-admittance of INAR 106 ful completion portfolio review the gateway portfolio review, upper division studio-specific into INAR 363, and projection, axono presentation requirements: which are developed metrics, and perspectives, in INAR 105, Design Studio 1. from skills learned and introduction of Model-building techniques are developed. Design com computer graphics skills are developed munication and visualization mixed-media hand drawings, using digital media, and model-building. tools to cutting-edge computational devices. Upon tools to cutting-edge computational with a recom admission, students will be provided incoming mended purchase list that outlines the expect addi resource expectations; students should These purchases tions to those lists each semester. investment constitute a substantial, but cumulative, should, in toward becoming an architect. Students of $1500 in turn, anticipate spending a minimum term. initial set-up and at least $500 each additional 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. Equipment Requirements Incoming students entering into the first design studio are required to provide a portable drafting surface including Mayline (or comparable) par allel edge. In addition, all students need to have equipment for hand drafting and model-building. Though the up-front investment is substantial, this equipment will be used throughout the entire four years and into your professional career as well. • • EQUIPMENT AND OTHER STUDENT COMPUTER REQUIREMENTS Laptop Requirement invest The study of interior architecture requires towards ments in technologies and investment basic analog becoming an interior architect, from - - - - Proficiency in computer-aided design, as demon Proficiency in computer-aided strated through successful completion of INAR 211 or an approved equivalent transfer course the gateway and pre-admittance portfolio review, portfolio review into INAR 363, and upper-division studio-specific presentation requirements. limited to INAR 252, INAR 482, and INAR 483. limited to INAR 252, INAR 482, and INAR Proficiency in word processing, as demonstrated at all studio levels through research assignments (specific and essays submitted as .doc or .pdf files limited to examples can be found in but are not 164, assignments in INAR 105, INAR 106, INAR INAR 265, INAR 366, INAR 482, and INAR 483). citation of web-based sources (specific examples citation of web-based sources (specific assign can be found in but are not limited to INAR 265, ments in INAR 105, INAR 106, INAR 164, INAR 366, INAR 482, and INAR 483). to compose, Proficiency in the use of spreadsheets in but not structure, and assess data as evidenced Proficiency in internet research, as demonstrat of ed through successful completion or transfer appropriate equivalent to LSCI 105, Information at all studio Theory and Practice, and as practiced through levels and in all history/theory courses use and bibliographic documentation of database Proficiency in email, as demonstrated through Proficiency in email, as demonstrated regular communication with school administra tion and course instructors. 2015-2016 Course Catalog 2015-2016 Course • • • • • • • • The Department of Interior Architecture requires its The Department of in the current digital media graduates to be literate communication. of representation and • of their second year. If students fail to meet this If students of their second year. track requirement, they will not history and theory necessary to enter into INAR have the prerequisites project. 482 prior to their senior REQUIREMENTS LITERACY COMPUTER Students participating in the fast track must follow fast track must follow participating in the Students sequence starting history and theory the required INAR 265 first year, 164 the fall of their with INAR and INAR 366 the fall first year, the spring of their Interior Architecture - - - 40 - - - - 3 UNITS Design Studio 2 provides continued study of three-dimensional design, developing individually defined spaces into more complex spatial organiza the fundamental skills of architectural represen the fundamental skills of architectural 1 and 2. tation learned in Design Communication approach that The course will take an experimental to explore combines hand-drawing and digital tools techniques. a variety of drawing and representation will be Use of alternative production methods will primarily combined with digital tools. The class drawings, focus on two- and three-dimensional three-di but will also expand to include physical drawings mensional “constructs” such as composite 115, Design and assemblages. Prerequisites: ARIA Communi Communication 2 or ARCH 211, Design cation 2. 105 DESIGN STUDIO 1: 3D DESIGN I INAR 3 UNITS As an introductory course in three-dimensional de sign, emphasis is placed on developing skills neces sary for visualization, representation, and creation of three-dimensional forms. Through descriptive orthographic projection, axonometrics, geometry, and model-building, students examine plane, mass, and volume as space-defining elements. Studio. Prerequisite: none. 106 DESIGN STUDIO 2: 3D DESIGN II INAR ARIA 115 DESIGN COMMUNICATION 2 DESIGN COMMUNICATION ARIA 115 3 UNITS in drawing skills used develops various This course methods and media oftwo- and three-dimensional of perception, technique,representation. Methods evaluation, and presentationcomposition, critical representational assignments.are studied through on orthographic projection andEmphasis is placed constructed hard line-drawingdocumentation and learn these methods of rep techniques. Students digital and analog drawingresentation using both skills in diagrammingskills and media. Additional representation techniquesand more advanced skills learned in ARIA 114. Studio.develop ideas and 1Prerequisites: ARIA 114, Design Communication and INAR 105, Design Studio 1. 3 ARIA 211 DESIGN COMMUNICATION 3 UNITS builds on This is an intermediate-level course that -

3 units 3 units 3 units 3 units 4 units 3 units 3 units 3 units 2 units 4 units 4 units 5 units 16 units 15 units

...... College Algebra with Trigonometry Descriptive Geometry Physics for Architects Structures 1 Structures 2 Design Studio 6: Community and Typology Design Studio 7: Narrative and Media Color Theory and Interaction Space Planning Design 2: Detail Tectonics Lighting Design Design Studio 5: Dwelling and Culture INAR 363 INAR 382 INAR 480 INAR 252 INAR 328 INAR 365 PHYS 243 ARCH 327 ARCH 326 MATH 249 MATH 251 MATH FOUN 106 2015-2016 Course Catalog 2015-2016 Course skills and media. Studio. Prerequisite: None. 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 Courses 1 ARIA 114 DESIGN COMMUNICATION 3 UNITS This course introduces various drawing skills used in two- and three-dimensional methods and media of Minimum unit requirement: following Structures sequence of Architecture following Structures sequence of Architecture Curriculum) Minimum unit requirement: MINOR STRUCTURES ARCHITECTURE: INTERIOR in (for Interior Architecture students interested portfolio review Select one of the following after successful ARCH Select one of the following MINOR REQUIREMENTS MINOR majors ONLY) (for Architecture Interior Architecture - 41 - - - This course analyzes construction materials and building systems—including structural, mechanical, electrical, plumbing, lighting, and acoustics— rel ative to interior spaces. In conjunction with the building systems, this course examines building tions. Studio. Prerequisite: INAR 105, Design Studio tions. Studio. Prerequisite: INAR 105, 1: 3D Design I. LOGIC 1: MATERIAL 259 TECTONICS INAR 3 UNITS of This course provides a studio-based exploration in both the impact of materiality and fabrication space. This the generation and reading of form and will be addressed through readings, discussions, of craft exercises, and design/build projects. Issues the design process will and technique as they affect be addressed in both two and three dimensions. and An intuitive knowledge of material properties hands-on processes will be gained through full-scale fabrication exploration. Detailing, construction, and methods, and the application of materials in custom elements are studied through individual or group projects closely related to the body in scale or use. Formal, conceptual, and programmatic solutions are studied through a specific design strategy/process as on new with an emphasis assigned by the instructor, or hybrid programs/functions. Studio. Prerequisite: INAR 106, Design Studio 2: 3D Design II. 258 BUILDING SYSTEMS & CODES INAR 3 UNITS INAR 252 SPACE PLANNING 252 SPACE INAR 3 UNITS behavioral to programming, An introduction proxemics as they apply to factors of space, and of interior environments. the layout and planning increasing complexity exam Several projects of requirements. Studio. programmatic ine different 105, Design Studio 1: 3D Design I. Prerequisite: INAR AND FURNISHINGS 256 MATERIALS INAR 3 UNITS specifications for interior archi Applied finishes and furniture, fixtures, and textiles tectural elements, a comprehensive project. are examined through Materials, manufacturing processes, application materials, of mass-produced furniture and surface and methods of detailing, construction, fabrication, elements are the application of materials in custom introduced. studied. Estimating and installation are applica Emphasis on commercial and institutional ------2015-2016 Course Catalog 2015-2016 Course project content and presentation, formatted into a professional portfolio. The course covers the funda mental principles of graphic and written communi cation and layout. uisite: INAR 106, Design Studio 2: 3D Design II. WORKSHOP 212 PORTFOLIO INAR 2 UNITS This course is designed to develop student design portfolios to a professional level. Students will engage in development, critique, and editing of such as color, light, furniture, materiality, and light, furniture, materiality, such as color, articulat systems of inhabitation in relation to materials ing space. Experimental exploration of and graphic representation inform programmatic awareness of hybridization in order to develop an social and cultural aspects of space. Studio. Prereq style or period are studied. Lecture. Prerequisite: style or period are studied. Lecture. Prerequisite: I. WRIT 111, Academic Writing 207 DESIGN STUDIO 3: IA ELEMENTS INAR 3 UNITS focus Through a series of design projects, students on specific components of interior architecture, ing of the plastic arts and their relevance to and ing of the plastic arts and their relevance politically, impact on the larger world, culturally, spaces, etc. Significant works of furniture, interior and design and architecture; important architects styles, ers; formal and structural elements; periods, within a given theories, and regional differences Prerequisite: INAR 105, Design Studio 1: 3D Design I. Prerequisite: INAR I HISTORY ARCHITECTURE 164 INTERIOR INAR 3 UNITS examining This is the first of a three-course survey architec the history and theories of interiors and understand ture. Emphasis is placed on gaining an spective drawings are developed from skills learned spective drawings are Studio 1. Model-building tech in INAR 105, Design of computer graphics are niques and introduction communication and visualization developed. Design using digital media, mixed-me skills are developed and model-building. Studio. dia hand-drawings tions. Students analyze and design projects combin analyze and tions. Students light, and of color, use ing the three-dimensional Descriptive geome simple programs. texture with projection, axonometrics, and per orthographic try, Interior Architecture - 42 ------

ploration of contemporary theories as they have years. Emphasis is developed over the past fifty placed on gaining an understanding of the plastic arts and their relevance to and impact on the larger etc. Significant works of politically, world, culturally, furniture, interior spaces and architecture; import in the media and how those representations can in the media and how those representations design project that deals with assumptions a affect strives to This studio on how we live as a society. our under develop design strategies that engage as this act standing of changing modes of dwelling Prereq Studio. is informed by cultural specificity. and Identity; uisites: INAR 282, Studio 4: Branding successful permission of the department chair; and portfolio review. 365 LIGHTING DESIGN 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. IA HISTORY 366 CONTEMPORARY INAR AND THEORIES 3 UNITS This course situates historical diversity of criti cal and generative approaches to late twentieth century design, while introducing current themes and debates in contemporary design practice and related disciplines. The course is structured around a topic-based organization allowing for the ex niques through research, observation, and architec research, observation, niques through of elements of non-structural tural documentation Elements ob or modern design. contemporary may range from furniture served and documented to nonstructural exterior and interior casework, (custom screens, trellises, etc.). building elements integration, application, and/or Materials and their Students are directed connections are emphasized. design/diagramming, through research, conceptual design development to schematic design, and of a comprehensive project the final production resolutions of a given project documenting design drawings and models. through detailed technical INAR 258, Building Systems Studio. Prerequisites: Logic; and I: Material & Codes; INAR 259, Tectonics INAR 207, Design Studio 3: IA Elements. AND CULTURE 363 DESIGN STUDIO 5: DWELLING INAR 4 UNITS This studio questions how culture is represented ------

2015-2016 Course Catalog 2015-2016 Course ing, fabrication, documentation, and specification for custom work. Emphasis is placed on detailing as a design process. Students learn detailing tech Studio. Prerequisites: Permission of the department for accelerated students. 3.0 GPA chair, DESIGN 2: DETAIL 327 TECTONIC INAR 3 UNITS This course studies materials and methods of detail quence deal with common projects. The projects are explored at various levels of complexity via design solutions and presentations. Student evaluation level in the takes into consideration the individual’s program. This course can substitute or remediate one design studio from the previous second-year studio sequence (INAR 288.1 replaces INAR 282). ments. Studio. Prerequisites: INAR 207, Design Stu ments. Studio. Prerequisites: INAR 207, Planning. dio 3: IA Elements, and INAR 252, Space OPEN STUDIO YEAR 288 SECOND INAR 4 UNITS years in the design se Students from differing 4 UNITS has strategy, Branding, long considered a marketing identi taken on aspects of constructing individual responds to ties. This studio questions how space and individual and informs how specific community to create identities utilize strategies of branding environ meaning in their inhabitation of public requisites: INAR 164, Interior Architecture History I requisites: INAR 164, Interior Architecture II Writing (recommended) and WRIT 112, Academic or WRIT 212, Rhetoric and Design. 282 DESIGN STUDIO 4: BRANDING INAR AND IDENTITY plastic arts and their relevance to and impact on the plastic arts and their etc. The course politically, larger world, culturally, works of furniture, interior identifies significant important architects and spaces and architecture; periods, designers; formal and structural elements; from the styles, theories, and regional differences Lecture. Pre industrial revolution until the 1960s. INAR 265 INTERIOR ARCHITECTURE HISTORY II HISTORY ARCHITECTURE 265 INTERIOR INAR 3 UNITS a three-course survey examin This is the second of and architecture. Em ing the history of interiors gaining an understanding of the phasis is placed on codes related to interior architecture. Studio. Pre to interior architecture. codes related Communication; INAR INAR 111, Digital requisites: II; and WRIT 111, Studio 2: 3D Design 106, Design I. Academic Writing Interior Architecture - - - - - 43 - - - -

3 UNITS 4 UNITS - - vidual investigation into an area of special interest 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. Through weekly meetings and seminars, students Through weekly meetings and seminars, to a final discuss their research as it progresses INAR 366, senior project proposal. Prerequisite: Contemporary IA History and Theories. 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 Prep. IN INTERIOR 270, 370, 470 TOPICS INAR ARCHITECTURE 2 These courses provide an in-depth investigation into topics of timely significance in the field of are determined on the Interior Architecture. Topics basis of faculty and student interest. Studio. Prereq uisite: As noted per offering. 299, 399, 499 INDEPENDENT STUDY INAR 1 These courses provide the opportunity for an indi INAR 480 DESIGN STUDIO 7: NARRATIVE 7: NARRATIVE 480 DESIGN STUDIO INAR AND MEDIA 5 UNITS space houses the on the assumption that Working who inhabit it, this studio stories of the people of communities and individu explores how stories media used to communicate als inform design. The the development of tech these narratives require strategies of expression. nological and performative INAR 382, Design Studio 6: Studio. Prerequisite: Community and Typology. RESEARCH PROJECT 482 SENIOR INAR 1 UNIT students Through self-directed study and research, project. develop a project proposal for their senior that deal The course is broken into four modules Architec with the main components of the Interior concep ture senior project: program development, strategies. tual thesis, site analysis, and generative ------

2015-2016 Course Catalog 2015-2016 Course and specifications) is presented. Studio. Prerequi sites: INAR 258, Building Systems & Codes; INAR 282, Design Studio 4: Branding and Identity; INAR 327, 2: Detail Design (recommended). Tectonic 2 UNITS Graphic conventions and the organization of work ing drawings are studied through a comprehensive project. A brief survey of the legal nature and scope of the construction document package (contractual agreements, conditions, drawings, modifications, concepts, practices, procedures, and documents as they relate to interior architecture with an empha sis on ethical and legal issues. Lecture. Prerequisites: INAR 256, Materials & Furnishings and INAR 258, Building Systems & Codes. DOCUMENTS 454 CONSTRUCTION INAR of the department chair; 3.0 GPA for accelerated of the department chair; 3.0 GPA students. PRACTICE 451 PROFESSIONAL INAR 2 UNITS Students gain an understanding of basic business are explored at various levels of complexity in the are explored at various levels of complexity evalua design solutions and presentations. Student level in tion takes into consideration the individual’s or reme the program. This course can substitute studio diate one design studio from the previous INAR 388.1 sequence (INAR 388.0 replaces INAR 363, Permission replaces INAR 382). Studio. Prerequisites: INAR 259, Tectonics I: Material Logic. INAR 259, Tectonics OPEN STUDIO YEAR 388 THIRD INAR 4 UNITS years in the design se Students from differing projects quence deal with common projects. The erating meaning in design relative to historical and erating meaning in As a strategy for understanding cultural references. typologies assist in creat common characteristics, This studio explores the ing community identity. and ambivalence between community identification INAR individual participation. Studio. Prerequisites: and 363, Design Studio 5: Dwelling and Culture (recommended) and WRIT 112, Academic Writing II. WRIT 112, Academic Writing (recommended) and STUDIO 6: COMMUNITY 382 DESIGN INAR AND TYPOLOGY 4 UNITS long been used as a tool for gen have Typologies ant architects and designers; formal and structural formal and structural and designers; ant architects and regional periods, styles, theories, elements; are iden a given style or period within differences INAR 265, IA History II tified. Lecture. Prerequisites:

Interior Architecture

INAR 483 Senior Project Senior 483 INAR

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

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

D E Identity & Branding 4: Studio Design 282 INAR R

T Codes & Systems Building 258 INAR

Entrepreneurship S A 1 History Architecture Interior 164 INAR Low Importance M 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 D 2 Communication Design 115 ARIA E 3

L INAR 106 Design Studio 2: 3D Analysis 3D 2: Studio Design 106 INAR P

Students gain the ability to engage in the analysis, understanding, and development of the built environment as

A II Color & Design 103 FOUN Low Importance

Highest Importance

Moderate Importance INAR 105 Design Studio 1: 3D Design 3D 1: Studio Design 105 INAR ARIA 114 Design Communication 1 Communication Design 114 ARIA

Transdisciplinarity 2 Pillars University

D E COURSES REQUIRED C I T C A R Low Importance Design Thinking P Highest Importance Moderate Importance 1 interior environments University Pillars.. the techniques and innovative building processes as evidenced through quanitative resoning, systems integraion, and production expertise. the techniques and innovative building processes as evidenced through quanitative resoning, systems integraion, and production Technical considerations of interior environments Students gain the ability to analyze, understand, critique and develop spaces through considerations Technical professional methodologies D E Experiential considerations of interior environments Students gain the ability to analyze, understand, critique and develop spaces that elicit human C LEARNING OUTCOMES response through the manipulation and enhancement of the sensual as evidenced through the design of interior envionments that elicit experiential responses. response through the manipulation and enhancement of the sensual as evidenced through the design of interior envionments that (BFA) U inhabitation of interior environments Social and cultural considerations of 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 and D Interior Assuring O Quality in Academic R Architecture T Critical inquiry into the design, building and Low Importance Social and cultural considerations of interior environments Students gain the ability to analyze, understand, critique and develop space as a social and cultural construction as Students develop work processes that engender self-initiative, directed curiosity, and methodologies Integration and development of academic and professional methodologies Students develop work processes that engender self-initiative, directed curiosity, N Integration and development of academic and Highest Importance I 2015-2016 Course Catalog 2015-2016 Course Moderate Importance different scalar contexts and different professional settings. scalar contexts and different evidenced in the development of programmatic, behavioral, ethical and eollaborative strategies for the built environment within different Technical considerations of interior environments Technical Experiential considerations of interior environments UNIVERSITY PILLARS Critical inquiry into the design, building and inhabitation of interior environments a viable object of critical inquiry evidenced through design and research processes, written communication, proficient and multivalent visual communication, quantitative analysis and historical research. CURRICULUM MAP CURRICULUM Bachelor of Fine Arts in Interior Architecture BFA Arts in Interior Bachelor of Fine School of Buisiness - - 45 - - - - joan.

faculty member who serves as the immediate liaison and advisors within that between students, faculty, The BBA program as a whole is adminis major. can Joan Marques. She tered by the BBA director, be reached at 818.394.3391 or by email at [email protected]. Woodbury provides convenient class schedules for provides Woodbury adult stu full-time students as well as working to keep classes small, with instruc strive dents. We faculty and tion from a combination of full-time teach on an experienced business professionals who adjunct basis. for The BBA program is delivered in a traditional courses mat with options for selected management and evening to be taken in an accelerated weekend format. (BBA) PROGRAM TRADITIONAL UNDERGRADUATE degree This format allows the student to complete afternoon, requirements by attending morning, and selective evening classes on weekdays. FORMAT IN ACCELERATED COURSES SELECTED (BBA) in A selection of management courses is offered sessions, a seven-week format through four-hour once a week. These courses are mostly scheduled on weekday evenings and during the day on Saturday and Sunday. COORDINATION BBA PROGRAM Each of the four BBA majors is coordinated by a of the global market in which business operates, an of the global market to make business decisions, understanding of how of profes and the principles of ethics and standards sional conduct. In addition, Management is the embedded major. mar students may choose to major in accounting, keting, or fashion marketing. ------Business of 2015-2016 Course Catalog 2015-2016 Course trepreneurial skills, the ability to think critically and the ca computer literacy, to write and speak clearly, pacity to identify and solve problems, an awareness opportunity to widen their intellectual horizons, and develop critical think enhance their curiosity, ing skills vital to lifelong learning. During your studies, you will develop the skills and values needed to compete successfully in global and domestic markets, including interpersonal and en University’s Four Pillars, we have designed a core of University’s professional courses that provide a solid ground ing in business and management fundamentals to enable students to acquire the expertise necessary to launch, or enhance, rewarding careers as busi ness professionals. At the same time, a challenging liberal arts education provides undergraduates the with the Four Pillars, which Woodbury University with the Four Pillars, which Woodbury Thinking, adheres to: Civic Engagement, Design Elements Entrepreneurship, and Transdisciplinarity. of our BBA of these pillars are embedded in several courses. core and major-specific Based on our School of Business mission and our The undergraduate business program (BBA) of the The undergraduate business program the knowl to provide is intended of Business School for graduates edge and professional skills necessary environ to compete in a dynamic, global business and ment characterized by rapid technological alignment social change. This program also ensures and experience of our faculty. Our school’s mission school’s Our and experience of our faculty. that form the statement expresses four major areas University’s foundation of your learning: Woodbury talents School of Business cultivates the distinctive of busi of each student to prepare future leaders and act ethically, ness who communicate effectively, think globally. I welcome you to the School of Business and want I welcome you to the take your desire for quality you to know that we educational experience Your education seriously. and will be a product of your personal dedication performance, combined with the commitment Andrè B. van Niekerk, PhD, Dean B. van Niekerk, PhD, Andrè School School School of Buisiness 46 2015-2016 Course Catalog 2015-2016 Course Programs (ACBSP) accredits the School of Business. Programs (ACBSP) Accrediting Commission of The Senior College and Colleges Association of Schools the Western University. accredits Woodbury (WASC) ACCREDITATION of Collegiate Schools to Advance The Association School of Business. accredits the Business (AACSB) Collegiate Business Schools and The Association of Accounting - 47 - - - - - courses taken at community colleges, as well as Those university extension programs, will qualify. also might students who wish to become a CPA consider furthering their education by earning a degree in accounting or taxation. master’s Students learn by reading, working through short Students learn by reading, working through in study quantitative problems, discussing answers discus groups, and actively participating in class students sions. Once the fundamentals are covered, new situa practice applying what was learned to making tions (often called “business cases”), and alternative ways recommendations and offering of dealing with the opportunities or challenges their presented in the cases. Students will support communi recommendations with calculations and reports cate the richness of their analysis in written and/or class presentations. Scope of the Program for The Department of Accounting is responsible undergraduate accounting courses. The coordina tor 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 will add a California accounting to become a CPA. new requirement after 2013: all candidates for a semester units license must pass 150 California CPA of college courses. These units need not be from courses; graduate courses or even upper-division the research, analytic, critical thinking, and commu analytic, critical the research, in management skills that are important nications citizenship. crucial to good practice and courses, students focus accounting In upper-division details of accounting that are on learning the key the profession. The focus essential when entering that are included on the CPA is on six major areas professional exams: finan exam and other related accounting, taxation, cial accounting, managerial law and government/not-for- auditing, business profit accounting. LearnHow Do Students in Accounting Classes? It requires Accounting is logical, but not obvious. of hard work in order to master the knowledge and professional financial/accounting terminology system understand how the artificial information works. ------2015-2016 Course Catalog 2015-2016 Course way of thinking. These courses provide an environ ment for students to learn the critical and funda accountants, accounting, drive concepts that mental and financial analysis, as well as opportunities for students to apply these concepts while practicing the fundamentals of accounting information sys tems, 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, ac counting information systems, and the accounting tails, and have excellent people and communication skills. What Do Students Learn Classes? in Accounting accounting courses, which In the two lower-division are required for all business majors, students learn throughout the world for helping people and orga throughout the world for helping people nizations make better financial decisions. to Classes Need to Bring Into Your What Do You Succeed in the Accounting Major? to become Those students who succeed and go on to de must be logical, methodical, attentive CPAs are key professional advisors to organizations and are key professional advisors to organizations to honest individuals. Accountants are often asked the financial ly and objectively measure and reflect Those who status of individuals and organizations. Public leverage their education to become Certified join an elite group recognized Accountants (CPAs) Why Major in Accounting? enter and The accounting major prepares you to an account thrive in the accounting profession. As ing graduate, you have an excellent opportunity Accounting is a to achieve a well-paid career. accountants time-honored and universal profession; tions. Being conversant in accounting allows you to tions. Being conversant make information globally, communicate important policy decisions, design better more informed social superiors, information systems, market ideas to do your job and motivate subordinates to help you better. Mauro Diaz, Chair Mauro Why Learn Accounting? language of organiza Accounting is the universal or small, local or international, tions, be they large organiza businesses or not-for-profit for-profit Accounting Accounting (BBA) Accounting - - 48 - - TIME FACULTY - of greater importance [understanding]. of greater advice to a will be able to prepare Students rich, practical, on environmentally client based many issues are raised, lifelike cases in which not “complete,” and insuffi the facts given are discus a thorough to allow for space exists cient sion of either application. • MS, Golden Gate University EMERITUS FACULTY Emeri Chair Emeritus & Professor Jon Myers, CPA, tus, Accounting (California) University; CPA DBA (hon), Woodbury education. CHAIR Mauro Diaz University MBA, Woodbury FULL Anthony Craig Keller A&M University Ph.D., Texas ADJUNCT FACULTY Accounting Kirit M. Dave MS, Golden Gate University Reginald J. de Guzman, CPA MS, Golden State University CGMA CFM, CMA, Cr.FA, Amath Fall, CPA, MS, University of Nebraska Dennis McGuckian MBA, Dartmouth College Andrew Post JD, University of Southern California Ray Scalice FACULTY the members of the faculty of First and foremost, Accounting teach. Each faculty the Department of the classroom significant pro member brings to The faculty gives students fessional experience. courses updated; sponsors career advice; keeps and serves student organizations and scholarships; and the the School of Business, the university, members accounting profession. In addition, faculty research, speak, write, and publicly disseminate accounting their informed judgment on improving practices, accounting standards, and accounting - - - - -

(Service Courses) (Accounting Major Courses) Students will be able to evaluate the financial Students will be able to identify commonly Students will be able to identify commonly the used ratios, cost-related techniques, and Accept qualitative characteristics of Generally ed Accounting Principles [knowledge]. are Students will be able to understand which Accepted Auditing Standards, or federal income tax law [knowledge]. Students will be able to understand which are Students will be able to identify key accounting issues under primary authorities, such as Gener ally Accepted Accounting Principles, Generally condition of an organization or investments [application]. of greater importance [understanding]. • can demonstrate the knowledge of accounting concepts required for entry-level position in the profession. • • Upper Division Learning Goal: Graduating accounting majors • • Lower Division Learning Goal: Students passing the lower-di to vision core courses can manifest the ability business use accounting information in making decisions. demonstrate the knowledge of accounting 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 to manifest the ability to in accounting are able business use accounting information in making decisions. to Graduating accounting majors are able 2015-2016 Course Catalog 2015-2016 Course

Learning Objectives Learning • Learning Objectives Learning • Below are the key learning outcomes supported by Below are the key learning outcomes their related fundamental learning objectives: comes. • • majors to enter and thrive in the profession. majors to enter and LEARNING OUTCOMES PROGRAM the following program Students will demonstrate in addition to university-wide learning outcomes student learning out and School of Business-wide MISSION to majors to be able is for accounting Our mission to make better finan information use accounting our graduating accounting cial decisions and for Accounting 49 3 I 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 UE 3 GE 3 GE 3 GE 3 GE 3 GE 3 BBA 3 BBA 3 BBA 3 BBA 3 BBA 3 BBA 3 BBA

Transdisciplinary Seminar Transdisciplinary Cost Accounting Intermediate Accounting I Concepts of Taxation Management of Information Systems Business Ethics Business Policy and Strategy Leadership Theory and Practice Art History or Humanities Course Integrative Learning Elective Accounting Internship Auditing Operations Methods in Chain Management Value Government & Accounting Not-For-Profit Accounting Elective General Education Elective General Education Elective Managerial Accounting for Managerial Decision-Making Principles of Marketing Microeconomics Art History Course Unrestricted Elective Intermediate Accounting II Advanced Business Law Financial Management General Education Elective

3__ 3__ 3______INDS 3______ACCT 300 ACCT 3/4 ACCT 304 ACCT 352 ______ACCT 490 ____ ACCT 410 ACCT 403 MGMT 336 MGMT 350 FINA 360 ARTH 2__ ARTH ACCT 206 ACCT 206 MGMT 483 MGMT 461 ACCT 305 ECON 204 ACCT 388 MRKT 301 Spring Semester YEAR FOURTH Fall Semester Spring Semester Spring Semester THIRD YEAR Fall Semester MGMT 400 3 5 24 36 58 126 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 UE 3 GE 3 GE 3 GE 1 GE 3 GE Units 3 BBA 3 BBA 3 BBA 3 BBA Legal Environment of Business Public Speaking Introduction to Psychology II Academic Writing Information Theory and Practice Business Mathematics Financial Accounting for Decision-Making Management and Organizational Behavior Macroeconomics Business Statistics Ethical Systems Natural Science with Lab Fundamentals of Business Enterprise I Academic Writing Interdisciplinary Core Environmental Studies Unrestricted Elective LSCI 105 ______PHIL 210 INDS ___ PSYC 200 WRIT 112 ACCT 205 WRIT 111 ENVT 200 ECON 203 MATH 220 MATH MATH 226 MATH MGMT 110 COMM 120 MGMT 326 MGMT 100 2015-2016 Course Catalog 2015-2016 Course SECOND YEAR SECOND Fall Semester Spring Semester FIRST YEAR Fall Semester Business Core (BBA) Internship (I) Learning (GE/IL) General Education/Integrative (UE) Unrestricted electives Minimum semester hours required COURSES OF SUGGESTED SEQUENCE Curriculum Summary Curriculum CURRICULUM MAJOR ACCOUNTING of BusinessLeading to the Bachelor Degree Administration (BBA) Major (M) FINANCE Anderson R. Duane California of Southern MBA, University Accounting 50 ------

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 that help students connect with employers through internship postings, resume collections, on- or The department applies university- and school-wide The department applies university- and academic standards. LEARNING SPECIAL OPPORTUNITIES/REQUIREMENTS Capstone accountants is Since the primary role of professional majors to serve as professional advisors, accounting course taken practice this in the required capstone Entitled MGMT 483, Business Policy as a senior. provides an this three-unit course and Strategy, areas of opportunity to integrate the functional and marketing, finance, accounting, production, nation management in the form of a team-based, ally normed case competition. The capstone course uses a computer simulation in which organizations are analyzed with respect and appropriateness of strate to the effectiveness gies and goals in each of the functional areas. Also measured are the synergies of the functional areas for achieving optimal results consistent with their respective missions. Internship a offers Career Development Office Woodbury’s tations where financial statements or accounting or accounting financial statements tations where and the resulting ad been analyzed reports have by numbers. vice defended courses, items to be accounting In upper-division tend to be more portfolio included in a student’s include comment letters on specialized. Examples proposed by the Inter new accounting standards Standards Board in financial national Accounting tax returns and comparative accounting courses, business in different calculations from operating partnership, or limited forms (such as a corporation, tax courses, advice on optimal liability company) in in auditing courses, presen assurance strategies (such as tations on alternative costing approaches in GAAP versus full absorption income statements) advis cost accounting courses, and memorandums ing on business aspects of real life cases. STANDARDS ACADEMIC - - 3 3 3 3 3 3 - - - - 1-3 - - Advanced Taxation Advanced Produc Entertainment Industry tion Accounting & Management Advanced Accounting Systems Accounting Information in Accounting Topics Accounting Problems in Accounting Independent Study ACCT 499 ACCT 353 ACCT 401 ACCT 405 ACCT 470 ACCT 485 ACCT 351 2015-2016 Course Catalog 2015-2016 Course RESULTS OF LEARNING OF RESULTS Students complete the program with a portfolio of written case projects and PowerPoint-type presen mandatory one-on-one meetings. Summative assessment processes for Accounting major courses include formal presentations, port folio presentations, and final or comprehensive exams. For Accounting major courses, formative assessment processes include detailed feedback from profes sors on homework submissions through Moodle, computer literacy requirements, field projects, an internship project, and faculty advising through MGMT 326, MGMT 350, and MGMT 461; and simu MGMT 326, MGMT 350, and MGMT 461; 483. lation games in MGMT 336 and MGMT for the BBA The summative assessment processes papers; core courses include research and reflection final formal presentations; portfolio presentations, exams, and the capstone project. cesses include: opportunities for students to provide cesses include: opportunities for students feed structured feedback to their peers; detailed back from professors on homework submissions of through Moodle; Moodle forums; evaluation of Writing students’ formal presentations; inclusion skills in Department consultants to enhance writing program is part of the overarching BBA degree pro program is part of the overarching BBA the twelve gram, all students are required to take above BBA core courses. These courses are noted with the designation “BBA.” pro For the BBA core courses, formative assessment Assessment Process and In the Accounting program, both formative summative assessment of students’ performance Because the are applied throughout the curriculum. ACCOUNTING ELECTIVES ACCOUNTING Accounting - - 51 - - - -

in accounting with an emphasis on managerial accounting, including inventory costing, capital and operational budgeting, and break-even analysis. Prerequisite: ACCT 205, Financial Accounting for Decision-Making. printers to work on homework and projects off off printers to work on homework and projects to campus. Accounting students are encouraged Intermedi have a financial calculator in ACCT 304, ate Accounting I. COURSES for Accounting 205 Financial ACCT Decision-Making 3 UNITS principles In this course, students will learn the of financial of accrual accounting, basic processes state record keeping, and use of the basic financial and ments. Emphasis is on learning the strengths order to bet weaknesses of financial accounting in ter use accounting information to make financial decisions. Prerequisites: MGMT 100, Fundamentals of Business Enterprise; MGMT 110, Legal Environ I; ment of Business; WRIT 111, Academic Writing 220, Busi COMM 120, Public Speaking; and MATH 249, College Algebra. ness Mathematics or MATH for 206 Managerial Accounting ACCT Decision-Making 3 UNITS In this course, students will learn advanced topics COMPUTER LITERACY REQUIREMENTS REQUIREMENTS LITERACY COMPUTER as software (such will use word processing Students (such as PowerPoint), presentation software Word), (such as Excel). Students and spreadsheet software research tools (such as Lexis/ also use professional courses—specialized Nexis), and—in upper-division for tax returns, CCH Tax software (such as Lacerte EDGAR the SEC’s and ACL, FARS, Research NetWork, practitioners who specialize database) typical for taught (e.g. general ledger in the accounting areas accounting practice programs for an intermediate set). EQUIPMENT OTHER AND STUDENT COMPUTER REQUIREMENTS Require In addition to the Computer Literacy need to use ments listed directly above, students Although computers with meaningful web access. students computer labs are available on campus, and are encouraged to have their own netbooks ------2015-2016 Course Catalog 2015-2016 Course United States Constitutional Law), as well as those involving ethics, journalism, social media, and the social sciences. Organization). Students can also compete in CEO’s Organization). Students can also compete in CEO’s annual Business Plan Competition for substantial cash prizes. Accounting majors are strongly encouraged to GE/ consider investing their required upper-division IL courses in law-related courses (such as POHI 337, ganizations such as the California Society of CPAs ganizations such as the California Society of CPAs (memberships are currently free for accounting students) and student organizations such as Wood BPWOW Woodbury’s Accounting Society, bury’s of Woodbury) (Business and Professional Women CEO (Collegiate Entrepreneurs’ and Woodbury’s Management Accountants) and submit papers to Management Accountants) and submit De accounting conferences (such as the Western annual meeting). Partic cision Sciences Institute’s through ipation may be awarded academic credit ACCT 499, Independent Study. also encouraged to join professional or are You Accounting students are advised to focus on their Accounting students are advised to focus jobs coursework and pursue accounting-related field. rather than part-time jobs outside the you to participate in student case encourage We by the Institute of competitions (such as offered ship or accounting work experience of at least 120 ship or accounting work experience of is satisfied by hours (non-credit). If the requirement upper-di non-credit work experience, an additional vision accounting course will be required. Other education are encouraged to switch to account education are encouraged as accounts payable or tax ing-related jobs (such Develop Career Woodbury’s return preparation). students search for is adept at helping ment Office such jobs. intern The required work experience is a three-unit business experience are required to serve a 120- business experience majors are encouraged hour internship. Accounting firms in private at CPA to look for paid internships or Parsons) or in the public industry (such as Disney IRS or JPL). In addition, account sector (such as the already working during their ing students who are off-campus interview opportunities, alumni connec opportunities, interview off-campus in the U.S. employer outreach tions, and who do not have significant Accounting majors Accounting 52 ------

Prerequisite: ACCT 305, Intermediate Accounting II. Students must bring the textbook to each class meeting. governing organizations. Emphasis is on analyzing governing organizations. Emphasis is case studies ) open-ended, lifelike fact patterns (i.e. standard legal to identify and complete appropriate Account forms. Prerequisites: ACCT 205, Financial Legal ing for Decision-Making and MGMT 110, bring the Environment of Business. Students must textbook to each class meeting. Accounting 401 Advanced ACCT 3 UNITS in account This course focuses on advanced topics ing, such as business combinations; consolidated transactions financial statements; foreign currency formation and financial statements; partnership to govern and liquidation; and an introduction accounting. Prerequisite: ACCT ment/not-for-profit 305, Intermediate Accounting II. Students must bring the textbook to each class meeting. and 403 Government ACCT Accounting Not-For-Profit 3 UNITS In this course, students will examine fund account ing, the study of the accounting literature appli cable to governmental units and not-for-profit entities such as colleges, universities and hospitals. ACCT 353 Entertainment Industry Production Ac Production Industry 353 Entertainment ACCT and Management counting 3 UNITS on accounting and management This course focuses to the entertainment indus applications specific use in areas of media produc with general try, television, commercials, music tion, such as film, include development. Topics videos, and games management reporting, production budgeting, and studio distribution contacts. film terminology, requirements promulgated by Financial reporting and the Financial of CPAs the American Institute Board will be discussed. Accounting Standards 206, Managerial Accounting for Prerequisite: ACCT the textbook Decision-Making. Students must bring to each class meeting. Law Business 388 Advanced ACCT 3 UNITS and rules This course examines key legal doctrines ------2015-2016 Course Catalog 2015-2016 Course accounting. Prerequisite: ACCT 206, Managerial Ac counting for Decision-Making. Students must bring the textbook to each class meeting. This course introduces a broad range of tax con cepts and types of taxpayers, covering the role of taxation in the business decision-making process; basic tax research and planning; professional standards and ethics; and the interrelationship and between financial accounting and tax differences tion with an emphasis on strategic tax planning. Prerequisite: ACCT 305, Intermediate Accounting II. Students must bring the textbook to each class meeting. Taxation of 352 Concepts ACCT 3 UNITS Intermediate Accounting I. Students must bring the Intermediate Accounting I. Students must textbook to each class meeting. Taxation 351 Advanced ACCT 3 UNITS This course focuses on advanced topics in taxa ACCT 305 Intermediate Accounting II Accounting 305 Intermediate ACCT 3 UNITS and appli This course examines the development as those for cation of accounting standards, such or revenue evaluation, income taxes, compensation, standards recognition with an emphasis on new ACCT 304, and current developments. Prerequisite: that underlies financial reporting, with emphasis that underlies financial reporting, with valuation on accounting issues related to asset Managerial and reporting. Prerequisite: ACCT 206, student must Accounting for Decision-Making. Each bring the textbook to each class meeting. rial Accounting for Decision-Making. Students must rial Accounting for to each class meeting. bring the textbook I Accounting 304 Intermediate ACCT 3 UNITS of finan This course provides a concentrated study framework cial accounting within the conceptual costing, standard costing, variance analysis, and costing, standard costing, analysis. Students will also learn cost-volume-profit related to budgeting of cost accounting techniques expenditures, inventory con operations and capital and management trol, performance measurement, ACCT 206, Manage decision making. Prerequisite: ACCT 300 Cost Accounting 300 Cost ACCT 3 UNITS about product students will learn In this course, costing, job-order costing, including activity-based Accounting - 53 - FINA 360 Financial Management Financial FINA 360 3 UNITS to finance. provides an introduction This course include financial statement and ratio covered Topics management, financial analysis, working capital val time-value of money, forecasting, leveraging, bonds, cost of capital, capital uation of stocks and capital. Prerequisites: ACCT budgeting, and raising for Decision-Making; 206, Managerial Accounting and ECON 204, Micro ECON 203, Macroeconomics; economics. - - - - 2015-2016 Course Catalog 2015-2016 Course the instructor. Students will gain practical experience in an ac counting environment. 499 Independent Study ACCT 3 UNITS This is an individual investigation of an aspect of accounting chosen by the student and approved by uisites: ACCT 300, Cost Accounting and ACCT 305, uisites: ACCT 300, Cost Accounting and must bring the Intermediate Accounting II. Students textbook to each class meeting. Internship 490 Accounting ACCT 3 UNITS bring the textbook to each class meeting. Problems 485 Accounting ACCT 3 UNITS in which A review of current accounting theory and problems are used to test understanding Prereq application in professional examinations. 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. ACCT 410 Auditing ACCT 3 UNITS financial auditing practices This course will examine of practice and procedures. Professional standards ACCT and reporting are also explored. Prerequisite: must 305, Intermediate Accounting II. Students including control mechanisms and procedures to including control mechanisms of data and the effective maintain the integrity Prerequisite: ACCT 206, reporting of information. for Decision-Making. Stu Managerial Accounting textbook to each class meet dents must bring the ing. ACCT 405 Accounting Information Systems Information 405 Accounting ACCT 3 UNITS of the application focuses on the study This course to accounting procedures; of computer processing

Accounting

ACCT 490 Accounting Internship Accounting 490 ACCT ACCT 410 Auditing ACCT 8 ACCT Auditing 410 ACCT 54

E 7 ACCT Not-for-Profit / Government 403 ACCT

S R 6 ACCT Business Advanced 338 ACCT U

Internship O ACCT Elective # 1 ACCT 5 ACCT 1 # Elective ACCT C

BBA Core Courses BBA

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

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

3 T Practice & Theory Leadership 461 MGMT

Entrepreneurship

Mastered 12 A Mgmt Chain Value in Methods Operation 400 MGMT

M 4

Mastered/Assessed

2 FINA 360 Financial Management Financial 360 FINA

1 MRKT 301 Principles of Marketing of Principles 301 MRKT

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

D Civic Engagement

2 E Systems Information Management 336 MGMT C 3

T ACCT 206 Managerial Accounting BBA 5 BBA Accounting Managerial 206 ACCT C

A Practiced R 3 BBA Accounting Financial 205 ACCT

Practiced/Assessed

MGMT 110 Legal Environment of Business of Environment Legal 110 MGMT

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

Transdisciplinarity 2 Pillars University D

E P COURSES MAJOR O L E V Developed E Design Thinking D Quantitative Developed/Assessed in Course Field 1 University Pillars.. Accounting & Financial Organizational Decisions D E Demonstrate Global Awareness Develop Basic Leadership Skills C LEARNING OUTCOMES Demonstrate Communication Skills U (BBA) D Assuring O Quality in Academic Manifest Entry Level Technical Expertise Manifest Entry Level Technical R Accounting Introduced T Use Accounting Concepts and Tools to Make Accounting Concepts and Tools Use Incorporate Ethical Perspectives in Decisions N I Introduced/Assessed 2015-2016 Course Catalog 2015-2016 Course UNIVERSITY PILLARS CURRICULUM MAP CURRICULUM Bachelor of Business Administration in Accounting BBA in Administration Bachelor of Business Fashion Marketing - 55 - - - -

- -

To manifest profes To

Effective Communication: Effective To identify and analyze fashion marketing audi To Graduates will manifest professional entry-level Graduates will manifest professional fashion marketing communication skills. fashion Graduates will incorporate an ethical deci marketing perspective in their professional sion 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. 1. sional entry-level fashion marketing communication skills. Learning Objectives: • ences, purposes, key ideas, sequencing of content, provide the highest level 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 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: of student-centered activities. Students are given Students are given activities. of student-centered in to learn by working in each class the opportunity completing proj speaking, and groups, writing, the opportuni the students ects—all of which offer range of talents. ty to engage a broad of the Course of Study in What Are the Results Fashion Marketing? having majored in fashion The results of students during their senior year in marketing are evident in their marketing re the projects they produce completion of the project search course. Successful of knowledge gained during requires a synthesis up to this course. Students are the classes leading on a also evaluated by their internship supervisors abilities to rating scale that measures the students’ perform in a fashion marketing environment. MISSION is to The mission of the Department of Marketing - - - - - 2015-2016 Course Catalog 2015-2016 Course How Do Fashion Marketing Students Learn? 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 keting strategies to the ever-evolving world of the keting strategies to the ever-evolving fashion business by learning both the psychology of why people purchase fashion products, and how to develop, price, distribute, and promote effectively products and services. ers. This allows fashion marketing graduates to choose the type and size of organization that suits their personal tastes. What Do Fashion Marketing Students Learn? Students learn how to adapt proven fashion mar Since fashion marketing encompasses a broad Since fashion marketing encompasses development spectrum of endeavors, from product specific to advertising, students can develop their marketing interests and talents within the fashion for them arena and be assured that there is a place No fashion within the fashion business community. company is too small or too large to need market areas including fashion director, style editor, fashion fashion style editor, areas including fashion director, social media strategist, fashion buying, forecaster, pub advertising, styling for the media, promotion, lic relations, and special events. Why Learn Fashion Marketing? problems and develop plans of action. Laboratory problems and develop plans of action. strong senior experiences, field experiences, and a exposure and internship program give students the in the experience necessary to become successful program are Graduates of this fashion industry. qualified for well-prepared professionals who are fashion career management positions in a variety of Professionals in the field teach fundamentals of Professionals in the promotion, and trend anal fashion merchandising, feature theories of market ysis. Advanced courses and international business. ing, consumer behavior, learn Drawing upon case study analysis, students to solve to apply fashion marketing principles Wendy K. Bendoni, Chair Wendy a fashion marketing University offers Woodbury students with a thorough program that provides conditions, technique, and understanding of the and promoting fashion. requirements of marketing Fashion Marketing Marketing Fashion (BBA) Fashion Marketing 3 56 - 27 36 49 11 126 3 M 3 M 3 GE 3 GE 1 GE 3 GE 3 GE 3 GE 3 GE 3 UE 1 UE Units 3 BBA

Esq. Assistant Professor Assistant Professor Business Mathematics Introduction to Psychology Information Theory and Practice Fundamentals of Business Enterprise Analysis Trend II Academic Writing Fashion Fundamentals I Academic Writing Public Speaking Environmental Studies Unrestricted Elective Unrestricted Elective TIME FACULTY - LSCI 105 ______PSYC 200 WRIT 112 WRIT 111 ENVT 220 MATH 220 MATH FMRK 235 Major (M) Business Core (BBA) Internship (I) (GE/IL) General Education/Integrative Learning Unrestricted electives (UE) Minimum semester hours required COURSES OF SUGGESTED SEQUENCE FIRST YEAR Fall Semester Spring Semester knowledge of and experience in the areas of mar of and experience knowledge to teach. which they are hired keting for CHAIR K. Bendoni, Wendy Los Angeles University, MA, California State FULL Keith Nishida, Corvallis State University, PhD (candidate), Oregon ADJUNCT FACULTY Kimberly A. Westmoreland, Los Angeles JD, Loyola Law School, Summary Curriculum CURRICULUM MARKETING MAJOR FASHION Leading to the Bachelor of Business Administration (BBA) Degree FMRK 100 MGMT 100 COMM 120 ------To apply the underlying To To exhibit a global awareness To To incorporate ethical perspec incorporate To Learning Objectives: To understand the underlying principles of fash To ion marketing. apply the underlying principles of fashion mar To keting in real-world business situations. analyze various fashion marketing effectively To principles and their appropriate applications in business settings. fashion marketing environments. nature of fash apply knowledge of the global To ion marketing when making decisions. analyze the pros and cons of alter effectively To challeng native approaches to fashion marketing faced by es that are raised in actual situations business people. To identify multicultural challenges in social and identify multicultural challenges To in making fashion marketing decisions. on the suit be able to advise organizations To ability of ethical fashion marketing approaches in actual to operational challenges that are raised situations faced by marketers. To identify ethical theories and challenges in identify ethical theories and challenges To fashion marketing. facing challenges apply ethical principles when To To cogently and concisely present managerial ad cogently and To To apply effective principles of communication principles of communication effective apply To 2015-2016 Course Catalog 2015-2016 Course FACULTY Our faculty is the key to the success of the program. Faculty members are chosen specifically for their • • • 4. Marketing Principles: principles of fashion marketing when making busi ness decisions. Learning Objectives: • • 3. Global Perspective: making in in our graduates’ professional decision the field of fashion marketing. Learning Objectives: • • tive into their professional decision making in the tive into their professional field of fashion marketing. • • • rich, ambiguous set of vice from an environmentally situations faced by fashion facts embodying actual marketers. 2. Ethical Behavior: format, voice, style, technology, and key terms of and key terms style, technology, format, voice, art. • marketing environment. within the fashion Fashion Marketing 57 3 I 3 M 3 M 3 M 3 UE 3 BBA 3 BBA 3 BBA

FM elective in Operations Methods Chain Management Value and Leadership Theory Practice Internship Market Research & Analysis Market Research & Business Policy & Strategy Fashion Marketing Elective Unrestricted Elective Service and Non-Business Marketing Sales Management Strategic Marketing Retail Fashion Buying Store Planning & Merchandise Presentation Fashion Promotion Fashion Styling for the Media Fashion Journalism Fashion Production & Wholesaling in Fashion Marketing Topics Public Relations Advertising and Promotion Management Retail Marketing Management Marketing on the Internet Media Marketing Sustainable Marketing Industrial Marketing DIVISION FASHION MARKETING DIVISION FASHION 3/4XX - FMRK 3/4XX FMRK 490 ______MGMT 400 MGMT 461 FMRK/MRKT MRKT 455 FMRK 246 FMRK 330 FMRK 340 FMRK 350 FMRK 365 FMRK 410 FMRK 470 ELECTIVE COURSES COURSES ELECTIVE Select one or two from the following: COURSES DIVISION MARKETING ELECTIVE UPPER Select one from the following: FOURTH YEAR FOURTH Fall Semester Spring Semester UPPER MGMT 483 MRKT 430 MRKT 441 MRKT 451 MRKT 312 MRKT 321 MRKT 325 MRKT 341 MRKT 342 MRKT 330 MRKT 420 3 M 3 M 3 M 3 M 3 GE 3 GE 3 UE 3 GE 3 GE 3 GE 3 GE 1 UE 3 GE 3 GE 3 GE 3 GE 3 BBA 3 BBA 3 BBA 3 BBA 3 BBA 3 BBA 3 BBA 3 BBA

Field Experience Unrestricted Elective Financial Management Business Ethics Management of Information Systems Seminar Transdisciplinary FM Elective General Education Elective Managerial Accounting for Decision-Making Management and Organizational Behavior Consumer Behavior Art History or Humanities Course Fashion, Culture & Society Fashion, Culture & of Legal Environment Business Macroeconomics Ethical Systems Business Statistics Interdisciplinary Studies Core Principles of Marketing Microeconomics Financial Accounting for Decision-Making History of Fashion II Natural Science Course with lab Unrestricted Elective ______3__ INDS 3__ FINA 360 ACCT 206 FMRK 375 MRKT 310 ______PHIL 210 MGMT 350 MGMT 336 MGMT 326 FDES 261 INDS 1XX ACCT 205 FMRK 3/4XX ECON 203 FMRK 360 MATH 226 MATH ECON 204 MGMT 110 MRKT 301 2015-2016 Course Catalog 2015-2016 Course Spring Semester THIRD YEAR Fall Semester Spring Semester SECOND YEAR SECOND Fall Semester Fashion Marketing - - - 58 ------

marketing. Study Abroad by the depart Study-abroad programs are offered ment to China and Europe. Students are encouraged by Amer to participate in study programs offered ican InterContinental University (AIU) in London, and by Kent State University in New Paris, and Italy, City. York graduate programs and find positions in fashiongraduate programs and find positions marketing. STANDARDS ACADEMIC school-wideThe department applies university- and academic standards. LEARNING OPPORTUNITIES/ SPECIAL REQUIREMENTS a offers Development Office Career Woodbury’s to assistvariety of programs, services, and resources intern students in exploring careers and securing works with students one-on-one to ships. The staff todevelop successful internship search strategies through in help students connect with employers ternship postings, resume collections, on- or off-cam pus interview opportunities, alumni connections, and employer outreach in the U.S. Internship Students are required to take FMRK 490, Internship The in Fashion Marketing during their senior year. students the experience offers ten- to fifteen-week opportunity to work in a fashion marketing environ ment of their choice during which they apply and expand their knowledge of the business of fashion assessment processes include detailed feedback from detailed feedback processes include assessment through Moo on homework submissions professors field projects, literacy requirements, dle, computer and faculty advising throughan internship project, meetings. mandatory one-on-one processes for Fashion Mar Summative assessment include formal presentations,keting major courses research paper submissions andportfolio, poster and final exams. presentations, and in Fashion Marketing, eachIn FMRK 490, Internship completes a 120-hour internshipstudent successfully both the faculty advisor and thethat is evaluated by Data from the supervisor survey on-site supervisor. Decisions re is compiled each semester for analysis. coursesgarding the FMRK curriculum and individual are made based on this data. LEARNING OF RESULTS and otherFMRK graduates are accepted into MBA - 3 3 3 3 3 3 3 3 3 3 3 3 - 15

...... Fashion Fundamentals Analysis Trend Principles of Marketing* Merchandise Presentation Fashion Promotion Fashion Styling for the Media Fashion Journalism Fashion Production & Wholesaling Fashion Retailing in Fashion Marketing Topics Retail Fashion Buying Field Experience Store Planning & FMRK 100 FMRK 235 MRKT 301 FMRK 365 FMRK 410 FMRK 420 FMRK 470 FMRK 246 FMRK 375 FMRK 330 FMRK 340 FMRK 350 2015-2016 Course Catalog 2015-2016 Course core courses include research and reflection papers; formal presentations; portfolio presentations, final exams, and the capstone project. For Fashion Marketing major courses, formative Moodle; Moodle forums; evaluation of students’ for Department mal presentations; inclusion of Writing 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 BBA core courses. These courses are noted above with the designation “BBA.” For the BBA core courses, formative assessment pro cesses include: opportunities for students to provide structured feedback to their peers; detailed feedback from professors on homework submissions through Assessment Process formativeIn the Fashion Marketing program, both performanceand summative assessment of students’ Becausethroughout the curriculum are applied. BBA degreethe program is part of the overarching program, all students are required to take the twelve Minimum unit requirements for*MRKT 301 will not count as a minor course course as partstudents who are required to take the of their major. Select the sufficient number of courses to complete number Select the sufficient minor: the fifteen-unit FASHION MARKETING MINOR MARKETING FASHION Fashion Marketing - - - 59 - -

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 235, Analysis and MRKT 301, Principles of Market Trend ing. FMRK 275 Field Experience 275 Field FMRK 3 UNITS fashion arenaThis course is an in-depth study of the experience.that includes a minimum six-day field schools of fashion, include fashion designers, Topics manufacturers, major retailers, visual merchandis culturaling, accessories, as well as major museums, and the financial business district. activities, theater, departmentLecture. Prerequisite: Consent from the coordinator. Retailing 320 Fashion FMRK 3 UNITS of theThis course provides an in-depth overview operationsfashion merchandising function and store buying, and include planning, management. Topics control of fashion goods; organizational structures; retail acquisition and expansion; developing a retail business plan; and utilizing entrepreneurial skills in retail settings. Lecture. Prerequisites: FMRK 235, 220, Business Mathematics or Analysis; MATH Trend 249, College Algebra; MRKT 301, Principles of MATH Marketing. Planning and 330 Store FMRK Presentation Merchandise 3 UNITS FMRK 235 Trend Analysis Trend 235 FMRK 3 UNITS theories of fashion, introduces the basic This course on the nature of fashion andincluding perspectives fashion life cycles, fashion lead the fashion process, adoption cycles. In addition, theership, and fashion of the means by whichcourse includes an overview and predicted. Topics fashion trends are analyzed of the media on fashion, trendinclude the influence services. Lecture. Prerequi reporting, and prediction Fundamentals. site: FMRK 100, Fashion Buying Fashion 246 Retail FMRK 3 UNITS Provides an overview of the fashion merchandising buying,function with special emphasis on planning, goods.promotion, selling, and control of fashion Basic merchandise mathematics are incorporated. Fundamen Lecture. Prerequisites: FMRK 100, Fashion Algebra. 149, Intermediate tals; and MATH ------2015-2016 Course Catalog 2015-2016 Course that exist throughout the industry. Lecture. Prerequi that exist throughout the industry. site: none. ries as well. It operates at three different levels: the ries as well. It operates at three different 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 repeated at each level of the Emphasis is placed on the interrelationships industry. COURSES Fundamentals 100 Fashion FMRK 3 UNITS This course introduces the student to all sectors of This multi-faceted industry the fashion industry. markets not only clothing but a myriad of accesso interest to the student. Suggested minors that areinterest to the student. Suggested minors include fash especially useful to fashion marketers and commu graphic design, ion design, psychology, nications. maintains computer labs for this purpose, it is strong is it purpose, this for labs computer maintains ly advised that each student own a notebook. 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 Consumer Behavior and MRKT 455, Market ResearchConsumer Behavior and MRKT 455, Market and Analysis. STUDENT COMPUTER AND OTHER EQUIPMENT REQUIREMENTS a computerStudents must be able to access and use the universityfor every marketing course. Although Students use word processing software (such asStudents use word (such as Power and presentation software Word) and management courses uti Point). The accounting (such as Excel). All courseslize spreadsheet software infor in marketing require students to use online Studentsmation search vehicles (such as ProQuest). 310,utilize the statistical package SPSS in MRKT Business Policy and Strategy, students participate in Strategy, Business Policy and and compete on their scoresthe Capsim program at other universities acrosswith their counterparts the country. REQUIREMENTSCOMPUTER LITERACY Other oftake part in School encouraged to Students are such as the Collegiate activities Business co-curricular (CEO). In MGMT 483,Entrepreneurs’ Organization Fashion Marketing - - - - - 60 - - - - Internship in Fashion Marketing in Fashion Internship 3 UNITS - FMRK 490 FMRK 3 UNITS in aStudents obtain practical on-the-job training experience fashion marketing environment. Work andis complemented by an academic requirement de periodic meetings with the fashion marketing 120 hours. Prerequisite: Senior partment coordinator. upper-division standing and FMRK 246; twelve units FMRK/MRKT courses. 299, 399, 499 Independent Study FMRK 1 a field of spe This is an individual investigation into the approvalcial interest chosen by the student with periodic meetings of the appropriate dean. Regular, with the department coordinator or an assigned fac ulty member are required. Thirty hours are required for each unit of credit. Prerequisite: contract approv al by the dean. FMRK 375 Field Experience Field 375 FMRK 3 UNITS study of the fashion provides an in-depth This course a minimum six-day field expe arena that includes fashion designers, schools of include rience. Topics major retailers, visual mer fashion, manufacturers, as well as major museums,chandising, accessories, and the financial business cultural activities, theater, Anal FMRK 235, Trend district. Lecture. Prerequisites: Principles of Marketing. ysis and MRKT 301, Wholesaling and Production 410 Fashion FMRK 3 UNITS the dynamic changes in theThis course will examine will gainfashion apparel supply chain. The student chain includ an understanding of the apparel supply and theing manufacturing, product development, Prerequi distribution channel of product. Lecture. WRIT 112, Academic Analysis; sites: FMRK 235, Trend MRKT II or WRIT 212, Rhetoric and Design; Writing 301, Principles of Marketing. ------2015-2016 Course Catalog 2015-2016 Course organization and management, and the newest form of fashion journalism, the Internet and blogs. Analysis; Lecture. Prerequisites: FMRK 235, Trend II or WRIT 212, Rhetoric WRIT 112, Academic Writing and Design. 3 UNITS This course examines the history of the fashion me The course dia and its impact on the fashion industry. will explore the interrelationship between fashion journalists, public relations specialists, photogra inter include effective phers, and designers. Topics viewing, writing and editing articles, photo shoot sociological/religious/political/economic systems on dress and adornment. Lecture. Prerequisites: FMRK II or Analysis; WRIT 112, Academic Writing 235, Trend WRIT 212, Rhetoric and Design; PSYC 200, Introduc tion to Psychology. Journalism 365 Fashion FMRK postmodern culture and fashion/beauty beginningpostmodern culture and fashion/beauty motiva with an analysis of the primal, underlying include non-ver Topics tions for adorning the body. culturalbal communication aspects of appearance; ageism,appearance; the inherent sexism, lookism, impact ofand ethnocentricity of fashion; and the The impact of fashion/appearance on human be The impact of fashion/appearance on of commu havior and the role of fashion as a form social nication are studied. Theories of psychology, are incorpo and anthropology sociology, psychology, how individ rated to assist in the understanding of appearance.uals express themselves through their betweenThe course examines the interrelationship ing of wardrobing, research techniques, and how toing of wardrobing, research techniques, FMRK 235,build a portfolio. Lecture. Prerequisites: of Market Analysis and MRKT 301, Principles Trend ing. and Society Culture, 360 Fashion, FMRK 3 UNITS FMRK 350 Fashion Styling for the Media Styling for 350 Fashion FMRK 3 UNITS and will focusThis course explores the field of styling in thison cultivating the skills needed to succeed understand profession. The student will develop an merchandising. The student will gain a better un merchandising. The promotion is used to attract thederstanding of how include environment. Topics customer in the retail event development, andfashion show production, Prerequisites: FMRK 235,visual techniques. Lecture. II; MRKT WRIT 112, Academic Writing Analysis; Trend 301, Principles of Marketing. FMRK 340 Fashion Promotion Fashion 340 FMRK 3 UNITS of fashion advertis provides an analysis This course special events, and visual ing, promotion, publicity,

Fashion Marketing FMRK 490 Fashion Marketing Internship Marketing Fashion 490 FMRK 61

E Capstone] [Major Research Marketing 455 MRKT

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

Internship O MRKT 310 Consumer Behavior Consumer 310 MRKT

BBA Core Courses BBA 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

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

3 T Practice & Theory Leadership 461 MGMT

Entrepreneurship

Mastered 12 A Mgmt Chain Value in Methods Operation 400 MGMT

M 4

Mastered/Assessed

2 FINA 360 Financial Management Financial 360 FINA

1 MRKT 301 Principles of Marketing of Principles 301 MRKT

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

D Civic Engagement

2 E Systems Information Management 336 MGMT C 3

T ACCT 206 Managerial Accounting BBA 5 BBA Accounting Managerial 206 ACCT C

A Practiced R 3 BBA Accounting Financial 205 ACCT

Practiced/Assessed

MGMT 110 Legal Environment of Business of Environment Legal 110 MGMT

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

Transdisciplinarity 2 Pillars University D

E P COURSES MAJOR O L E V Developed E Design Thinking D Quantitative Developed/Assessed 1 Tools and Skills Tools of Fashion Marketing University Pillars.. Accounting & Financial D E Demonstrate Global Awareness Develop Basic Leadership Skills C LEARNING OUTCOMES Demonstrate Communication Skills U Develop Understanding of Function (BBA) D Fashion Assuring O Quality in Develop and Practice Fashion Marketing Academic Marketing R Introduced T Incorporate Ethical Perspectives in Decisions N I Introduced/Assessed 2015-2016 Course Catalog 2015-2016 Course UNIVERSITY PILLARS CURRICULUM MAP Bachelor of Business Administration in Fashion Marketing BBA Administration Bachelor of Business Management - - - 62

Professor Assistant Professor Associate Professo Associate Professor Associate Professor Assistant Professor Assistant Professor TIME FACULTY - Graduates will manifest professional entry-level entry-level will manifest professional Graduates skills. communication ethical perspective in Graduates will incorporate making. their professional decision be evidenced in our gradu Global awareness will making. ates’ professional decision the importance of de Graduates will understand skills and practice basic veloping good leadership leadership skills. JD, Whittier Law School Chris Banescu JD, Southwestern School of Law FULL Robert L. Bjorklund, PhD, University of Massachusetts Angelo Camillo, PhD, Oklahoma State University Svetlana Holt, EdD, Pepperdine University David Cho, ABD, Indiana University Alexandra Saba, MA, Northern Arizona University; MC, Arizona State University Adam Wood, PhD, University of Southern California ADJUNCT FACULTY PARTICIPATING Paul Sabolic EdD, Nova Southeastern University ADJUNCT FACULTY Arthur Baghdasarian PROGRAM LEARNING OUTCOMES PROGRAM • • • • FACULTY department are The faculty in the Management research, advising, cur highly involved in teaching, riculum development, and leading internships. CHAIR Joan Marques, University; EdD, Pepperdine University PhD, Tilburg ------

Students who graduate with a BBA will qualify for beginning professional management positions organizations, in in business and not-for-profit the private and public sectors. Management majors learn through the intellec Management majors learn through the of excellent tual contributions and teaching skills faculty members, team experiences, management Our class simulations, and business internships. engage sizes are small and our faculty members with stu in close teacher/learner relationships dents both in and out of class. and manager. and manager. various Management majors learn skills in the finance, functions of business, such as accounting, globally and marketing, but learn to use them planning, orga through effective and ethically, motivating. nizing, leading, communicating, and Managers plan, organize, coordinate, motivate, Managers plan, organize, coordinate, lead, and communicate, providing necessary they services that make our world work. When perform those services ethically and globally, worldwide great value is added at all levels of our and why we This is why we are here community. leader strive to educate you to be a high-quality 2015-2016 Course Catalog 2015-2016 Course that emphasizes technology, diversity, and collabo diversity, that emphasizes technology, ration. The mission of the Department of Management is to be recognized as a premier student-centered want our stu business management program. We dents to become leaders who have ethical values, a communication skills. global outlook, and effective facilitate their education in an environment We • MISSION • • • for you and we aim to give you the best possible for you and we aim and the best possible cus management education open to you for is always tomer service. My office guidance and assistance. Again, welcome! THE PROGRAM OF OVERVIEW Joan F. Marques, Chair, BBA Chair Chair, Marques, Joan F. Management. You to the Department of Welcome and we are very pleased that have many choices School of University Woodbury you have chosen the Knowing that, we are here Business for your BBA. Management Management (BBA) Management 63 3 M 3 M 3 M 3 M 3 M 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 1 UE 3 GE 3 BBA 3 BBA 3 BBA 3 BBA 3 BBA 3 BBA 3 BBA 3 BBA

Financial Accounting for Financial Accounting Decision-Making Organizational Communication Business Statistics Macroeconomics Ethical Systems Lab Natural Science with Global Enterprise General Education Elective Operations Methods in Chain Management Value Small Business Management Managing Workplace Diversity Social & Political Environment of Business Art History Seminar Transdisciplinary Unrestricted Elective Managerial Accounting for Decision-Making Management and Organizational Behavior Microeconomics Principles of Marketing Management of Information Systems Financial Management Business Ethics Art History or Humanities 326 MGMT ______PHIL 210 ______3__ ACCT 205 ECON 203 FINA 360 MATH 226 MATH INDS 3XX ACCT 206 MGMT 301 ECON 204 THIRD YEAR Fall Semester Spring Semester SECOND YEAR SECOND Fall Semester Spring Semester MGMT 350 MGMT 336 MGMT 345 MGMT 400 MGMT 366 MGMT 335 MGMT 340 MRKT 301 5 9 3 36 21 69 52 126 3 GE 3 GE 3 GE 3 UE 1 UE 3 GE 1 GE 3 GE 3 GE 3 GE Units 3 BBA 3 BBA Legal Environment of Business Introduction to Psychology II Academic Writing Information Theory and Practice Public Speaking Business Math Fundamentals of Business Enterprise I Academic Writing Interdisciplinary Core Environmental Studies Unrestricted Elective Unrestricted Elective LSCI 105 ______INDS 1__ PSYC 200 WRIT 112 WRIT 111 ENVT 220 MATH 220 MATH MGMT 110 COMM 120 MGMT 100 2015-2016 Course Catalog 2015-2016 Course Spring Semester Fall Semester General Education/Integrative Learning (GE/IL) General Education/Integrative Learning Unrestricted electives (UE) Minimum semester hours required COURSES OF SUGGESTED SEQUENCE FIRST YEAR BBA Core Concentration Core Concentration Options Courses Required Internship Major Total MS, University of LaVerne Summary Curriculum CURRICULUM MAJOR MANAGEMENT Leading to the Bachelor of Business Administration (BBA) Degree MBA, University of Phoenix MBA, University of Virginia Green PhD, Capella University Brandon Shamin Michael Cook of La Verne University DPA, Bert Fairbanks Management - - - 64 - - - - - (MGMT 483) to graduate. Students who earn less will have to repeat the course until they achieve the necessary grade. major courses include: formal presentations, port major courses include: formal presentations, and folio, poster and research paper submissions presentations, and final exams. LEARNING OF RESULTS pro Employment and acceptance into a graduate student suc gram are both considered evidence of we believe that evidence of learning cess. However, where you are is measured by a final national exam students ranked with thousands of other business online simu we employ Currently, internationally. out how lation programs and case studies to find doing. In we, as a program, and the student are students are addition to the simulation experience, tested by a wide range of questions varying from accounting to production and marketing. So far, our students have maintained very high percentile rankings. This result is another positive differentia graduation resume. tor for a student’s STANDARDS ACADEMIC Like all BBA students, Management majors are re quired to maintain a 2.0 cumulative grade average must Management majors to graduate. However, earn a “C” or better in the final capstone course through Moodle; Moodle forums; evaluation on evaluation on Moodle forums; through Moodle; inclusion of Writing formal presentations; students’ in writing skills consultants to enhance Department 350, and MGMT 461; and simu MGMT 326, MGMT 336 and MGMT 483. lation games in MGMT processes for the BBA The summative assessment research and reflection papers, core courses include portfolio presentations, final formal presentations, project. exams, and the capstone courses, formative assess For Management major detailed feedback from ment processes include submissions through professors on homework evaluation Moodle, computer literacy requirements, an internship of presentation skills, field projects, mandatory project, and faculty advising through one-on-one meetings. Summative assessment processes for Management - - 3 3 3 3 3 3 - 18 - 3 M 3 M 3 M 3 M 3 M 3 GE 3 BBA 3 BBA 3 BBA ...... Management Internship Management Internship & Leadership Theory Practice Project Management & Managing Change Conflict Management Elective Business Policy & Strategy Management Elective Management Elective General Education Elective Legal Environment of Business ** Management and Organizational Behavior Principles of Marketing Financial Management* Financial Accounting for Decision-Making Fundamentals of Business Enterprise** ______FINA 360 MGMT 461 MGMT 474 MGMT 460 MGMT 490 MGMT 483 MRKT 301 ACCT 205 MGMT 3/4XX MGMT 100 MGMT 110 MGMT 326 MGMT 3/4XX MGMT 3/4XX 2015-2016 Course Catalog 2015-2016 Course cesses include: opportunities for students to provide structured feedback to their peers; detailed feed back from professors on homework submissions are applied throughout the curriculum. Because the program is part of the overarching BBA Degree Pro gram, all students are required to take the twelve BBA core courses. These courses are noted above with the designation “BBA.” For the BBA core courses, formative assessment pro **MGMT 100 and 110 are prerequisites to ACCT 205 and will therefore have to be taken before ACCT 205. ASSESSMENT PROCESS In the Management program, both formative and summative assessments of students’ performance Minimum unit requirements Microeco *FINA 360 requires Macroeconomics and nomics as prerequisites. Management Minor Spring Semester FOURTH YEAR FOURTH Fall Semester Management - - 65 ------MGMT 301 Organizational Communication 301 Organizational MGMT 3 UNITS This course focuses on the practice of written and oral skills as applied to human relations in a business or non-business organizational setting. Em COURSES Enterprise Business of 100 Fundamentals MGMT 3 UNITS how a busi This course allows students to discover Business is ness works and how it impacts society. political, studied as an integral part of a total social, func and economic environment in all its various tional areas: accounting, finance, management, these areas marketing, human relations, and how find, screen, interact. It explores how entrepreneurs and evaluate ideas for new business opportunities. teams’ A key part of the course focuses on student new venture. development of a business plan for a Prerequisites: None. Business of Environment 110 Legal MGMT 3 UNITS This course prepares students to make viable deci sions within a legal and ethical framework. Sub jects include the nature of law and legal process, business and the regulatory environment, admin istrative law of contracts and torts, statutory and antitrust, partnerships and corpora common law, consumer protection, and tions, environmental law, Prerequisite: WRIT 111, Academic employment law. I. Writing all new students to have the ability to use the word ability to use the to have the all new students software. This means and spreadsheet processing and to create, edit, have the ability students should documents and spread format new and existing move columns, and import/ sheets, use formulas, who needs to improve export data. Any student should consider taking their skills with spreadsheets a course in spreadsheets. EQUIPMENT OTHER AND STUDENT COMPUTER REQUIREMENTS computers with meaningful Students need to use as word processing software web access, as well (such as Pow presentation software (such as Word), as Excel). erPoint), and spreadsheet software (such on campus, Although computer labs are available own laptop students are encouraged to have their of time computers and printers to take advantage campus. spent off ------

2015-2016 Course Catalog 2015-2016 Course spreadsheet software (such as Excel), data man agement software (such as Access) and planning software (such as Project). It is the responsibility of We have found that our students learn best in a We final integrated course by doing and demonstrating what they have learned. REQUIREMENTS LITERACY COMPUTER Students use word processing software (such as presentation software (such as PowerPoint), Word), simulation as a sophomore in the Management of Information Systems course and learn to make more sophisticated decisions from the simulation in the capstone class. In the sophomore course, the simula tion introduces them (in a very real way) to all of the important functions of a business enterprise. country. This process supports our goal of providing This process supports our country. a globally embedded education. Other we provide One of the learning opportunities that Stu is a several-layer business strategy simulation. dents are introduced to the first level of the Capsim resume that potential future employers may find resume that potential future employers helpful. Study Abroad to spend a Management students are encouraged in another semester living and studying/working experience in the real world that cannot be dupli experience in the real world that cannot encourage students to cated in the classroom. We In addition to engage in more than one internship. experience, the benefit of gaining practical work internships whether or not a student has multiple on the student’s can become a major differentiator tions, and employer outreach in the U.S. tions, and employer Internship BBA Management program is Each student in the as part required to perform a 120-hour internship We of gaining first-hand professional experience. an believe that a supervised internship provides students in exploring careers and securing intern students in exploring students one-on-one works with ships. The staff internship search strategies to develop successful connect with employers through and help students resume collections, on- or internship postings, alumni connec interview opportunities, off-campus SPECIAL LEARNING OPPORTUNITIES/ SPECIAL REQUIREMENTS a offers Office Career Development Woodbury’s services, and resources to assist variety of programs, Management - - - - 66 ------

This course is an introduction to international busi ness, including a review of those aspects of interna inter tional economics, finance, and trade affecting national business decisions and operations. Topics include multinational enterprises, legal, political and socio-cultural considerations, and a survey of ers. Students will develop the skills to use available ers. Students will develop the skills to and initiate new information channels effectively ones when the need arises. Lecture. Prerequisite: Rheto II or WRIT 212, WRIT 112, Academic Writing ric and Design. Environment 340 Social and Political MGMT Business of 3 UNITS relationship This course is designed to explore the the Unit between business and government in of ed States. Through this course, the influence and environmental forces on business institutions the impact of corporations on their environment how busi will be studied. A central theme will be ness-society interaction changes the way companies include business ethics, social are managed. Topics regulation, environmental policy, responsibility, action, politics, and consumerism, affirmative current trends in organizational structures. Lecture. Prerequisites: MGMT 100, Fundamentals of Business II or Enterprise and WRIT 112, Academic Writing WRIT 212, Rhetoric and Design. Enterprise 345 Global MGMT 3 UNITS MGMT 335 Managing Workplace Diversity Workplace 335 Managing MGMT 3 UNITS with the implica familiarizes students This course workplace diversity in the tions of the increasing the complex interplay of United States. It explores other forms of diversi and ethnic, racial, gender, and its implications for deci ty in organizations change. Lecture. sion-making and organizational 110, Legal Environment of Prerequisites: MGMT II or WRIT 112, Academic Writing Business and WRIT 212, Rhetoric and Design. Systems Information 336 Management of MGMT 3 UNITS information This course analyzes the role played by the strategic systems in a successful organization at and systems level where information technologies and can provide major competitive opportunities, flow at the operational level where the continuous to manag of useful data and information is vital ------

2015-2016 Course Catalog 2015-2016 Course agement and Organizational Behavior and WRIT II or WRIT 212, Rhetoric and 112, Academic Writing Design. and processes of bargaining, persuading, and nego tiation in organizational settings. Students develop skills through extensive case analyses, role playing, and simulations. This is designed for the broad spec trum of bargaining problems typically encountered in business. Lecture. Prerequisites: MGMT 326, Man MGMT 326, Management and Organizational Be II or WRIT havior and WRIT 112, Academic Writing 212, Rhetoric and Design. 330 Managerial Persuasion MGMT 3 UNITS This course provides an understanding of the theory 3 UNITS This course explores basic principles underlying resource formulation and administration of human ori management, such as recruitment, selection, entation, training, development, compensation, and health. Lecture. Prerequisites: benefits, safety, discussion, and the class itself is viewed as a virtual discussion, and the class itself is viewed Fundamen organization. Prerequisite: MGMT 100, tals of Business Entrepreneurship. Co-requisite: Rheto II or WRIT 212, WRIT 112, Academic Writing ric and Design. Management 327 Human Resources MGMT and social responsibility, human resource man human resource and social responsibility, skills, agement and development, interpersonal power teamwork and group dynamics, diversity, and managing and politics, authority and influence, participation change and conflict. A high level of simulations, is garnered through the use of cases, This course is a comprehensive overview of the This course is a comprehensive and organizational behavior. management process is on understanding and The focus of the course in organizations. Topics managing human behavior organizing, include: fundamentals of planning and motivation, organizational culture and leadership, ethics communication, managing across cultures, within an organization. Prerequisite: WRIT 111, within an organization. I. Academic Writing 326 Management and MGMT Behavior Organizational 3 UNITS phasis is on the principles of effective listening and effective the principles of phasis is on including processes in communications, perceptual of such as the role of current issues an awareness communication processes electronic media and Management - 67 - - - MGMT 374 Production and Operations Management and Operations 374 Production MGMT 3 UNITS This course focuses on principles and techniques include risk and in industrial management. Topics forecasting, financing, production research and themes: seeking and evaluating opportunities for themes: seeking and evaluating opportunities convert those new ventures, leveraging resources to develop opportunities into viable businesses, and an Taking ing appropriate entry and exit strategies. a local applied approach, each student interviews business plan entrepreneur and develops a detailed and that for a new venture that they believe in investor. has the potential to impress a prospective of Lecture. Prerequisites: MGMT 360, Fundamentals Writing Entrepreneurship; and WRIT 112, Academic II or WRIT 212, Rhetoric and Design. Fundamentals 368 E-Commerce MGMT 3 UNITS overview This course is designed to provide an of the key elements of e-commerce. It introduces students to the fundamentals of doing business in include e-commerce; Topics the digital economy. Internet technology; e-commerce applications in the field of marketing, business to business (B2B) and business to consumer (B2C) network platforms; tax, and policy issues pertaining and legal, security, to e-Commerce. Lecture. Prerequisites: MGMT 100, Fundamentals of Business Enterprise; and WRIT II or WRIT 212, Rhetoric and 112, Academic Writing Design. Management and Organizational Behavior; FINA Behavior; FINA and Organizational Management and WRIT 112, Aca Management; 360, Financial and Design. II or WRIT 212, Rhetoric demic Writing Management 366 Small Business MGMT 3 UNITS practical solutions to common This course looks at facing the small business problems and decisions raising capital, organiza include Topics manager. and accounting, personnel tion, record keeping control, marketing and management, inventory Prerequisites: FINA 360, sales, and taxes. Lecture. and WRIT 112, Academic Financial Management; and Design. II or WRIT 212, Rhetoric Writing Creation Venture 367 New MGMT 3 UNITS start-up, This course focuses on the pre-start-up, Subject mat and early growth of business ventures. the following ter of the course is organized around ------2015-2016 Course Catalog 2015-2016 Course tate planning. Real-world family cases are examined in depth and local family business owners serve as invited speakers. Lecture. Prerequisites: MGMT 326, overlapping institutions: the firm and the family. overlapping institutions: the firm and the family. Key topics include understanding the uniqueness of family business in terms of culture, stages of evo lution, career planning, business ownership, family insurance and legal issues, structure, sibling rivalry, and organizational issues such as succession and es WRIT 112, Academic Writing II or WRIT 212, Rheto WRIT 112, Academic Writing ric and Design. Management Business 364 Family MGMT 3 UNITS This course focuses on the challenges and opportu nities of managing the interests of two distinct yet assessment, self-appraisal of entrepreneurial charac assessment, self-appraisal of entrepreneurial business teristics and leadership potential, the building plan, financing and raising capital, and organization. Lecture. and leading an effective of Business Prerequisites: MGMT 100, Fundamentals Enterprise; FINA 360, Financial Management; and 3 UNITS basic princi This course provides an overview of the The entire ples and processes of entrepreneurship. including entrepreneurial process is investigated, op conceptualizing, identifying and quantifying consider portunities, and examining tax and legal analysis/ include start-up opportunity ations. Topics tion to Philosophy or PHIL 210, Ethical Systems; tion to Philosophy or PHIL 210, Ethical and WRIT PSYC 200, Introduction to Psychology; and II or WRIT 212, Rhetoric 112, Academic Writing Design. Entrepreneurship of 360 Fundamentals MGMT opment and application of moral concepts in the opment and application dilemmas faced by managers resolution of ethical and addresses the issue of social and entrepreneurs worldwide capitalist economic responsibility in the 110, Legal system. Lecture. Prerequisites: MGMT Management Environment of Business; MGMT 326, Introduc and Organizational Behavior; PHIL 201, Rhetoric and Design. Ethics 350 Business MGMT 3 UNITS the process of ethical decision This course explores It emphasizes the devel making in organizations. managerial solutions for recent and future trends and future trends solutions for recent managerial Prerequisites: business. Lecture. in international Business Enterprise Fundamentals of MGMT 100, II or WRIT 212, Writing and WRIT 112, Academic Management - - - - - 68 - - - - This course focuses on identification, analysis, and resolution of managerial issues of organizations and policy for global managers both here and abroad. Emphasis is placed on the special problems sociological, cultural, of adaptation to different Lecture. Prerequisites: MGMT 326, Management Lecture. Prerequisites: MGMT 326, Management 112, Aca and Organizational Behavior; and WRIT Design. II or WRIT 212, Rhetoric and demic Writing and Practice Theory 461 Leadership MGMT 3 UNITS current This course provides an examination of stud theory in the burgeoning field of leadership their place in ies, emphasizing leadership skills and of self-aware human resources management. Ideas and ness, understanding the role of the leader, be taught. sensitivity to individuals and groups will implemen Students will learn the significance and in a study tation of vision statements and engage motivation of inspiration versus domination and versus manipulation. Students will also explore the creation of positive self-image and group identity. experi Course activities include lecture, case study, ential exercises and group process. Lecture. Prereq uisites: MGMT 326, Management and Organization al Behavior; MGMT 350, Business Ethics; and WRIT II or WRIT 212, Rhetoric and 112, Academic Writing Design. Management 465 International MGMT 3 UNITS MGMT 336, Management of Information Systems; Information Systems; Management of MGMT 336, and WRIT 112, Financial Management; FINA 360, and II or WRIT 212, Rhetoric Writing Academic Design. 460 Managing Change and Conflict MGMT 3 UNITS a theoretical foundation for This course provides with practice in the application the change process situations through the case- of concepts to genuine simulations. Students will study study method and in individuals, groups, and the dynamics of change research, and on theory, organizations, focusing facilitating the change process. current practices in confronta Students will also study conflict versus to plan tion and the development of skills needed testing of and augment change. There will be a proj theories learned through group and individual real-world ects such as role-playing, interviewing, process. change incidents and the group decision ------

2015-2016 Course Catalog 2015-2016 Course as the basis for incentive plans. Lecture. Prerequi sites: MGMT 327, Human Resources Management; administration. Students will review job descrip tions and job design as foundations for job analysis. The course examines methods and techniques of job evaluation and methods of determining appro priate pay ranges with employee benefits as part of The area of performance appraisal is examined pay. 226, Business Statistics; MGMT 336, Management of Information Systems; and FINA 360, Financial Management. and Benefits Management 420 Compensation MGMT 3 UNITS This course focuses on techniques of wage/salary models, inventory and production models, decision models, inventory and production models, certainty and making and project scheduling under transportation and trans-shipment uncertainty, and analysis, techniques, decision tree construction 220, Business Prerequisites: MATH and PERT/CPM. 249, College Algebra; MATH Mathematics or MATH production, marketing and sales, outbound services, production, marketing and sales, outbound functions and return actions. It also includes staff such as HR, infrastructure concerns, development, quantita the on focuses The course purchasing. and in these areas tive techniques utilized by managers in busi for problem solving and decision making ness, including areas such as linear programming Value Chain Management Value 3 UNITS Chain Management looks at the entire Value in stream of value-adding units and activities primary an organization. The categories include logistics, line-management activities from inbound in international business the opportunity to travel in international business to observe and analyze, internationally in order of the global business environ first-hand, aspects Approval by the instructor and ment. Prerequisites: payment of deposit. in 400 Operations Methods MGMT 112, Academic Writing II or WRIT 212, Rhetoric and II or 112, Academic Writing Design. Experience Field 375 International MGMT 3 UNITS to give students interested This course is designed development, production planning, quality and quality and production planning, development, control as factors control, and budgetary materials 336, MGMT Lecture. Prerequisites: in management. Systems; and WRIT Management of Information Management 69 - - - by the dean. Regular, periodic meetings with the by the dean. Regular, faculty department coordinator or an assigned for member are required. Thirty hours required approval each unit of credit. Prerequisite: Contract by the dean. MGMT 490 Management Internship 490 Management MGMT 3 UNITS in man will gain practical experience Students experience is complemented agement. On-the-job and periodic meet by an academic requirement Students coordinator. ings with the internship a contract in advance are required to complete at least 120 hours in the of registration, perform an application, weekly internship, and submit end-of-term evaluations by reports, mid-term and and a minimum supervisor, the student and the the experience. Prerequisites: ten-page report of with senior standing and con Management major internship coordinator and/or tract approval by the the Management department coordinator. Study 299, 399, & 499 Independent MGMT 3 UNITS a field of This is an individual investigation into and approved special interest chosen by the student ------2015-2016 Course Catalog 2015-2016 Course “C” or better in this course is required to graduate. chief executive officer, strategy formulation and chief executive officer, decision making, and strategy implementation. Lecture. Prerequisites: Senior standing; MGMT 400, Chain Management; Operations Methods in Value II or WRIT 212, and WRIT 112, Academic Writing Rhetoric and Design. Note: A minimum grade of Organizations are analyzed with respect to the and appropriateness of strategies and effectiveness goals in each of the functional areas and the syner gies of the functional areas for achieving optimal results consistent with their respective missions. The major topics covered include competitive analysis, the strategic management process, the role of the MGMT 483 Business Policy and Strategy Policy 483 Business MGMT 3 UNITS business This course is the “capstone” course for integrate pre majors. It provides an opportunity to marketing, vious studies in the functional areas of finance, accounting, production, and management. Students will study project management textbooks, Students will study project management and analyze learn project management software, Prereq project management problems and cases. uisites: MGMT 336, Management of Information or WRIT II Systems; and WRIT 112, Academic Writing 212, Rhetoric and Design. nature and must be conducted within cost, scope, nature and must be conducted within concep and time constraints. The course provides projects and tual and concrete operational tools for Program decision-making in organizations using Criti (PERT), Evaluation and Review Techniques Systems. cal Path Method (CPM), and MS Project junior standing. Management 474 Project MGMT 3 UNITS This course examines characteristics, problems, techniques, and methods of project management. in Projects are typically short-term and high-tempo MGMT 470 Topics in Management 470 Topics MGMT 3 UNITS are focused on current issues in this course Topics Prerequisites: MGMT 326, in management. Lecture. Organizational Behavior and Management and legal, political, and economic forces. Lecture. Pre and economic legal, political, Enterprise; and WRIT MGMT 345, Global requisites: Rhetoric and II or WRIT 212, Writing 112, Academic Design.

Management

MGMT 490 Management Internship Management 490 MGMT

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

124 MGMT 474 Project Management * Management Project 474 MGMT MGMT 367 New Venture Creation Venture New 367 MGMT

E Management Business Small 366 MGMT

S R Management Business Family 364 MGMT U

Internship O 14 MGMT 345 Global Enterprise Global 345 MGMT C

BBA Core Courses BBA

3 Management Courses Business of Environment Political & Social 340 MGMT

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

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

3 T Practice & Theory Leadership 461 MGMT

Entrepreneurship

Mastered 12 A Mgmt Chain Value in Methods Operation 400 MGMT

M 4

Mastered/Assessed

2 FINA 360 Financial Management Financial 360 FINA

1 MRKT 301 Principles of Marketing of Principles 301 MRKT

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

D Civic Engagement

2 E Systems Information Management 336 MGMT C 3

T ACCT 206 Managerial Accounting BBA 5 BBA Accounting Managerial 206 ACCT C

A Practiced R 3 BBA Accounting Financial 205 ACCT

Practiced/Assessed

MGMT 110 Legal Environment of Business of Environment Legal 110 MGMT

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

Transdisciplinarity 2 Pillars University D

E P COURSES MAJOR O L E V Developed E Design Thinking D Quantitative Developed/Assessed 1 in Management Field University Pillars.. Accounting & Financial Organizational Decisions Manifest Technical Expertise Manifest Technical D E Demonstrate Global Awareness Develop Basic Leadership Skills C LEARNING OUTCOMES Demonstrate Communication Skills U (BBA) D Assuring O Quality in Academic R Introduced T Management Incorporate Ethical Perspectives in Decisions N Use Management Concepts and Tools to Make Use Management Concepts and Tools and Dept. Coordinator I Introduced/Assessed upper division courses the approval of Advisor the approval of 2015-2016 Course Catalog 2015-2016 Course outside of your major with * Take 3 of these 4, or any * * Take UNIVERSITY PILLARS CURRICULUM MAP Bachelor of Business Administration in Management BBA Administration Bachelor of Business Marketing ------71 - - - - To manifest profes To

Learning Objectives: identify and analyze marketing audiences, To purposes, key ideas, sequencing of content, 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. Effective 1. Effective Communication: sional entry-level marketing communication skills. • marketing environment. 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? Marketing Do How 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 opportunity 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. in Study of the Course of the Results 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 requires 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 ------2015-2016 Course Catalog 2015-2016 Course purchase products and how to effectively devel purchase products and how to effectively op, price, distribute, and promote products and services. tion that suits their personal tastes. Students Learn? What Do Marketing Students learn how to adapt proven marketing world of business strategies to the ever-evolving by learning both the psychology of why people 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 are sought to work in the fields of health, medicine, are sought to work in the fields of health, and technol insurance, public utilities, and science ogy. Marketing? Learn Why spectrum Because marketing encompasses a broad of endeavors, from product development to adver marketing-related business setting before gradu marketing-related business setting before available to ation. Beyond the traditional careers marketing majors in advertising/promotion/sales, product buying, retailing, marketing management, and development, wholesaling, public relations, increasingly marketing research, marketing majors research. Depending on interest, students round research. Depending on interest, students in advertis out their degree by choosing courses ing/promotion, retail management, marketing on the internet, sales management, international distribution, marketing, product development and of and strategic marketing. A required internship in a 120 hours enables students to gain experience faculty members combine theory and practice with faculty members combine to give students the back real-world experience to compete in an ever-changing ground they need is under marketing environment. The program marketing girded by core courses in principles of and marketing management, consumer behavior, A. Danielle Way Ramirez, Chair Ramirez, A. Danielle Way all activities required to direct Marketing embraces services, and commercially the flow of products, producers to consumers. Tak related ideas from professional marketing ing a global perspective, Marketing Marketing (BBA) Marketing 9 72 - 36 15 60 49 17 126 3 GE 3 GE 3 UE 1 UE 3 GE Units 3 BBA Assistant Professor Associate Professor Assistant Professor Interdisciplinary Core Environmental Studies Unrestricted Elective Unrestricted Elective Fundamentals of Business Enterprise I Academic Writing TIME FACULTY - ______INDS 1__ WRIT 111 ENVT 220 Mary Zakrasek PhD, University of Arizona Summary Curriculum CURRICULUM MARKETING MAJOR Leading to the Bachelor of Business Administration (BBA) Degree BBA Core (BBA) Marketing Major Core (M) Marketing Major Electives (ME) Major Total (GE/IL) General Education/Integrative Learning Unrestricted Electives (UE) Minimum semester hours required COURSES OF SUGGESTED SEQUENCE FIRST YEAR Fall Semester knowledge of and experience in the areas of mar of and experience knowledge to teach. which they are hired keting for Coordinator Ramirez, A. Danielle Way at Austin Texas PhD, University of FULL Stovall, Tony Arizona ABD, University of Mine Üçok Hughes, Southern Denmark PhD, University of ADJUNCT FACULTY Paul Sabolic EdD, Nova Southeastern University Peter Zaharkiv MASC, Ryerson Polytechnic MGMT 100 ------To apply the underlying To To exhibit global awareness To To incorporate ethical perspec incorporate To Learning Objectives: Learning Objectives: keting. apply the underlying principles of marketing To in real-world business situations. princi analyze various marketing effectively To ples and their appropriate applications in business settings. To understand the underlying principles of mar To To apply knowledge of the global nature of mar apply knowledge of the global To keting when making decisions. analyze the pros and cons of alter effectively To that native approaches to marketing challenges faced by are raised in real-world situations and people in business. in our graduates’ professional decision-making in in our graduates’ professional decision-making the field of marketing. in social and identify multicultural challenges To marketing environments. To be able to advise organizations on the suitabil be able to advise organizations To opera ity of ethical marketing approaches to tional challenges that are raised in real-world situations faced by marketers. Learning Objectives: theories and challenges in mar identify ethical To keting. facing challenges apply ethical principles when To in making marketing decisions. To cogently and concisely present managerial cogently and To rich, ambiguous 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. with of communication good principles apply To in the marketing environment. 2015-2016 Course Catalog 2015-2016 Course FACULTY The faculty is key to the success of the program. Faculty members are chosen specifically for their • • 4. Marketing Principles: principles of marketing when making business deci sions. • • • • • 3. Global Perspective: tive into their professional decision-making. tive into their professional • • • 2. Ethical Behavior: • Marketing 73 3 M 3 M 3 UE 3 UE 3 UE 3 GE 1 UE 3 ME 3 ME 3 ME 3 ME 3 BBA 3 BBA 3 BBA 3 BBA 3 BBA Management of Management Information Systems Marketing Elective Marketing Elective Business Ethics Seminar Transdisciplinary Unrestricted Elective Unrestricted Elective Market Research & Analysis Marketing Internship Business Policy & Strategy Unrestricted Elective Unrestricted Elective Operations Methods in Chain Management Value Marketing Elective Marketing Elective Leadership Theory & Practice Industrial Marketing Service and Non-Business Marketing Sales Management Strategic Marketing Public Relations Advertising and Promotion Management Retail Marketing Management Sustainable Marketing Civic Engagement and Social Issues Marketing on the Internet Media Marketing International Marketing ______INDS 3XX MRKT 455 MRKT 490 MRKT 3/4__ MRKT 3/4__ MGMT 336 MGMT 350 MRKT 3/4__ MRKT 3/4__ MRKT 420 MRKT 430 MRKT 441 MRKT 451 MRKT 312 MRKT 321 MRKT 325 MRKT 330 MRKT 333 MRKT 341 MRKT 342 MRKT 360 MGMT 483 MGMT 400 MGMT 461 Spring Semester marketing elective courses. Upper-division Select four from the following: Spring Semester YEAR FOURTH Fall Semester 3 M 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 1 GE 3 GE 3 UE 3 ME 3 BBA 3 BBA 3 BBA 3 BBA 3 BBA 3 BBA Organizational Behavior Art History or Humanities Financial Management Unrestricted Elective Consumer Behavior Marketing Elective Management & Financial Accounting for Decision-Making Business Statistics Macroeconomics Natural Sciences with Lab Ethical Systems Managerial Accounting for Decision-Making Microeconomics Art History General Education Elective Principles of Marketing Legal Environment of Legal Environment Business Introduction to Psychology II Academic Writing Public Speaking Business Math and Information Theory Practice ______3__ LSCI 105 PHIL 210 MRKT 310 FINA 360 PSYC 200 ACCT 205 ARTH ___ ARTH WRIT 112 MRKT 3/4__ MGMT 326 ACCT 206 ECON 203 ECON 204 MRKT 301 MATH 226 MATH COMM 120 MATH 220 MATH MGMT 110 2015-2016 Course Catalog 2015-2016 Course THIRD YEAR Fall Semester Spring Semester SECOND YEAR SECOND Fall Semester Spring Semester Marketing ------74 - - - - - knowledge of the business of marketing. Study Abroad by the depart Study-abroad programs are offered ment to China and Europe. Marketing graduates are accepted into MBA andMarketing graduates are accepted into in mar other graduate programs and find positions keting. STANDARDS ACADEMIC school-wideThe department applies university- and academic standards. LEARNING OPPORTUNITIES/ SPECIAL REQUIREMENTS a offers Development Office Career Woodbury’s to assistvariety of programs, services and resources intern students in exploring careers and securing works with students one-on-one ships. The staff strategies,to develop successful internship search helping students connect with employers through in ternship postings, resume collections, on- or off-cam pus interview opportunities, alumni connections, and employer outreach in the U.S. Internship Students are required to take MRKT 490, Market to The ten- ing Internship during their senior year. students the oppor experience offers fifteen-week tunity to work in a marketing environment of their choice during which they apply and expand their For Marketing major courses, formative assessment major courses, For Marketing from professorsinclude detailed feedback processes Moodle, comput submissions through on homework field projects, an internshiper literacy requirements, advising through mandatoryproject, and faculty one-on-one meetings. processes for MarketingSummative assessment formal presentations, presen major courses include and research paper submis tations, portfolio, poster and final exams. sions and presentations, completes a 120-hourEach student also successfully by both the faculty advi internship that is evaluated Data from the super sor and the on-site supervisor. for analysis.visor survey is compiled each semester andDecisions regarding the marketing curriculum this data. individual courses are made based on LEARNING OF RESULTS - - 3 3 3 3 3 3 3 3 3 3 - 3 3 15 -

...... Fundamentals of Fundamentals Business Enterprise Principles of Marketing Retail Marketing Management Marketing on the Internet Direct Marketing Industrial Marketing Sales Management Strategic Marketing Marketing Research & Analysis in Marketing Topics (subject to prerequisites) Public Relations Advertising and Promotion Management *MRKT 301 MRKT 420 MRKT 441 MRKT 451 MRKT 455 MRKT 470 MRKT 312 MRKT 321 MRKT 325 MRKT 341 MRKT 350 *MGMT 100 2015-2016 Course Catalog 2015-2016 Course The summative assessment processes for the BBA core courses include research and reflection papers; formal presentations; portfolio presentations, final exams, and the capstone project. professors on homework submissions through Moodle, Moodle forums, evaluation on students’ formal presen Department consultants totations, inclusion of Writing enhance writing skills in MGMT 326, MGMT 350, and MGMT 461, and simulation games in MGMT 336 and MGMT 483. are required to take the twelve BBA core courses. These courses are noted above with the designation “BBA.” For the BBA core courses, formative assessment process es include opportunities for students to provide struc tured feedback to their peers, detailed feedback from course as part of their major. ASSESSMENT PROCESS and summa In the Marketing program, both formative are appliedtive assessment of students’ performance program is partthroughout the curriculum. Because the of the overarching BBA Degree Program, all students Minimum unit requirement as minor *MGMT 100 and MRKT 301 will not count to take the courses for students who are required Select sufficient courses to complete the courses to Select sufficient minor. fifteen-unit MARKETING MINOR MARKETING Marketing - - 75 - - - - Marketing Sustainable while creating a positive impact on society and the environment, and 2) to help bring about a society that values and practices social and environmental sustainability in all its behaviors. Prerequisite: MRKT 301, Principles of Marketing. MRKT 321 Advertising and Promotion and Promotion MRKT 321 Advertising Management 3 UNITS This course examines the functions, institutions, of advertis theories, and techniques terminology, and publicity ing, sales promotion, personal selling, of as strategic tools of marketing. Case histories examined. promotional strategy are reviewed and of Mar Lecture. Prerequisite: MRKT 301, Principles keting. Management Marketing MRKT 325 Retailing 3 UNITS within The functions and institutions of retailing the framework of managerial decision-making. Top ics include location, buying, merchandise manage ment, pricing, and promotion. Lecture. Prerequisite: MRKT 301, Principles of Marketing. MRKT 330 3 UNITS This course explores the roles of marketing in a Sustainable marketing has sustainable society. two imperatives: 1) to conduct itself in a way economic success that advances an organization’s MRKT 310 Consumer Behavior Consumer MRKT 310 3 UNITS nature and dynamics will explore the This course and their significance to the of consumer markets The concepts and constructs marketing executive. to identify and measure market employed are used of behavioral patterns of segments and analysis a basis for marketing strategy. these segments as MRKT 301, Principles of Mar Lecture. Prerequisites: 226, Business Statistics. keting and MATH Relations MRKT 312 Public 3 UNITS the theories and techniques This course examines programs 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 keting. ------2015-2016 Course Catalog 2015-2016 Course credit. users of marketing will be identified, the role of marketing in the organization will be examined, marketing objectives, tools, and resources will be assessed, and components of strong marketing strategy will be evaluated. Lecture. Prerequisites: MGMT 100, Fundamentals of Business Enterprise or FMRK 100, Fashion Fundamentals , plus forty hours MRKT 301 Principles of Marketing of MRKT 301 Principles 3 UNITS This course is designed to introduce students to the fundamentals of marketing. Through this course, the foundations of marketing will be explored, the couraged to minor in an area that will support the couraged to minor in an area that will interest marketing degree in the area of greatest are especially to the student. Suggested minors that design, graphic useful to marketers: psychology, and communications. Courses for every marketing course. Although the univer for every marketing course. Although it is sity maintains computer labs for this purpose, a notebook. strongly advised that each student own REQUIREMENTS MINOR are en Although a minor is not required, students 310, Consumer Behavior and MRKT 455, Market 310, Consumer Behavior and MRKT 455, Research and Analysis. EQUIPMENT AND OTHER STUDENT COMPUTER REQUIREMENTS a computer Students must be able to access and use Students use word processing software (such as Students use word (such as Power and presentation software Word) and management courses Point). The accounting software (such as Excel). All utilize spreadsheet to use online courses in marketing require students Stu information search vehicles (such as Pro-Quest). in MRKT dents utilize the statistical package SPSS 483, Business Policy and Strategy, students partici and Strategy, 483, Business Policy program and compete on their pate in the Capsim at other universities scores with their counterparts across the country. REQUIREMENTS LITERACY COMPUTER Other of take part in School are encouraged to Students such as the Colle activities Business extracurricular Organization (CEO). In MGMT giate Entrepreneurs’ Marketing ------76 - - - - -

MRKT 301, Principles of Marketing; MRKT 310, Con 226, Business Statistics. sumer Behavior; MATH in Marketing MRKT 370, 470 Topics 3 UNITS focus on current issues in marketing. Lecture. Topics Prerequisites: MRKT 301, Principles of Marketing and junior standing. 3 UNITS asso This course explores the operational decisions the ciated with organizing, training and managing and allo sales force; sales forecasting; sales analysis and pricing policies. Lecture. cation of sales effort; Marketing. Prerequisite: MRKT 301, Principles of Marketing MRKT 451 Strategic 3 UNITS strategy by Students integrate marketing policy and and pres working in teams to research, develop service. This ent a marketing plan for a project or with an course will be conducted in cooperation the course organization under the supervision of Lecture. Prerequisites: Senior standing; instructor. MRKT 310, Consumer Behavior. and Analysis Research MRKT 455 Market 3 UNITS This course focuses on research as an aid to deci sion-making. Students focus on planning the research approach, developing and testing questionnaires, sam pling, and processing and interpreting data. Students will also learn to make the appropriate recommenda tions for marketing action. Computer assignments and a laboratory fee are required. Lecture. Prerequisites: agement and key-account selling strategy. It deals It deals strategy. and key-account selling agement including marketing of problem areas with a variety technology products. markets and high in mature MRKT 301, Principles of Mar Lecture. Prerequisites: Consumer Behavior. keting and MRKT 310, Marketing and Non-Business MRKT 430 Service 3 UNITS an overview of the unique This course provides involved in marketing ser problems and strategies in order to develop useful vices and non-businesses to help students address marketing frameworks is designed for students these issues. This course in non-business and ser who plan to be managers services vice industries and providers of professional MRKT (including consulting.) Lecture. Prerequisites: 310, Con 301, Principles of Marketing and MRKT sumer Behavior. Management MRKT 441 Sales ------Issues and Social Civic Engagement 2015-2016 Course Catalog 2015-2016 Course MRKT 420 Industrial Marketing MRKT 420 Industrial 3 UNITS This course explores the nature of the industrial of analysis market, organizational buying behavior, sales force man customer procurement strategy, ple in different cultural contexts to accept or rejectple in different new products. Attention is given to demand, product, policies, market channels, pricing, and the develop ment and control of marketing programs. Prerequi site: MRKT 301, Principles of Marketing. MRKT 360 International Marketing Marketing MRKT 360 International 3 UNITS This course focuses on the strategic implications of in ternational marketing. Students will learn to identify and analyze the underlying factors of international market environments and the forces which cause peo advertising management, sales promotion, public advertising management, sales promotion, behavior relations, marketing research, consumer topics in and brand management are applied to home video, cluding: theme parks and destinations, Prerequisite: television, film, and media. Lecture. MRKT 301, Principles of Marketing. and online exploration of Internet sites. Lecture. Pre and online exploration of Internet sites. requisite: MRKT 301, Principles of Marketing. MRKT 342 Media Marketing 3 UNITS and its This is a survey of the marketing process strategy, role in media. The concepts of marketing information, business to business marketing, and howinformation, business to business marketing, of the In the principles of marketing relate to users the impactternet. The emphasis is on understanding on businessthat the Internet and technology has had businesses inand marketing in general and electronic Class activities include lecture, discussion, particular. Prerequisite: MRKT 301, Principles of Marketing. Prerequisite: MRKT on the Internet MRKT 341 Marketing 3 UNITS Internet fromThis course examines marketing on the perspectives.both the consumers’ and the marketers’ of personalIssues covered include privacy and security initiatives. Through this course, the foundations ofinitiatives. Through explored via interactive mediasocial justice will be advertising, and Creativity, and volunteer initiatives. are concepts that act as thepromotional techniques course. This course will utilizeunderpinnings for this practical instructional tools.theoretical as well as MRKT 333 3 UNITS students to is designed to introduce This course social justice/service learningthe fundamentals of Marketing 77 S E S R U Internship O

BBA Core Courses BBA Marketing Courses

MRKT 490 Marketing Internship Marketing 490 MRKT

MRKT 455 Marketing Research [Capstone] Research Marketing 455 MRKT

(15 units) (15 Electives 300/400 MRKT MRKT 310 Consumer Behavior Consumer 310 MRKT

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

3 T Practice & Theory Leadership 461 MGMT

Entrepreneurship

Mastered 12 A Mgmt Chain Value in Methods Operation 400 MGMT

M 4

Mastered/Assessed

2 FINA 360 Financial Management Financial 360 FINA

1 MRKT 301 Principles of Marketing of Principles 301 MRKT

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

D Civic Engagement

2 E Systems Information Management 336 MGMT C 3 UNITS 3

I -

MRKT 299, 399, 499 Independent Study 399, 499 Independent MRKT 299, 1 of into a field individual investigation This is an by the student and approved special interest chosen meetings with the periodic by the dean. Regular, or an assigned faculty department coordinator Thirty hours are required for member are required. Prerequisite: Contract approval each unit of credit. by the dean. T ACCT 206 Managerial Accounting BBA 5 BBA Accounting Managerial 206 ACCT C

A Practiced R 3 BBA Accounting Financial 205 ACCT

- Practiced/Assessed MGMT 110 Legal Environment of Business of Environment Legal 110 MGMT

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

Transdisciplinarity 2 Pillars University D

E P COURSES MAJOR O L E V Developed E Design Thinking D Quantitative Developed/Assessed 1 University Pillars.. Accounting & Financial D E Demonstrate Global Awareness Develop Basic Leadership Skills C LEARNING OUTCOMES Demonstrate Communication Skills U (BBA) D Assuring O Quality in Academic Marketing R Introduced T Incorporate Ethical Perspectives in Decisions N I Introduced/Assessed Develop and Practice Marketing Tools and Skills Develop and Practice Marketing Tools Develop Understanding of Function of Marketing 2015-2016 Course Catalog 2015-2016 Course (120 hours) is complemented by academic require (120 hours) is complemented reports and a research ments, including weekly Senior standing and paper/project. Prerequisites: Behavior. MRKT 310, Consumer MRKT 490 Marketing Internship Marketing MRKT 490 3 UNITS in a mid- or up experience Practical on-the-job experience Work marketing environment. per-level UNIVERSITY PILLARS CURRICULUM MAP Bachelor of Business Administration in Marketing BBA Administration Bachelor of Business School of Media, Culture & Design - - 78 - within a field of study. Develop expertise in the processes associated and with the creation, form, content, production, dissemination of meaning. as manifest Gain proficiency in creative inquiry, applica in research methodologies, interpretive tions, or aesthetic content. Demonstrate the ability to work collaboratively the value across diverse disciplines, to understand transdis of cooperative activities, and to conduct ciplinary inquiry. especially Show competence in critical thinking, culture, and as it pertains to the fields of media, design. Present comprehensive evidence of disciplinary Present comprehensive evidence of disciplinary theory, knowledge related to the specific history, found standards of practice, and technologies changes and apply only to courses of a comparable or more advanced academic level in the major. • • • • 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 are available. Students are required to prove requi site skills and abilities for the waived or substituted course through testing, project presentation, or completion of equivalent types of course matter as Substitutions approved by the department chair. when there are curriculum are generally offered GOALS the School of Media, The departments within the Culture & Design work together to support following programmatic goals: • ------Design Design Media, Media, & of 2015-2016 Course Catalog 2015-2016 Course dents to live in the global community as innovative problem-solvers and to work in its wide variety of cultural industries as fully creative, critically aware, and socially responsible individuals. MISSION The School of Media, Culture & Design brings to gether multiple avenues of inquiry that produce the critical skills and knowledge needed for students prepare stu to excel in their chosen disciplines. We fields of media, culture, and design, our undergrad fields of media, culture, and design, to provide uate and graduate programs are able interdisci innovative learning opportunities in an to realize plinary environment. Students are able creative nexus their educational objectives within a other ele that fully embraces, informs, and enriches ments of the university. around all these disciplines as they work to foster around all these disciplines as they work their personal vision. for Social On the graduate level, the MA in Media of me Justice enables the creation and leveraging diverse dia for social change. By bringing together next-generation creative professional seeking to next-generation creative professional The school make an impact on the global society. in encompasses eight undergraduate programs fashion the fields of animation, communication, graphic design, filmmaking, game art & design, Students and psychology. design, media technology, between and are encouraged to explore the areas The School of Media, Culture & Design offers many Culture & Design offers The School of Media, paths designed to cultivate challenging degree along their the particular talents of each student educate the Our goal is to educational journey. Culture Culture & Design School of Media, Culture Interim Dean, Sue Vessella, School School Animation - 79 - - r

Associate Professor Professor Assistant Professo TIME FACULTY - first year; and FOUN 103, Color and Composition, and either FOUN 104, Drawing Concepts & Compo sition, or FOUN 105, Introduction to Figure Draw ing, in the spring term of the first year or fall term an The intention is to provide of the second year. introduction to basic drawing skills, elements and 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, Jaime Scholnick Claremont Graduate University MFA, Keith Walsh University Tufts MFA, Michelle Wiener Otis College of Art and Design MFA, Curriculum The five Design Foundation courses are embedded in the design and media majors typically with FOUN 101, Beginning Drawing, and FOUN 102, Design and Composition, scheduled for fall term of the and faculty alike. Design Foundation faculty expose faculty expose alike. Design Foundation and faculty will and expertise that broad viewpoints students to within their major, to continue study prepare them appreciation for the simi while developing their arts disciplines share and the larities that the visual them apart. that set unique differences CHAIR Doug Post, Art University Academy of MFA, FULL Patrick Nickell, Graduate School Claremont MFA, EMERITUS FACULTY Carolee Toon, Art Center College of Design MFA, ADJUNCT FACULTY ------presentations and writing. Students will be able to apply a broad visual and intellectual understanding of the potential of art and design to a specific discipline and carry forward an appreciation to the arts as part of a lifelong process of learning. and methods that can be further developed with and methods that can be further developed in the major. critical Students will gain the ability to bring solutions thinking skills and creative, innovative to art and design problems and to effectively communicate ideas through visual and verbal Students will master basic art and design skills Students will master basic art and design 2015-2016 Course Catalog 2015-2016 Course educational abilities, disciplinary interests, and cul tural experiences. While challenging, this diversity provides a rich learning environment for students FACULTY Design Foundation faculty members are passionate, dedicated, art and design educators with varied educational and professional experience, who share a common interest in educating first-year students. This requires a dedication to bridging a range of • • shared across the arts, design, and media disci shared across the arts, design, and media of study and plines, and provides them with a basis and skills to successfully apply to their education discipline. eventual career within a specific design OUTCOMES LEARNING PROGRAM • MISSION program Design Foundation is an interdisciplinary fashion for entry-level students in the animation, graphic design, filmmaking, game art & design, that design, and interior architecture departments and processes introduces students to the principles creative design concepts and gain critical thinking creative design concepts to all intellectual endeav skills that can be applied studio experience, ors. Through a multi-disciplinary a commitment to process, students learn to develop to the com focus, and time management, leading pletion of successful projects. The primary objective of the Design Foundation The primary objective students in gaining a visual program is to assist of basic methods and tech literacy and mastery all the art and design disciplines. niques common to to develop individual Students are encouraged Design Foundation Foundation Design Chair Doug Post, Department Animation - - - - 80 - - harmony, as well as an understanding of practi harmony, cal issues such as color matching, correction, and forecasting. Design thinking as it applies to visual communication is also considered in this course as an agent for mindfulness and engagement. Studio. Prerequisite: FOUN 102, Design and Composition, recommended. FOUN 105 Introduction to Figure 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 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. Drawing, Studio. Prerequisite: FOUN 101, Beginning & recommended (FOUN 104, Drawing Concepts FOUN 105 as a Composition may be exchanged with of Animation FOUN requirement except in the case majors, who are required to take FOUN 104). and Interaction Theory 106 Color FOUN 3 UNITS This course investigates the principles, properties and interactions of color as well as the cultural and disciplines. across color of implications psychological A variety of media and sources are introduced through weekly exercises. Students will develop a working knowledge of additive and subtractive color systems, color mixing, and approaches to color FOUN 104 Drawing Concepts & Composition Concepts Drawing 104 FOUN 3 UNITS observational draw builds on the direct This course 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 for drawing in the ing the visionary opportunities of art and design processes. The innovative practice artists and designers is studied work of professional context for this investigation. to provide additional 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). - - - 2015-2016 Course Catalog 2015-2016 Course This course continues the exploration of design and composition, introducing more complex problems with an emphasis on studying the properties and in 102, Studio. Prerequisite: FOUN teractions of color. Design and Composition, recommended. 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. and Composition 103 Color FOUN 3 UNITS harmony, repetition, rhythm, scale, and time in repetition, rhythm, scale, harmony, organizations. two-, three-, and four-dimensional design Emphasis is placed on developing creative skills, concepts, gaining practical problem-solving visually and and communicating project solutions Examples of historical and professional verbally. This course introduces students to the elements This course introduces students to the of and principles of design and to the processes of line, design thinking. Formal visual properties sequence shape, form, pattern, value, texture, and and are studied in their relationship to content exercises compositional organizing systems. Studio of balance, using various media explore concepts studied as an opportunity to express conceptual studied as an opportunity to express Studio. Pre content in individual design processes. requisite: none. 102 Design and Composition FOUN 3 UNITS tional drawing. Various media and methods are tional drawing. Various perceptual and technical introduced to develop in-class projects and outside drawing skills. Through students study line, shape, sketchbook practice, with an form, proportion, perspective, and tone of the effects emphasis on spatial relationships and are also light on form. Drawing and composition design majors. COURSES DESIGN FOUNDATION 101 Beginning Drawing FOUN 3 UNITS course in freehand observa This is a fundamental principles of design, color theory, and composition and composition of design, color theory, principles study within a broad practice and through applied The courses art, design, and media. context of the introductory studios of the parallel and support Animation - - 81 - - - ally, each year, the faculty assesses students in their each year, ally, courses with a rubric of course learning outcomes. Each course is assessed this way every two years with the design and color courses alternating years with the three drawing courses. The results of these assessments are compiled and analyzed by the De sign Foundation Chair and turned in to the School Assessment director. their work in progress. atten Assessment takes into consideration class in dance and participation, which is explained of any each course outline. Students are apprised referred, problems promptly by the instructor and of Student Development in writing, to the Office for counseling. Faculty Assessment each In addition to receiving student evaluations the chair term, the faculty meets as a group with they teach at least once per term for each course progress of to present student projects, discuss the 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. Department Assessment Faculty members from the various design and media disciplines are invited to participate in the Design Foundation Final Reviews each semester, Addition and to a program review once each year. tor as well as during in-group discussions. Complet as during in-group tor as well and informally projects are pinned-up ed design students. Drawing by the instructor and evaluated informally during class assignments are discussed Jurors are for a final review. and then pinned-up reviews. invited to final presentation on general terminology A midterm quiz is given Students receive a detailed, written and vocabulary. graded on a percentage basis evaluation and are Each instructor develops his/ for each assignment. evaluation form based on her own assignment outcomes and criteria. common course learning and execution including: Evaluations assess process 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 ------2015-2016 Course Catalog 2015-2016 Course Student Assessment Emphasis is on in-studio design and drawing de velopment with the instructor giving each student individual assistance. Assignments are critiqued one-on-one during studio sessions with the instruc increasingly competent concepts and skills. Media is varied to give students opportunities to expand their design methods and technical skills, and to results possible for completing a see the different project. ASSESSMENT PROCESS A series of bi-weekly projects is scheduled for each course, providing a sequential learning experience for beginning students. Assignments are prob lem-based with specifically stated requirements and restraints. They begin with basic principles and progress to more complex problems that require op innovative concepts, achieve an optimum level op innovative concepts, achieve an optimum of technical skills, and communicate individual students ideas. The studio instruction process helps vocabulary develop their visual, verbal, and written develop through initial project research, design projects. ment, and presentation of completed vidual attention from the instructor in every class vidual attention from the instructor in meeting. COMMUNICATION as The primary objectives are to assist students devel they explore design and drawing problems, ments. Lectures that explain the project’s process, process, ments. Lectures that explain the project’s design, and historical context, and relevance to art, and media are accompanied by demonstrations student and/ presentations of examples of previous to sixteen or examples. Small studio classes of up receive indi students ensure that the students will and design process requirements. Each term, the and design process revise, chair and faculty review, Design Foundation requirements and overall and develop the course objectives of the program. student Design Foundation course progress and require achievement focuses on basic instructional quence of learning, and expected outcomes for quence of learning, courses. All students receive each of the foundation and syllabus to ensure a the same course outline to content and achievement consistent approach develop individual approach outcomes. Instructors address the basic course content es to projects that COURSE PROCESS COURSE Program Integrated and faculty develop Foundation chair The Design specifies the content, se the curriculum, which Animation - - - 82 ------Develop and coordinate art and design 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 in professional practices and career management the animation industry. Create a substantial body of personal work that Create a substantial creative voice. showcases a unique 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. of Media, Culture & Design. As a center of the ad vancement of the art and science of animation, we strive to be an experimental laboratory of investi gation into this most popular of art forms. Beyond the classroom, students are encouraged to maintain • • • • • FACULTY Our faculty engages in service, research, profession al development, and production of personal and commercial animation art, in order to be appropri ate mentors and role models for the students. We provide a collaborative atmosphere, including in novative curriculum and up-to-date facilities, which allows students cross-fertilization of discourse, ideas, and integrated projects in the School study, 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 stop computer-generated develop hand-drawn, mission is to keep pace with motion projects. Our changes in animation while the rapid technological basic tools and knowledge to providing the most the craft. Students are encour excel in all areas of excellence and profession aged to strive for artistic develop their individual vision. al expertise as they LEARNING OUTCOMES PROGRAM • • • • - - - - - Act as professional artists with an understanding of the ethical and legal standards of the industry and the culture in which they create. 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 personal work; Discover their creative voice through the produc Discover their creative voice through tion of personal animated projects; an artist and Master the use of visual language as broadcast, creator of time-based media for film, mobile, and experimental platforms; 2015-2016 Course Catalog 2015-2016 Course and the written word. By engaging our culturally diverse students in the production of challenging • MISSION Animation is a unique marriage of art, perfor mance, music, sound design, media, technology, • • to challenge each student to achieve the goals to challenge each student to achieve listed below: • • ful, 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 Internet, mobile applications, games, and mo the Internet, mobile applications, games, made Mickey tion pictures. The same concepts that Orc armies Mouse dance can make dragons fly, Monsters From Bambi to march, or ice palaces grow. this is a Trolls, from Bugs Bunny to Box University, surreal, fanci medium that can evoke the mystical, of image, timing, and sound, animation creates of image, timing, and in a way no other media motion and character surreal worlds or focus on can. It can awaken It can display humor or small, emotional moments. Previously political commentary in a complex form. entertainment, relegated to the area of children’s language of animation is now part of the cultural Dori Littell-Herrick, Department Chair 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 Animation Animation (BFA) Animation 3 5 83 - 68 52 128 3 M 3 M 3 M 3 GE 3 GE Units

Animation Principles Beginning Drawing Design and Composition I Academic Writing Interdisciplinary Core INDS 1__ WRIT 111 ANIM 100 FOUN 101 FOUN 102 see the Department of Animation website Summary Curriculum CURRICULUM MAJOR ANIMATION Leading to the Bachelor of Fine Arts Degree (BFA) Major (M) (GE/IL) General Education/Integrative Learning Restricted Design Electives Unrestricted Electives (UE) Minimum Unit Requirement COURSES OF SUGGESTED SEQUENCE FIRST YEAR Fall Semester BFA, Art Center College of Design; BA, Trinity Col Design; BA, Trinity Center College of Art BFA, lege William Matthews of Design Art Center College Audri Phillips University Carnegie Mellon BFA, Justin Rodriguez Northridge University, BA, California State Joe Weatherley Fullerton California State University, MFA, Michael Wingo Otis Art Institute MFA, please For details of faculty professional experience, , Design Foundation Professor Professor Associate Professor Assistant Professor TIME FACULTY - 2015-2016 Course Catalog 2015-2016 Course Ashby Manson Frank Gladstone BA, University of Florida Sue Kroyer BS, University of Wisconsin Jerry Beck School of Visual Arts; New School for Social Research Dave Brain Chouinard Art Institute BFA, Ken Roskos Edinboro University of Pennsylvania BFA, Adjunct Faculty Nick Bane University Woodbury BFA, Jim Richardson BA, Columbia University Edward Rosas MFA, Academy of Art College MFA, ADJUNCT FACULTY PARTICIPATING Arno Kroner University of France; MB, MA, Clermont University, Kansas Angela Diamos, Northridge University, California State MFA, Ric Heitzman, School of the Art Institute of Chicago MFA, Doug Post, CHAIR Dori Littell-Herrick, California, Los Angeles University of MFA, FULL a connection with the faculty as mentors on their as mentors on their with the faculty a connection the members become Our faculty creative projects. network as they seek first professional students’ in the industry. internships and jobs Animation 84 4 M 3 M 3 M 4 M 3 M 3 M 3 M 1 M 3 GE 3 GE 3 GE 3 UE 2 UE 3 GE 3 GE 3 RE/DES Junior Studio II Junior Studio Animal Drawing Senior Research Seminar II History of Animation Media Ethics Internship Seminar Transdisciplinary Seminar Transdisciplinary Natural Science Course with lab Senior Studio I Animation Portfolio Figure Drawing Workshop Senior Studio II General Education Elective Restricted design Elective (see list below) Unrestricted Elective Unrestricted Elective ___ ANIM 306 ANIM 330 ANIM 380 ANIM 241 ANIM 491 INDS-3XX ______ANIM 485 ANIM 495 ANIM 430 COMM 235 ____ 3XX Spring Semester Spring Semester Required 120 Hours Field Experience 490) (Prerequisite ANIM YEAR FOURTH Fall Semester ANIM 486 3 M 1 M 3 M 1 M 3 M 3 M 3 M 3 M 3 M 3 M 0 M 3 M 3 M 1 M 3 M 3 M 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE Junior Studio 1 Visual Development Animation Production Elective Techniques Environmental Studies Introduction to Psychology Social Science Course Beginning Figure Drawing Beginning Portfolio Review Workshop Media Introduction to Digital Drawing Concepts and Composition II Academic Writing Practice Information Theory and Character Animation Introduction to 3D Computer Animation Iconic Films, Essentials for Animators Progress Portfolio Public Speaking Art History course Sophomore Studio II: Layout Sophomore Studio I: Animation Design Symposia Storyboarding History of Animation Introduction to Stop Motion Mathematics ______PSYC 200 ENVT 220 ANIM 3__ ANIM 305 ANIM 340 LSCI 105 WRIT 112 ARTH 2__ ARTH MATH 2__ MATH ANIM 102 ANIM 161 ANIM 112 ANIM 245 ANIM 289 ANIM 204 ANIM 221 ANIM 262 FOUN 104 ANIM 211 ANIM 240 ANIM 263 ANIM 203 ANIM 210 COMM 120 2015-2016 Course Catalog 2015-2016 Course THIRD YEAR Fall Semester Spring Semester SECOND YEAR SECOND Fall Semester Spring Semester Animation - 85 ------In-Studio Assessment Studio courses are designed to give the faculty an opportunity to watch the students work and provide ongoing feedback and critique, both informal and ment. placementRequirements for both freshman and website. portfolios can be found on the Animation ASSESSMENT PROCESS to system The Animation curriculum is designed learningatically assess student performance and 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 promote continuous improvement, assure program and evaluate individual student perfor quality, mance. The four points include the Progress Portfolio the Review (ANIM 289) at the end of the second year, Senior Capstone Animation Project (ANIM 486), the Animation Portfolio (ANIM 495), and the Internship Seminar (ANIM 491). The Portfolio Review Workshop (ANIM 112) in the first year and the Collaborative Junior Animation Project (ANIM 305-6) in the third year help students prepare for these milestone assessments. and range of skills. We encourage digital portfoliosencourage digital of skills. We and range critiques with incom communicating our and enjoy may be revised and Digital portfolios ing students. Students should on our review. resubmitted based although print copies arenot send original work, students want to submit originals,acceptable. Should make an appointment with thethey are advised to Animation a personal review. department chair for the portfolios in order tofaculty members review to aid the students in reach better understand how goals. ing academic and professional Portfolio Placement Transfer are required to submitIncoming transfer students from all arta portfolio of work including samples intoand animation courses intended for transfer Personal work is the Animation major at Woodbury. either digitalalso encouraged. This portfolio may be only beor printed hard copies. Original work will the depart reviewed in meetings with the chair of - 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

Effects Animation Effects in Animation Topics Independent Study Painting: Traditional and and Traditional Painting: Digital Explorations The Costumed Figure Intermediate Animation Experimental Figure Drawing Background Painting Advanced Figure Drawing Character Animation Workshop 2D Computer Animation II Puppet Building for Stop Motion 3D Computer Animation I 3D Computer Animation II 2D Computer Animation I 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 410 ANIM 416 ANIM 420 ANIM 223 ANIM 316 ANIM 335 ANIM 405 ANIM 231 ANIM 231 ANIM 299, ANIM 170, PHIL 310 INDS 327 ANIM 361 ANIM 362 ANIM 363 ANIM 364 ANIM 366 ARTH 211 ARTH ARTH 204 ARTH 205 ARTH ARCH 269 2015-2016 Course Catalog 2015-2016 Course Freshman Portfolio Freshman Applicants are required to submit a portfolio demon strating their artistic perspective, visual thinking, INCOMING PORTFOLIO REQUIREMENTS PORTFOLIO INCOMING Graphic Design, and Interior Architecture (AN, FD, GD, IA) plus the following: 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, ANIMATION PRODUCTION TECHNIQUES ELECTIVES: TECHNIQUES PRODUCTION ANIMATION ANIMATION ELECTIVE COURSES: ELECTIVE ANIMATION Animation - - - 86 - make improvements for the final screening. In addi tion, faculty members assess students’ demonstration of the program learning outcomes as presented in the curriculum map. the next annual Woodbury Animation Showcase. the next annual Woodbury ANIM 495, Animation Portfolio the programStudents collect their work from across andand create a professional portfolio. Assessment during a juriedcritique of the student work happens professionals.review including faculty and animation comments.Students receive both verbal and written portfolio forAnimation professionals evaluate the presenta-tion,selection of appropriate quality pieces, and focus of the work. the portfoliosIn addition, faculty members evaluate learningfor students’ demonstration of the program on the cur outcomes at the appropriate level based riculum map. Students are asked to provide a review of the program using the learning outcomes as a framework for the discussion. This may be informally conducted in the class or collected as a paper. ANIM 486, Senior Studio II Capstone projects are reviewed and assessed in a This occurs one week prior to the juried final review. Animation Showcase. Animation Woodbury year-end professionals review the work and provide written or verbal feedback. Students then have a chance to prior to starting their senior project. Students in thisproject. Students in their senior prior to starting their ability to collabo are assessed on course series animation production as well as their rate in teams skills. COURSES CAPSTONE student must complete a each In the senior year, project as part of ANIM 485-6,personal animation II. Students may choose to workSenior Studios I and with the permission of thein collaborative teams each student takes a lead provided course instructor, creative aspect of the project.ership role in a defined demonstrates the student’s This capstone project and thematic narrativemastery of visual language professionaland serves as the central project in their to be ofportfolio. Capstone projects are expected submitted.professional, festival-level quality when project inAll students are encouraged to enter this completedthe appropriate animation festivals. All are shown inprojects that meet the above standards ------2015-2016 Course Catalog 2015-2016 Course Junior Studios I and II, are prerequisites to the Senior Capstone Animation Project. This course allows students to experience the full animation pipeline Map, faculty can review each course for success of teaching content, as well as the overall achieve-ment of the students in the first two years of the program. Possible adjustments are discussed and may be imple mented in the following year. Collaborative Junior Animation Project: ANIM 305-6, portfolio for review prior to the fall semester. portfolio for review prior to the fall semester. Progress Portfolio Review also provides the faculty an opportunity to gauge the success of lower-divi sion courses of the major in meeting the learning outcomes of the program. Using the Curriculum will determine if the student has developed an un will determine if the student has developed anima derstanding of storytelling, visual language, skills necessarytion and design principles, and digital Studentsto advance to the junior studio sequence. rank ofwho fail to pass this review with a mini-mum based onacceptable in all categories must remediate the reviewers’ recommendations and resubmit their second year, all students must submit a progress second year, to the Progressportfolio and written artist statement work This portfolio will consist of Portfolio Review. including from all studios taken prior to the review, encour Design Foundation. Personal work is also chairaged. Faculty reviewers and the department final reviews. This supports the students in develop final reviews. This supports the students own working the ability to critically analyze their and the work of others. Requirements Pre-Capstone of theProgress Portfolio (ANIM 289): At the end sionals. Rubrics are used to provide written feedbacksionals. Rubrics are to the students. the most immediate feed Often students provide class hours. Inback as they work in-studio outside of in theaddition, students are required to participate and atformal critique sessions during the semester Each studio course ends with a juried review of theEach studio course Industry profession work in that course. student’s faculty and the departmentals attend, along with the direct feedback; the Students benefit from chair. assess the success of thefaculty is able to informally overall feedback of the profes course based on the written. Students are able to improve their projects are able to written. Students based on input from course of the class, during the the faculty. Animation - 87 - - - - - mental animation, and related arts. Opportunities to explore the rich Los Angeles entertainment and art communities and to study abroad either in a summer program or as an exchange student are a vital part of the program. ANIM 211, Storyboarding; ANIM 203, Sophomore II; ANIM 305,Studio I; ANIM 204, Sophomore Studio II; ANIM 485,Junior Studio I; ANIM 306, Junior Studio II; and ANIMSenior Studio I; ANIM 486, Senior Studio 495, Animation Portfolio. LEARNING OPPORTUNITIES/ SPECIAL REQUIREMENTS a offers Development Office Career Woodbury’s to assistvariety of programs, services, and resources intern students in exploring careers and securing works one-on-one with students ships. The staff strategiesto develop successful internship search throughand help student connect with employers on- andinternship postings, and resume collections, interview opportunities, alumni connec off-campus tions, and employer outreach in the U.S. University Animation faculty members Woodbury are dedicated to providing students with enriching experiences outside the classroom and campus. In ternships or work experience give students a close-up look at the professional world of animation. Local organizations, as well as on-campus student clubs, lectures, conferences, and screenings of a wide offer range of animation, including film, games, experi calendar year but may be kept for up to three years but may be kept calendar year Digital copies of work needs. to meet accreditation of based on the decision indefinitely, may be kept faculty member in chargethe Animation department archive. For further details on thisof maintaining the Animation portal site. see the policy, STANDARDS ACADEMIC is not acceptable for a profes Below-average work must maintain a grade ofsional degree. Students for any core animation studio in“C” (2.0) or higher the studio sequence. A studentorder to continue in below a “C” must repeat thatwhose grade drops in the succeeding studio.studio prior to enrollment strongly recom In order to meet these standards, it is than ninemended that a student not enroll in more studio-units in a semester. 100, AnimationCore animation studios include ANIM Media;Principles; ANIM 161, Introduction to Digital ------2015-2016 Course Catalog 2015-2016 Course university reserves the right to retain student work for archival, educational, and marketing purposes. In general, original work is returned within one members of the animation faculty. The final capstone members of the animation faculty. Animation project is presented at the Woodbury Showcase. STUDENT WORK The Animation program is committed to supporting the students in ownership of their creative work. The the juried review period at the end of each semester. the juried review period at the end of each semester. In addition, students compile their work into port folios at the end of the second year to be assessed by faculty and invited industry professionals. In the port students develop their professional senior year, folio, which is reviewed by industry professionals and stop motion animated films are completed digitally. digitally. stop motion animated films are completed on theComputer graphic animation is done entirely In all three types of animation, the final computer. may beoutput of the project will be digital, and presented and archived digitally. All student work is reviewed by professionals during be either hand-made drawings or objects or digitalbe either hand-made drawings or objects anima media. Examples of projects for hand-drawn tion include character design, visual development animation.art, storyboards, layouts, and traditional charac Stop motion animation projects may include andter puppets and miniature sets. Both traditional hours with the permission of the chair. hours with the permission of the chair. LEARNING OF RESULTS ofEach studio course requires the production the subjectvarious animation projects specific to Projects mayand learning outcomes of the course. couraged to share their journal with the host compa couraged to share their presentation is held in A symposia-style ny supervisor. for students to present theirthe spring of each year ANIM 491, Internship Seminar, findings to each other. or workis a prerequisite to application for internship in ANIM 490,experience hours. Students may enroll Experience, for additional credit Internship/Work of artists working in the industry. The journal may the industry. of artists working in and visual material. Studentsinclude both written signed evaluation from the hostmust also present a indicating that the student suc company supervisor the internship and demonstratedcessfully completed behaviors. Students are en appropriate professional ANIM 491, InternshipANIM 491, Seminar a journal of their required to maintain Students are highlights of what experience, recording internship the industry and the expectationsthey learned about Animation ------88 - - - HOLLYWOOD - ic documentation of database and web-based sources of both text and images is required in all Animation courses. Proficiency in word processing and document for matting, including image and color management for printing. Proficiency in computer systems operations, includ ing communication, upgrades, and management; a familiarity with the multiple platforms available in IT labs. Woodbury A proficiency in internet research, through success ful completion of LSCI 105, Information Theory and Practice, or an appropriate equivalent. Bibliograph • ASIFA The International Animated Film ASIFA-Hollywood, International, is the largest chapter of ASIFA Society, dedi a UNESCO-chartered non-profit organization animation.cated to the advancement of the art of and the Animation program University Woodbury events are happy to sponsor many ASIFA-Hollywood signings,on campus, including screenings, book and panel discussions led by industry professionals. to Students are encouraged to join ASIFA-Hollywood includingreceive the many benefits of membership, profession an opportunity to network with industry als. REQUIREMENTS LITERACY COMPUTER The Animation Department requires its graduates to be literate in the current digital media of represen tation and communication, as demonstrated by the following: • • using motion analysis in gaming animation. Students analysis in gaming using motion andof their coursework lectures as part attend these in some classes. receive credit Local Events and Organizations in the heart of the Los Ange Because we are located there are many local events les animation industry, can enrich and expand theand organizations that at Woodbury. time animation student’s EXPO CTN ANIMATION Expo, the largest talent-focusedThe CTN Animation yearly in the Burbank area. Itconference, is held educators, and students frombrings together artists, including film and the global animation community, University video, gaming, and education. Woodbury ouris a proud sponsor of this event and encourages unique gather students to volunteer and attend this ing of animation talent. ------2015-2016 Course Catalog 2015-2016 Course studios to come present their work and speak to stu dents about a variety of topics; recent lectures have and focused on character design, pitching a TV show, dents in connecting the current art and film trends they are experiencing to the history of animation, Woodbury. art, and film they are studying at Lectures hosts a fall the full-time Animation faculty Each year, and spring lecture, inviting professionals from local This required course takes students off-campus to This required course takes students off-campus attend a wide range of art, design, film, and perfor mance experiences in the greater Los Angeles area. Each student maintains a journal of both written and visual material and takes part in discussions of the various events they attend. The faculty assists the stu the Netherlands, as well as opportunities with athe Netherlands, as well as opportunities Woodbury number of other universities worldwide. of whomalso hosts international students, many creating aparticipate in the Animation program, studios. cross-cultural experience in our production Design Symposia The School of Media, Culture & Design offers sum offers The School of Media, Culture & Design topics suchmer study-abroad programs, exploring Past locations as design, fashion, and photography. Turkey. have included London, Paris, Cuba, and andExchange programs in visual communications Mexico, and game design are available in Germany, the student’s work, including a statement of number work, including a statement of the student’s will beof hours completed. This signed evaluation to com submitted to the chair of the department plete the requirements of the internship. Study Abroad internship contract with the sponsor company andinternship contract and maintaining athe chair of the department, may include art detailing thewritten journal which met the learning objectives,experience, how they from theand what professional skills they gained theinternship. At the completion of the internship, evaluation ofsponsoring company must complete an should be accomplished in the junior or senior yearshould be accomplished ANIM 491, Internship Seminar. in conjunction with the highest level ofWith the aim of maintaining full-time students areexcellence in coursework, no more than ten hours perencouraged to work responsible for completing anweek. Students are Internship/Work Experience Internship/Work must complete 120 students Prior to graduation, the animation profes experience in hours of work This may be paid or unpaid andsion or related field. Animation 3 3 3 3 3 3 3 3 3 3 3 3 3 3 89 - 15 15 - Units Students’ final class project and Animation Principles Introduction to Digital Media Beginning Figure Drawing Storyboarding Design and Composition Animation Principles Storyboarding Introduction to Digital Media History of Animation Character Animation History of Animation Visual Development Animal Drawing Introduction to 3D Computer Animation ...... ANIM 100 ANIM 161 ANIM 102 ANIM 211 ANIM 100 ANIM 211 ANIM 161 ANIM 240 FOUN 102 ANIM 221 ANIM 240 ANIM 340 ANIM 330 ANIM 262 ing, and layout will be studied through the creation of a short animation project. Studio. Prerequisite: None. Portfolio Project: animation test is delivered on a DVD. Supporting art and written material may be included. Total Units Total ANIM Minor (for Non-Design Majors) Units Total Courses ANIM 100 Animation Principles 3 UNITS This is an introductory studio course in the funda mental principles of animation. Through lecture, demonstration, and in-class exercises, the students will study the basic theory and mechanics of the discipline. Students will develop both drawing and observational skills through the creation of simple animations using principles such as squash and stretch, overlap, and follow-through. Emphasis on the fundamentals of character design, storyboard MINOR REQUIREMENTS MINOR (For Design Majors) ANIM Minor following courses: Select one from the ------ANIM 161, Introduction to Digital Media; ANIMANIM 161, Introduction 3D Computer Animation;262, Introduction to to Stop Motion; or appro ANIM 263, Introduction priate equivalents. Digital Media, and ANIM 262, Introduction to 3DDigital Media, and or appropriate equivalents. Computer Animation; graphics software forProficiency in computer two- and three-dimensionalimage processing and through successfulanimation, as demonstrated 100, Animation Principles;completion of ANIM Proficiency in file and asset management in in file and asset Proficiency a using multiple soft environment and shared digital pipeline through in an animation ware programs of ANIM 161, Introduction tosuccessful completion 2015-2016 Course Catalog 2015-2016 Course tion portal site and the university website. Students are responsible for email and ISP accounts; student-owned computers used on campus must have a network and/or wireless card, depending on where the computer will be used. may be directed to the department chair. Specific may be directed to the department chair. are listed onhardware and software requirements the Animation portal site. externalAll incoming students must purchase an theirhard drive for use in classes and to catalog work. Specific requirements are listed on the Anima puter for third- and fourth-year studios beginningputer for third- and fourth-year studios strongly rec with ANIM 305, Junior Studio I, but also The system andommends this for first-year students. on-cam software must be compatible with existing either Macpus computer labs. Students may choose Questionsor PC based on their needs and budget. demonstrate these proficiencies through successfuldemonstrate these proficiencies through completion of their coursework. EQUIPMENT AND OTHER STUDENT COMPUTER REQUIREMENTS a laptop com The Department of Animation requires Media literacy is embedded in the curriculum atMedia literacy is embedded in the curriculum toall levels, and animation students are expected • • Animation - 90 - - - - - Students will create a presen Students will create a DVD pre Three animation storyboards Three animation storyboards background design, scene layout, and workbook example. All research, preliminary work, written statement will be and artist’s treatment of story, included as part of the portfolio. ciples of character development, performance, and ciples of character development, performance, their animation techniques. Students will assemble reel. projects into a finished pencil test animation Prerequisite: ANIM 100, Animation Principles. Portfolio Project: reel including sentation of the pencil test animation for the all major projects. Any written material course will be included in the portfolio. II: Layout Studio ANIM 204 Sophomore 3 UNITS of ani This is a studio course in the fundamentals as staged mation layout and pictorial composition will Topics environments for animated characters. include perspective, lighting and tone, issues of style, architectural elements, natural elements, and state props as visual storytelling devices. The artist’s ment for the sophomore year Progress Portfolio will be completed in this class. Studio. Prerequisites: FOUN 101, Beginning Drawing; ANIM 203, Soph omore Studio I; and FOUN 104, Drawing Concepts and Composition. Portfolio Project: tation in portfolio form of assignments such as ANIM 1931 Open Studio: Storyboarding ANIM 1931 3 UNITS remediate for ANIM can substitute or This course An open studio course in 121, Storyboarding. Emphasis is on visual storyboarding for animation. character development, storytelling, story structure, and drawing techniques used cinematic language, Prerequisite: Consent of in storyboarding. Studio. chair. instructor or department Portfolio Project: in portfolio format. All should be presented and art related to the boards supporting writing should be included. I: Animation Studio ANIM 203 Sophomore 3 UNITS 100, This is a studio course building on ANIM skills in Animation Principles. Students develop basic prin character animation. Emphasis is on the ------Students’ final class project and Students will create a DVD pre A selection of ten pieces from A selection of ten 2015-2016 Course Catalog 2015-2016 Course Portfolio Project: animation test will be delivered on a DVD. Support ing art and written material may be included. and follow-through. Emphasis on the fundamentals of character design, storyboarding, and layout will be studied through creation of a short animation project. Studio. Prerequisite: Permission of instruc tor or department chair. This course can substitute or remediate for ANIM 100, Animation Principles. This is an introductory course in the fundamental principles of animation taught in an open studio format. Students will develop both drawing and observational skills through creation of simple animation exercises using principles such as squash and stretch, overlap, material, storyboards, and concept sketches should material, storyboards, and concept sketches in the accompany the DVD either as slide shows DVD or in portfolio format. ANIM 193 Open Studio: Animation Principles 3 UNITS for digital media production. Emphasis on software for digital media production. Emphasis and paint programs dealing with imaging, drawing raster, ing, editing, compositing, motion graphics, None. and vector artwork. Studio. Prerequisite: Portfolio Project: written sentation of all major projects. Supporting None. Digital Media to ANIM 161 Introduction 3 UNITS to the funda This studio course introduces students used mental computer applications and processes material and supporting sketches may be included. material and supporting Workshop Review ANIM 112 Portfolio 1 UNIT of aca This is a lecture course in the preparation in preparing demic portfolios to support students Lecture. Prerequisite: for Progress Portfolio Review. gesture, structure, and anatomy. Studio. Prerequi and anatomy. gesture, structure, Drawing. site: FOUN 101, Beginning Portfolio Project: best the student’s varying projects representing in portfolio form. Written work will be presented ANIM 102 Beginning Figure Drawing Beginning Figure ANIM 102 3 UNITS life drawing. Expressive course in This is a beginning in various media emphasizing and technical studies Animation 91 - - -

A final paper for the course will A final paper for the course will Students will create a minimum time, it is still considered cinema, and as such the audience expects future animated films to be ever more cinematic in content. This course is intended to be an overview of the great films and filmmakers of the last century and how they influenced the art of cinema as we know it. Material will be through lectures and screenings of films, supplemented by 3 UNITS theo This lecture course focuses on the historical, that retical, aesthetic, and technical developments Lec have shaped the medium since its beginnings. works, stages tures include screenings of animated of animation of production, and a general overview process. Lecture. Prerequisite: None. Portfolio Project: be included in printed form. Animation II of ANIM 241 History 3 UNITS 240, This is a lecture course building on ANIM specific History of Animation I, and focusing on animation genres, studios, and artists. Course con tent will include research, readings, screenings, and visiting lecturers. Prerequisite: ANIM 240, History of Animation I. Portfolio Project: be included in printed form. Animators Essentials for Films: ANIM 245 Iconic 3 UNITS Even though animation is created one image at a work will be presented in portfolio form. Written form. Written be presented in portfolio work will may be included. supporting sketches material and and Traditional ANIM 231 Painting: Digital Explorations 3 UNITS studio exploring painting This course is a beginning traditional and digital media. techniques in both will be explored, gouache, and acrylic Watercolor, techniques that mimic as well as digital painting experimental styles. Studio. traditional and more 103, Color and Composition, or Prerequisite: FOUN permission of instructor. Portfolio Project: and of six finished paintings—three traditional three digital—in portfolio format. Supporting included. sketches and written material may be Animation of ANIM 240 History ------A selection of ten pieces from A selection of ten observational Students will create three anima Student will submit a journal Student will submit FOUN 100, Beginning Drawing, and 2015-2016 Course Catalog 2015-2016 Course ANIM 102, Beginning Figure Drawing; Portfolio Project: best varying projects representing the student’s An intermediate studio emphasizing the figure with costumes and props. Investigation of both drawn and painted forms using a variety of media. Topics and lighting. include composition, color, Prerequisites: of varying projects representing the student’s best of varying projects representing the student’s work will be presented in portfolio form. Research, supporting sketches, and written statements may be included. Figure ANIM 223 The Costumed 3 UNITS uisite: ANIM 203, Sophomore Studio I: Animation; uisite: ANIM 203, Sophomore Studio I: or FOUN 105, ANIM 102, Beginning Figure Drawing; Introduction to Figure Drawing. Portfolio Project: studies from in-class figure work and a selection ANIM 221 Character Animation ANIM 221 Character 3 UNITS and ex This course focuses on the examination clothed, ploration of the figure, both nude and characters, as a reference for creating animation Prereq sequential studies, and caricature. Studio. dio. Prerequisite: ANIM 100, Animation Principles. dio. Prerequisite: ANIM 100, Animation Portfolio Project: or DVD. tion storyboards presented in a portfolio to the boards All supporting writing and art related may be included. ANIM 211 Storyboarding 3 UNITS in storyboarding for anima This is a studio course story struc tion. Emphasis is on visual storytelling, language, ture, character development, cinematic Stu and drawing techniques used in storyboarding. off-campus events are encouraged. Lecture. Prereq events are encouraged. off-campus uisite: None. Portfolio Project: materials, writing, and sketching including collected attended. related to the events ANIM 210 Design Symposia ANIM 210 1 UNIT exhibitions, or events will attend lectures, Students of topics in design. Both on- and exploring a variety Animation - - - - 92 - - - -

Students will create a DVD pre Students will submit a presen development focusing on the execution of story into film or interactive projects. Students will form in groups of four to six to create a project proposal, which will be completed in Junior Studio II. Topics will include dramatic structure, theme, continuity, visual language, and presentation skills. Project Sophomore Studio II: Layout Sophomore 3 UNITS for ANIM This course can substitute or remediate is an open 204, Sophomore Studio II. ANIM 2931 animation studio course in the fundamentals of environ layout and pictorial composition as staged will include ments for animated characters. Topics of style, archi perspective, lighting and tone, issues props as tectural elements, natural elements, and for statement visual storytelling devices. The artist’s will be com Progress Portfolio the Sophomore Year FOUN 101, pleted in this class. Studio. Prerequisites: Studio Beginning Drawing; ANIM 203, Sophomore or consent of I; FOUN 102, Design and Composition; the instructor or department chair. Portfolio Project: tation in portfolio form of background design, scene layout, and workbook example. All research, and preliminary work, written treatment of story, statement will be included as part of the artist’s portfolio. Studio I ANIM 305 Junior 3 UNITS This is an intermediate studio course in project ANIM 293 Open Studio:ANIM 293 I: Animation Studio Sophomore 3 UNITS or remediate for ANIM This course can substitute I. ANIM 293 is an open 203, Sophomore Studio on ANIM 100, Animation studio course building students develop skills in charac Principles, in which is on the basic principles of ter animation. Emphasis performance and compo character development, Studio. Prerequisites: sition, and visual storytelling. Principles, and ANIM 121, ANIM 100, Animation of the instructor or de Storyboarding, or consent partment chair. Portfolio Project: reel including sentation of the pencil test animation for the all major projects. Any written material course will be included in the portfolio. ANIM 2931 Open Studio: ------Students will create a DVD Students will create a DVD pre 2015-2016 Course Catalog 2015-2016 Course students’ portfolios for progress in the major and studios. Studio. readiness for upper-division including work from each Animation and Design from courses Foundation studio completed. Work transferred into the major and personal work may also be included. Students will complete a written statement reflecting on strengths, weaknesses, and goals. A panel of faculty members will assess the the course. Written material, concept sketches, and the course. Written other material may be included. Portfolio ANIM 289 Progress 0 UNITS Required as a prerequisite to ANIM 305, Junior Studio I, students will prepare a digital portfolio students are required to submit four finished proj students are required to submit four format on a DVD. Prerequisite: ects in QuickTime None Portfolio Project: presentation of all animation projects created in mentals of stop motion and experimental anima mentals of stop motion and experimental staging, tion. Students experiment with lighting, three-di and camera placement while animating camera in mensional materials shot with a digital will learn real three-dimensional space. The student designed specialized animation software specifically final review, to shoot stop motion animation. For accompany the DVD either as slide shows in the accompany the DVD either as slide shows DVD or in portfolio format. Motion Stop to ANIM 263 Introduction 3 UNITS the funda This studio course is an introduction to of simple animations, and model and light simple of simple animations, Prerequisite: ANIM 161, props using 3D software. Media. Introduction to Digital Portfolio Project: written sentation of all major projects. Supporting may material, storyboards, and concept sketches 3 UNITS on instruction in the fun This course will focus of animation as applied to damental principles digital animation. Emphasis on three-dimensional of modeling, texturing, light the basic processes Students will create a series ing, and rendering. suggested reading. Lecture. Prerequisites: WRIT 111, Prerequisites: WRIT reading. Lecture. suggested I. Writing Academic Animation 3D Computer to ANIM 262 Introduction Animation - - 93 - - A DVD A selection of ten pieces from A selection of ten pieces from 102, Beginning Figure Drawing. Portfolio Project: best varying projects representing the student’s work will be presented in portfolio form. Written material and supporting sketches may be included. an onsite drawing of a wide variety of animals at an onsite drawing of a wide variety of sessions on the Los Angeles Zoo, as well as drawing animals. campus utilizing both domestic and wild and pro Basics include gesture, rhythm, volumes, character portion with an emphasis on quick study, Stu anatomy. design, movement, and comparative Animation; dio. Prerequisites: ANIM 221, Character FOUN 105, ANIM 102, Beginning Figure Drawing; Introduction to Figure Drawing. Portfolio Project: best varying projects representing the student’s Written work will be presented in portfolio form. be included. material and supporting sketches may 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, and props. Students will also further develop a per sonal style through experimentation with materials and compositional ideas. Studio. Prerequisite: ANIM ANIM 325 Introduction to Acting and Improvisation Acting to Introduction ANIM 325 3 UNITS in exploring for anyone interested This is a course “through their own creativity, human behavior and both individually Working the lens of the actor.” tools will explore the actor’s and in groups, students physical expression, and of observation, listening, as the basics of improvisation imagination, as well Emphasis is on acting for and creating a character. class sessions will be vid the screen and television: None. eotaped. Studio. Prerequisite: students): (for Animation Portfolio Project best work will be student’s presentation of the recorded during the class sessions. ANIM 330 Animal Drawing 3 UNITS in sketching This is an intermediate studio course in and drawing animals. Students will participate ------A DVD presentation of all ani Each student will assemble a Each student will compile a Each student will compile 2015-2016 Course Catalog 2015-2016 Course Written material, supporting sketches, designs, and Written research may be included. construction and drawing, expressions and posing, sequential storytelling, scene planning, second ary animation, and dialogue. Studio. Prerequisite: ANIM 203, Sophomore Studio I: Animation. Portfolio Project: mation tests will be presented as a pencil test reel. ANIM 316 Intermediate Animation ANIM 316 Intermediate 3 UNITS This is an intermediate class focused on tradition al animation building on the skills introduced in Sophomore Studio II. Emphasis is on character 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. in Junior Studio I. Emphasis is on the elements of in Junior Studio I. Emphasis is on the editing, and visual storytelling, animation, sound, statement and a proposal compositing. The artist’s Stu class. this in completed be will Studio Senior for I. dio. Prerequisite: ANIM 305, Junior Studio Portfolio Project: ANIM 306 Junior 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 animated project. The full animatic may be included animated project. The for context. All material will at the end of the DVD explaining what part of a scene be clearly labeled, on. Supporting sketch and con the student worked be included in cept art, and written material should process book or portfolio format. Sophomore Studio II: Layout; ANIM 289, Progress Sophomore Studio must have a laptop in order to Portfolio. Students enroll in this class. Portfolio Project: his or her contribution to the portfolio or DVD of proposals will include a treatment, storyboard, storyboard, will include a treatment, proposals short animatic, and character design, concept art, will how the project schedule showing production Prerequisites: ANIM 204, be completed. Studio. Animation - - - 94 - - The portfolio project of this The portfolio project of this The portfolio project students are required to submit a finished project in the devel format on a DVD or document QuickTime opment of their assets on a disc. Course enrollment is limited based on stage space and equipment. Pre requisite: ANIM 263, Introduction to Stop Motion. ANIM 364 is an advanced course in the 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: show course will consist of a DVD of animation principles. ing an understanding of compositing broken At least one example of a complete scene included. All down into the various layers should be may be supporting process art and written material should be presented in portfolio format. All DVDs accompanied by a detailed shot list. 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 from their own ideas. Students are allowed to take this course to develop puppets, props, and stages for their capstone senior films. For final review, ANIM 363 2D Computer Animation I Animation 2D Computer ANIM 363 3 UNITS in software currently focusing on 2D This is a course 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 will create a short project to environment. Students software. Studio. Prerequisite: complete in the 2D consent or Media, Digital to Introduction 161, ANIM of the instructor. Portfolio Project: of a DVD of the final project course will consist of skills the student gained showing the range and sketch during the course. Supporting written as a slide material may be included on the DVD show or presented in a portfolio format. II Animation ANIM 364 2D Computer 3 UNITS - - - - - A selection of six pieces from A selection of six pieces The portfolio project of this course The portfolio project of this course 2015-2016 Course Catalog 2015-2016 Course written material may be included as a slide show or presented in portfolio format. Prerequisite: ANIM 361, 3D Computer Animation I. Portfolio Project: will consist of a DVD of the completed sequence including examples from all stages of production. Supporting storyboard, sketches, research, and ANIM 362 3D Computer Animation II ANIM 362 3D Computer 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. including the final project, showing the range ofincluding the final project, showing the Support skills the student gained during the course. included oning written and sketch material may be in a portfoliothe DVD as a slide show or presented format. puter software. Students will create projects 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: projects,will consist of a DVD of three or more ANIM 361 3D Computer Animation 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 ANIM 204, Sophomore Studio II: Layout. ANIM 204, Sophomore Portfolio Project: best the student’s varying projects representing Research, work will be presented in portfolio form. may supporting sketches, and written statements be included. lighting, color, style, character design, and various style, character lighting, color, as components of animation painting techniques storytelling. Emphasis is development and visual used by professional develop placed on techniques in the animation indus ment artists and illustrators ANIM 221, Character Animation; Prerequisites: try. ANIM 340 Visual Development Visual ANIM 340 3 UNITS explore composition, Students examine and Animation - 95 - - - - A selection of ten pieces from The portfolio project consists Each student will assemble a portfolios. Studio. Prerequisite: ANIM 102, Begin ning Figure Drawing. Portfolio Project: best varying projects representing the student’s work will be presented in portfolio form. Written material and supporting sketches may be included. material should be included in a process book or material should be included in a process portfolio format. Painting ANIM 405 Background 3 UNITS This is an advanced studio course in background and digital. painting techniques, both traditional the Emphasis is placed on staging and supporting story through theme and narrative of the animated composition, perspective, tone, and mood. color, Studio Studio. Prerequisites: ANIM 204, Sophomore or consent II, and ANIM 340, Visual Development, of instructor. Portfolio Project: of a selection of six pieces from varying projects best work presented in a representing the student’s portfolio form. Research, supporting sketches, and written statements may be included. Drawing Figure ANIM 410 Advanced 3 UNITS This is an advanced course in life drawing and the study of the human figure using a variety of tradi tional and experimental media. Emphasis is on the development of figure art for use in professional ANIM 3931 Open Studio: Junior Studio II Open Studio: Junior ANIM 3931 3 UNITS remediate for ANIM can substitute or This course II. This is an advanced open 306, Junior Studio all aspects of professional studio course integrating Students will work in their animated production. the production of the animat established teams in in Junior Studio I. Emphasis ed project developed of visual storytelling, anima is on the elements and compositing. The artist’s tion, sound, editing, for Senior Studio will be statement and a proposal Studio. Prerequisite: ANIM completed in this class. I, or consent of instructor or 305, Junior Studio department chair. Portfolio Project: 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, ------Each student will compile a The portfolio project for this project for this The portfolio 2015-2016 Course Catalog 2015-2016 Course cept art, and written material, should be included in process book or portfolio format. Portfolio Project: portfolio or DVD of his or her contribution to the animated project. The full animatic may be included at the end of the DVD for context. All material will be clearly labeled, explaining what part of a scene the student worked on. Supporting sketch and con 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. studio course in project development focusing studio course in project development interactive on the execution of story into film or four to six to projects. Students will form groups of complet create a project proposal, which will be dramatic will include ed in Junior Studio II. Topics visual language, and structure, theme, continuity, Game Capstone Research Seminar, in lieu of ANIM Game Capstone Research Seminar, 380, Senior Studio Research Seminar. Studio II ANIM 393 Open Studio: Junior 3 UNITS for ANIM This course can substitute or remediate open 305, Junior Studio I. This is an intermediate ANIM 305, Junior Studio I, and consent of chair. ANIM 305, Junior Studio I, and consent teams may, Students involved in interdisciplinary appropriate with the permission of the chairs of the 3705, Me departments, participate in either TECH or GAME 3705, Research Seminar, dia Technology projects, research and gather support materials, projects, research and committee, and, if neces identify a faculty review to the project. At the end of the gather a team sary, will submit an Anima students research semester, by three tion Capstone Project Proposal signed the disciplines members of the faculty representing proposal. Prerequisites: delineated in the student’s included. Seminar Research ANIM 380 Senior 3 UNITS seminar provides students The capstone research to explore possible capstone with the opportunity Portfolio Project: Portfolio of all anima of a DVD presentation course consists mate Written created in the course. tion projects and other material may be rial, concept sketches, Animation - - 96 - - - - - Students will maintain a writ Students will create a completed Student will create a production 4 UNITS - is required for each unit of credit. Prerequisites: junior standing, Animation 491, Internship Seminar, and permission of the department chair. Portfolio Project: ANIM 486 Senior Studio II ANIM 486 Senior 4 UNITS aspects of This advanced studio course covers all continuation animation production. The course is a of the of Senior Studio I. Emphasis is on production for national Senior Thesis Project and preparation Prereq or international animation festivals. Studio. permission of uisites: ANIM 485, Senior Studio I, and the instructor. Portfolio Project: 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. Experience Work ANIM 490 Internship 1 internship in anima ANIM 490 is an off-campus tion that may be taken with or without credit. The student bears the responsibility for submitting the proposal that identifies the sponsor of the partic ipating organization, the learning objectives, and criteria for evaluation. The department chair must approve all internships. A minimum of forty hours varying projects representing the student’s best the student’s representing varying projects form. Written be presented in portfolio work will may be included. supporting sketches material and Studio I ANIM 485 Senior 4 UNITS course consolidates all anima This advanced studio Emphasis is on concept design, tion methodologies. and design thinking for preproduction processes, Students will develop the senior thesis project. process books, concept presentation storyboards, Studio. Prerequisite: ANIM design, and animatics. II. 306, Junior Studio Portfolio Project: 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. ------A selection of ten pieces from The portfolio project will consist A DVD presentation of all ani A DVD presentation 2015-2016 Course Catalog 2015-2016 Course Portfolio Project: Portfolio Project: tion to develop an expressive and personal style. This course is designed to support students in the development of a professional portfolio that meets studio standards. Prerequisite: ANIM 102, Begin ning Figure Drawing, or FOUN 105, Introduction to Figure Drawing. ANIM 430 Figure Drawing Workshop Drawing ANIM 430 Figure 3 UNITS This course is an advanced figure drawing course with a focus on linear technique including use of one-minute poses. Emphasis is on continuing refinement of anatomical knowledge combined with use of line, modeling in light, and composi of a DVD including six projects, three in two-dimen of a DVD including six projects, three an sional animation and three in three-dimensional material imation. Supporting sketches and written be presented will be assembled in a project book to with the DVD. use of effects to support the story and art direction use of effects ANIM in an animated project. Studio. Prerequisites: and 261, Introduction to 2D Computer Animation, Animation, ANIM 262, Introduction to 3D Computer or consent of instructor. Portfolio Project: 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. Topics fire, smoke, shadows, and other natural water, appropriate phenomena. Emphasis will be on the Portfolio Project: presented as a pencil test reel. mation tests will be sketches, designs and material, supporting Written research may be included. Animation ANIM 420 Effects ronments of junior and senior studios. Emphasis is ronments of junior including character layout, on setting up a scene, performance, and placing posing, timing, dialogue, Studio. continuity of the story. the scene within the 203, Sophomore Studio I: Ani Prerequisite: ANIM mation. ANIM 416 Character Animation Workshop Animation Character ANIM 416 3 UNITS on focusing advanced studio workshop This is an within the production envi character animation Animation - - 97 ------All elements of the student’s All elements of the student’s All elements of the student’s Students will create a completed Students will create cover letters, artist’s 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. consent of instructor or department chair. Portfolio Project: and the projects from all classes will be reviewed a profes appropriate work will be assembled into Resumes, sional portfolio and reel for job hunting. statements, and other written cover letters, artist’s will provide a material will be included. The student archive. copy to be maintained in the Animation ANIM 495 Animation Portfolio 3 UNITS in the prepa The focus of this course is instruction resume, ration and presentation of the animation profes portfolio, and reel. Lecture topics include 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 entrepreneurial animation artists. Studio. Prerequi site: ANIM 306, Junior Studio II. Portfolio Project: 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, Senior Thesis Project and preparation for national for national Project and preparation Senior Thesis Studio. Pre animation festivals. or international of Studio I, or consent ANIM 485, Senior requisite: chair. instructor or department Portfolio Project: project and the production bible poster for the final be submitted. The final project for the project will a DVD in an appropriate pro will be submitted as fessional case. Animation Portfolio ANIM 4932 Open Studio: 3 UNITS or remediate for ANIM This course can substitute 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 ------Students will create a production Students will maintain a writ 2015-2016 Course Catalog 2015-2016 Course tion production and is also a continuation of Senior Studio I. Emphasis is on the production of the DVD. Studio II ANIM 4931 Open Studio: Senior 4 UNITS This course can substitute or remediate for ANIM 486, Senior Studio II. ANIM 4931 is an advanced open studio course covering all aspects of anima Portfolio Project: bible that will be maintained through the comple tion of the thesis project. Concept art, storyboards, character design, and research material will be included. The final animatic will be submitted as a Project. Students will develop presentation story Project. Students will develop presentation and animat boards, process books, concept design, Studio II. ics. Studio. Prerequisite: ANIM 306, Junior Review or Student must pass Sophomore Portfolio department have the consent of the instructor or chair. ANIM 493 Open Studio: Senior Studio I ANIM 493 Open Studio: Senior 4 UNITS for ANIM This course can substitute or remediate 485, Senior Studio I. ANIM 493 is an advanced all animation open studio course that consolidates design methodologies. Emphasis is on concept Thesis and preproduction processes for the Senior Portfolio Project: 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. internships, mock interviews, and company expec internships, mock interviews, Students who have completed tations for interns. their experiences. Course internships will present sessions of five hours each and will meet for three standing plus include a lunch. Prerequisites: Junior consent of chair. ANIM 491 Internship Seminar ANIM 491 Internship 1 UNIT is designed to prepare This round-table seminar internship experience. students for a successful researching and applying for Subjects will include ten journal which may include art detailing the art detailing the which may include ten journal learning objectives, how they met the experience, the they gained from professional skills and what internship. Animation 98 - - - - - To be determined by the instruc To To be determined by the instruc be determined To 4 UNITS - 2015-2016 Course Catalog 2015-2016 Course Portfolio Project: Portfolio Project: must in tor and chair of Animation. All projects component. clude an art component and a written of the department chair. 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. ANIM 299, 399, 499 Independent Study ANIM 299, 399, 499 1 studio investigation of This course is an individual peri Regular, special interest chosen by the student. member are odic meetings with an assigned faculty and approval required. Students must have consent Lecture, three hours per week. Studio, six hours per Lecture, three hours Consent of instructor. week. Prerequisite: Portfolio Project: All projects must in tor and chair of Animation. and a written component. clude an art component ANIM 170, 270, 370, 470 Topics in Animation 270, 370, 470 Topics ANIM 170, 3 UNITS study of topics provide an in-depth These courses in the field of animation. of a specialized nature

Animation

1 ANIM 405 Background Painting Background 405 ANIM

1 ANIM 416 Character Animation Workshop Animation Character 416 ANIM

Elective Drawing Figure Advanced 410 ANIM

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

S S

ALL ANIM 486 Senior Studio 2 Studio Senior 486 ANIM 99

S S S S S S S

Spring YEAR 4

14 ANIM 495 Animation Portfolio Animation 495 ANIM

S S S S S S S

ALL ANIM 485 Senior Studio 1 Studio Senior 485 ANIM

Fall

1 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

Elect.

12 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

Prod. Tech. Elective Prod. Tech.

YEAR 3 Seminar Research Senior 380 ANIM

1 ANIM 330 Animal Drawing Animal 330 ANIM

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

Spring

14 ANIM 306 Junior Studio 2 Studio Junior 306 ANIM

F F F F F F F

1 ANIM 340 Visual Development Visual 340 ANIM

Fall 1 Studio Junior 305 ANIM

4 ANIM 289 Progress Portfolio Progress 289 ANIM

F F F F F

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

1 ANIM 223 Costumed Figure Costumed 223 ANIM

Elect.

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

23 ANIM 245 Iconic Film Iconic 245 ANIM

1 ANIM 221 Character Design Character 221 ANIM

Spring

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

YEAR 2

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

34 ANIM 240 History of Animation of History 240 ANIM

B B

1 SUMMATIVE Storyboarding 211 ANIM

Entrepreneurship

Fall 34 ANIM 210 Design Symposia Design 210 ANIM

4 S

1 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 FOUN 104 Drawing and Composition and Drawing 104 FOUN

1 FORMATIVE Media Digital to Introduction 161 ANIM

Civic Engagement

4 ANIM 112 Portfolio Review Workshop Review Portfolio 112 ANIM

ASSESSMENT

3 F B B B B

Spring

1 ANIM 102 Beginning Firgure Drawing Firgure Beginning 102 ANIM

YEAR 1 Composition & Design 102 FOUN

1 FOUN 101 Beginning Drawing Beginning 101 FOUN

Fall

BENCHMARK Principles Animation 100 ANIM

Transdisciplinarity 2 Pillars University B

1 1

12 12 14 12 124 134 ALL MAJOR COURSES MAJOR Design Thinking ACCOMPLISHED 1 in creative projects. of time-based media. University Pillars.. a unique creative voice. 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 that illustrates a working knowledge of animation process and product when offering and receiving 2015-2016 Course Catalog 2015-2016 Course and career management in the animation industry. 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 Apply animation principles in the design and production Develop and coordinate art and design strategies in both Demonstrate artistic mastery of the tools and technology UNIVERSITY PILLARS Organize and present narrative content in storyboard form INTRODUCED Create a substantial body of personal work that showcases Understand legal/ethical issues relating to professional practices CURRICULUM MAP Bachelor of Fine Arts in Animation BFA Arts in Bachelor of Fine Communication - - 100 - - - - - to conduct research and frame arguments in a scholarly way. 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 • • Communication major, contact Nicole Keating, Communication major, Chair of Communication, at nicole.keating@wood bury.edu. MISSION and flow Communication studies the formation the symbolic of meaning that takes place through Our de representation of shared social realities. these partment encourages students to understand re communication processes through academic reflection. The and ethical search, creative inquiry, theoreti curriculum we have developed integrates cal expertise with practical skills in communication with the and research practices. Students graduate variety of knowledge needed to succeed in a wide culture. fields related to media and contemporary LEARNING OUTCOMES PROGRAM • • • • 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 creative research agenda. also personalizing of each stage of the curric Successful completion research ulum, as well as its related theory and learning components, is demonstrated in student portfolios, senior projects, and the end-of-year departmental showcase. Bachelor of The major culminates in a four-year about the Arts degree. For further information ------2015-2016 Course Catalog 2015-2016 Course the learning outcomes for each class. Courses, too, are clearly aligned to program outcomes so that students can direct their own progress as they move through the curriculum. 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 nec to them in the present day. essary tools to become proficient public speakers, digital communicators, and academic researchers. Assignments have been carefully tailored to meet 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 The education provided in our department builds The education provided in our department the self-awareness needed to make reflective array of commu choices from an ever-expanding of study, nication possibilities. During their course with unique students become active critical thinkers and well-developed perspectives on communication such, it is a perfect gateway degree for entry into such, it is a perfect gateway degree for to media, careers and graduate programs related leaders regu entertainment, and culture. Business top critical larly cite communication as one of the skills needed for employment in the twenty-first century. design, fashion, and psychology. design, fashion, and psychology. that bridges Communication is a hybrid discipline people are the humanities and social sciences. Many because they drawn to the study of communication underlying find that it helps them understand the world. As symbolic processes found in the modern world. The curriculum offered spans the full range offered world. The curriculum studies, including media produc of communication and popular culture. Students tion, media analysis, opportunities to in the major have abundant that includes develop a personalized education plan from other additional cross-disciplinary coursework graphic areas of the school, including animation, Jennifer Peterson, Department ChairJennifer Peterson, department is a vital part of The communication Culture & Design at Woodbury the School of Media, its strategic location in Burbank, and benefits from as the media capital of the CA, widely known Communication Communication (BA) Communication 60 50 101 10 120 3 M 3 GE 3 GE 3 GE 3 GE 1 GE Units Media Culture Public Speaking I Academic Writing Interdisciplinary Core Intermediate Algebra to College/ Transition Woodbury INDS 1XX WRIT 111 MATH 149 MATH BA, California State University, Long Beach Long BA, California State University, Bethany Turner EdD, University of Sarasota Harry Wiland Columbia University MFA, Risa Williams University New York MFA, MA, Antioch University Stephanie Yeung PhD, University of Southern California Summary Curriculum CURRICULUM MAJOR COMMUNICATION Leading to the Bachelor of Arts (BA) Degree Major (M) General Education/Integrative Learning (GE) Unrestricted electives (UE) Minimum semester hours required COURSES OF SUGGESTED SEQUENCE FIRST YEAR Fall Semester Kadina de Elejalde Kadina de University Yale MFA, Armen Karaoghlanian California BA, University of Southern Azniv Mekhitarian Northridge University, MA, California State Camillia Monet University Yale MFA, Mercedes Nelson-Coffman MA, Pepperdine University Saida Pagan MA, National University Alessandrina Sweeney Northridge MA, California State University, Thompson Teri COMM 100 COMM 120 PPDV 1/200 - - Associate Professor Professor Emeritus Assistant Professor TIME FACULTY - 2015-2016 Course Catalog 2015-2016 Course Dale Bell BA, Princeton University Rose Eichenbaum MA, University of California, Los Angeles Sydney Balbes Dominguez Hills California State University, MFA, Jessica Baty-McMillan MA, University of Denver ADJUNCT FACULTY Ani Abcarians Los Angeles MA, California State University, Burcak Aydin-Mcbride Northridge MA, California State University, MA, Woodbury University MA, Woodbury Olga Legg Russia Saint-Petersburg, PhD, Herzen University, Stokes-Rice Tammera Northridge MA, California State University, EMERITUS FACULTY Barbara J. Bowley, MA, MS, Columbia University ADJUNCT FACULTY PARTICIPATING Jeanette Fischer ASSISTANT CHAIR ASSISTANT Nicole Marie Keating, PhD, University of Pennsylvania FULL Kristen Fuhs, PhD, University of Southern California faculty members arrange meetings by appointment. faculty members arrange CHAIR Jennifer Peterson PhD, University of Chicago riculum. They bring a wide range of knowledge andriculum. They bring of this goal, which is matchedexpertise in the service for the subject of communication.by their enthusiasm professionals in the local me Many of them are active industries. All full-time facultydia and entertainment set aside for students to hours members have office outside of class. Adjunctreceive individual instruction FACULTY the to providing members are dedicated Our faculty in order to achieve instruction possible highest quality outcomes defined by the cur the student learning Communication 102 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 GE 1 UE 3 UE 3 UE 3 GE 3 UE 3 GE 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 - Communication Elective Senior Seminar Internship General Education Elective Unrestricted Elective Communication Elective Philosophy of Communica tion Unrestricted Elective Unrestricted Elective Media Professions Communication Elective MCD Transdisciplinary Seminar Unrestricted Elective Lab Natural Science with (2 semesters) Intercultural Communication Cultural Studies Social Media Communication & the Sexes Media Culture Communication Theory Interpersonal Communication Research Methods Oral Interpretation Video Production Workshop Media History for Media Writing Screening Series ______3XX ____ 3XX COMM 485 COMM 490 COMM 212 COMM 360 COMM 400 COMM 3XX Spring Semester STUDY OF COURSE IN MAJOR CATEGORIES I. Required Courses Spring Semester YEAR FOURTH Fall Semester COMM 3XX COMM 323 COMM 330 COMM 327 COMM 100 COMM 203 COMM 210 COMM 230 COMM 231 COMM 233 COMM 215 COMM 225 COMM 200 COMM 3XX 3 M 3 M 3 M 3 M 3 M 3 M 0 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 3 GE 1.5 M 1.5 M Screening Series 2 Intercultural Communication Research Methods Video Production Workshop Media Ethics Art History Social Media Communication & the Sexes Progress Portfolio Environmental Studies General Education Elective Cultural Studies Communication Theory Communication Film Studies Oral Interpretation II Academic Writing Information Theory & Practice Introduction to Psychology Screening Series I Interpersonal Communication Media History for Media Writing Statistics for the Behavioral Sciences Cultural Anthropology ______LSCI 105 PSYC 200 PSYC 221 WRIT 112 ENVT 220 ARTH 2XX ARTH ANTH 220 COMM 212 COMM 230 COMM 233 COMM 235 COMM 2001 COMM COMM 323 COMM 330 COMM 327 COMM 325 COMM 231 COMM 203 COMM 222 COMM 215 COMM 225 COMM 200 COMM 210 2015-2016 Course Catalog 2015-2016 Course Fall Semester THIRD YEAR Spring Semester SECOND YEAR SECOND Fall Semester Spring Semester Communication - - - 103 - - - - -

Moodle Personal Learning Portfolios Moodle Personal survey in Communication Use of standardized review. for baseline and summative struments assignments in Media Cul Baseline (Major): First Theory. ture and Communication Learn Baseline (General Education/Integrative in Public Speaking. ing): Persuasion speeches Final projects compared to Formative—Personal: baseline. Final projects compared to Formative—Applied: baseline. or project at end of junior Threshold: Best paper year. following review of threshold Remediation Path paper or project. com Summative: Philosophy of Communication pared to baseline Communication Theory. to Summative: Senior Thesis Project compared baseline Media Culture. tions. Students may gain new media experience by virtual ventures, participating in the department’s in a space that is becoming an educational home to a growing global audience. CAPSTONE COURSE CAPSTONE in the final A senior seminar capstone class is taken In this class, semester of the major course of study. and produce students engage in extensive research appro a major research paper or original project The creation priate to the field of communication. each student of a personal learning portfolio assists and in their identification of pertinent themes research topics. LEARNING PORTFOLIOS and projects All courses require specific activities for each linked to the learning outcomes specified may include speeches, produced course. Work and other research papers, visual communication, Evidence of learning is assessed pe tangible effects. riodically through faculty advising, program review, and review of student learning portfolios. LEARNING SPECIAL OPPORTUNITIES/REQUIREMENTS The department provides excellent opportunities for students to gain industry-related field experi It also ence in the surrounding creative economy. encourages study abroad through partnerships with international universities and summer course op • • • • • • • • • • - - - 0 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 Progress Portfolio Progress Portfolio Media Professions Philosophy of Communication* Senior Seminar Internship Communication Contemporary Journalism Understanding Television The Art of the Pitch Film Genres Film Noir Cinema World in Communication Special Topics Media and Social Change Collaborative Seminar Critical Studies in Rhetorical Theory Debate Argumentation and surveys. Formative assessment in (social) application: Integrated advising, course assignments, student self-assessments, computer literacy requirements, personal learning plans on Moodle. Summative assessment: Comprehensive exam, senior seminar academic paper/project, intern graduate ship host evaluations, Moodle review, ment, MCD interdisciplinary course, personal learning plans on Moodle. Formative assessment in (personal) practice: Integrated advising, course assignments, student self-assessments, computer literacy requirements, personal learning plans on Moodle. Baseline measurements: Entrance essays and Baseline measurements: Entrance essays surveys, persuasive speech, media culture assign COMM 360 COMM 485 COMM 490 COMM 325 COMM 400 COMM 450 COMM 460 COMM 336 COMM 341 COMM 342 COMM 350 COMM 370 COMM 335 COMM 307 COMM 310 COMM 314 COMM 320 2015-2016 Course Catalog 2015-2016 Course Evidence Produced through Assessment through Evidence Produced • • • II. Upper-Division Major Electives (Choose three) II. Upper-Division ASSESSMENT PROCESS Regular and Ongoing Student Learning Assess ment Procedures • *This course satisfies the departmental requirement *This course satisfies for a competency exam. Communication - - - - - 104 - -

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

First Year: Computer Information Resources Computer Information Resources First Year: Students should demonstrate: STUDENT COMPUTER REQUIREMENTS STUDENT COMPUTER Students are responsible for email and ISP accounts; student-owned computers used on campus should have a network and/or wireless card for access to wireless network. the university’s II. III. IV. COMPUTER LITERACY REQUIREMENT LITERACY COMPUTER ensure that students literacy standards Computer and knowledge relat with essential skills graduate and digital media. They ing to computer technology use of information re effective include regular and communication tools, sources, computer-mediated Faculty advisors and multimedia self-presentation. annually to students on their will provide guidance stan the department’s progress toward meeting It is generally expected literacy. dards of computer proficient in each area of that students will become through the successful com computer application their major curriculum. The pletion of courses in each level of computer literacy principles applied to are found below. I. ------

The department supports the activities of the high academic achievement and other communi cation ideals related to their charters. Communication Club as well as the university’s Communication Club as well as the university’s chapter of the national communication honorary Lambda Pi Eta. These groups promote society, (WSCA) as part of their course of study. (WSCA) as part of their course of study. these lectures in order to become familiar with a these lectures in order to become familiar in commu broad range of perspectives and topics nication. of Students are encouraged to become members (NCA) the National Communication Association States Communication Association and Western critical insight into career opportunities. period The School of Media, Culture & Design of com ically hosts lectures related to the field notable munication studies by experts and other to attend professionals. Students are expected 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 Student Association Professional Communication Associations Professional Rethinking Media Series Collaborative Seminar is an advanced topics The collaborative seminar independent “big picture” course that fosters to complex problems or phe thinking in relation to nomena that resist reductionistic approaches understanding. Experience/InternshipWork classes is offered concurrently with critical stud concurrently classes is offered in order to deepen stu ies and senior seminar of their selected emphases. dents’ understanding are designed to adequately The major electives post-graduate study and em prepare students for linked to these specializations. ployment in areas Major Electives the opportunity students have year, In their senior and production either media analysis to focus on A series of studies (CULTURE). (MEDIA) or cultural 2015-2016 Course Catalog 2015-2016 Course internship search strategies and help students connect with employers through internship postings, resume interview opportunities,collections, on- and off-campus alumni connections, and employer outreach in the U.S. Woodbury’s Career Development Office offers a variety offers Career Development Office Woodbury’s of programs, services, and resources to assist students in exploring careers and securing internships. The staff works with students one-on-one to develop successful • • • • • • Communication ------105 - - -

Screening Series 1 Screening Series 2 Screening Creative Writing Creative Speaking Public

This course exposes students to a variety of media classic, experimental, nar screenings: contemporary, etc. The course is designed to rative, documentary, be a combination of screenings and special events, so during some weekly meetings, the students will benefit from guest speakers, workshops, or perfor 3 UNITS 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. 200 COMM 1.5 UNITS of media This course exposes students to a variety experimental, nar classic, screenings: contemporary, is designed to etc. The course rative, documentary, events, be a combination of screenings and special so during some weekly meetings, the students will benefit from guest speakers, workshops, or perfor mances. The screening schedule will be linked with Media History in the fall and Intercultural Commu nication in the spring. Studio. Prerequisite: WRIT I. Co-requisites: COMM 215, 111, Academic Writing or COMM 212, Intercultural Commu Media History, nication. 20x COMM 1.5 UNITS COMM 110 COMM 3 UNITS writing to fiction introduces the student This course 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, a short story from five-hundred the final project: words. Students will to one-thousand five-hundred 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 120 COMM - - 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 ...... Argumentation and Debate Communication and Culture Contemporary Journalism Cultural Studies Communication and the Sexes Special Topics in Communication Communication Theory Public Relations Advertising Research Methods Oral Interpretation Media, Self, and Society Rhetorical Theory Creative Writing Media Culture Interpersonal Communication COMM 323 COMM 327 COMM 370 COMM 305 COMM 307 COMM 310 COMM 312 COMM 314 COMM 230 COMM 231 COMM 110 COMM 203 COMM 204 COMM 209 COMM 210 COMM 100 2015-2016 Course Catalog 2015-2016 Course This course provides an inter-, 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 Minimum unit requirement Courses 100 Media Culture COMM 3 UNITS Select one from the following electives: upper-division COMMUNICATION MINOR COMMUNICATION following Select one from the electives: lower-division Recommended Hardware: MAC or PC, laptop or or PC, laptop or Hardware: MAC Recommended or better MHz (1.3 GHz) desktop, 1300 of operating Software: Recent versions Required software. system and word processing Communication - - - - 106 - - Prerequisite: WRIT 111, Academic Writing I. Prerequisite: WRIT 111, Academic Writing Methods 230 Research 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 3 UNITS study of This class will introduce students to the film form and culture. Films can be understood as from a number of perspectives: as a technology, design, and a business, as entertainment, as art, as artifacts perhaps most importantly as socio-cultural which that reflect the cultural conditions under that end, this they are produced and received. To related to class will explore a wide variety of issues production, the study of film, including aspects of style, design distribution, reception, film form and goal will be thinking, genre, and authorship. Our analyzing film to develop critical methodologies for Academic form. Lecture. Prerequisite: WRIT 111, I. Writing Media for Writing 225 COMM 3 UNITS In this course, students develop writing skills specif ic to various media-related fields. Students work on projects in print and digital journalism, advertising, screenwriting, 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. COMM 215 Media History COMM 3 UNITS and communication forms of media How do new forms? How do new media grow out of older the cultures from which they technologies alter explores how major devel emerge? This course technologies have influenced opments in media historical and social changes history and how major forms. In so doing, the course have reshaped media between the “present” and his draws connections specific modes of communi torically and culturally readings, lively discussions, cation. Through course media screenings, students library research, and “living history” and gain will engage with this the media insight into the social implications of should be taken This course technologies of today. Series 1. in conjunction with COMM 200, Screening I. Writing Lecture. Prerequisite: WRIT 111, Academic Studies 222 Film COMM ------

Communication Intercultural Communication Interpersonal Relations Public Advertising Communication Theory Communication 2015-2016 Course Catalog 2015-2016 Course perception, and thought are examined. Lecture. I. Prerequisite: WRIT 111: Academic Writing COMM 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 fosters a dialogic view of interpersonal exchange, in which meaning is co-created. Throughout the for the course provides opportunities semester, students to improve interpersonal communication in their personal and professional lives. Lecture. Pre I. requisite: WRIT 111, Academic Writing Lecture. Prerequisite: WRIT 111, Academic Writing I. Writing Lecture. Prerequisite: WRIT 111, Academic 210 COMM 3 UNITS wide Interpersonal communication is the most spread form of human communication. This course COMM 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 COMM 204 COMM 3 UNITS using a This course introduces messaging strategy and prac combination of public relations theory WRIT 111, tical application. Lecture. Prerequisite: I. Academic Writing major theories of communication with an emphasis major theories of communication also provides review of the on media. The course message, the communicator, characteristics of the the impact of the affect and the audience that 111, Academic message. Lecture. Prerequisite: WRIT I. Writing Media History, or COMM 212, Intercultural Commu or Media History, nication. 203 COMM 3 UNITS and critically analyzes the This course introduces mances. The screening schedule will be linked with will be linked screening schedule mances. The Intercultural Commu in the fall and Media History Prerequisite: WRIT the spring. Lecture. nication in COMM 215, I. Co-requisites: 111, Academic Writing Communication ------107 ------COMM 314 Contemporary Journalism 314 Contemporary COMM 3 UNITS An introduction to the fundamentals of newspa journalism, including the magazine and Web per, writing of hard news stories, features, profiles, and and music entertainment reviews (film, theater, of Plato, Aristotle, Cicero, Quintilian, St. Augus of Plato, Aristotle, Cicero, Quintilian, Campbell, Toulmin, Burke, Whately, tine, Blair, New Habermas, and other leading theoreticians. feminist units might look at African, Asian, and LSCI approaches to rhetoric. Lecture. Prerequisites: 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 Communica Rhetoric and Design; and COMM 203, tion Theory. and Debate 310 Argumentation COMM 3 UNITS evi This course examines the uses of argument, dence, and the various types of proof. Attention is formal debate structures and given to the different reasoning and ex modes of refutation. Treats[??] 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 II, or WRIT 212, Rhetoric and Design; and Writing COMM 120, Public Speaking. COMM 305 Media, Self, and Society and 305 Media, Self, COMM 3 UNITS of the tech provides an exploration This course and the persuasive niques used in propaganda that convert ideas into communication strategies and strategies are il ideologies. These techniques ways, including marketing cam lustrated in several propaganda. and wartime paigns, artistic efforts, LSCI 105, Information Theory Lecture. Prerequisites: 106, Information Sources for in and Practice, or LSCI Architecture, or LSCI 205, Architecture and Interior Disciplines; WRIT 112, Academic Information in the Rhetoric and Design; and II, or WRIT 212, Writing Culture, or COMM 203, Commu COMM 100, Media nication Theory. Theory 307 Rhetorical COMM 3 UNITS neoclassi This course surveys major classical and those cal treatises on rhetoric. The works include ------2015-2016 Course Catalog 2015-2016 Course video-making and offers a step-by-step guide to video-making and offers the art, craft, and business of low-budget film- and video production in the digital age. Lecture. Prereq I. uisite: WRIT 111, Academic Writing COMM 250 The Director’s Craft 250 The Director’s COMM 3 UNITS Through lectures, discussions, and analyses of films and film clips, this course presents a historical in troduction to contemporary independent film- and fulness, privacy, civic engagement, identity politics, fulness, privacy, then Part Two violence, and sexual pornography. covers case studies in a number of media industries, including, but not limited to, journalism, enter tainment, graphics, fashion, advertising, and public relations. Lecture. Prerequisite: WRIT 111, Academic I. Writing 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 various dimensions of media ethics, such as truth nical and creative aspects of production. 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 Ethics 235 Media COMM ture. Prerequisite: WRIT 111, Academic Writing I. Writing ture. Prerequisite: WRIT 111, Academic Workshop Video Production 233 COMM 3 UNITS This course is a hands-on television production in the tech course that provides solid grounding of presentation associated with voice, body, and with voice, body, of presentation associated approach combines gesture. Unique performative in written texts with the the discovery of meaning that meaning to an au communication of effective dience. A variety of traditional and non-traditional prose, poetry, literary forms will be used, including Lec oral history. letters, and drama, autobiography, 111, Academic Writing I. No lab costs. I. No 111, Academic Writing 231 Oral Interpretation COMM 3 UNITS on improving communication This course focuses entirely on those aspects skills by focusing almost and tactics, develop interviewing skills, perform skills, perform develop interviewing and tactics, differ research reports. The and write ethnography, qualitative research quantitative and ence between Lecture. Prerequisite: WRIT will also be explored. Communication ------108 - - - 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 hands of citizens and consumers. Students 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. and Social Change 335 Media COMM 3 UNITS 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 COMM 327 Communication and the Sexes and 327 Communication 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 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, ------2015-2016 Course Catalog 2015-2016 Course Studies. COMM 325 Progress Portfolio 325 Progress COMM 0 UNITS In this non-credit course, students work on portfoli os integral to the assessment process. Prerequisite: II, or WRIT 212, Rhet WRIT 112, Academic Writing oric and Design. Co-requisite: COMM 323, Cultural sentation structures everyday life. Lecture. Prerequi sites: LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, Information in II, the Disciplines; and WRIT 112, Academic Writing or WRIT 212, Rhetoric and Design. oretical foundations of both British and American oretical foundations of both British and culture as traditions. The course focuses on popular and the site where social meaning is constructed, graphic explores trends in film, animation, fashion, etc. design, gaming, architecture, music, literature, to understand how symbolic repre in our efforts Interior Architecture, or LSCI 205, Information in Interior Architecture, or LSCI 205, Information the Disciplines. Studies 323 Cultural COMM 3 UNITS to This course provides a general introduction and the cultural studies, emphasizing the history drawn from multiple areas of study, to understand drawn from multiple areas of study, of tele-visual 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 This course uses a cultural approach to examine This course uses a cultural as a technological medi evolution both television’s as a reflec and, conversely, um of communication Students will explore the sto tion of society itself. of television ry-telling and myth-making functions Students within the wider socio-cultural context. will also use a variety of theoretical perspectives, press and on the Web. Lecture. Prerequisite: WRIT Lecture. Prerequisite: press and on the Web. WRIT 212, Rhetoric and II, or 112, Academic Writing Theory and Practice. Design; LSCI 105, Information Television 320 Understanding COMM 3 UNITS books). Students will collaborate in the writing, in the writing, will collaborate books). Students of expanded version publishing of an editing, and Selected student The Wire. newspaper, the student published in the L.A. community journalism may be Communication ------109 - - in the Disciplines. tecture, or LSCI 205, Information in the Disciplines; tecture, or LSCI 205, Information in the 212, II, or WRIT and WRIT 112, Academic Writing Rhetoric and Design. Professions 360 Media COMM 3 UNITS the third year This course is intended for students in communica of the program. It provides advanced fields tion students with a “window” into various studies, and related to communication and media future career gives students the chance to examine trips, analysis options. Through guest speakers, field student of media industries, and completion of of projects, students gain a better understanding possibili the career opportunities (and internship ties) available to them. Students also examine the cultural significance of the professions within con and consider the role of “work” temporary society, Students will write a research in personal identity. paper related to their chosen area of specialization. Lecture. Prerequisites: WRIT 112, Academic Writing II, or WRIT 212, Rhetoric and Design; COMM 100, Media Culture, or COMM 203, Communication The ory; and LSCI 105, Information Theory and Practice, or LSCI 105, Information Sources for Architecture and Interior Architecture, or LSCI 205, Information 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 Cinema World 350 COMM 3 UNITS survey of the histo an incisive This course offers motion picture, from its silent ry of the narrative as a reflection of and an beginnings to the present, of contemporary culture. influence on the evolution stories, and themes, and Analyzing film images, interplay between American exploring the dynamic movements and foreign film in the context of the course provides the and events of the past century, of a potential a framework for examining the seeds LSCI 105, In global culture. Lecture. Prerequisites: 106, Infor formation Theory and Practice, or LSCI Archi mation Sources in Architecture and Interior ------2015-2016 Course Catalog 2015-2016 Course neo-noir and other contemporary film movements. and stereotypes. This course explores a single signif Film Noir. namely, icant movement in film history, It surveys films from the noir period to understand this movement in terms of its unique style and meanings. The influence of the genre on other film styles will also be discussed in the context of COMM 342 Film Noir 342 Film COMM 3 UNITS Since its inception, the American film industry has gone through a number of movements and refine ments in genre in response to changes in sociolog ical, philosophical, and political thought. As such, film has a cultural history that is tied to ideologies Theory and Practice, or LSCI 106, Information Theory and Practice, or LSCI 106, Information or Sources in Architecture and Interior Architecture, and WRIT LSCI 205, Information in the Disciplines; and II, or WRIT 212, Rhetoric 112, Academic Writing Design. to changes in sociological, philosophical, and polit to changes in sociological, philosophical, history ical thought. As such, genres have a cultural This that is tied to ideologies and stereotypes. genres, but course is not a chronological history of per is instead an exploration from many different and thematic spectives, including cultural, political, Information ones. Lecture. Prerequisites: LSCI 105, Public Speaking. Genres 341 Film COMM 3 UNITS inception Genres have evolved greatly since their in response due to improvements in technique and plines. Students also develop the analytical and plines. Students also to evaluate the pitches of critical tools necessary multiple majors. It is intended other students from and is preparatory for senior for juniors or seniors 112, Academic projects. Lecture. Prerequisites: WRIT LSCI II, or WRIT 212, Rhetoric and Design; Writing COMM 120, 105, Information Theory and Practice; COMM 336 The Art of the Pitch the 336 The Art of COMM 3 UNITS become more persua This course helps students and context of the a history sive speakers. It offers the multiple formats pitch process and documents design and business disci of pitching across the plines; and WRIT 112, Academic Writing II, or WRIT Writing WRIT 112, Academic plines; and COMM 233, Video and Design; and 212, Rhetoric Workshop. Production Communication ------110 - - research and produce a major research paper or research and produce a major research of commu original project appropriate to the field portfoli nication. The creation of personal learning and research os will help identify pertinent themes Senior topics for each student. Lecture. Prerequisite: status. Internship 490 Communication COMM 3 UNITS practicum in Students participate in an on-the-job 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. COMM 460 Critical Studies in Communication 460 Critical Studies COMM 3 UNITS students gain a course, 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 critical and cultural theory. the lens of current is made of the collection of do so, extensive use articles housed in the media re important journal Successful completion of library. search room of the the departmental requirement the course satisfies exam. Lecture. Prerequisites: for a comprehensive II; COMM 307, Rhetor Writing WRIT 112, Academic and ical Theory; and COMM 312, Communication Culture. Seminar 485 Senior COMM 3 UNITS the commu This class is a capstone for students in Students will engage in extensive nication major. ------2015-2016 Course Catalog 2015-2016 Course Lecture. Prerequisites: WRIT 112, Academic Writing Lecture. Prerequisites: WRIT 112, Academic Writing II, or WRIT 212, Rhetoric and Design; and COMM No lab costs. 307, Rhetorical Theory. These advanced special topics seminars seek to communication pro nature of address the changing cesses in relation to a single grand theme. Previous included themes related to the future, offerings the global context, and the virtual world. Thematic Seminar may be taken twice for credit in the major. Information in the Disciplines; and WRIT 112, Aca Information in the Disciplines; and WRIT Design; II, or WRIT 212, Rhetoric and demic Writing 120, and COMM 100, Media Culture, or COMM Public Speaking. Seminar 450 Collaborative COMM 3 UNITS the role of communication in larger philosophical the role of communication in larger philosophical and issues, such as existential notions of being, knowledge. the production and dissemination of Theory Lecture. Prerequisites: LSCI 105, Information Sources in and Practice, or LSCI 106, Information or LSCI 205, Architecture and Interior Architecture, cation. Topics will include: the analysis of different 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; These the role that symbols play in communication. investigating topics will guide discussions aimed at ry. No lab costs. ry. Communication of 400 Philosophy COMM 3 UNITS of the This course introduces students to some communi philosophical issues involved in human interest to students and faculty. Lecture. Prerequi and faculty. interest to students Theory and Practice or sites: LSCI 105, Information Sources in Architecture and LSCI 106, Information or LSCI 205, Information in Interior Architecture, II WRIT 112, Academic Writing the Disciplines; and and Design; and COMM 100, or WRIT 212, Rhetoric 203, Communication Theo Media Culture or COMM COMM 370 Special Topics in Communication 370 Special Topics COMM 3 UNITS topics of special devoted to selected This a seminar

Communication

34 COMM 490 Internship 490 COMM

1234 COMM 485 Senior Seminar Senior 485 COMM

COMM 400 Philosophy of Comm of Philosophy 400 COMM 2

VAR COMM 3XX Communication Elective Communication 3XX COMM

VAR COMM 3XX Communication Elective Communication 3XX COMM 111

4 COMM 360 Media Professions Media 360 COMM

13 COMM 330 Social Media Social 330 COMM

COMM 325 Progress Portfolio Progress 325 COMM

23 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

13 COMM 233 Video Production Workshop Production Video 233 COMM

123 COMM 230 Qualitative Research Methods Research Qualitative 230 COMM

3 COMM 235 Media Ethics Media 235 COMM

1234 COMM 200 Screening Series Screening 200 COMM

123 E Interpretation Oral 231 COMM R

13 T Communication Interpersonal 210 COMM

Entrepreneurship

1234 A Media for Writing 225 COMM Low Importance M 4

Highest Importance

Moderate Importance 123 COMM 215 Media History Media 215 COMM

12 COMM 203 Communication Theory Communication 203 COMM

1234 COMM 100 Media Culture Media 100 COMM

123 COMM 120 Public Speaking Public 120 COMM D Civic Engagement

C 3 Pillars University I T 12 14 12 13 123 234 C

A R COURSES MAJOR Low Importance P Highest Importance Moderate Importance Transdisciplinarity 2 D University Pillars.. E P O L E V LEARNING OUTCOMES E Low Importance Design Thinking D Highest Importance may have on themselves and others. Moderate Importance 1 purposes of building their inquiry practices. (BA) Assuring Quality in Academic D E C Communication interpretation, and critical analysis of communication texts. U D O R 2015-2016 Course Catalog 2015-2016 Course ways of knowing that demonstrates a high degree of self-reflexivity. T possess which will help them fashion a destiny of their own making. Low Importance N Highest Importance I Moderate Importance and to understand the advantages and benefits of cooperative activities. and insights along with a sense of responsibility for the effects these traits Students shall advance their levels of media literacy through the production, UNIVERSITY PILLARS Students shall develop an appreciation for both cultural diversity and multiple Students will cultivate an awareness of their own communication styles, skills, Students will attain a solid grasp of leading theories and research strategies for Students will attain a solid grasp of leading theories and research Students will be able to identify the unique skills, talents, and qualities that they Students will acquire the ability to work collaboratively with multiple disciplines, CURRICULUM MAP Bachelor of Arts in Communication BA Bachelor of Anthropology ------112 requisites: WRIT 112, Academic Writing 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 as the cross-cultural dimensions of food 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. 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 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 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 study food rules a wide variety of cultures. We 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, - - - - 3 3 3 3 3 3 - - - Food and Culture Visual Anthropology Cultural Anthropology Ethnographic Seminar Society Animals, Culture and Anthropology of Religion ANTH 300 ANTH 305 ANTH 310 ANTH 315 ANTH 220 ANTH 401 2015-2016 Course Catalog 2015-2016 Course shamanism, spirit possession, and altered states 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 magic, witchcraft, 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. dating from the time of our earliest ancestors, 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 Lecture. Prerequisite: None. 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 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 life styles throughout Required Courses: from the following: Select three courses Anthropology Anthropology MINOR ANTHROPOLOGY Anthropology 113 ------2015-2016 Course Catalog 2015-2016 Course in the Disciplines; and ANTH 220, Cultural Anthro in the Disciplines; and ANTH 220, Cultural pology. nal ethnography to the class and to the 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, original 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 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 205, Information in the Disciplines. 205, Information Ethnographic Seminar ANTH 401 3 UNITS Fashion Design - - - - - 114 - - - — 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 areas of study. 1. Design and production companies, allows for unique field and production companies, allows for job oppor trips, guest lecturers, internships, and apart. Career opportu tunities that set Woodbury technical designer, nities include fashion designer, stylist, wardrobe consultant, fashion illustrator, game art consultant, costumer, costume designer, and fashion manufacturer, accessories designer, design instructor. MISSION 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. LEARNING OUTCOMES PROGRAM Upon graduation, students will have mastered five The Woodbury University Fashion Study Collection, Fashion Study Collection, University The Woodbury garments and of over five-thousand consisting of clothing history that represent the accessories years, is available as a hands- the past two-hundred Resources also and faculty. on resource to students of historical fashion maga include extensive runs Fashion The Judith Tamkin zines and trend reports. exhibitions of items from Center houses rotating as well as designer the Fashion Study Collection, Students may intern with the and student work. the themed exhibitions and curator and work on collection. management of the of Media, Culture & De Being part of the School in related sign, students can benefit from studies Technolo disciplines, such as Film, Game Art, Media location in the hub and Animation. Woodbury’s gy, an immense of the media capital of the world, near studios, movie network of fashion designers, design agencies, studios, animation houses, advertising - 2015-2016 Course Catalog 2015-2016 Course The program’s capstone project is an industry-level The program’s portfolio that will open the doors to high-level jobs. 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 the fashion and costume design students is annual fashion show. showcased at the university’s a class on treatments and embellishments. Studio classes are sequenced to promote progressive learn ing, 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 Design educators and exciting industry professionals Design educators and exciting industry collections mentor students in creating their own and finding their aesthetic voices. Fundamental and model skill areas include design process, figure draping, and drawing, illustration, pattern-drafting, history and apparel construction, as well as fashion new approaches to the study of textiles, including with confidence, creative problem-solving 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. Freshman students may enter with no previous Freshman students may enter with no samples training; transfer students should submit Choose a of their work for placement evaluation. theater, minor in Costume Design 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 the fashion or costume 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 Kathryn Hagen, Department ChairKathryn Hagen, Department 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, Fashion Design Fashion (BFA) Fashion Design 115 TIME FACULTY - Fashion Show Coordinator Maren Firpo für Advanced Certification, Deutsch Meisterschule Mode (German Master School of Fashion) Anna Leiker Northridge MS, California State University, ADJUNCT FACULTY Oksana Nedavniaya California State University BFA, Liuba Randolph Otis College of Art & Design, Los Angeles BFA, May Routh College of National Diploma of Design, St. Martin’s Art & Design, London, England Susanna Sandke College Stephens MA, Occidental College; BFA, Staff and Safety Officer Christopher Brown, Technical Jared Gold, Creative Director, FULL Professor Penny Collins, MS, Northridge; State University, California MFA, College of New Rochelle Professor Karolyn Kiisel, Assistant California, Berkeley University of BFA, ADJUNCT FACULTY PARTICIPATING Coordinator Track Eddie Bledsoe, Costume Southern California University of MFA, Nina Dark Los Angeles University, MA, California State Gerard Dislaire Selina Eugenio Otis College of Art and Design BFA, - - - - - — 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 specifications to industry-quality finished product. specifications to industry-quality Construction use of industry-standardedge and skills in the and processestools, materials, techniques, from sketch, draft, or to produce work sufficient ideas based on multiple historical, cultural, 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. ductively with involved peers and personnel at ductively with involved peers and personnel all stages of the design process. Entrepreneurial create a opportunities are explored and students workable business plan. abstract ability to research, analyze, and generate 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 cluding a mastery of relevant drawing and digital cluding a mastery of verbal proficiency. skills, writing, and tual thinking to develop contemporary design to develop contemporary tual thinking and inventive. are both functional groups that communicate design ideas in variety of media to 2015-2016 Course Catalog 2015-2016 Course sample-makers, which prepares them to manage a design room. CHAIR Kathryn Hagen, Professor Otis College of Art & Design MFA, students with their studies and research. Upper-lev el design courses are often taught by two faculty members who work in tandem: one who oversees the design process [design mentor], and one who teaches and supervises construction. Students also have the opportunity to interface with professional The faculty participates in shaping the Fashion The faculty participates in shaping the in Design program with continuous involvement the art the fashion and entertainment industries, world, and their own research. This involvement manifests in creating new courses, overseeing current, design projects to keep the perspective updating projects for existing courses, and assisting FACULTY 5. Critical Thinking 4. Professional Practice 3. 2. Visual Skills Fashion Design 116 2 M 4 M 2 M 4 M 3 M 2 M 1 M 1 M 3 M 3 M 3 M 2 M 0 M 3 M 2 M 2 M 1 M 0 M 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE Portfolio & Presentation Senior Collection II Studio Elective Art History Course Seminar Transdisciplinary Beginning Drawing Lab Beginning Progress Portfolio Composition Design and Introduction to Psychology Environmental Studies L.A. Fashion and Advanced Draping Tailoring Digital Fashion Design 2 Intermediate Drawing Lab Mathematics Art/Fashion Symposium Junior Collections Digital Portfolio Development Arts Textile Art History Course Media Ethics Career Experience Natural Science Course with Lab Senior Collection I Design and Portfolio Preparation Professional Practice Social Science Course General Elective Course Unrestricted Elective ______INDS 3__ FDES ___ FDES 310 FDES 331 FDES 301 FDES 300 FDES 320 FDES 411 FDES 432 FDES 200 FDES 245 FDES 332 FDES 363 FDES 330 FDES 431 FDES 410 FDES 400 PSYC 200 ARTH 2__ ARTH ENVT 220 ARTH ___ ARTH MATH 2__ MATH FOUN 102 Spring Semester Spring Semester YEAR FOURTH Fall Semester *Successful design review required prior to *Successful design studios. enrollment in 300-level THIRD YEAR Fall Semester COMM 235 6 78 46 3 M 130 3 M 4 M 3 M 2 M 3 M 3 M 2 M 3 M 3 M 2 M 1 M 2 M 3 M 3 M 3 GE 3 UE 3 GE 3 GE 3 GE 3 GE 1 GE Units Knitwear and Swimwear History of Fashion II Experimental Draping & Patterning Materials History of Fashion Digital Fashion Design 1 Interdisciplinary Course Visual Skills 2 Studio Advanced Technical Technical Studio 1 Studio Technical Creating Character Sewing Machine Technology Introduction to Figure Drawing I Academic Writing Public Speaking Elective Technical Studio 2 Technical Visual Skills 1 Color and Composition II Academic Writing Information Theory and Practice Core Skills ______LSCI 105 FDES 125 FDES 110 FDES 100 INDS 1__ WRIT 111 FDES 280 FDES 232 FDES 261 FDES 105 FDES 220 FDES 226 FDES 240 FDES 260 FDES 121 FDES 126 FDES 120 FOUN 105 WRIT 112 FOUN 103 COMM 120 2015-2016 Course Catalog 2015-2016 Course Spring Semester SECOND YEAR SECOND Fall Semester Spring Semester FIRST YEAR Fall Semester (BFA) Degree (BFA) Major (M) Learning (GE) General Education/Integrative (UE) Unrestricted Electives hours required Minimum Semester Curriculum Summary Curriculum CURRICULUM DESIGN MAJOR FASHION Fine Arts the Bachelor of Leading to Fashion Design - - - 117 ------participate. An assessment officer is charged with participate. An assessment officer analyzing Program Learning Outcomes and sug gesting needed improvements in the educational process. Student self-assessment is required in both the Progress Portfolio and the Senior Design Review presentation. formal design review, and the final looks are show and the final looks are formal design review, cased at the annual runway event. A professional portfolio completes the senior thesis. may substituteStudents interested in Costume Design Costume Collection 1 and 2. LEARNING OF RESULTS between Fashion Design seeks a productive balance take a critical and technical skills. All students 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 increasingly complex design projects, which devel research op key skills such as information literacy, and design development, and critical thinking. Visual skills, both digital and manual, are devel oped extensively; presentation methods, including written and verbal proficiencies, are practiced and critiqued. Students are encouraged to challenge accepted conventions in order to develop inno vative design solutions. Studio Reviews by faculty and the department chair occur at the end of often and industry professionals every semester, process and helps to set goals for the next level for the next level helps to set goals process and design faculty A panel of fashion of the program. chair reviews the and the department members the Progress Portfolio Review is portfolios. Passing fashion design classes. a prerequisite for upper-level make appropriate reme Students who fail must their portfolio for review. diation and resubmit can be found on the Fashion Portfolio requirements Design website. COURSES CAPSTONE proficiency in research, creative demonstrate To management, and entrepre problem-solving, project must successfully pass fiveneurial thinking, seniors Preparation,capstone courses: Design and Portfolio Presenta Senior Collections 1 and 2, Portfolio and Seniortion, and Professional Practice. The successful mastery, design Collection demonstrates the student’s voice.and the development of a strong aesthetic in aIndustry professionals will critique the collections 3 2 2 2 2 2 3 4 - - - - - At the end of the – Upon acceptance, Period Costume Design Period Costume Leather Goods Film Costume Design for Film Production Lab Denim Specialization Shoe Design 1 Costume Collection 2 Costume Collection students’ preparedness for real-world design students’ preparedness for real-world environments. the senior Summative Assessment takes place at level through the Capstone Project. ress Portfolio Review at the end of the second ress Portfolio Review at the end of the student This process documents year of study. for progress and a passing evaluation is required studios. entrance into upper-division through A professional assessment is conducted the internship host companies who evaluate Students are assessed in every class at semester’s semester’s Students are assessed in every class at end by the chair and relevant faculty. the Prog Milestone Assessment occurs through FDES 401 FDES 336 FDES 4706 FDES 3713 FDES 3720 FDES 3723 FDES 3719 FDES 2725 2015-2016 Course Catalog 2015-2016 Course ative projects. The presentation process also allows development of oral faculty to gauge the student’s and written communication skills and self-criticality. learning A reflective essay addresses each student’s major studio courses at first and second levels. The develop portfolio should demonstrate sufficient ment of the knowledge and skills in the five areas of study for the student to be successful in up coursework. The goal of the review is to per-level assess student progress, strengths and weaknesses, and the ability to integrate technical skills into cre of their work for studio placement. REQUIREMENTS PRE-CAPSTONE Review — Portfolio Progress a students are required to submit sophomore year, comprehensive portfolio of their work from their • Placement Portfolio Review transfer students are required to submit a portfolio • systemically throughout the program in five areas systemically throughout the program Re of study: Design, Visual Skills, Construction, Practice. search/Critical Thinking, and Professional • • Students interested in costume design canStudents interested courses for fashion courses. substitute some costume ASSESSMENT PROCESS is evaluated Fashion Design student performance FASHION DESIGN ELECTIVES FASHION Fashion Design - - - - - 118 - - - - Proficiency in digital applications using Adobe and in executing Photoshop and Illustrator, creative concepts in fashion using CAD. uates to be literate in the current media of fash ion and costume design, as demonstrated by the following: • designed to enhance fashion design students’ cur designed to enhance fashion design students’ credit. Past riculum and usually include upper-level France, Turkey, tours have visited England, Belgium, have opportuni and Costa Rica. Students also Italy, schools. ties for a semester abroad through partner Series and Special Workshops Lecture panel Students are required to attend lectures, profession discussions, and workshops by industry Lecturers als, often as part of their course syllabus. and include designers, business owners, historians, de vary, other practitioners. Special workshops projects. pending on the design direction of key Fashion Student Organization Fashion Design Students have an active organiza tion, The Edge, which puts on fundraisers and other special events. Students also are encouraged to join professional organizations, such as Fashion Group International of Los Angeles (FGILA), the California Society and the Costume Fashion Association (CFA), of America. They also are taught the skills needed to participate in social media networking and blogs. REQUIREMENTS LITERACY COMPUTER The Fashion Design Department requires its grad with industry practitioners, students are exposed to are exposed practitioners, students with industry practice. All students of professional the operations many fashion competi to enter the are encouraged locally and nationally. tions available, both Internship/Work Experience students must complete 120 Prior to graduation, or work experience in the hours of internship apparel industries. It is rec fashion, costume, or student have passed the ommended that each and be, at minimum, in Progress Portfolio Review interning. The internship junior standing before by the department chair as placement is approved an evaluation is and advisor, well as the student’s completed by the host company. and Study Abroad Study Tours study tours are Annual Spring Break New York for a planned, for which students gain credit tours are two-unit studio elective. Study-abroad ------2015-2016 Course Catalog 2015-2016 Course designers and have the opportunity to experience international approaches to design practice during through networking their education. Additionally, It is the philosophy of the Fashion Design Depart ment that students be exposed to both theoretical and professional aspects of the discipline. Students will work with industry professionals to develop their ideas and learn a structured methodology of design practice that will benefit them in the professional world. Students will research current to develop successful internship search strategies and help students connect with employers through internship postings, resume collections, on- and interview opportunities, alumni connec off-campus tions, and employer outreach in the U.S. SPECIAL LEARNING SPECIAL OPPORTUNITIES/REQUIREMENTS a offers Development Office Career Woodbury’s to assist variety of programs, services, and resources intern students in exploring careers and securing works with students one-on-one ships. The staff with a designer for an extended period of time. with a designer for an extended period STUDENT WORK student The university reserves the right to retain pur work for archival, exhibition, and promotional poses, including print and web formats. periodically in critiques, design reviews, and certain periodically in critiques, design reviews, design projects, providing direction parameters the and feedback. This interaction gives students and opportunity to network and obtain internships as intensive jobs. Certain internships may function work closely apprenticeships, during which students History of Fashion I and II, and provide supervised History of Fashion instruction as needed. Upper-lev labs for additional the opportunity to work with el students also have such as expert support staff, and manage various textile art sample makers, screenprinters, knitters, Design ists, and laser and embroidery technicians. participate Mentors from the fashion industry also skills and move forward in their education. skills and move forward DESIGN FACULTY FASHION full-time Professors and Regular faculty includes Adjuncts, and Adjuncts. lecturers, Participating lecture courses such as They teach studio courses, ACADEMIC STANDARDS ACADEMIC to for students grade of C is required A minimum remediation studio classes. Summer pass major to help students improve their courses are provided Fashion Design - - - - - 119 - - - process, illustration, model drawing, and rendering techniques for fashion figures and technical flats. It functions as a support class for Core Skills, and co ordinates skill building with specific design projects. Emphasis is placed on learning basic skills, critique, designer to digitally sketch and present fashion col designer to digitally sketch and present tools working knowledge of lections. The student’s and accuracy and palettes is developed, as is speed Prerequisite: in creating flats and sketches. Studio. None. Character FDES 110 Creating 2 UNITS and fashion This course will introduce the costume devel design student to the nuances of character fashion Whether designing opment and identity. identify, or costume, students will learn to see, texture, fit, and and then practice the arts of color, a story proportion. Students analyze and interpret customer, to understand a specific character or and learn to do additional research to enhance their work. They will then learn to translate that research into conceiving the perfect outfits for their In addition, students will explore muse/character. the basic skills needed for drawing and rendering costumes, including depicting specific actors or celebrities. Studio. Skills 1 Visual FDES 120 3 UNITS This course provides an introduction to design Fashion Design Courses Design Fashion Sewing Machine Technology FDES 100 1 UNIT intensive training in the use Students will be given all sewing, ironing, and con and safety issues of in the fashion design depart struction equipment independently and efficient ment so they can work studios. They will be tested ly in the appropriate heavy-duty bag with multiple on all equipment. A be the final project/test of their design features will Prerequisite: None. learning process. Studio. Design 1 FDES 105 Digital Fashion 3 UNITS its cre The computer role in fashion design and Adobe ative potential is the focus of this course. will Illustrator and Adobe Photoshop fundamentals designing be studied to learn principles of digital own draw while simultaneously developing your the fashion ing techniques. These programs enable - - 1 unit 1 unit 2 units 3 units 3 units 3 units 3 units 2 units 3 units 2 units 3 units 4 units Sewing Machine Technology Period Costume Design Costume Design for Film Costume Collection 1 Costume Collection 2 Visual Skills 1 Sewing Machine Technology History of Fashion I Fashion Design Elective Creating Character Core Skills Studio 1 Technical using on-line search engines, and online fashion using on-line search market predictive services. ting, and file management for creating speci ting, and file management cards, and cost sheets. fication sheets, pattern of database use and Bibliographic documentation sources is required for all citation of web-based Fashion Design courses. research, library research Proficiency in Internet Proficiency in computer-based programs to create programs in computer-based Proficiency flats, tech packs, boards, technical presentation design groups. and finished processing, document format Proficiency in word FDES 110 FDES 100 FDES 121 FDES 125 FDES 120 FDES 100 FDES 260 FDES XXX FDES 3719 FDES 4706 FDES 2725 FDES 3713 2015-2016 Course Catalog 2015-2016 Course major requirement cannot be applied to the minor. Costume Design Minor or fifteen Choose desired courses adding up to consult more credits. Non-fashion students must a Courses used to fulfill with department chair. their digital and CAD files. The Fashion Design their digital and CAD files. The Fashion computer, Department does not require a laptop one. but recommends that each student have REQUIREMENTS MINOR Fashion Design Minor STUDENT COMPUTER REQUIREMENTS STUDENT COMPUTER and Students are responsible for email, printing, required to network log-on accounts. Students are for saving provide computer data storage devices • • • Fashion Design - - - - 120 - - pass their review and this course, which reflects the resulting grade, to go on to junior year. the design process, and the finished group is juried the design process, and the finished Techni Studio. Prerequisite: FDES 126, for the show. cal Studio 2, or equivalent transfer credit. and Swimwear FDES 232 Knitwear 4 UNITS researched. Knitwear and swimwear markets are through Garments are designed and constructed advanced draping and advanced pattern-making the fashion methods. Finished looks are juried for Studio. Prerequisite: FDES 226, Advanced show. Studio. Technical FDES 240 Materials 2 UNITS This course aims at developing core skills in the understanding and identification of textiles and other materials used in garment design. Emphasis fabric boards is placed on the creation of effective relating to specific design direction. Studio. Prereq uisite: FDES 121, Core Skills. Portfolio FDES 245 Progress 0 UNITS an assessment oppor This no-credit course offers tunity for the second year reviews. Students must FDES 220 Visual Skills 2 Visual FDES 220 3 UNITS introduced in Visual builds on the skills This course to practice drawing Skills 1. Students continue to develop their eye for from the fashion model design Two silhouette and color. proportion, drape, from direction through final projects are created is placed on starting to presentation. Emphasis visual style and design aesthetic. develop a personal FDES 120, Visual Skills 1. Studio. Prerequisite: Studio Technical FDES 226 Advanced 3 UNITS reviews and reinforces flat This advanced course Spe pattern, draping, and construction techniques. and construc cial attention is given to development Pat tion of complex facings, lapels, and closures. Fabrics tern marking and labeling is standardized. in finished are researched and purchased, resulting oversee coordinated garments. Design instructors ------2015-2016 Course Catalog 2015-2016 Course A design sketchbook will enhance the learning process. Studio. Prerequisite: FDES 120, Visual Skills 1, or equivalent. ing class for upper-level transfer students. Students ing class for upper-level draw from the fashion model to refine their under standing of proportion, drape, silhouette, and color, as well as the idealized figure. Emphasis is placed on developing a personal visual style, improving composition skills, and using a variety of media. for the final review. Studio. Prerequisite: FDES 125, for the final review. Studio 1. Technical Lab FDES 200 Beginning Drawing 1 UNIT This required course builds on the skills introduced in Visual Skills 1 and 2 and acts as a support draw builds on the skills learned in Technical Studio 1. builds on the skills learned in Technical fabric direct Designs are translated into muslin and are interpret ly on the dress form. Complex designs production pat ed through flat pattern techniques; markers are terns are developed and graded, and made. A coordinated separates group is produced industry power machines, fitted, and completed industry power machines, fitted, and None. into finished garments. Studio. Prerequisite: Studio 2 FDES 126 Technical 3 UNITS patterns This course provides a study of creating and through draping and drafting techniques FDES 125 Technical Studio 1 FDES 125 Technical 3 UNITS flat pattern This course is an introduction to basic Muslin making, draping, and sewing techniques. the use of and fabric samples are constructed with personal identity to develop a personal aesthetic personal identity to in several team projects to code and participate Field research and practice peer cooperation. the course content and an speakers will enhance to record inspiration sketchbook will be maintained Prerequisite: the research and visual process. Studio. None. FDES 121 Core Skills FDES 121 Core 2 UNITS to the fashion indus This course is an introduction basic vocabulary and skills in including the try, Students will explore volved in design development. as well as beginning to develop a personal visual a personal visual beginning to develop as well as or Prerequisite design aesthetic. Studio. style and to Figure FOUN 105, Introduction Co-requisite: Drawing. Fashion Design - - - - - 121 - - - learned in FDES 280, Experimental Draping and Pat terning, through the study of complex draping tech niques, and introduces students to advanced tailoring techniques through the patterning and construction of a tailored jacket and trousers. Studio. Prerequisites: Studio, and FDES 280, FDES 226, Advanced Technical Experimental Draping and Patterning, or equivalent. hance internship experiences. Studio. Prerequisite: hance internship experiences. Studio. or equivalent. FDES 232, Knitwear and Swimwear, Symposium FDES 320 Art/Fashion 1 UNIT A ten-week course designed to take students to explore relevant museum and gallery off-campus readings shows relating to fashion. Theoretical of the various and lectures will enhance discussions will keep a shows and exhibits and each student on sketchbook of drawings and ideas reflecting FDES the various activities. Studio. Prerequisites: History of 260, History of Fashion I, and FDES 261, Fashion II. Arts FDES 330 Textile 2 UNITS This course provides an introduction to various traditional and innovative surface and structural treatments used for aesthetic and functional pur poses in apparel design. Studio. Prerequisite: FDES 240, Materials, or equivalent course. Draping and Tailoring FDES 331 Advanced 3 UNITS This advanced construction course builds on the skills Photoshop fundamentals will be studied to learn be studied to learn fundamentals will Photoshop while simultaneous of digital designing principles working student’s technique. The ly developing tools is developed, as well knowledge of Photoshop in creating design groups. as speed and accuracy FDES 105, Digital Fashion Studio. Prerequisite: Design 1. FDES 310 L.A. Fashion 4 UNITS design research with ad This course combines techniques and professional vanced illustration Students work with instructors practice exploration. creating de fashion industry, to research the L.A. aesthet signs that reflect the youthful Los Angeles of visual and ic. Projects provide a sequential series the outcome creative processes and critiques, with that will be being a finished collection of designs is built in FDES 332, Junior Collections. Emphasis to en also placed on field research and discussions - - - - 2015-2016 Course Catalog 2015-2016 Course FDES 301 Digital Fashion Design 2 FDES 301 Digital Fashion 2 UNITS This course focuses on the role of the computer in fashion design and its creative potential. Adobe silhouette, and color, as well as the idealized figure. figure. as well as the idealized silhouette, and color, Emphasis is placed on developing a personal visual style, improving composition skills, and using a variety of media. A design sketchbook will enhance the learning process. FDES 300 Intermediate Drawing Lab Drawing FDES 300 Intermediate 1 UNIT This required course is the second in a series of support drawing labs that maintain and build on the skills developed and introduced in Visual Skills 1 and 2. Students draw from the fashion model to refine their understanding of proportion, drape, to generate projects as will in-depth research of to generate projects as will in-depth research Devel creative influences and historical precedence. will be a oping industry-level pattern-making skills 226, Advanced Studio. Prerequisite: FDES priority. Studio, or equivalent. Technical FDES 280 Experimental Draping & Patterning FDES 280 Experimental Draping & Patterning 2 UNITS draping Students will explore radical free-form and techniques, repurposing existing garments, details creating pattern blocks from the resulting be used and silhouettes. Sustainability issues will The student of costume design analyzes the silhou The student of costume design analyzes fashion from ette of an era through understanding practical stu the inside out. This course provides a techniques dio introduction to historically accurate to the 19th of reproducing costume from the 15th centuries. Studio. Prerequisite: None. This course explores western costumes from the This course explores contemporary times with an em 17th century CE to and twenty-first centuries. phasis on the twentieth I. WRIT 111, Academic Writing Lecture. Prerequisite: Design Costume FDES 2725 Period 3 UNITS CE, emphasizing the origins of clothing and stylistic CE, emphasizing the and the Near East. Lecture. trends in Asia, Africa, I. 111, Academic Writing Prerequisite: WRIT II Fashion of FDES 261 History 3 UNITS FDES 260 History of Fashion I Fashion of History FDES 260 3 UNITS ancient, and examines prehistoric, This course through the 16th century traditional world costume Fashion Design - - - - 122 - - - - - 3 UNITS - 2 UNITS An elective course that provides a study of shoe design and methods of construction. The contem porary shoe market is researched and designs and FDES 390 Career Experience/Internship FDES 390 Career 1 in a fashion Students obtain practical experience will be design studio or apparel business. A journal forty hours submitted to verify the completion of will be sub for each unit of credit. An evaluation A pass/fail grade mitted by the internship sponsor. the intern will be given upon the completion of by ship experience. Internships must be approved Prerequisite: the fashion design department chair. junior or senior standing. Practice FDES 400 Professional 2 UNITS side of the Focusing on the practical and business fashion industry from a designer perspective, this course will address various aspects and processes of both very structured, large companies and smaller, more organic businesses. Through lectures, dis cussions and in-class exercises, students will learn about design cycle and personal branding. Profes sional attitude will be graded throughout the se appliance to dress code, such as punctuality, mester, preparedness, and productive participation. FDES 401 Shoe Design nization as crew, crew head, assistant designer, and designer, crew head, assistant crew, nization as WRIT 112, Studio. Prerequisites: costume designer. and De II, or WRIT 212, Rhetoric Writing Academic Information Theory and Practice. sign; and LSCI 105, SpecializationFDES 3723 Denim 2 UNITS strongly Fashion Design department Woodbury’s studies is a key area because of believes that denim denim has in the fashion the incredible dominance and in Los Angeles as the denim industry in general, Denim Specialization class The capital in particular. to the world of denim, a thorough approach offers significance and heritage in addressing historical cut and fit, fluence, weaving, dyeing and finishing, pricing, as well as wash processes. Manufacturing, addressed. De branding, and marketing will also be with the sign projects will take place in connection topics covered. ------2015-2016 Course Catalog 2015-2016 Course through their assigned intermediate film projects, highlighting practical experience of wardrobe orga as individual growth in design will be emphasized. Studio. Prerequisite: FDES 332, Junior Collections. Lab Production FDES 3720 Film 2 UNITS This course provides mentoring for students ter concepts. Studio. Prerequisites: None. 1 Collection FDES 3719 Costume 3 UNITS Costume Collection 1 begins the research and design phase of the costume characters to be pre sented at the Runway Event. Collaboration as well FDES 3713 Costume Design for Film Design for FDES 3713 Costume 2 UNITS analyzing This course introduces the elements of film scripts, and preparing the costume designs for and solidifying charac conferring with the director, 3 UNITS of Photo This course explores the advanced use and costume shop and Adobe Illustrator for fashion de design. Students learn to illustrate complex skills in sign groups combining digital and manual Prerequi preparation for Senior Portfolio. Studio. 2. site: FDES 301, Digital Fashion Design researched and designs and samples are construct researched and designs and samples are Machine ed. Studio. Prerequisite: FDES 100, Sewing approved by the or a related workshop Technology, department chair. Development FDES 363 Digital Portfolio Draping and Tailoring. Draping and Tailoring. Goods FDES 336 Leather 2 UNITS of handbag An elective course that provides a study of construc design, pattern making, and methods market is tion. The contemporary leather goods vanced Draping and Patterning, and FDES 310, L.A. vanced Draping and two to three outfits Fashion. Students construct that can be juried into the from their design groups constructed through Garments are runway show. and sewing proce draping, tailoring techniques, FDES 331, Advanced dures. Studio. Prerequisite: FDES 332 Junior Collections Junior FDES 332 3 UNITS construction course is a studio Junior Collections work done in FDES 331, Ad that builds on the Fashion Design - 123 FDES 4706 Costume Collection 2 Collection Costume FDES 4706 4 UNITS and completes the Collection 2 initiates Costume of costumes for support assembly and construction presentation of the Senior ing characters in the fashion show. in the year-end Costume Collection as individual growth in design Collaboration as well be emphasized. Studio. and construction will 3719, Costume Collection 1. Prerequisite: FDES - - - - - 2015-2016 Course Catalog 2015-2016 Course industry professionals. The capstone projects are Studio. Pre showcased in the yearly runway show. requisite: FDES 431, Senior Collection 1. Junior Collections. 2 Collection FDES 432 Senior 4 UNITS This course continues the design and construction of an innovative, well-merchandised collection, culminating in a Design Review presentation with high fashion and experimental designer garments to create a cohesive collection for the runway. Course includes fabric selection, draping, pattern making, prototype muslins, model fittings, and high-end construction techniques using professional industry finishes. Studio. Prerequisite: FDES 332, Co-requisites: FDES 363, Digital Portfolio Develop Co-requisites: FDES 363, Digital Portfolio ment, Design Studios 1-5. 1 Collection FDES 431 Senior 3 UNITS This course involves the design and construction of more structured companies. Through lectures, more structured companies. Through students learn discussions, and in-class exercises, the personal about becoming entrepreneurs, defining design branding, and implementing a successful cycle. Professional attitude will be emphasized, and dress code, preparedness, including punctuality, or productive participation. Studio. Prerequisites FDES 411 Portfolio and Presentation FDES 411 Portfolio 2 UNITS of the fashion Focusing on the entrepreneurial side this course ad industry from a designer perspective, of both start- dresses various aspects and processes as larger, up and small, organic businesses, as well student, focusing on their chosen area of emphasis. student, focusing on illustration techniques, Design thinking, research, and advanced digi fabric group development, and will contribute to the tal skills are addressed of the final presentation. Prerequisite: FDES efficacy 310, L.A. Fashion. FDES 410 Design and Portfolio Preparation Preparation Portfolio FDES 410 Design and 2 UNITS a structured approach to the This course provides industry-level portfolio in con development of an a runway-quality collection. junction with designing an individual approach to each Instructors will take samples are constructed. Studio. Prerequisite: FDES Prerequisite: FDES constructed. Studio. samples are or a related Machine Technology, 100, Sewing chair. approved by the department workshop

Fashion Design

12 FDES 432 Senior Collection 2 Collection Senior 432 FDES

12 FDES 411 Portfolio 411 FDES

1 FDES 4xx Prefessional Practice Prefessional 4xx FDES

24 FDES 431 Senior Collection 1 Collection Senior 431 FDES 124

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

FDES 3xx Textile Arts Textile 3xx FDES

1 FDES #xx Internship #xx FDES

12 FDES 363 Digital Portfolio Digital 363 FDES

2 FDES 332 Junior Collections Junior 332 FDES

12 FDES 310 LA Fashion LA 310 FDES

FDES 3xx Intermediate Drawing Lab Drawing Intermediate 3xx FDES

2 FDES 331 Advanced Draping Advanced 331 FDES

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

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

FDES 231 Progress Portfolio Progress 231 FDES

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

2 FDES 232 Knitwear Swimwear Knitwear 232 FDES

T FDES 261 Fashion History 2 History Fashion 261 FDES

E I 1 History Fashion 260 FDES C

F FDES 2xx Beginning Drawing Lab Drawing Beginning 2xx FDES O Entrepreneurship

Low Importance High Importance 2 P Studio Tech Advanced 226 FDES

Moderate Importance 4

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

FDES 230 Materials 230 FDES

2 FDES 105 Digital FD 1 FD Digital 105 FDES D

E I Skills Visual 1xx FDES L

Civic Engagement

12 P Skills Core 1xx FDES 3

Low Importance High Importance 2 FDES 126 Tech Studio 2 Studio Tech 126 FDES

Moderate Importance

2 FDES 125 Tech Studio 1 Studio Tech 125 FDES

23 FDES 1xx Creating Character Creating 1xx FDES

3 D Drawing Figure 105 FOUN E

Transdisciplinarity

C I 2 Color & Design 103 FOUN T 2

C 3 FOUN 103 Color & Composition & Color 103 FOUN A R Low Importance High Importance

Moderate Importance University Pillars University

1 1 1 2 2 1 2 2 2 2 2 12 13 12 MAJOR COURSES MAJOR Design Thinking D E 1 P problems O L E and teamwork self-evaluation V 2D visual skills design process aspects of dress E Low Importance High Importance management skills D enhance originality Moderate Importance University Pillars.. Demonstrate proficiency in Identify and analyze specific D identity through design concepts LEARNING OUTCOMES E (BFA) C Create industry quality presentations draping, patterning, and construction U Demonstrate professionalism and time Assuring Follow an effective research protocol to Quality in D Academic Participate effectively in the collaborative O Develop effective skills for communication Analyze theoretical, cultural, and historical Apply digital technology to multiple design Communicate abstract ideas of culture and R customers, design firms, and global markets Articulate standards of critical judgment and Create design projects to industry standards T Fashion Design Fashion Effectively communicate design ideas through Low Importance High Importance UNIVERSITY PILLARS Produce quality samples and finished garments N 2015-2016 Course Catalog 2015-2016 Course I Moderate Importance CURRICULUM MAP Bachelor of Fine Arts in Fashion Design BFA Bachelor of Fine Filmmaking 125

Assistant Professor Chair Assistant Professor TIME FACULTY - BSC, Ryerson Polytechnic Institute ADJUNCT FACULTY Kadina de Elejalde University Yale MFA, Brady Hallongren American Film Institute MFA, Samuel Kim American Film Institute MFA, Chryssanthy Kofidou American Film Institute MFA, Kyle Soehngen American Film Institute MFA, Risa Williams University New York MFA, Robert Taylor American Film Institute MFA, community atmosphere inside and outside of the and outside of the atmosphere inside community of the learning success and contributes to classroom take allows students to Also, our location students. Los Angeles film, television, full advantage of the and media industries. FULL David Collins, Producing Program, USC School of Peter Stark MFA, Cinematic Arts George Larkin, California, Berkeley PhD, University of Xiaolin Yu, American Film Institute MFA, ADJUNCT FACULTY PARTICIPATING Peter Zaharkiv ------

industry. Students will produce a supervised senior project. Students will create a professional-quality portfolio. Students will have functional knowledge of the Students will have functional knowledge history of film. and Students will coordinate project elements communicate with involved personnel. Students will understand marketing procedures exhibition. for film production, distribution, and Students will serve an internship within the film Students will produce work from concept 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. Students will understand film as a medium of Students will understand film as a medium communication. of Students will understand aesthetic principles film. consid Students will understand design principles ered in film production. 2015-2016 Course Catalog 2015-2016 Course work, which has a direct effect on the students’ work, which has a direct effect filmmaking experience. This engagement creates a program through research in various aspects of dig ital filmmaking, which manifests itself in creating new courses, updating projects for existing courses, and assisting students in their studies and research. Faculty members are also involved in contempo rary filmmaking movements through their creative • • FACULTY The faculty participates in shaping the Filmmaking • • • • • • PROGRAM LEARNING OUTCOMES LEARNING PROGRAM • • • theoretical expertise 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. David Collins, Chair MISSION influential mass communica Film is one of the most and implement have developed tion mediums. We integrates historical study and ed curriculum that Filmmaking Filmmaking (BFA) Filmmaking 126 3 M 3 M 4 M 3 M 3 M 3 M 1 M 3 M 2 M 1 M 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 M 3 M 3 M 3 GE 3 GE 3 REDES 3 3 REDES Senior Thesis I: Production Advanced Editing Business of Entertainment Cinematic Style in Directing Unrestricted Elective Film Production Showcase Film Production I & Culture Technology Lecture Series Tech 200 Media Ethics or any level Ethics course Environmental Studies Mathematics Course Pre-Production Planning Production Design and Art Direction Documentary Film Production Communication or Psychology Elective Seminar Transdisciplinary Restricted Design Elective Introduction to Psychology Restricted Design Elective (GDES 240 recommended) Capstone Screenwriting Cinematography II: Building a Visual Style Natural Science Course with Lab Social Science Course ______FILM 400 FILM 341 ______3______TECH 101 ENVT 220 FILM 3714 INDS 3__ FILM 3xx FILM 4702 FILM 3705 FILM 4708 FILM 304 FILM 310 MATH 2__ MATH PSYC 200 FILM 300 Spring Semester YEAR FOURTH Fall Semester Spring Semester THIRD YEAR Fall Semester TECH 1706 COMM 235 6 4 43 128 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 1 M 3 M 3 M 3 GE 1 GE 3 GE 3 GE 3 GE Units

Film History I Film Production Color and Composition 1 Academic Writing Public Speaking Stage Grip Lighting Workshop Cinematography Art of Directing Approaches to Film World Fim Editing Theory & Practice Interdisciplinary Core Film and Television History II Film and Television Screenwriting Fundamentals Film and TV Acting Sound for Film II Academic Writing Information Theory and Practice 75 _ 2709 COMM LSCI 105 FILM 101 INDS 1___ FILM 102 WRIT 111 FILM 2703 FILM 2707 FILM 2711 WRIT 112 FOUN 103 FILM 1707 FILM 1705 FILM 1703 FILM 2702 COMM 120 FILM 1700 2015-2016 Course Catalog 2015-2016 Course SECOND YEAR SECOND Fall Semester Spring Semester SUGGESTED SEQUENCE OF MAJOR AND MAJOR OF SUGGESTED SEQUENCE COURSES REQUIRED SUPPORTING FIRST YEAR Fall Semester (BFA) Degree (BFA) Major (M) Learning (GE) General education/Integrative (RDE) Restricted Design Electives (UE) Unrestricted electives hours required Minimum semester Curriculum Summary Curriculum CURRICULUM MAJOR FILMMAKING Fine Arts the Bachelor of Leading to Filmmaking - - - - 127 - his course exposes students to the basic techniques methods of acting for stage, television, and film. Stu dents will prepare monologues, dialogs, and ensemble pieces. They will be required to act in projects for FILM 1700, Film Production. Studio. Prerequisite: None. from a sound professional. In the post production from a sound professional. In the post synced, process, the sound files will be managed, Premiere manipulated, and recreated using Adobe mixing and Adobe Audition. The basics of sound of and manipulation will create an understanding part of the how sound in film places an undeniable Prerequi experience of great storytelling. Studio. site: None. Workshop Lighting FILM 1707 Stage/Grip 1 UNIT students with This workshop is designed to provide of an introduction to basic care and maintenance equip the soundstage, and of grip and lighting create safety ment. The importance of this class is to guidelines for uses of the space and the equipment. This five-week course is required for non-film ma jors who wish to check out and use video, electrical, sound, and grip equipment for campus projects in other majors, or to record campus events. Studio. Prerequisite: None. Acting and TV FILM 1705 Film 3 UNITS T of acting for the camera. It distinguishes the differing FILM 1700 Film Production Film FILM 1700 3 UNITS production course is a hands-on film This course grounding in the technical that provides solid of production. Students will and creative aspects develop group video projects conceptualize and with digital non-linear editing and become familiar Portfolio project: two short techniques. Studio. at semester end and projects will be screened Studio. Prerequisite: faculty. judged by peers and None. & Post Production Film: FILM 1703 Sound for 3 UNITS students will be required to Through the semester, and carry it take sound from the production process and exer through post-production. Through theory production cise, students will learn how to capture microphones and capture sound utilizing different needed devices as well as the basic techniques - 4 M 3 M 3 M 3 M 3 UE

Senior Thesis II: Senior Thesis Post-Production Film Marketing and Distribution Producer Seminar Internship Unrestricted Elective ______FILM 4__ FILM 490 FILM 4703 FILM 4704 FILM 4704 2015-2016 Course Catalog 2015-2016 Course to present. Students will continue exploring the film story as a natural progression of the storytell ing tradition as it continued into the twenty-first Open to all majors. Lecture. Prerequisite: century. FILM 101, Film History I. Meets Art History elective requirement. story as a natural progression of the storytelling drama tradition that has shaped scripture, poetry, and the novel throughout human history—and the medium as a globe-spanning business that has reshaped our perceptions of cultures, ethnic groups, and economic systems. Covers the period from 1950 FILM 102 Film History II History FILM 102 Film 3 UNITS of films Through lectures, discussions, and analyses a chronology and film clips, this course will offer elements of the development of both the artistic in the narrative motion picture—exploring the film international cinema and investigate the impact of international cinema and investigate and film the global circulation of films, filmmakers, contested culture in response to the complex and Meets Art dominance of the U.S. film industry. Prerequisite: History elective requirement. Lecture. None. 3 UNITS social, This course examines the technological, the first cultural, and aesthetic dimensions of the 1890s sixty years of cinema, principally from readings, through the 1940s. Lectures, screenings, diversity of and discussion will explore the formal Internship is required to be taken in any of the Internship is required but is strongly recommended final three semesters during the summer. Courses I History and Television FILM 101 Film Spring Semester Filmmaking ------128 - - - - 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 inception to completion. Students will pre-produce inception to completion. Students will FILM their senior thesis films. Lecture. Prerequisites: 300, Capstone 341, Film Production Showcase; FILM Screenwriting. Production Film FILM 310 Documentary 3 UNITS major genres This course will expose students to the film and production techniques of documentary will making. Lectures, screenings, and practicum devel introduce the basics of non-fiction concept pro opment and best practices for pre-production, different duction, and editorial. Students will learn styles, pro approaches to interviewing, shooting duction management, and crafting documentary narrative structure. Students will work both individ ually and in teams to undertake three production culminat assignments over the course of semester, ing in the production of a short documentary film to be screened in public at the end of the semester. Studio. Prerequisites: FILM 1700, Film Production; FILM 2703, Cinematography I. Showcase Production FILM 341 Film 3 UNITS This course is designed to assist the student’s Lecture and lab. Studio. Prerequisites: FILM 1700, FILM 1700, lab. Studio. Prerequisites: Lecture and of instructor. or permission Film Production, Screenwriting FILM 300 Capstone 3 UNITS to develop their script by This class teaches students character devel emphasizing three-dimensional characters to create the plot opment, allowing the and de choose their story, and action. The students before they begin writing. At velop their characters the students will have their the end of the semester, for them to direct. Lecture. own short script ready Screenwriting Fundamen Prerequisite: Film 2702, tals. Planning FILM 304 Pre-Production 3 UNITS This course explores all aspects of pre-production Students as planning for digital film production. concept from sume the role of producer to take the - - - - - 2015-2016 Course Catalog 2015-2016 Course niques will be expanded into cutting for rhythm, timing, and storytelling. No experience required. FILM 2709 Film Editing Theory and Practice Theory Editing FILM 2709 Film 3 UNITS Students will learn the basic elements of editing using non-linear digital video editing software. Emphasis will be placed on establishing continuity of direction, motion, time, and place. These tech tors and actors an opportunity to work with actors in layered, proven material in which a rich subtextu The course will also provide stu al life is necessary. dents with a historical context on the development Studio. of the role and aesthetics of the director. Prerequisite: FILM 1700, Film Production. it takes to direct a good scene, how to get honest it takes to direct a good scene, how to to put the and specific performances, and where down text to camera. They will learn how to break how work with actors, how to cast and rehearse, and use the to create a shot list, how to storyboard Working with text will give direc language of film. or in small groups. Studio. Prerequisites: FILM 1700, or in small groups. Studio. Prerequisites: Film Production, or permission of instructor. Directing FILM 2707 Art of 3 UNITS both extant In this course, students will work with on what text and their own original text, focusing cover the basic understanding and operations of cover the basic understanding and operations Terminology, camera, grip, and lighting equipment. will be a set procedures, aesthetics, and analysis required to daily part of the class. Students will be assignments attend, actively participate, complete individual in class as well as outside of class as an work. Lecture. Prerequisite: WRIT 111, Academic work. Lecture. Prerequisite: I. Open to all majors. Writing I FILM 2703 Cinematography 3 UNITS to This course is designed to introduce students class, we will In this the basics of cinematography. in-class writing exercises, in-class workshops, and, in-class writing exercises, writing. Students take an of course, a lot of outside into both a detailed treatment idea and develop it Class emphasis is on the and a short film script. as well as on the development students’ own work, craft necessary to shape that of the technique and FILM 2702 Screenwriting Fundamentals Screenwriting FILM 2702 3 UNITS of writing a nar explores the process This course lectures, screenings, readings, rative script through Filmmaking - - - - 129 - - - exhibition in film and television entertainment media. Through lectures, discussions with industry guests, and case studies, instruction focuses on current distribution business and marketing issues and introduces new business models to navigate content onto new technology platforms. History is cable, interactive communication, video, pay-per- cable, interactive communication, video, Film records, and games. Lecture. Prerequisite: view, 304, Pre-Production Planning. I: Production Thesis Project FILM 4702 Senior 4 UNITS both depth The senior thesis film demonstrates A project or thesis and sophistication in the major. to enroll proposal must be submitted and accepted in this course. This project may be cross-disciplinary. or as part of It is meant to serve as a portfolio item this course a demo reel. Projects will be shot during Thesis Proj and post-produced in FILM 4704, Senior Pre-Produc ect II. Studio. Prerequisites: FILM 304, Showcase. tion Planning; FILM 341, Film Production and Distribution Marketing FILM 4703 Film 3 UNITS With the entertainment industry converging into a worldwide mass media, both business and oper ational models are radically evolving. This is an introductory course for producers, directors, and development personnel—those who are plan ning, developing, and executing media ventures. The class examines the business issues associated with the distribution as well as marketing and different steps. The emphasis is the delivery of a emphasis is the steps. The different the requirements design that covers solid concept will view and analyze Students of the storytelling. design, then develop designs classics of production Studio. Prerequisites: FOUN for advanced projects. and FILM 1700, Film 103, Color and Composition; Open to of instructor. Production, or permission Architecture majors. Architecture and Interior Entertainment of FILM 400 Business 3 UNITS a comprehensive introduction This course presents moving image for to the business of contemporary various entertainment mats. This course examines indepen companies, including large corporations, companies, dent production companies, television Meth computer companies, and start-up ventures. and ods of production, marketing, distribution, platforms, exhibition are examined in a variety of including motion pictures, network television, - - - - - 2015-2016 Course Catalog 2015-2016 Course 3 UNITS This course introduces students to the process of designing a movie through various techniques and well as the spectrum of editorial techniques specific to specialized projects. The class is primarily lecture with a lab component. Studio. Prerequisite: FILM 2709, Film Editing Theory & Practice. and Art Direction Design Production FILM 3XXX including transitions, effects, motion, time re-map including transitions, effects, ping, rotoscoping, green screen/keys, and advanced titling. Students will come to understand the princi ples and also the intended meaning and aesthetics of these editing techniques. The class will also be introduced to advanced narrative editing styles, as FILM 3705 Advanced Editing FILM 3705 Advanced 3 UNITS of ed Students will learn the advanced techniques software iting using non-linear digital video editing familiar (NLE). Emphasis will be placed on becoming with the advanced components of NLE software the student will film two outside scenes from the the student will film two outside scenes class class-assigned script. This is a workshop-style scenes, that will require students to direct assigned Studio. share critiques, and receive direct feedback. FILM Prerequisites: FILM 1700, Film Production; of instructor. 2703, Cinematography I, or permission laborative act between actors and the director. director. laborative act between actors and the class using The student will direct two scenes in director actors cast and rehearsed by the student to choose for their roles. The student will be able auditions, cast, scenes from the assigned script, hold Additionally, rehearse, and present a scene in class. Prerequisites: FILM 1700, Film Production; FILM Prerequisites: FILM I. 2703, Cinematography Film/TV for Actors FILM 3701 Directing 3 UNITS of The core of this course explores the creation as a col character and shaping of performance story that they will craft. This will require time and story that they will and strong partici respect for the process, effort, will also demand that students pation. The course and give criticism of suggestions and receive offer students will write, produce, the work. In this class, 4 to 5 projects. Studio. direct, edit, and complete of class to finish assignments or projects. While or projects. While finish assignments of class to class storytelling, the the broad terms of discussing with others that students collaborate will demand that suits the needs of each to find the best idea Filmmaking - 130 - - - - — At the end of the evaluates the student’s preparedness for real-world evaluates the student’s assignments. REQUIREMENTS PRE-CAPSTONE Review Portfolio Progress a students are required to submit sophomore year, comprehensive portfolio of their work from each ASSESSMENT PROCESS in Filmmak Student performance and attainment the pro ing is evaluated systemically throughout both gram, through ongoing assessment strategies specifies four formal and informal. The department include key areas for measured assessment that and both formative and summative benchmarks The processes involve multiple forms of evaluation. and provide a vehicle to assure program quality the effec promote continuous improvement in of student tiveness of teaching, the improvement Evidence of work, and the design of the curriculum. Portfolio learning is assessed through the Progress This of study. Review at the end of the second year process documents student progress and is required studios. Student for entrance into upper-division work is also evaluated through the thesis project, which assesses the pre-production, production, and post-production methodologies used, and in narrative solutions. Further their effectiveness assessment is made through the Senior Portfolio mas Presentation, which evaluates the student’s tery of learning outcomes, and development from A final assessment is the Progress Portfolio Review. conducted through internship host companies, and one off a project. The course will cover how to find The course will cover a project. one off to to attach talent how to option it, how material, how to find places how to pitch it, and a project, the class will examine how to to do so. In addition, how to deal with talent, how get the green light, departments involved with to deal with the various how to work with the director, producing a film, produce the film. This class is and how to eventually the confidence needed to designed to give students the world of producing. Lecture. move forward into 304, Pre-Production Planning. Prerequisite: FILM Internship FILM 490 Filmmaking 3 UNITS practicum in Students participate in an on-the-job entertain commercial settings in media, design, Work experience is ment, and marketing firms. specified complemented by academic requirements Prerequisite: in a contract with the faculty advisor. Filmmaking majors. ------2015-2016 Course Catalog 2015-2016 Course FILM 4709 Producer Seminar FILM 4709 Producer 3 UNITS This class will explore what it takes to be a pro the last The producer is the first one on and ducer. be the expectation that students receive an appreci ation and understanding of the many moving parts that directors facilitate and how they can achieve the same in their own work. Lecture. Prerequisites: FILM 2707, Art of Directing. research articles, film journals, and films with the goal of understanding how a director has created a whole piece through the parts of it. By analyzing the actors, the blocking, the editing, and sound de sign, students will be challenged to understand why a great film has achieved great success with critics or the mass public. The end result of the class will permission of chair. in Directing FILM 4708 Cinematic Style 3 UNITS to approach An in-depth analysis of the director’s telling cinematic stories. In this class, students will using class and instructor for critical analysis. In this using class and instructor for critical analysis. skills in writing workshop, students will develop and story narrative structure, screenplay format, dialogue, and scene elements, especially character, by construction. These skills will be developed Prereq writing two short film screenplays. Lecture. or uisites: FILM 2702, Screenwriting Fundamentals, requisite: FILM 4702, Senior Thesis Project I. requisite: FILM 4702, Senior Thesis Project Screenwriting FILM 4707 Advanced 3 UNITS work on This course is a seminar in which students length, individual scripting projects of substantial in FILM 4702, Senior Thesis Project I, will be edited, in FILM 4702, Senior outputted to various media. color corrected, and sound will be married to Double system production elements will be designed, the visuals. New sound created. This added to the visuals, and a final mix serves as a completes the Senior Thesis Project and Studio. Pre portfolio item or as part of a demo reel. FILM 4704 Senior Thesis Project II: Post-Production Thesis Project FILM 4704 Senior 4 UNITS advanced practical and con This course explores images and sound in a ceptual issues in editing environment. The project shot digital production highlighted providing a context for current business for current business providing a context highlighted meet opportunities to The course features practices. executives. Lecture. industry senior entertainment 400, Business of Entertainment. Prerequisite: FILM Filmmaking - - - - 131 - — Prior to graduation, — As an exploration and exploring a variety of topics, including social and cultural issues. Through analysis and discussion of their experiences, students use this course to inform their studio work, and as a springboard for concep tual development of their degree projects. membership in professional design organizations, membership in professional design organizations, professional they are exposed to the operations of practice. Internship/Field Experience internship or students must complete 120 hours of advertising field experience at a local design studio, or market entertainment studio, publisher, agency, Portfolio Review Passing the Progress ing company. which must is a prerequisite to the field experience, year and be accomplished in the junior or senior Woodbury’s approved by the department chair. a variety of offers Career Development Office students programs, services, and resources to assist The in exploring careers and securing internships. works with students one-on-one to develop staff successful internship search strategies and help stu dents connect with employers through internship postings, resume collections, on- and off-campus interview opportunities, alumni connections, and employer outreach in the U.S. Filmmaking Symposia study of current art and design events in the Los Angeles area, this experience requires students to attend lectures, museums, galleries, and exhibitions ACADEMIC STANDARDS ACADEMIC for a profes work is not acceptable Below-average of “C” is required A minimum grade sional degree. in order to continue in the for the design studios student receiving a grade below studio sequence. A repeat that studio prior to a “C” must successfully studio. It is strongly enrollment in the succeeding students take no more than recommended that in a single semester. twelve studio units LEARNING SPECIAL OPPORTUNITIES/REQUIREMENTS of the Filmmaking Department It is the philosophy to both theoretical and that students be exposed Students will professional aspects of the discipline. and become acquainted with current filmmakers the oppor film movements, and they will have to tunity to experience international approaches Additionally, filmmaking during their education. and through networking with industry practitioners ------2015-2016 Course Catalog 2015-2016 Course work for archival, exhibition, and promotional pur formats. poses, including in print and Web portfolio, which is also reviewed by industry profes sionals, and assessed by faculty and the Filmmaking Advisory Board. Student self-assessment is required in both the Progress and Senior Portfolio processes. STUDENT WORK The university reserves the right to retain student dustry professionals and faculty at the end of each evidence of learning is assessed term. Additionally, through the Progress Portfolio Review at the end of These portfolios must in the second year of study. clude project samples from all studios completed. In students develop their professional the senior year, tion packages, cinematography, sound recordings, sound tion packages, cinematography, poster design, sound designs and final sound mixes, advertis acting scenes, websites, motion graphics, narrative ing, fictional narrative films, documentary animat films, business plans, budgets, storyboards, and ics, production designs, art direction projects, research papers. Student work is reviewed by in RESULTS OF LEARNING OF RESULTS produc Both studio and lecture courses require to the tion of various filmmaking projects specific may learning outcomes of each course. Projects pre-produc include screenplays, posters, pitches, address knowledge gained in the previous years of address knowledge gained in the previous the application Students must demonstrate study. practice to a of theoretical research and production a rigor self-initiated filmmaking project through degree of ous level of work demonstrating a high critical thinking, skill, and craft. CAPSTONE COURSES CAPSTONE required professional and In order to illustrate before graduation, filmmaking competencies complete a Capstone students must successfully to provide project. Capstone projects are designed and complet students the experience of developing their ability to ing a filmmaking project illustrating original, creative, and meaningful films. Portfolios original, creative, and of design faculty members are reviewed by a panel Passing the Progress chair. and the department a prerequisite for FILM 341, Film Portfolio Review is Production Showcase. major design studio. The portfolio should demon studio. The portfolio major design knowledge development of the strate sufficient to and the ability of narrative filmmaking and skills knowledge and skill into integrate that cumulative Filmmaking 132 ------— Students are required to attend are required to — Students creation. matting, and file management for both print and matting, and file management for both digital distribution. programs for edit Proficiency in computer-based sound ing, screenwriting, storyboards, animatics, design, budgeting, pre-production planning, image color grading, titling, poster design, and Proficiency in internet research, through com Proficiency in internet research, through or pletion of LSCI 105, LSCI 106, or LSCI 205, documen appropriate equivalent. Bibliographic web-based tation of database use and citation of courses. sources is required of all Filmmaking for Proficiency in word processing, document Proficiency in computer systems operations, in Proficiency in computer systems operations, manage cluding communications, upgrades, and ment. 2015-2016 Course Catalog 2015-2016 Course COMPUTER REQUIREMENTS COMPUTER Students are responsible for email and ISP accounts; student-owned computers used on campus should have a network and/or wireless card for access to wireless network. the university’s Media literacy is embedded in the curriculum at all Media literacy is embedded in the curriculum expected to levels, and filmmaking students are successful demonstrate these proficiencies through completion of their coursework. • • • The Filmmaking Department requires its graduates The Filmmaking Department current media of representa to be literate in the as demonstrated by the tion and communication, following: • various design topics, including visual effects, logo including visual effects, various design topics, media, motion graph development, entertainment environmental graphics, ics, information graphics, art direction. costume design, and REQUIREMENTS LITERACY COMPUTER Lecture Series Lecture each term. professional filmmakers lectures from both national and from Industry professionals on have spoken at Woodbury international arenas

Filmmaking

234 Senior Thesis Showcase Thesis Senior

FILM 480 Internship 480 FILM

134 FILM 4xx Producer Seminar Producer 4xx FILM

2 FILM 4xx Senior Thesis 2: Post-Production 2: Thesis Senior 4xx FILM

133

1 FILM 4xx Directing Actors for Film for Actors Directing 4xx FILM

YEAR 4

134 FILM 4xx Business of Entertainment of Business 4xx FILM

12 FILM 4xx Cinematic Style in Directing in Style Cinematic 4xx FILM

ALL FILM 4xx Senior Thesis 1: Production 1: Thesis Senior 4xx FILM

2 FILM 3xx Building a Visual Style Visual a Building 3xx FILM

12 FILM 3xx Film Acting Film 3xx FILM

123 FILM 3xx Pre-production Planning Pre-production 3xx FILM

ALL FILM 3xx Documentary Film Production Film Documentary 3xx FILM

YEAR 3

23 FILM 3xx Sound Design Sound 3xx FILM

12 FILM 3xx Capstone Screenwriting Capstone 3xx FILM

234 Sophomore Progress Showcase Progress Sophomore

23 T Editing Film Advanced 2xx FILM E

V 123 E Showcase Production Film 2xx FILM I T

A S 23 FILM 2xx Film Editing Theory & Practice & Theory Editing Film 2xx FILM S M

Entrepreneurship

M 14 S Film to Approaches World 2xx FILM YEAR 2 U S 4

A 123 FILM 2xx Art of Directing of Art 2xx FILM

13 FILM 204 Cinematography 204 FILM

12 T Composition & Color 103 FOUN E

V 123 E Design Production 1xx FILM I T

Civic Engagement

A S 12 FILM 1xx Screenwriting Fundamentals Screenwriting 1xx FILM S M

R 14 S 2 History Film 1xx FILM O S

YEAR 1 Composition & Design 102 FOUN

13 FILM 1xx Film Production Film 1xx FILM

4 FILM 101 Film History 1 History Film 101 FILM Transdisciplinarity D

R 2 Pillars University E

S A COURSES MAJOR M Design Thinking 1 D principles of film E P O University Pillars.. L with involved personnel E distribution, and exhibition V E D LEARNING OUTCOMES Create professional quality portfolio Produce a supervised senior project Serve an internship within the industry (BFA) Assuring D Quality in Academic E Emphasize at least one area of film production Coordinate project elements and communicate Filmmaking Produce work from concept to finished product Have functional knowledge of the history of film C Understand design considerations in production Understand aesthetic medium of communication Understand marketing procedures for production, U D O 2015-2016 Course Catalog 2015-2016 Course Understand time as an expressive design consideration R UNIVERSITY PILLARS T N I CURRICULUM MAP Bachelor of Fine Arts in Filmmaking BFA Bachelor of Fine Game Art & Design - - - - - 134 useful, effective, and desirable for the develop useful, effective, art and ment and coordination of digitally based design strategies. and criticism, theory, Knowledge of the history, technol with respect to such areas as film, video, and digital art and design. ogy, teams and Development of the ability to work in from to organize collaborations among people disciplines. different and An understanding of the qualities, structure, and professional practices of the video game interactive media industries. portfolio Development of a professional work particular that highlights the individual student’s strengths. Knowledge of the concepts related to the visual, Knowledge of the interactive, and temporal spatial, sound, motion, and of digital technology, elements and features use in the creation and appli principles for their digital media. cation of interactive 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. are An understanding of the processes that MA, William Patterson University • • • • FACULTY CHAIR William Novak, Assistant Professor Mills College MFA, ADJUNCT FACULTY PARTICIPATING Bryan Jaycox University of Southern California MFA, Paul M. Smith while preparing them to meet the challenges of the challenges of them to meet while preparing in both the production technology rapidly changing games. computer of tomorrow’s and distribution LEARNING OUTCOMES PROGRAM from the Game Art & Students who graduate meet the following learning Design program will outcomes listed below: • • • ------2015-2016 Course Catalog 2015-2016 Course op an individual creative voice while collaborating provide in a unique production environment. We students with the knowledge and skills to excel, sional world. MISSION Game Art & Design merges creative vision, story, art, sound, animation, play mechanics, and comput ers in the development of immersive game experi ences. Through interactive projects, students devel The degree aligns with both the Media Technology The degree aligns with both the Media Technology and Animation programs, sharing courses in their major sequence. This will allow students to work in a cross-disciplinary environment and encourage multidisciplinary capstone teams formed of artists, designers, and technologists, mirroring the profes focusing on two- and three-dimensional character focusing on two- and three-dimensional and design, environmental design, and animation; as game Game Design, focusing on elements such rules, conceptualization, play mechanics, game scoring system navigation, user interfaces, story, systems, and prototyping. recruiting and training, and, of course, to entertain. recruiting and training, and, of course, brings together art, an The Game Art & Design BFA sound imation, computer hardware and software, design. Stu design, story development, and game Game Art, dents may choose from two emphases: games. The world will witness young artists and games. The world will witness young grow into designers, who are presently students, innovators and creators of tomorrow’s the field’s design to games. They will take game art and game health new places to promote learning, encourage corpora and exercise, create social change, assist military in tions in employee training, support the Rapid advancement of technology has moved com Rapid advancement and visual direction, munication in an interactive for designers and developers. requiring new skills artists and game players, A generation of young are raised on the early video games of yesterday, video now the designers and creators of today’s William Novak, MFA, Department Chair Department William Novak, MFA, and sheer expressive power The incredible growth have advanced and interactive of computer games them an important and influ software have made cultural landscape. of today’s ential part of part Game Art & Design Game (BFA) Game Art & Design 135 3 M 3 M 3 M 3 M 3 ME 3 GE 3 GE 1 GE 3 GE 3 ME 3 ME 3 M 3 M 2 ME 1 ME 3 ME 3 GE 3 ME 3 ME 0 M 3 GE 3 GE 3 ME Environmental Design Environmental & Modeling Introduction to Game Engines Design and Composition Interdisciplinary Core II Academic Writing and Information Theory Practice Environmental Studies & Culture II Technology Media Technology Lecture Series 3D Game Animation 3D Computer Animation I Drawing Concepts/ Figure Drawing Character Design and Modeling Portfolio Review Sophomore Studio II: Layout Character Animation Media Ethics Mathematics Elective Introduction to Digital Media Introduction to 3D Computer Animation Introduction to Psychology History of Games II: 20th Century Materials, Lighting, and Rendering LSCI 105 INDS 1__ WRIT 112 GAME 114 FOUN 102 GAME 140 TECH 102 TECH 103 ENVT 220 ANIM 204 ANIM 221 MATH 2__ MATH PSYC 200 GAME 2__ GAME 309 GAME 238 COMM 235 GAME 224 ANIM 161 ANIM 262 Spring Semester THIRD YEAR Fall Semester Spring Semester YEAR SECOND Fall Semester GAME 237 FOUN 104/5 ANIM 361__ 9 - 73 46 - 128 3 M 3 M 3 GE 3 GE 3 ME Units

Game Design 3D Game Fundamentals Beginning Drawing I Academic Writing Public Speaking WRIT 111 FOUN 101 GAME 102 GAME 105 COMM 120 2015-2016 Course Catalog 2015-2016 Course Fall Semester SUGGESTED SEQUENCE OF COURSES OF SUGGESTED SEQUENCE to pursue, Students choose the emphasis they wish either Game Design, or Game Art. EMPHASIS GAME ART FIRST YEAR (BFA) Degree (BFA) Major (M) (GE) General Education/Integrative Learning Unrestricted Electives (UE) Minimum Semester Hours Required and/or faculty for the needs of a particular project. and/or faculty for the needs of a particular chair Questions may be directed to the department for current hardware and software requirements. Curriculum CURRICULUM & DESIGN MAJOR GAME ART Leading to the Bachelor of Fine Arts The computer and software must be compatible The computer and computer labs. Students with existing on-campus Apple Mac or PC/Window lap may choose either needs and budget. tops based on their chair Questions may be directed to the department Lucas Miller at Buffalo of New York BA, State University 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 ADJUNCT FACULTY ADJUNCT Robert Bryant California of Southern University MFA, Game Art & Design 136 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 0 M 3 M 3 M 3 GE 3 GE 3 GE 3 GE 3 GE 1 GE 3 ME Academic Writing II Academic Writing Information Theory Game Design Documentation Introduction to Game Engines Introduction to Digital Media Design and Composition Portfolio Review Mathematics Course Media Ethics Game Player Analysis History of Games: Case Studies Procedural Content in Games Game Design 3D Game Fundamentals Beginning Drawing I Academic Writing Public Speaking Game Prototyping Game Level Design History of Games II: 20th Century Introduction to Programming I Interdisciplinary Core Introduction to Psychology LSCI 105 WRIT 112 GAME 114 ANIM 161 FOUN 102 INDS 1__ GAME 112 PSYC 200 TECH 111 WRIT 111 GAME 254 FOUN 101 GAME 221 GAME 211 GAME 224 GAME 222 GAME 226 GAME 101 GAME 105 MATH 2__ MATH COMM 235 GAME 2__ SECOND YEAR SECOND Fall Semester Spring Semester GAME DESIGN EMPHASIS GAME DESIGN FIRST YEAR Fall Semester Spring Semester COMM 120 3 M 3 RE 3 GE 3 GE 3 UE 3 M 3 M 0 M 3 M 3 M 3 GE 3 GE 3 UE 3 UE 3 RE 3 ME 3 UE 3 GE 3 GE 3 GE Capstone Studio II Professional Practices of the Game Industry Course Transdisciplinary Art/Film/Design History Unrestricted Elective Experience Work Game Capstone Research Seminar History of Games: Case Studies Visual Development Elective General Education Social Science Course Unrestricted Elective Unrestricted Elective Game Capstone Studio I Animation Elective Humanities Course Art/Film/Design History Natural Science Course with Lab Unrestricted Elective MCD Transdisciplinary Seminar Humanities Elective ______INDS 3______3______GAME 4___ GAME 4______3XX ANIM 340 ANIM 3__ GAME 226 GAME 3705 GAME 4700 2015-2016 Course Catalog 2015-2016 Course unpaid, in the game industry is required. Summer between third and fourth year is the recommended time for internship/work experience. REQUIRED FOR GRADUATION: GRADUATION: FOR REQUIRED 120 hours of internship/work experience, paid or Spring Semester FOURTH YEAR FOURTH Fall Semester Spring Semester Game Art & Design - - - - 137 - 3D Game Fundamentals Game Design Documentation Game Design version control, the handling of design artifacts and redundant data will be practiced. Students will de velop a GDD of their original concepts and prepare them for executive-style presentations. teams, students will design and develop games teams, students will design and develop in class. that are play-tested and critically reviewed Studio. Prerequisite: None. GAME 105 3 UNITS Game art in three dimensions. An introduction time to game production workflow techniques, 3D design management, and the terminology of explore the principles. Level-of-detail exercises will budgets, ini image concepts of polygon topology, tial sketching and brainstorming, pre-visualization, relationships hard surface construction, and spatial Studio. with regard to the human factor of scale. Prerequisite: None. 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 Game Design Document will explore the purpose of design (a.k.a. GDD). We documentation, its maintenance, and its use in for professional software development. Techniques REQUIRED FOR GRADUATION: GRADUATION: FOR REQUIRED un experience, paid or of internship/work 120 hours or related field, game industry, paid, in the for internship/work experienceThe recommended time the third and fourth year. is the summer between COURSES GAME 102 3 UNITS workings of computer and The study of the inner digital and will examine We video game design. rule sets, focusing on game play, non-digital games management, look-and-feel, user interface, asset Study will expand into the and player psychology. game pro areas of procedural thinking, ideation, theories, totyping, examination of various design design. As and the ethical considerations of game will be played the basis of student critiques, games and and broken down into their formal, dramatic, and in dynamic structural elements. Individually 0 M 3 M 3 M 3 M 3 GE 3 UE 3 M 2 ME 1 ME 3 M 3 M 3 M 3 UE 3 RE 3 RE 3 M 3 M 3 GE 3 UE 3 GE 3 GE 3 GE 3 GE Professional Practices of the Game Industry Course Transdisciplinary Art/Film/Design History Unrestricted Elective Experience Work Game Capstone Studio II Game Capstone Studio I Serious Games Natural Science Course with Lab Art/Film/Design History Unrestricted Elective Game Capstone Research Seminar Experimental Technology for Games Environmental Studies Social Science Course Humanities Course General Education Elective User Interface Design for Story Development Interactive Media Sound for Film I & Culture Technology Media Technology Lecture Series Unrestricted Elective 3703 GAME ______3______INDS 3___ GAME 4__ GAME 4__ TECH 101 TECH 103 ENVT 220 GAME 332 FILM 1703 GAME 4___ GAME 321 GAME 3705 GAME 4700 2015-2016 Course Catalog 2015-2016 Course Spring Semester FOURTH YEAR FOURTH Fall Semester Spring Semester THIRD YEAR Fall Semester Game Art & Design - 138 - -

History of Games: Case Studies of History Lighting, & Rendering Materials, History of Games II: 20th Century Games of History The study of virtual light, texturing, and perfor mance considerations. Students will explore game project development from initial concept to final production employing simulated, realistic lighting convey the desired mood techniques to effectively and ambiance of a scene. Further study includes advances of the early Internet. Key games 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 102, Game Design. GAME 226 3 UNITS and its The evolution of the video game industry will explore the impact on American culture. We and renaissance of PC games via digital distribution from browser games, the mobile games industry revolution, its early years through the touch-screen emergence and the disruption created by both the 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. 2, or WRIT 212, sites: WRIT 112, Academic Writing Rhetoric and Design; GAME 102, Game Design. GAME 237 3 UNITS and who they are doing it for. We will focus on will focus on We they are doing it for. and who creators can “play player and how game the game of identify the types will We to their audience.” play computer games, analyze players, why people their data profiles, audience player psychology, impact on the consumer marketing and its diversity, Prerequisite: GAME 102, of video games. Lecture. Game Design. GAME 224 3 UNITS of video games in the The creation and evolution the origin and will examine We twentieth century. games and their technology. development of digital 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 - - Game Player Analysis Game Player Level Design Level Game Prototyping Design & Modeling Environmental 2015-2016 Course Catalog 2015-2016 Course GAME 222 3 UNITS When creating a video game, development teams often lose sight of what they are doing and why, paper prototyping, use of logic and flow charts, and charts, use of logic and flow paper prototyping, advanced use of game engine software. Students will learn to prototype original game designs for group critique. Studio. Prerequisite: GAME 114, Introduction to Game Engines. 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 intent will be assessed. Studio. Prerequisites: intent will be assessed. Studio. Prerequisites: GAME GAME 112, Game Design Documentation; 114, Introduction to Game Engines. GAME 221 3 UNITS components of select commercial game 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, horizontal/vertical scrollers, and first/ platformer, levels will be third person formats. Student-created their design play-tested in class and the success of GAME 211 mentals. GAME 3 UNITS 2D and 3D The study and practice of composing break down digital play environments. Students will environments, set dressing, and vehicles. Continued environments, set dressing, exercises will further practice with level-of-detail hard-surface construction with develop polygonal of UV set techniques, function the implementation spatial relationships and asset modularity, integrity, with regard to the human factor of scale. Funda Studio. Prerequisite: GAME 105, 3D Game Game artists learn to create worlds. An examina Game artists learn industrial and architectural tion and practice of pre-visualization workflow design principles and interior and exterior 3D techniques for creating design courses. Students assets to support game software to design and build will use 2D and 3D Lecture. Prerequisite: WRIT 111, Academic Writing I. Academic Writing WRIT 111, Lecture. Prerequisite: GAME 140 3 UNITS Game Art & Design ------139 - - - -

Experimental Technology for Games for Experimental Technology Development Story User Interface Design Interface User playings’ and discussions of games, and in-class writing assignments. Activities include routine pre sentations of works-in-progress, ongoing play-test ing, and a consistent level of production. All of the short-story games will become portfolio pieces, but one in particular will be chosen by the student for 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 3703 Media Interactive for 3 UNITS The unique qualities of narrative in interactive me dia and games. This course will cultivate students’ abilities to understand, interpret, and produce rich and sophisticated narrative video games. Students will be required to properly scope, prototype, play- test, produce, and polish a number of short-story games. Classes will consist of short lectures, ‘close pipelines. Students will demonstrate how forward how forward Students will demonstrate pipelines. relate to body kinematics systems and inverse a complex express in order to effectively mechanics Studio. Prerequisite: GAME 3D animation network. & Modeling. 238, Character Design GAME 321 3 UNITS design tech user interface Analysis of effective Students will study the founda niques and devices. design, graphic design, infor tion of interaction and usability design to create mation architecture, In addition to video game interfaces. effective design methodologies and prin learning interface to industry ciples, students will also be introduced standard software tools, along with contemporary game de UI design trends and practices in video game in velopment. Students will produce several Studio. terface design examples for their portfolio. Prerequisite: GAME 221, Game Prototyping. ------3D Game Animation Procedural Content in Games Content Procedural Character Design & Modeling Design & Character 2015-2016 Course Catalog 2015-2016 Course in today’s video game industry. Studies include the video game industry. in today’s integration of motion-capture data and traditional key-frame animation into game engine production 114, Introduction to Game Engines. GAME 309 3 UNITS Bringing life to three-dimensional objects. Students will study and practice the integration of 3D ani mation production methods and techniques used perimental techniques for generating art textures, music, puzzles, sound effects, special visual effects, and narrative. Studio projects involve hands-on pro totyping, scripting, and experimentation to produce the desired procedural results. Studio. Prerequisites: GAME 112, Game Design Documentation, GAME The study of the automatic creation of game The study of the automatic creation of games, content during runtime. In some video used procedural methods have been traditionally and quests to generate unique game levels, rules, are each time a game is played. Future applications driven by recent industry developments and ex the importance of multiple tile UV sets, retopology the importance of multiple tile UV sets, painting of high-resolution models, and 3D digital and texturing techniques. Studio. Prerequisite: GAME 237, Materials, Lighting, & Rendering. GAME 254 3 UNITS sculpture. Use of various alternative software 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 Modeling. 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 Continued level of detail exercises will develop Continued level of texture baking techniques, am vertex coloring and illumination, light exclusiv bient occlusion, global image budgets, and advanced shadow quality, ity, rendering techniques. Studio. lighting systems and 140, Environmental Design & Prerequisite: GAME function integrity, composition, and 3D camera and 3D camera composition, function integrity, field, custom material such as depth of properties, with special and specialized textures, channels, performance considerations. attention to rendering Game Art & Design - - - - 140 - - - - learned about the industry, and their expectations learned about the industry, and thoughts on the experience. Students will formal ly share their findings with classmates. Prerequisites: only. Game Art & Design majors Consent of chair, design, and game development software 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 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 490 Internship 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 company’s the department chair, advisor, on a Grades are Pass/Fail and are based supervisor. super signed evaluation form from the company’s by the and an internship journal maintained visor, student. The journal details their hours, what they creativity and quality of presentation. Studio. Pre and quality of presentation. creativity I. Capstone Studio GAME 4700, Game requisite: Studio I Capstone GAME 4700 Game 3 UNITS Part 1 of 2. Students imple Putting it all together: plan for an original interactive ment their project and approved in the pre work that was developed Research Seminar. Game Capstone vious semester’s use be paid to the effective Special attention will slippage, high-risk areas, schedule of technology, iteration, and the weekly progress, play-testing, design intent. Studio. practicality of the original GAME of department chair, Prerequisites: Consent 3705, Game Capstone Research Seminar. Studio II GAME 432 Game Capstone 3 UNITS teams Putting it all together: Part 2 of 2. Student art, game integrate their individual focuses in game ------

Professional Practices of the Game of Practices Professional Industry Game Capstone Research Seminar Research Game Capstone

2015-2016 Course Catalog 2015-2016 Course to the entry position sought in the video game Faculty will evaluate materials in terms of industry. skill sets within production teams, and the creative processes practiced within industry disciplines. Busi ness practices, including planning, media & digital publishing, marketing, and entrepreneur opportu nities will be explored. Students will prepare profes sional project portfolios and resumes appropriate GAME 4XX 3 UNITS Current professional practices in the game industry with focus on entry into the job market. Students will study the economics, job market, and structure include the roles and Topics of the game industry. therapy, psychology, government defense, fine arts, government psychology, therapy, of in and aviation. Students will learn the concepts the success of structional design, and how to assess tool. Studio. a game as a training and enrichment Prerequisite: GAME 221, Game Prototyping. 3 UNITS outside The use of video game design techniques game technol Video the entertainment industry. ogy is regularly used in many non-entertainment use of games applications. This course looks at the for education, training, and civically engaged physical experiences in fields such as medicine, Proposals will be produced in the senior year’s year’s Proposals will be produced in the senior Prerequisites: Game Capstone Studios I & II. Studio. GAME 2__, Portfolio Consent of department chair, Review. Games Serious GAME 4XX teams develop a Proposal 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. GAME 3705 3 UNITS in preparation for Research and pre-production Through lectures, self-di the Capstone experience. research, students working in and rected study, extra attention and refinement, and will be exhibit and refinement, extra attention Prerequisites: Studio. end of the semester. ed at the GAME Game Design Documentation, GAME 112, 221, Game Prototyping. Game Art & Design 141 - - THIRD AND FOURTH YEAR GAME YEAR FOURTH THIRD AND PROJECT CAPSTONE of the program, final three semesters During the teams, research and create an game students form and develop it to completion. original game design, is designed to provide stu The Capstone Project of developing and completing dents the experience scope. Students must a video game of substantial gained in the previous years address the knowledge the required professional, of study by illustrating competencies required theoretical, and practical Game depart industry. for entry into the game industry professionals review, ment faculty and/or student games. critique, and discuss ------STUDIO ASSESSMENT - 2015-2016 Course Catalog 2015-2016 Course mote continuous improvement in the effectiveness mote continuous improvement in the effectiveness of teaching, the improvement of student work, and the design of the curriculum. Design Foundation and Animation department courses. Evidence of learning is assessed through the Progress Portfolio Review at the end of the This process documents second year of study. student progress and is required for entrance into studios. The process also enables the upper-division department to assure program quality and to pro ress and the final result. PORTFOLIO PROGRESS YEAR SECOND Game students are required to maintain a run This ning Progress Portfolio during each semester. portfolio consists of work from all studios, including of creative and artistic abilities, technical and orga of creative and artistic abilities, technical effec nizational skills, writing, and interpersonal learning outcomes. tiveness to produce a course’s rubrics at Outcomes are assessed using appropriate At the end of a regular intervals during a semester. faculty provides a formal evaluation of a semester, studio work encompassing weekly prog student’s written. Students are able to improve their projects written. Students are able to improve the facul during the semester based on input from ty and from other students in the department. team creation Studio projects involve individual and of a rich mix of video games. These projects consist CONTINUOUS IN CONTINUOUS comput The design and development of interactive an inter er software and video games, is, by nature, the faculty active process. Studio courses provide work an excellent opportunity to watch students and provide on their projects, assess their progress, informal and ongoing feedback and critique, both strations, progress made during a project, written strations, progress papers, exams and quizzes, and essays and research displayed during peer re participation and insights strive to improve the work views in which students of other students. learning throughout the four-year program. Stu the four-year learning throughout within the individual courses dents are assessed critical evaluation and with ongoing interactive students and faculty. discussion between in the context of the type Assignments are assessed work includes the public pre of student work. This concepts, proposals and demon sentation of game ASSESSMENT PROCESS ASSESSMENT is designed Art & Design curriculum The Game performance and assess student to systematically

Game Art & Design

GAME 490 Internship 490 GAME

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

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

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

12 GAME 353 Technical Direction: In Engine In Direction: Technical 353 GAME 142

12 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 T REVIEW PORTFORLIO PROGRESS

123 E Modeling & Design Environmental 336 GAME

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

Entrepreneurship

12 S Engines Game to Introduction 213 GAME S 4

A 12 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 E Lecture w 2 Culture & Technology 102 TECH R

Civic Engagement

12 T Composition & Design 102 FOUN

12 A 2 Design Game 102 GAME

12 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 D Transdisciplinarity

C 2 Pillars University I (Emphasis on Art) T 12 12 13 12 12 12 C

Game Art & Design

34 GAME 490 Internship 490 GAME

ALL 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

12 GAME 325 User Interface Design Interface User 325 GAME

143

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

12 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

PROGRESS PORTFORLIO REVIEW PORTFORLIO PROGRESS

2 T 2 Programming to Intro 112 TECH

12 E 2 Doc Design Game 212 GAME

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

Entrepreneurship

12 S Engines Game to Introduction 213 GAME S 4

A 123 GAME 221 Game Player Analysis Player Game 221 GAME

12 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 E Lecture w 2 Culture & Technology 102 TECH R

Civic Engagement

12 T Composition & Design 102 FOUN

12 A 2 Design Game 102 GAME

12 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 D Transdisciplinarity

C 2 Pillars University I (Emphasis on Design) T 12 12 12 23 23 234 C

A R COURSES MAJOR P Design Thinking 1 D in game design. E P O University Pillars.. L E V E role in a collaborative project. of digital game art and design. D LEARNING OUTCOMES (BFA) animation, and digital art and game design. Assuring D Quality in Demonstrate command of the visual, spatial, Academic E C Understand the interaction of art and technology applications; and influences on game audiences. 2015-2016 Course Catalog 2015-2016 Course sound, motion, interactive, and temporal elements U appropriateness for story, functional, and strategic appropriateness for story, flowcharts, block diagrams, concept mapping, etc.) D O Game Art & Design Emphasis on Design Master the ability to work in teams and take a leadership R of digitally based art and design strategies (design docs, Understand game technologies (hardware and software); Understand history, theory, and criticism in narrative film, theory, Understand history, UNIVERSITY PILLARS T N I Understand the processes for the development and coordination CURRICULUM MAP Bachelor of Fine Arts in Game Art & Design BFA Art & Design BFA Arts in Game Bachelor of Fine Graphic Design - - - - 144 ------— Students will acquire — Students will demon theory—including content, elements, structure, style, and technology—in response to visual com munication problems. RESEARCH AND INQUIRY research capabilities and skills such as using data bases, asking questions, observing users, and devel and field experience opportunities. 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. MISSION committed The Department of Graphic Design is in to providing students with a design education standards. accordance with the highest professional to devel Our aim is to inspire graphic designers visual communications by op and create effective and cultivating their individual talent, potential, prepare innovative graduates personal voices. We and design of graphic practice will advance the who contribute responsibly to the global community. LEARNING OUTCOMES PROGRAM AND THEORY HISTORY strate understanding of how communication theo ries, 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 for mal vocabulary and concepts of design and critical gain experience in a design profession that sparks profession that sparks in a design gain experience their studies in the by customizing their interest areas: following Entertainment Design Motion Design Advertising Design Publication Design Graphics Environmental vibrant programs in the School As one of the many Design, the program is of Media, Culture and communications and psychol designed to integrate education curriculum through ogy into the general 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, ------2015-2016 Course Catalog 2015-2016 Course typography, graphic design, digital practice, pack typography, design age design, interactive media, photography, and professional practices. In the senior history, and students can focus their creative energy year, 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 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 communicating the global aspects of social and communicating the global aspects of the internal political life. The curriculum promotes shows that ization of the information, and evidence has become by graduation, this reciprocal process this design process. Through a part of the student’s personal process, they learn how to convey their voice and take initiative in advancing their educa learning through their direct participation 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, oretical and historical study, along 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 vides students with a professional education that vides students with through a solid understanding prepares graduates expertise required to enter pro and mastery of the students fessional practice. The curriculum provides design with a thorough comprehension of the the process through critical and creative thinking, Behnoush McKay, Department Chair Department Behnoush McKay, Bachelor of a four-year University offers Woodbury Graphic Design. Included in the Fine Arts degree in by the National Associa accreditation University’s and Design, the program pro tion of Schools of Art Graphic Design Design Graphic (BFA) Graphic Design - - - 145 - - — Students will demon Associate Professor Associate Professor Associate Professor Professor TIME FACULTY - BA, California State University, Northridge BA, California State University, assisting students in their studies and research. assisting students in their studies and contemporary Faculty members are also involved in work and design movements through their creative direct effect private design practices, which has a engage on the students’ design experience. This inside and ment creates a community atmosphere to the learn outside the classroom, and contributes ing success of students. CHAIR Behnoush McKay, Los Angeles California State University, MFA, 2015 FALL FOR CHAIR ACTING Sue Vessella, Northridge California State University, MFA, CHAIR ASSISTANT Cate Roman, Claremont Graduate University MFA, FULL Cate Roman, Claremont Graduate University MFA, Rebekah Albrecht creation and production, as well as human behav production, as creation and design decisions. results into and to incorporate ior, PROFESSIONAL PRACTICE of professional design strate functional knowledge including professional and practices and processes, intellectual property issues ethical behaviors and and copyrights. such as patents, trademarks, design criticsim through They will demonstrate and others work. They will analysis of their own as team members. They will work productively in both verbal and visual demonstrate proficiency presentation. FACULTY Graphic The faculty participates in shaping the research in Design program through continuous various aspects of design and visual communica of new tion, which manifests itself in the creation courses, and courses, updating projects for existing ------— Students will demon — Students will demon — Students will demonstrate the 2015-2016 Course Catalog 2015-2016 Course expected to use them. They will exhibit the ability to recognize and analyze the social, cultural, and economic implications of technology on message TECHNOLOGY 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 relationships between technologies and the people phy, images, diagrams, motion, sequencing, color, images, diagrams, motion, sequencing, color, phy, in the contexts and other such elements effectively of specific design projects. They will demonstrate understanding of design at scales, ranging from components to sys different tems and from artifacts to experiences. DESIGN COMMUNICATION consider strate the ability to develop informed rela ations of the spatial, temporal, and kinesthetic and behavior, tionships among form, meaning, and types of apply them to the development of various visual communication design projects. They will demonstrate the ability to use typogra utilize such approaches to identify communication utilize such approaches to identify communication solutions. opportunities and generate alternative design They will exhibit the ability to plan the scenarios for process and construct narratives and describing user experiences. STRATEGY AND PLANNING STRATEGY develop strat strate understanding of and ability to egies for planning, producing, and disseminating visual communications. of They will demonstrate functional knowledge ability to creative approaches, and the analytical conduct investigations in terms of people, activities, conduct investigations determining people’s and their settings—including patterns of behavior—and devel wants, needs, and that respect the social and oping design responses among users of design in local cultural differences and global contexts. They will interpret research findings practically and They will interpret development. apply them in design decisions with quantitative They will support design findings at various stages and qualitative research and presentation. of project development the ability to frame and They will demonstrate oping prototypes. to construct appro use analytical tools They will in the execution of representations priate visual research activities. Graphic Design 146 3 M 3 M 3 M 0 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 3 GE 3 GE 3 GE 3 GE 3 GE 1 GE - Web Design 1 Web Logo and Identity Design Graphic Design 2 Progress Portfolio Public Speaking Intro to Psychology Mathematics Information Design Package Design Design 2 Web Interdisciplinary Course Environmental Studies Art History Color and Composition Color and Digital Practice 1 Typography II Academic Writing and Information Theory Practice Design 1 History of Graphic History of Graphic Design 2 Drawing Concepts and Com position or Figure Drawing Design Production 2 Typography Photography 1 105 LSCI 105 PSYC 200 INDS 1XX WRIT 112 GDES 256 GDES 285 GDES 288 GDES 289 GDES 310 GDES 315 GDES 356 ENVT 220 GDES 107 GDES 116 GDES 260 GDES 265 GDES 207 GDES 216 GDES 240 FOUN 103 FOUN 104 ARTH XXX ARTH COMM 120 MATH 2XX MATH Spring Semester advance Progress Portfolio Review required for ment to GDES 310, Information Design. THIRD YEAR Fall Semester Spring Semester YEAR SECOND Fall Semester 8 - 74 46 128 3 M 3 M 3 M 3 GE 3 UE Units Beginning Drawing Design & Composition Graphic Design 1 I Academic Writing Unrestricted elective ______WRIT 111 GDES 106 FOUN 101 FOUN 102 2015-2016 Course Catalog 2015-2016 Course FIRST YEAR Fall Semester Major (M) General Education/Integrative Learning (GE) Unrestricted electives (UE) Minimum semester hours required COURSES REQUIRED OF SUGGESTED SEQUENCE Mexico, Albuquerque Summary Curriculum CURRICULUM GRAPHIC DESIGN MAJOR Leading to the Bachelor of Fine Arts Degree (BFA) Maria Del C. Lamdrid Media Design Practices/Field, Art Center Col MFA, lege of Design Louise M. Lewis of New MA, Art History; MA, French, University Bert Johnson BA, University of Illinois, Urbana-Champaign Niku Kashef Northridge California State University, MFA, Dan Hoy Northridge University, BA, California State James Huang Art Center College of Design BFA, Adjunct Faculty Ryan Achzet University Woodbury BFA, Jerri Hemsworth BA, Pepperdine University PARTICIPATING ADJUNCT FACULTY PARTICIPATING Brian Herbst Northridge State University, California MFA, Graphic Design ------147 - - - skills of graphic design and the ability to integrate that cumulative knowledge and skill into original, creative, and meaningful visual communications. Portfolios are reviewed by a panel of design faculty GDES 289, Progress and the department chair. used and its effectiveness in design solutions. Fur used and its effectiveness Senior Portfo ther assessment is made through the students’ mas lio Presentation, which evaluates the from tery of learning outcomes, and development is A final assessment the Progress Portfolio Review. and conducted through internship host companies, for profession evaluates the students’ preparedness al design environments. REQUIREMENT PORTFOLIO encouraged to Freshman Portfolio — Applicants are their artistic submit a portfolio that demonstrates the profes perspective and range of skills to help in sors better understand how to assist students reaching academic and professional goals. students are re Placement Portfolio — Transfer studio for work their of portfolio submit a to quired placement. Requirements can be found on the Graphic Design website. 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 and strate sufficient Capstone levels. Each year the department speci levels. Each year the Capstone assessment of student areas for measured fies key not only program that involve learning outcomes also core competencies and matic outcomes, but The five core competencies institutional outcomes. Communica Written include Oral Communication, Quantitative Reasoning, tion, Information Literacy, Institutional outcomes include and Critical Thinking. Engagement, Transdiscipli Design Thinking, Civic The processes provide and Entrepreneurship. narity, program quality and promote a vehicle to assure of in the effectiveness continuous improvement of student work, and teaching, the improvement Evidence of learning the design of the curriculum. Progress in the discipline is assessed through the year of Portfolio Review at the end of the second progress and This process documents student study. studios. is required for entrance into upper-division the Degree Student work is also evaluated through Project, which assesses the research methodology 3 M 3 M 1 M 2 M 0 M 2 M 3 M 3 M 3 M 3 M 3 GE 3 UE 3 GE 3 GE 3 GE 3 GE 3 UE - Professional Practice Degree Project Graphic Design Focus Elec tive Psychology Elective OR Communication Elective Unrestricted Elective Typography 3 Typography Graphic Design 3 Design Symposia 1 Degree Project Research Lab Natural Science with Media Ethics Art History Career Experience Portfolio Presentation Graphic Design Focus Elective Seminar Transdisciplinary Unrestricted Elective Environmental Graphics Advertising Design Publication Design Entertainment Design Motion Design CAREER ______3XX ARTH ___ ARTH GDES 492 GDES 450 GDES 391 GDES 491 GDES 317 GDES 388 PSYC 3XX GDES 485 GDES 4XX GDES 446 GDES 447 GDES 414 GDES 430 GDES 432 GDES 4XX COMM 235 COMM 3XX 2015-2016 Course Catalog 2015-2016 Course program, through ongoing assessment strategies that involve Cornerstone, Milestone 1 and 2, and ASSESSMENT PROCESS Student performance and attainment in Graphic Design is evaluated systemically throughout the Courses That Meet Graphic Design Focus Elective Requirements Spring Semester FOURTH YEAR FOURTH Fall Semester Spring Semester Graphic Design ------148 - -

securing internships. The staff works with students securing internships. The staff one-on-one to develop successful internship search strategies in order to help students connect with employers through internship postings, resume interview opportu collections, on- and off-campus not permitted to enroll in more than twelve studio not permitted to enroll in more than units in a single semester. LEARNING OPPORTUNITIES/ SPECIAL REQUIREMENTS depart It is the philosophy of the Graphic Design theoretical ment that students be exposed to both Students and professional aspects of the discipline. designers and will become acquainted with current 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. Internship/Career Experience Prior to graduation, students must complete 120 hours of internship or Career Experience at a local entertainment design studio, advertising agency, The in studio, or publishing or marketing company. ternship or Career Experience must be accomplished in the junior or senior year and approved by the Career Development Woodbury’s department chair. variety of programs, services, and a offers Office resources to assist students in exploring careers and In the senior year, students develop their profes students develop year, In the senior reviewed by industry which is also sional portfolio, faculty members and assessed by professionals Advisory Board. Student and the Graphic Design in both the Progress and self-assessment is required as well as the internship Senior Portfolio processes, experience. STUDENT WORK the right to retain student The university reserves and promotional pur work for archival, exhibition, and web formats. poses, including print STANDARDS ACADEMIC for a profes Below-average work is not acceptable is required sional degree. A minimum grade of “C” in the for the design studios in order to continue a grade below studio sequence. A student receiving prior to a “C” must successfully repeat that studio Students are enrollment in the succeeding studio. ------2015-2016 Course Catalog 2015-2016 Course of the second year of study. These portfolios must of the second year of study. include project samples from all studios completed. websites, motion graphics, advertising, collateral material, environmental designs, exhibit design, information design, and research papers. At the end of each term, student work is reviewed by both industry professionals and department fac evidence of learning is assessed Additionally, ulty. through GDES 289, Progress Portfolio, at the end RESULTS OF LEARNING OF RESULTS Both studio and lecture courses require production of various graphic design projects specific to the learning outcomes of each course. Projects may include logos, stationery applications, brochures, packaging, posters, publications, photography, ability to address knowledge gained 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, must successfully pass GDES 491, Degree Project must successfully pass GDES 491, Degree GDES 485, Research; GDES 492, Degree Project; and program’s Portfolio Presentation. GDES 492 is the designed to capstone project. Capstone projects are and provide students the experience of developing their completing a design project that illustrates development, research and information analysis, development, research and information conceptual thesis, and contextual framework. COURSES CAPSTONE and In order to illustrate required professional students design competencies before graduation, search, information analysis and problem-solving search, information context, concept, audience, and in consideration of prerequisite is GDES 491, process. An additional in which students devel Degree Project Research, The course op a proposal for their degree project. with the is broken into four modules that deal topic components of the Graphic Design project: their portfolio for review. review. their portfolio for — GDES 310, Informa Prerequisite Requirements studio in graphic tion Design, is an intermediate fundamental theories and design exploring the communication. Students methodologies of visual solutions involving re develop creative design Portfolio, is a prerequisite for GDES 310, Informa is a prerequisite for Portfolio, not pass GDES 289, Students who do tion Design. the according to must remediate Progress Portfolio, and resubmit recommendations review committee’s Graphic Design - - - - - 149 - - - 3 units 3 units 3 units 0 units 3 units 3 units Typography 1 Typography 2 Typography Graphic Design 2 Progress Portfolio Graphic Design 1 Digital Practice

Proficiency in computer systems operations, Proficiency in computer upgrades and manage including communications, ment. research, through comple Proficiency in Internet Theory and Practice, tion of LSCI 105, Information Bibliographic docu or appropriate equivalent. use and citation of web- mentation of database of all Graphic Design based sources is required courses. for Proficiency in word processing, document print and matting, and file management for both digital distribution. design programs Proficiency in computer-based design, for page layout, interactive and motion and image creation. GDES 116 GDES 216 GDES 288 GDES 289 GDES 106 GDES 107 Media literacy is embedded in the curriculum at all Media literacy is embedded in the curriculum expected to levels and graphic design students are successful demonstrate these proficiencies through completion of their coursework. 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 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 courses. The system must be compatible with ex isting on-campus computer labs. Specific hardware and software requirements are listed on the Graph ic Design website. REQUIREMENTS MINOR (Minor students exempt from FOUN 103, Color and Composition) COMPUTER LITERACY REQUIREMENTS LITERACY COMPUTER requires its gradu Design Department The Graphic media of represen literate in the current ates to be as demonstrated by the tation and communication, following: • • • • - - - - - 2015-2016 Course Catalog 2015-2016 Course students from other AIGA-affiliated schools, and students from other AIGA-affiliated participate in special projects sponsored by local design studios. are elected from the student body each year and they plan local networking and fundraising events for the group. Students participate in the local Los Angeles chapter events, including studio tours, guest speakers, scholarship competitions, exhibi tions, conferences, and portfolio review events. They network with industry professionals and is affiliated with the American Institute of Graphic is affiliated Arts (AIGA), the National Professional Association for Design, whose mission is to advance designing as a professional craft, strategic tool, and vital cul run the tural force. Students, with a faculty sponsor, University AIGA student group. Officers Woodbury arenas have spoken at Woodbury on various design arenas have spoken at Woodbury logo development, topics including typography, information entertainment media, motion graphics, print. graphics, environmental graphics, and Affiliation Professional University Graphic Design program The Woodbury of their degree projects. Series Lecture from Students are required to attend lectures Industry professional graphic designers each term. international professionals from both national and requires students to attend lectures, museums, gal requires students to attend lectures, museums, a variety of leries, and other exhibitions exploring Through topics including social and cultural issues. stu analysis and discussion of their experiences, work, dents use this course to inform their studio and as a springboard for conceptual development worldwide. Woodbury also hosts international also hosts worldwide. Woodbury a vibrant cross-cultural students, which promotes discourse. Design Symposia art and de As an exploration and study of current experience sign events in the Los Angeles area, this The department has offered summer study-abroad offered The department has featuring topics exploring programs in London, Exchange programs in design and photography. and design are available in visual communications and the Netherlands, as well as Mexico, Germany, a number of other universities opportunities with nities, alumni connections, and employer outreach employer outreach connections, and nities, alumni in the U.S. Study Abroad Graphic Design ------150 - lighting, composition, exposure, and the fundamen tals of traditional photographic concepts. Explora 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. This an intermediate course in the study and prac This an intermediate course in the study design and tice of software applications used for Emphasis is production of multi-page documents. digital on commercial printing processes including File prepara pre-press and post-press applications. specifications, tion, color separation, ink and paper covered. Stu as well as bindery considerations are May be dio. 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 awareness of typography as an informative medium that carries aesthetic and social meaning. Emphasis is placed on extensive application of type to visual communication projects and the responsibilities inherent in working with visible language. Studio. 1. Prerequisite: GDES 116, Typography 1 GDES 240 Photography 3 UNITS This course provides an introduction to digital pho tography and digital camera operations covering creation, reproduction, and distribution of visual distribution of visual reproduction, and creation, major drawing and Students will study messages. graphic design indus used in the imaging software become familiar with digital tools They will also try. they apply to creative visual and terminology as Prerequisite: None. communication. Studio. 1 GDES 116 Typography 3 UNITS to the fundamen This course is an introduction practice, including its theory, tals of typography, Emphasis is on the study history. and technology, anatomy, vocabulary, and practice of typographic Students and legibility. proportion, grids, hierarchy, solutions will also study the analysis of typographic messag and their impact on visual communications ing. Studio. Prerequisite: None. GDES 207 Design Production 3 UNITS - - - - 3 units 3 units 3 units 3 units 0 units Graphic Design 1 1 Typography 2 Typography Graphic Design 2 Progress Portfolio Photography 1 Screen Printing 1 Package Design Information Design Design 1 Web History of Graphic Design 1 Design Production GDES 106 GDES 116 GDES 216 GDES 288 GDES 289 GDES 315 GDES 310 GDES 256 GDES 260 GDES 207 GDES 240 GDES 250 2015-2016 Course Catalog 2015-2016 Course GDES 107 Digital Practice 3 UNITS This course is an introduction to the fundamentals including their roles in the of digital technology, research, concept development, execution, and pre sentation of work. This course is also an introduc tion to the tools of design, including typography, digital and composition in both hand and color, formats. Studio. Prerequisites: None. 3 UNITS This course is an introduction to the field of graphic design, exploring the creation and function of design as a tool of communication. Emphasis will be placed on understanding principles of visual organi zation and the vocabulary of design, as well as the design development process, including composition, and execution of visual communication topics. and execution of visual communication tools and Students will become familiar with digital and basic typographic conventions, terminology, None. concept sketching. Studio. Prerequisite: GDES 106 Graphic Design 1 Graphic Design Courses Graphic Design to GDES 100 Introduction 3 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, Select one from (3 units each): Select one from (3 Graphic Design Minor for Architecture Majors Minor for Architecture Graphic Design and FOUN 103, Color exempt from (Minor students Composition) Graphic Design - - - - - 151 - - - sign exploring the fundamental theories and meth odologies of visually 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; thinking, visual organization/composition, infor thinking, visual organization/composition, and the symbolic representation, mation hierarchy, Prereq construction of meaningful images. Studio. uisites: FOUN 106, Color Theory and Interaction; Typography GDES 106, Graphic Design 1; GDES 116, co-req 1; and GDES 107, Digital Practice. Required uisite: GDES 289, Progress Portfolio. Portfolio GDES 289 Progress 0 UNITS 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 per evaluating their strengths, weaknesses, studios. Students will formance in lower-division be assessed for their progress in the program and studios. Studio. Pre readiness for upper-division requisite: FOUN 103, Color and Composition; GDES 1; and 106, Graphic Design 1; GDES 116, Typography GDES 107, Digital Practice. Co-requisite: GDES 288, Graphic Design 2. Design GDES 310 Information 3 UNITS This is an intermediate studio course in graphic de GDES 285 Logo and Identity Design and Identity Logo GDES 285 3 UNITS studio in the design is an intermediate This course systems. Students will design of logo and identity and organizations, marks for various businesses contemporary and historic as well as explore both their evolution. Emphasis is on corporate logos and logotypes, and typographic issues the application of as style manuals and collat in logo design, as well Prerequisite: GDES 216, eral applications. Studio. 2. Typography Design 2 GDES 288 Graphic 3 UNITS and This is an intermediate course in the study to social, practice of graphic design systems relative will learn the cultural, and historic issues. Students value of research as it applies to the development of design solutions. Emphasis is on conceptual ------2015-2016 Course Catalog 2015-2016 Course Revolution, motion graphics, and visual communi cations. Lecture. Prerequisites: GDES 260, History of Graphic Design 1. discuss the work of major individual designers as well as national and international styles and design movements. The course will examine how graphic international, so design responded to and affected cial, political, and technological developments since the 1970s. Emphasis will be placed on the devel opment of experimental design, Post Typographic 3 UNITS This course is a study of graphic design during the twentieth and twenty-first centuries, focusing on Late Modern, Postmodern, and contemporary by advancements in movements in design affected computer and digital technologies. Students will technological developments since 1450. Emphasis technological developments since 1450. visual and will be placed on the development of revo written communication from the industrial II. Lecture. Prerequisite: War lution through World I. WRIT 111, Academic Writing Graphic Design 2 of GDES 265 History GDES 260 History of Graphic Design 1 Graphic Design of GDES 260 History 3 UNITS evolu This course provides a study of the historical The today. tion of Graphic Design and its influence responded course will examine how graphic design international, social, political, and to and affected best practices and current trends of front-end Web Web best practices and current trends of front-end various development while experimenting with of information methods of organizing and mapping in to integrate layers of content into non-linear, GDES 107, teractive narration. Studio. Prerequisite: 1. Digital Practice, and GDES 116, Typography tion of special interests will be encouraged. Studio. tion of special interests standing. Prerequisite: Sophomore Design 1 Web GDES 256 3 UNITS exploring the This course is an intermediate studio exploration and study of the screen printing process exploration and study techniques, and stencil including inks, imaging investigate surfaces and sub systems. Students will and plastics—and fabric, paper, strates—including Students will also examine produce screen prints. printing and a contemporary the history of screen study and investiga Individual industry overview. GDES 250 Screen Printing 1 Printing Screen GDES 250 3 UNITS the studio featuring is an intermediate This course Graphic Design - - - - 152 - - - 4 UNITS - that identifies the sponsor of the participating organization. All internships must be approved by hours A minimum of forty the department chair. of participation is required for each unit of credit. These units can be applied to the Career Experience requirement. Prerequisite: GDES 310, Information Design. gation of special interests will be required. Students gation of special interests will be required. as it will be required to produce a major work Focus will be applies to their individual major study. submission. on the research and originality of the Printing 1. Studio. Prerequisite: GDES 250, Screen GDES 388 Graphic Design 3 3 UNITS civically This is an advanced studio providing a application engaged experience in the study and a com of graphic systems. Students will develop client, prehensive design system for a sponsoring audience, exploring issues of research, analysis, promotional, and presentation. Internal, identity, Students and collateral material are also examined. will present and receive feedback from the sponsor ing client in a professional format. Studio. Prerequi site: GDES 288, Graphic Design 2. GDES 390 Internship 1 internships Students will participate in off-campus in design, advertising, and marketing. No more than ten units of credit may be given for intern The student degree. ship courses toward the BFA bears the responsibility for submitting the contract GDES 356 Web Design 2 Web GDES 356 3 UNITS exploring Internet advanced studio course This is an adver business and industry, communications for communications. Emphasis is tising, and corporate of navigational structures and placed on the design organization, and information systems, audience, Prerequisites: applications. Studio. access for Web 216, Typogra Design 1, and GDES GDES 256, Web phy 2. 2 Printing GDES 360 Screen 3 UNITS studio featuring the exploration This is an advanced as applied and study of the screen printing process inks, major discipline focusing on to the student’s Students imaging techniques, and stencil systems. and will develop designs and investigate surfaces a unique substrates to communicate or create and investi design assemblage. Individual research - - - - -

2015-2016 Course Catalog 2015-2016 Course operation. Studio. Prerequisite: GDES 240, Photog raphy 1. studio photography for commercial and creative application, and an overview of alternative process es as related to further understanding of creative image-making possibilities. Studio emphasis is placed on art direction for products and subjects. Basic studio lighting techniques for digital camera basic introduction to photographic theory. Studio. basic introduction to photographic theory. Prerequisite: GDES 240, Photography 1. Studio and GDES 342 Photographic Practice Alternative 3 UNITS This is a course in both intermediate challenges in This course is a continuation of photographic study, study, This course is a continuation of photographic lighting exploring technique, in-studio and other practices. options, and presentation/professional of the Emphasis is placed on the continuation devel contemporary photographic series, portfolio opment, post-visualization, and materials, with a traditional typographic aesthetics, and investigate traditional typographic aesthetics, and designs experimental approaches to create unique Prereq using type as an expressive element. Studio. uisite: GDES 288, Graphic Design 2. Practice 2: Photographic GDES 340 Photography 3 UNITS GDES 317 Typography 3 GDES 317 Typography 3 UNITS that explores This is an intermediate studio course Students experimental typographic applications. challenge will develop and design concepts that for packaging. Through an understanding of the for packaging. Through various materials, they will qualities inherent in packaging solutions dealing with design a variety of Marketing issues such shape, form, and volume. package as client needs, product placement, and GDES function will be covered. Studio. Prerequisite: 288, Graphic Design 2. 3 UNITS studio investigating the This is an intermediate design including research, process of package and design applications. conceptual development, materials and processes Students will examine of forms and graphics relative to the development GDES 289, Progress Portfolio; GDES 240, Photogra Progress Portfolio; GDES 289, 1. of Graphic Design GDES 260, History phy 1; and Design GDES 315 Package Graphic Design - - - - 153 4 UNITS - ture. Studio. Presentation GDES 485 Portfolio 3 UNITS This is an advanced studio in the preparation and presentation of the Graphic Design portfolio in relative to elements of space, time, and transition relative to elements of space, time, and the in sequential organization. Students explore influence on study of rhythm and pacing and their placed on sys content and visual messages. Stress is and image for tems, structure, and synthesis of text GDES 288, time-based media. Studio. Prerequisites: Portfolio. Graphic Design 2; GDES 289, Progress Practice GDES 450 Professional 2 UNITS used This is an examination of business procedures will develop Students in the graphic design industry. with graphic a formal business and marketing plan promotional components that include identity and 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 II, or WRIT 212, Rhetoric and 112, Academic Writing Design. in Graphic Design GDES 470 Topics 1 will include advanced design, production, Topics and communication problems of a specialized na and the use of art and photography in publications in publications of art and photography and the use mediums. Studio. layout and digital in both print 289, Design 2; GDES GDES 288, Graphic Prerequisite: Progress Portfolio. Design GDES 446 Entertainment 3 UNITS design studio exploring graphic This is an advanced entertainment business. Empha applications in the design of movie posters, DVD, sis is placed on the packaging used in the film and other promotional will study industry marketing Students industry. Prerequisites: GDES 288, Graphic techniques. Studio. Progress Portfolio; and GDES Design 2; GDES 289, 240, Photography 1. GDES 447 Motion Design 3 UNITS motion This is an intermediate studio exploring structure design with an emphasis on narrative ------2015-2016 Course Catalog 2015-2016 Course print publications including newsletters, magazines, and annual reports. The class will emphasize page layout and grid systems, typographic structures, Graphic Design 2; GDES 289, Progress Portfolio. Design GDES 432 Publication 3 UNITS This course is an advanced design studio exploring and electronic of production and layout, design, the 3 UNITS This course provides an introduction to the design of advertising for mass communication. Emphasis is placed on marketing and concept development through analyzing specific client needs to create ef fective and targeted advertising for both print and electronic media. Studio. Prerequisite: GDES 288, ing systems, displays, and exhibits. Exploration of ing systems, displays, and exhibits. Exploration Pre fabrication methods and materials. Studio. 2; GDES 289, requisites: GDES 288, Graphic Design Progress Portfolio. Design GDES 430 Advertising GDES 414 Environmental Graphics GDES 414 Environmental 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, lectures, museums, galleries, exhibitions, or other lectures, museums, galleries, exhibitions, analyze events exploring a variety of topics, and and discus and discuss the experiences. Readings analytical sion of the experiences will enhance the perspective of the student. Lecture. Prerequisite: GDES 391, Design Symposia 1. GDES 392 Design Symposia 2 GDES 392 Design Symposia 1 UNIT a focused exploration and This course provides art and/or cultural events study of current historic This and exhibitions in the Los Angeles area. experience research will expand on the study and attend from Design Symposia 1. Students will attend lectures, museums, galleries, exhibitions, or attend lectures, museums, a variety of topics, and ana other events exploring experiences. Lecture. Prerequi lyze and discuss the of Graphic Design 2; GDES sites: GDES 265, History 2. 288, Graphic Design GDES 391 Design Symposia 1 Design Symposia GDES 391 1 UNIT current art and explores and studies This course Los Angeles area. Students will design events in the Graphic Design 154 - - - - - 4 UNITS - 2015-2016 Course Catalog 2015-2016 Course contract. description, objectives, content, and schedule must be submitted to the department chair for approval. faculty periodic meetings with sponsoring Regular, are required. No more than ten units of credit may be given for independent study courses toward Study degree. Prerequisite: Independent the BFA Research, GDES 240, Photography 1, and GDES 317, 3. Typography GDES 299, 399, 499 Independent Study 1 This is an individual studio investigation into a field of special interest chosen by the student. Course resolved and demonstrates a high degree of critical resolved and demonstrates a high degree create visual thinking, skill, and craft, students will a unique communicate that projects communication and perspective on their chosen subject matter audience. fully address the demands of the target Studio. Prerequisites: GDES 491, Degree Project GDES 492 Degree Project GDES 492 Degree 3 UNITS ap This is an advanced capstone studio involving self-initiated plication of theoretical research to a pursue either graphic design project. Students may projects. individual or interdisciplinary collaborative is clearly Through a rigorous level of work, which weekly meetings and seminars, students discuss weekly meetings and seminars, students degree proj their research as it progresses to a final ect proposal. Studio. Prerequisite: GDES 265, History of Graphic Design 2, and GDES 310, Information Design. Through study of various forms of design research Through study of various and research, stu self-directed study, methodology, for their degree project. dents develop a proposal into four modules that deal The course is broken Design project: with the components of the Graphic concep topic development, information analysis, Through tual thesis, and contextual framework. tion, job search issues, networking, references, and tion, job search issues, are covered. Studio. Prerequisite: salary negotiation Design. GDES 310, Information Research Project GDES 491 Degree 2 UNITS both print and digital mediums. Emphasis is placed Emphasis is placed and digital mediums. both print as well as book review and critique, on portfolio and Presentation and augmentation. development including resume prepara interviewing techniques, Graphic Design

155

124 GDES 390 Internship/Field Exp. Internship/Field 390 GDES

ALL GDES 492 Degree Project Degree 492 GDES

124 GDES 485 Portfolio Presentation Portfolio 485 GDES

ALL GDES 350 Professional Practice Professional 350 GDES

134 GDES 490 Degree Project Research Project Degree 490 GDES

GDES 391 Design Symposia Design 391 GDES 134

14 GDES 388 Graphic Design 3 Design Graphic 388 GDES

1 GDES 356 Web Design 2 Design Web 356 GDES

14 GDES 334 Logo and Identity Design Identity and Logo 334 GDES

12 GDES 315 Package Design Package 315 GDES

134 GDES 310 Communication Design Communication 310 GDES

1 GDES 265 Hist. Graphic Design 2 Design Graphic Hist. 265 GDES

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

1 GDES 256 Web Design Web 256 GDES

13 N History Art 2___ ARTH

13 M History Art 2___ ARTH S

1 E Portfolio Progress 289 GDES Formative Summative Entrepreneurship

S 134 GDES 288 Graphic Design 2 Design Graphic 288 GDES BFA Core Courses BFA

A 4

1 GDES 217 Typography 3 Typography 217 GDES

14 GDES 240 Photography 1 Photography 240 GDES

1 D 2 Typography 216 GDES E

R 1 GDES 207 Design Production Design 207 GDES E

Civic Engagement

1 S 1 Typography 116 GDES A 3

Low Importance High Importance 1 M Practice Digital 107 GDES

Moderate Importance

1 GDES 106 Graphic Design 1 Design Graphic 106 GDES

13 FOUN 104 Drawing & Comp. & Drawing 104 FOUN

13 D 2 Color & Design 103 FOUN E

Transdisciplinarity

C 13 I 1 Color & Design 102 FOUN T 2

C 13 FOUN 101 Beginning Drawing Beginning 101 FOUN A R Low Importance High Importance

Moderate Importance University Pillars University

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

14 13 12 12 14 14 13 134 MAJOR COURSES MAJOR Design Thinking D E 1 P O L E of aesthetics of typography V E Low Importance High Importance D Moderate Importance University Pillars.. of overall composition photographic principles of information hierarchy communication solutions communication problems Demonstrate knowledge of of symbolic representation from conception to fruition Construct meaningful images Research, gather information, Analyze end user experiences analyze and synthesize findings D visual communication problems application to the design industry Identify communication problems LEARNING OUTCOMES E offset printing uses and principles to visual communication problems (BFA) factors that shape design decisions C Work productively as a team member Work Apply digital technologies to multiple investigation of art history and theory Demonstrate design criticism through U analysis of their own, and others work Solve visual communication problems Organize multi-faceted design projects Generate alternative/multiple solutions Evaluate outcomes of design solutions Assuring Quality in D human factors shaping design solutions Academic Understand business practices and their Recognize and respond to cultural/social Organize visual elements in consideration Organize visual elements in consideration Organize visual elements in consideration Organize visual elements in consideration Organize visual elements in consideration O Understand the process of design through R T Graphic Design Create and develop visual form in response to Recognize and respond to physical / cognitive Low Importance High Importance Identify and describe appropriate audiences for UNIVERSITY PILLARS N and their application to solving design problems I Demonstrate verbal and visual presentation skills Moderate Importance Generate Comprehensives and prototype projects Understand communication and information theory Demonstrate conceptual and technical knowledge of Create drawings, utilizing various tools and processes CURRICULUM MAP CURRICULUM Bachelor of Fine Arts in Graphic Design BFA Design Arts in Graphic of Fine Bachelor 2015-2016 Course Catalog 2015-2016 Course Media Technology - - - - - 156 - text. Students who graduate from the Media Technology program will demonstrate the integration of a high level of quantitative and logic skills within software development. Students who graduate from the Media Technology Technology Students who graduate from the Media andprogram will explore and analyze the historical a range ofcultural context of digital media within visual mediacreative disciplines, including narrative and games. Technology Students who graduate from the Media soft program will demonstrate mastery of modern prototyping,ware development practices, including code,developing, debugging, managing source documentation, and deployment. Technology Students who graduate from the Media devel program will demonstrate familiarity with at least oneopment environments and mastery of coding language. Technology Students who graduate from the Media program will collaborate in teams comprised of disciplines. people from different Students who graduate from the Media Technology program will take a leadership role in a collabora tive project. Students who graduate from the Media Technology program will develop original software or hardware in the field of human/computer interaction. Students who graduate from the Media Technology program will demonstrate the utility of original software or hardware within a specific media con

• • • • • • • • All courses in this concentration must be approved by must be approved in this concentration All courses chair. Technology the Media MISSION continue to incorporateAs creative disciplines core practices, the demand fortechnology into their 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. Mediative projects throughout the four-year creative high-tech graduates will pursue Technology twenty-firstjobs prepared to face the demands of the century marketplace. STUDENT LEARNING OUTCOMES - - - - - 2015-2016 Course Catalog 2015-2016 Course 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. 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 format, with five hours per week of faculty contact per three-unit studio course. This will integrate well with the current studio culture in MCD. In addition, 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 working in the local special effects 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 project-based and will be taught in a studio (or lab) that are also part of a Title V grant (Filmmaking and that are also part of a Title will also support Game Art and Design). 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 technologists to “speak art and design” 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 that need byBachelor of Science is designed to meet skills withintegrating programming and technology degrees in MCD (Animation, Graphic the current BFA the new BFAs Design, and Fashion Design), as well as and media continues to expand exponentially. 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 technology,” all artists entering these fields to “speak common toas well as use those digital tools that are as well fortheir professions. It is increasingly necessary Jesse Gilbert, Department Chair Jesse Gilbert, Department Title V Grant ActivitiesDori Littell-Herrick, Director as a tool in art, design,The use of digital technology Media Technology Media (BS) Media Technology 157 3 M 3 M 3 M 0 M 3 M 3 M 2 M 3 M 1 M 3 M 3 GE 3 GE 3 GE 3 GE 3 GE 1 GE 3 GE 3 GE 3 GE 3 GE 1 GE 3 ME 3 ME 3 ME 3 ME 3 ME OR OR Media Technology Media Technology Major Elective Design/Media Concentration Math for Media and Games II Technology Art History Programming for Visual Media Digital Media Fundamentals Game Development Design/Media Concentration Progress Portfolio Introduction to Psychology Media Ethics Environmental Studies Human Computer Interaction Design/Media Concentration Design Symposia Public Speaking Math for Media I Technology Scripting with Python Intro to Game Engines Technology & Culture II Technology Introduction to Physical Computing Media Technology Lecture Series Design/Media Concentration II Academic Writing College Algebra Information Theory and Practice ______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 8 45 15 52 - 120 3 M 2 M 3 M 1 M 3 GE 3 GE 1 UE Units Technology & Culture I Technology Introduction to Programming I Media Technology Lecture Series Design/Media Concentration I Academic Writing Interdisciplinary Core Elective (PPDV recommended) Assistant Professor Design/Media Concentration INDS 1-- ______projects. from the Media Technology Students who graduate mastery of written andprogram will demonstrate technical documenta oral presentation including tion of technology projects. Students who graduate from the Media Technology the Media Technology graduate from Students who skills to analyze, apply computational program will they arise in the resolve problems as scope, and deployment of technologydevelopment and/or TECH 101 TECH 103 TECH 111

WRIT 111 2015-2016 Course Catalog 2015-2016 Course SUGGESTED SEQUENCE OF COURSES OF SUGGESTED SEQUENCE FIRST YEAR Fall Semester Major (M) Core Courses Media Technology (GE) General Education/Integrative Learning Unrestricted Electives (UE) Minimum Semester Hours Required MFA, University of California, Los Angeles MFA, Curriculum CURRICULUM MAJOR MEDIA TECHNOLOGY Degree Leading to the Bachelor of Science (BS) MFA, California Institute of the Arts MFA, Newton Lee MS, Virginia Tech Richard Wheeler FACULTY CHAIR Jesse Gilbert, of the Arts California Institute MFA, ADJUNCT FACULTY PARTICIPATING David Casey • • Media Technology ------158 - - - - - 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 Students will complete regular writing 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 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 algorithms and using programming constructs, data organization and computer appli 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. 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 3 M 3 M 3 M 3 M 3 M 3 GE 3 GE 3 GE 3 GE 3 UE 3 GE 3 UE - 3 ME

Media Technology Capstone Project II Media Technology Professional Practices Interdisciplinary Seminar Elective Media Technology Research Seminar Media Technology Major Elective Film History Social Science Course Natural Science Lab Media Technology Capstone Project I Future of Digital Media General Education/ Integrative Learning elective Elective ______3______3______TECH 4XX TECH 3705 TECH 4XX TECH 4701 TECH 4700 2015-2016 Course Catalog 2015-2016 Course 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, 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 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 - - - - 159 TECH 332 Media Environments TECH 3 UNITS uses, and This course focuses on the recent history, aesthetics of video projection mapping to create include display immersive environments. Topics 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. workflows. Students will complete weekly assign Students will complete workflows. project combining culminate in a final ments that media. Studio. disparate 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 gameplay 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. ------2015-2016 Course Catalog 2015-2016 Course may include: animation, codecs, non-linear editing systems, video standards, video cameras, and video Creative industries 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 flows. Studio. Prerequisite: TECH 112, Introduction to Physical Computing. 212 Digital Media Fundamentals TECH 3 UNITS A hands-on course introducing core concepts and practices of digital media creation and workflows. structures, functions and re-usable classes, 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 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, the concepts and techniques covered 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 computer applications, 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 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, 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 - - - 160 - - - that demonstrates mastery of key technical con cepts covered in the course. Prerequisites: TECH 3xx, Intermediate Python; and ANIM 262, Introduction to 3D Computer Animation. 3 UNITS with This is an intermediate course in programming 2702, Python, building on skills learned in TECH placed on Scripting with Python. Emphasis will be work developing skills relevant to digital media will de flows and system administration. Students systems that sign and implement digital workflow programs will be used in production by the various Prereq in the School of Media, Culture and Design. uisite: TECH 211, Scripting with Python. Animation for Direction Technical 3XX TECH 3 UNITS ani This course examines advanced computer key mation techniques. The course will explore framing, procedural methods, motion capture, and simulation. Also included will be a brief overview of storyboarding, scene composition, lighting, and soundtrack generation. The second half of the course will explore current research topics in computer animation such as dynamic simulation of flexible and rigid objects, automated control systems, and evolution of behaviors. Students will complete regular research and writing assignments, final project collab leading to an inter-disciplinary orating with students in the Animation program programming environment for sound synthesis and for sound synthesis environment programming a semester Students will complete composition. approach to sound reflects a personal project that mastery of tools and interaction, demonstrating and techniques. Studio. Seminar Research 3705 Media Technology TECH 3 UNITS seminar provides students The capstone research to explore possible capstone with the opportunity research and gather support projects. Students will a faculty review committee and materials, identify At the end of the research gather a project team. submit a Media Technology students will semester, members Capstone Project Proposal signed by three in of the faculty from the disciplines represented proposal. Studio. Prerequisite: TECH the student’s 3702, Programming for Visual Media. Python Intermediate 3XX TECH ------2015-2016 Course Catalog 2015-2016 Course thesis algorithms, and techniques for digital audio and processing. Students will apply knowl effects edge to programming assignments using a visual ways that sound is created, recorded, processed, and distributed. Personal computers have replaced studios full of sound recording and processing equipment, completing a revolution that began with recording and electronics. Students will learn the fundamentals of digital audio, basic sound syn on the concepts and techniques covered in the course. Studio. Prerequisite: TECH 221, Human Com puter Interaction. Music Computer to 3703 Introduction TECH 3 UNITS Digital technologies have profoundly impacted the of an Integrated Development Environment (IDE), of an Integrated Development Environment vectors computer vision, image and video textures, projection and force calculation, particle systems, will com mapping, and system control. Students culminat plete weekly programming assignments, ing in an original semester project that elaborates sequence. Studio. Media Visual for 3702 Programming TECH 3 UNITS uses, and This course focuses on the recent history, include C/ aesthetics of programmatic visuals. Topics inside C++ programming languages, programming development, testing, and deployment of software development, testing, and deployment and across a variety of mobile hardware platforms APIs. Students will complete regular programming project that assignments, culminating in a semester clear tech consists of deployment-ready code and nical documentation. Part one of a two-semester TECH 3701 Programming for Mobile I Mobile for 3701 Programming TECH 3 UNITS iOS and Google of Apple’s Fueled by the explosion of mobile Android platform, the increasing ubiquity landscape. devices has reshaped the technology in the This course will provide a solid grounding assignments and in-class assignments, culminating assignments and in-class project that elaborates on in an original semester covered in the course. the concepts and techniques GAME 105, 3D Game Funda Studio. Prerequisite: Digital Media Fundamentals; mentals; TECH 212, for Visual Media. and TECH 3702, Programming hardware, hardware and software media servers, media servers, hardware and software hardware, onto planar projection mapping light, networks, control protocols, surfaces, show and non-planar Students will complete weekly and video standards. Media Technology - - - 161 the program chair, and the professional industry 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. include presentation to the student’s faculty review faculty review include presentation to the student’s Technol committee and presentation in the Media TECH 4710, ogy Senior Showcase. Continuation of Part two of a Capstone Project. Media Technology TECH two-semester sequence. Studio. Prerequisite: I. Capstone 4701, Media Technology Practices Professional Media Technology 4XX 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 and software and media piracy. as data privacy, Students will complete regular writing assignments, Lecture. culminating in a semester research paper. Prerequisite: TECH 4700, Future of Digital Media. 490 Internship 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, that involve average citizens more meaningfully more meaningfully average citizens that involve Prerequisite: TECH process. Studio. in the political Research Seminar. Technology 3705, Media I Capstone 4701 Media Technology TECH 3 UNITS the interdisciplinary elements This course integrates will work with their faculty of curricula. Students and the course facilitator to review committee project based on the Media begin their capstone Project Proposal submitted Capstone Technology of a two-semester sequence. in TECH 302. Part one TECH 3705, Media Technology Studio. Prerequisite: Research Seminar. II Capstone Media Technology 4XX TECH 3 UNITS faculty Students will continue to work with their to review committee and the course facilitator review will complete their capstone project. Final ------2015-2016 Course Catalog 2015-2016 Course the new digital landscape, how it came about, where it is going, and how it can be leveraged for civic engagement. Grounded in joint research with community partners, students will propose solutions movies, mobile devices, and advanced interactive systems, digital media surrounds us and drives a diverse array of cultural and political conversations. the transition to digital media has increasingly Yet been defined by the consolidation of media outlets Students will explore into the hands of a very few. rative programming project based on key network principles introduced in the course. Studio. Prereq uisite: TECH 212, Digital Media Fundamentals. Digital Media of 4700 Future TECH 3 UNITS From traditional television to the web, games, principles and current network technology. The principles and current network technology. design course focus is on cross-platform network software and administration using hardware and also empha tools and techniques. The course will labora size hands-on learning through a practical tory experience. Students will complete a collabo data mining, data warehousing, mobile databases, data mining, data warehousing, mobile and storage file structures. Studio. Prerequisite: TECH 212, Digital Media Fundamentals. & Management Programming Network 3XX TECH 3 UNITS network This is an introductory course covering bodies of data or information. Students will be bodies of data or information. Students of da immersed in a project studying fundamentals architectures tabase systems, distributed database global trans shared by several computers, local and object-ori action processing, privacy and security, and ented schemes for multimedia data, metadata technical documentation. Part two of a two-se technical documentation. Prerequisite: TECH 3701, mester sequence. Studio. I. Programming for Mobile and Asset Management Database 3XX TECH 3 UNITS of large This course explores the management also provide a further grounding in the develop also provide a further deployment of software across ment, testing, and hardware platforms and APIs. a variety of mobile regular programming Students will complete in a semester project assignments, culminating code and clear that consists of deployment-ready TECH 3XX Programming for Mobile II Mobile for Programming 3XX TECH 3 UNITS exploration of the provides a further This course landscape. The course will reshaped technology

Media Technology

ALL TECH 412 Media Tech Capstone II Capstone Tech Media 412 TECH

Spring Semester Year 4 Year Semester Spring

12 TECH 421 The Future of Digital Media Digital of Future The 421 TECH

12 TECH 411 Media Tech Capstone I Capstone Tech Media 411 TECH Fall Semester Year 4 Year Semester Fall

162

12 TECH 3XX Media Tech Elective Tech Media 3XX TECH

12 TECH 302 Media Tech Research Seminar Research Tech Media 302 TECH

Spring Semester Year 3 Year Semester Spring

TECH 3XX Media Tech Elective Tech Media 3XX TECH

12 TECH 301 Programming for Visual Media Visual for Programming 301 TECH

Fall Semester Year 3 Year Semester Fall

123 TECH 214 Game Development Game 214 TECH

123 TECH 212 Dig Media Infrastructure Media Dig 212 TECH

Major Emphasis Spring Year 2 Year Spring Emphasis Major

12 TECH 2XX Major Emphasis Major 2XX TECH

Spring Semester Year 2 Year Semester Spring

12 GAME 213 Intro to Game Engines Game to Intro 213 GAME

123 T Python with Scripting 211 TECH

N E 2 Year Fall Emphasis Major

S TECH 2XX Major Emphasis Major 2XX TECH S

Entrepreneurship

134 S Interaction Computer Human 221 TECH S

A Fall Semester Year 2 Year Semester Fall

12 TECH 1XX Media Technology Lecture Series II Series Lecture Technology Media 1XX TECH

123 TECH 112 Intro to Programming II Programming to Intro 112 TECH

123 E II Culture & Technology 102 TECH R

Civic Engagement

E T 1 Year Semester Spring

12 A I Series Lecture Technology Media 1XX TECH

123 TECH 111 Intro to Programming I I Programming to Intro 111 TECH

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

C 2 Pillars University I T C

A R COURSES MAJOR P Design Thinking 1 D E P O University Pillars.. L E from different disciplines. V human/computer interaction. E D 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 D including narrative visual media and games. Quality in Academic E Take a leadership role in a collaborative project. a leadership role in a collaborative Take C technical documentation of technology projects. problems as they arise in the development and/or 2015-2016 Course Catalog 2015-2016 Course digital media within a range of creative disciplines U Develop original software or hardware in the field of D Media Technology O Demonstrate mastery of modern software development Demonstrate the utility of original software or hardware Demonstrate familiarity with development environments practices including prototyping, developing, debugging, R managing source code, documentation and deployment. Explore and analyze the historical and cultural context of Apply computational skills to analyze, scope, and resolve UNIVERSITY PILLARS T N I Demonstrate the integration of a high level of quantitative and Demonstrate mastery of written and oral presentation including CURRICULUM MAP Bachelor of Science in Media Technology BS Media Technology Bachelor of Science in who are demonstrably learned in the field. The Psychology Psychology program values a practical perspective with which (BA) students are encouraged to apply their knowledge to novel situations and to the amelioration of social D. Joye Swan, Department Chair problems, and in which students are prepared 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 individuals, 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 the • Acquire knowledge and skills relevant to behav- media and their environment. The psychology pro- ioral science in general and to psychology in gram places special emphasis on the investigation particular. of humans as agents for and recipients of influence • Demonstrate significant knowledge of the and persuasion in their roles as consumers and content of the discipline of psychology through 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-specific APA 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 FACULTY better meet their career goals. A Capstone Senior CHAIR Thesis Project completes the curriculum, providing D. Joye Swan, Associate Professor the student with the opportunity to synthesize and PhD, Claremont Graduate University put into practice the knowledge and skills learned in the program. FULL-TIME FACULTY Michael Faber, Assistant Professor MISSION PhD, University of New Hampshire, Durham The mission of the Woodbury University psychology program is to develop critical thinkers who are Robert Thornton, Assistant Professor introspective and proactive lifelong learners, and PhD, University of Southern California

2015-2016 Course Catalog 163 EMERITUS FACULTY SECOND YEAR Psychology Zelda Gilbert, Professor Fall Semester PhD, University of Kentucky PSYC 210 Developmental Psychology 3 M ADJUNCT FACULTY ______Art History/Humanities 3 GE Jacquelyn Christensen ______Social Science Course 3 GE PhD, Claremont Graduate University ______General Education Elective 3 GE

Mercedes Nelson-Coffman ENVT 220 Environmental Studies 3 GE MA, Pepperdine University Spring Semester Emily Prior MA, California State University, Northridge PSYC 300 Social Psychology 3 M PSYC 305 Personality 3 M Viken Yacoubian PHIL 210 Ethical Systems 3 GE PhD, University of Southern California ______Unrestricted Elective 3 UE Curriculum ______Natural Science with Lab 3 GE PSYCHOLOGY MAJOR CURRICULUM Leading to the Bachelor of Arts (BA) Degree THIRD YEAR Units Fall Semester Major (M) 58 General Education/Integrative Learning (GE/IL) 49 PSYC 306 Influence & Persuasion 3 M Unrestricted Electives (UE) 13 PSYC 3__ Psychology Major Elective 3 M Minimum Semester Hours Required 120 PSYC 3XX Psychology Major Elective 3 M COMM 2XX Communication Course 3 GE SUGGESTED SEQUENCE OF REQUIRED COURSES ______General Education Elective 3 GE FIRST YEAR Fall Semester Spring Semester WRIT 111 Academic Writing I 3 GE COMM 120 Public Speaking 3 GE PSYC 221 Statistics for the Behavioral Sciences 3 M COMM 100 Media Culture PSYC 309 Abnormal Psychology 3 M OR PSYC 3__ Psychology Major Elective 3 M COMM 203 Communication Theory 3 GE PSYC 230 Foundations of ______Social Science Course 3 GE Research Methods 3 M PSYC 102 Foundations in Critical 1 M INDS 3__ Transdisciplinary Seminar 3 GE Thinking PSYC 104 History of and Systems in 1 M Psychology FOURTH YEAR Fall Semester PSYC 103 Career Paths in Psychology 1 M PSYC 331 Advanced Statistics for Spring Semester the Behavioral Sciences 4 M PSYC 3__ Psychology Major Elective 3 M PSYC 200 Introduction to Psychology 3 M PSYC 3XX Psychology Major Elective 3 M WRIT 112 Academic Writing II 3 GE PSYC 402 Advanced Research Methods 3 M LSCI 105 Information Theory & Practice 1 GE ______Unrestricted elective 3 UE INDS 1__ Interdisciplinary Core course 3 GE ______Unrestricted elective 3 UE ______Unrestricted Elective 3 UE

2015-2016 Course Catalog 164 Spring Semester CAPSTONE COURSE Psychology The Capstone Course of the major is the Senior PSYC 3___ Psychology Major Elective 3 M Thesis (PSYC 410), for which students create an PSYC 3___ Psychology Major Elective 3 M extensive research project, applying what they have PSYC 410 Senior Thesis 3 M learned in psychology to a real-world problem or question of their choosing. The Senior Thesis proj- PSYC 490 Internship in Psychology 3 M ects are presented in a public forum and evaluated _____ 3__ General Education Elective 3 GE by members of the Woodbury community, as well ______Unrestricted elective 1 UE as individuals in the field. Students must also apply to present their final project at a national research COURSES THAT MEET PSYCHOLOGY conference. ELECTIVE REQUIREMENT Students must complete seven courses from the RESULTS OF LEARNING following: The majority of upper-division psychology courses include written projects which ask students to PSYC 301 Group Processes demonstrate their ability to apply and critically PSYC 311 Human Sexuality think about what they have learned. In addition, PSYC 312 Environmental Psychology students engage in both individual and group research projects. The Advanced Research Methods PSYC 313 Social Cognition and Senior Thesis projects are presented publicly PSYC 314 Psychology of Gender and evaluated by the Psychology Advisory Board. OR COMM 327 Communication and the Sexes ACADEMIC STANDARDS A minimum grade of “C” is required for PSYC PSYC 315 Industrial/Organizational Psychology 200, Introduction to Psychology; PSYC 300, Social PSYC 316 Cross-Cultural Psychology Psychology; PSYC 221, Statistics for the Behavioral PSYC 317 Media Psychology Sciences; PSYC 230, Foundations of Research Meth- PSYC 318 Consumer Psychology ods; PSYC 402, Advanced Research Methods; and PSYC 320 Sensation and Perception PSYC 410, Senior Thesis. A minimum grade of “C-“ is required for PSYC 331, Advanced Statistics for the PSYC 370 Topics in Psychology Behavioral Sciences. A student receiving a grade below the standard must successfully repeat that ASSESSMENT PROCESS course prior to enrollment in succeeding courses. five-year cycle of assessment and review. The purpose 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.

2015-2016 Course Catalog 165 SPECIAL LEARNING ware, specifically SPSS, through the completion Psychology OPPORTUNITIES/REQUIREMENTS of PSYC 221, Statistics for the Behavioral Sciences, Woodbury’s Career Development Office offers a PSYC 331, Advanced Statistics for the Behavioral variety of programs, services, and resources to assist Sciences, PSYC 402, Advanced Research Methods, students in exploring careers and securing intern- and PSYC 410, Senior Thesis. ships. The staff works with students one-on-one • Proficiency in the use of PowerPoint and presenta- to develop successful internship search strategies tion software through the completion of courses and help students connect with employers through including, but not limited to, PSYC 402 and PSYC internship postings, resume collections, on- and 410. off-campus interview opportunities, alumni connec- • Proficiency in searching databases for research tions, and employer outreach in the U.S. articles and books, verified through research assignments and essays that are submitted in almost It is the philosophy of the Psychology Department all 300-level (and above) psychology courses. Pro- that students be exposed to both theoretical and ficiency in word processing is expected and honed professional aspects of the discipline. Students will across all courses in psychology. become acquainted with current psychological theories and emerging trends and movements in STUDENT COMPUTER REQUIREMENTS the field. Students are responsible for email and ISP accounts; student-owned computers used on campus should Internship/Field Experience have a network and/or wireless card for access to Prior to graduation, students must complete 120 the university’s wireless network. hours of internship or field experience at a relevant and pre-approved venue. PSYCHOLOGY MINOR REQUIREMENTS

Professional Research Conferences PSYC 200 Introduction to Psychology 3 units Students are required to submit their Senior Thesis project for presentation at a professional psycho- Select four from the following courses: logical conference. PSYC 300 Social Psychology Professional Affiliation PSYC 301 Group Processes The Woodbury University Psychology program is PSYC 305 Personality a member chapter of Psi Chi, the national honor PSYC 306 Influence and Persuasion society in psychology. Students meeting eligibility requirements are inducted annually into lifetime PSYC 309 Abnormal Psychology membership in Psi Chi. PSYC 311 Human Sexuality PSYC 312 Environmental Psychology COMPUTER LITERACY REQUIREMENT PSYC 313 Social Cognition The Psychology Department requires its graduates PSYC 314 Psychology of Gender to be literate in the use of computers in a variety of capacities: PSYC 315 Industrial/Organizational Psychology • Proficiency in email, through regular commu- PSYC 316 Cross-Cultural Psychology nication with school administration and course PSYC 317 Media Psychology instructors. PSYC 318 Consumer Behavior • Proficiency in internet research, through completion of all writing-intensive courses requiring PSYC 320 Sensation and Perception research papers. Specifically, these courses are PSYC 370 Topics in Psychology PSYC 200, Introduction to Psychology, PSYC 402, Advanced Research Methods, and PSYC 410, Se- nior Thesis. • Proficiency in word processing, verified through research assignments and essays that are submitted as .doc or .pdf files (specific examples can be found in almost all 300-level psychology courses). • Proficiency in the use of statistical analysis soft-

2015-2016 Course Catalog 166 human thought and behavior. We will concentrate Psychology Courses Psychology less on the names and lives of the men and women PSYC 102 Foundations in Critical Thinking considered to be “great” psychologists and more on 1 UNIT the contextual, cultural, political, and professional Critical thinking is the process of evaluating our forces that have influenced their ideas as well as own beliefs as well as the beliefs of others. In this the overall direction of the field. The primary aim course, we will explore principles of critical think- of this course is to provide students with a solid ing, focusing on topics including systemic biases in picture of what psychology is and where it is going thinking, gullibility, foolishness, clarity, insight, and by studying where it has been. Lecture. generally, why intelligent, rational people can make really bad decisions. We will focus specifically on PSYC 200 Introduction to Psychology how taking a scientific perspective on psychology 3 UNITS sheds light on both the strengths and weaknesses This course introduces students to the basic con- of our thinking. Lecture. cepts of psychology and the psychological processes of perception, learning, thinking, motivation, per- PSYC 103 Foundations: Careers & Pathways sonality, development, and social behavior. Lecture. in Psychology Prerequisite: WRIT 111, Academic Writing I. Majors 1 UNIT must pass this class with a grade of “C” or higher. I just declared Psychology as my major. What can I do with it? PSYC 210 Developmental Psychology Do I need to go to graduate school to be a psychol- 3 UNITS ogist? This course focuses on the study of psychological I’m a Psychology major but I’m not sure what I want development of the person from the prenatal to do. period through old age and death. The course Can you make money in psychology? emphasizes theories and their applications to the I like listening to people’s problems & I’m a good understanding of the physical, cognitive, social, listener so psychology is the obvious choice for me, and emotional changes that occur throughout the right? human life span. Lecture. Prerequisites: LSCI 105, I don’t like listening to people’s problems, is psy- Information Theory and Practice, or LSCI 106, Infor- chology the wrong choice for me? mation Sources in Architecture and Interior Archi- tecture, or LSCI 205, Information in the Disciplines; Students often end up in psychology because they PSYC 200, Introduction to Psychology; WRIT 112, Ac- aren’t sure what they want to do, so this seems like ademic Writing II or WRIT 212, Rhetoric and Design; as good a place as any to spend some time (beats and COMM 120, Public Speaking. a microeconomics class, right?). Or, they think they know exactly what they want to do based on what PSYC 221 Statistics for the Behavioral Sciences they think psychology is (people laying on your fur- 3 UNITS niture and telling you their problems, right?). This This course emphasizes a conceptual rather than class aims to confirm and dispel these and other computational understanding of basic statistical ideas while broadening your view of psychology concepts, including descriptive and inferential and the myriad of career options open to psycholo- statistics, probability, and hypothesis testing. A gy majors. Lecture. key component of the course is the introduction to statistical computation using the SPSS computer PSYC 104 Foundations: History and Systems program. Lecture. Prerequisite: Placement exam in Psychology or MATH 149, Intermediate Algebra, with a grade 1 UNIT of “C” or better. 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 phi- PSYC 230 Foundations of Research Methods losophy 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

2015-2016 Course Catalog 167 will learn about the scientific method—the univer- and Practice, or LSCI 106, Information Sources in Psychology sal language of science—as well as how to form Architecture and Interior Architecture, or LSCI 205, research questions and hypotheses, how to design Information in the Disciplines; PSYC 200, Introduc- and critique studies, how to analyze and inter- tion to Psychology; WRIT 112, Academic Writing II, pret research data, and how to control variables. or WRIT 212, Rhetoric and Design; and COMM 120, In particular, an important way in which students Public Speaking. will learn about research methods in this course is through performing research studies rather than PSYC 306 Influence and Persuasion just reading about them. Prerequisites: WRIT 112, 3 UNITS Academic Writing II, or WRIT 212, Rhetoric and This course explores how people influence them- Design; PSYC 200, Introduction to Psychology; and selves and each other singly and in groups. The have completed a minimum of three upper-division activities of compliance professionals such as sales- psychology courses. Majors must pass this class with persons, con artists, politicians, etc. are stressed. a grade of “C” or higher. Additionally, concentration is placed on research into the effects of influence and the ethics of the PSYC 300 Social Psychology application of influence. Lecture. Prerequisites: LSCI 3 UNITS 105, Information Theory and Practice, or LSCI 106, Social psychology is concerned with the interaction Information Sources in Architecture and Interior of individuals with other individuals and groups. Architecture, or LSCI 205, Information in the Disci- Topics include attitudes, prejudice, persuasion, obe- plines; PSYC 200, Introduction to Psychology; WRIT dience, and attraction. Lecture. Prerequisites: WRIT 112, Academic Writing II, or WRIT 212, Rhetoric and 112, Academic Writing II, or WRIT 212, Rhetoric and Design; and COMM 120, Public Speaking. Psycholo- Design; LSCI 105, Information Theory and Practice, gy majors only: PSYC 300, Social Psychology is also a or LSCI 106, Information Sources in Architecture prerequisite. and Interior Architecture, or LSCI 205, Information in the Disciplines; COMM 120, Public Speaking; and PSYC 309 Abnormal Psychology PSYC 200, Introduction to Psychology. Majors must 3 UNITS pass PSYC 300 with a grade of “C” or higher. Abnormal psychology is the study of disorders of a psychological nature. This course is intended to PSYC 301 Group Processes familiarize the student with the symptoms, caus- 3 UNITS es, and treatments of a variety of such disorders, This course focuses on the study of intergroup including mood, anxiety, and personality disorders, processes and structure, including cooperation, as well as disorders related to substance abuse. hostility and prejudice, stereotypes, influence, and Lecture. Prerequisites: LSCI 105, Information Theory conformity. The class will examine leadership and and Practice, or LSCI 106, Information Sources in membership issues in such settings as families, study Architecture and Interior Architecture, or LSCI 205, groups, and team projects. Lecture. Prerequisites: Information in the Disciplines; PSYC 200, Introduc- LSCI 105, Information Theory and Practice, or LSCI tion to Psychology; WRIT 112, Academic Writing II, 106, Information Sources in Architecture and Inte- or WRIT 212, Rhetoric and Design; and COMM 120, rior Architecture, or LSCI 205, Information in the Public Speaking. Disciplines; WRIT 112, Academic Writing II, or WRIT 212, Rhetoric and Design; COMM 120, Public Speak- PSYC 311 Human Sexuality ing; and PSYC 300, Social Psychology. 3 UNITS This course examines the social dimensions of PSYC 305 Personality human sexuality. An emphasis is placed on self-eval- 3 UNITS uation and frank discussion in regards 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,

2015-2016 Course Catalog 168 Information Sources in Architecture and Interior Design; and COMM 120, Public Speaking. Psychology Architecture, or LSCI 205, Information in the Disci- plines; and COMM 120, Public Speaking. PSYC 315 Industrial/Organizational Psychology 3 UNITS PSYC 312 Environmental Psychology This course explores the study of human organi- 3 UNITS zations in the workplace. Topics include cultural This course focuses on the examination of the effect issues involved in the development of industry and of the environment on human behavior. Topics the structure of these organizations, the efficacy include evolutionary and cultural forces that impact of various organizational structures on productiv- use of the environment, the concept of territo- ity and well-being of employees, organizational ri-ality, and how people perceive and use space. structure as a reflection of values and norms, and Emphasis is placed on the effects of signage and the effect of changes in a culture on organizational architectural design on human behavior and the im- behavior and vice versa. Lecture. Prerequisites: LSCI pact of crowding, noise, and population density on 105, Information Theory and Practice, or LSCI 106, well-being. Lecture. Prerequisite: LSCI 105, Informa- Information Sources in Architecture and Interior tion Theory and Practice, or LSCI 106, Information Architecture, or LSCI 205, Information in the Disci- Sources in Architecture and Interior Architecture, plines; PSYC 200, Introduction to Psychology; WRIT or LSCI 205, Information in the Disciplines; WRIT 112, Academic Writing II, or WRIT 212, Rhetoric and 112, Academic Writing II, or WRIT 212, Rhetoric and Design; and COMM 120, Public Speaking. Design; COMM 120, Public Speaking; and PSYC 200, Introduction to Psychology. PSYC 316 Cross-Cultural Psychology 3 UNITS PSYC 313 Social Cognition This course looks at the search for commonalities 3 UNITS and differences in behavior, attitudes, and norms An examination of the effects that our thoughts, across cultures. The focus is on the applicability of experiences, and expectations have on our social Western theories of human psychology to other cul- behavior. The course provides an in-depth study tures, broadly defined to include nationality, race, of these cognitive factors that combine to distort ethnicity, gender, and social class. Lecture. Prereq- our perceptions of others and ourselves and create uisites: LSCI 105, Information Theory and Practice, our unique, although biased, view of the world. or LSCI 106, Information Sources in Architecture Lecture. Prerequisite: LSCI 105, Information Theory and Interior Architecture, or LSCI 205, Informa- and Practice, or LSCI 106, Information Sources in tion in the Disciplines; PSYC 200, Introduction to Architecture and Interior Architecture, or LSCI 205, Psychology; WRIT 112, Academic Writing II, or WRIT Information in the Disciplines; WRIT 112, Academ- 212, Rhetoric and Design; and COMM 120, Public ic Writing II, or WRIT 212, Rhetoric and Design; Speaking. COMM 120, Public Speaking; and PSYC 200, Intro- duction to Psychology. PSYC 317 Media Psychology 3 UNITS PSYC 314 Psychology of Gender This course encompasses the behavioral aspects of 3 UNITS media in activities, events, theories, and practices This course focuses on the examination of the con- with regard to the effects and behaviors stimu- cepts and issues related to gender, viewed from a lated by media elements. These include pictures, broad range of disciplines within the social sciences, sound, graphics, and content and their effects on with an emphasis on historical antecedents, evolu- the senses and intelligences. Prerequisites: LSCI tion, biology, and cultural norms. Issues include the 105, Information Theory and Practice, or LSCI 106, 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 112, Academic Writing II, or WRIT 212, Rhetoric and

2015-2016 Course Catalog 169 PSYC 318 Consumer Behavior PSYC 331 Advanced Statistics for the Psychology 3 UNITS Behavioral Sciences This course examines the application of psycho- 4 UNITS logical theory and applied research methods to This course examines the application of advanced the study of consumer behavior. The psychological statistical methods including multivariate and processes that influence consumer decision-making nonparametric analyses. Course focuses on selecting will be addressed, including product recognition, appropriate statistical analyses and the computer alternative evaluation and choice behavior, and skills necessary to perform the analyses using SPSS, post-purchase attitudes and behavior. Prerequisites: as well as the interpretation of computer-generated LSCI 105, Information Theory and Practice, or LSCI results. Lecture. Prerequisite: PSYC 221, Statistics for 106, Information Sources in Architecture and Inte- the Behavioral Sciences. Majors must pass this class rior Architecture, or LSCI 205, Information in the with a grade of “C” or higher. Disciplines; WRIT 112, Academic Writing II, or WRIT 212, Rhetoric and Design; COMM 120, Public Speak- PSYC 370 Topics in Psychology ing; and PSYC 200, Introduction to Psychology. 1-3 UNITS This course focuses on various areas of interest PSYC 320 Sensation and Perception within the field of psychology. Prerequisites: LSCI 3 UNITS 105, Information Theory and Practice, or LSCI 106, This course focuses on understanding how indi- Information Sources in Architecture and Interior viduals obtain information from the environment Architecture, or LSCI 205, Information in the Disci- and various theories as to how that information is plines; PSYC 200, Introduction to Psychology; WRIT processed. Topics will include basic sensory phys- 112, Academic Writing II, or WRIT 212, Rhetoric iology, psychophysics, visual perception, auditory and Design; COMM 120, Public Speaking; and other perception, tactile perception, and the chemical specific prerequisites depending on topic. senses. Prerequisites: MATH 149, Intermediate Al- gebra; WRIT 112, Academic Writing II, or WRIT 212, PSYC 402 Advanced Research Methods Rhetoric and Design; LSCI 105, Information Theory 3 UNITS and Practice, or LSCI 106, Information Sources in Advanced design thinking through experimen- Architecture and Interior Architecture, or LSCI 205, tal and research methodology in contemporary Information in the Disciplines; and PSYC 200, Intro- psychology. Specific topics from areas of student in- duction to Psychology. terest are applied to hypothesis formation, experimental design, observation, measurement, and data PSYC 321 Neuropsychology collection. Individuals will be expected to complete 3 UNITS a scientific research study from conception to imple- This course provides the student with a broad mentation to statistical analysis to written APA-style scope of knowledge about the biological bases of manuscript. Lecture. Prerequisites: PSYC 230, Foun- psychological phenomena with an emphasis on dations of Research Methods; PSYC 221, Statistics brain and behavior relationships. The student will for the Behavioral Sciences; and have completed a be introduced to the following topics: the basics minimum of six upper-division psychology courses. of neuroanatomy and neurotransmission; neuro- Students must pass PSYC 402 with a grade of “C” or science research methods; the physiology of visual higher. Senior standing, psychology majors only. perception, audition, and movement; the biology of motivation like hunger, thirst, and aggression; the PSYC 410 Senior Thesis neurobiology of complex behavior such as learning, 3 UNITS memory, wakefulness, and sleep; and the biological The course emphasizes the student’s ability to bases of select disorders (mood and anxiety disor- synthesize and integrate the knowledge gained ders; drug addiction; schizophrenia). Prerequisite: throughout the program. Students will complete PSYC 200, Introduction to Psychology; WRIT 112, an entrepreneurial research design project by Academic Writing II, or WRIT 212, Rhetoric and De- collecting and analyzing data and writing an APA- sign; and LSCI 105, Information Theory and Practice, style manuscript, which includes an Introduction, or LSIC 106, Information Sources for Architecture Methods, Results, and Discussion sections. Students and Interior Architecture, or LSCI 205, Information are also required to design a poster exhibit to be in the Disciplines. prepared for presentation at a psychology confer-

2015-2016 Course Catalog 170 ence or convention. In addition, students will reflect Psychology on their learning experience, goals, and ambitions by completing a Portfolio of their future plans, a professional CV, and personal statement. Prerequi- sites: PSYC 331, Advanced Statistics for the Behav- ioral Sciences; and PSYC 402, Advanced Research Methods. Senior standing, psychology majors only.

PSYC 490 Internship 3 UNITS Students obtain practical, on-the-job training in a setting of business, law, government agency, or other organization. Work experience is complemented by an academic requirement and periodic meetings with the student’s on-campus internship advisor. Students are required to complete 90 hours at the internship site, with an additional 30 hours devoted to weekly written summaries, as well as a final written review of the experience. Prerequisite: junior standing, psychology majors only.

2015-2016 Course Catalog 171 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

UNIVERSITY PILLARS 1 Design Thinking 2 Transdisciplinarity 3 Civic Engagement 4 Entrepreneurship

Assuring Academic Quality in Psychology (BA) MAJOR COURSES

LEARNING OUTCOMES University Pillars 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 Abnormal Psychology PSYC 309 Human Sexuality PSYC 311 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 Applied Statistics Advanced PSYC 331 Advanced Research Methods PSYC 402 PSYC 410 Senior Thesis 3 3 3 13 13 23 23 23 34 134 134 University Pillars.. 123 134 234 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

2015-2016 Course Catalog 172 College of College of Transdisciplinarity Transdisciplinarity

Douglas J. Cremer, PhD, Dean

The days of remaining in the same career through- instilling a love of learning, thinking, questioning, out one’s working life are past. We want to give and critiquing all forms of knowledge in their con- students at Woodbury, who are already a diverse tent, structure, and application. group driven to succeed when they step onto campus, every possible advantage as they trans- MAJORS, DEPARTMENTS AND PROGRAMS form their energy and ambition into educational The College houses three majors as well as numer- programs capable of meeting the challenges of the ous other departments and programs that edu- contemporary world. Educational practice informed cate all undergraduate students who attend the by a transdisciplinary approach is the best way to university. The majors—Interdisciplinary Studies, accomplish this task. Woodbury, in fact, has a long Leadership, and Politics & History—are structured as history of teaching practices that encourage collab- interdisciplinary degrees: oration, social responsibility, and complex forms of communication in what is emerging as transdisci- Interdisciplinary Studies uses a self-directed ap- plinary inquiry and problem solving. proach in which students integrate two different disciplines among those offered at Woodbury under Our curriculum focuses on developing the intel- the direction of a selected faculty advisory team, lectual capacity to produce different contextual- resulting in a Senior Thesis Project that sets the izations and contexts for identifying and solving student on course for a unique career. problems; to seek out alternate, cutting-edge ways of living and experiencing the world; to develop Leadership blends studies of human behavior, the interpersonal skills needed to work effective- ethical decision making, quantitative analysis, and ly both within and across cultures; and lastly, to organizational structures in a unique manner that analyze, understand, and work toward the change highlights the struggles and rewards of contem- students want to see in their worlds. Courses, porary leadership, using a highly interactive and majors, and programs in the College of Transdis- challenging instructional methodology specifically ciplinarity prepare students with the skills for an suited to developing future leaders. array of careers and advanced degrees. All of our courses expose students to the rapidly changing Politics and History combines two closely related body of knowledge, theories, ideas, and princi- fields in a way that emphasizes the strengths of ples that have shaped society, technology, culture, historical study for uncovering the roots of, and and the environment. Across all environments the possible solutions to, today’s global problems. College creates, the emphasis is on active, experi- The program’s core educational value is rooted in ential learning techniques designed to enhance the political analysis as a means to understand the mul- student’s capacity for not only independent and tiple sources and differing strategies employed by rigorous thought, but also creative and applied, groups and individuals to describe and address their contextual analysis leading to action. participation in local and global issues.

MISSION Our other departments—Art History, Mathematics, The College of Transdisciplinarity is devoted to Sciences, and Writing—all provide essential ele-

2015-2016 Course Catalog 173 ments of a university education, initiate efforts in College of Transdisciplinarity transdisciplinary collaboration with other parts of the university, and oversee several programs that enrich and diversify our students’ experiences in such fields as Economics, Foreign Languages, Library Science, Literature, Philosophy, Personal and Profes- sional Development, Transitional English Language, and Urban Studies. Finally, we host a number of programs that assist students in their academic success, from the writing center to pre-law advising.

2015-2016 Course Catalog 174 Interdisciplinary Studies - - - - 175 in context while transcending received meaning(s) in oral presentations and written work. possibilities for Students will explore different 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 Students will practice textual analysis, placing ideas • • local horse ranch, to initial foreign language studylocal horse ranch, to initial foreign language and the examination of the urban environment, for the courses prepare students the department’s study of literary in the globalized world. Similarly, grounded inand philosophical works, students are tothe humanistic values and questions important and culturesunderstanding the diverse perspectives department,in which they live. In all courses in the and analyt students practice interpretative, critical, boundariesical skills while challenging traditional and structures. STUDIES MISSION INTERDISCIPLINARY explorationConnecting students and faculty in the integrateand analysis of issues and topics that both disciplinary perspectives and and transcend differing methods. LEARNING PROGRAM STUDIES INTERDISCIPLINARY OUTCOMES Learning outcomes express the kinds of things (abilities, knowledge, and values) that students can expect to gain from the Interdisciplinary Studies program and its courses. • students work with three faculty members serving with three faculty students work an to design of faculty advisors/mentors in the role inknowledge of or skills that requires in-depth study Then, students participate in anmultiple disciplines. that translates their passionseducational experience studio experience acrossinto analyses via a research work to convert their analy Students then 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 social, cultural, and politics from ature, philosophy, Natures,as well as thematic perspectives: Journeys, topicsConflicts, and Knowledges. From innovative and oceancourses that combine scuba certification blends tradi research to experiential learning that of horses at ational in-class and kinetic exploration

------2015-2016 Course Catalog 2015-2016 Course such as art history, literature, or writing, but for such as art history, a major program. which we do not currently offer In the Interdisciplinary Studies Self-Designed Major, 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 academic majors, but have strong rela tionships with those majors. These interests also may be related to a curriculum that supports the majors, the university, students co-create self-designed pro the university, grams combining two or more disciplines, culminat ing in senior thesis presentations that demonstrate 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 enhance their 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 ment of Interdisciplinary Studies can also enrichment of Interdisciplinary Studies can also by offered discipline-specific majors, since courses of two orthe department involve in-depth coverage are designed tomore knowledge-specific areas. They not nor provide knowledge, skills, and experiences frequentlymally encountered in other courses, and toemploy team-teaching, experiential strategies ies, literature, and urban studies, the department uniquebridges the distance between, and creates arts, theperspectives on, the applied arts, the fine sciences.humanities, and the natural and social educationalThrough innovative and collaborative Depart experiences, programs, and courses, the The Department of Interdisciplinary Studies providesThe Department of experiences for students.a diversity of educational which allows students major, From its self-designed with theto create their own educational program to itsassistance of a group of faculty members, stud courses in foreign languages, interdisciplinary Foreign Language Foreign Literature Urban Studies ChairWill McConnell, Department Interdisciplinary Studies Interdisciplinary BS) (BA or Interdisciplinary Studies - - - 176 The student will identify the significance of majorThe student will identify the significance themes in urban history. of issuesThe student will identify the significance shaping contemporary urban circumstance. respondThe student will recognize clearly and to environmental issues. effectively respondThe student will recognize clearly and to social justice issues. effectively respondThe student will recognize clearly and to constructive urban politics. effectively The student will create integrated analyses of urban development. The student will create informed connections be major and minor disciplines. tween a student’s learning and academic scholarship. As the principal stewards of the program, they are responsible for creating and improving the educational experiences students. They serve as men of all of the program’s tors and advisors, providing personal and ongoing direction for students, whether they are majors, minors, or taking an individual course. Faculty also work collegially and collaboratively with each other studies. OUTCOMES URBAN STUDIES STUDENT LEARNING knowledge,Learning outcomes express the abilities, gain from theand values that students can expect to Urban Studies program and its courses. • • • • • • • FACULTY The faculty of the Department of Interdisciplinary Studies is incredibly diverse, not only in education and backgrounds, but in approaches to student issues shaping the development of environmentally the development issues shaping just and socially politically constructive, sustainable, critical learning skills and to develop urban spaces understand diverse forces shap that enable them to urban circumstanceing historical and contemporary to an integrated analysis ofand apply those skills The program is committed tourban development. to make informed and usefulencouraging students topics in urban studies and theconnections between their major area of study andcritical issues shaping as inhabitants of urban spaces,their personal actions disciplines from different as well as inviting faculty and engage in a dialogue evaluate, to identify, between curriculums as theyabout points of overlap relate to urban development. URBAN STUDIES MISSION program create a transformative educational To of urbandevoted to both the theory and practice - - - - - Students will create innovative approaches toStudents will create through critical thinkingmultifaceted situations and inquiry. problems too complex to beStudents will solve andunderstood or addressed with the knowledge tools of a single discipline. and experience that leads to a sense of social andand experience that as evidenced by and civility, personal responsibility of research projects. their choice and execution the ability to takeStudents will demonstrate boundaries while developinginitiative in crossing projects. integrative research different disciplines, demonstrating a nuanced demonstrating a disciplines, different and interdisciplinary of disciplinary understanding perspectives. the breadth of knowledgeStudents will develop 2015-2016 Course Catalog 2015-2016 Course issues impacting the development of cities. the program strives to help More specifically, students become actively engaged in the ethical brings to contemporary life. It does this by helping students obtain the critical and analytical skills need ed to interpret and respond to changing urban con ditions, both past and present. While the program is interdisciplinary in format, it strives for cohesiveness by taking a culture-based approach to the analysis of the social, political, economic, and environmental URBAN STUDIES Emily Bills, Program Coordinator University is The Urban Studies minor at Woodbury intended to prepare students to engage with the enormous challenges that global urban development that connect texts to each other and to their socialthat connect texts to each other and to context. through the depart All literature courses are offered coordinatedment of Interdisciplinary Studies and are by the assistant dean. Literature classes offer students a range of perspec Literature classes offer explo tives on literary expression and its continuing classes deepenration of the human condition. These and understanding of the historical, cultural, one’s andindividual elements found in contemporary tohistorical literary works. Students are challenged and contentpursue the meaningful threads of styles Foreign Languages Foreign through All foreign language courses are offered and arethe department of Interdisciplinary Studies coordinated by the assistant dean. Literature • • • • Interdisciplinary Studies ------177 - - university experience, and, ultimately, of a student’s of a student’s university experience, and, ultimately, preparedness for the challenges of the future. Among courses Interdisciplinary Studies Major stu dents must complete to fulfill the integrative learn ing requirements are: Public Speaking (COMM 120), I and II (WRIT 111, WRIT 112), Academic Writing campus. The Interdisciplinary Studies major curricu campus. The Interdisciplinary Studies major as well aslum is based squarely in these principles, (breadth and(AAC&U) general education principles effective depth of knowledge produces the most generallifelong learners), and the intersegmental adopted byeducation transfer curriculum (IGETC) California community colleges. design,Out of these approaches to curriculum has added another set of University Woodbury (IL).learning goals, called “Integrative Learning” theirExplicitly designed to help students integrate ILcurricular and co-curricular learning experiences, and gainalso helps students develop knowledge In partic understanding from multiple perspectives. major IL helps produce insights into students’ ular, students the fields from other disciplines, and offers ability to explore subjects that may be of particu lar interest to them, or appear unrelated to their majors. This education practice creates opportunities school, program, for collaboration across disciplinary, experiential, and discipline-specific lines. IL is an assessment-based approach to the design of student learning outcomes; the ultimate goal of the curricu lum is continual improvement—of programs, of the Interdisciplinary Studies Interdisciplinary Studies, students in Interdisciplinary For the major credit units to graduate,must accumulate 120 program will result in a Bach whether the designed Bachelor of Science (BS) degree.elor of Arts (BA) or Studies self-designed majorAll Interdisciplinary University’s all of Woodbury students must meet and Residency requirements. Integrative Learning LEARNING INTEGRATIVE Studies program providesThe Interdisciplinary abilities, and aptitudesstudents with key skills, and the academic compe based on the Four Pillars University community tencies that the Woodbury success; Designhas identified as essential for student Engagement, Civic Thinking, Transdisciplinarity, andEntrepreneurship, Foundational Competencies, Core Competencies. These pillars and competencies programs onguide the sequencing of learning in all 45 120 Units

45 (BA) or 60 (BS) 30 (BA) or 15 (BS) Professor Associate Professor andAssociate Professor Visiting Professor TIME FACULTY - 2015-2016 Course Catalog 2015-2016 Course Leading to the Bachelor of Arts (BA) or Bachelor of Science (BS) Degree Claude Willey University of California, Irvine MFA, SUMMARY CURRICULUM CURRICULUM MAJOR STUDIES INTERDISCIPLINARY Megan McLeod Kendrick PhD, University of Southern California Saalman, Chinese Yvonne New Zealand Wellington, DipEd, Victoria University, Vivian Terr JD, Columbia University ADJUNCT FACULTY Susan Collegian University of Southern California MSW, PARTICIPATING ADJUNCT FACULTY PARTICIPATING Emily Bills, Coordinator Of Urban Studies University PhD, New York Ani Okkasian MA, Georgetown University FULL Elisabeth Sandberg, Amherst PhD, University of Massachusetts, Jason Keller, University of California, Irvine MFA, CHAIR Will McConnell, Assistant Dean Ontario PhD, McMaster University, as well as with faculty members across and outsidewith faculty members as well as opportunities in order to establish the university and course research and transdisciplinary for inter- development. Minimum semester hours required Major (M) General Education/Integrative Learning (GE) Unrestricted electives (UE) Interdisciplinary Studies ------178 - - The curriculum must involve at least two disciplinesThe curriculum must involve at least two equivalentand the work in each discipline must be credit units each; see to a minor in each (fifteen of thethe sections on academic minors for details relevant minor). year underAll students must complete at least one time fromthe new contract, making the minimum or threefirst contact to completion two years, semesters, plus a summer term. fitnessThe committee shall assess the educational by stu of plans of self-designed majors proposed dents in the program as well as any modifications to that plan of study. tions to the plan may be made following the same procedure as the initial approval. All contracts must include, and all students must complete, five INDS courses: INDS 200, Introduction to Interdisciplinary Studies; INDS 350, Interdisciplin • • • facul other with in consultation members, SMRC The must approve the final ty and chairs as necessary, proposal. When approved by the dean of the College the student forwards the pro of Transdisciplinarity, and files a petition for Office posal to the Registrar’s change of major along with the proposal. Students may also declare their major before the proposal is finalized (as described above), but they remain re sponsible for completing the work with their SMRC. The approved proposal serves as the contract for the Amendments and modifica plan of study. student’s the student and chair discuss possible faculty mem and chair discuss the student Self-Designed selected as the student’s bers to be The student meets Committee (SMRC). Major Review discussing with her or him each potential member, for the degree. With ideas and plans the student’s writing the proposal for the student begins the chair, and finalizes the choice ofSelf-Designed Curriculum SMRC. At least one of the threethe members of the must be a full-time membermembers of the SMRC members, once they agree to These of the faculty. pro feedback on the student’s serve, also provide of the final project draft,posal, including discussion and the development ofthe selection of courses, learning outcome sequencing. meet formallyThe student, the SMRC, and the chair curriculumto review and approve an individualized a title forcontract and plan of study that includes for complet the curriculum and a tentative timeline ing that curriculum: ------2015-2016 Course Catalog 2015-2016 Course change of major. change of major. During the INDS 200 course and the contract process, ies degree) during the contract process. It is highly recommended that students take as many of the INDS 100-level courses as they can, since these serve as a great introduction to the theory and practice of if the student is on Additionally, interdisciplinarity. academic probation, he or she must meet the criteria for being in good standing before completing the registered in the major begins with general edu A student cation courses while defining the major. formally main changing majors within Woodbury tains her or his current major for the semester (with some possible adjustment, if possible, of courses taken in light of the potential Interdisciplinary Stud insights and possible solutions to a capacious socialinsights and possible solutions to a capacious problem or set of issues. of theThe INDS 200 course and the development or seven weeks, major contract last either fifteen deci chair’s depending on the the student and the sion. A new student (or newly transferred student) serve as facilitators of learning and development onserve as facilitators of learning and development course their major committee. Across the students’ a researchwork and experiences, the major becomes withstudio, in which students work collaboratively to focus a and external mentors, their peers, faculty, producingunique research-based approach toward the chair’s supervision; this work involves exploring the chair’s discussing the the meaning of interdisciplinarity, purposes and goals, building an under student’s a student’s standing of necessary skills to build given outcomes,goals, deciding on appropriate learning who faculty mentors, and selecting the student’s Students begin with an initial interview with theStudents begin with to ascertain the suitabilitychair of the department for the program. If the aspirations of the student’s an INDS degree is found,potential for undertaking 200, In the student begins by enrolling in INDS where s/hetroduction to Interdisciplinary Studies, major underbegins developing the contract for the learning requirements, students must also chooselearning requirements, courses in upper-division and two one lower-division sciences, and complete onethe humanities or social course at the 300 level. Interdisciplinary Studies Major Building Your Math 249 (or equivalent), Library Science (LSCI 105, (or equivalent), Library Math 249 En Systems (PHIL 210), LSCI 205), Ethical LSCI 106, or Phys and Biology or Studies (ENVT 220), vironmental meet integrative with lab). To ical Science (200-level, Interdisciplinary Studies

179 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 GE 3 UE 3 UE Unrestricted Elective† Unrestricted Elective† Major Area 1 Course Major Area 2 Course Senior Thesis: Execution Mathematics Art History or Humanities (INDS 104, Knowledges, recommended) Lab Natural Science With Major Area 1 Course Major Area 2 Course Major Area 1 Course Major Area 2 Course General Education Elective Unrestricted Elective† Unrestricted Elective† Major Area 1 Course Major Area 2 Course Senior Thesis: Preparation Internship Unrestricted Elective† Interdisciplinary Research Major Area 1 Course Major Area 2 Course IL Elective IL Elective ______These unrestricted electives must be Major Area 1 or 2 courses for the BS degree ____ 3______3______3______3______3______3______3__ INDS 492 ______INDS 491 INDS 490 † Spring Semester YEAR FOURTH Fall Semester Spring Semester Spring Semester THIRD YEAR Fall Semester INDS 350 ____ 3XX 1 -- 1 -- 3 M - 3 UE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 GE 3 UE 3 GE 3 GE 3 UE 3 UE

Social Science Public Speaking II Academic Writing Information Theory and Practice Unrestricted Elective Humanities (INDS 102, Natures, recommended) Art History Social Science (INDS 101, Journeys, recommended) I Academic Writing to College Transition Unrestricted Elective Environmental Studies* Social Science (INDS 103, Conflicts, recommended) Ethical Systems Unrestricted Elective Introduction to Interdisciplinary Studies ______LSCI 105 ______WRIT 112 ______WRIT 111 PPDV 100 INDS 200 COMM 120 PHIL 210 ENVT 220 2015-2016 Course Catalog 2015-2016 Course SECOND YEAR SECOND Fall Semester Spring Semester SUGGESTED SEQUENCE OF COURSES OF SUGGESTED SEQUENCE FIRST YEAR Fall Semester from at least two areas of the curriculum equiva from at least two areas units) in each area. credit A lent to a minor (fifteen credit units must be takenminimum of twenty-seven at least nine of those creditat the 300 or 400 level; at the 400 level or above.units must be taken ary Research; and INDS 490, Internship. The final and INDS 490, Internship. ary Research; project: capstone are part of a year-long two courses and INDS 492, Senior Thesis: Preparation, INDS 491, Major courses must comeSenior Thesis: Execution. Interdisciplinary Studies -

- - 180 - - -

Assessment by faculty of student work: by faculty of student Assessment collects and assesses faculty members A team of basis, from the on an annual student work sem to the upper-division introductory course by which student inars. A rubric is established to determine whether it work can be evaluated outlined in the curriculum reflects the objectives map. by student focus group: Assessment of program coordinator holds an The urban studies program meeting with students in the annual focus group The focus group serves as urban studies program. the faculty member an open platform between evaluate program effective and the students to ness and possible areas for improvement. Assessment of alumni: assesses The urban studies program coordinator pro-gram alumni progress and determines if the career de objectives were fruitful in facilitating velopment. cutes and performs the final cumulative work of the capstone. Both courses must demonstrate a balance 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 RESULTS OF LEARNING OF RESULTS Stud The primary focus of the Interdisciplinary analytical ies program is on increasing students’ and their abilities, their knowledge of the world, The awareness of their own values and ambitions. is expressed, emphasis is on how students’ learning in the in both written and oral arguments, 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, capstone project courses are conducted as directed studies, in consultation with all three members of the SMRC (and approved by all members of the SMRC). The first course, a reading/research-based course that prepares the student for the second, includes investigations into the relevant literature and resources, and the development of a plan for the second course. In INDS 492, the student exe • • • - - - - - outcomes. The research core (INDS 200, 350, 491, 492) and internship (INDS 490) and outcomes. The overall program is reviewed and any special assessments are undertaken in 2014 and 2020. The introductory information theory (LSCI 105) The introductory information theory FREN and foreign language courses (CHIN 110, outcomes. 110 and 113, JAPN 110 and 113) and and 203, The 200-level courses (ECON 200, 202, 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 2015-2016 Course Catalog 2015-2016 Course for the Urban Studies minor: URBAN STUDIES ASSESSMENT PROCESS In order to assure the quality of student learning, faculty regularly reviews the the department’s collective work of students over time. Students’ re search papers, exams, evaluations of presentations, and internship reports are archived for review pur poses. There are three main modes of assessment • • • • • ment report is written for faculty to use in creating ment report is written for faculty to use program, its adjustments and improvements to the courses, and students’ overall learning. curricu For the purposes of assessment, the overall parts: lum has been broken down into distinct 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’ collective work of students over time. presen research papers, exams, evaluations of theses are tations, internship reports, and senior an assess archived for review purposes. Each year, URBS 321 Environmental Urbanism URBS 321 Environmental the City URBS 331 Food and Metropolis URBS 322 The Global in Urban Studies URBS 370 Topics Studies Assessment Interdisicplinary Process URBS 100 Introduction to Urban Studies URBS 100 Introduction four courses from the following: And select at least URBS 301 Urban Theory Issues in Urban Studies URBS 302 Current and Los Angeles URBS 311 Urban Ecology City URBS 312 The Infrastructural URBAN STUDIES MINOR CURRICULUM STUDIES MINOR URBAN take students must in Urban Studies, For the minor the following course: Interdisciplinary Studies ------181 - -

3 UNITS This course examines the ways in which opinions and beliefs, bodies of knowledge, and certainties have been constructed and communicated over time, including experiential, narrative, and analyti cal sources. Lecture. Prerequisite: None. COURSES INDS 101 Journeys 3 UNITS of This course examines the causes and effects migrations, physical and spiritual journeys, human populations and how movements of individuals and cultures and have been understood in differing eras. Lecture. Prerequisite: None. INDS 102 Natures 3 UNITS the natural This course explores the various ways that world world and human relations to or within in differ have been characterized and constructed Prerequi ent contexts and communities. Lecture. site: None. INDS 103 Conflicts 3 UNITS This course focuses on the sources and consequenc conquests, and clashes in the political, es of war, social, and cultural spheres as expressed in histori cal, analytical, and literary sources. Lecture. Prereq uisite: None. INDS 104 Knowledges ments for the degree and the use of those skills in use of those skills the degree and the ments for skills in word process project. Basic their capstone and Internet research communications, ing, email majors and accomplished are required of all of the Academic Writing through completion II). Spread Academic Writing Program (WRIT 112, integrating business into their sheet skills for those through the course in programs are accomplished 226, Business Statistics). All cap statistics (MATH demonstrate fluency with these stone projects must of preparation. areas in the course OTHER AND STUDENT COMPUTER REQUIREMENTS EQUIPMENT with Students are required to have a computer and email word processing, spreadsheet, Internet soft recommended capabilities. The department’s for either PC ware package is the Microsoft Office or Mac. ------

2015-2016 Course Catalog 2015-2016 Course required computer skills suitable to their program through the successful completion of the require grams offered through other universities to partici grams offered pate in their educational activities. The department chair and faculty will assist in developing a plan and exploring options. REQUIREMENTS LITERACY COMPUTER Interdisciplinary Studies majors demonstrate the summer, the university sponsors different 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 opportunities During the aca available as they change regularly. of pro students may apply for a variety demic year, in the nation’s capitol, serving in one of over two capitol, serving in one of over in the nation’s the White thousand internship sites in Congress, House, and numerous federal agencies. Study Abroad students There are several options available for interested in study abroad. In the winter break or hours at a site of their choosing relevant to their hours at a site of their choosing relevant The intern particular career and educational goals. and a ship includes regular journals, evaluations, may also fulfill Students concluding reflective essay. American the internship requirement by attending Program” “Semester in Washington University’s tions, and employer outreach in the U.S. Internship skills In order to reinforce the knowledge and are required acquired in the classroom, all students of 120 to complete a three-unit practical internship variety of programs, 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 and require at least one hour for presentation and and require at least discussion. LEARNING SPECIAL OPPORTUNITIES/REQUIREMENTS a offers Career Development Office Woodbury’s bers, and require a midterm and final evaluation by and final evaluation require a midterm bers, and The final evaluation review committee. the entire to the SMRC, a presentation reviews, including community, University are open to the Woodbury Interdisciplinary Studies ------182 - - Design; LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, Information in the Disciplines; and one of either INDS 101, Jour neys, INDS 102, Natures, INDS 103, Conflicts, or INDS 104, Knowledges. art forms. Seminar. Prerequisites: LSCI 105, Informa art forms. Seminar. Information tion Theory and Practice, or LSCI 106, Sources in Architecture and Interior Architecture, WRIT or LSCI 205, Information in the Disciplines; and II, or WRIT 212, Rhetoric 112, Academic Writing and one of Design; COMM 120, Public Speaking; INDS either INDS 101, Journeys, INDS 102, Natures, LITR 206, The 103, Conflicts, INDS 104, Knowledges, 204, History of Modern Art, ARTH Short Story; ARTH 211, ARTH 205, History of Contemporary Art, or History of Latin American Art. Landscapes and Texts, West: the INDS 328 Reading West in the Arid Constructions 3 UNITS This seminar is a transdisciplinary approach to the in the United States. Stu “meanings” of the “West” dents will engage with a variety of texts and meth ods for reading them by surveying the diverse ways in which Americans have used the landscape to de scribe, critique, structure, and maintain competing notions of civilization. In this course, “text” means any medium for creating a message: archaeological land art, and film (as sites, painting, photography, 112, Prerequisites: WRIT well as writing). Seminar. II, or WRIT 212, Rhetoric and Academic Writing according to the MLA), many informal assignments informal assignments to the MLA), many according and field experi readings, screenings, based on on presentation do an oral and written ences, plus Our overarching text this se site-specific research. especially facets that interest mester is Los Angeles, L.A. Stories is an interdisciplin students personally. limited to fiction and non-fic ary course that is not particular each student’s tion but that embraces personal observation, take on the city through Prerequisites: WRIT research, and presentation. WRIT 212, Rhetoric and II, or 112, Academic Writing Theory and Practice, Design; LSCI 105, Information Sources in Architecture and or LSCI 106, Information or LSCI 205, Information in Interior Architecture, the Disciplines. and Literature INDS 327 Film 3 UNITS and This course provides an analysis of literature these two films and possible relationships between - - - - 6 UNITS - 2015-2016 Course Catalog 2015-2016 Course have laid the foundation for the writing, research, and analysis expected of students at the university will submit both a draft and the final level. You version of a formal paper (documenting sources explores Los Angeles through various media and methods to help students become more knowl edgeable and analytical inhabitants and observers of their current urban environment and the stories The seminar of the people who create this city. builds on skills acquired in previous courses that 101, Journeys, INDS 102, Natures, INDS 103, Con flicts, INDS 104, Knowledges, or LITR 206, The Short Story. INDS 325 L.A. Stories 3 UNITS seminar that L.A. Stories is an upper-division Seminar. 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 COMM 120, Public Speaking; and one of either INDS INDS 322 Music and Literature 3 UNITS between This course examines the relationship inspired the music and the literary texts that have suites. songs, operas, ballets, symphonies, and and of and about music and musicians Writings treated. writings using musical structure are also approval of the dean. Regular, periodic meetings approval of the dean. Regular, faculty with the department chair or an assigned for member are required. Thirty hours required of the each unit of credit. Prerequisite: Consent dean. learning. Seminar. Prerequisite: WRIT 111, Academic Prerequisite: learning. Seminar. I. Writing Independent Study INDS 299, 399, 499 1 into a field This course is an individual investigation with the of special interest chosen by the student methods of interdisciplinary studies, including ap methods of interdisciplinary two distinct disciplines and proaches to integrating one to the other and vice applying insights from course in the Interdisciplinary versa. Serves as first as an introduction for those Studies major as well in integrative, interdisciplinary generally interested INDS 200 Introduction to Interdisciplinary Studies Interdisciplinary to Introduction INDS 200 3 UNITS students to the concepts and This course introduces Interdisciplinary Studies - - - 183 - - - 4 UNITS 4 UNITS 4 UNITS - - - FREN 110 Beginning French I FREN 110 Beginning French 3 UNITS This is a beginning course in French that emphasizes the use of the spoken language in addition to some basic elements of French culture. Present tense, negative and interrogative forms, dates, counting, ary research seminar that integrates two distinct ary research seminar that integrates two one to disciplines and applies the insights from as the the other and vice versa. The course serves Studies major. fourth course in the Interdisciplinary Prerequisite: INDS 350, Interdisciplinary Seminar. Research. Thesis: Execution INDS 492 Senior 3 This course is the continuation of a student-de that signed interdisciplinary research seminar 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. COURSES LANGUAGES FOREIGN CHIN 101 Beginning Chinese I 3 UNITS This course introduces basic spoken Mandarin Chi nese (Putonghua), including fundamental elements attention giving special of vocabulary and grammar, to clear pronunciation. It also introduces essentials of reading and writing, including basic calligraphy. Lecture. Prerequisite: None. Seminar. Prerequisites: WRIT 112, Academic Writing Academic Writing WRIT 112, Prerequisites: Seminar. Design; COMM 120, 212, Rhetoric and II, or WRIT spe one other course and at least Public Speaking; the course. cific to the topic of INDS 490 Internship 3 on-the-job training in Students obtain practical, their career and educational a setting related to by an experience is complemented goals. Work and periodic meetings with academic requirement The course advisor. on-campus internship student’s course in the Interdisciplinary serves as the third contract required by Regis Internship Studies major. Thirty hours per unit credit. Prerequisite: Senior trar. only. standing, Interdisciplinary Studies majors Thesis: Preparation INDS 491 Senior 3 This course is a student-designed interdisciplin ------2015-2016 Course Catalog 2015-2016 Course INDS 370 Topics in Interdisciplinary Studies in Interdisciplinary INDS 370 Topics 3 UNITS This course focuses on various areas of interest that are best studied with an interdisciplinary approach. 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 212, plines; WRIT 112, Academic Writing Rhetoric and Design; COMM 120, Public Speaking. approaches to integrating two distinct disciplines and applying insights from one to the other and vice versa. The course serves as second course in the intro as well as an Interdisciplinary Studies major, duction for those generally interested in integra tive, interdisciplinary research. Prerequisites: INDS 200, Introduction to Interdisciplinary Studies; LSCI social science course. Research INDS 350 Interdisciplinary 3 UNITS the es This course provides an introduction to sentials of interdisciplinary research, including frameworks in order to formulate an understanding frameworks in order to formulate an of the relationship between interior environments, and ideological understandings. human behavior, Prerequisites: WRIT 112, Academic Writ Seminar. LSCI 105, ing II, or WRIT 212, Rhetoric and Design; 120, Public Information Theory and Practice; COMM humanities or Speaking; and one lower-division INDS 340 Human Agency and Interior Spaces and Interior INDS 340 Human Agency 3 UNITS with agen Based on close readings of texts dealing and cy and space, as well as generative writings melds on-site interpretations of the two, this course theoretical analysis of interior space with different mendations to the campus community. Seminar. 3 Seminar. campus community. mendations to the II, WRIT 112, Academic Writing units. Prerequisites: and Design; LSCI 105, Infor or WRIT 212, Rhetoric Practice; COMM 120, Public mation Theory and course; Speaking; 2xx social science or humanities and instructor consent. will be instrumental in designing the course: they will be instrumental or issue in the contemporary will choose a problem course topic, including course world; develop the lecturers, and planned readings, invited guest a proposal to address the chosen field trips; design their findings and recom problem; and present INDS 330 Seminar in Transdisciplinary Studies in Transdisciplinary Seminar INDS 330 3 UNITS dif seminar with transdisciplinary research A special in the seminar Students fering topics each offering. Interdisciplinary Studies ------184 - - transdisciplinary focus. The struggle to conceptu alize urbanization and socio-spatial development, both real and imagined, is considered through a close, critical, and analytical reading of texts from sociology, the fields of urban planning, geography, and gender studies, political science, philosophy, WRIT 112, Academic Writing II, or WRIT 212, Rhet II, or WRIT 212, WRIT 112, Academic Writing Academic oric and Design; for LITR 370: WRIT 112, II, and LITR 2XX, literature course. Writing URBAN STUDIES COURSES Urban Studies to URBS 100 Introduction 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 how people future dwellers. The course examines present act and organizations of both the past and poli to shape the built environment by crafting cies, drawing up plans, and implementing projects. Major themes include the political and economic circumstances shaping industrial expansion, public health, infrastructural developments, sustain-ability, and historic preservation. Lecture. Prerequisites: None. URBS 301 Urban Theory 3 UNITS Seminal topics shaping the global field of urban theory over the last century are presented with a or LSCI 205, Information in the Disciplines; WRIT Disciplines; WRIT Information in the or LSCI 205, Rhetoric and II, or WRIT 212, Writing 112, Academic 2XX, and LITR 120, Public Speaking; Design; COMM literature course. Independent Study 299, 399 LITR 3 UNITS investigation into a field of spe This is an individual by the student with the approv cial interest chosen meetings with the periodic al of the dean. Regular, an assigned faculty member department chair or hours required for each unit of are required. Thirty Consent of the dean. credit. Prerequisite: in Literature 270, 370 Topics LITR 3 UNITS 105, Infor Lecture. Prerequisite: for LITR 270: LSCI Informa mation Theory and Practice, or LSCI 106, Architec tion Sources in Architecture and Interior ture, or LSCI 205, Information in the Disciplines; ------2015-2016 Course Catalog 2015-2016 Course portrayals. Lecture. Prerequisites: LSCI 105, Informa tion Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, 3 UNITS styles in autobiographies are Radically different explored. The course looks at ethics and intentions life. Students will gain an appre in depicting one’s ciation for the sometimes fuzzy distinctions be tween what is fiction and what is fact in character 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 330 Autobiography LITR LITR 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 and the historical development of the short story. elements such as compound and complex 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 COURSES LITERATURE baries are also introduced. Lecture. Prerequisite: baries are also introduced. Lecture. Prerequisite: None. JAPN 113 Beginning Japanese II 3 UNITS grammar This course focuses on more advanced JAPN 110 Beginning Japanese I JAPN 110 Beginning 3 UNITS basic spoken Japanese, em This course introduces and phasizing fundamental elements of vocabulary while giving special attention to clear grammar, sylla pronunciation. The Hiragana and Katakana 3 UNITS on stressing basic conversation This course focuses 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 time, and first group verbs will be covered. Lecture. will be covered. Lecture. first group verbs time, and None. Prerequisite: II French FREN 113 Beginning Interdisciplinary Studies - - - - 185 - - topics for comparison might include nature and colonial and post-colonial cities, and race the city, 112, Prerequisites: WRIT and immigration. Seminar. II, or WRIT 212, Rhetoric and Academic Writing Design; LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture boundaries between so-called “exurban” and open boundaries between so-called “exurban” or defining spaces; and political modes of retaining of national natural space, as in the establishment land-use parks. Other possible topics include how ener practices can lead to air pollution, inefficient distribu gy consumption, and inequitable resource by planning tion. The course also examines efforts ills facing visionaries to address the environmental Prerequi cities and their surroundings. Seminar. 212, II, or WRIT sites: WRIT 112, Academic Writing Theory Rhetoric and Design; LSCI 105, Information Sources in and Practice, or LSCI 106, Information or LSCI 205, Architecture and Interior Architecture, 120, Public Information in the Disciplines; COMM course Speaking; and one 200-level social science (ECON, INDS, POHI, PSYC). Metropolis URBS 322 The Global 3 UNITS This course examines the major social, political, economic, and historical factors shaping global metropolitan environments. Themes and cities and a variety of cultural vary from year to year, Cities studied areas are examined in each offering. may include Beijing, Shanghai, Los Angeles, Paris, among others. Possible Berlin, and Mexico City, major ways infrastructure has shaped the organiza infrastructure has major ways both a local and global and places at tion of people car- alternatives to the topics include level. Possible 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 science course (ECON, INDS, one 200-level social POHI, PSYC). Urbanism URBS 321 Environmental 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; ------2015-2016 Course Catalog 2015-2016 Course plays in the facilitation of urban development. Students are familiarized with key infrastructural design proposals, both real and imagined, and the Speaking; and one social science course (ECON 2xx, POHI 2xx, INDS1xx or 2xx, or PSYC 2xx). City URBS 312 The Infrastructural 3 UNITS This course is an introduction to the ongoing role transportation and communications infrastructure video, and website development. Seminar. 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 examination. Students integrate interdisciplinary examination. Students integrate interdisciplinary projects that ways of seeing and reading the city in respond to the immediate urban environment. research, Course methodologies include fieldwork modes mapping projects, and visual and written of representation, such as digital photography, POHI 2xx, INDS 1xx or 2xx, or PSYC 2xx). Angeles and Los URBS 311 Urban Ecology 3 UNITS of the This course immerses students in a study of local urban environment through a combination and on-site readings, discussion, creative projects, are examined. Seminar. Prerequisites: WRIT 112, are examined. Seminar. II; COMM 120, Public Speaking; Academic Writing or LSCI LSCI 105, Information Theory and Practice, and Inte 106, Information Sources in Architecture in the rior Architecture, or LSCI 205, Information (ECON 2xx, Disciplines; and one social science course 3 UNITS that are currently at issue The theories and debates discourse of urban studies are in the practice and geog the impacts of history, examined, including topics related planning and context. Specific raphy, to the built environment, political institutions, forces historical frameworks, and technological 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 in Urban Studies Issues URBS 302 Current among others. Seminar. Prerequisites: WRIT 112, Prerequisites: Seminar. among others. Rhetoric and II, or WRIT 212, Writing Academic In LSCI 105, 120, Public Speaking; Design; COMM Practice, or LSCI 106, Infor formation Theory and Interdisciplinary Studies 186 department chair or an assigned faculty member faculty member chair or an assigned department of for each unit Thirty hours required are required. of the dean. Consent credit. Prerequisite: ------3 UNITS - 2015-2016 Course Catalog 2015-2016 Course al of the dean. Regular, periodic meetings with the periodic meetings with al of the dean. Regular, Speaking; URBS 100, Introduction to Urban Studies; or INDS 1xx. 499 Independent Study URBS 299, 399, or 1 This is an individual investigation into a field of spe cial interest chosen by the student with the approv issues of interest in urban studies. Seminar. Prereq issues of interest in urban studies. Seminar. uisites: LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, Information II, or in the Disciplines; WRIT 112, Academic Writing WRIT 212, Rhetoric and Design; COMM 120, Public one 200-level social science course. (ECON, INDS, one 200-level social science course. (ECON, POHI, PSYC). in Urban Studies URBS 370 Topics 3 UNITS This is a specialized course that focuses on various guest speakers to get to the heart of foodie-ness guest speakers to get to the heart of WRIT 112, in Southern California. Prerequisites: and II, or WRIT 212, Rhetoric Academic Writing and Practice, Design; LSCI 105, Information Theory or LSCI 106, Information Sources in Architecture Information and Interior Architecture, or LSCI 205, Speaking; and in the Disciplines; COMM 120, Public look at current issues in food politics (labor, policy, policy, (labor, look at current issues in food politics commu immigration), food justice (underserved nities, food deserts), trends in food movements environ (locavore, slow food, farmers’ markets), and much mental concerns, industrial agribusiness, trips and more. This course will include two field wonder why you eat what you do? Do you really wonder why you eat is grown, harvested, pack know how your food sold so that it ends up on your aged, shipped, and these issues impact the way plate? And how do within our cities function and how we function the what, why, them? In this course, we will explore We and how of FOOD in an urban environment. URBS 331 Food and the City URBS 331 Food 3 UNITS issues shaping urban One of the most contentious the way food impacts environ studies right now is Ever health, and policy. mental concerns, public and Interior Architecture, or LSCI 205, Information LSCI 205, Information Architecture, or and Interior and Public Speaking; COMM 120, in the Disciplines; (ECON, INDS, social science course one 200-level POHI, PSYC). Interdisciplinary Studies

187

ALL INDS 492 Senior Thesis Execution Thesis Senior 492 INDS

124 INDS 491 Senior Thesis Senior 491 INDS

234 INDS 490 Internship 490 INDS

12 LITR 330 Autobiography 330 LITR

24 INDS 350 Interdisciplinary 350 INDS

ALL E Studies Transdisciplinary in Seminar 330 INDS R

24 T Literature and Film 327 INDS

Entrepreneurship

12 A Literature and Music 322 INDS Low Importance M 4

Highest Importance

Moderate Importance 12 LITR 206 Short Story Short 206 LITR

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

12 INDS 104 Knowledges 104 INDS

23 INDS 103 Conflicts 103 INDS

D Civic Engagement

12 E Natures 102 INDS C 3

T 24 INDS 101 Journeys 101 INDS C A

Low Importance

P Pillars University

Highest Importance Moderate Importance MAJOR COURSES MAJOR Transdisciplinarity 2 D E P O L E University Pillars.. V E Low Importance Design Thinking D Highest Importance Moderate Importance 1 LEARNING OUTCOMES through critical thinking and inquiry D different possibilities, and assuming nothing Studies E Assuring Quality in Academic (BA or BS) (BA C the written word through reading texts writ large boundaries while developing integrative research U come along with experience in different disciplines Demonstrate the ability to take initiative in crossing D O Interdisciplinary Create innovative approaches to multifaceted situations R T to a sense of social and personal responsibility and civility Acquire the multiple analytical and interpretative skills that Low Importance Practice textual analysis, creating a sense of play, exploring Practice textual analysis, creating a sense of play, N Develop the breadth of knowledge and experience that leads Highest Importance I Moderate Importance Solve problems too complex to be dealt with the knowledge and tools of a single discipline through individual and group research UNIVERSITY PILLARS Practice textual analysis, placing ideas in context while transcending Practice textual analysis, placing ideas in context while transcending CURRICULUM MAP Bachelor of Arts or Science in Interdisciplinary Studies BA or BS or Studies BA Arts or Science in Interdisciplinary Bachelor of 2015-2016 Course Catalog 2015-2016 Course Leadership ------188 - - - using multiple forms of expression, such as logical, statistical, and visual. Students will engage others actively and effective ly in participation and leadership, which means engagement in learning and in the democratic Students will demonstrate an in-depth under standing of organizational processes and behav iors. Students will demonstrate critical, analytical, and synthetic thinking. Students will write, speak, and present effectively, • the small, seminar-like classes. the small, seminar-like 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 and con In the spirit of a learning organization of values, the Bachelor gruent with the university’s the growth Arts in Leadership program facilitates awareness as of students’ educational and personal a com well as creates professional renewal through prehensive program that strives to meet individual, organizational, and community needs. LEARNING OUTCOMES PROGRAM • • • behavior both in general and within organizations, within organizations, both in general and behavior leadership, organizational of effective principles and ethical behavior and communication, structure communication process decision-making principles, administration. effective es, and principles of intensive, interactive learn The program uses an seeks to mirror the working ing environment that its myriad practical concerns and environment with this intensive importantly, considerations. More the needs and challenges format strives to meet professional through sound of the working adult It is student-focused, attrac pedagogical methods. of working professionals and tive to a wide variety industries. Comprised of successful professionals, in a cur the faculty blends experience with theory on their own riculum that asks students to reflect interactive organizational experiences and uses an stu classroom format with collaborative learning, supporting dent presentations, and team projects ------2015-2016 Course Catalog 2015-2016 Course that can make an immediate difference in one’s life. in one’s that can make an immediate difference The degree focuses on an understanding of human students to join practice with theory and bring to the classroom valuable experience that enhances leaders. learning and helps form effective The program is designed to provide both the theo retical underpinnings and the practical applications adult education in a practical learning environment. 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 the ability of adult al growth. This belief affirms Overview of the Program seek In this day and age, successful organizations ad individuals equipped not only with effective exhibit good ministrative skills, but also those who BA in Lead leadership skills in the workplace. The ership program is committed to providing quality, We have formed partnerships with the Los Angeles have formed We Department, the Los Angeles Police County Sheriff’s and Department, the Los Angeles Fire Department, cohorts are the City of Beverly Hills. Other off-site a University offers being developed. Woodbury (BA). Bachelor of Arts degree in Leadership An associate’s degree of science or art or the equiv degree of science or art or the An associate’s to alent is required for the program. In addition degree, all students must complete the associate’s in basic skills coursework required by the university required to and general education. Students are curriculum. complete prerequisites to courses in the both in general and within organizations, principles both in general and structure and leadership, organizational of effective behavior and decision-mak communication, ethical and princi ing principles, communication processes, administration. ples of effective H. Eric Schockman, PhD, Chair H. Eric Schockman, degree for those inter Leadership is a recognized and leadership positions in ested in administrative or private sectors. The major the non-profit, public, of human behavior focuses on an understanding Leadership Leadership (BA) Leadership 6 39 75 189 120 3 M 3 M 3 M 3 M 3 M 3 M Units Leadership and Social Responsibility Organizational Structure: Private and Public Sectors Personnel Development and Organizational Culture Leadership Theory and Practice I Leadership Theory and Practice II Critical Analysis and Decision Making LEAD 303 LEAD 304 LEAD 305 LEAD 300 LEAD 301 LEAD 302 Jim Uhl University MA, Woodbury Kim Williams EdD, University of California Summary Curriculum Curriculum Major Leadership Degree Leading to the Bachelor of Arts (BA) Major Courses (M) Upper Division General Education Courses (Quant I & II) (GE) General Education Transferable and Unrestricted Electives Minimum Semester Hours Required Seta S. Khajarian University EdD, Pepperdine Michelle Lipton JD, Pepperdine University Michele A. Lucero MA, Pepperdine University Don St. Clair EdD, Pepperdine University Scott R. Sveslosky California JD, University of Southern Kevin Tamaki MA, University of Michigan Elizabeth A. Trebow PhD, Columbia University - - - Associate Professor and Chair Associate Professor TIME FACULTY - emotional intelligence. ic and social responsibilities. self-awareness and Students will demonstrate themselves and relationship between effective ethnically, of a culturally, others, in the context globally diverse environment. critical thinking and Students will demonstrate process, and demonstrating and leading others or and leading others demonstrating process, and action in one’s in socially responsible themselves community. to continue to fulfill civ Students will be prepared 2015-2016 Course Catalog 2015-2016 Course Murray Johannsen MBA, University of Iowa; MA, Harvard University J. Dallas Dishman PhD, University of Southern California Anne Ehrlich EdD, University of California, Los Angeles Phyllis Cremer EdD, University of La Verne Ariane David PhD, Fielding Graduate Institute EdD, Pepperdine University Eric Agrusa EdD, University of Southern California Matthew Cahn PhD, University of Southern California FULL Hellman, Yael EdD, Pepperdine University ADJUNCT FACULTY Armond Aghakhanian er-changing world. er-changing CHAIR H. Eric Schockman, PhD, University of California FACULTY the Bachelor of Arts in Leader Faculty members of the ship are degreed practitioners who command blended theoretical underpinnings of the subjects an ev and practical applications necessary in • • • Leadership - - - 190 - - - - - plans. application: assessment in practical Formative self-assessments, student Course assignments, surveys, personal learning standardized leadership plans. Capstone seminar aca Summative assessment: surveys. Moodle review, demic paper/project, curriculum: virtually every course requires utiliza tion of these skills. Students acquire proficiency in spreadsheets, as demonstrated by their successfully completing the required courses LEAD 312 and 313, Quantitative Methods I and II, or the equivalent in transfer credit. linked to the learning outcomes specified for linked to the learning outcomes specified produced may include research each course. Work and papers, presentations, team-based projects, out-of-class experiences. STANDARDS ACADEMIC students in accredited under Like all Woodbury must main students graduate programs of study, to tain a grade point average of 2.0 or higher remain eligible for continuing their studies. LEARNING REQUIREMENTS SPECIAL expected Intensive degree program students are of the pace to attend every class meeting. Because a single class of the intensive format, absence from meeting causes students to miss a substantial por tion of class content and participation. REQUIREMENTS LITERACY COMPUTER Graduates of the Leadership program need to be literate in the current electronic media of commu nication and fundamental software required to function as a leader in an organizational environ ment. It specifically requires of its students skills in word processing, presentation software, and Internet. These skills are well-developed across the • • 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. LEARNING OF RESULTS and projects All courses require specific activities - - 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 GE 3 GE - Quantitative Methods Quantitative Methods II Strategic Planning and Assessment Capstone in Leadership Diversity and Organizational Organizational Diversity and Culture and Organiza Leadership tional Communication Leadership and Interpersonal Communication Leadership and Organizational Psychology Leading Organizational Change and Managing Conflict Labor Relations Formative assessment throughout coursework: Course assignments, student self-assessments, standardized leadership surveys, personal learning Baseline measurements: Comparison of entrance essays and resumes at beginning of program (LEAD 300) and at Capstone (LEAD 401). 306 to assess the progression from Introduced through Mastery for selected learning outcomes through assessment of course products/portfolios. 4 - Compare results from the courses LEAD Year 309-314 to assess the progression from Introduced through Mastery for selected learning outcomes through assessment of course products/portfolios. Year 2 – Compare results from first three courses 2 – Compare results from first Year from In (LEAD 300-302) to assess the progression learning troduced through Developed for selected products/ outcomes through assessment of course portfolios. 3 - Compare results from courses LEAD 303- Year Year 1 - Compare results of the Benchmarking 1 - Compare results of the Benchmarking Year first course (LEAD assignment from the student’s with 300, Leadership Theory and Practice I) 401, student work from the last course (LEAD Capstone in Leadership). LEAD 401 LEAD 311 LEAD 312 LEAD 313 LEAD 314 LEAD 308 LEAD 309 LEAD 310 LEAD 306 LEAD 307 2015-2016 Course Catalog 2015-2016 Course • In addition, there are regular and ongoing student learning assessment procedures. • • • • The undergraduate Leadership Program has devel The undergraduate Leadership Program oped the following assessment plan: • SUGGESTED SEQUENCE OF COURSES OF SUGGESTED SEQUENCE ASSESSMENT PROCESS Leadership - - - - 191 - - - -

LEAD 307 Leadership and LEAD 307 Leadership Communication Organizational 3 UNITS Equips students with a broad scope of organiza tional communication theories on which they can Organizational Culture Organizational 3 UNITS underlying This course covers the basic principles resource formulation and administration of human orien management, such as recruitment, selection, bene tation, training, development, compensation, the managing Upon understanding fits, and salary. critical of human resources, primary focus becomes develop and social meanings associated with the include ment of human resources. Course topics influences internal and external organizational upon individual morale, motivation, satisfaction, experiential and performance. Lecture, case study, exercises, and group processes. Culture and Organizational LEAD 306 Diversity 3 UNITS This course is designed to provide students with conceptual models and successful examples for exercising leadership in a diverse culture. The goal of the course is to develop organizational leader ship that aims to transform the workplace through global awareness and enhancement of human experiential exercises, potential. Lecture, case study, and group processes. LEAD 304 Organizational Structure: Structure: Organizational LEAD 304 Sectors Public and Private 3 UNITS structure from a so Emphasis is on organizational categories of learning The view. ciological point of common elements of orga include diversity and as well as rational, natural, nizational structure, Course also covers and open-systems perspectives. issues and problems in in-depth study of emerging Students will identify public service employment. of personnel administration and define the role review objectives and within the public sector, and managing human processes of mobilizing study resources for governmental services, and in collective conflict resolution and problem solving exercis experiential bargaining. Lecture, case study, es, and group processes. and Development LEAD 305 Personnel - - - 2015-2016 Course Catalog 2015-2016 Course application of ethical principles. Lecture, case study, application of ethical principles. Lecture, case study, experiential exercises, and group processes. LEAD 303 Leadership and Social Responsibility LEAD 303 Leadership 3 UNITS This course centers on a variety of moral dilemmas that prevail in societies and organizations. Students gain a deep understanding of the complexities of such moral dilemmas through critical analysis and This course emphasizes both policy analysis and policy development. Based on the development of empirical data, the student utilizes both a deductive and inductive decision-making process for problem experiential exercises, analysis. Lecture, case study, and group processes. leader, leadership styles, and the significance and leader, Lecture, case implementation of vision statements. group processes. experiential exercises, and study, Making LEAD 302 Critical Analysis and Decision 3 UNITS LEAD 301 Leadership Theory and Practice II and Practice Theory LEAD 301 Leadership 3 UNITS the burgeon This course examines current theory in practical ing field of leadership studies. It includes place in su application of leadership skills and their are ideas pervising and leading others. Also covered role of the of self-awareness, understanding the theories, and concepts of leadership. It will provide theories, and concepts of leadership. and students with the foundations of leadership between the role of the students will differentiate experi Lecture, case study, manager and the leader. ential exercises, and group processes. and MS Office. and MS Office. COURSES I and Practice Theory LEAD 300 Leadership 3 UNITS field of This course examines past theory in the philosophy, leadership studies, covering the history, have a network and/or wireless card for access to have a network and/or wireless network. the university’s PC, laptop or desktop, Recommended Hardware: or better; SPSS. 1600 MHz (1.36 GHz) Recent versions of MS Windows Required Software: STUDENT COMPUTER REQUIREMENTS COMPUTER STUDENT email and ISP accounts; are responsible for Students used on campus should student-owned computers Leadership ------192 - experiential exercises, and group processes. in Leadership LEAD 401 Capstone 3 UNITS This course builds on the leadership concepts con tained in previous courses and provides the oppor ential statistics (parametric and non-parametric) are ential statistics (parametric and non-parametric) exercises, experiential covered. Lecture, case study, and group processes. II Methods LEAD 313 Quantitative 3 UNITS of The focus of this course is on formulation research problems, development of interviewing skills—including data collection and recording—es transcribing tablishing field relations and tactics, reports. data, analyzing data, and writing research of partici This course addresses the fundamentals con pant observation and interviewing. Students and become ceptualize their own research design litera more knowledgeable consumers of extant experiential exercises, and ture. Lecture, case study, group processes. Planning and Assessment LEAD 314 Strategic 3 UNITS Major areas covered include those that will assist the student to guide and direct the development of a long-range comprehensive strategic plan, includ ing the documentation of the plan, guiding and implementing the plan, as well as ongoing assess ment of the success of the plan. Lecture, case study, Leaders must be able to strategically analyze com be able to strategically Leaders must and conflict situations. negotiation plex multiparty crisis skills to manage self-awareness and They need while protecting and and to facilitate consensus interests and objectives. This advancing their own tools and concepts from course will apply analytical and conflict management. the fields of negotiation experiential exercises, and Lecture, case study, group processes. Methods I LEAD 312 Quantitative 3 UNITS of truth, this course gives Focusing on the pursuit focusing on selecting a comprehensive perspective for research appropriate data analysis techniques self-under and evaluation designs. Emphasis is on the appro standing in the context of research and The practical priate use of various methodologies. for research logic and applications of statistics used and infer designs are presented. Both descriptive ------

2015-2016 Course Catalog 2015-2016 Course 3 UNITS The success of leaders often rests on their ability to manage conflict and build sustainable coalitions. change. Students explore the reasons for resistance to change and strategies for coping with resistance. experiential exercises, and Lecture, case study, group processes. Relations and Labor LEAD 311 Managing Conflict exercises, and group processes. Change Organizational LEAD 310 Leading 3 UNITS role in organization Students examine the leader’s al change, in creating and preventing change, as readiness for well as determining the organization’s cultural issues involved in the development of orga cultural issues involved in the development nizations and the structure of these organizations, of various organizational structures on the efficacy and or the well-being of employees, productivity, a reflection of ganizational structure and culture as experiential values and norms. Lecture, case study, LEAD 309 Leadership and LEAD 309 Leadership Psychology Organizational 3 UNITS and This course provides an overview of leadership and a broader employee behavior in the workplace include Topics study of organizational psychology. models of communication, language and meaning, models of communication, language interpersonal verbal and nonverbal communication, per communication, small group communication, human ception, conflict, and establishing positive case relationships via communication. Lecture, group processes. experiential exercises, and study, LEAD 308 Leadership and LEAD 308 Leadership Communication Interpersonal 3 UNITS of leadership communications Interpersonal aspects and will be studied. This course explores concepts develops related skills that define communication include in a variety of face-to-face contexts. Topics cation as well as the relationship of communication cation as well as the and effectiveness, to organizational satisfaction in leader-member differs and how communication Lecture, case exchange and mass-communication. exercises, and group processes. experiential study, build effective internal/external communication communication internal/external build effective organizational com Course focus is on strategies. Also includes channels and networks. munication formal, and informal communi dyadic, small group, Leadership - - - - 193 -

2.5 years (Application deadline: July 1st) Fall semester start only evaluated by a team of Woodbury University faculty University faculty evaluated by a team of Woodbury members. They must enroll concurrently at Wood bury University during the start of their Leadership Academy experience. Retroactive units will not be awarded. money order payable to Woodbury University or via money order payable to Woodbury phone with a major credit card. TRANSCRIPTS ACADEMIC transcripts from all colleges/universities at Official received or tended are required, regardless of credit be submitted courses completed. These items must of Admissions or sealed [unopened] to the Office mailed directly from the school. RECOMMENDATION OF LETTER person A letter written by academic or professional attesting to or teacher, supervisor, nel, counselor, academic achievements or profes the applicant’s applicant. sional experience, is required for each RESUME All applicants are required to submit a detailed professional resume with current professional expe rience. LASDU, LEADERSHIP TRAINING PROGRAM: LAFD, & LAPD APPLICANTS Students seeking credit for successful completion of leadership program must submit a written capstone report of courses completed. The report will be UNRESTRICTED ELECTIVES (33) ELECTIVES UNRESTRICTED DATES AND START LENGTH PROGRAM • • 8 semesters session • 1 course per 7 week • REQUIREMENTS APPLICATION FORM APPLICATION to submit a completed All applicants are required with their supporting application form together documents. FEE APPLICATION application A $50 [USD] fee must accompany the application form. For International Students, the fee is $75 [USD]. a check or Payment of this fee may be made with - - - 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M General Education Elective Academic Writing I Academic Writing Public Speaking Mathematics Art History Humanities Art History or Humanitie Social Science Social Science Social Science Biological Science* Physical Science* SC 2__ SC 2__ WRIT 111 COMM 120 2XX MATH 2015-2016 Course Catalog 2015-2016 Course Note: one of these science classes must be a laboratory course. It is strongly recommended that courses in environ mental studies, ethics, interdsiciplinary studies and statistics be part of these general education courses. General Education courses prior to starting the General Education courses prior to starting program: ditional course work that may be completed after ditional course work that may be completed admission. GE REQUIREMENTS following All applicants must have completed the NARITY BACHELOR OF ARTS LEADERSHIP PROGRAM LEADERSHIP ARTS OF BACHELOR NARITY for this program must meet the Students applying to be eligible for admission: following requirements an Associate’s Minimum of 75 semester units and/or including ad Degree from an accredited institution, and explore the arena of leadership as it will impact and explore the arena to the individual, the group, and apply in the future Lecture, case an industry. the organization, and exercises, and group processes. experiential study, TRANSDISCIPLI OF THE COLLEGE ADMISSION INTO tunity to synthesize all prior learning in leadership learning in leadership synthesize all prior tunity to experiences, both coursework and and related to enables students and personal. It professional outside the present concepts expand their thinking Leadership

194

3 LEAD 401 Capstone in Organizational Leadership Organizational in Capstone 401 LEAD

3 LEAD 314 Strategic Planning and Assessment and Planning Strategic 314 LEAD S

3 S 2 Methods Quantitative 313 LEAD R

U 3 LEAD 312 Quantitative Methods 1 Methods Quantitative 312 LEAD O Entrepreneurship Assessment

Mini Assessment 2 LEAD 311 Managing Conflict and Labor Relations Labor and Conflict Managing 311 LEAD

Baseline Established 4

4 LEAD 310 Leading Organizational Change Organizational Leading 310 LEAD

2 LEAD 309 Leadership and Organizational Psychology Organizational and Leadership 309 LEAD

1 D Communication Interpersonal and Leadership 308 LEAD E

R 3 LEAD 307 Leadership and Organizational Communication Organizational and Leadership 307 LEAD E

Civic Engagement

3 S Culture Organizational and Diversity 306 LEAD A 3

Low Importance High Importance M 1 LEAD 305 Personnel Development and Organizational Culture Organizational and Development Personnel 305 LEAD

Moderate Importance

2 LEAD 304 Organizational Structure: Private & Public Sectors Public & Private Structure: Organizational 304 LEAD

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

1 LEAD 302 Critical Analysis and Decision Making Decision and Analysis Critical 302 LEAD D

Transdisciplinarity

E 1 I 2 Practice and Theory Leadership 301 LEAD L 2

P P 1 Practice and Theory Leadership 300 LEAD A Low Importance High Importance

Moderate Importance University Pillars University

1 2 4 1 3 2 MAJOR COURSES MAJOR Design Thinking D E 1 P O L E V Communication E Concept Mastery Crtitical Thinking Low Importance High Importance D Moderate Importance University Pillars.. Effective Management * Civic and Social Responsibility D LEARNING OUTCOMES E (BA) Self and Environmental Awareness Self and Environmental C U Assuring Quality in D Academic Leadership O R T Low Importance High Importance UNIVERSITY PILLARS N I Moderate Importance CURRICULUM MAP Bachelor of Arts in Leadership BA Bachelor of 2015-2016 Course Catalog 2015-2016 Course Politics & History & Economics ------195 convincing manner. convincing manner. ingly in oral presentations and written 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. philosophi Students will discuss intelligently the political and cal and historical origins of Western and written legal traditions in oral presentations work. role of other Students will discuss intelligently the of political social science disciplines in the analysis and and historical situations in oral presentations written work. Students will develop basic research designs, including hypotheses, analysis, use of primary and secondary sources, and qualitative and quantita tive reasoning. 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 Students will analyze political situations clearly Students will analyze political situations polit and convincingly with one or more different ical ideologies and theories in oral presentations and written work. historiographical ap Students will apply different and convinc proaches to historical analysis clearly INTEGRATIVE LEARNING (IL) INTEGRATIVE The Politics and History program provides students with key skills, abilities, and aptitudes based on the University commu Four Pillars that the Woodbury nity has identified as essential for student success: Design Thinking, Entrepreneur Transdisciplinarity, • • • • • • • law, public administration, education, business ad education, public administration, law, are and leadership, organizational and ministration, professors, lawyers, elected city officials, serving as teachers. business owners, and MISSION approach to the study create a transdisciplinary To with a global perspective. of politics and history LEARNING OUTCOMES PROGRAM express (abilities, knowledge, Learning outcomes can expect to be taught and values) that students Politics and History program and and to learn in the its courses. • • ------(BA) 2015-2016 Course Catalog 2015-2016 Course to graduate education in political science, interna gov as well as careers in or history, tional affairs, ernment service at the local, state, or national level, and non-profit organizations. Politics and History alumni have received graduate degrees in history, project that is presented publicly to students and faculty. This major aids in law school preparation, leading to graduate-level education for a career in the legal field. Students are also well-prepared for admission and political theory and law, 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 The curriculum is shaped by a unique interdisciplin The curriculum is shaped by a unique the ary core in the first two years that introduces blending studies of politics and history with major, Upper-division those of literature and philosophy. on a rotating seminars, which are generally offered topics two-year cycle, focus on such interdisciplinary as war and revolution, civil rights and globalization, and consequences of global political developments and consequences of global political faculty members over the past 250 years. Moreover, read are encouraged to use a variety of methods: indepen ings, lectures, discussions, projects, and skills, dent studies to develop students’ analytical historical knowledge, and political acumen. the various ways that cultural practices, economic the various ways that cultural practices, the structures, and social organizations influence encouraged to Students are twenty-first century. political and use a variety of sources that includes students social documents. Modeling their faculty, causes learn to articulate and clarify the multiple introduces students to the complexities of decision introduces students of ideologies, and the ebb making, the diversity believe that the We change. and flow of historical politics properly concerns every study of history and present. Our past and aspect of human activity, therefore, is less on memoriz focus in the major, on exploring ing specific events and persons than Emerald Archer, Department Chair Emerald Archer, program is an exciting The Politics and History of two traditional interdisciplinary combination together the strengths of po disciplines. It brings historical narrative in a way that litical analysis and Politics & History & History Politics & Economics Politics & History & Economics - 49 50 21 196 1 -- 120 3 M 3 M 3 GE 3 GE 3 UE 3 GE 3 GE 3 GE 3 GE 3 GE Units

, Assistant Professor Adjunct Instructor Public Speaking II Academic Writing Information Theory and Practice Ethical Systems Interdisciplinary Core Social Science Interdisciplinary Core to College Transition Intermediate Algebra I Academic Writing Unrestricted Elective Associate Professor Associate Adjunct Instructor ______INDS 1__ LSCI 105 PHIL 210 INDS 1XX WRIT 111 PPDV 100 WRIT 112 MATH 149 MATH COMM 120 PhD (Candidate), University of Southern California PhD (Candidate), University of Southern Summary Curriculum CURRICULUM MAJOR POLITICS & HISTORY Degree Leading to the Bachelor of Arts (BA) Major (M) (GE) General Education/Integrative Learning Unrestricted electives (UE) Minimum semester hours required COURSES REQUIRED OF SUGGESTED SEQUENCE FIRST YEAR Fall Semester Spring Semester Brian Fitch, Brian Fitch, Graduate Institute PhD, Fielding James Robertson, University PhD, New York ADJUNCT FACULTY PARTICIPATING Advisor Pre-Law Vivian Terr, JD, Columbia University ECONOMICS liberal arts courses economics are Lower-level of Politics and His through the department offered with the School of Business. tory in cooperation FACULTY Brian Truong, Angeles Los MA, California State University, Wei, Wei ------

Associate Professor Professor and Dean of the TIME FACULTY - 2015-2016 Course Catalog 2015-2016 Course FULL Douglas J. Cremer, College of Transdisciplinarity PhD, University of California, San Diego fields and establish opportunities for inter- and fields and establish opportunities for inter- transdisciplinary research and course development. CHAIR Emerald M. Archer, PhD, University of California, Santa Barbara serve as mentors and advisors, providing personal and ongoing direction for students, whether they are majoring, minoring, or taking an individual course. The faculty also works collegially and col laboratively with each other as well as with faculty members across (and outside) the university in or der to keep abreast of recent developments in their POLITICS AND HISTORY FACULTY and History Instructors in the department of Politics respon are the principal stewards of the program, sible for creating and improving the educational students. They experiences of all of the program’s IL is an assessment-based approach to the design of IL is an assessment-based approach to goal of the student learning outcomes; the ultimate programs, curriculum is continual improvement—of of a of the university experience, and, ultimately, the preparedness for the challenges of student’s future. major fields via other disciplines, and offers stu offers major fields via other disciplines, and may be of dents the ability to explore subjects that unrelated to particular interest to them, or appear oppor their majors. This education practice creates school, tunities for collaboration across disciplinary, lines. program, experiential, and discipline-specific Woodbury University has added another set of ex University has added Woodbury called “Integrative Learning” plicit learning goals, to help students integrate (IL). Explicitly designed co-curricular learning experienc their curricular and and es, IL also helps students develop knowledge In gain understanding from multiple perspectives. IL helps produce insights into students’ particular, general education principles (breadth and depth general education lifelong the most effective of knowledge produces general education learners) and the intersegmental (IGETC) adopted by California transfer curriculum community colleges. to curriculum design, Out of these approaches ship, and Civic Engagement. These pillars guide the These pillars guide Civic Engagement. ship, and programs on campus. of learning in all sequencing curriculum is based and History major The Politics as well as on AAC&U squarely in these principles, Politics & History & Economics 197 3 M 3 M 3 M 3 UE 3 UE 3 units 3 units 3 units 3 units 3 units 3 units Historical Research in Politics and History Topics Journeys Natures Conflicts Knowledges Introduction to Political and Classic Civil Rights Movements Contemporary Civil Rights Movements Classic Political Theory Contemporary Political Theory Globalization Postmodernism Migration and Colonization Liberation and Decolonization United States Constitutional Law International Law and Organizations The Holocaust in Politics and History Topics International Wars Civil Wars Genocides AIDS and Epidemics Modern Revolutions Terrorism Major elective 7 Major elective Major elective 8 Senior Thesis Unrestricted Elective Unrestricted Elective 3______INDS 101 INDS 102 INDS 103 INDS 104 POHI 3__ POHI POHI 270 POHI 221 POHI 327 POHI 328 POHI 331 POHI 332 POHI 333 POHI 334 POHI 335 POHI 336 POHI 337 POHI 338 POHI 339 POHI 370 POHI 321 POHI 322 POHI 323 POHI 324 POHI 325 POHI 326 POHI 401 POLITICS & HISTORY MINOR REQUIREMENTS MINOR POLITICS & HISTORY select two from For the minor in Politics & History, the following courses: Spring Semester ELECTIVES POLITICS & HISTORY eight courses from the Students must complete following: 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 3 M 4 M 3 M 3 GE 3 GE 3 GE 3 GE 3 UE 3 GE 3 UE 3 UE 3 GE 3 GE 3 UE 3 GE 3 GE Interdisciplinary Core Major Elective 1 Environmental Studies Art History Mathematics Major Elective 6 Advanced Research Methods Internship General Education Elective Unrestricted Elective Major elective 4 Major elective 5 Seminar Transdisciplinary Unrestricted Elective Unrestricted Elective Art History or Humanities General Education Elective Unrestricted Elective Statistics for the Behavioral Statistics for the Behavioral Sciences Introduction to Political and Historical Research Natural Science With Lab Introduction to Psychology Major Elective 2 Major Elective 3 Interdisciplinary Core 3__ 3__ 3__ INDS 1__ POHI 3______ARTH 2__ ARTH ENVT 220 ______INDS INDS 1__ MATH 2__ MATH POHI 3__ POHI 3__ POHI POHI 3__ POHI 3__ POHI 400 POHI 490 PSYC 200 PSYC 221 POHI 221 2015-2016 Course Catalog 2015-2016 Course FOURTH YEAR FOURTH Fall Semester Spring Semester THIRD YEAR Fall Semester Spring Semester SECOND YEAR SECOND Fall Semester Politics & History & Economics - - 198 ------

basis in order to monitor the collective performance of the students in the program. LEARNING SPECIAL OPPORTUNITIES/REQUIREMENTS a offers Career Development Office Woodbury’s variety of programs, services, and resources to assist students in exploring careers and securing intern Politics and History student completes an internship Politics and History student completes 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 faculty, the collaboration between students, not only of professionals allows for the evaluation effectiveness the individual student, but also of the to which of the advanced curriculum and the extent classes build on and integrate the upper-division foundational course work in the curriculum. LEARNING OF RESULTS The primary focus of the Politics and History pro gram 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 reviewed by the department faculty on a regular Seminar-style advanced courses not only require courses not advanced Seminar-style in written present ideas coherently that students to orally articu also demand an ability work, but Students make and faculty. late ideas to their peers on their interests (e.g., law, individual choices based take advanced courses that will etc.) and theory, of their senior thesis. contribute to the production become inti classes, students In upper-division process and the peer-review mately familiar with Thus, of any given term paper. do several revisions evaluates student progress on faculty continually critical thinking, and writing. argument formation, or capstone, is designed to The senior thesis project, critical thinking, writing for the show a mastery of under discipline, oral presentation, and a deep liter standing of the chosen topic and associated all Politics ature. The senior thesis is presented to professional and History faculty and simulates the openly conference experience where other scholars every critique and evaluate scholarship. Finally, - - Globalization Postmodernism Migration and Colonization Liberation and Decolonization United States Constitutional Law International Law and Organizations in Politics and History Topics The Holocaust International Wars International Civil Wars Genocides AIDS and Epidemics Modern Revolutions Terrorism Movements Classic Civil Rights Rights Movements Contemporary Civil Classic Political Theory Theory Contemporary Political POHI 339 POHI 335 POHI 336 POHI 337 POHI 338 POHI 370 POHI 328 POHI 331 POHI 332 POHI 333 POHI 334 POHI 323 POHI 324 POHI 325 POHI 326 POHI 327 POHI 321 POHI 322 2015-2016 Course Catalog 2015-2016 Course provides a forum where students are evaluated individually on their analytical abilities, writing, and understanding of research methodologies before taking advanced courses that regularly test and utilize these skills. work—and culminates in a capstone project (the senior thesis) that demonstrates summative student learning. In their first two years, Politics and History students take courses on the building blocks of the critical writing, research discipline—specifically, and the transdisciplinary nature of methodology, Politics and History topics. Introductory coursework 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 in every course based on established university in every course based on established individual grading guidelines. Beyond evaluating reviews learning, the department faculty regularly The de the collective work of students over time. papers, exams, partment archives students’ research and presentation evaluations, internship reports, senior theses for review purposes. Every other year, Minimum unit requirement: 15 units Assessment Process assesses The Politics and History department faculty individual student learning for each assignment Select three from the following courses: from the following Select three Politics & History & Economics ------199 -

and social ideologies and conflicting international include such classic alliances and groupings. Topics the First and struggles as the Napoleonic Wars, and proxy wars of the Cold Wars, Second World as well as contemporary international wars in War, Prerequi Latin America, Africa and Asia. Seminar. II, or WRIT 212, sites: WRIT 112, Academic Writing Rhetoric and Design; LSCI 105, Information Theory Rhetoric and Design; LSCI 105, Information Sources in and Practice, or LSCI 106, Information or LSCI 205, Architecture and Interior Architecture, 120, Public Information in the Disciplines; COMM Journeys, Speaking; and one of either INDS 101, or INDS 104, INDS 102, Natures, INDS 103, Conflicts, Knowledges. and History in Politics POHI 270 Topics 3 UNITS on various This is a specialized course that focuses Seminar. issues of interest in politics and history. or II, Prerequisites: WRIT 112, Academic Writing Informa WRIT 212, Rhetoric and Design; LSCI 105, Information tion Theory and Practice, or LSCI 106, 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. Wars POHI 321 International 3 UNITS This seminar explores the origins, course and consequences of modern international conflicts in a variety of settings, including analyses of political STUDENT COMPUTER AND COMPUTER STUDENT REQUIREMENTS EQUIPMENT OTHER 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. COURSES POLITICS AND HISTORY and Political to POHI 221 Introduction Research Historical 3 UNITS a transition to upper-divi serving as This seminar, students for systematic investi sion work, prepares to the study gations into issues and ideas relevant American and world in Topics of politics and history. interdis history and politics not covered in the and ciplinary core (Journeys, Natures, Conflicts, Prerequi Knowledges) are also addressed. Seminar. 212, II, or WRIT sites: WRIT 112, Academic Writing ------2015-2016 Course Catalog 2015-2016 Course tics (PSYC 221, Statistics for the Behavioral Sciences). All capstone projects must demonstrate fluency with these four areas in the course of preparation. 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 Pro through completion of the Academic Writing II). Spreadsheet gram (WRIT 112, Academic Writing skills are accomplished through the course in statis exploring options. REQUIREMENTS LITERACY COMPUTER Politics and History majors demonstrate the re quired computer skills suitable to their program through the successful completion of the require such courses in China, France, Germany, Italy, 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 chair and faculty will assist in developing a plan and Study Abroad students There are several options available for break or interested in study abroad. In the winter programs the university sponsors different summer, we have offered In the past, for single-course study. say. Students may also fulfill the 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. to complete a three-unit practical internship of to complete a three-unit of their choosing. Internship 120 hours at a site political campaigns, histori possibilities include preservation agencies, law cal museums, historic of enforcement agencies, and various government regular fices, among others. The internship includes reflective es journals, evaluations, and a concluding off-campus interview opportunities, alumni connec interview opportunities, off-campus outreach in the U.S. tions, and employer Internship the knowledge and skills In order to reinforce all students are required acquired in the classroom, ships. The staff works with students one-on-one with students works staff ships. The search strategies successful internship to develop employers through students connect with and help resume collections, on- and internship postings, Politics & History & Economics ------200 - POHI 327 Classic Civil Rights Movements 3 UNITS This seminar examines the strategies, language, and politics of several attempts to extend rights and liber ties to disenfranchised members of western societies. union and immigrant include female suffrage, Topics rights, minority voting rights, student and youth revolutions in several other nations. Seminar. Prereq revolutions in several other nations. Seminar. 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. POHI 326 Terrorism 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 phenomenon is examined through its relationship to political ideologies, religious fundamentalisms, crim Prereq and state sponsorship. Seminar. inal activity, II, or WRIT 212,uisites: 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. sion, sexually transmitted diseases, quarantines, stig transmitted diseases, sion, sexually of race, class, effects attribution, and the matization, Pre of disease. Seminar. on the perception and gender II, or WRIT 212, Academic Writing requisites: WRIT 112, 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, POHI 325 Modern Revolutions 3 UNITS the social, cultural, and politicalThis seminar examines cen revolutions of Europe and Asia in the twentieth French revolution using the eighteenth-century tury, the analytical as a starting point as a model. Taking peasantlanguage of bourgeois, proletarian, and to therevolutions, a critical and comparative approach to illuminateRussian and Chinese revolutions is used - - - - - 2015-2016 Course Catalog 2015-2016 Course through a close analysis of procedures, theories, and outcomes adopted in the face of global pan demics such as influenza, cholera, malaria, and HIV/ to be covered include disease transmis AIDS. Topics one of either INDS 101, Journeys, INDS 102, Natures, INDS 103, Conflicts, or INDS 104, Knowledges. POHI 324 AIDS and Epidemics 3 UNITS This seminar examines the complex social, political, and historical reactions to disease and epidemics the former Yugoslavia. Seminar. Prerequisites: WRIT Seminar. the former Yugoslavia. 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; COMM 120, Public Speaking; and political leaders, to destroy, in whole or in part, the in whole political leaders, to destroy, religious, members of a particular national, ethnic, debates concern include the or racial group. Topics itself and its ing the meaning of the term genocide exam political uses and abuses, as well as modern ples ranging from the Holocaust to Rwanda and one of either INDS 101, Journeys, INDS 102, Natures, one of either INDS 101, Journeys, INDS INDS 103, Conflicts, or INDS 104, Knowledges. POHI 323 Genocides 3 UNITS attempts This seminar delves into the intentional to local by organized groups, from state authorities Africa and Asia. Seminar. Prerequisites: WRIT 112, Africa and Asia. Seminar. and II, or WRIT 212, Rhetoric Academic Writing and Practice, Design; LSCI 105, Information Theory or LSCI 106, Information Sources for Architecture Information and Interior Architecture, or LSCI 205, Speaking; and in the Disciplines; COMM 120, Public This seminar explores the origins, course, and conse This seminar explores internecine conflicts in a variety quences of modern analyses of political and of settings, and includes conflicting internal alliances social ideologies and classic struggles include such and groupings. Topics Civil Wars, as the American, Russian, and Chinese America, as well as contemporary civil wars in Latin Speaking; and one of either INDS 101, Journeys, Speaking; and one INDS 103, Conflicts, or INDS 104, INDS 102, Natures, Knowledges. Wars POHI 322 Civil 3 UNITS Rhetoric and Design; LSCI 105, Information Theory Information Theory Design; LSCI 105, Rhetoric and in Sources or LSCI 106, Information and Practice, 205, or LSCI and Interior Architecture, Architecture Disciplines; COMM 120, Public Information in the Politics & History & Economics - - - - 201 - - - - INDS 103, Conflicts, or INDS 104, Knowledges. POHI 335 Migration and Colonization 3 UNITS This seminar looks at the historic patterns of human World Trade Organization, to the emergence of global Trade World and eco consumer culture, urbanization patterns, Prerequisites: WRIT 112, nomic dependencies. 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 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. POHI 334 Postmodernism 3 UNITS contemporaryThis seminar analyzes the multi-faceted and examiningtheory of postmodernism, questioning emphasis on the alleged shift away from modernity’s the subject, its universalizing tendencies, and its binary modes of thought. The topic is explored through studying such postmodern strategies as paradox, am Prereq Seminar. pastiche, and indeterminacy. biguity, II, or WRIT 212,uisites: 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, World War. Topics include the relationship between include the Topics War. World the role of non-govern the economy, the state and of state power, in the extension mental organizations of mass mobilization, amongand the use and abuse WRIT 112, Academic Prerequisites: others. Seminar. 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 333 Globalization 3 UNITS develop This seminar examines the contemporary politics, andment of transnational movement, trade, discussed Topics communication on a world-wide scale. organizationsrange from the development of global and thesuch as the International Monetary Fund ------2015-2016 Course Catalog 2015-2016 Course ogies originating in Asia, Africa, and Latin America, as well as Europe and the United States after the Second 101, Journeys, INDS 102, Natures, INDS 103, Conflicts, or INDS 104, Knowledges. Theory Political POHI 332 Contemporary 3 UNITS This seminar is a comparative examination of the theo retical bases of global political systems, including ideol John Stuart Mill. Seminar. Prerequisites: WRIT 112, Prerequisites: WRIT John Stuart Mill. Seminar. II, or WRIT 212, Rhetoric and Design;Academic Writing LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Ar chitecture, or LSCI 205, Information in the Disciplines; COMM 120, Public Speaking; and one of either INDS This seminar develops themes such as the 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 from Plato to Karl Marx, from Niccolò Machiavelli to chitecture, or LSCI 205, Information in the 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. Theory POHI 331 Classic Political 3 UNITS indigenous, internally colonized peoples, women inindigenous, internally colonized peoples, women andpatriarchal societies, and lesbian and gay Prerequisites: WRIT 112, men, among others. 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 POHI 328 Contemporary Civil Rights Movements POHI 328 Contemporary 3 UNITS the continuing demand ofThis seminar explores of global societies for powerdisenfranchised members the use of mass International strategies, and equality. of polit communication media, and the construction struggles ofical discourse are examined through the or LSCI 106, Information Sources in Architecture andor LSCI 106, Information or LSCI 205, Information in theInterior Architecture Public Speaking; and one ofDisciplines; COMM 120, INDS 102, Natures, INDSeither INDS 101, Journeys, 104, Knowledges. 103, Conflicts, or INDS rights, intermarriage, as well as rights to free access as well rights, intermarriage, Prerequisites: accommodations. Seminar. and equal 212, Rhetoric II or WRIT Academic Writing WRIT 112, Information Theory and Practiceand Design; LSCI 105, Politics & History & Economics - - - - 202 -

Topics in Politics and History in Politics Topics POHI 370 3 UNITS This is a specialized course that focuses on various Pre Seminar. issues of interest in politics and history. II, or WRIT 212,requisites: WRIT 112, Academic Writing Rhetoric and Design; LSCI 105, Information Theory and POHI 339 The Holocaust 3 UNITS “sacrificeThe word Holocaust, Greek in origin, means We have come to understand by fire” (USHMM 2013). the Europeanthis term as specific to the genocide of groups, during along with other stigmatized Jewry, WWII. This course examines how the “systematic, of approx bureaucratic, state-sponsored persecution and itsimately six million Jews by the Nazi regime explorescollaborators” came to be (ibid.). The course in Germanymany facets of the Holocaust: Jewish life 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 system, and the varied experiences of victims, rescuers, and perpetrators. This course also explores thematic scholarship on camp art, memorialization, commemo Prerequisites: ration, and the written record. Seminar. II, or WRIT 212, RhetoricWRIT 112, Academic Writing and Design; LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources for 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 338 International Law and Organizations Law International POHI 338 3 UNITS of the rules, explores the development This seminar applied to conduct betweenprinciples, and theories of these ideas in variousnations and the embodiment associations that transcendregional and worldwide From the beginnings of ainternational boundaries. treaties to the originslaw of nations and international United Nations, the Internation and expansion of the the European Union, questionsal Court of Justice, and of such bodies are discussed.of the reach and limits WRIT 112, Academic Writing Prerequisites: Seminar. and Design; LSCI 105, Infor II, or WRIT 212, Rhetoric Practice, or LSCI 106, Informationmation Theory and orSources in Architecture and Interior Architecture, COMM 120,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. ------2015-2016 Course Catalog 2015-2016 Course Information in the Disciplines; COMM 120, Public Speaking; and one of either INDS 101, Journeys, INDS 102, Natures, INDS 103, Conflicts, or INDS 104, Knowl edges. actor in political life. Major cases in constitutional law, actor in political life. Major cases in constitutional law, states’ on such topics as the extent of judicial power, rights, and equal protection, are examined. Semi II, or Prerequisites: WRIT 112, Academic Writing nar. WRIT 212, Rhetoric and Design; LSCI 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, 3 UNITS This seminar studies the historical development and contemporary function of constitutional law—defined as the interpretation and implementation of the US Constitution—through the problematics of liberal democratic theory and the role of the judiciary as an chitecture, or LSCI 205, Information in the 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. Law Constitutional States POHI 337 United from the dynamics of internal class and ethnic divisionsfrom the dynamics of internal class and relationshipin newly created states to the continuing formerbetween former colonial powers and their Prerequisites: WRIT 112, Ac dependencies. Seminar. Design; II, or WRIT 212, Rhetoric and ademic Writing or LSCI 106,LSCI 105, Information Theory and Practice, Interior Ar Information Sources in Architecture and This seminar examines the complex problems ofThis seminar examines the complex problems andnational identity in an era of wars of liberation as the African,post-colonialism, looking at such topics independenceAsian and Latin-American struggles for studies,through the lenses of orientalism, subaltern rangeand post-national thought. Questions raised or LSCI 205, Information 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 336 Liberation and Decolonization 3 UNITS of colonial elites and their sources of power, and the their sources of power, of colonial elites and and immigrant peoples, amongabuses of indigenous WRIT 112, Academic Prerequisites: others. Seminar. 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 migration as well as the political, economic, and as well as the political, migration movement and political of population military sources the causes and consequenc include Topics domination. and diaspora, the rulees of national displacement Politics & History & Economics - - - 203 - - - markets, labor markets and welfare will be covered. including Applications of microeconomic theory, will its use in evaluating and forming public policy, also be covered. Lecture. Prerequisite: ECON 203, Macroeconomics. macroeconomics and microeconomics. Topics include: macroeconomics and microeconomics. Topics deter inflation, unemployment, national income monetarymination, money and banking, fiscal and choice,policies, theories of production and consumer wagesprices and outputs, monopoly and competition, Lecture.and profits, international trade and finance. Prerequisite: None. 203 Macroeconomics ECON 3 UNITS anal This course is an introduction to macroeconomic ysis. Economic theory relative to the determination moneyof national income, inflation, unemployment, policiesand banking, government fiscal and monetary economic fluctuations will be covered.in offsetting Students will also study the applications of macro including its use in evaluating and economic theory, 149, Lecture. Prerequisite: MATH forming public policy. Intermediate Algebra. 204 Microeconomics ECON 3 UNITS This course is an introduction to microeconomic analysis. Economic theory relative to demand, mar pro costs and ginal analysis, consumer behavior, duction, competitive and noncompetitive product research paper as their senior thesis that is publicly as their senior research paper department. Seminar. by the faculty of the reviewed Research Methods. POHI 400, Advanced Prerequisite: POHI 490 Internship ***# UNITS? on-the-job training in aStudents obtain practical, or other agency, government law, setting of business, by experience is complemented organization. Work and periodic meetings withan academic requirement Internship advisor. on-campus internship student’s Thirty hours per the registrar. contract required by Senior standing, Politics andunit credit. Prerequisites: History majors only. COURSES ECONOMICS Economics 200 Elementary ECON 3 UNITS Ameri This course is an analysis of the contemporary ofcan economic system. This course is a combination ------

Topics in Politics and History in Politics Topics 2015-2016 Course Catalog 2015-2016 Course odological approach of each discipline in a compar ative format. Students use individual and peer work to develop research topics and produce a significant and POHI 221, Introduction to Political and Historical Research. Thesis POHI 401 Senior 3 UNITS which focuses on a particular This topical seminar, problem in history and politics, integrates the meth Sources in Architecture and Interior Architecture, or LSCI 205, Information in the Disciplines; COMM 120, Public Speaking; either PSYC 221, Statistics for the 226, Business Statis Behavioral Sciences, or MATH tics; and one of either INDS 101, Journeys, INDS 102, Natures, INDS 103, Conflicts, or INDS 104, Knowledges; model exemplars to failed experiments and method model exemplars to failed experiments in prepara ologies, both quantitative and qualitative, research paper. tion for the writing of the senior thesis Prerequisites: WRIT 112, Academic Writing Seminar. 105, Infor II, or WRIT 212, Rhetoric and Design; LSCI mation Theory and Practice, or LSCI 106, Information required. Thirty hours required for each unit of credit.required. Thirty hours required for each Prerequisite: Consent of the dean. Methods Research POHI 400 Advanced 3 UNITS his This seminar involves a discussion of significant fromtoriographical and political science literature, POHI 299, 399, or 499 Independent Study POHI 299, 399, or field of specialThis is an individual investigation into a approval ofinterest chosen by the student with the periodic meetings with the de the dean. Regular, arepartment chair or an assigned faculty member requisites: WRIT 112, Academic Writing II, or WRIT 212, Academic Writing requisites: WRIT 112, LSCI 105, Information Theory andRhetoric and Design; Information Sources in Architec Practice, or LSCI 106, or LSCI 205, Informationture and Interior Architecture, andin the Disciplines; COMM 120, Public Speaking; 102, Natures,one of either INDS 101, Journeys, INDS INDS 103, Conflicts, or INDS 104, Knowledges INDS 103, Conflicts, or INDS 104, Knowledges. INDS 103, Conflicts, POHI 370 3 UNITS course that focuses on variousThis is a specialized Pre Seminar. politics and history. issues of interest in Practice, or LSCI 106, Information Sources in Architec LSCI 106, Information Practice, or or LSCI 205, Information Architecture, ture and Interior Public Speaking; and COMM 120, in the Disciplines; Journeys, INDS 102, Natures,one of either INDS 101,

Politics & History & Economics

POHI 490 Internship 490 POHI

POHI 401 Senior Thesis Senior 401 POHI 204

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 D Theory Political Classic 331 POHI E

R POHI 328 Contemporary Civil Rights Movements Rights Civil Contemporary 328 POHI E

Entrepreneurship

T S Movements Rights Civil Classic 327 POHI

A 4

M Terrorism 326 POHI

POHI 325 Modern Revolutions Modern 325 POHI

POHI 324 AIDS and Epidemics and AIDS 324 POHI POHI 323 Genocides 323 POHI

Civic Engagement D Wars Civil 322 POHI E 3

C I Wars International 321 POHI T

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

P University Pillars University

Transdisciplinarity MAJOR COURSES MAJOR 2 D E P O L E V Design Thinking E University Pillars.. D 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) D E Assuring Quality in knowledge and theoretical perspectives in an Academic conflicts, diplomacy and organizations in oral C historical analysis clearly and convincingly in of Western political and legal traditions in oral of Western Apply different historiographical approaches to U analysis in an intelligent and convincing manner D O application of political and historical knowledge and analysis, use of primary and secondary sources, and Politics & HistoryPolitics R Clarify his or her career goals relevant to the study and Develop basic research designs, including hypotheses, T 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 N I Demonstrate significant knowledge relevant to international historical and political traditions in the modern world in oral Discuss intelligently the philosophical and historical origins Analyze political situations clearly and convincingly with one Analyze political situations clearly and convincingly with one Demonstrate significant global awareness of multiple cultural, Demonstrate significant global awareness of multiple cultural, UNIVERSITY PILLARS Discuss intelligently the role of other social science disciplines CURRICULUM MAP CURRICULUM Bachelor of Arts in Politics & History BA Arts in Politics Bachelor of 2015-2016 Course Catalog 2015-2016 Course Art History & Philosophy - - - - - 205 - - as with faculties across (and outside) the university in order to keep abreast of recent developments in their fields and establish opportunities for inter- and transdisciplinary research and course develop ment. The Philosophy program is fully integrated into The Philosophy program is fully integrated Philosophy the broader university curriculum. The for under minor is designed to provide the basis The core graduate-level proficiency in the discipline. by a roster courses listed below are supplemented that involve topical offerings of upper-division to studies and guided research. The Introduction course Philosophy course and the Ethical Systems and are both satisfy university-wide requirements appeal. In designed to have a broader conceptual develops addition to these, the Philosophy program as interdisciplinary courses offered upper-division depart electives to students from other academic Politics and ments such as Architecture, Business, etc. Art History, History, FACULTY Instructors in the department of Art History and the program in Philosophy are the principal stewards of the curriculum, responsible for creating and improving the educational experiences of all of the programs’ students. They serve as mentors and advi sors, providing personal and ongoing direction for students, whether they are minoring or taking an individual course. Faculty members also work col as well legially and collaboratively with each other, of today’s hybridized studies—neuroscience, urban studies—neuroscience, hybridized of today’s sustainability—actively medical research, planning, and methodology. language employ philosophical the pursuit of make sense of our world through We is important as a marker of truth and value. Truth and logical fact. It helps us de scientific, historical, and engage with it produc scribe the world reliably attempts to get a handle In our continuous tively. us, philosophy provides the on the world around for belief, knowledge, truth fundamental criteria study of value is also essential to The and certainty. of the human condition. Each our understanding each action we commit to, and statement we make, is charged with ethical and/or each object we create principles of aesthetic value. Acquaintance with the us closer philosophical ethics and aesthetics brings A better to the ideals of civility and refinement. person and a better society are only achievable ideals. through the educated pursuit of these - - - - 2015-2016 Course Catalog 2015-2016 Course disciplinary—it readily engages and informs fields marketing, as varied as physics, architecture, history, mathematics, political science, the arts, etc. Many Philosophy is the most ancient discipline, but it is Life today is marked also the most contemporary. by unbridled progress, political strife, and informa tion overload. Meeting these challenges is impos sible without the abstract thinking and conceptual Philosophy is inherently inter agility of philosophy. the minor will receive a solid foundation in critical methodologies that will inform and enrich their whatever that may be. major course of study, PHILOSOPHY Coordinator Program Rossen Ventzislavov, We train students 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 and reflection through reading, research, writing. Students who fulfill the requirements for look for interdisciplinary tools to examine the wider look for interdisciplinary tools to examine impact 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 develop an independent critical involvement with develop an independent critical involvement chang works of art and visual culture, to examine artist, and ing historical conceptions of art and the cultural and to explore the visual arts in their wider explore the political contexts. In this program, we art, and evolution of salient methodologies toward learning. We explore and critique canonical and explore and critique learning. We and look for ways that the liminal artistic traditions, interpenetrates and illuminates study of art history disciplines. other discourses and the minor Students will find that coursework in them to and in the department overall encourages Douglas Green, Department Co-Chair Department Douglas Green, a distinct Art History offers The department of program in relation to other yet complementary is committed to historical departments, one that analysis of art at all levels of inquiry and critical Art History & Philosophy & Philosophy Art History Chair Amy Converse, Department Art History & Philosophy - - - 206 - - - - ies, bibliographies, and periodicals in a scholarly ies, bibliographies, and periodicals in fashion. 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 of The student will demonstrate understanding and the philosophical implications of language 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. Students will evaluate the role of museums and of museums and will evaluate the role Students pre field in oral part of the curatorial galleries as and written work. sentations visual, theoretical, and Students will evaluate through first-hand study of historical information works of art. research and writing Students will demonstrate discipline of art history. skills specific to the bibliographies, cata Students will use libraries, in a scholarly fashion. logues, and periodicals comprehen The student will demonstrate a broad theories, sion of key philosophical terminology, and schools of thought. librar The student will have the ability to use • • • • • • • • • • • STUDENT LEARNING OUTCOMES PHILOSOPHY below represent the project The outcomes listed could expect to acquire ed proficiencies students its courses. through the Philosophy Program and • • - - Associate Professor Associate Associate Professor and Philos Associate Professor Visiting Professor TIME FACULTY - CHAIRS - between theory and practice in twentieth-century art, and the interaction between the two, in oral presentations and written work. Students will contextualize twentieth-century art, in terms of historical, social, and political events and ideas in oral presentations and written work. Students will demonstrate a comprehension of the concept of Modernism and its legacy in this field in oral presentations and written work. Students will examine critically the relationship Students will discuss the idea and effects of visual Students will discuss the idea and effects culture, particularly within the fields of media and design. Students will evaluate works of art from different through their own analysis and the points of view, use of primary and secondary texts. Students will explain how history corresponds to Students will explain how history corresponds and in oral presentations art, and art to history, written work. forms of art in an Students will discuss different way in informed, analytical, and visually critical oral presentations and written work. 2015-2016 Course Catalog 2015-2016 Course • • • • • • • ART HISTORY STUDENT LEARNING OUTCOMES STUDENT LEARNING HISTORY ART of things Learning outcomes express the kinds students can (abilities, knowledge, and values) that Art History expect to be taught and to learn in the program and its courses. MFA, University of California, Irvine MFA, MISSION program de create a transformative educational To of Art History voted to both the theory and practice and Philosophy. PhD, City University of New York PhD, City University ADJUNCT FACULTY PARTICIPATING Ed Gomez Otis College of Art and Design MFA, Jason Keller Douglas Green, California, Irvine University of MFA, FULL Rossen Ventzislavov, ophy Program Coordinator CO Converse, Amy Marie Los Angeles of California, PhD, University Art History & Philosophy 207 - - -

ARTH 205 History of Contemporary Art Contemporary of History 205 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 Sculpture, painting, performance art, video, day. mixed media, and other forms will be discussed, with an emphasis on current trends in the art world. This work will be analyzed in terms of history and politics, as will its aesthetic foundations and legacies. oral presentations is collected and reviewed by theoral presentations is collected and reviewed in order todepartment faculty on a regular basis the studentsmonitor the collective performance of in the program. AND STUDENT COMPUTER REQUIREMENTS EQUIPMENT OTHER with wordStudents are required to have a computer email capa processing, spreadsheet, Internet, and recommended software bilities. The department’s for either PC or Mac. package is Microsoft Office COURSES HISTORY ART Modern Art of 204 History ARTH 3 UNITS This course will seek to create a historical narrative from c. 1860 to the period immediately following WWII by outlining the major artistic movements and theories in modern art. Focusing primarily on the art of Europe and the United States, students will also study design, architecture, and film in order to observe the characteristics of progress and originality that often define avant-garde modernism. Lecture. Prerequisite: None. Assessment Process Assessment of student learning, assure the quality In order to reviews the faculty regularly the department’s over time. Students’collective work of students evaluations of presentations,research papers, exams, and senior theses are archivedinternship reports, Each year an assessment reportfor review purposes. to use in creating adjustmentsis written for faculty to the program, its courses andand improvements learning. the students’ overall LEARNING OF RESULTS the program is on increas The primary focus of abilities, their knowledgeing students’ analytical of theirof the world of art, and their awareness is on howown values and ambitions. The emphasis written andstudents’ learning is expressed in both and displayoral arguments and in the organization of information, both qualitative and quantitative. papers andEvidence of student learning in research

3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units

Art Theory and Practice History of Digital Art and Electronic Media in Art History Topics Field Experience History of Photography History of Land Art Curatorial Studies : Theory and Criticism Video Art: Blurred History, Practice Theory, History of Performance Art History of Art and Violence History of Zombie Films, Art, and Literature Film History of Avant-Garde History of Modern Art History of Modern Art History of Contemporary Art History of Latin American in Fine Art Topics Painting History of Modern Ethical Systems Aesthetics Moral Philosophy Philosophy of Religion Existentialism Celebrity Philosophy of History Philosophy of Architecture in Philosophy Topics Introduction to Philosophy ARTH 370 370 ARTH 375 ARTH ARTH 341 ARTH 342 ARTH 343 ARTH ARTH 337 ARTH 338 ARTH 339 ARTH 340 ARTH ARTH 331 ARTH 332 ARTH 333 ARTH 334 ARTH ARTH 204 ARTH 205 ARTH 211 ARTH 270 ARTH PHIL 316 PHIL 317 PHIL 370 PHIL 310 PHIL 311 PHIL 312 PHIL 314 PHIL 315 PHIL 201 PHIL 210 2015-2016 Course Catalog 2015-2016 Course Minimum unit requirement :15 units Select one course from the following: And select at least four from the following courses: Minimum unit requirement: 15 units CURRICULUM MINOR PHILOSOPHY And select at least three from the following: And select at least Curriculum Summary Curriculum CURRICULUM MINOR HISTORY ART the following: two courses from Select at least Art History & Philosophy - - - - 208 - - This course will explore the medium of video and its chronological development, from its beginnings to its immersion with video portability, in the 1960’s pervasive digital practices. In addition, in today’s we will also consider video art through the lens of aesthetics, activism, practice, and theory in order to 112, Academic Writing II, or WRIT 212, Rhetoric and II, or WRIT 212, Rhetoric 112, Academic Writing one of ei Design; COMM 120, Public Speaking; and 205, 204, History of Modern Art, or ARTH ther ARTH 211, History of History of Contemporary Art, or ARTH Latin American Art. and Criticism Studies: Theory 334 Curatorial ARTH 3 UNITS This seminar course will analyze the dominant of artsystemic structures and discursive practices thatexhibitions, but also the strategies of opposition a labo have been directed against them. Through will produce students ratory-based model of study, andtheir own curatorial proposals, understanding Seminar. interrogating the politics of representation. Prerequisites: LSCI 105, Information Theory and Prac tice, or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, Information II, or in the Disciplines; WRIT 112, Academic Writing WRIT 212, Rhetoric and Design; COMM 120, Public 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 Practice Theory, History, Video Art: Blurred 337 ARTH 3 UNITS chitecture, or LSCI 205, Information in the Disciplines; or LSCI 205, Information chitecture, WRIT 212, Rhetoric II, or Academic Writing WRIT 112, of Speaking; and one COMM 120, Public and Design; 205, Modern Art, ARTH 204, History of either ARTH 211, History of Art, or ARTH History of Contemporary Latin American Art. Art Land of 333 History ARTH 3 UNITS students to the subjectThis course will introduce on situating landscape withinof Land Art, focusing art. Through readings,the context of contemporary the class will explore site-spe films, music, and slides, from the 1960s to the pres cific works of art created and aestheticsent, with emphasis on materials, scale, art-historicalgenerated from this movement and its Prerequisites: LSCI 105, Infor precedents. Seminar. Informationmation Theory and Practice, or LSCI 106, Sources in Architecture and Interior Architecture, WRITor LSCI 205, Information in the Disciplines; ------2015-2016 Course Catalog 2015-2016 Course trips to exhibitions, group discussion, and student LSCI Prerequisites: research presentations. Seminar. 105, Information Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Ar course will evaluate the medium of photography as a utilitarian commercial activity and as a culture-pro ducing medium within the field of visual art and evolution will focus on photography’s aesthetics. We against biographical, historical, economic, and social contexts. Seminars will consist of slide lecture, field 3 UNITS This course studies the history of photography from a chronological and theoretical perspective specif ically in relation to its position within modern art. Students will read canonical texts in conjunction with an exploration of the medium from its 19th century origins to its present use in contemporary art. The 120, Public Speaking; and one of either ARTH 204, ARTH 120, Public Speaking; and one of either 205, History of Contem History of Modern Art, ARTH 211, History of Latin American porary Art, or ARTH Art. Photography of History 332 ARTH as well as an understanding of major international the 1850sstyles and movements in painting from Informationto the present. Prerequisites: LSCI 105, SourcesTheory and Practice, or LSCI 106, Information or LSCI 205in Architecture and Interior Architecture, AcademicInformation in the Disciplines; WRIT 112, COMM II, or WRIT 212, Rhetoric and Design; Writing ARTH 331 History of Modern Painting of 331 History ARTH 3 UNITS a fundamentalThis course will provide students with cultural, andunderstanding of the artistic, political, altered thescientific developments that radically modern era,look and the purpose of painting in the and aesthetics. Prerequisite: None. and aesthetics. Prerequisite: Arts in Fine 170, 270 Topics ARTH 3 UNITS within con focus on various areas of interest Topics temporary art. Lecture. Prerequisite: None. This course is a comparative exploration and studyThis course is a comparative in Central and South Ameri of contemporary art architecture, mixed media,ca. Sculpture, painting, art from the 1960s to theperformance, and video considered. This work will bepresent day will be politics, in terms of history, discussed and analyzed Prerequisite: None. Prerequisite: Art Latin American of 211 History ARTH 3 UNITS Art History & Philosophy - - - - 209 - - - Theory and Practice, 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. Writing 3 UNITS of incor This class will investigate the possibilities ofporating critical theory into existing practices a diversecreative production. Students will explore using arange of contemporary cultural theories in order tohybrid model of seminars and workshops the methodunderstand a “post-studio” practice and course forof post-production. It is the goal of the with students to develop new conceptual strategies and video.in the fields of design, art, architecture, 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 WRIT 212, Rhetoric and Design. Media Digital Art and Electronic of History 343 ARTH 3 UNITS This seminar explores the rapidly developing influ ence of electronic media on contemporary artistic practice by examining a wide array of new media, including electronics, robotics, video games, the This class will study the and virtual reality. Web, art-historical context of such technologies, as well as their wider social and theoretical implications for visual culture. Prerequisites: LSCI 105, Information mation Sources in Architecture and Interior Archi in Architecture mation Sources in the Disciplines; LSCI 205, Information tecture, or WRIT 212, Rhetoric II, or Academic Writing WRIT 112, and Design. Film Avant-Garde of 341 History ARTH 3 UNITS exploration and a comparable This course offers and issues in avant- aspects study of the different to contemporary art. Thegarde film as it relates in the course will be dis films and videos explored in terms of history and politics,cussed and analyzed foundations and legacies. Pre as will their aesthetic Information Theory and Practice,requisites: LSCI 105, 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. and Practice 342 Art Theory ARTH ------2015-2016 Course Catalog 2015-2016 Course between zombie films, politics, history, race, and between zombie films, politics, history, gender over the last 40 years. Prerequisites: LSCI 105, Information Theory and Practice, or LSCI 106, Infor ARTH 340 History of Zombie Films, Art, and Literature Films, Zombie of History 340 ARTH 3 UNITS Night of the Living Dead in Since George Romero’s 1968, zombie movies have been a part of Ameri can popular culture, but also part of politics. This seminar will explore the connections upper-division as well as its 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 Art and of 339 History ARTH 3 UNITS a comparative exploration and This course offers aspects and issues relating to study of the different will be dis violence in contemporary art. Artwork cussed and analyzed in terms of history and politics, body as object to the ‘performative.’ Prerequisites: LSCI 106,LSCI 105, Information Theory and Practice, Interior Ar Information Sources in Architecture and the Disciplines;chitecture, or LSCI 205, Information in Rhetoric II, or WRIT 212, WRIT 112, Academic Writing and Design. of the precedents of performance art prior to World prior to World of the precedents of performance art its evolution and cohabitation with video II, to War art in the sixties and seventies, to its present-day will also focusexplosion of digital media. The course and cultur on the philosophical, economic, political, towards theal consequences of the movement in art Design. ARTH 338 History of Art Performance 3 UNITS of andThis course is an exploration of the history art and itsissues within contemporary performance at somedocumentation. The class begins by looking and popular media to create a complex picture ofand popular media Prerequisites: LSCI 105, Informa the medium today. or LSCI 106, Informationtion Theory and Practice, and Interior Architecture,Sources in Architecture in the Disciplines; WRITor LSCI 205, Information or WRIT 212, Rhetoric and II, 112, Academic Writing examine the characteristics that make a conventional characteristics that examine the write. Through readings, impossible to history almost fol artists, we will field trips, and visiting screenings, between this artistic practicelow the symbiotic play Art History & Philosophy - - - 210 - - Writing II or WRIT 212, Rhetoric and Design; COMM Writing 120, Public Speaking; and PHIL 2xx, Philosophy course, or INDS 1xx, Interdisciplinary course. PHIL 311 Moral Philosophy 3 UNITS theoriesThis course examines fundamental ethical The in light of contemporary moral philosophy. of justice, thecourse covers such topics as the nature and therelationship between happiness and virtue, Pre Seminar. possibility of objective moral standards. 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 Public Speak 212, Rhetoric and Design; COMM 120, or INDS 1XX,ing; and PHIL 2XX, Philosophy course, Interdisciplinary course. Religion of PHIL 312 Philosophy 3 UNITS This course is a study of classical and contemporary texts dealing with the existence and nature Western of God, the problem of evil, the existence of mira cles, and the relationship between reason and reve Prerequisites: LSCI 105, Information lation. Seminar. Theory and Practice, or LSCI 106, Information Sources in Architecture and Interior Architecture, or LSCI 205, Information in the Disciplines; WRIT 112, Academic PHIL 270 Topics in Philosophy Topics PHIL 270 3 UNITS in areas of interest focuses on various This course Prerequisite: None. Lecture. philosophy. PHIL 310 Aesthetics 3 UNITS an examination of the conceptThis course provides nature of artistic judgment, art and the of beauty, of art as aesthetic object, truth and the work reality, and an exploration of art asmeaning in the arts, Pre and experience. Seminar. intuition, imitation, Information Theory and Practice,requisites: LSCI 105, Sources in Architectureor LSCI 106, Information Informationand Interior Architecture, or LSCI 205, II, or Writing in the Disciplines; WRIT 112, Academic 120, PublicWRIT 212, Rhetoric and Design; COMM or INDSSpeaking; and PHIL 2XX, Philosophy course, 330, Theory of1XX, Interdisciplinary course, or ARCH Architecture. - - - 6 UNITS - 2015-2016 Course Catalog 2015-2016 Course of traditional and contemporary moral theories and their applications in practical experience. Lecture. Prerequisite: None. ture. Prerequisite: None. PHIL 210 Ethical Systems 3 UNITS This course provides an analysis of ethical problems intrinsic to modern life, including an examination PHILOSOPHY Philosophy to PHIL 201 Introduction 3 UNITS This is a survey course focusing on the origins of are the perennial questions of Treated philosophy. including the nature of knowledge, free philosophy, Lec and reality. will and determinism, immortality, of special interest chosen by the student with the ap of special interest chosen by the student periodic meetings with proval of the dean. Regular, memberthe department chair or an assigned faculty each unit ofare required. Thirty hours required for credit. Prerequisite: Consent of the dean. History of Modern Art, or ARTH 205, History of History of Modern Art, or ARTH 211, History of Latin Contemporary Art, or ARTH American Art. 299, 399, 499 Independent Study ARTH 3 into a fieldThis course is an individual investigation Seminar. Prerequisites: LSCI 105, Information Theo Seminar. Sources inry and Practice, or LSCI 106, Information or LSCI 205,Architecture and Interior Architecture, AcademicInformation in the Disciplines; WRIT 112, COMM II, or WRIT 212, Rhetoric and Design; Writing 204, ARTH 120, Public Speaking; and one of either Contemporary Art, or ARTH 211, History of Latin 211, or ARTH Contemporary Art, American Art. Experience 375 Field ARTH 3 UNITS to relevantStudy in Fine Arts combined with travel are required.sites. Both travel and study on campus Theory and Practice, or LSCI 106, Information SourcesTheory and Practice, Interior Architecture, or LSCI 205,in 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 Art, or ARTH History of Modern ARTH 370 Topics in Art History in Art 370 Topics ARTH 3 UNITS Artareas of interest within focus on various Topics LSCI 105, Information Prerequisites: Seminar. History. Art History & Philosophy - - - - - 211 - - - 3 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. utilitarian, aesthetic, epistemological, and ethicalutilitarian, aesthetic, epistemological, all test theproblems architecture routinely faces are as capable They limits of philosophical inquiry. as theyof shaking up philosophical preconceptions Prereq are the foundations of potential buildings. Practice,uisites: LSCI 105, Information Theory and andor LSCI 106, Information Sources in Architecture in theInterior Architecture, or LSCI 205, Information WRIT II or Disciplines; WRIT 112, Academic Writing Public Speak 212, Rhetoric and Design; COMM 120, or INDS 1XX,ing; and PHIL 2XX, Philosophy course, Interdisciplinary course. in Philosophy PHIL 370 Topics 3 UNITS This course focuses on various areas of interest in Prerequisites: LSCI 105, Infor Seminar. philosophy. 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 Design; COMM 120, Public Speaking; and PHIL 2XX, Philosophy course, or INDS 1XX, Interdisciplinary course. PHIL 299, 399, 499 Independent Study the study of history brings to our lives. Prerequisites:of history brings to the study and Practice, or LSCI Theory LSCI 105, Information and Interior Sources in Architecture 106, Information 205, Information in the Disci Architecture, or LSCI II, or WRIT 212, Writing plines; WRIT 112, Academic COMM 120, Public Speaking;Rhetoric and Design; course, or INDS 1XX, Inter and PHIL 2XX, Philosophy disciplinary course. Architecture of PHIL 317 Philosophy 3 UNITS the bearing philosophy has onThis course surveys readings from philosophi architecture through theory of architecture. Thecal aesthetics and the in architecturephilosophical insight employed today betweenis a product of complex historical parallels This mutual in architectural theory and philosophy. fecund paths for the exploration of the terest offers enterpriseconditions for building as a philosophical metaphysical,in its own right. At the same time, the - - - - - 2015-2016 Course Catalog 2015-2016 Course applying the wisdom of philosophy to a wealth of historical examples. As we put historians’ assump tions to the test in an interdisciplinary context, we will come away with a stronger sense of the value metaphysical challenge has to do with our under standing of the passage of time. The epistemological challenge has to do with the ways in which we make The ethical challenge and verify claims about history. is related to the justification of historical praise and blame. The course will tackle these challenges by PHIL 316 Philosophy of History of PHIL 316 Philosophy 3 UNITS There are questions that concern the study of history for historians to answer. but are often very difficult Philosophy has traditionally come to the rescue with the handling of three specific challenges. The or LSCI 106, Information Sources in Architecture andor LSCI 106, Information Sources in Architecture in theInterior Architecture, or LSCI 205, Information WRIT II, or Disciplines; WRIT 112, Academic Writing Public Speak 212, Rhetoric and Design; COMM 120, or INDS 1XX,ing; and PHIL 2XX, Philosophy course, Interdisciplinary course. interdisciplinary analysis of the concept of celebrityinterdisciplinary analysis of the concept psychologi and its sociological, historical, aesthetic, the lenscal and philosophical implications. Through readings from the various social sciences of different or takesthe question of what value celebrity adds Prereq away from us will be put in clear perspective. Practice,uisites: LSCI 105, Information Theory and that prioritizes fame? Are celebrities better than thethat prioritizes fame? Are celebrities better Whatrest of us? Are justice and fame compatible? Questionsare the mechanics of social distinction? theirlike these demand our attention because andanswers pertain to our cultural environment will attempt an This course our shared humanity. Writing II, or WRIT 212, Rhetoric and Design; COMM II, or WRIT 212, Rhetoric Writing and PHIL 2XX, Philosophy120, Public Speaking; Interdisciplinary course. course, or INDS 1XX, PHIL 315 Celebrity 3 UNITS is the oneWhat is celebrity? What kind of society the Western philosophical tradition, focusing on such philosophical tradition, the Western and Sartre, among Heidegger, writers as Nietzsche, LSCI 105, Information Prerequisites: others. Seminar. or LSCI 106, Information SourcesTheory and Practice, Interior Architecture, or LSCI 205,in Architecture and Disciplines; WRIT 112, AcademicInformation in the PHIL 314 Existentialism PHIL 314 3 UNITS and of the nineteenth is a consideration This course concerning the collapse oftwentieth century claims Library and Information Services ------212 n - ; Graduate Re ; Outreach Librar ; Access Services ; Systems Librarian Professor; University Libraria Assistant Professor Associate Professor Assistant Professor Associate Professor TIME FACULTY TIME FACULTY - through the communication of economic, legal, of economic, legal, communication through the the access and ethi issues surrounding and social formats. information in all cal use of library space to provide a va Optimize the use of and cultural opportunities research, riety of study, and position the that enrich users’ experiences center of the campus. Library as the intellectual Barret Havens, ian at Austin MLIS, University of Texas courses ensures that students meet the universi courses ensures that students meet the information literacy requirement. Professional ty’s during reference and research assistance is available in-depth all hours the library is open. Specialized with subject research appointments may be made to the specialist librarians. The library contributes them lifelong learning of students by providing information with the skills to access and evaluate throughout their lives. LIBRARIAN UNIVERSITY L. Nedra Peterson, MA, University of Arizona FULL Cathryn Copper, search Specialist/Solo Librarian – San Diego MIS, University of Toronto Jared Cowing, MLIS, University of Rhode Island Raida Gatten, Librarian MLIS, Kent State University • FACULTY role in educating Woodbury Librarians play a vital provides a dynamic instruction students. The library students in achieving the most program to support resources use of information and effective efficient research instruc and technologies. Course-related and tion is provided by librarian subject specialists, Librarians is available to any instructor for any class. Practice; teach LSCI 105, Information Theory and / Inte LSCI 106, Information Sources in Architecture in the rior Architecture; and LSCI 205, Information these three Disciplines. Completion of any one of - - - enhances the user experience. Promote the intellectual development of library users while advocating for academic integrity use information effectively and ethically provides use information effectively students with the means to communicate their visions. Provide an online environment that makes the discovery and access to library collections and programs transparent, and that streamlines and Further the evolution and development of library programs, and resources in anticipation of staff, and responsive to trends and advances in library practices and technology. information literacy as the foundation of Teach communication in the academic environment and beyond. The ability to find, evaluate, and Collect, organize, preserve, and provide access to Collect, organize, preserve, and provide expanding the record of human knowledge in an both range of print and digital media. Represent informa discipline-focused and transdisciplinary all areas of tion resources of quality in support of study and research. 2015-2016 Course Catalog 2015-2016 Course • • • • • preserve resource collections that meet current and preserve resource collections that meet creative, future curriculum, research, intellectual, In pursuit and professional needs of the university. in of this mission, the library strives for excellence resources. the quality of programs, services, and GOALS PROGRAM tional environment. MISSION life of the The library is dedicated to enriching the through the expansion of community Woodbury seek to build and We knowledge and creativity. faculty and staff provide the human element that provide the faculty and staff in toward self-sufficiency helps guide scholars development research and and efficient effective skills. By providing access to of critical evaluation for research targeted, worthy information resources university’s and inspiration, the library supports the the educa mission of excellence in the quality of L. Nedra Peterson, University Librarian L. Nedra Peterson, in learning, re partner The library is a student’s teaching. Connecting scholars and search, study, related services, the library’s with information and Library and and Library Services Information Library and Information Services - - - - - 213 - - - The Woodbury Library provides an environment The Woodbury that is conducive to study and learning. and The library promotes and maintains useful and services in support of the library’s effective instructional programs. university’s authorita The library acquires varied, up-to-date, to assist tive collections of information resources goals, to students in achieving their educational faculty support the curriculum, and to support research needs. management and systems are ef The library’s culminating in a well-run fective and efficient, organization supported by programmatic self-re evolving Woodbury’s flection, adaptation to and personnel committed academic community, to continued professional growth. The student will recognize and utilize the library’s utilize the library’s will recognize and The student and services as an virtual resources physical and of learning. for the facilitation access point a foundational The student will demonstrate methods and resources understanding of research both general and disci appropriate for inquiries pline-specific. through the research Using resources discovered will create oral, physical, process, the student works that advance under visual, and/or written standing. to build and practice The student will continue skills and knowledge beyond information literacy them in other courses and LSCI 105, applying situations. of The student will apply skills and knowledge and ethical research processes to real effective life issues and situations. and indirect measures. Direct input comes from the evaluation of student work produced in LSCI classes, review of portfolios and papers produced in other classes with a significant research component, librarians’ formal observation of students’ facility in using library resources, and students’ self-eval Assessment of the performance of the library in Assessment of the performance of the that support the provision of resources and services established student learning is based on guidelines Education in the Standards for Libraries in Higher and Re as developed by the Association of College goals: search Libraries, and addresses the following • • • • ASSESSMENT PROCESS influence on stu The assessment of the library’s dent learning is accomplished using both direct • • • • • STANDARDS PERFORMANCE LIBRARY - - 2015-2016 Course Catalog 2015-2016 Course (ACRL), the library provides courses, workshops, and individual point-of-use instruction to facilitate the achievement of the following outcomes: Marti Pike, Cataloger STUDENT LEARNING OUTCOMES Guided by the Information Literacy Competency Standards for Higher Education established by the Association of College and Research Libraries Kathleen Glover, Library Access Services Assistant/ Kathleen Glover, Stacks Manager Christine Huynh, Administrative Assistant Arturo Medina, Public Services Coordinator al Manager Circulation Super Alison Chan, Evening/Weekend visor Services Coordinator Lita Fabiosa, Technical Susan Waterman Ontario MLIS, University of Western Staff Elsie Aromin, Course Reserves Manager/Audio-Visu Karen Knotts MLIS, San Jose State University Howard Kovensky MLIS, San Jose State University MLIS, University of California, Berkeley MLIS, University of David Davis MLIS, San Jose University Eric Garcia MLIS, San Jose State University Karla Bluestone University MLIS, San Jose State LIBRARIANS ADJUNCT REFERENCE Andrea Anzalone PARTICIPATING ADJUNCT FACULTY PARTICIPATING Instruction Coordinator Diane Zwemer, University MLS, Syracuse Library and Information Services - - - - - 214 - - - - - students’ activities, such as being able to use the library online catalog independently to identify materials, retrieve materials from various locations, choose research tools suitable for the information searches, and efficient need and execute effective and request further assistance from the appropriate librarian or service department of the library. and disseminated unofficially on a daily basis, for and disseminated unofficially also informs mally at departmental meetings, and liaisons communications between library faculty College, and the teaching faculty in the Schools, University. and Institutes of Woodbury Statistics trans Quantitative information, such as reference is col actions, gate count, and collection circulation, regarding lected and analyzed to inform the library of its services, materials, and space. This the efficacy regarding data is used to make budgetary decisions and collection development, hours of operation, requirements. staffing 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 Bibliographies assessment the library’s component of An important of bibliogra collection and evaluation plan is the papers and projects in other phies from completed This aids in the understand academic departments. which students are able to ing of the degree to the foundational knowledge transfer and enhance for implementation in their acquired in LSCI courses coursework. major and upper-division Librarians’ Observations front lines, serving the aca Librarians are on the a daily basis. Whether in the demic community on at the reference desk, one of classroom setting or is to be aware the librarians’ primary responsibilities assess of user trends and satisfaction. Informal of research ments of user sophistication in the use as the per resources and library services, as well in meeting ceived adequacy of library collections is discussed users’ needs, provide information that - - - 2015-2016 Course Catalog 2015-2016 Course the library. The data is collected and used to inform the library. and guide the library in its alignment with its and missions. the university’s Annual Library Surveys The library administers a survey every year that queries students and faculty regarding their use and satisfaction with the library as space, with the various services, and with the personnel library’s that maintain and expand the daily operations of literacy skills, including proficiency at research resource identification and retrieval, discernment of the best and most relevant among various information sources, understanding of the value of and the ability to document and academic honesty, properly cite sources. unit courses (LSCI 105, LSCI 106, and LSCI 205) that unit courses (LSCI 105, LSCI 106, and LSCI which provide a foundational mechanism through These courses students may satisfy this requirement. so help students become competent researchers at that they are able to complete their coursework Woodbury requires. the level of proficiency that Students acquire basic and advanced information library. LSCI Courses requires that all students University Woodbury literacy demonstrate a certain level of information one- offers at the time of graduation. The library The library relies on indirect evidence supplied The library relies on indirect evidence in the various through students’ course evaluations substantiates the This departments at the university. academic ex degree to which the faculty maintains programs, cellence and encourages strong academic by the bolstered in part by the services provided COURSE EVALUATIONS COURSE to the education of all The library adds value in the successful com students, which is resultant course work. The library pletion of their major of access supports faculty through the provision profes to materials and research services enabling sional development and scholarly communications. institutions help quantify the ability of the library institutions help quantify of users. A regular meet the needs to effectively assessment provides opportunities five-year cycle of of changes made in response to evaluate the results to previous findings. uation resulting from focus groups and point-of- from focus uation resulting measures, such as usage Traditional use surveys. review of specific user satisfaction surveys, statistics, and comparison with peer library operations, Library and Information Services 215 ------

Information in the Disciplines Information Information Theory and Practice Theory Information 2015-2016 Course Catalog 2015-2016 Course proficiency requirement. 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 Information Literacy Proficiency Requirement. LSCI 205 1 UNIT professional This course introduces students to the of their and research literature in the disciplines individual majors. Students will develop an under will focus on the research process and 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 LSCI 106 Information Sources in Sources LSCI 106 Information Architecture Architecture/Interior 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 to university-level research. Provides experience in to university-level research. presentation of research results the ethical use and styles, and the applica with correct documentation and skills to research assigned in tion of knowledge other courses. and dissemination 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 of resources appropriate al and critical evaluation Courses LSCI 105 1 UNIT to the production This course is an introduction Mathematics - - - - - 216 - Demonstrate mastery in basic math skills. Demonstrate mastery concepts in three Communicate mathematical symbolic, and graphic. representations: written, from one math incorporate concepts Effectively math course. course into another the curriculum by effectively Apply math across and solving problems analyzing, formulating, within their disciplines. mind, as Demonstrate mathematical habits of well as critical and abstract thinking skills. environ Apply math in the solution of social and mental problems. as ap Develop an appreciation for mathematics plied historically and in modern technologies. Curriculum Summary Curriculum MATHEMATICS THE DEVELOPMENTAL PROGRAM For those not ready to undertake college-level been away mathematics, either because they have they have from the subject for a while or because put them yet to fully grasp the fundamentals and pro into practice, the developmental mathematics 049, MATH gram provides the needed coursework. Intermediate 149, Elementary Algebra, and MATH that Algebra, are consecutive three-unit courses in mathe prepare students for college-level work gradua 049 does not apply toward matics. MATH tion but will fulfill unit requirements for financial 149 applies toward elective credit but aid. MATH does not fulfill a general education requirement. Placement in these classes is based on a profi ciency examination score. A grade of “C” (2.0) or 049 is required to enroll in MATH higher in MATH 149 149. A grade of “C” (2.0) or higher in MATH is required to enroll in college-level mathematics courses. PhD, University of Southern California of Southern PhD, University Greg Imhoff Northridge University, MS, California State LEARNING OUTCOMES • • • • • • • - - - Assistant Professor Assistant Professor TIME FACULTY - 2015-2016 Course Catalog 2015-2016 Course MS, California State University, Northridge MS, California State University, Kantak Anil V. ADJUNCT FACULTY Eugene Allevato MS, Military Engineering Institute, Brazil; MPhil, University UK; MBA, Woodbury University of Wales, Andranik Hakobyan PhD, University of California, Los Angeles ADJUNCT FACULTY PARTICIPATING Rubik Yegoryan Physics Institute and St. Petersburg PhD, Yerevan Institute of Nuclear Physics Martin C. Tippens, Martin C. Tippens, EdD (Candidate), California State University, Northridge FULL Annie Chu, as well as with faculty members across (and outside) as well as with faculty members across of recent the university in order to keep abreast opportu developments in their fields and establish and transdisciplinary research and nities for inter- course development. CHAIR the principal stewards of the program, responsible the principal stewards of the program, expe for creating and improving the educational serve students. They riences of all of the program’s and on as mentors and advisors, providing personal also going direction for students. Faculty members each other, work collegially and collaboratively with function effectively in society and in their careers. in society function effectively are designed to meet offerings Our dynamic course university majors and to the needs of the various environmental challenges. address social and FACULTY are Instructors in the department of Mathematics MISSION a positive attitude in Our mission is to promote mathematics, to develop our students towards of mind, and to equip our mathematical habits in mathematics to expertise students with sufficient Mathematics Mathematics Department Chair Martin C. Tippens, Mathematics - - - - 217 - - - - Lecture. Prerequisite: MA 202, Trigonometry. Statistics 226 Business MATH 3 UNITS This course emphasizes conceptual rather than computational understanding of basic statistical MATH 149 Intermediate Algebra Intermediate 149 MATH 3 UNITS include Topics This is a beginning course in algebra. 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. Mathematics Business 220 MATH 3 UNITS to busi This is a course applying mathematics include ness, economics, and management. Topics to matrices, linear programming, an introduction mathematics probability and statistics, game theory, of finance, and Markov chains. Lecture. Prerequi 149, Intermediate site: Placement exam or MATH Algebra, with a grade of “C” or better. Geometry 2701 Descriptive 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. thinking involves application, analysis, synthesis, analysis, synthesis, application, thinking involves which taxonomy stages of Bloom’s and evaluation The greater percent problem solving. are used in critical thinking skills in age of students mastered procedures, distribution, specific areas of algebraic mathematics program is cur and factoring. The attention toward improving rently directing its skills as applied to polyno students’ critical thinking applications. mial operations and Courses Algebra 049 Elementary MATH 3 UNITS and is also an intro This is a course in pre-algebra on include operations duction to algebra. Topics first-de whole numbers, fractions, real numbers, and gree equations of one variable and formulas, does an introduction to polynomials. This course Prerequisite: not count toward graduation. Lecture. Placement examination. - - - - Trigonometry with Trigonometry Descriptive Geometry in Mathematics Topics Independent Study in Mathematics in Mathematics Topics Independent Study in Mathematics Business Mathematics Business Statistics College Algebra MATH 399 MATH MATH 299 MATH 370 MATH MATH 220 MATH 226 MATH 249 MATH 251 MATH 270 MATH 2015-2016 Course Catalog 2015-2016 Course es. In spring of 2009, critical thinking skills in the College Algebra course were evaluated. Critical the mathematics professors collectively, minimizing the mathematics professors collectively, instructors’ biases. Each course and its related out comes are assessed every two years. LEARNING OF RESULTS Analysis of common mathematics finals indicates the students have various strengths and weakness sciences, and their improved abstraction, communi cation, and collaborative skills. In mathematics, common final examinations are conducted for the courses that have multiple sec tions; examinations are evaluated and graded by student and faculty efforts. Reflections on the student and faculty efforts. to channel results of the assessment enable faculty accomplishment of more effective toward efforts curriculum, departmental goals. By reviewing the instructional methods, and various assessment in students’ processes, faculty can see the changes beliefs, understanding of mathematics and natural ASSESSMENT PROCESS ASSESSMENT PROCESS Ongoing diagnostic, formative, and summative fruits of assessment methods are used to see the In addition, the department may occasionally offer offer In addition, the department may occasionally course in mathematics: an upper-division course. Many departments 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 THE COLLEGE-LEVEL MATHEMATICS MATHEMATICS THE COLLEGE-LEVEL PROGRAM to complete students are required All university college-level mathematics at least one three-unit Mathematics - - - - - 218

5 UNITS - Information Sources in Architecture and 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 2xx. and MATH ONLINE COURSES in partnership with Omega University, Woodbury some mathematics courses online. Math, offers of MATH? These courses include online versions Contact the de 249. 149, and MATH? 049, MATH? partment chair for further information. Machines, with an emphasis on reading and writing on reading and writing with an emphasis Machines, part is the second proofs. This course mathematical for Media Technol courses in the Math of the two 249, College Prerequisite MATH ogy series. Lecture. of “C” or better. Algebra, with a grade Study 299, 399, 499 Independent MATH 1 investigation into a field of spe This is an individual by the student with the approv cial interest chosen meetings with the periodic al of the dean. Regular, an assigned faculty member department chair and hours required for each unit of are required. Thirty Consent of the dean. credit. Prerequisite: in Mathematics Topics 370 MATH 3 UNITS interest This course focuses on various areas of LSCI 105, in mathematics. Lecture. Prerequisites: 106, Information Theory and Practice, or LSCI ------UNITS 2015-2016 Course Catalog 2015-2016 Course MATH 2705 Math for Media Technology II Media Technology 2705 Math for MATH 3 UNITS An introduction to graph theory and graph mod els, trees, algorithms, Boolean algebra, and Turing and probability with an emphasis on reading and 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. or MATH 149, Intermediate Algebra, with a grade or MATH of “C” or better. I Media Technology 2704 Math for MATH 3 An introduction to propositions, logic, sets and functions, matrices, combination, permutation, with a grade of “C” or better. in Mathematics Topics 270 MATH 3 UNITS interest in This course focuses on various areas of mathematics. Lecture. Prerequisite: Placement exam geometry. Topics include radian 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 uisite: Placement exam or MATH 149, Intermediate 149, uisite: Placement exam or MATH Algebra, with a grade of “C” or better. Geometry with Descriptive Trigonometry 251 MATH 3 UNITS This is a course in trigonometry and descriptive include, but are not 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 word. realms: symbolic, graphic, and the written of In addition, each topic includes components Prereq problem solving and applications. Lecture. uisite: Placement exam or MATH 149, Intermediate or MATH uisite: Placement exam of “C” or better. Algebra, with a grade Algebra 249 College MATH 3 UNITS functions. Topics This is a course in algebraic concepts, including inferential statistics, probability, statistics, probability, including inferential concepts, component of the testing. A key and hypothesis statistical computation introduction to course is the program. Lecture. Prereq using the SPSS computer Personal and Professional Development - - - 219 - - - can be a precursor to a desired outcome” (ACPA outcome” (ACPA to a desired can be a precursor 1994, 1). COORDINATOR Phyllis Cremer EdD, University of La Verne ADJUNCT FACULTY Evelyn Alfaro University MA, Woodbury Rebecca Devereaux Indeed, Woodbury’s own focus on “the integrated own Indeed, Woodbury’s beliefs that The student” supports this philosophy. personal and profes “the aspects of a student’s “what sional life are fully integrated” and that of one will do as a professional is an outgrowth from the what 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 FACULTY as the Faculty members take their role seriously are respon principal stewards of the program. They sible for creating and improving the curricular and co-curricular educational experiences of all Wood bury students. This is accomplished by a twofold process. First, faculty members serve as mentors and advisors, providing personal and ongoing direction also for students. Second, the instructors and staff work collegially and collaboratively with each other, as well as with faculty members across (and outside) the university in order to keep abreast of recent developments in their field. Similarly, Learning Reconsidered defines learning as Reconsidered defines learning as Learning Similarly, holistic, transformative activi “a comprehensive, learning and student ty that integrates academic 2004, 2). Learning Recon development” (Keeling which recognizes “the a framework sidered offers of personal development essential integration asserts that “student learning with learning,” and and developmental produces both educational 2004, 3). Learning Reconsidered outcomes” (Keeling 2 (Keeling 2006) echo and Learning Reconsidered (1996) Baxter Magolda’s Patricia King and Marcia on assertion in “A Developmental Perspective experience Learning” that “A successful educational simultaneously increases cognitive understanding interpersonal and a sense of personal maturity and (Keeling 2004, 3). effectiveness” ------lege life. Moreover, it is difficult to classify many it is difficult lege life. Moreover, critical skills (e.g., leadership, mentoring, identity formation) as either cognitive or affective. Both in-class and out-of-class experiences contrib ute to learning and personal development, and “almost any educationally purposeful experience The traditional separation between academic (cognitive) and student development affairs bears little resemblance to post-col (affective) 2015-2016 Course Catalog 2015-2016 Course • resolution); and (e) a coherent, integrated sense of aesthetic self-esteem, confidence, integrity, identity, 1994) (ACPA sensibilities, and civic responsibility.” • Hallmarks of a college-educated person include: (a) complex cognitive skills such as reflection and crit ical thinking; (b) an ability to apply knowledge to vocation, practical problems encountered in one’s or other areas of life; (c) an understanding family, (d) practical and appreciation of human differences; competence skills (e.g., decision making, conflict es for students. The Student Learning 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: 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 tence, psychosocial development, and 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 program provides educational 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 grounded in development. The PPDV curriculum is inextricably a view of learning that includes and is compe intertwined with intra- and interpersonal Development Coordinator Phyllis Cremer, Development (PPDV) The Personal and Professional Personal and and Personal Professional Personal and Professional Development ------220 - - expected to thoughtfully comment on each oth to thoughtfully comment expected ideas; er’s throughout multi- feedback ongoing instructor step projects; meetings between mandatory one-on-one to reflect on accomplish students and instructors to date, and discuss direction ments and obstacles for future development. papers; research and reflection exams. in-class cumulative plore skills and theoretical frameworks in the areas of ethical decision making, college student develop ment, group processes, and social responsibility. life so they may achieve greater academic, profes life so they may achieve greater academic, discussion, sional, and personal success. Through and activities, and reflection exercises, students faculty work together exploring the opportunities and and challenges of a new learning environment developing developing strategies to meet students’ a goals. Course cannot be repeated to remediate non-passing grade. Woodbury to 200 Transition PPDV 1 UNIT stu This course is designed to introduce transfer dents to strategies for succeeding in Woodbury design programs. While each student University’s in higher has proven his or her ability to succeed education, new strategies may be needed to transi This tion from one learning community to another. course will allow students to discover the differ ences in their new environment and collaboratively explore strategies for success. Building in Community 222 Leadership PPDV 1 UNIT This introductory leadership course is open to all students and required for students who are apply ing for a student leader position. Students will ex • • processes include: Summative assessment • • formal presentations; • portfolios; • Courses College to 100 Transition PPDV 1 UNIT freshmen This seminar course is for all incoming to university and designed to orient new students

- - - feedback on their peers’ presentations; MOODLE discussions, during which students are structured opportunities for students to provide Inter- and intrapersonal competence means rec and Inter- and self-directed, and interacting effectively with and self-directed, and interacting effectively acquiring the skills and motivation necessary to acquiring the skills and motivation 2015-2016 Course Catalog 2015-2016 Course • in ongoing assessment of the effectiveness of each in ongoing assessment of the effectiveness course, both during the course and at the end of each semester. Formative assessment processes utilized within the PPDV program include: • Instructors in the Personal and Professional Devel opment program assess individual student learning outcomes in each assignment and for each course, utilizing grading guidelines established across the university and standards established by the pro gram coordinators. PPDV instructors also engage and refers to • Persistence and academic achievement pursue and achieve academic goals. ASSESSMENT a wide variety of individuals and groups; needed to • Practical competence refers to the skills student, professional, and citizen; be an effective Learning Imperative, Baxter Magolda (1999) identi Learning Imperative, Baxter Magolda that fall within fied specific dimensions of learning this framework: • evolving, ognizing and defining oneself as unique, LEARNING OUTCOMES focuses on the integration The PPDV curriculum development into a of personal and professional academic experience in order to educate student’s of the whole student. Based on the characteristics The Student a college-educated person outlined in Kelli Ross Long Beach University, MS, California State Marco Valenzuela MA, Ohio State University MSEd, Florida State University MSEd, Florida Anne Ehrlich California, Los Angeles EdD, University of Sciences - - - - 221 - - TIME FACULTY - scientific principles and their symbolic representa principles and their scientific tions. connections will be able to understand Students and concepts. among scientific principles to apply scientific concepts Students will be able problems and issues. to explain real life to distinguish between Students will be able science and pseudo-science. to evaluate proposed ap Students will be able or transdisciplinary problems proaches to complex methods. through scientific to collaborate with others Students will be able to simple or com solutions to propose effective plex issues. an aware Students will be able to demonstrate is ness of social responsibility when science applied to civic or social issues. MS, Stanford University MS, University of Southern California Doug Brownell MS, University of California, San Diego principal stewards of the program, responsible for principal stewards of the program, responsible experiences creating and improving the educational men students. They serve as of all of the program’s and ongoing tors and advisors, providing personal minoring direction for students, whether they are members or taking an individual course. Faculty with each also work collegially and collaboratively as well as with faculty members across (and other, abreast of outside) the university in order to keep establish recent developments in their fields and and transdisciplinary re opportunities for inter- search and course development. CHAIR Christine Carmichael, Associate Professor Australia PhD, University of New South Wales, FULL Nageswar Rao Chekuri, Professor EdD, University of Cincinnati Phillip E. Pack, Professor PhD, Claremont Graduate School ADJUNCT FACULTY Ray Bergstrom • • • • • • FACULTY are the Instructors in the Department of Sciences ------Students will be able to recognize and explain 2015-2016 Course Catalog 2015-2016 Course dents will be able to do the following: • The mission of the Sciences Department is to create for students a solid foundation of scientific princi ples, methods, and applications. LEARNING OUTCOMES As a result of their education in the sciences, stu 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. MISSION This is especially true in our environmental 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 lectures, reflection, analysis, and experimentation 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. In our lower-division 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, scientific disciplines, 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 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 Sciences Sciences Department Chair Christine Carmichael, Sciences - - - - 222 - - groups of plants. Laboratory. Prerequisite: ENVT Prerequisite: groups of plants. Laboratory. 220, Environmental Studies. Studies ENVT 220 Environmental 3 UNITS includ This course provides an overview of topics and nutrient mineral ing ecosystems, biodiversity, pollution, and waste and cycles, sources of energy, Lec environmental movements and philosophies. ture. Prerequisites: None. Architects for PHYS 243 Physics 3 UNITS topics in An introductory course in physics covering thermody motion, statics, force, rotation, acoustics, and optics. Studio-Lab. Prerequi namics, electricity, sites: ENVT 220, Environmental Studies, and MATH with Descriptive Geometry. 251, Trigonometry ry. Prerequisite: ENVT 220, Environmental Studies. Environmental ENVT 220, Prerequisite: ry. Human Biology BIOL 231 3 UNITS to selected topics in This course is an introduction include cell Topics physiology. human anatomy and tissues, nutrition, immu structure and function, system, digestive system, the integumentary nity, lymphatic system, reproduc cardiovascular system, system, and endocrine system. tive system, nervous ENVT 220, Environmental Prerequisite: Laboratory. Studies. BIOL 232 Botany 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 of various diversity of plant life, and characteristics ------Biology (laboratory) Human Biology (laboratory) Botany (laboratory) in Biological Science Topics (may have a lab) Environmental Studies Physics for Architects (laboratory) 243 BIOL 231 BIOL 232 BIOL 270 BIOL 230 ENVT 220 PHYS 2015-2016 Course Catalog 2015-2016 Course living things, the cell, heredity, molecular genetics, living things, the cell, heredity, Laborato and animal behavior. evolution, ecology, alternate years. COURSES BIOL 230 Biology 3 UNITS This course is a study of major concepts in biology. include the scientific process, chemistry of Topics In the natural sciences, student work in the form of examinations, homework, class work, and laborato ry work provides evidence of learning. The biolog ical and physical science courses and their relevant outcomes are assessed by the department faculty in of the assessment enable faculty to channel efforts efforts of the assessment enable faculty to channel accomplishment of depart toward more effective instruc mental goals. By reviewing the curriculum, processes, tional methods and various assessment understand faculty can see the changes in students’ com abstraction, improved their and sciences of ing munication, and collaborative skills. Ongoing diagnostic, formative and summative as Ongoing diagnostic, formative and summative fruits of stu sessment methods are used to see the Reflections on the results dent and faculty efforts. ASSESSMENT PROCESS ASSESSMENT PROCESS Physical Sciences: All university students are required to complete All university students (a 200-level lecture course) Environmental Studies with a lab. and a Sciences course Without a Lab: Natural Sciences Course With Lab: Natural Sciences Courses Barbara Hunt Los Angeles State University, MA, California Summary Curriculum Writing Department ------223 - - - professionalized, peer tutors provide tutorials so that students may meet standards for writing set by professors. Serving undergrad each department’s uate and graduate students and their professors Center values writing as and curricula, the Writing Writing Program faculty members work as writing Program faculty members work as Writing across the consultants and with other faculty from stu and upper-division curriculum to help lower- and doc dents write papers with the terminology majors, and ument design that is specific to their and to help other professors develop assignments preferable curricula that best solicit and support the Writing writing from the students. Along with Consultant Partnership Program the Writing Center, address the helps students write documents that academic, and needs of specific audiences: peer, professional. Awards Writing Depart Writing encourage superior writing, the To ment recognizes several excellent student writers— Program, but most from some from the Writing other disciplines in undergraduate and graduate programs—every spring during pre-graduation is a certifi Award award ceremonies. The Writing cate given to each of these excellent student writers along with a check for $100 to $250. Center The Writing Con Program and Writing support the Writing To Center’s sultant Partnership Program, the Writing Review.) Program (TELP) English Language Transition English program de TELP is a unique intensive with the linguistic, cultur signed to equip students competence needed for suc al, and communicative of course work in their chosen cessful completion For more information Woodbury. field(s) of study at program and curricu see the complete about TELP, or contact the TELP director. lum description below Program Consultant Partnership Writing students for writ Program prepares The Writing cur throughout Woodbury’s ing-intensive courses and WRIT ricula. Both capstone courses, WRIT 112 212, are founded on writing-across-the-curriculum writing-in-the-discipline (WID) theories and (WAC) Partnership Consultant The Writing and philosophy. The Program extends this theory and philosophy. that Consultant Partnership Program means Writing ------2015-2016 Course Catalog 2015-2016 Course learning outcomes and portfolios that are distinct for each WRIT course. (See the Assessment Process section for more information on the C-Portfolio each WRIT course is offered in a hybrid or online each WRIT course is offered format. Furthermore, because of the C-Portfolio Review—an end-of-the-semester committee that re views all complete WRIT portfolios earning a grade Program students are required of “C”—all Writing to achieve or surpass standardized measures for the The Writing Program develops the students’ aca The Writing demic and pre-professional writing skills, and mea sures their skill development by assessing their port folios. A portfolio is required in all WRIT courses. To facilitate high standards and faculty development, and to promote the availability of the curriculum, in which freshmen may take a timed-essay exam in which freshmen may take a timed-essay transfer or submit a “freshman portfolio,” and to seek students may submit a “transfer portfolio” for WRIT exemption from WRIT 112 or 212. Credit commu 112 may not be transferred from California nity colleges. For Woodbury University students on San Diego For Woodbury of the pre and Burbank campuses, the integration after securing viously mentioned areas means that, toward ob students proceed academic literacy, writing. In taining pre-professional or professional Program new students begin the Writing particular, Placement Program, by participating in the Writing OVERVIEW OF THE DEPARTMENT OF OVERVIEW Department integrates the following The Writing areas and programs: Program Writing ted to these rhetorical premises: good writers con ted to these rhetorical of writing and include in scientiously use processes for a particular audience(s). their processes writing to know writing as a process While helping students Department of discovery and learning, the Writing by disci teaches them how their writing is shaped purposes. plinary and professional audiences and Educator John Dewey in Experience and Education Educator John Dewey progressive education looks to (1938) explains that values real-world experience as ward the future and Besides activating this philo a basis for education. Department is commit Writing sophical stance, the Writing Department Department Writing Chair Reuben J. Ellis, Department Writing Department - 224 - - T CE DT Pillar* WRIT 112 WRIT 212 WRIT 112 WRIT 212 Developed WRIT 111 WRIT 111 WRIT 111 WRIT 112 WRIT 212 WRIT 112 WRIT 212 WRIT 112 WRIT 212 Intermediate embodies productive academic and professional and professional productive academic embodies thoughts. AND CURRICULUM OUTCOMES STUDENT LEARNING MAP represent knowledge, skills, and Learning outcomes students are ex Department values that Writing the end of a given WRIT course. pected to secure by addresses learning outcomes The following table WRIT courses and the level of that are shared across are expected. The table further the outcomes that are relevant to Wood indicates which outcomes and associated with a Four Pillars, bury University’s Evidence of students specific content. WRIT course’s from achieving these learning outcomes comes both direct and indirect assessment measures. WRIT 100 WRIT 100 WRIT 100 WRIT 100 WRIT 111 WRIT 100 WRIT 111 Beginning ------for learning outcomes for WRIT 120: Cultural Values and Images, see The Transitional English Lan and Images, see The Transitional for learning outcomes for WRIT 120: Cultural Values understandings of audiences, purposes, and con texts when creating texts. Acquire knowledge of genre conventions that define informal and formal texts in terms of appli cability and appropriateness for specific rheotrical situations. writing processes when undertaking writing and writing processes when undertaking writing research. Compose in multiple environments and use electronic technologies to enchance the graphic design elements of print, screen, or web pages. Demonstrate rhetorical knowledge by acting on A student writer learns to…. analyze Think critically and cultivate the ability to a situation or text and make thoughful decisions based on that analysis, through writing, reading, and research. the Facilitate all social and technical aspects of Learning Outcomes 2015-2016 Course Catalog 2015-2016 Course templates, syllabi checklists, and assessment processes to improve the Writing Program’s curricular Program’s templates, syllabi checklists, and assessment processes to improve the Writing Four Pillars. relationships to the Woodbury *CE (Civic Engagement); DT (Design Thinking); T (Transdisciplinarity) Note: guage Program (TELP) below. Program instructors look forward to continuing to develop and revise our current syllabi Writing The Writing Department aims to develop students’ Department aims to develop students’ The Writing their communicative abilities and skills so that distinc writing addresses diverse audiences, blends and tive genres, crisscrosses disciplinary boundaries, nology to prepare students for the communication nology to prepare define professional workplaces. environments that online twenty-four-hour Center has a The Writing tutors are an Center’s service, too. The Writing writing. available and critical audience for students’ MISSION Center offers practical support to transform cultural practical support Center offers into valuable academic writ and language diversity the links between composition ing, to strengthen practices, to modify essay and theories and teaching to address specific assign research conventions, and cutting-edge tech ments, and to use existing a foundation for discourse communities, as a means as a means for discourse communities, a foundation and as integral and share knowledge, to discover text, or presentation’s a document’s support for Writing and/or graphs. The illustrations, figures, Writing Department - - - - - 225

: ) CAMPUS COURSES complete WRIT 112 or WRIT 212 (on-campus course) Placement into WRIT 100 or WRIT 111 and Completion of this sequence: WRIT 111 WRIT 112 or WRIT 212 course) and WRIT 111 (off-campus Transfer - • • • ON As of the spring of 2010, credit for WRIT 112 may from California not be transferred to Woodbury a student may community colleges. However, transfer credit for WRIT 112 from other regionally REQUIRED SEQUENCE OF WRIT COURSES WRIT COURSES OF SEQUENCE REQUIRED ( Requirement means that, beginning The Writing Woodbury semester and according to with the first in WRIT placement, students are required to enroll completing courses in consecutive semesters until of “C” or the entire WRIT sequence with a grade enrolls in better in each WRIT course. If a student then the equivalent of a WRIT course off-campus, courses the student still must complete the writing the first se in consecutive semesters beginning with University and with a grade of mester at Woodbury Require “C” or better in each course. The Writing ment helps students secure foundational writing skills so that during subsequent years at the univer students may not only obtain discipline-specific sity, rhetoric and pre-professional writing skills, but also use writing as a mode of learning and thinking. AFFECTED WRIT COURSES OF SEQUENCE REQUIRED CREDIT TRANSFER BY Elizabeth von Schoff Elizabeth Los Angeles of California, MA, University Summary Curriculum COURSES WRITING OF SEQUENCE REQUIRED Requirement Academic Writing Place with the Writing Program begins The Writing places new students into their ment Program, which in writing at the university appropriate first course completing a timed-essay exam level. As a result of new student is placed each or a portfolio review, WRIT to Academic Writing, into WRIT 100, Bridge I, or WRIT 112, Academic 111, Academic Writing II. This placement program determines Writing of WRIT which course begins the required sequence the “Writ courses. The required sequence defines ing Requirement.” - - - -

and and TELP Direc Chair and and Assistant Professor Associate Professor Visiting Professor Director of the Writing Center Director of the Writing Associate Professor TIME FACULTY - r TIME FACULTY - 2015-2016 Course Catalog 2015-2016 Course MA, Loyola Marymount University Kim Rawley Bakersfield MA, California State University, Mike Edwards Northridge MA, California State University, Rebecca Kroll Bakersfield MA, California State University, Mary Peterson Aristi Contos Long Beach MA, California State University, Karen Crozer PhD, Claremont Graduate University Studies ADJUNCTS PARTICIPATING Laurel DiGangi, MA, University of Illinois, Chicago ADJUNCT FACULTY PhD, Indiana University of Pennsylvania VISITING FULL Greer A. Murphy, tor MA TESOL, Monterey Institute of International Matthew A. Bridgewater, Matthew A. Bridgewater, Assistant Chair PhD, Bowling Green State University Richard N. Matzen, Jr., Assistant Chai namic, productive group. namic, productive CHAIR Reuben J. Ellis, PhD, University of Colorado at Boulder FULL ment, and/or creative sectors. In general, all Writing sectors. In general, all Writing ment, and/or creative are actively involved in assess Program instructors multiple writing programs, both ment and work in professional standards campus. Besides on and off concern for individual students and motivations, a professors into a dy Program unites our Writing FACULTY faculty members programs, many In our writing and other than English in disciplines have expertise commercial, news, entertain publications in the Writing Department - - - 226 - - of the WRIT syllabus template for each course. The Program coordinator guarantees that each Writing section of a WRIT course has a syllabus that reflects the appropriate WRIT template. A portfolio rubric, which defines grading criteria, is part of each WRIT syllabus template. Hence, because of port course’s to voluntarily complete surveys to indicate the to voluntarily complete surveys to indicate of teaching. Furthermore, the Writing effectiveness develop Department uses such survey results to To content. self-reflection assignments and course qualitative conclude, the department conducts both to devel and quantitative institutional research writing op WRIT placement, portfolio evaluation, and to consultantships, and faculty performance, and pref continue to evolve best-teaching practices erable writing curriculum. LEARNING OF RESULTS WRIT students are required to Each semester, a measure create portfolios. These portfolios are outcomes of how well students achieve learning in each WRIT course: WRIT 100, 111, 112, 212, and who any student 312. In addition, each semester, has a summative grade of “C” or lower has his or Program profes her portfolio read by two Writing That is, after a sors during the C-Portfolio Review. calibration session, two professors determine a final grade for each portfolio. STANDARDS ACADEMIC learning outcomes are held in Each WRIT course’s common across sections of a WRIT course because tion; results from conducting an interview(s) and/or an interview(s) and/or from conducting tion; results of sustainability. and a critical awareness survey(s); is completely portfolio the student’s In WRIT 212, major so that mem built around each student’s and proposals written therein os, reports, letters, about his or her major learning reflect the student’s design, ethical codes, and in terms of document at the end Subsequently, professional publications. professors Department Writing of each semester, portfolio that WRIT student’s meet to evaluate any grade level. Each portfolio is is at a “C” or lower Department two other Writing read and graded by to the “teacher of record” Professors who suggest should be—passing final grade what the student’s portfolio. or not—based on the student’s reading Besides the end-of-semester portfolio the Writing (direct assessment of student writing), methods. Department employs multiple assessment asked For example, WRIT students are periodically ------2015-2016 Course Catalog 2015-2016 Course too, of a student learning library research processes. portfolio includes tables, In WRIT 112, the student’s documenta charts, and/or figures; evidence of APA dent developing his or her writing processes and using first- and third-per ability to write effectively son narrative viewpoints. In WRIT 111, the student’s portfolio includes multiple-source papers written with MLA documentation and reflecting a student learning basic rhetorical theory such as ethos, logos, and pathos. The portfolio includes written evidence, depends on grades for writing; whereas, 10% de pends on activities completed in support of learning how to write. portfolio includes essays In WRIT 100, the student’s and multiple-source papers to demonstrate a stu general, these social processes—as well as other col general, these social processes—as well how laborative learning activities—teach students meaning to write for various audiences and create process. Not ful self-reflection about the writing a self-reflec each WRIT student writes surprisingly, the end of a tion regarding his or her portfolio at final WRIT grade Also, 90% of a student’s semester. a “writing” portfolio in each WRIT course, grade a “writing” portfolio in each WRIT course, center on reports and student-teacher conferences include shared critiques of student writing, which Also, paper. comments on a student’s a professor’s review of critiques of student writing include peer online. In papers conducted during classes and/or ASSESSMENT PROCESS Department During every WRIT course, a Writing their professor regularly informs students about grade reports course progress by providing periodic with each and conducting one-on-one conferences to create student. Because students are required WRIT 112. In general, Writing Program administra Writing WRIT 112. In general, that all students have achieved tors want to ensure 212 learning outcomes and are WRIT 112 or WRIT in writing-intensive courses in prepared to succeed in their ma the Integrative Learning curriculum and jor degree programs. WRIT 112 learning outcomes. If it does not, or if the WRIT 112 learning the portfolio, then s/he student does not submit with “C” or better to complete must pass WRIT 212 In addition, the Writing Requirement. the Writing solicits a “transfer portfolio” Placement Program a transfer student from taking which may exempt accredited colleges and universities. The student The student colleges and universities. accredited if s/ Requirement completed the Writing will have portfolio that submits a writing he additionally achievement of the demonstrates appropriate Writing Department - - - - - 227 tially by composing their own complex and contras tive texts. Lecture. capstone course in the Writing Program. WRIT 112 Program. WRIT capstone course in the Writing skills, students develop their research and writing documentation formats, and practice MLA and APA to explore integrate diverse kinds of documents topics, solve problems, and develop arguments. WRIT 112 also includes elements of document research design and field research, and completing the into a subject other than English. Specifically, by each 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 study the relationships Prereq Seminar. language, knowledge, and power. I, or appropriate uisite: WRIT 111, Academic Writing placement score. 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 WRIT 111 Academic Writing I Writing Academic WRIT 111 3 UNITS course that is an intensive writing WRIT 111 to university standards for introduces students teaches students how to use academic writing and and social processes to write the writing process WRIT 111 students improve for 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, format. WRIT 111 also includes papers in the MLA first- and third-person narra learning to coordinate readings for bias and for other tion, and critiquing Prerequisite: WRIT 100, logical fallacies. Seminar. place or appropriate Bridge to Academic Writing, ment score. II Writing WRIT 112 Academic 3 UNITS and is the WRIT 112 is an intensive writing course - -

2015-2016 Course Catalog 2015-2016 Course placement score. students are introduced to writing as a process, in order to complete grammar lessons, improve and develop expository skills. grammatical accuracy, WRIT 100 includes teaching common academic rhetorical strategies, establishing proofs to support a thesis idea, and writing essays that are coherent Prerequisite: Appropriate and logical. Seminar. WRIT 100 Bridge to Academic Writing Academic WRIT 100 Bridge to 3 UNITS WRIT 100 is an intensive writing course that deepens students’ experiences with writing (and reading) for academic purposes, and provides them with basic lessons in academic writing. WRIT 100 Courses writing opportunities While many programs offer the specific to their disciplines (e.g., scriptwriting), a program in courses below form the backbone of strong expository writing. sional, academic tutoring, as well as completing sional, academic tutoring, as well as completing practices. investigations into their own tutoring tutors and These studies “professionalize” the peer addi Center curriculum. In constitute the Writing review, tion, each tutor has to pass an employee to retain his or her position. every semester, day, seven days a week. day, through Appointments with tutors may be made are Center homepage. When tutors the Writing they are Center, not tutoring but are at the Writing profes studying scholarship and research about learning of writing, provides free tutoring services, learning of writing, Program and Writing and supports the Writing Program—as well as all Consultant Partnership assignments across the classes that have writing the curriculum. During fall and spring semesters, also Center is open on a daily basis and Writing tutorial sessions twenty-four hours per online offers SPECIAL LEARNING SPECIAL OPPORTUNITIES/REQUIREMENTS Center Writing the teaching and Center supports The Writing folios, rubrics, and assessment, both students and both students and and assessment, folios, rubrics, the One way that are sharing standards. professors standards is by professors share Program Writing in the C-Portfolio Review. their participation Writing Department - - - - 228 - - tice by ending violence, oppression, discrimination or other undesirable social dynamics. For the final project, which will be a representation of a system prototype along with a functional specification for the system, teams will be asked to involve users in a process of iterative developmental testing. Lecture. Prerequisites: LSCI 105, Information Theory and II, or WRIT Practice, WRIT 112, Academic Writing coordination of work done by contracted writers coordination of work done by contracted Prerequisites: and in-house writing teams. Lecture. WRIT LSCI 105, Information Theory and Practice, II, or WRIT 212, Rhetoric 112, Academic Writing Professional and Design; WRIT 1XX, Introduction to WRIT 2XX, Digital Composition. Writing, Design Interactive and Information WRIT 4XX 3 UNITS students In Information and Interactive Design, effective, work on collaborative projects to design course will integrated, experiences for users. This as Web build on prior courses you’ve taken, such writing across authoring, collaboration and editing, cultures, digital composition, digital publication, and many others. Our aim is to transform (for the better!) the way people do things in their every day lives at work, in their homes, and in other social settings. Students conduct activity analysis to observe and analyze everyday practices, and do UI prototyping to specify implementation plans. This course will demand that you think carefully about how your project will benefit users by changing the social environment they are designing for in a way that works to further democratic social goals, to enhance health and well-being, or to facilitate jus Architecture and Interior Architecture, or LSCI 205, or LSCI and Interior Architecture, Architecture WRIT 112, Academic in the Disciplines; Information Design. 212, Rhetoric and II, or WRIT Writing and Editing Collaboration WRIT 3XX 3 UNITS to text production and re A project-based exposure restructuring, and fact-check vision, improvement, contexts bridging ing in a variety of mediated and unilateral models of between collaborative multimodal and multimedia revision and involving profes repurposing. Briefly, platforms and textual for representing the sional editors are responsible they work in terms of legal, organization in which as ensuring ethical, and financial interests, as well policies. that documentation conforms to corporate Professional editors commonly have responsibili publication ties ranging from basic copy editing to client management, serving as liaison between areas within the organization, print production, ------2015-2016 Course Catalog 2015-2016 Course create an electronic portfolio of their writing and images. This course may fulfill an upper-division General Education Requirement in the Humanities. Theory Prerequisites: LSCI 105, Information Seminar. and Practice, or LSCI 106, Information Sources in expectations within profession- and discipline-spe cific rhetoric. WRIT 312 students apply rhetorical theory—as such theory comments on relation ships between speaking, writing, and images—to improve their manipulation of document design in electronic environments. All WRIT 312 students will WRIT 312 Rhetoric and Electronic Environments and Electronic WRIT 312 Rhetoric 3 UNITS This writing-intensive course not only supports fo but also writing-intensive courses in a major, cuses on how electronic environments and media are re-shaping professional writing and audience uments for their major/profession accordingly. All uments for their major/profession accordingly. of their writ WRIT 212 students create a portfolio General ing. This course may fulfill a lower-division Seminar. Education Requirement in the Humanities. or II, Prerequisite: WRIT 112, Academic Writing transfer equivalent credit. the Academic Writing Requirement or who are Requirement or who are the Academic Writing write and interested in improving their ability to chosen design documents in their major and/or primary profession. WRIT 212 students study the practice the publications in their major/profession, defines writing style and document design that write doc writing in their major/profession, and Writing I. Writing and Design WRIT 212 Rhetoric 3 UNITS that is de WRIT 212 is a writing-intensive course to complete signed for students who either need such as e-correspondence, social media, and Web social media, and Web such as e-correspondence, we will become familiar authoring. In addition, principles, and rhetorical with the genres, design we writers often use. Finally, strategies professional and ethical will contemplate professional writing social issues, racial issues, and other issues, women’s Academic issues. Lecture. Prerequisites: WRIT 111, fessional writing and what professional writers do fessional writing and ourselves will do this by familiarizing for work. We writing relates to fields with how professional the health scienc such as business, engineering, will also We studies, and law. es, environmental writers use technologies explore how professional WRIT 1XX Introduction to Professional Writing Professional to Introduction WRIT 1XX 3 UNITS a course is Writing to Professional Introduction students to the field of pro meant to introduce Writing Department 229 - - - 2015-2016 Course Catalog 2015-2016 Course Prerequisites: LSCI 105, Information Theory and Prerequisites: LSCI II, or WRIT Academic Writing Practice, WRIT 112, WRIT 1XX, Introduction 212, Rhetoric and Design; 2XX, Digital Compo WRIT to Professional Writing, WRIT 3XX, sition, WRIT 4XX, Digital Publications, Theory and Practice, WRIT 3XX, Authoring: Web Across Cultures. Writing WRIT 4XX Senior Project 1 Project Senior WRIT 4XX 3 UNITS students may pursue either In Senior Project 1, projects that demon individual or collaborative of theoretical research to a strate the application writing project. Lecture. self-initiated professional 212, Rhetoric and Design; WRIT 1XX, Introduction 1XX, Introduction and Design; WRIT 212, Rhetoric Digital Compo WRIT 2XX, Writing, to Professional sition. Transition English Language Program - 230 - Grammar in Context Listening & Conversation in Context Vocabulary Fundamentals of Composition I Cultural Investigation: Research Methods I I Workshop Research Writing Communicate information and ideas in a clear, ideas in a clear, information and Communicate of oral types during different logical manner presentations. listening, note-taking, and Employ a range of strategies. oral comprehension sociolinguistic Use these skills to demonstrate various meanings and competence and express and flexibility, fluency, ideas in English with confidence. knowledge of academic Acquire a working (in general), and an un English vocabulary terms and concepts derstanding of essential (in particular). relevant to their majors • • • • TELP 0403 TELP 0406 TELP 0409 TELP 0412 TELP 0421 TELP 0490 ADJUNCT FACULTY Alan Gries BA, Columbia College Amanda Hobbiebrunken MA TESOL, Biola University Coordinator for TELP Administrative Amy L. Uy, College MS, Mount St. Mary’s SUMMARY CURRICULUM English Transition satisfy the requirements of the To must com Language Program curriculum, students courses: plete or show equivalency in the following Entry Standard FACULTY DIRECTOR Visiting Assistant Professor Greer Murphy, MA TESOL, Monterey Institute of International Studies - - - rial from a variety of disciplines. Critically read and analyze university-level mate university-level analyze and read Critically on-campus resources such as computer labs, on-campus resources such as computer etc.; Center, design studios, Writing admission to the university upon beginning TELP. English (listening, speaking, reading, and writing); English (listening, speaking, reading, and model of cultural orientation to the American higher education; familiarity and facility with current electronic technologies and new media; including full access to all university resources, intensive instruction in all aspects of academic Write, edit and revise scholarly texts according to Write, the conventions of academic American English. • • • • • ratios; • small class sizes and student-teacher • • 2015-2016 Course Catalog 2015-2016 Course

view of the knowledge, skills, and values that TELP students are expected to secure by the time they graduate from the program. Students who successfully complete TELP will be able to: To equip students with the linguistic, cultural, and To communicative competence needed for successful completion of coursework in their chosen field(s) of study at Woodbury. STUDENT LEARNING OUTCOMES These learning outcomes represent a program-level MISSION STATEMENT

riched, interdisciplinary language-learning environ riched, interdisciplinary language-learning academic, ment through full integration into the social, and cultural life of the university. include: Benefits of the TELP program PROGRAM DESCRIPTION PROGRAM English Language Program (TELP) at The Transition international University helps prepare Woodbury with English as a Second Language (ESL) students to the intensive English training for admission a uniquely en Students are exposed to university. Greer Murphy, Program Director Program Murphy, Greer English Language Program (TELP) The Transitional Department, the of the Writing is organized as part and the university. College of Transdisciplinarity, Transition English Transition Program Language Transition English Language Program - 231 - - - Cambridge - CEFR Level A2 Cambridge c. iTEP - 2.5 d. students take the place Once admitted to TELP, of the institutional TOEFL, ment tests, which consist (TWE), and a speaking English of Written the Test use the results of these assessment. TELP faculty into an appropriate com tests to place students major or general education bination of TELP and course work. into each TELP course ac Faculty place students level of proficiency cording to their demonstrated modalities: listening, speaking, in each of the four reading, and writing. the mini The table on the following page specifies each TELP mum scores required for placement into course. Institutional TOEFL Reading Sub-Score: 45-50 TELP Placement Test Score(s) TELP Placement Test Expression Institutional TOEFL Structure/Written Sub-Score: 39-44 Speaking Assessment Score: 3-4 Institutional TOEFL Listening Sub-Score: 39-44 Institutional TOEFL Reading Sub-Score: 39-44 TWE Score 2-3 TWE Score 2-3; Institutional TOEFL Reading Sub-Score: 39-44 TWE Score 4-5; Institutional TOEFL Reading Sub-Score: 45-50 Speaking Assessment Score: 5-6; Institutional TOEFL Listening Sub-Score: 45-50 TWE Score 4-5 - - Advanced Cultural Investigation: Cultural Investigation: Advanced II Research Methods Debate Scholarly Speech & II Fundamentals of Composition & Contexts Los Angeles: Texts II Workshop Research Writing TOEFL - 400 PBT, 97 CBT, 32 IBT 97 CBT, TOEFL - 400 PBT, - 4.5 IELTS a. b. TELP 0431 TELP 0433 TELP 0436 TELP 0491 TELP 0422 TELP 0431, Scholarly Speech & Debate TELP 0433, Fundamentals of Composition II & Contexts TELP 0436, Los Angeles: Texts TELP 0409, Vocabulary in Context TELP 0409, Vocabulary TELP 0412, Fundamentals of Composition I TELP 0421, Cultural Investigation: Research Methods I TELP 0422, Advanced Cultural Investigation: Research Methods II TELP Courses TELP 0403, Grammar in Context TELP 0406, Listening & Conversation 2015-2016 Course Catalog 2015-2016 Course Applicants are eligible to enroll in TELP classes if Applicants are eligible to enroll in TELP and if they they qualify for admission to Woodbury, with an overall submit proof of English proficiency at least: TOEFL/ IETS/ iTEP/ Cambridge score of per semester and may have a mixture of courses per semester and may have a mixture This mixture means that, in addi during a semester. an Integra tion to TELP classes, students may take their majors. tive Learning course and/or a course in ADMISSION AND PLACEMENT If a student were at lower levels of proficiency in all If a student were at writing, speaking, and aspects of English—reading, would take all the standard listening—this student if a student excels in any entry courses. However, the appropriate then this student takes modality, In any accelerated entry course in that modality. credit hours case, students are enrolled for fifteen Accelerated Entry Accelerated Transition English Language Program - - - - 232 - - - - begin to explore the relationship between their writing skills and reading proficiency. Investigation: TELP 0421 Cultural Methods I Research 3 UNITS With intercultural communication as its guiding participate in the Conversation Partner Program on participate in the Conversation Partner campus. in Context Vocabulary TELP 0409 3 UNITS vocab This course helps students develop reading, evaluate and critical thinking skills. Students ulary, identify and practice using academic vocabulary, respec study strategies that work best for their to tive learning styles, and use these strategies texts demonstrate their understanding of academic ranging from general liberal arts to discipline-spe their expanded cific sources. Students practice using accurately academic vocabulary to represent sources in summaries and paraphrases. I Composition of TELP 0412 Fundamentals 3 UNITS This writing-intensive course introduces students to critical reading and analytical skills so that students practice constructing coherent, organized para graphs, evaluate the coherence and accuracy of their own and others’ writings, and revise writing to improve grammatical and rhetorical effective ness. In short, students practice college-level writing tasks—explaining, narrating, and persuading—and and print and online media—will be used as texts to be used as texts and online media—will and print and conventions for common rhetorical be studied relevant to aca composition practices preferable settings. Special emphasis demic and non-academic how Americans employ will be placed on analyzing and practices to communicate these conventions meaning appropriate for information and express academic audiences. & Conversation TELP 0406 Listening 3 units students develop the listening, This seminar helps conversation skills that are note taking, and basic in a variety of scholarly contexts. needed to succeed Wood Students complete observations of regular oral reports bury classes in their major and deliver data on their classroom visits. Whenever possible, mate from class observations and other authentic dialogues rials will be used in place of pre-recorded students will or textbook activities. Moreover, ------2015-2016 Course Catalog 2015-2016 Course This course focuses on helping students develop written and oral grammar skills. In addition to materials from students’ other courses, a variety of authentic media content—TV shows and movies, faculty development, to inform curriculum improve to support student learning. ment, and, ultimately, Courses in Context TELP 0403 Grammar 3 UNITS speaking, reading, and writing, as well as students’ overall communicative, sociolinguistic competence. students complete surveys to share their Finally, of (and overall opinions regarding the effectiveness satisfaction with) TELP coursework. The results of all assessments serve to facilitate research writing abilities. students take In their final semester of TELP classes, Foreign Lan of English as a the institutional Test (TWE), English of Written guage (TOEFL) and Test These and complete interviews with TELP faculty. assessments measure progress in academic listening, final research papers from TELP 0421 and TELP final research papers from TELP 0421 demon 0422. This assessment measures students’ and writing. strated progress in academic reading In addition, program faculty review presentations 0422. This and final research papers from TELP thinking and assessment measures students’ critical ASSESSMENT PROCESS multiple student learning is assessed via In TELP, program faculty and invited means. Each semester, 0422. This guests review presentations from TELP presenta assessment measures students’ research review tion abilities. Each spring, program faculty 0409). begin, students who feel One week after classes placed may petition the they were not correctly place TELP director for reassessment and possible ment into more challenging coursework. al TOEFL Reading sub-score of forty-four or lower al TOEFL Reading sub-score 0409 and earn a grade of “C” must enroll in TELP in TELP 0436. Howev or better before enrolling TOEFL Reading a student with an Institutional er, greater may enroll in TELP 0436 Sub-Score of 50 or needing to take and pass TELP directly (i.e., without After students are placed into a particular TELP a particular TELP are placed into After students grade of “C” or better must achieve a course, they course in that se on to the next before moving a student with an Institution quence. For example, Transition English Language Program ------233 - Research Writing Workshop I Workshop Writing Research methodologies and conventional research standards appropriate in the American higher education con text. Using information gained through library and field research conducted in 0421, students compose original drafts, critique others’ work, and revise their own drafts in accordance with feedback from propriate placement score. & Contexts Texts Angeles: TELP 0436 Los 3 UNITS and historical Drawing on the rich artistic, cultural, this inter backdrop of contemporary Los Angeles, covered disciplinary course builds on the concepts in Context by furthering students’ in Vocabulary master critical reading and thinking abil to efforts careers. By study ities relevant to their Woodbury Chandler, ing fiction and non-fiction writing (e.g., Didion, Ellroy), narrative Fante, MacDonald, Tobar, L.A. Confi and documentary film (e.g., Chinatown, Crips and dential, Boyz N The Hood, Chavez Ravine, events of so Bloods: Made in America), and recent cial significance (e.g., the Rodney King riots, the OJ Simpson trial, etc.), students explore what it means to live and work in the City of Angels. Prerequisite: in Context, or appropriate TELP 0409, Vocabulary placement score. TELP 0490 I UNIT This workshop course, in tandem with TELP 0421, Cultural Investigation: Research Methods I, sup ports students’ introduction to the various research enhance the speaker’s credibility and confidence. credibility and speaker’s enhance the and Conversation, TELP 0406, Listening Prerequisite: placement score. or appropriate II Composition of TELP 0433 Fundamentals 3 UNITS course develops the writing This writing-intensive skills that students need to and critical reading Students are introduced, succeed in the university. think of modes and tasks writing to words, other in college level: paraphrasing and ing common at the and explaining, narrating, writing from sources, develop analytical ideas. To and persuading their about debatable points and prose, students write for logi evaluate their own and their peers’ essays is placed cal and persuasive connections. Emphasis building on writing in “new media” contexts and boards Discussion students’ technological literacy. Prerequisite: and blogs are integral to the course. I, or ap TELP 0412, Fundamentals of Composition ------2015-2016 Course Catalog 2015-2016 Course ings, small groups, and larger meetings. Emphasis will be placed on using visual aids and non-ver bal communication cues to convey meanings and Immersion into in a variety of scholarly speech acts relevant to their majors, so that students identify, learn, and use both spoken and written rhetorical students conventions in their majors. Specifically, research topics; deliver informative, persuasive, and extemporaneous speeches; and learn to develop and orally defend their ideas in one-to-one meet question-and-answer sessions with their audience. Prerequisite: TELP 0421, or appropriate placement score. Speech & Debate TELP 0431 Scholarly 3 UNITS in light of the values, beliefs, and customs of in light of the values, beliefs, and customs and cultures represented by university professors end, common academic standards. At semester’s audience students present their research to an and students. of professors, administrators, staff, Furthermore, students are responsible for leading Using the research project proposed in Research Using the research project proposed in investiga Methods I, herein students continue their and accul tions into intercultural communication master turation patterns. While helping students common in research methodologies and practices encourage American university settings, professors research students to interpret the results of their 0422, Advanced Cultural Investigation: Research 0422, Advanced Cultural Investigation: Methods II). Investigation: Cultural TELP 0422 Advanced Methods II Research 3 UNITS views, and identify designs and methodologies ap views, and identify proposal of their choosing. propriate for a research and guest speakers from Also, visiting professors and backgrounds academic departments different will use visit the class to discuss research. (Students during their proposal to conduct original research when they enroll in TELP the following semester, students are asked to examine the values, beliefs, students are asked own cultures and compare and customs of their beliefs, and customs of cultures these to the values, regarding competent and represented by professors students select in teams, ethical research. Working organize literature re topics, compose questions, theme, this interdisciplinary course introduces interdisciplinary theme, this methodologies the various research students to of indicative research standards and conventional encourage reflective thinking, higher education. To Transition English Language Program 234 D D D D, A TELP 0436 D D A D TELP 0433 A D D TELP 0431 A D A D A D, A TELP 0422 I I I D D I, D TELP 0421 I I I I, D TELP 0412 I D I, D TELP 0409 - I I I, D TELP 0406 I I I TELP 0403 - -

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Research Writing Workshop II Workshop Writing Research

edge of academic English (in general), and an understanding of essential terms and concepts relevant to their majors (in particular). strate sociolinguistic compe tence and express various meanings and ideas in English with fluency, and confidence. flexibility, 6. Acquire a working knowl manner during different types manner during different of oral presentations. 4. Employ a range of listening, note-taking, and oral comprehension strategies. 5. Use these skills to demon 2. Write, edit, and revise schol 2. Write, arly texts according to the con ventions of academic American English. 3. Communicate information logical and ideas in a clear, TELP Curriculum Map – Outcomes Program 1. Critically read and analyze university-level material from a variety of disciplines. 2015-2016 Course Catalog 2015-2016 Course through the library and field research (e.g., obser through the library and surveys) conducted in 0422, vations, interviews, original research report drafts, students compose and revise their own drafts in critique others’ work, peers and the accordance with feedback from their course instructor. This workshop course, in tandem with TELP 0422, This workshop course, Investigation: Research Methods Advanced Cultural exploration of the various II, supports students’ and conventional research research methodologies in the American higher standards appropriate Using information gained education context. their peers and the course instructor. their peers TELP 0491 1 UNIT Student and Campus Life: Student and Campus Life COMMUNITY, CONTEXT AND PERSONAL DEVELOPMENT

The Los Angeles Times Library Borrowers may access their library accounts through L. Nedra Peterson, MA, University Librarian the catalog to renew items or place items on hold as well as to view outstanding materials. Materials MISSION not owned by Woodbury’s library may be requested The library is dedicated to enriching the life of the through InterLibrary Loan at no charge to students, Woodbury community through the expansion of faculty, and staff (except for rare instances when knowledge and creativity. We seek to build and the lending library charges a fee), thus making the preserve resource collections that meet current and scholarly resources of the world available to the future curriculum, research, intellectual, creative, campus community. and professional needs of the university. In pursuit of this mission, the library strives for excellence in Librarians play a vital role in educating Woodbury the quality of its programs, services, and resources. students. Students learn skills that have lifelong value in our information-rich environment and devel- RESOURCES op proficiency in accessing and evaluating resources The library supports the university’s mission of for quality and validity. The library provides a excellence in professional and liberal arts education dynamic instruction program to support students in by collecting, preserving, and providing access to achieving the most efficient and effective use of in- the record of human knowledge. Resources for re- formation resources and technologies. Course-spe- search and inspiration are discipline-focused, as well cific instruction is provided by librarian subject as transdisciplinary. The library’s growing collection specialists, and is available to any instructor for any includes approximately 120,000 print and e-books, class. Librarians teach Library and Information Sci- 4,000 video recordings, 250 current print journal ence (LSCI) courses to assist students in meeting the subscriptions, and access to more than 50 research university’s Information Literacy requirement. Ref- databases. erence and research assistance is available during all hours the library is open. Personalized in-depth Scholars locate and identify materials through the research appointments may be made with subject library’s web-based information systems. The online specialist librarians. catalog provides information about books, videos, periodicals, and other materials that comprise the The library’s physical spaces provide access to collec- library’s collections at both the Burbank and San tions that encourage creativity and exploration in Diego campuses. While continuing to develop a technologically and aesthetically inviting environ- and manage collections of traditional printed and ment. Comfortable lounge-type seating is arranged physical materials, the library also provides access throughout the main building, inviting browsing of to a wide variety of digital resources through the new books, newspapers, and a variety of popular library’s website. These include electronic journals magazines. To accommodate diverse study needs and magazines, e-books, reference sources, peri- and learning styles, there are spaces for individual odical indexes, and abstracts. Access to the library’s quiet study as well as group study areas. Wireless online catalog and research databases is available access to the Internet is available throughout the any time, night or day. library facility and courtyard. The Electronic Study Hall classroom houses desktop computer work-

2015-2016 Course Catalog 235 stations in a lab setting, and is available for quiet grams with a number of universities abroad. Student and Campus Life study when not reserved for classes. DIRECT EXCHANGE The Woodbury identification card is available In a “direct exchange” program, students pay tui- through the library and serves as a library card and tion at their home institution and room and board meal card. Photos are taken in room L104 any time at their host institution. For information about the library is open. The card is free, though if lost or the programs below and others, students should damaged, a replacement will cost $5.00. Cards must contact the chair of their program of study. If a be updated every semester at the library circulation student interested in studying abroad is a financial desk. aid recipient, the student should also contact the Financial Aid office to complete additional docu- The library’s hours of operation vary throughout ments in order to receive funding while involved in the year to accommodate the academic cycle. their study-abroad program. Current hours are always viewable on the library’s website http://library.woodbury.edu/ or available by DESIGN SCHOOL OF HOCHSCHULE NIEDERRHEIN IN calling 818-252-5200. KREFELD, GERMANY The School of Media, Culture & Design has a direct A small library focused on the study of architec- exchange program with Hochschule Niederrhein. ture, urbanism, and development is maintained Students and faculty from both Woodbury and at the San Diego campus. Regardless of location, Hochschule Niederrhein may study at either loca- all Woodbury students, faculty, and staff have the tion. Information on this program may be obtained same access to the library’s electronic databases and from the School of Media, Culture & Design. catalog. ARCHITECTURE SCHOOL OF THE FACHHOCHSCHULE, International Opportunities for Study DÜSSELDORF, GERMANY Study-away experiences are opportunities where Woodbury’s School of Architecture and the Archi- students learn in areas of extreme environmental, tecture School of the Fachhochschule have a direct cultural, and social difference over an extended exchange program. Information on this program period of time to gain a better understanding may be obtained from the School of Architecture. of themselves and of their culture. In doing so, students develop the ability to evaluate elements OTHER AGREEMENTS of their own culture and positions of unbiased The university also has agreements with Hanze Uni- interaction with cultural and individual difference. versity Groningen and Universidad de Monterrey in It encourages a stronger understanding of fluid Mexico. inter-subjectivities aiding in the assertion of more open and inclusive global citizens. These study- SUMMER EXPERIENCES away opportunities take many forms at the univer- Woodbury offers a number of opportunities to sity. travel and study both within the United States and overseas ranging from short trips to a summer term STUDY ABROAD OPPORTUNITIES abroad. The School of Architecture hosts such a No educational experience has a greater impact in summer program for architecture students to study producing lifelong learners than a travel abroad in locations such as Tokyo, Paris, Berlin, China, or experience in which students apply what they Barcelona. Summer architecture studios have also have learned on campus in the context of a distant traveled to Brazil, Mexico, Tahiti, and Costa Rica society and culture. Woodbury students continually for site investigations. Programs differ each year mention their experiences abroad as transforma- depending on the interest of students and faculty. tional. Each year, the faculty offers students a va- Students should talk to their department chairs to riety of short-term and summer-long international understand opportunities offered each academic study programs in their disciplines of architecture, year. design, business, and the liberal arts. In addition, the university participates in direct exchange pro-

2015-2016 Course Catalog 236 OTHER OPPORTUNITIES VISION Student and Campus Life The Woodbury chapter of the AIAS (American In- The Institute for Excellence in Teaching and Learn- stitute of Architecture Students) has organized na- ing (IETL) strives to be a partner in advancing tional and international student trips. Information and sustaining the teaching and learning process on this program may be obtained from the School at Woodbury University. IETL envisions learning of Architecture. environments where the effectiveness of pedagogy is measured by the dynamic qualities of student JUNIOR FELLOWS PROGRAM learning it produces. Will McConnell, Assistant Dean, College of Transdisciplinarity MISSION The Institute enhances the professional growth of The College of Transdisciplinarity sponsors a junior faculty—both full-time and adjunct—and instruc- fellowship program for all undergraduates. Up tional staff through services, programs, and resourc- to fifteen students are selected each fall semester es dedicated to more significant learning experienc- on the Burbank campus to participate in a special es for Woodbury students. transdisciplinary research studio. Students enter the seminar with a specific focus or theme: poverty or GOALS social equity issues in Los Angeles; global sustain- • Increase faculty understanding of current peda- ability; communication and privacy in postmoderni- gogical knowledge and practice regarding teach- ty, etc. The seminar facilitates students’ exploration ing and learning. of transdisciplinary methodologies, from research • Assist new faculty in becoming more effective approaches drawn across multiple disciplines to teachers. communication and representation strategies • Stimulate and support campus-wide conversations that meet the needs of inter- and transdisciplinary about teaching and learning. audiences. Students are instrumental in designing • Establish and sustain communities of teaching the work of the seminar. Students work to hone a and learning across departments, institutes, and focus on their problem or issue in the contemporary schools through reflection and training. world, contribute to the development of course • Support university initiatives on teaching and readings, design a proposal to address the chosen learning. problem, and present their findings and recom- • Support a university culture of assessment, espe- mendations to the campus community. The course cially with the assessment of student learning. will serve as an Integrative Learning or unrestricted • Provide scholarly and practical resources to en- elective. hance the teaching skills of the faculty. • Promote community service initiatives for Wood- Participation requires the student to find a facul- bury students. ty member to serve as a sponsor or the members • Encourage the Scholarship of Teaching and Learn- of the faculty to nominate particular students ing. with their consent. All students who apply or are • Promote Woodbury nationally as an example of nominated must have a minimum overall GPA of an effective teaching institution. 3.3 and have completed no less than sixty units and no more than one hundred units by the beginning PRESENT PROGRAMMING of the subsequent fall semester. Students also are Orientation and Mentoring Program required to submit a five hundred-word essay Designed to orient and assist faculty members early expressing the student’s interest in a significant and on at Woodbury to develop and enhance their pressing problem in the world today, and a letter of teaching skills and establish a lasting foundation for support from the sponsoring or nominating mem- an engaging and effective teaching career. ber of the faculty. Mid-Career Faculty Learning Community THE INSTITUTE FOR EXCELLENCE IN TEACHING Designed to bring together mid-career faculty AND LEARNING members through a transdisciplinary learning Paul W. Decker, Executive Director community providing structure and collegiality for faculty seeking reflection and support for exploring

2015-2016 Course Catalog 237 new methods of teaching in their discipline. Student and Parent Giving University Relations By embarking upon a personal tradition of giv- Classroom Observations and Consultations ing back to your school while still enrolled, you Designed to assist faculty members more direct- and your family can begin the steps of ensuring a ly with one-on-one conversations about specific broader scope of your Woodbury education. Your teaching concerns and the effectiveness of teaching family contributions will help to provide expanded practices in a particular class. learning and networking opportunities for existing students as well as future generations who will Student Feedback through Consensus (SFC) follow and be inspired by your example. Designed to provide important feedback to faculty members from students in their class early in the semester. Feedback allows the faculty an oppor- ALUMNI RELATIONS tunity to reshape the course content or format if Access to opportunity is a strong component of ca- necessary. reer success. By developing a positive and continuing relationship with alumni, the Career Develop- Access to Teaching and Learning Resources ment Office and University Relations work together Web-based resource center to display scholarly as to provide that access to current students, and help well as practical resources for the improvement of them obtain internships, work experiences, part- classroom teaching and effectiveness. and full-time jobs, and other career opportunities through our alumni network. When alumni help Senior Teaching Fellows Mentoring Program current students in their job search, or through Designed to recognize senior faculty members for activities like job shadowing and mentoring, alumni their success in the classroom and their suitability are able to become more involved with Woodbury as mentors for new faculty or faculty interested in in truly meaningful ways. Further engagement new educational initiatives. takes place through annual events, including Wood- bury Week, Summer Series events, as well as class University Relations reunions where alumni are encouraged to return to André van Niekerk, PhD, Interim Vice President, campus to renew old acquaintances, develop new University Relations contacts, and connect with current students, faculty, and staff. Volunteering by alumni, where they work “Education and philanthropy turn a student into a side-by-side with staff, faculty, and students, is key citizen.” to fostering a true alumni spirit within Woodbury.

One of the greatest gifts college education provides For alumni seeking employment, the Career is a greater understanding of one’s place in the Development Office provides a variety of services world. University Relations helps foster a philan- including career preparation and assessments, job thropic spirit. In so doing, we have a tri-fold mission search/resume-writing techniques, mock interviews, of helping Admissions and Enrollment, supporting employer panels, referral services, and networking careers through internships and jobs, as well as events and programs. Other non-career, alum- gifts-in-kind and philanthropic support. The univer- ni-related services include finding lost alumni and sity relies on several sources of income aside from reunion coordination and planning. tuition and fees. We must enlist sustaining financial support from parents and alumni, foundations The Woodbury University Alumni Association and corporations, as well as grants to ensure the provides a variety of engagement opportunities to achievement of the highest priorities of the univer- alumni. Regular membership is free. sity. The University Relations staff proudly works to strengthen the relationships between the university Woodbury has educated more than seventy-seven and the members of its extended family. Through thousand alumni. While three-quarters of Wood- its efforts, Woodbury can remain a vital and rel- bury graduates have resided in Southern California, evant institution for learning and development, Woodbury alumni can be found in all fifty states career preparation and enhancement, and enabling and in fifty-eight countries around the world. The its graduates to become productive citizens who majority of alumni have entered productive jobs in think and act philanthropically. the Los Angeles area, where they have built businesses, both large and small, founded magazines,

2015-2016 Course Catalog 238 established accounting firms, become noted fashion TRADITIONAL GIVING METHODS FOR FRIENDS AND University Relations designers for movies and television, won design FAMILY OF WOODBURY UNIVERSITY competitions, held public office, led non-profit Scholarships — As with most private, not-for-profit organizations, and much more. institutions, this is one of the most important needs at Woodbury. The university hosts benefits and/ Alumni Giving or events to serve this purpose, with net proceeds The percentage-level of contributions by a univer- going to the Woodbury Scholarship Fund. Addition- sity’s alumni is the barometer by which prospective ally, named scholarship opportunities are available students, college ranking systems, and financial and may be established for a minimum of $2,500 or supporters view a school’s value. In particular, when for an endowed fund at $50,000. Woodbury applies for a grant, foundations will often ask about the level of alumni support as a basis Friends of the Library — The purpose of the to determine if the university is a good investment. Friends of the Library group is to provide support Therefore, alumni giving is central to the universi- for library resources, library services, library facility’s ability to prosper and grow. ties, and library technologies. Friends of the Library sponsor a fall lecture series, the Julius Shulman Annual Fund Award for Excellence in Communication, the Ray The Woodbury University Annual Fund provides Bradbury Creativity Award, and the Library Student support for the highest needs of Woodbury Univer- Leadership Award. sity. Tax-deductible gifts to this fund are distributed to all areas of the campus. THE JULIUS SHULMAN AWARD FOR EXCELLENCE IN COMMUNICATION — Each year, in honor of Julius Annual Fund gifts are used to: Shulman, Woodbury University’s Friends of the • provide financial assistance for deserving students Library honor an outstanding contributor and ex- who otherwise could not afford a Woodbury ponent of communication in his or her field whose education; work has changed the way people perceive the • keep the university on the cutting edge of tech- world. Past recipients include the following: nology; 2014 Grant Mudford • attract professors who are leaders in their respec- 2013 Catherine Opie tive industries or specialties; 2012 Howard Bingham • maintain and beautify university buildings and 2011 The Annenberg Space for Photography grounds. 2010 Diane Keaton 2009 Eric Bricker The Annual Fund allows alumni, parents, and 2008 Henry T. Segerstrom friends an opportunity each year to make a mean- 2007 Lily Tomlin ingful difference in the lives of current students. 2006 Dustin Hoffman Giving is the most tangible measure of your satis- 2005 Dr. Robert H. Schuller, Founding Pastor of faction with Woodbury. By investing in Woodbury’s the Crystal Cathedral Annual Fund, you provide critical resources for faculty and students that spark the innovations that THE RAY BRADBURY CREATIVITY AWARD will elevate Woodbury to the next level in higher This award is presented annually to “those who education. witness and celebrate.” Past recipients include the following: To Contribute 2015 Kevin Starr Please contact Damon Griffin, Associate Director of 2014 Henry Rollins University Relations, at damon.griffin@woodbury. 2012 Kirk Douglas edu to join in the Woodbury tradition of giving. We 2011 Malcolm McDowell can always be reached at 818.252.5289. 2010 Burt Reynolds 2009 Jody Greenwald 2008 Roy E. Disney 2007 F. Murray Abraham

2015-2016 Course Catalog 239 2006 Anjelica Huston and Robert Graham University Relations 2005 Irvin Kershner

PLANNED GIVING Woodbury alumni and friends who want to support the university can do so and reap the inherent tax benefits specific to the type of giving designated. Planned giving benefits may include life income, future continued use of gift property, an avoidance of capital gains tax, as well as providing donors with immediate income tax deductions. Planned giving donors are recognized as members of the “Pop” Whitten Heritage Society.

“POP” WHITTEN HERITAGE SOCIETY Ray Howard Whitten became the sixth president of Woodbury Business College in 1922. Students soon began addressing him as “Pop” Whitten because of his openness and genuine concern for all Woodbury students. During his tenure, Whitten transformed the school from a traditional business school into a college of higher learning. “Pop” Whitten is remembered as an innovative educator who left a lasting mark on our university. Friends of Woodbury University can share in “Pop” Whitten’s legacy by leaving gifts from their estates, whether through a will or other estate-planning vehicles, to Woodbury University.

2015-2016 Course Catalog 240 Ruben Rodriguez Student Development Campus Life Disabilities Coordinator

Student Development Kelli Ross Academic Advisor Phyllis Cremer, Vice President, Office of Student Development Michelle Sidney Program Coordinator, Student Life In collaboration with students, faculty, staff, and families, the Office of Student Development facil- Marco Valenzuela itates students’ transformation and enriches their Director, Residential and Greek Life educational experience by embracing their goals, dreams, and aspirations. We will offer opportunities STUDENT LIFE: BUILDING COMMUNITY, BUILDING for engagement in educationally purposeful activ- PERSONAL SUCCESS ities, challenge students to develop academically The Student Life staff within the Office of Student and personally, provide the support necessary for Development facilitates a variety of co-curricular them to do so, and advocate for their needs. opportunities for students. These include advising and supporting student organizations such as LEADERSHIP TEAM the Associated Students of Woodbury University (ASWU), Program Board, Greek Life, and other Rebecca Devereaux professional, cultural, and social groups. The Stu- Assistant Dean, Academic Support dent Life staff also offers a variety of services and programs designed to create a campus environment Anne Ehrlich that complements the academic experience and Dean of Students cultivates the social and personal development of Woodbury students. Liana Jindaryan Director, Career Development CAREER DEVELOPMENT How to Make an Appointment STAFF The best way to guarantee that your career guid- Evelyn Alfaro ance needs will be met is to speak with a career Academic Advisor counselor or advisor. Make an appointment to do so by calling 818.252.5260 or by stopping in to speak Megan Bridges with an administrative staff assistant for scheduling. Administrative Assistant LEADERSHIP DEVELOPMENT Ryan Burtanog Woodbury University believes in the cultivation of Counseling Intern, San Diego Campus student leaders, both to shape the campus and to prepare students for shaping their world. We offer Wynn Helms many opportunities for students to lead in mean- Counselor ingful ways. • Associated Students of Woodbury University Stevon Lewis (ASWU) Director, Counseling Services • Program Board • SOAR Peer Advisors Mikhail Lyubarev • Resident Advisors Director, Health Services • Residence Hall Association • Greek Council Monika Marfechuk • Community Honor Council Administrative Assistant, Residential Life • International Peer Advisors • Academic Peer Mentors Jessica Oviedo • Tutors Career Counselor

2015-2016 Course Catalog 241 STUDENT ORGANIZATIONS Delta Sigma Phi Student Development The educational experience at Woodbury extends Phi Sigma Kappa beyond classroom work. Student organizations Phi Sigma Sigma provide opportunities to develop leadership skills, Sigma Gamma Rho 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 American Institute of Architecture Students and thereby assumes the obligation of abiding (AIAS) by its standards. Each member of the Woodbury American Institute of Graphic Arts (AIGA) community shares responsibility for maintaining Business Professional Women of Woodbury conditions that support the university’s purpose. (BPWOW) Circle K The university, through the Office of Student Collegiate Entrepreneurs’ Organization (CEO) Development, maintains the exclusive authority Communication Club to impose sanctions for behaviors that violate the Council of Latin American Students of Student Code of Conduct. Any student or student Architecture (CLEA) organization charged with alleged violations of The Diplomats the Student Code of Conduct shall be afforded the The Edge Fashion Club opportunity to be heard in an educational con- International Interior Design Association (IIDA) duct hearing. However, the university reserves the Campus Center right, in consultation with the dean of students, to Psychology Students Association suspend or expel a student/organization at any time Social Reel for any reason deemed sufficient by the university. Zone V The university determines, publishes, and makes Cultural Organizations known its rules and regulations concerning student Armenian Student Association (ASA) conduct in the Student Handbook. In addition, the Black Student Association university has the right to determine when its rules La Voz Unida (LVU) are violated, determine the appropriate course of Russian Student Association action, and update these policies as needed. Saudi Student Association Thrive Fellowship ACADEMIC HONESTY Unity Because the integrity of the academic enterprise of Woodbury University United Nations any institution of higher education requires honesty in scholarship and research, academic honesty is Governing Organizations required at Woodbury University. Academic integri- Associated Students of Woodbury University ty is important for two reasons. First, independent (ASWU) and original scholarship ensures that students and Greek Council scholars derive the most from their educational MBA Association experience and the pursuit of knowledge. Second, Masters of Leadership Graduate Association academic dishonesty violates the most fundamental (MLGA) values of a community of scholars and depreciates Program Board the achievements of the entire university community. Accordingly, Woodbury University views academ- Fraternities and Sororities ic dishonesty as one of the most serious offenses Beta Lambda Chi that a member of the community can commit.

2015-2016 Course Catalog 242 Adherence to the Academic Honesty Policy reflects SEXUAL MISCONDUCT POLICY (TITLE IX) Student Development the commitment of the Woodbury community to Woodbury University is committed to providing a the ideals of learning, research, and scholarship. non-discriminatory and harassment-free educational, living and working environment for all members The Academic Honesty Policy is outlined in its of our community including students, faculty, staff, entirety in the “Academic Standards, Policies and and guests. All members of the campus community Procedures” section of this handbook and in the are expected to conduct themselves in a manner Student Handbook. that does not infringe upon the rights of others. This policy prohibits all forms of sexual miscon- ALCOHOL POLICY duct, including sexual harassment, sexual assault, Woodbury University’s alcohol policy reflects cur- stalking, intimate partner violence, and sexual rent interpretations of federal, state, and local laws exploitation. Misconduct of this nature is contrary governing the possession, distribution and use of to Woodbury’s institutional values and prohibited alcohol, and also expresses the university’s commit- by state and federal law. ment to responsible drinking and behavior. Refer to the Student Handbook for the complete Policy for Woodbury University encourages the prompt re- Events with Alcohol. porting of any incident of sexual misconduct to the University. Upon receipt of a report, the University SMOKING POLICY will take prompt and effective action to end the In compliance with Section 41.5 of the Los Angeles misconduct, remedy the effects, and prevent its Municipal Code, the campus smoking policy is as recurrence. This policy has been developed to re- follows: affirm these principles, define community expecta- • Smoking (designated as smoking of pipe, cigars, tions, provide recourse for those individuals whose and cigarettes) is prohibited in all indoor areas. rights have been violated, and provide fair and • Smoking is allowed in designated outdoor areas equitable procedures for determining when this only. policy has been violated.

STUDENT GRIEVANCE POLICY If you believe you have experienced or witnessed The grievance policy will be used to resolve griev- sexual misconduct at Woodbury University, contact ances against decisions or actions of University one of the university’s Title IX Coordinators: faculty, staff, and agents affiliated with the university that create a hostile environment for teaching Natalie Avalos and learning. For detailed policies and procedures, please refer to “Academic Policies” of this university Director of Human Resources 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- Anne Ehrlich nation and harassment based upon an individual’s race, color, religion, sex, gender identity, pregnancy, Dean of Students national origin, ancestry, citizenship status, age, Whitten Student Center marital status, physical disability, mental disability, 818.252.5252 medical condition, sexual orientation, military or [email protected] veteran status, genetic information, or any other characteristic protected by applicable state or The university’s Sexual Misconduct/Title IX policy federal law, so that all members of the community can be found in its entirety in the Student Hand- are treated at all times with dignity and respect. It book. is the university’s policy, therefore, to prohibit all forms of such discrimination or harassment among university faculty, students, staff, and administration.

2015-2016 Course Catalog 243 RESOURCES AND SERVICES academic, personal, and professional goals through Student Development SOAR 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 and students who have advising students. Students will meet with faculty advisors concerns. to register for classes. Students will also become acquainted with departments, resources, and ser- Academic advisors offer academic counseling vices that will assist them in their academic career for students at-risk academically and administer at Woodbury. SOAR Peer Advisors provide students probationary actions for the general student body. with additional support in adjusting to their aca- Though a student may at times need to consult demic and personal responsibilities. 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 WELCOME WEEK goal date (usually the Friday before studio final A special Welcome Week program is offered to all exams week). students during the first week of each semester. Welcome Week is designed to help students un- TUTORING derstand Woodbury’s values, become familiar with Drop-in tutoring is available starting the second campus resources and opportunities for involve- week of the fall and spring semesters and concludes ment, develop relationships, and feel part of the the week before Studio Finals. Appointments are Woodbury community. available beyond the drop-in hours and for subjects or times not listed on the published tutoring The San Diego campus also has an orientation schedule (available each semester on the university program for all incoming students. Attendance is portal). encouraged, as information on university policies, services, programs, and concerns particular to the ACADEMIC PEER MENTORS San Diego campus will be provided. Academic Peer Mentors (APMs)—academically accomplished students in each major—assist students ACADEMIC SUPPORT PROGRAMS in time management, study skills, and use of cam- Housed in the Whitten Student Center on the Bur- pus and community resources. They offer guidance bank campus, the Office of Student Development and encouragement on a weekly basis throughout provides academic support programs free of charge the semester. Any student may request to be paired to all Woodbury Students. Collaborating with both with an Academic Peer Mentor. faculty and student leaders, the Office of Student Development strives to provide comprehensive ser- INTERNATIONAL PEER ADVISORS vices that assist students in reaching their academic International Peer Advisors (IPAs) provide guidance goals. to international students as they transition to life as a Woodbury University student. IPAs communicate ACADEMIC ADVISING weekly with international students, plan events de- Office of Student Development academic advisors signed to meet the needs of international students, assist students in the development of meaningful and assist with the facilitation of International educational plans that are consistent with their Student Orientation.

2015-2016 Course Catalog 244 POLICY AND PROCEDURES FOR ACCOMMODATING It is the student’s responsibility to identify the need Student Development STUDENTS AND APPLICANTS WITH SPECIAL NEEDS: for an accommodation and provide the appropriate MOBILITY-BASED AND NON-MOBILITY-BASED documentation for the requested accommodation. DISABILITIES Accommodations will be arranged once students have met with the disabilities coordinator in the Woodbury University is strongly committed to Office of Student Development, provided formal promoting and achieving equitable learning documentation, and registered their disability. It opportunities and participation for students with is the student’s responsibility to keep all appoint- disabilities. The university complies with Section 504 ments related to the provision of accommodations. of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, and applicable state General Documentation Guidelines and local anti-discrimination laws. Pursuant to these Students who wish to be considered for reasonable laws, no qualified individual with a disability shall accommodations must submit current documenta- unlawfully be denied access to participation in or tion (i.e., medical/educational/diagnostic reports) benefits from any services, programs, or activities of from licensed physicians, psychologists, or other the university. qualified professionals, as well as supporting historical records and materials. The university recognizes physical and mental disabilities that include mobility, sensory, health, Evaluator Qualifications psychological, and learning disabilities, and pro- • The professional conducting the assessments and vides reasonable accommodations to qualified rendering diagnoses must have comprehensive individuals with disabilities once the disability is training with regard to the specific disability being adequately documented, as provided below. It is addressed. the responsibility of the student to make his or her • All diagnosticians must be impartial individuals disability and needs known in a timely fashion and who are not family members of the student. to provide appropriate documentation and evalu- • The name, title, and professional credentials of ations to support the accommodations the student the evaluator, including information about license requests. The university, however, is unable to make or certification, the area of specialization, employ- accommodations that are unduly burdensome or ment, and state in which the individual practices that fundamentally alter the nature of the service, should be clearly stated in the documentation. program, or activity. Current Documentation Procedures for Registering The university requires that submitted documen- for Reasonable Accommodation tation be within three years old, but will utilize Whenever possible, at least two weeks prior to the common sense and discretion in accepting older beginning of each semester, students seeking an documentation of conditions that are permanent or accommodation for their disability should schedule non-varying. Changing conditions and/or changes in an appointment with the Office of Student De- how the condition impacts the individual brought velopment, fill out an “Accommodation Request on by growth and development may warrant more Form,” and provide supporting documentation, as frequent updates in order to provide an accurate discussed below. This will ensure adequate time to picture. The university, therefore, reserves the right determine if the documentation is sufficient and to to request additional information in order to deter- make any necessary advance arrangements for the mine eligibility. accommodation(s). Any documentation, or request for accommodation that is received after the start Comprehensive Documentation should: of classes may delay the provision of accommoda- • State the specific disability, as diagnosed, and tions. when appropriate, should relate the disability to the applicable professional standards, for exam- For assistance, contact the Office of Student Devel- ple, DSM-IV-TR. opment at 818.252.5232. Accommodation request • Provide relevant educational, developmental, and forms can either be found in the Whitten Student medical history. Center or downloaded from the portal site at • Describe the comprehensive testing and tech- http://my.woodbury.edu. niques used to arrive at the diagnosis. Include

2015-2016 Course Catalog 245 test results with subtest scores (standard or scaled ings or special events off campus will be evaluated Student Development scores) for all tests. for mobility-impaired access for wheelchair users or • Describe the functional limitations. Explain how other mobility-impaired/physically disabled students the disability impacts the student’s daily function- prior to requiring students to attend any meetings ing and abilities. or special events off campus. • Offer suggestions for accommodations for the disability and the rationale for the accommodations. CLASSROOMS All classrooms, laboratories, and study areas that will be readily accessible for mobility-impaired stu- NON-MOBILITY-BASED REASONABLE dents will be equipped in the following ways: ACCOMMODATIONS Accommodations and services will be provided for • There will be accessible desks, tables, or worksta- qualified students with documented disabilities on tions designed to provide the required wheelchair a case-by-case basis. Examples of the accommoda- seating space with ISA-priority signage to indi- tions that may be provided when appropriate, in- cate that mobility-impaired/physically disabled clude, but are not limited to, readers, interpreters, students will have first priority use. note takers, alternative textbook formats, course • Accessible desks, tables, or workstations will be load modifications, exam accommodations, and fixed to the floor or otherwise permanently -in flexibility on assignment deadlines. The universi- stalled. ty will be ultimately responsible for determining • The desks, tables, or workstations will be placed appropriate accommodations in accordance with in such a manner as to enable the mobility-im- the law. This decision will be made on the basis of paired/physically disabled student to interact with the documentation provided and the requirements the class and the instructor, is not made to sit of the academic program. Accommodations will alone, facing a wall or the other students. not be considered reasonable if they would funda- • The location of the desk, table, or workstation mentally alter the nature of the program or if they will be near an accessible entrance and exit of the would be unduly burdensome for the university, classroom. either financially or administratively. EQUIPMENT MOBILITY-BASED AND PHYSICAL DISABILITY All equipment used in classrooms will be readily REASONABLE ACCOMMODATIONS accessible to mobility-impaired/physically disabled The university will ensure that mobility-impaired/ students. By notifying the Office of Student Devel- physically disabled students are scheduled into opment at least two weeks prior to the semester, appropriate classrooms and provided with all neces- whenever possible, of their mobility-based disabil- sary equipment and accommodations necessary for ity and filling out the “Accommodation Request the student’s full participation in a course provided Form,” students will not be required to ask for that it would not be unduly burdensome or funda- an accessible facility or readily accessible special mentally alter the nature of the goods or services equipment or tools. This does not apply to students provided by the university. requiring non-mobility based and non-physical disability reasonable accommodations, such as special After a mobility-impaired/physically disabled educational accommodations (e.g., note takers). student meets with the Office of Student Devel- opment, completes an “Accommodation Request FIELD TRIPS AND OFF-SITE CLASS ACTIVITIES Form,” and provides supporting documentation, All field trips and any off-site or on-site class activ- as discussed above, the Office of Student Devel- ities scheduled outside of the regular classroom, opment will notify the student’s instructors. Each laboratory, or studio will be accessible in the follow- instructor must determine in conjunction with the ing ways for mobility-impaired/physically disabled Office of Student Development if the classroom, students: lab, or studio is physically accessible prior to requiring the student to attend class. • Instructors are required to uphold all policies, procedures, and practices for field trips and off-site All classrooms, laboratories, and locations for meet- activities to ensure that the location is accessible

2015-2016 Course Catalog 246 for a mobility-impaired/physically disabled stu- cedure to appeal the university’s decisions regard- Student Development dent enrolled in their course. After evaluating the ing requests for accommodation. To file a griev- location, if the instructor cannot ensure accessibil- ance, students should contact the dean of students, ity, the instructor must demonstrate that modify- located in the Whitten Student Center. ing the location would fundamentally alter the nature of the programs and services offered as a If a student has any questions or concerns about part of the course. disabilities, they should contact the Office of Stu- • If accessibility is legitimately denied to a special dent Development at 818.252.5254, or stop by the event or field trip, the instructor must provide Whitten Student Center. written notice to the student and provide them with substitute materials or events to compensate CAREER DEVELOPMENT for the inaccessible field trip or special event. Career guidance and development activities provid- • The Hollywood Gallery may not be used for any ed by the Career Development Office, a unit of the student classes, student presentations, or student Office of Student Development housed in the Whit- events. ten Student Center, strive to provide students and alumni with quality information, advice, and tools HOUSING in the areas of career counseling, job/internship The university’s North Hall student residence has search strategies, and professional development, rooms equipped for mobility-impaired/physically to ensure a smooth transition from college into a disabled students. Students will need to indicate career. The Career Development Office supports stu- on the online housing application the need for an dents through the stages of their university expe- accessible room and medical documentation will rience, from the first year through graduation and be required to secure the room assignment. After beyond. The services and programs are designed to which, no additional documentation of the disabil- help students and alumni connect with potential ity will be needed. There is no additional fee for employers, explore a wide range of career choices, an accessible room. A limited number of accessible and identify and achieve their professional goals. spaces is available. The Career Development Office offers five essential PUBLIC EVENTS areas that provide activities and interventions to Public events held on campus to which the gener- assist students and alumni in their career-planning al public and student population are invited will process: Career Counseling; Career Information, be held in accessible locations. In circumstances in Preparation, and Programming; Career Services which changing a location for an event to make it Management (CSM NACElink Network); Internship accessible would fundamentally alter the nature Assistance; and Professional and Graduate School of the goods or services provided such as to deny Advisement. a mobility-impaired/physically disabled student access, the student will be provided with written Career Counseling notice that the public event cannot be located in an • Career counseling to help undergraduate and accessible location. The student will also be provid- graduate students and alumni with career and ed with substitute materials or events to compen- educational goals. sate for the special event. • Career assessment inventories to assist students with early career exploration and planning. NEW WOODY’S CAFÉ • Individual assistance on issues such as choosing or The university will provide appropriate accommo- changing a major and career change or transition. dations to ensure that New Woody’s Café will be • Support and guidance to explore, define, and accessible to mobility-impaired/physically disabled realize career goals. students at all times the café is operational. • Assistance with goal-setting and goal achievement through a variety of career exploration DISABILITY GRIEVANCE PROCEDURE activities. The university has an internal grievance procedure Career Information, Preparation, for resolution of complaints alleging violations of and Programming disability. Students may also use this grievance pro- • Resume and cover letter assistance

2015-2016 Course Catalog 247 • Practice interviews (mock interviews) • Employer Internship Information Sessions Student Development • Information about full-time jobs, employers, employment trends, salary, and other labor market Professional and Graduate School Advisement: information • Guidance for students interested in pursuing pro- • Workshops on a wide range of topics including fessional or graduate programs job search techniques, resume writing, interview- • Resources dealing with professional school direc- ing, networking, personal branding, and salary tories and graduate school exams negotiation • Graduate school personal statement assistance • Monthly career e-newsletters, the office’s main vehicle for communicating a wealth of career- re- CONTACT INFO: lated information to students Career Development • Job/internship e-bulletins and email announce- Whitten Student Center ments to inform students, staff, and faculty about Monday-Friday: 9:00am - 6:00pm employment opportunities and upcoming events Phone: 818.252.5266 • Annual luncheons, alumni panel discussions, eti- Email: [email protected] quette dinners, and networking mixers • On-campus recruitment of students by employ- Career Development Office Staff: ers through interviewing, employer information Liana Jindaryan sessions and school-specific recruiting fairs Director of Career Development (Whitten Student Center) Career Services Manager (CSM) CSM is provided by NACElink Network and is the Jessica Oviedo university’s web-based student and alumni job Career Counselor, School of Business board, listing the following opportunities: (Whitten Student Center) • On-campus and off-campus employment opportunities; Catherine Roussel • Part-time, full-time, and internship opportunities; Career and Outreach Coordinator, School of Archi- • Local and national post-degree career opportuni- tecture (Isaacs Faculty Center) ties; • Students register at no cost and are able to identi- CAMPUS FACILITIES fy potential opportunities for which they may apply. Students can upload their resumés and FACULTY ANNEX work samples (i.e. writing samples, cover letters, The Faculty Annex houses faculty offices for portfolios, etc.). Employers can review student different schools. It is also home to a variety of resumes and work samples as well as contact stu- classrooms and activities, mostly in the design and dents for follow-up information. CSM is located at media areas, including Woodbury’s stop motion lab. http://woodbury-csm.symplicity.com/students and is free to access. Login requires one’s username CABRINI HALL and password. Part of the original Villa Cabrini, Cabrini Hall houses the Fashion Design Department, the Judith Tamkin Internship/Work Experience Assistance Fashion Center, the Nan Rae Gallery, and the dining The Career Development Office can assist in hall. Design studios in Cabrini Hall are accessible connecting students with real-world, career-relat- twenty-four hours a day, seven days week. ed experiences that have proven to be a critical career-development step for graduates. In addition THE DESIGN CENTER to connecting with employers locally and nationally The Design Center is dedicated to art and design to develop new internship opportunities, the staff and houses Animation, Graphic Design, Interior also collaborates with faculty to support academic Architecture, and Design Foundation studios. Each internship experiences. department has designated studio spaces for the • Individual meetings with a career counselor for appropriate studio classes. The art/design depart- guidance and internship listings ments share computer facilities and studio class- • Employer connections and company referrals rooms. Each department has dedicated individual

2015-2016 Course Catalog 248 support areas and archival storage space. Many of tions and lectures. Student Development the design studios in the Design Center are accessible twenty-four hours a day, seven days week. The Judith Tamkin Fashion Center in Cabrini Hall houses rotating exhibitions of items from the HENSEL HALL Fashion Study Collection, as well as student work. Hensel Hall is the main administration building. It The Woodbury University Fashion Study Collection, houses the offices of the Senior Administration. consisting of over six thousand garments and accessories that represent the clothing history of the ISAACS FACULTY CENTER past two hundred years, is available as a hands-on The Isaacs Faculty Center houses most of the full- resource to students and faculty. Students may in- time faculty from three of the university’s four tern with the curator to work on displays and assist schools. It has two conference rooms: the large in the management of the collection. Kirkendall Conference Room and the smaller Niel- sen Conference Room. The Wedge Gallery in the Architecture Complex offers exhibits of student and faculty work. ENTERTAINMENT MEDIA Entertainment Media houses a sound stage, a ARCHITECTURE MAKING COMPLEX screening theater and sound mixing room, prop All students have access to the Shop and Digital storage, scene docks, and audition and rehearsal Fabrication Facilities in the Architecture Complex. rooms. The building is located on the upper quad, These facilities offer hand and power tool use, next to the university’s recreational court that is CNC milling, three-dimensional printing, and laser also the site of intramural sports in soccer and cutting machines. Students are required to take and basketball. pass the Shop Safety Course and the Digital Fabrica- tion Orientation before using the equipment. MILLER HALL Miller Hall houses the Consolidated Student Service COMPUTER FACILITIES Center which includes the Business Affairs Office, , Technology is a shared resource on campus. Each Registrar’s Office, Financial Aid Office, Admissions building offers students a variety of computer Office, and Reception. The building also houses labs and other technological resources, from laser the Technology Office, computer labs and smart cutters and render farms to printers, plotters, and classrooms. smart computer-based classrooms.

RESIDENCE HALLS Black & white and color printing and plotting is Woodbury’s residence halls house approximately available in computer labs at the student’s expense. 225 students at Woodbury’s Burbank campus. North Hall, the newer of the two buildings, offers breath- Student lab techs are present during all open lab taking views of the San Fernando Valley. Centrally hours and are the initial source for resolving any located is South Hall, which is also nestled behind lab-based problems students might experience. the Alumni Quad. Internet access is available from all computer lab GALLERIES workstations as well as from the university’s wire- Nan Rae Gallery is the university’s main gallery. It less network, which is available from anywhere on is a modern open-plan facility in the basement of campus (except residence halls, which have their Cabrini Hall. This gallery hosts exhibitions of stu- own wireless Internet access). dent work, along with the work of visiting artists. DIGITAL RESOURCE CENTER Powell Gallery is a two-story open gallery on the The DRC is a support center, not a teaching lab, first floor in the center of the Design Building. It is offering expanded computer services designed to most often used for departmental studio reviews, support students in Animation, Graphic Design which can be viewed in-progress by faculty and stu- and Interior Architecture. It is equipped with four dents from all programs. The gallery is outfitted for computer stations with Cintiq pen tablets, and multi-media projection and is available for exhibi- space for setting up laptops. Large printers, plot-

2015-2016 Course Catalog 249 ters, and a large-format scanner enable students between the two properties. Admissions to print assignments. A small render farm supports the Architecture students in rendering large-scale, WHITTEN STUDENT CENTER high-resolution prints for presentation. Single The Whitten Student Center, named after beloved licenses of specific Animation software are installed former Woodbury president “Pop” Whitten, houses in this room. Students and faculty are able to use the Office of Student Development (academic sup- the Digital Resource Center as a meeting space to port and student life), the Writing Department, the discuss digital assignments without interfering with Writing Center, the Institute for Excellence in Teach- ongoing classes in the teaching labs. ing and Learning, and the Transitional English Lan- guage Program. Central Services is also housed in DESIGN CENTER INTERIOR RESOURCE LIBRARY the Whitten Center. The lounge, computer stations, The resource library, located on the first floor of the tutoring areas, seminar room and meeting spaces Design Center, is primarily for the use of Interior serve as popular gathering spots for students. Architecture students. Some materials can be taken permanently; others are loaned out on a temporary Operation Manual basis. The resource library has posted hours and is supervised by Interior Architecture students. ADMISSIONS Mauro Diaz, Interim Vice President GRAPHIC DESIGN PHOTO AND Enrollment Management SCREENPRINTING LABS The photography facilities include a dry-mount The information in this section applies to the room and adjacent shooting lab available for daytime undergraduate program. Admission in- product photography. The lab areas also house the formation for intensive or cohort-based programs necessary equipment for the silk-screen program. and graduate programs is located in appropriate Access to the photography lab facility is by appoint- sections in other portions of this handbook. ment only with a trained lab technician. Appoint- ments are scheduled by the administrative assistant UNDERGRADUATE ADMISSION POLICY for Graphic Design in the School of Media, Culture Woodbury University welcomes and encourages & Design. candidates for admission who are focused on studying in an environment emphasizing professional ca- SCHOOL OF ARCHITECTURE reers. The Admissions Committee carefully considers A complex of dedicated studio spaces for architec- each applicant as a unique individual with special ture students, students are given access twenty-four talents, strengths, and areas of challenge. Primary hours a day, seven days a week throughout the emphasis is placed on the applicant’s prior academic year. record. A writing sample, evidence of artistic and creative talents, standardized test scores, recom- SCHOOL OF BUSINESS BUILDING mendations, a record of extracurricular activities, The Business Building houses the office of the dean work experience, and personal interviews may also of the School of Business as well as the offices of be considered in the admission decision. Faxed the associate dean, business chairs, and faculty. The documents will not be considered official. Upon en- building also contains seminar rooms, electronic rollment, Woodbury requires that each student has classrooms, computer labs, and the Fletcher Jones graduated from a regionally accredited secondary Foundation auditorium. school. A high school equivalency certificate or GED may be considered on an individual basis. THE WEST ANNEX Located in a building on property adjacent to Applications for admission are reviewed on a rolling campus, this building houses classrooms for lecture basis. Applicants with or without prior college expe- and studio work. The School of MCD has a capstone rience may apply for admission to the fall or spring projects suite for use by students and faculty for semesters or to the summer session. capstones in many of the new programs of Film- making, Media Technology, and Game Art & Design. ADMISSION INTO THE SCHOOLS OF ARCHITECTURE The building is directly accessible through a gate AND MEDIA, CULTURE & DESIGN

2015-2016 Course Catalog 250 Students applying for one of the design majors are GE REQUIREMENTS Admissions encouraged to send photographs or digital images of their work. A portfolio is not required for stu- All applicants must have completed the following dents as part of the admission process. General Education courses prior to starting the program: Transfer applicants may be asked for a portfolio for placement in studio courses. Portfolios submitted as WRIT 111 Academic Writing 1 3 Units part of the application process may be picked up on COMM 120 Public Speaking 3 Units campus by prior special arrangement. Otherwise, all documents submitted for review become property MATH 2XX __ Mathematics 3 Units of the university and will not be returned to the Art History 3 Units applicant. Humanities 3 Units Students interested in the San Diego campus may Art History or Humanities 3 Units make application at either the Burbank or San Di- ego campus. Applications submitted to the Burbank Social Science 3 Units campus are forwarded to San Diego for processing. Social Science 3 Units The San Diego campus maintains duplicate files of all students registered for San Diego campus classes. Social Science 3 Units If an application will be submitted directly to the BIOL 2__ Biological Science 3 Units Burbank campus, the student’s advisor at the San Diego campus must be notified. PHYS 2__ Physical Science 3 Units

General Education Elective 3 Units ADMISSION INTO THE COLLEGE OF TRANSDISCIPLINARITY BACHELOR OF ARTS IN LEADERSHIP PROGRAM UNRESTRICTED ELECTIVES (33)

Students applying for this program must meet the APPLICATION REQUIREMENTS following requirements to be eligible for admission: APPLICATION FORM Minimum of 75 semester units and/or an Associate’s All applicants are required to submit a completed Degree from an accredited institution, including ad- application form together with their supporting ditional course work that may be completed after documents. admission. APPLICATION FEE A $50 [USD] fee must accompany the application form. For International Students the application fee is $75 [USD]. Payment of this fee may be made with a check or money order payable to Woodbury University or via phone with a major credit card.

ACADEMIC TRANSCRIPTS Official transcripts from all colleges/universities attended are required, regardless of credit received or courses completed. These items must be submitted sealed [unopened] to the Office of Admissions or mailed directly from the school.

LETTER OF RECOMMENDATION A letter written by academic or professional personnel, counselors, supervisors, or teachers, attesting to

2015-2016 Course Catalog 251 the applicant’s academic achievements or profes- evaluation for admission to the university become Admissions sional experience, is required for each applicant. the property of the institution and will not be returned to the applicant. RESUME All applicants are required to submit a detailed HIGH SCHOOL TRANSCRIPTS professional resume with current professional expe- Applicants must request that their high school send rience. an official secondary school transcript in a sealed envelope or via secure pdf from the institution or LEADERSHIP TRAINING PROGRAM: LASDU, LAFD, & its designated service provided directly to the Office LAPD APPLICANTS of Admissions showing a complete record of all Students seeking credit for successful completion course work, including those courses in progress of a leadership program must submit a written as well as verification of high school graduation. A capstone report of courses completed. The report final high school transcript is required of each stu- will be evaluated by a team of Woodbury University dent before enrollment at Woodbury University. faculty members. TEST SCORES REQUIREMENTS FOR FRESHMAN ADMISSION Applicants to the freshman class are required to Students who are currently attending high school take either the Scholastic Assessment Test (SAT I) or who have never attended a college or university or the American College Test (ACT) and have their are considered freshman applicants. To receive full scores sent to the Office of Admissions. Standard- consideration for admission, candidates must sub- ized tests scores are considered in the admission mit all required documents on or before the priority decision. Students who hold an associate’s degree filing date. Applications will be accepted after this from a community college (but not a high school date, but decisions will be made on a space-avail- diploma) are exempt. able basis. Candidates are strongly encouraged (although not required) to complete a college REQUIREMENTS FOR TRANSFER ADMISSION preparatory curriculum. Students who are currently attending or who have previously attended a college or university are The following list outlines the recommended high considered transfer applicants. A minimum of 24 school course curriculum for freshman applicants: semester units or 40 transferable quarter units are • English Four years required for transfer. To receive full consideration • Mathematics Three years for admission, candidates applying must submit all • Science One year required documents on or before the priority filing • Foreign Language Three years date. Applications will be accepted after this date, • Social Studies Two years but decisions will be made on a space-available basis. Applicants are expected to be in good aca- REQUIRED DOCUMENTATION demic standing at all previous institutions attended. The applicant’s qualifications are evaluated upon Students must submit official transcripts from all receipt of the completed application form, the $50 colleges previously attended. application fee or an approved fee waiver, standardized test scores, official high school transcripts, Applicants who have completed fewer than twen- an application essay and two to three academic ty-four transferable semester units or forty transfer- references. The university requires certification that able quarter units at the college level are required the student has graduated from a regionally accred- to provide official SAT I or ACT scores. A personal ited secondary school or community college with an interview is highly recommended. Transfer students associate’s degree. A high school equivalency certifi- applying for a major in one of the design fields may cate or GED may be considered on an individual submit photographs or digital images of their work, basis. A personal interview is highly encouraged for if available. With the exception of Animation Arts all applicants. In addition, students applying for a portfolios, all documents submitted for evaluation major in one of the design fields may submit photo- for admission to the university become the property graphs or digital images of their work, if available. of the institution and will not be returned to the With the exception of Animation Arts portfolios applicant. and special requests, all documents submitted for

2015-2016 Course Catalog 252 TRANSFER CREDIT INFORMATION a degree from an international academic institu- Admissions Woodbury University awards transfer credit earned tion with English as the language of instruction at regionally accredited colleges and universities that is equivalent to a U.S. degree have met most on a course-by-course basis. Courses are considered of Woodbury University’s lower-division general for transfer when a grade of “C” (2.0) or higher education requirements. Students still must satisfy has been earned. Transfer credit is accepted only all Academic Writing requirements and all require- when the course is applicable toward major, minor, ments in the major program, including lower-di- general education, and/or elective requirements vision Integrative Learning courses. In addition, for the Woodbury University degree. Credit is not students must satisfy all upper-division general edu- granted for course work completed at an institution cation requirements and meet all other admissions that does not have regional accreditation or special- and graduation requirements and competencies of ized accreditation. An official notice of transfer the university. credit will be issued by the Registrar’s Office. The VA will be notified of all transfer credit awarded to Degrees/credits earned more than eight years bestudents receiving veterans’ benefits. fore admission or readmission will be accepted to meet general education and university graduation TRANSFER CREDIT FOR VOCATIONAL COURSES AND requirements, as well as major requirements, at the FROM INSTITUTIONS WITH SPECIALIZED ACCREDI- discretion of the university. TATION A maximum of thirteen semester units of vocation- Students with a bachelor’s degree from a regionally al courses from a regionally accredited institution accredited college or university in the U.S. or from may be accepted for transfer and applied toward a an international academic institution with English Woodbury degree. General Education requirements as the language of instruction that is equivalent to cannot be satisfied by the completion of vocational a U.S. bachelor’s degree will be considered to have courses. fulfilled general education core requirements except Academic Writing. Additional specific general Based on the recommendations of the American education courses may be required to support the Council on Education (ACE) or the Commission on academic major selected by the student. Specific Recognition of Postsecondary Accreditation (COR- requirements for general education support cours- PA), Woodbury University considers selected course es, major courses and elective courses are fulfilled transfers for credit from specialized institutions by transfer equivalent courses when a grade of that hold accreditation status with their specialized “C” (2.0) or higher is earned. Transfer credit is not accrediting agency, specifically Council for Interior available for those who hold a bachelor’s degree Design Accreditation, NAAB, or NASAD. Credit will from an institution without regional accreditation be transferred for this course work only when a or from an international institution that is not grade of “C” (2.0) or higher has been earned. Gen- accredited. eral Education courses will not be transferred from specialized institutions. Degrees/credits earned more than eight years before admission or readmission will be accepted to Final decisions on the awarding of transfer credit meet general education and university graduation are made by the Registrar’s Office. requirements, as well as major requirements, at the discretion of the university. GENERAL EDUCATION TRANSFER POLICY FOR STU- DENTS WITH ASSOCIATE OF ARTS, ASSOCIATE OF CREDIT BY EXAMINATION SCIENCE, OR BACHELOR’S DEGREE Woodbury offers credit by examination when the Transfer credit is not available for those who hold examination is administered and sponsored by a bachelor’s degree from an institution without these recognized agencies within American higher regional accreditation. education: • Advanced Placement Examinations by the College Transfer students with an earned Associate of Arts Board (see below). or Associate of Science degree in an academic major • Courses evaluated and listed by the American from a regionally accredited college in the U.S. or Council on Education.

2015-2016 Course Catalog 253 • Excelsior College Exams (formerly called ACT-PEP). Scores must be sent directly by the agency to Wood- Admissions Credit is awarded based on the recommendations bury University in order to be evaluated for credit. of the American Council on Education. • College Level Examination Program (CLEP) Woodbury encourages matriculated students who - 40th percentile for general area examinations believe that they have the equivalent academic is required, excluding the English Composition knowledge required in specific subject areas to examination. pursue the earning of credit by examination. Ma- - “C” level or higher is required on the subject triculated students must request permission to take area examinations. these exams from the Registrar’s Office. Failure to • D.A.N.T.E.S. obtain permission may result in denial of transfer “C” level or higher is required on the subject credit. examinations.

ADVANCED PLACEMENT EXAMINATIONS Woodbury University accepts scores of three, four, and five on Advanced Placement (AP) Examinations administered by the College Board and awards credit applicable to major, general education and/or elective requirements within undergraduate degree programs. Credit is applied as follows:

AP Examination Applicable to Units Art History Two Art History Courses 6 Art, Studio: Drawing Two General Education 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 EducationElectives 6 Government & Politics, U.S. One General Education Elective 3 Government & Politics, Compara- One General Education Elective 3 tive 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

2015-2016 Course Catalog 254 Admissions AP Examination Applicable to Units 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 uated from a U.S. high school may be required to Information about placement exams can be found submit SAT I scores rather than TOEFL scores. under “Integrative Learning” in the section entitled “Academic Proficiencies and Placement.” The International English Language Test System (IELTS) exams will be taken in lieu of TOEFL. Stu- REQUIREMENTS FOR INTERNATIONAL STUDENT dents must have a minimum score of 6 for under- ADMISSION graduate study or 6.5 for graduate study. Students who are neither citizens nor permanent residents of the United States are considered inter- In addition to the TOEFL score, applicants must national students. International students who have provide a completed application form, a $75 [USD] completed a formal secondary course of study out- application fee, official transcripts of academic re- side the United States are considered for admission cords from secondary schools, and all postsecondary on an individual basis. Information concerning the course work (if transcripts are issued in a language admission standards for individual countries is avail- other than English, a certified English translation able upon request from the Office of Admission. will also be required), a statement of financial support with bank certification, an application essay, REQUIRED DOCUMENTATION and two to three academic references. Students Application priority filing dates for international applying for a major in one of the design fields students are March 1st for international freshmen may submit photographs or digital images of their and April 15th for international transfers when work, if available (NOTE: A portfolio is required for applying for the fall term. students applying for the Animation Arts major). With the exception of Animation Arts portfolios, all All international students, except those whose documents submitted for evaluation for admission native language is English, are required to take the to the university become the property of the insti- Test of English as a Foreign Language (TOEFL) and tution and will not be returned to the applicant. have their official results sent directly to the Office of Admission. A TOEFL score of 500 (173 on the Whenever possible, official transcripts of academ- computer-based test) or higher is required for the ic records must be sent directly from each school undergraduate level and 550 (213 on the comput- attended, whether inside or outside the United er-based test) or higher is required for graduate States. If it is not possible for a school or university level in order to be considered for admission to the to issue official documents directly to Woodbury university. Applicants who have completed a course University, the applicant should contact the Office equivalent to Academic Writing I with a grade of of Admissions for special instruction. Certified “C” (2.0) or higher at an institution from which true copies of original academic records may be Woodbury University accepts English transfer credit accepted if an appropriate school or government are not required to submit a TOEFL score. Students official has prepared them. In cases where official whose native language is English or who have grad- records are not issued in English, an official tran-

2015-2016 Course Catalog 255 script or certified copy in the native language must admitted with provisional admission are limited Admissions be accompanied by an official English translation. to twelve units and are to complete twelve units All copies of records in the native language and in with a grade point average of 2.00 (“C”) or better translation must bear the original signature and in their first semester or be subject to academic seal of the certifying officer. disqualification.

Applicants must provide verification of financial DEFERMENT OF APPLICATION status indicating their ability to meet their financial Students may defer their application for admission obligations to the university and to support them- for up to one year from the original term for which selves during their stay in the United States without they applied. Requests for deferment must be in resorting to unauthorized employment or becom- writing. The student must submit a letter request- ing a burden to the State. ing admission for the new semester in which the student is interested and the reason for the defer- If admitted, the student must submit a commitment ment. During the deferment period, the Office of deposit. The Office of Admissions will send out the Admissions will retain all documents and fees sub- I-20 form needed to obtain a U.S. visa at the time mitted to date. If the applicant has not enrolled at the student submits his/her commitment deposit. At Woodbury University within one year after submit- the time of registration, the student must present ting an original application, then all documentation his/her passport with the visa stamp, the I-94 (entry/ and fees for that applicant will become invalid. The departure card), and the I-20 form. applicant will be required to submit new documentation and fees in order to be considered for future TRANSFER CREDIT FROM FOREIGN COLLEGES AND terms. UNIVERSITIES In order to determine transfer credit from foreign APPLICATION colleges and universities, official transcripts and an • Send your completed application, indicating all English translation, if needed, must be submitted high schools and colleges attended. to the Office of Admissions. The credentials evalu- • Include the application fee. ation service’s recommendation will be regarded as • Request official transcripts from all colleges and advisory only. The Registrar’s Office of Woodbury universities you have attended. Send transcripts University will make final decisions on the awarding directly to Woodbury University, Office of Admis- of credit. sions. • Request an official transcript from the high school ADMISSION OF PERMANENT RESIDENTS from which you graduated. A high school equiva- The admission policy and requirements for persons lency certificate, GED, or associate’s degree from a who are permanent residents of the United States community college is also acceptable. are the same as those for United States citizens. • Schedule an interview with an admissions counselor. ADMISSION OF NON-DEGREE STUDENTS • Attend the Student Orientation, Advising, and Students who wish to enroll in a course or courses Registration session (SOAR) required of all new without seeking a Woodbury University degree are students. considered non-degree applicants. A non-degree applicant is required to show proof that prerequi- CRITERIA FOR ADMISSION site course work and other academic requirements An applicant’s maturity, sincerity of purpose and have been fulfilled. motivation are the prime ingredients for success in these programs. The high school diploma or its PROVISIONAL ADMISSION equivalent, such as the successful completion of the Applicants who do not qualify for regular admission GED, or the California High School Proficiency test, but who demonstrate potential to perform success- or an associate’s degree from a community college fully at the university level may be granted provi- is the minimum academic criterion. sional admission. Full-time undergraduate students

2015-2016 Course Catalog 256 ACADEMIC CALENDAR 2015/2016 Academic Calendar TRADITIONAL CALENDAR The academic calendar at Woodbury University includes three academic terms: fall semester, spring semester and summer session.

FALL SPRING SUMMER SESSION 2015 2016 2016 Semester classes begin: Aug. 24 Jan. 11 10 wk lecture May 9 Late Registration: Aug.2-Sept.4 Dec. 14-Jan. 25 Apr. 25-May 13 ($35 Late Registration Fee added) Course Add/Drop period: Aug. 23-Sept.4 Jan. 11-Jan. 25 May 9-13 Last date to withdraw from courses: Oct. 24 Mar. 11 10-wk Lecture & Studio: June 17 Last regular class session: Dec. 2 Apr. 28 10-wk Lecture & Studio: July 15 Studio Finals: Dec. 2-Dec.6 Apr. 27-May 1 July 18-22 Final examinations: Dec. 7-11 May 2-May 6 10-wk Lecture: July 18-22 Spring Break Mar. 14-18 (Traditional classes only) Faculty Development Days: Oct. 12-13 Feb. 16 (No Traditional Day/Evening Classes – Intensive Classes meet on these days) Semester recess: Dec. 14-Jan. 10 May 7-8 July 22-Aug. 21

7-WEEK INTENSIVE FORMAT Undergraduate and Graduate (MBA) programs offered in seven-week modules are conducted during day, evenings and weekends.

FALL SPRING SUMMER SESSION Module Classes Begin: 2015 2016 2016 Session 1 Aug. 24 Jan. 11 May 11 Session 2 Oct. 19 Mar. 7 June 29 Registration Deadlines: Session 1 Aug. 28 Jan. 15 May 13 Session 2 Oct. 23 Mar. 11 July 5

Note: Registration in Intensive courses is permitted through the first week of each session. Payment: Payment due at time of registration or no later than the Friday of the first week of class.

Add/Drop Period: Session 1 Aug. 24-28 Jan. 11-15 May 9-13 Session 2 Oct. 19-23 Mar. 9-13 July 1-7 Note: Business Classes have an add period which ends the Friday prior to the 1st class meeting. Aug. 21 Jan. 8 May 8 Oct. 16 Mar. 4 June 24

2015-2016 Course Catalog 257 Last Date to Academic Calendar Withdraw from Courses: Session 1 Sep. 11 Jan. 29 May 27 Session 2 Nov. 6 Mar. 25 July 19 Last Regular Class: Session 1 Oct. 11 Feb. 26 June 26 Session 2 Dec. 6 Apr. 22 Aug. 16

Semester Recess: Dec. 14-Jan. 10 May 2-8 Aug. 17-21

SUMMER SUPER SESSION 6-WEEK INTENSIVE FORMAT Summer Super Session courses must be dropped the Friday before classes begin to avoid incurring charges for the course. See the Academic Policy, Regulations, and Standards section of this catalog for more information on refunds. Super Session Begins: SUMMER SESSION 2016 Session 1 May 9 Session 2 June 27 Course Add/Drop Period: Session 1 (Drop by May 6 to avoid tuition charges) May 9-13 Session 2 (Drop by June 24 to avoid tuition charges) June 27-July 13

Last Date to Withdraw from Courses: Session 1 May 27 Session 2 July 15 Last Regular Class: Session 1 June 17 Session 2 Aug. 5

5-WEEK INTENSIVE FORMAT

Module Classes Begin: FALL 2015 SPRING 2016 SUMMER SESSION 2016 Session 1 Aug. 24 Jan. 11 May 9 Session 2 Sept. 28 Feb. 15 June 13 Session 3 Nov. 2 Mar. 21 July 18 Registration Deadlines: Session 1 Aug. 24-28 Jan. 11-15 May 9-13 Session 2 Sept. 29-Oct. 3 Feb. 16-20 June 15-19 Session 3 Nov. 3-7 Mar. 23-27 July 20-24 Course Add/Drop Period: Session 1 Aug. 24-28 Jan. 11-15 May 9-13 Session 2 Sept. 28-Oct. 2 Feb. 15-19 June 13-17 Session 3 Nov. 2-6 Mar. 21-25 July 18-22 Last Date to Withdraw from Courses: Session 1 Sept. 11 Jan. 29 May 27 Session 2 Oct. 16 Mar. 4 July 1 Session 3 Nov. 20 Apr. 8 Aug 5 Last Regular Class: Session 1 Sept. 25 Feb. 12 June 10 Session 2 Oct. 30 Mar. 18 July 15 Session 3 Dec. 4 Apr. 22 Aug. 19

Commencement May 7

2015-2016 Course Catalog 258 UNIVERSITY BREAKS REGISTRATION FOR SPRING 2016 & Academic Calendar AND HOLIDAYS 2015/2016 SUMMER 2016/FALL 2016 (*All offices are closed BUT Intensive classes may be The registration periods for the 2015/2016 and (5-wk and 7-wk intensive classes may be in session 2016/2017 academic years are tentatively sched- during these periods) uled; as a result the actual date registration begins is subject to change. Information will be provided Fall through email to all students regarding advising Semester 2015 and registration periods and will also be posted on Sept. 7 Monday, Labor Day the university portal. Nov. 26-27 Thurs.-Fri., Thanksgiving Academic Advising and Course Selection Period Dec. 14-Jan. 10 Winter Break for Returning students begins: Dec. 25-Jan. 3 Campus Holiday Closure Summer 2016/ Spring Spring Fall 2016 Semester 2016 2016 Semesters Jan. 18 Monday, Martin Luther King Nov. 2, 2015 March 21, 2016 Day Feb. 15 Monday, President’s Day General (Open) Registration Returning Students *March 14- 18 Mon.-Fri., Spring Break March 18 Friday, Spring Holiday Summer 2016/ March 30 Wednesday, Cesar Chavez Day Spring Fall 2016 2016 Semesters April 18, 2016- Summer Nov. 30, 2015- May 13, 2016 Session 2016 Jan. 24, 2016 (Summer 2016) May 30 Monday, Memorial Day July 4 Monday, Independence Day Apr. 18, 2016- Sept. 1, 2016 (Fall 2016) * University offices will be open during the Winter and Spring Breaks, except for the campus holiday closures noted above

FINANCIAL AID CALENDAR 2016/2017 Students reapplying for financial aid assistance for 2016/2017 should complete their applications by the priority dates listed below. If applying for the full year, only the first priority filing date needs to be met. Priority dates for spring 2017 or summer 2017 are for students returning mid-year or for summer only.

Summer Fall Spring Session 2016 2017 2017 Priority filing date for returning students April 1, 2016 Oct. 31, 2016 March 17, 2017 2016/2017 Cal Grant filing deadline: March 2, 2016

2015-2016 Course Catalog 259 complete the Free Application for Federal Student Financial Financial Information Aid (FAFSA). To complete a FAFSA, go to FAFSA on Information the web at FAFSA.GOV. FINANCIAL AID Students receiving only merit scholarships are not Celeastia Williams, Director of Enrollment Services required to apply for financial aid each year. Assum- ing all requirements for maintaining the scholar- Students beginning the process of selecting a ship(s) are met, these scholarships will automatically college find that the cost of an education is like- be renewed by the Office of Financial Aid. The ly to be a major concern. Woodbury University is terms of your merit scholarship are stated in your committed to assisting students with these costs letter of admission and scholarship notification. through a variety of financial aid programs. Many students need help with the educational expenses California residents will meet the Cal Grant pro- incurred while attending Woodbury. Scholarships gram deadline by filing their FAFSA on or before are available that may be awarded based on aca- March 2nd. The Cal Grant program also requires demic merit. that students who have not previously been recipients of a Cal Grant file a GPA Verification Form Financial aid includes grants, scholarships, loans and with the California Student Aid Commission no part-time employment. The university offers a com- later than March 2nd. The GPA Verification Form is bination of these types of aid from various sources available through high school guidance counselors, in an award package. Financial aid is awarded on local college financial aid offices, and Woodbury the basis of financial need. Eligibility for financial University. aid is established through the Free Application for Federal Student Aid (FAFSA). Continued financial Financial aid is awarded on a yearly basis for the aid eligibility is based on financial need and satis- traditional academic year of fall and spring semes- factory academic progress. ters. Students interested in summer funding should inquire in the preceding semester about the avail- An application for financial aid does not affect the ability of aid. student’s chances of admission. Financial aid is not automatically renewed each HOW TO APPLY FOR FINANCIAL AID year. Students must remember to reapply each year Applying for need-based financial aid at Woodbury by filling out a new FAFSA. University is an annual process. Every interested student must submit the proper applications, forms Who is Eligible? and financial documents by the posted deadlines In order to receive financial assistance from Wood- to receive full consideration for federal, state, and bury, a student must meet the following criteria: institutional grant and loan aid. Students who wish • The student must be enrolled or accepted for en- to be considered for assistance from Woodbury rollment as a matriculated student in an eligible University are required to complete a Woodbury program as an undergraduate or graduate. University Financial Aid Information Request Form. • The student must be a U.S. citizen or national or: A. be a permanent resident of the United States; Incoming students who want to be considered for B. provide evidence from the U.S. Citizenship and Woodbury University need-based institutional aid Immigration Services (USCIS) that he/she is in and federal and state grant and loan assistance the United States for other than a temporary must complete the CSS/Financial Aid PROFILE avail- purpose with the intention of becoming a able from the College Board in addition to com- citizen or permanent resident; pleting the Free Application for Federal Student C. is a citizen of the Federated States of Microne- Aid (FAFSA). New students must be accepted for sia, the Marshall Islands, or a permanent resi- admission to Woodbury before an offer of financial dent of the Trust Territory of the Pacific Islands assistance is given. (Palau); D. is a graduate of an accredited U.S. high school, or holds a GED certificate or an associate’s Current students who are renewing their aid degree from a community college. application or applying for the first time and are • The student must maintain satisfactory academic interested in receiving low interest federal loans progress standards. and/or state and federal grants are required to • The student must not be in default on any Fed-

2015-2016 Course Catalog 260 eral Student Loan, to include Federal Stafford Applicants are notified by the California Student Financial Information 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 federal government and are designed to help needy Federal Perkins Loan Program is one of the oldest undergraduate students meet educational costs. federally funded loan programs that make low-in- These grants are based on demonstrated need as terest loans available to needy students enrolled at determined by the federal government. Awards least half-time. The interest rate is currently 4.29%. currently range from $595 to $5775 per award year. No payments are made nor does interest accrue until nine months after a student ceases to be enrolled The Supplemental Educational Opportunity Grant at least half-time. Awards are made by Woodbury (SEOG) is also funded through the federal govern- University and generally range from $300 to $5,500 ment. These funds are earmarked for exceptionally per year based upon available fund allocations. needy undergraduate students and may range from $200 to $2,000 per year here at Woodbury. William D. Ford Federal Direct Educational Loan Programs Cal Grant A awards are from the State of Califor- • Federal Direct PLUS Loans (Parent Loans) nia; this award provides assistance to California • Federal Direct Stafford Loans (Subsidized and residents who come from low- and middle-income Unsubsidized) families. A student’s grade point average as well as demonstrated financial need is taken into consider- Woodbury University participates in the William ation when making these awards. D. Ford Federal Direct Loan programs. As with all federal student aid, you apply for Direct Loans by Cal Grant B, also from the State of California, is filling out the Free Application for Federal Student designed for California high school graduates with Aid (FAFSA). Most students use FAFSA on the web high academic potential who come from minority, to complete their applications. The information disadvantaged, or low-income families, and who on your FAFSA is transmitted to the schools that have little or no previous college work (less than you list on the application, and those schools use one semester or sixteen quarter units). Awards the information to assess your financial need for include semester allowance checks to students for student aid. Your Financial Aid Letter of Offer will living expenses, plus, beginning in the student’s tell you how much you may borrow and the types second year of study, tuition and fee grants are of loans you are eligible to receive. Your financial provided. aid package may identify eligibility for the William D. Ford Federal Direct Education Loan Programs

2015-2016 Course Catalog 261 (FDELP). These loan programs are made available *Federal Direct PLUS Loans (Parent Loans for Un- Financial Information by the U.S. Department of Education. Direct Loans dergraduate Students): The PLUS program is for are low-interest loans for students and parents to parents who need to borrow to help meet their help pay for the cost of a student’s education after dependent student’s educational costs. Eligibility high school. The lender is the U.S. Department of is based on the parent’s passing a credit check. Education (“the Department”) rather than a bank The amount of a PLUS loan may not exceed the or other financial institution. cost of education, minus any other financial aid received by the student. Loans made on or after With Direct Loans, you: July 1, 2015 will have an annual fixed interest rate • borrow directly from the federal government of 6.84%. New PLUS borrowers begin repayment and have a single contact—the Direct Loan of principal and interest within sixty days of the Servicing Center—for everything related to the disbursement of the new loan. repayment of your loans, even if you receive Direct Loans at different schools. *The Federal Direct Loan Program (FDELP): Student • have online access to your Direct Loan account loans are either subsidized or unsubsidized. Subsi- information twenty-four hours a day, seven dized loans are awarded on the basis of financial days a week at Direct Loans on the web at: need. Unsubsidized loans are not awarded on the www.dl.ed.gov. basis of need; they are available to students who • can choose from several repayment plans that do not qualify for subsidized loan funds. Subsi- are designed to meet the needs of almost any dized loans first disbursed after July 1, 2014 will borrower, and you can switch repayment plans be subject to an annual interest rate of 4.66% if your needs change. as determined by the Department of Education. For unsubsidized loans the interest rate is 4.66%. To get an idea of your monthly loan payments after Maximum amounts that may be borrowed during you graduate, take a look at the Department of an academic year as well as aggregate maximum Education’s repayment calculator at amounts are outlined in the following chart. http://www.direct.ed.gov/calc.html.

A. B.* (see Note) Dependent/Independent Student Status: Additional Unsubsidized Sub/Unsubsidized Federal Direct Loan Limit Academic Level Federal Direct Loan Limit: FIRST YEAR $3,500/$2,000 (two semesters) $4,000 (two semesters) Freshman $1,750/$1,000 (one semester) $2,000 (one semester) (0-29 semester units) SECOND YEAR $4,500/$2,000 (two semesters) $4,000 (two semesters) Sophomore $2,250/$1,000 (one semester) $2,000 (one semester) (30-59 semester units) THIRD YEAR $5,500/$2,000 (two semesters) $5,000 (two semesters) AND BEYOND $2,750/$1,000 (one semester) $2,500 (one semester) Junior-Completion of Degree (60 or more semester units) GRADUATE $8,500/$2,000 (two semesters) $10,000 (two semesters) AND PROFESSIONAL $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 $65,500 $73,000 and graduate study: (additional unsubsidized loans)

2015-2016 Course Catalog 262 Note: The “Additional Unsubsidized Stafford Loan must enroll at least half time. The Woodbury grant Financial Information Eligibility” (up to $4,000 during the first and second is prorated if less than full-time. These awards are years and up to $5,000 during the third year and distributed during the fall and spring semesters and beyond) may be available to independent students are applied towards tuition only. Recipients must or dependent students whose parents cannot meet the standards for satisfactory academic prog- borrow under the PLUS program. Each academic ress and maintain a cumulative grade point average year, qualified undergraduates may borrow up to of 2.0 or better. the loan limit specified under column A and then, if eligible, may borrow an additional sum, up to the The Woodbury University Academic Scholarship amount specified under column B. is awarded to entering freshmen on the basis of academic standing and personal qualifications. The Alternative Educational Loan Programs: A non-fed- awards range from $12,000 to $14,000 a year for eral credit-based student loan program adminis- tuition only. These awards are renewable for up tered by a network of lenders. These are private to four or five years depending upon the student’s loan programs, which offer families alternative academic program. Criteria for renewal include financing options to cover college costs and, full-time status and maintenance of the required although they are designed to meet education- cumulative grade point average. al expenses, students and parents are strongly encouraged to first apply for available loans under The Woodbury University Transfer Scholarship is the William D. Ford Federal Direct Educational Loan awarded to entering transfer students on the basis Programs (FDELP). Should you not qualify for as- of academic criteria and personal qualifications. sistance under FDELP or need additional assistance The award ranges from $7,500 to $10,000 a year for beyond what can be funded through the federal tuition only. The award is renewable for up to three programs, alternative loans are available to meet or four additional years depending on the student’s those college costs. Application procedures and academic program and class standing at admission. loan terms vary by lender, so it is strongly advised Criteria for renewal include full-time status and that you research the various options and choose maintenance of the required cumulative grade what fits your particular situation the best. Wood- point average. bury University will be requested to certify student enrollment and, in many cases, cost of attendance The Community College Scholarship, in the amount for these loans. of $1,000, is an institutional award that recognizes the relationship between community college UNIVERSITY-SPONSORED GRANTS counselors and students who select Woodbury for AND SCHOLARSHIPS their baccalaureate study. The award is renewable Applying for financial aid automatically places you for tuition charges only and recipients must enroll in consideration for University-sponsored grants in a full-time academic load, achieve satisfactory ac- and scholarships. University-sponsored grants and ademic progress, and maintain a cumulative grade scholarships are available to returning students who point average of 3.0 or better. have completed at least one semester at Woodbury. Funds are provided from available institutional The High School Counselor Scholarship, in the resources and are therefore not transferable upon amount of $1,000, is an institutional award that rec- withdrawal from the university. Unless otherwise ognizes the relationship between high school guid- noted, students must maintain full-time status to ance counselors and students who plan to attend remain eligible for these funds. University grants Woodbury University. The scholarship is renewable and scholarships are for tuition charges only. They for tuition charges only and recipients must enroll are not applied to housing costs. Recipients must in a full-time academic load, achieve satisfactory ac- meet the standards for satisfactory academic prog- ademic progress, and maintain a cumulative grade ress and other academic criteria as described within point average of 3.0 or better. each award category. DONOR-SPONSORED SCHOLARSHIPS The Woodbury University Grant is awarded to Woodbury University has several donor-sponsored undergraduate students based upon demonstrated scholarships. Scholarships, like grants, do not financial need. To qualify for the grant, students need to be paid back. They are usually awarded

2015-2016 Course Catalog 263 to students who meet a combination of eligibility Example of minimum satisfactory academic prog- Financial Information requirements, such as high academic achievement, ress standards within the time restriction for full- financial need, class standing or other criteria spec- and part-time students ified by the donor. Students who have completed one semester or more at Woodbury are automatically considered based on their profiles. Awards are Part Time** (Entered with made annually based on available funds. Freshman Status) Min. per Sem. Cumulative SATISFACTORY ACADEMIC PROGRESS Units Units Criteria for satisfactory academic progress include Year #1 6 12 both qualitative and quantitative standards. These satisfactory academic policies apply equally to those Year #2 6 24 who receive financial aid. Year #3 6 36 Year #4 6 48 Qualitative Standards: Cumulative Grade Point Year #5 6 60 Average (GPA) — All students, including recipients of financial aid, are subject to the academic regula- Year #6 6 72 tions governing scholastic status as outlined in this Year #7 6 84 handbook. To maintain academic progress, under- Year #8 6 96 graduate students must earn a GPA of 2.0 or better, graduate students must earn a cumulative GPA of (Maximum eight years to complete the BS Degree, 3.0 or better. Recipients of financial aid who fail minimum one-hundred and twenty-six units) to maintain the prerequisite GPA place themselves Year #9 6 108 in jeopardy of becoming ineligible for continued Year #10 6 120 financial aid. Failure at the undergraduate level to achieve a cumulative 2.0 GPA by the end of the second year of enrollment at Woodbury University (Maximum ten year to complete the BArch Degree, will result in loss of eligibility for financial aid. minimum one-hundred and sixty units)

Quantitative Standards (Units) — Each academic Full-Time* year, recipients of financial aid are expected to (Entered with Freshman Status) achieve a minimum number of units based on their Min. per Sem. Cumulative enrollment status. When the minimum units are not Units Units achieved, students place themselves on financial aid probation and may become ineligible for financial Year #1 12 24 aid. Year #2 12 48 Year #3 12 72 SATISFACTORY ACADEMIC Year #4 12 96 PROGRESS REQUIREMENTS Year #5 12 120 Satisfactory Academic Progress for all undergraduate students is defined in the following chart which Year #6 12 144 indicates the minimum number of semester units that need to be completed each academic year, (Maximum six years to complete the BS Degree, based on full-time and part-time enrollment status. minimum one-hundred and twenty-six units) Fulfillment of the university’s minimum satisfactory academic progress requirement does not guaran- Year #7 12 168 tee degree completion in four years. Please see the section below entitled Academic Load for the (Maximum seven years to complete the BArch average unit completion needed per academic year Degree, minimum one-hundred and sixty units) to accomplish this goal.

ACADEMIC LOAD

2015-2016 Course Catalog 264 Part-time students receive an additional two years when the time limit for completion is reduced. Financial Information to complete their degree objective. If a student is • Full-time Bachelor of Architecture degree can- only part-time throughout their academic career, didates who entered with freshman status and they will find it difficult to complete their degree without transferable credit must complete their objectives within acceptable time frames. degree requirements within seven and a half academic years after matriculation. For transfer *Full-time Enrollment Status: Students are expected students, the time limit for completion of the to pass a minimum twenty-four semester hour units degree and continued eligibility for financial aid each academic year, an average of twelve units is reduced when transferable units are applied each semester, fall and spring. upon matriculation or extended when the enrollment status varies from full-time to part-time. **Part-time Enrollment Status: Students are expect- Eligibility for financial aid ceases seven years after ed to pass a minimum twelve semester hour units matriculation or earlier when the time limit for each academic year, an average of six units each completion is reduced. semester, fall and spring. • When enrolled full-time, undergraduate students must complete an average of twelve units per Note: Summer session at Woodbury University semester, twenty-four units during each academic allows students to accelerate or remediate unit or year (fall and spring semesters) and maintain a grade point deficiencies from the previous academ- GPA of 2.0 or better. Failure to meet these quan- ic semester through full-time or part-time enroll- titative and qualitative standards each academic ment. term will result in the loss of eligibility for financial aid. FULL-TIME ENROLLMENT STATUS • At the conclusion of the second academic year Undergraduate: Full-time undergraduates enroll at Woodbury, all undergraduate students must in twelve to eighteen units per semester, fall and achieve a cumulative GPA of 2.0 or better in order spring semesters. Summer session enrollments, full- to avoid financial aid disqualification and possible time or part-time, may be used to accelerate a study loss of eligibility for financial aid. program or remediate academic progress. Completion Time Limits: PART-TIME ENROLLMENT STATUS • Part-time Bachelor of Science, Bachelor of Arts, Undergraduate: Part-time undergraduates enroll in Bachelor of Business Administration, and Bache- less than twelve units per academic semester during lor of Fine Arts degree candidates who entered the fall and spring semesters. During each semester with freshman status and without transferable with part-time enrollment, students are expected credit must complete their degree requirements to complete all units attempted. Summer session within eight academic years after matriculation. enrollments, full-time or part-time, may be used to For transfer students, the time limit for comple- accelerate a study program or remediate academic tion of the degree and continued eligibility for progress. financial aid is reduced when transferable units are applied upon matriculation. Eligibility for fi- COMPLETION TIME LIMITS FOR nancial aid ceases eight years after matriculation UNDERGRADUATE STUDENTS or earlier when the time limit for completion is • Full-time Bachelor of Science, Bachelor of Arts, reduced. Bachelor of Business Administration, and Bache- • Part-time Bachelor of Architecture degree can- lor of Fine Arts degree candidates who entered didates who entered with freshman status and with freshman status and without transferable without transferable credit must complete their credit must complete their degree requirements degree requirements within ten academic years within six academic years after matriculation. For after matriculation. For transfer students, the transfer students, the time limit for completion of time limit for completion of the degree and con- the degree and continued eligibility for financial tinued eligibility for financial aid is reduced when aid is reduced when transferable units are ap- transferable units are applied upon matriculation plied upon matriculation. Eligibility for financial or extended when the enrollment status varies aid ceases six years after matriculation or earlier from full-time to part-time. Eligibility for financial

2015-2016 Course Catalog 265 aid ceases seven years after matriculation or earli- dent may repeat the course until they do achieve Financial Information er when the time limit for completion is reduced. a passing grade. • When enrolled part-time, undergraduate stu- • Non-credit Prerequisite of Remedial Cours- dents must complete all units attempted per es: Units of enrollment for prerequisite and semester (fall and spring semesters) and main- non-credit prerequisite or remedial courses tain a GPA of 2.0 or better. Failure to meet these do not earn credit toward the degree, but are quantitative and qualitative standards each aca- counted as units completed toward meeting SAP demic term will result in placement on financial requirements. aid probation and possible loss of eligibility for financial aid. FINANCIAL AID DISQUALIFICATION AND PROBATION • At the conclusion of the second academic year STATUS AND PROVISIONS FOR REGAINING ELIGIBILITY at Woodbury, all undergraduate students must FOR FINANCIAL AID achieve a cumulative GPA of 2.0 or better in order Financial Aid Disqualification Status to qualify for financial aid during a third year of Financial aid recipients who are unable to meet study. the qualitative and quantitative standards outlined under the policy on Satisfactory Academic Progress DEFINITIONS AND CLARIFICATIONS APPLICABLE (SAP) place themselves on financial aid disqualifica- 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: 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: Courses for which previous academic year (fall and spring semesters). a grade of “F” or “NP” is recorded cannot be To remediate GPA deficiencies, courses must be counted as units completed toward SAP require- completed at Woodbury as GPA quality points are ments. 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 completed 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 However, the student only has one chance to aid may regain their eligibility by remediating the repeat a course in which they received a passing factors which caused the disqualification, including grade. If no passing grade is achieved, then a stu- the following:

2015-2016 Course Catalog 266 • Unit deficiencies may be remediated through Decisions on appeals are final and are documented Financial Information completion of credit through approved transfer in writing. credit procedures or, under special provisions, the student may complete additional residency Petitions to the Financial Aid Appeals Committee coursework, which remediates unit and GPA defi- Written petitions for exceptions to financial aid pol- ciencies. icy are filed at the Financial Aid Office and direct- • Re-admission to the university after a two-year ed to the attention of the director of Enrollment period of absence from the university. Services. Each petition is evaluated on its own merit • The Second-Year Rule: When eligibility for finan- based on the special circumstances presented by the cial aid is lost due to failure to end the second student. Students are notified in writing regarding academic year at Woodbury with a minimum cu- the decision. mulative GPA of 2.0 or better, eligibility may only be reinstated following a financial aid appeal. If Disabled Students the appeal is granted, the student must meet the Woodbury University is sensitive to the needs of minimum GPA in the semester immediately fol- disabled students and makes reasonable accommo- lowing the semester during which the minimum dations to create an accessible campus. In addition, GPA was not achieved. when determining financial need, the Financial • An appeal for Financial Aid Probation Status, Aid Office takes into consideration extra costs that through a successful appeal of policies on Satis- disabled students may incur while pursuing high- factory Academic Progress. er education. Resources available to the student • Remediation through summer enrollment at through federal and state programs are considered Woodbury or an approved concurrent enrollment when evaluating those special needs. at another institution. Summer sessions may be used to remediate deficiencies from the previous REFUND POLICY FOR STUDENTS RECEIVING STU- academic year. DENT FINANCIAL ASSISTANCE (TITLE IV FUNDS) Woodbury University complies with the Higher Ed- Financial Aid Probation Status ucation Amendments of 1998, Public Law 105-244, Official notices of financial aid probation status are for students who completely withdraw from the mailed to students following a successful appeal of university. Accordingly, a refund, if applicable, will loss of eligibility for financial aid. During semesters be calculated based upon the federal refund meth- with an approved financial aid probation status, odology. Calculated refunds to Federal Title IV pro- students remain eligible for financial aid and must grams are based on the amount of aid unearned at meet the conditions of their probation to contin- the time of withdrawal and have no relationship to ue their eligibility during future semesters. The the student’s incurred institutional charges for the conditions of an approved financial aid probation same period. Consequently, financial aid refunds status are defined based upon the deficiencies of and tuition charged can represent two independent the student and must be met within the specified sources of debt a student may incur. time frames. When probation status is not removed within the specified time limit, students lose their Financial aid refunds are calculated on a per diem eligibility for financial aid programs. basis (days attended at time of withdrawal) for withdrawals up through the 60% point in time Procedures for Appeals to the Policies on for each semester. After 60% of the semester has Satisfactory Progress elapsed, there is no refund calculation for fed- Students who have not made satisfactory academ- eral aid programs. Non-institutional charges and ic progress have the right to appeal their “loss of non-refundable fees are excluded from the refund eligibility for financial aid.” Students who believe calculation. Calculated refunds are returned to the they have an extenuating circumstance may submit appropriate aid programs. a written letter of appeal and provide full documentation of the circumstances for review by the NOTE: You should contact your financial aid coun- director of Enrollment Services or the director’s des- selor to discuss the impact of withdrawing from ignee. Each appeal will be considered on the merits courses before you withdraw because you could of the circumstances and on an individual basis. end up owing a repayment to federal aid programs

2015-2016 Course Catalog 267 if you have received more aid than you have earned • General Registration (See Academic Calendar) Registration, Tuition, Fees for the payment period and owe money to the The General Registration period will vary de- university for tuition not covered by aid as a result pending on the semester. Registration for the of the refund. next semester in the year, typically spring, will begin approximately eight weeks before the start Students withdrawing from the university must of that semester and ends approximately three follow the procedures for official withdrawal from weeks before the start of the semester. Regis- courses as indicated in this handbook (see ‘With- tration for summer or the subsequent academic drawal from Courses’). It is the student’s responsi- year’s fall semester occurs two to five months bility to indicate the last date of attendance. In the before the start of those semesters. During this event a student does not comply with the proce- period, students register and pay tuition and all dures for withdrawal, the last date of attendance other charges for the semester. will be the later of the withdrawal date recorded by • Late Registration (See Academic Calendar) the registrar or the date recorded by the Office of This period begins several weeks before the start Residence Life. A student completely withdrawing of the semester and ends on the last day to add/ from the university will be assessed a $100 adminis- drop for the semester. trative fee. A late registration fee of $35 is assessed during this period. Students follow the same steps as Registration, Tuition, Fees, and those during General Registration. • Registration is completed when all financial obli- Charge Policies gations are satisfied.

Registration at Woodbury Returning students who register after the regular Registration at Woodbury University follows an registration period will be assessed a late registra- important planning sequence. Students are encour- tion fee of $35. aged to follow carefully the steps of the registration process in order to attain their academic goals Returning students may register for upcoming sev- with the greatest ease and efficiency. en-week modules in any fifteen-week period (fall, spring, or summer sessions) up to the Friday prior The process begins either the previous semester for to the start of the module. Returning students who the returning Woodbury student or before coming register after the regular registration period will be to the university for the entering student. The steps assessed a late registration fee of $35 are outlined in the sequence below, from course selection to registration, which is concluded with Tuition, Fees, and Charges (2015-2016) verification of payment of tuition and fees. The university encourages students to complete the reg- UNDERGRADUATE PROGRAM istration process by the last day of General Registra- tion. However registration continues through the Tuition- add/drop periods for each semester. per semester 12 through Registration in courses, and changes in program 18 units $ 17,904 $ 17,224 $ 17,224 (add and/or drop), are the responsibility of the stu- 11 units or less - per unit $ 1,166 $ 1,122 $ 1,122 dent and must be initiated by the student. Over 18 units (overload) - UNDERGRADUATE REGISTRATION per unit $ 1,166 $ 1,122 $ 1,122 School of Architecture, School of Business, School of Media, Culture & Design, and the College of Course Audit 50% of the tuition for a credit registration Transdisciplinarity • Course Selection Period (See Academic Calendar) Students select and reserve their classes in advance of the General Registration period. They consult with their academic advisors.

2015-2016 Course Catalog 268 TELP ...... $ 364 per unit Registration, Tuition, Fees BA in Leadership ...... $ 280 per unit U.S. citizen and permanent resident...... $150 International Student...... $500 Students participating in an internship for academic Housing deposit credit are charged their respective degrees’ per unit U.S. citizen and permanent resident...... $250 rates. International Student ...... $250

As the BA in Leadership is a cohort program, stu- Miscellaneous Fees dents are assessed the per unit rate upon matricula- Deferred Payment Contract Processing Fee.....$ 50 tion during the extent of the program. For further Late Payment Fee (each occurrence)...... $ 50 information regarding the BA in Leadership rates Administrative Withdrawal Fee...... $100 for LAFD and LAPD, please contact the Office of Administrative Non-attendance (“No Show”) Fee Admissions. ..$150 Graduation Fee...... $150 SEMESTER FEES SOAR Fee………………………………………………… Associated Students of Woodbury University ………………………………$150 (ASWU) Fee Identification Card Replacement Fee...... $ 5 Traditional undergraduate – Late Registration Fee...... $ 35 Burbank campus only...... $ 100 Returned Check Fee...... $100 Parking Fee (for those who park on Transcript Fee...... no Burbank campus)...... $ 100 charge Health Insurance Fee (Mandatory for all traditional undergraduate COURSE MATERIAL FEES students) ANIM 100 Animation Principles...... $20 Fall semester ...... $ 455 ANIM 102 Beginning Figure Drawing...... $20 Spring/Summer semesters...... $ 633 ANIM 193 Open Studio: Animation Principals ... $20 Summer semester only ...... $ 277 ANIM 1931 Open Studio: Storyboarding…..…… $30 Health Center Fee...... $ 12 per semester ANIM 203 Sophomore Studio I: Animation...... $30 ANIM 204 Sophomore Studio II: Layout ...... $30 Technology Fee ANIM 211 Storyboarding...... $30 Traditional undergraduate ...... $ 200 ANIM 221 Character Animation ...... $25 TELP, BA in Leadership...... $ 13 per unit ANIM 222 Beginning Painting...... $30 Course Audit Fee ...... $ 55 ANIM 223 The Costumed Figure...... $25 Note: Students will be charged per page for print- ANIM 231 Painting: ing on campus Traditional and Digital Explorations...... $25 ANIM 293 Open Studio: Application Fees and Tuition Deposits Sophomore Studio I: Animation...... $30 Application for admission (non-refundable): ANIM 2931 Open Studio: U.S. citizen and permanent resident...... $ 50 Sophomore Studio II: Layout...... $30 International Student...... $ 50 ANIM 305 Junior Studio I...... $25 ANIM 306 Junior Studio II...... $25 Tuition deposit (non-refundable): ANIM 316 Intermediate Animation ...... $30 Upon admission to the university, all new students ANIM 335 Experimental Figure Drawing ...... $25 are required to pay a non-refundable tuition depos- ANIM 325 Introduction to Acting it. If the student fails to enroll for the semester for and Improvisation...... $15 which he/she was originally admitted, the entire de- ANIM 330 Animal Drawing ...... $25 posit will be forfeited. Specific information on the ANIM 340 Visual Development ...... $25 payment due date is contained in the official letter ANIM 365 Stop Motion/ of acceptance. The deposit amounts are as follows: Experimental Animation ...... $30

2015-2016 Course Catalog 269 ANIM 393 Open Studio: Junior Studio I ...... $30 FOUN 103 Color and Composition ...... $ 15 Registration, Tuition, Fees ANIM 3931 Open Studio: Junior Studio II ...... $ 30 FOUN 104 Drawing Concepts & Composition ... $ 15 ANIM 405 Background Painting ...... $ 25 GDES 106 Graphic Design 1 ...... $25 ANIM 410 Advanced Figure Drawing ...... $ 25 GDES 107 Digital Practice ...... $15 ANIM 416 Character Animation Workshop ...... $ 30 GDES 207 Design Production ...... $15 ANIM 420 Effects Animation ...... $ 25 GDES 215 Typography 1 ...... $25 ANIM 485 Senior Studio I ...... $ 35 GDES 216 Typography 2 ...... $25 ANIM 486 Senior Studio II ...... $ 35 GDES 217 Typography 3 ...... $25 ANIM 493 Open Studio: Senior Studio I ...... $ 35 GDES 240 Photography 1 ...... $50 ANIM 4931 Open Studio: Senior Studio II ...... $ 35 GDES 250 Screen Printing 1...... $30 ANIM 495 Animation Portfolio ...... $ 35 GDES 256 Web Design 1 ...... $15 ARCH 182 Design Studio 1A ...... $ 25 GDES 288 Graphic Design 2 ...... $30 ARCH 183 Design Studio 1B ...... $ 25 GDES 310 Information Design ...... $25 ARCH 211 Design Communication 2 ...... $ 15 GDES 315 Package Design ...... $25 ARCH 269 Object Making ...... $ 15 GDES 340 Photography 2: Photographic Practice...$50 ARCH 281 Design Studio 2A ...... $ 25 GDES 342 Photographic Studio & Alternative Practice . $ 50 ARCH 283 Design Studio 2B ...... $ 25 GDES 360 Screen Printing 2 ...... $ 30 ARCH 351 Design, Animation, and GDES 344 Logo & Identity Design ...... $ 25 Simulation in the Digital Environment ...... $ 15 GDES 356 Web Design 2...... $ 15 ARCH 383 Design Studio 3A ...... $ 25 GDES 388 Graphic Design 3 ...... $ 50 GDES 391 Design Symposia 1 ...... $ 15 ARCH 384 Design Studio 3B ...... $ 25 GDES 414 Environmental Graphics ...... $ 25 ARCH 468 Digital Media ...... $ 15 GDES 415 Exhibit Design ...... $ 25 ARCH 487 Design Studio 4A...... $ 25 GDES 430 Advertising Design ...... $ 25 ARCH 489 Design Studio 4B ...... $ 25 GDES 432 Publication Design ...... $ 25 ARCH 491 Design Studio 5A...... $ 25 GDES 446 Entertainment Design ...... $ 25 ARCH 492 Degree Project ...... $ 25 GDES 447 Motion Design ...... $ 15 COMM 233 Video Production Workshop...... $ 50 GDES 492 Degree Project ...... $ 50 COMM 418 Advanced Media Production ...... $ 50 GDES 485 Portfolio Presentation ...... $ 50 FDES 125 Technical Studio 1 ...... $ 45 INAR 105 Design Studio 1 ...... $ 25 FDES 225 Technical Studio 2 ...... $ 45 INAR 106 Design Studio 2 ...... $ 25 FDES 226 Advanced Technical Studio ...... $ 45 INAR 206 Design Studio 3 ...... $ 25 FDES 231 Children’s Wear ...... $ 40 INAR 282 Design Studio 4 ...... $ 25 INAR 362 Design Studio 5 ...... $ 25 FDES 232 Knitwear & Swimwear ...... $ 45 INAR 381 Design Studio 6 ...... $ 25 FDES 235 Textile Design ...... $ 40 INAR 480 Design Studio 7 ...... $ 25 FDES 331 Advanced Draping and Tailoring ...... $ 45 INAR 483 Senior Project ...... $ 25 FDES 332 Junior Collections ...... $ 45 INAR 188 First Year Open Studio ...... $ 25 FDES 336 Leather Goods ...... $ 40 INAR 288 Second Year Open Studio ...... $ 25 FDES 343 Millinery ...... $ 40 INAR 388 Third Year Open Studio ...... $ 25 FDES 401 Shoe Design ...... $ 40 PHYS 200 Physical Science ...... $ 25 FDES 407 Advanced Shoe Design ...... $ 40 BIOL 201 Life Science ...... $ 25 FDES 431 Senior Collection 1 ...... $ 45 PHYS 202 Astronomy ...... $ 25 FDES 432 Senior Collection 2 ...... $ 45 ENVT 220 Environmental Studies ...... $ 25 FDES 455 Costuming for BIOL 230 Biology ...... $ 50 Motion Picture/Television ...... $ 45 BIOL 231 Human Biology ...... $ 50 BIOL 232 Botany ...... $ 50 FMRK 375 Field Experience ...... $ 25 PHYS 243 Physics for Architects ...... $ 50 ARTH 105 Watercolor Painting ...... $ 20 BIOL 27X.X Special Topics ...... $ 25 FOUN 101 Beginning Drawing ...... $ 15 BIOL 300 Evolution ...... $ 25 FOUN 102 Design and Composition ...... $ 15

2015-2016 Course Catalog 270 BIOL 301 Field Botany ...... $ 25 and Discover®), and payments can be made online Registration, Tuition, Fees BIOL 37X.X Special Topics ...... $ 25 through Self Service, in person, over the telephone, Elective Computer Classes ...... $ 5 or mailed in advance of their respective due dates.

NOTE: Other courses may carry a materials fee as The university offers three payment options for announced in the Self Service list of courses for students to pay their tuition, fees, and room and each academic semester. board charges. All Intensive Degree Program students are required to elect Option 1 or Option 3. COPYING AND PRINTING/PLOTTING FEES On-campus copying and printing/plotting is on a Option 1: Semester Payment Plan: cost per page basis. Fees will be posted at each The balance of the student’s account, less financial copier and printer. aid administered by the university, is due in full by the first payment date of the semester. Students HOUSING FEES who have not signed a deferred payment contract Residence Halls — room per semester (Option 2) and have unpaid tuition and fee bal- (based on a nine-month contract) ances by the first payment date of the respective semester will incur late payment charges based on South Residence Hall, quad...... $ 3,006 the below schedules. South Residence Hall, double...... $ 3,897 South Residence Hall, single...... $ 4,491 Option 2: Deferred Payment Plan: North Residence Hall, triple...... $ 3,006 Students in good financial standing are permitted North Residence Hall, double...... $ 3,302 to pay the charges for tuition, fees, and room and North Residence Hall, single...... $ 4,491 board, less financial aid administered by the university, in installments as described below. A payment MEAL PLANS contract must be completed and signed by the stu- Students may choose from four meal plan options dent in the Business Office. A $50 non-refundable at two price levels, $2,202 and $2,032 per semes- fee will be charged for this service. ter (mandatory for resident students; optional for non-resident students): Option 3: Employer Payment Plan: Students are required to pay 25% of the charges Plan A for tuition plus all fees and room and board, less 14 meals per week plus $ 150 flex dollars...... $ 2,202 financial aid administered by the university, by the last day of the General Registration period. The Plan B remaining student balances are due in full by the 12 meals per week plus $ 200 flex dollars...... $ 2,202 fourth week after the end of the respective semes- Plan C ter. To qualify for this plan, the Business Office must 10 meals per week plus $ 150 flex dollars...... $ 2,032 receive a letter from the student’s employer (on the company’s letterhead) specifying the conditions Plan D under which the employer will pay for the student’s 8 meals per week plus $ 200 flex dollars...... $ 2,032 tuition charges. Any unpaid balances are the responsibility of the student. PAYMENT OPTIONS Financial arrangements are the responsibility of the PAYMENT DUE DATES student. Students may view their current outstand- Undergraduate Programs ing balance at any time through Self-Service. Ac- cordingly, effective fall semester 2013, the Business Fall Semester 2015 Office will no longer print or mail out paper state- July 31, 2015 (25% due) ments. Students are responsible for keeping their August 28, 2015 (25% due) addresses current with the university. Woodbury September 25, 2015 (25% due) accepts payments by cash, check, wire-transfer or October 23, 2015 (25% due) ACH, debit card (Mastercard® and Visa®), and credit card (Mastercard®, Visa®, American Express®,

2015-2016 Course Catalog 271 Spring Semester 2016 Example: Unit overload (more than eighteen units) Registration, Tuition, Fees December 11, 2015 (25% due) to full-time (twelve units) January 8, 2016 (25% due) or February 4, 2016 (25% due) Full-time (at least twelve units) to part-time (eleven March 4, 2016 (25% due) units or less)

Summer Session 2016 You may still withdraw from a class or classes after April 15, 2016 (33% due) the add/drop period has ended; however, you will May 13, 2016 (33% due) receive a grade of “W” and will receive no refund. June 10, 2016 (34% due) Withdrawals from all classes will result in the follow- Intensive Five- and Seven-Week Program ing financial consequences based on the following There is no deferred payment option for students 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 enrolled session. (fall and spring semesters): Within the First Two Weeks (i.e., add/drop period) REFUND POLICY 100% (less $100 Administrative Withdrawal Fee) Students wishing to withdraw from or drop classes must give official notice to the university. Refunds Within Week Three are not made if the student fails to give formal 50% (less $100 Administrative Withdrawal Fee) notice of their withdrawal and/or drop from classes. Official notice to the Registrar’s Office is as follows: Within Week Four • Complete withdrawal from the university – Appli- 25% (less $100 Administrative Withdrawal Fee) cation for Withdrawal and the Program Change Form must be filed. Week Five and After • Drop/Withdrawal from all classes but not the NO REFUND university – Application for Leave of Absence and the Program Change Form must be filed. Undergraduate Programs (summer session): • Drop/Withdrawal from one or more classes but Within First week (i.e., add/drop period) not all classes – Program Change Form must be 100% (less Administrative Withdrawal Fee) filed. Within Week Two Students who properly withdraw from the universi- 50% (less Administrative Withdrawal Fee) ty prior to the first day of class for any semester will not be assessed any tuition charges and will receive Within Week Three a 100% refund. 25% (less Administrative Withdrawal Fee)

Students may add or drop classes during the add/ Week Four and After drop periods for their programs without financial NO REFUND penalty. Please refer to the academic calendar for the add/drop dates for each semester. Intensive Degree Program: Within Week One Students who drop all of their classes during the 100% (less Administrative Withdrawal Fee) add/drop period receive a 100% refund less the $100 Administrative Withdrawal Fee. Within Week Two 25% (less Administrative Withdrawal Fee) Note: Program adjustments involving a change in the numbers of units you are taking must be done Week Three and After during the add/drop period in order to receive any NO REFUND adjustment of your tuition charges.

2015-2016 Course Catalog 272 Intensive Degree Program six-week summer session: Prior to entering into the university Housing License Registration, Tuition, Fees Complete drop before the first week of classes start, Agreement, a $250 housing deposit will be due. 100% refund, no grade This housing deposit is refundable if it is not used Complete drop during the first week of classes, no to offset community or individual damages in the refund, no grade residential community. The housing deposit will be Withdraw after the first week of classes, no refund, forfeited for early cancellation of this agreement or “W” grade for improper checkout.

Whether any refund will result from the tuition Food credit received as stated above will depend on the A student’s termination of his/her meal plan payments that have been made on the student’s agreement after the first week of the semester but account less any pro-rata refunds to Federal Stu- prior to the end of the second week of his/her total dent Aid programs used to pay tuition for students semester will result in a food service charge of 15% receiving aid. of his/her total semester meal plan charge, plus a prorated charge for meals served through date of POLICY ON HOUSING termination. Students who terminate the meal plan AND FOOD SERVICE ADJUSTMENTS agreement after the end of the second week of the semester will be responsible for the total semester Complete Withdrawal from the University meal plan charge. As indicated under Tuition and Fees, the university complies with the Higher Education Amendments TUITION REFUND POLICY - of 1992 for students who completely withdraw ADMINISTRATIVE WITHDRAWAL from the university. Accordingly, a pro-rated refund, Students who are administratively withdrawn from if applicable, will be calculated based on the federal class(es) by the university forfeit all tuition when: refund schedule. Non-institutional and non-refundable fees may be excluded from the pro rata refund • The student is suspended for unacceptable calculation depending upon whether they are re- behavior, or quired to be considered under a repayment calcula- • The student is withdrawn for financial delin- tion from the student. Students withdrawing from quency the university should follow the procedures for official withdrawal as indicated in this handbook. As Note: Students who are administratively withdrawn part of this procedure, it is the student’s responsi- from class(es) for any one of the above circum- bility to indicate the last date of attendance. In the stances may not be reinstated into class(es) for the event the student does not comply with the official 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 Housing university bookstore vouchers. University book- The university Housing License Agreement is for the store vouchers are available to students with excess entire academic year. Termination of the univer- financial aid on their accounts. sity Housing License Agreement will be limited to extreme situations and only with the written approval of the Director of Residential and Greek Life or designee. A $500 cancellation fee will be charged in addition to the prorated cost as outlined in the Housing License Agreement in the case of a termination.

2015-2016 Course Catalog 273 ACADEMIC LOAD Academic Policy, Regulations, and Standards Academic Policy, A full-time academic load for undergraduates is Regulations, and Standards defined as twelve to eighteen units per semester. Those who enter the university as freshmen and Overview of Academic Year and Program who intend to complete their four-year degrees with their class will need to complete an average of ACADEMIC YEAR thirty to thirty-two units per academic year; those The academic year includes two semesters: fall and pursuing a five-year program will need to complete spring. The academic year is at least thirty weeks an average of thirty-two units per academic year. in length, during which time full-time students are expected to complete a minimum of twenty-four Students achieving a grade point average of 3.0 or semester hours. The Summer Session is scheduled higher in the preceding semester, and a cumulative between academic years and allows students to grade point average of 3.0 or higher, may register accelerate or remediate their academic progress for a maximum of twenty-one units during the suc- through full- or part-time enrollment. ceeding semester. As long as the requisite average of 3.0 is maintained, acceleration is permitted. UNDERGRADUATE PROGRAM COURSES Regular semester-length morning and afternoon CLASS ATTENDANCE POLICY courses are scheduled Monday through Friday; Regular and prompt attendance at all university evening courses are generally scheduled Monday classes is required. The instructor is not obligated to through Thursday. assign extra work or to prepare additional examinations for classes missed. It is understood that when INTENSIVE DEGREE PROGRAM COURSES 15% of the class time has been missed, the stu- In the Intensive Degree Program, the student has an dent’s absence rate is excessive. Each instructor will opportunity for in-depth concentration on the sub- announce his/her attendance policy in the course ject. Most traditional three-semester credit courses syllabus. require forty-five classroom hours of instruction; courses from the Intensive Degree Program require INTENSIVE ATTENDANCE POLICY twenty to twenty-eight classroom hours. While Intensive Degree Program students are expected to this intensive model is designed to allow degree attend every class meeting. Because of the pace of completion in a shorter period of time, there is an Intensive Degree Program courses, absence from a increased expectation for independent learning single class meeting causes students to miss a sub- outside of the classroom. Students should anticipate stantial portion of class content and participation. a minimum commitment of fourteen to twenty-one Students are expected to be present for the entire hours per week for each course, in addition to class class period each meeting. time. Every course requires an assignment to be prepared prior to the first class session. Attendance UNIT REQUIREMENT - UNDERGRADUATE is mandatory. A minimum of 120 semester units of degree credit is required for the Bachelor of Arts (BA) degree. A Academic Policies minimum of 126 semester units of degree credit CLASSIFICATION OF STUDENTS is required for Bachelor of Business Administra- Students who have completed zero to twenty-nine tion (BBA) or Bachelor of Science (BS) degrees. units of credit (applicable toward the degree) are A minimum of 128 semester units is required for classified as freshmen; thirty to fifty-nine units as Bachelor of Fine Arts (BFA) degrees. The minimum sophomores; sixty to eighty-nine units as juniors; for the Bachelor of Architecture (BArch) degree is ninety to 126 units or more as seniors; and 127+ as 160 units. The number of elective units may vary senior plus. All students are subject to the rules gov- depending on circumstances; however, there are no erning academic load and prerequisites, regardless exceptions to this minimum-unit policy for gradua- of the program in which they are enrolled. tion.

2015-2016 Course Catalog 274 RESIDENCE REQUIREMENTS fee of $55. Regulations, and Standards Academic Policy, The university requires undergraduate students to earn a minimum of forty-five semester units of Non-Matriculated Student Registration coursework at Woodbury University. Also, students The university welcomes limited registration of must complete a minimum of thirty-two out of students who have not applied for admission. Prior their final forty semester units at Woodbury. Credit to official admission, students are permitted to for prior learning of a non-traditional nature (such complete up to eighteen units, with no more than as the CLEP program) is not applicable to the fulfill- eleven units being completed in any one semester. ment of the university residence requirement. Upon completion of eighteen units, further registration will be authorized only after acceptance REGISTERING for admission to the university has been approved. 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 commitment 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, Criteria for eligibility: however, is expected so that the student’s presence • Be a true junior is not disruptive to the progress of the class. An • Have a minimum cumulative GPA of 3.0 audit registration may not be changed to a credit • Obtain a letter of recommendation from at registration after the first week of the semester. least one teacher or program administrator The policy on academic load will prevail for matric- • Comply fully with Woodbury University’s pol- ulated students who enroll in courses for audit. icies (e.g., use of library materials within the library, registration deadlines) A credit registration may not be changed to an au- • Complete the course requirements as defined dit registration after the first week of the semester. by the syllabus with no exceptions • Obtain required approval of the Occasionally, members of the public may want instructor-of-record to audit courses. The university particularly welcomes alumni, who may wish to update their skills The Office of Admissions at Woodbury University and knowledge, and senior citizens who want to will handle admissions procedures. enhance their learning. Admission to classes is dependent upon space availability once the needs Students participating in this program are eligible of matriculated students have been met. The audit for academic services at Woodbury University (e.g., charge is 50% of the regular tuition plus a services library, computer labs, writing center), but are not

2015-2016 Course Catalog 275 eligible for non-academic services (e.g., transporta- withdrawal or incomplete grade will not be issued Regulations, and Standards Academic Policy, tion, health care except emergency medical needs, to students who have failed to follow the with- financial aid, room and board). drawal procedure.

ADDING, DROPPING, WITHDRAWING Withdrawals Due to U.S. Armed Forces Military Mobilization Add and Drop Period - Undergraduate Program Any current student who has been ordered to Students are encouraged to add and/or drop classes service due to emergency or other declared U.S. online. If this is not possible, registration chang- Armed Forces military mobilizations and must es (course adds and/or drops) are accepted at the withdraw from the university will be given special Registrar’s Office. Add/drop ends on the last day of consideration as follows: week two of the semester. Adding Intensive Degree Program courses (seven-week School of Business or Registration six-week summer session courses) ends the Friday • Complete withdrawal from the term/s without before the session begins. Students may drop these penalty. A letter grade of ‘WM’ indicating with- classes through the Friday of the first week of drawal due to military service will be assigned. the session but may not add an Intensive Degree • The student can petition course credit based on Program course once the session begins. The exact work completed. The decision to grant credit dates are announced and posted outside the Reg- will be at the discretion of the instructor and istrar’s Office each semester and in the Academic chair. Calendar published in this catalog. • Degrees will be awarded if credit is granted in those courses that meet the completion (gradu- Withdrawal From Courses ation) requirements for the program. It is the student’s responsibility to withdraw from courses. Beginning with the close of the program Refunds change period through the ninth week, students • Students will receive full refunds of tuition and in fifteen-week classes may withdraw from courses prorated refunds of room and board, without and receive a “W” grade. Students in Intensive De- any penalty charges, in those circumstances gree courses may withdraw through the third week in which course credit is not awarded. For full of a session. All withdrawals from courses must be refund policy see page 272 in this catalog. submitted by the student on the official Program Change Form. Re-entry • The two-year leave of absence for persons In the case of international students, clearance by on active duty will be extended by up to six the international student advisor is expected. months following return to inactive service.

If withdrawal from all courses is requested, the Intensive Degree Program Add/Drop/Withdrawal above procedures must be followed and the last Intensive Degree Program students are expected to date of attendance in class must be indicated on attend every class meeting. Because of the pace of the withdrawal form. A leave of absence applica- Intensive Degree Program courses, absence from a tion or a withdrawal from the university should be single class meeting causes students to miss a sub- submitted at this time. (See section on Administra- stantial portion of class content and participation. tive Withdrawal.) Students are expected to be present for the entire class period each meeting. Faculty-generated withdrawal of students from courses It is the responsibility of the student to withdraw Students who voluntarily discontinue attending from any class they choose not to complete. Stu- class but who fail to withdraw officially before the dents are not automatically withdrawn for non-at- established deadline may be issued a “WU” grade tendance and are responsible for initiating the by their instructor. Instructors are not required to withdrawal process. The following tuition refund issue a “WU” grade and may issue an “F” grade schedule will be followed: instead. “W” or “I” grading symbols that indicate a

2015-2016 Course Catalog 276 Intensive Degree Program seven-week classes which Administrative Withdrawal Regulations, and Standards Academic Policy, meet once per week: The university reserves the right to suspend or with- • Complete drop during week one, 100% refund, draw a student from courses and/or the university no grade. when disciplinary action is justified due to: • Withdraw during week two, 25% refund, “W” • Unacceptable behavior; grade. • Financial circumstances; • Withdraw prior to third class meeting, no re- • Failure to meet course prerequisite(s); fund, “W” grade. • Non-attendance in all courses. • No withdrawals will be processed after week three. When the university takes such action, the university notifies the student of the action in writing. Intensive Degree Program six-week summer session: When a student is withdrawn administratively from • Complete drop before the first week of classes the university and all courses for unacceptable be- start, 100% refund, no grade havior, financial circumstance,s or non-attendance, • Complete drop during the first week of classes, no tuition or fees are credited or refunded. no refund, no grade • Withdraw after the first week of classes, no Students who are administratively withdrawn are refund, “W” grade not eligible to continue class attendance or receive 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-

2015-2016 Course Catalog 277 resentative of the university the implications and the faculty academic policy appeals committee. Regulations, and Standards Academic Policy, responsibilities of a leave of absence. Return to the University If no restrictions have been placed on the leave Application Procedure of absence, a student may return to the univer- All students interested in applying for a leave sity after the period of leave without applying of absence should complete an application form for readmission. Most leaves of absence have no available from the Office of Student Development restrictions, but in certain special cases, restric- or the Registrar’s Office. The form asks for the du- tions may exist. If a student takes a leave and is ration of the leave, the plans for the period of the later deemed by the appropriate academic body leave, and a written statement on why the leave is to have performed unsatisfactory work before the requested. Final approval for the leave is given only leave, a return to Woodbury University may be when the completed application is submitted to subject to approval by that body, or the leave may the Registrar’s Office. The application form and the be revoked. The vice president of student devel- written statement will be kept as part of the stu- opment may designate a leave as “medical” and dent’s record. It is strongly recommended that the may require a doctor’s recommendation before the student consult with an academic advisor to be sure student’s return is approved. A student on leave is that the leave will not create any serious complica- accountable to the behavior standards outlined in tions to the academic program. the handbook as well as in the student handbook.

Time of Absence Failure to Return after a Leave A leave of absence may be up to three semesters, A student who does not return at the end of a excluding summer. Requests for a leave of absence leave, and who has not requested an extension, is (or for an extension of a leave) should normally be considered withdrawn from the university and out made before the end of the preceding semester. Re- of status. Withdrawal papers will be completed by quests for an immediate leave of absence (starting the university. If a student later wishes to return to while classes are still in session) may be requested the university, an application for readmission must under exceptional circumstances. be presented to the Office of Admission. At that time the student will be admitted under the most University Fees recent handbook, not the handbook of original A student taking a leave of absence from the uni- matriculation. versity shall be subject to the same refund policy as a student withdrawing from the university. A Leave of Absence and Re-admission student planning a leave of absence has the respon- Students remain in active status for three semesters sibility for making all arrangements with regard to on a leave of absence. If not enrolled by the fourth financial aid directly with the Financial Aid Office semester (excluding summer sessions), a student and for meeting all necessary financial aid dead- must apply for re-admission. lines. It is essential that the student meet with a representative from that office to preserve financial NOTE: Former students who are re-admitted after aid while on leave. In addition, a student planning falling out of status matriculate under the degree a leave of absence has the responsibility of meet- requirements in effect at the time of re-admission. ing all financial obligations and deadlines with the university. The student should plan to meet with a INVOLUNTARY LEAVE OF ABSENCE POLICY representative of the Business Office to discuss all Woodbury University provides a range of services financial aspects of the leave. to support and address the mental and/or physical health needs of students including assessment, Extensions of Leave short-term care as appropriate, and referrals. Our Woodbury University does not usually approve a first concern is for the health and welfare of each leave for more than three semesters, and a request individual in our community. Our goal is to enable to extend the leave beyond the third semester will all of our students to participate fully as members only be approved under exceptional circumstances. of Woodbury’s academic community. Requests for extension of a leave must be made in writing to the Registrar’s Office for consideration by However, the university may require a student to

2015-2016 Course Catalog 278 take a leave of absence if, in the judgment of the As with all other types of leaves, the policy on re- Regulations, and Standards Academic Policy, dean of students (or designee), the student funds contained in this handbook will apply. • Poses a threat to the lives or safety of himself or herself or other members of the Woodbury TRANSFER CREDITS, CREDIT BY EXAMINATION, AND University community; CONCURRENT REGISTRATION • Has evidenced a medical condition or behavior Transfer credits are accepted when applicable that seriously interferes with the student’s abil- toward major, minor, Integrative Learning, and ity to function and/or seriously interferes with elective requirements for the Woodbury University the educational pursuits of other members of degree. the Woodbury University community. Petitions for registration at another institution, con- When a student exhibits any of the behaviors de- current with Woodbury courses, are available at the scribed above, an assessment by either Counseling Registrar’s Office. Petitions for concurrent enroll- Services or a designated licensed mental health pro- ment are evaluated by the registrar or designee, fessional may be required. Based on the assessment, subject to the university transfer, residency, and aca- the dean of students will determine which of the demic load policies. Students who register at other following courses of action is appropriate: institutions and who have not obtained advance • The student remains enrolled with no condi- approval from the registrar are ineligible to receive tions. transfer credit for the concurrent registration. • The student remains enrolled subject to certain conditions. The same procedure is required prior to CLEP, DAN- • The student be placed on an involuntary leave TES, and Excelsior College Examinations in order to of absence. receive transfer credit. Also see the section titled “Credit by Examination” under “Admission Require- If the dean of students’ decision is to place the ments.” student on an involuntary leave of absence, the decision will also indicate the length of the leave OWNERSHIP OF DESIGN PROJECTS and describe the conditions under which the stu- The university may retain all student projects in dent may seek re-enrollment. The student will be perpetuity for archival purposes. If the project informed, in writing, of the involuntary leave, the is retained for a designated period of time, the effective date of that leave, and conditions for re- university may dispose of the project as it sees fit if turn. If the student is permitted to remain enrolled the project is not claimed. Reasonable care will be subject to certain conditions, the student will be taken to ensure the safety of the project; however, informed of the effective date and the duration of the university will not be responsible for loss or the conditions. damage. In any display of the project, the origina- tor will be acknowledged. Students seeking re-enrollment after an involuntary leave of absence must petition in writing to the dean of students. Re-enrollment will be contingent upon requirements outlined by the dean of students at the time of the leave. The leave of absence may not exceed three semesters, excluding summer. If a student does not re-enroll by the fourth semester he or she must apply for re-admission to the university.

Students have the right to appeal the decision of the dean of students within five business days of its receipt. The appeal must be submitted in writing to the vice president of student development and include the basis for the appeal.

2015-2016 Course Catalog 279 the research topic and with the assistance of the

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

2015-2016 Course Catalog 280 five weeks and three hours of preparation per

day for five weeks. Unsatisfactory, but Passing Grades: D+, D Academic Standards • 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 examinations 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- B+ 3.33 quality points per semester hour The minimum passing grade for preparatory and B 3.00 quality points per semester hour transitional classes MATH 049, Elementary Algebra; B- 2.67 quality points per semester hour MATH 149, Intermediate Algebra; WRIT 100, Bridge to Academic Writing; WRIT 111, Academic Writing I; Average Grades: C+, C WRIT 112, Academic Writing II; WRIT 212, Rhetoric C+ 2.33 quality points per semester hour and Design; LSCI 105, Information Theory and Prac- C 2.00 quality points per semester hour tice; LSCI 106, Information Sources for Architects and Interior Architects; LSCI 205, Information in the Below Average Grade: C- Disciplines is “C” or better. C- 1.67 quality points per semester hour

2015-2016 Course Catalog 281 “IP” (“In Progress”) is an interim grade used to “C” = Demonstrates a satisfactory comprehension indicate that a course is scheduled to exceed the of the subject matter, accomplishes only the mini- Academic Standards authorized end date of an academic semester. The mum requirements, displays little initiative, commu- time-unit for course completion is to be determined nicates orally and in writing at an acceptable level by the instructor, and specified in the syllabus or for a college student, and has a generally accept- contract, subject to the approval of the registrar able understanding of all basic concepts. Example: at the time the course is scheduled. This mark is “C” work represents average work for the students available for use in internships, field experiences, in a program or class. A student receiving a “C” has and independent studies. The “IP” appears on the met the requirements and deadlines of the course. student’s record to document enrollment. The ap- The “C” student must be a student whose work the propriate grade replaces the “IP” on the student’s university would be willing to exhibit. record after the course is complete. The “IP” is not included in calculations of grade point average. “D” = Quality and quantity of work in and out of class is below average, unsatisfactory and barely “NG” (“No Grade”) is an interim grade used only acceptable. Example: “D” work is passing by a slim by the registrar when a delay in the reporting of a margin. grade is due to circumstances beyond the control of the student. The “NG” will be replaced by the “F” = Quality and quantity of work in and out of appropriate grade as soon as it becomes available. class is unacceptable. Example: “F” work does not The “NG” is not included in calculations of grade qualify the student to progress to a more advanced point average. level of work.

“WU” (“Unofficial Withdrawal”) is assigned to NOTE: Good grades are usually correlated with students that unofficially withdraw or cease atten- regular attendance and with assignments of all dance after the add/drop period of the term. The types completed and on time. Poor grades are often instructor can assign, as a final grade, “WU” rather correlated with frequent absences and incomplete than an “F” when a student has ceased attendance and/or missing assignments. Plus or minus grades in- in class. The grade is submitted along with the stu- dicate that a student is at a high or low end of the dent’s last date of attendance. assigned grade.

Grading Guidelines Final Evaluation and Grading “A” = Clearly stands out as excellent performance, A final letter grade is to be issued at the end of has unusually sharp insight into material and the semester of the registration. The final grade is initiates thoughtful questions, sees many sides of based on the faculty member’s assessment of the an issue, articulates well, and writes logically and student learning. clearly; integrates ideas previously learned from this and other disciplines and anticipates the next steps Grade Point Average in progression of ideas. Example: “A” work should A minimum cumulative grade point average of 2.0 be of such a nature that it could be put on reserve is required for graduation. for all students to review and emulate. The “A” student is, in fact, an example for others to follow. Semester Academic Honors The Dean’s List—The university encourages academ- “B” = Grasps subject matter at a level considered ic excellence and each semester recognizes full-time to be good to very good, is an active listener and undergraduate students who demonstrate their participant in class discussion, speaks and writes excellence. Those undergraduates who successfully well, accomplishes more than the minimum require- complete twelve or more units with no grades of ments, and produces work in and out of class that is “P”, “I”, or “IP”, with a semester grade point aver- of high quality. Example: “B” work indicates a high age of 3.5 or higher, receive a letter of commenda- quality of performance and is given in recognition tion from the dean of their respective school. They for solid work; a “B” should be considered a high are also placed on the Dean’s List. grade.

2015-2016 Course Catalog 282 Policy Statement on Final Grades when the following conditions exist:

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

2015-2016 Course Catalog 283 individual research and expression in areas of spe- Final Evaluation and Grading cial interest for which the university does not offer A final letter grade is to be issued at the end of Academic Standards a specific classroom course. It provides a learning the semester of the registration. The final grade is experience in selecting a study project, mastering based on the faculty sponsor’s assessment of the the necessary library and research techniques for student learning as outlined in the independent gathering data, and devising a suitable means of study contract under the instructional objectives, communicating the results of the project. Such learning outcomes and evaluation criteria section. experiences permit self-testing that comes with A passing grade may not be earned when there is self-imposed assignments and discipline. The an absence of the final written paper or written demands are rigorous; however, there is potential project summary. for high-level achievement through self-directed learning. DIRECTED STUDY Definition Definition Directed study is available only to students who, A course by independent study is one that is initiat- due to extenuating circumstances, cannot enroll in ed by the student with the goals, objectives, learn- a regularly scheduled course. Directed study allows ing outcomes, and assessment procedures designed students to do the work of a regular, specified by the student and an appropriate faculty sponsor. course by studying the material without regular An independent study course may not duplicate a classroom attendance. This may be done either regular classroom course of study offered by the during the semester the class is offered or when university. The dean of the appropriate school must the class is not currently offered. The same learning approve each independent study. must be demonstrated as that achieved by students attending the regular class; alternative arrange- Eligibility ments for exams and other requirements are sub- • Undergraduate students who have obtained ject to approval of the instructor. sophomore standing (thirty units) and who are in good academic standing, are eligible to Eligibility apply for a course by independent study. • Students must demonstrate to the proposed • Graduate students who are in good standing faculty sponsor that they have the academic are eligible to apply for a course by indepen- prerequisite necessary to perform the directed dent study. study. • Students must demonstrate to the proposed • Non-matriculated students, generally, are ineli- faculty sponsor that they have the academic gible to undertake a course by directed study. prerequisites and/or related experience necessary to perform the projected study. Registration Authorization • Non-matriculated students, generally, are in- • Registration for a course by directed study is eligible to undertake a course by independent authorized only after the directed study con- study. tract has been approved. • Exceptions for late registration must receive the Registration Authorization approval of the faculty academic appeals com- • Registration for a course by independent study mittee. is authorized only after the independent study contract has been approved. ACADEMIC MINORS • Registration must be completed by the first day An academic minor consists of a coordinated set of of the third week of the semester of enrollment. courses that take a student beyond the introductory Therefore, it is expected that students will com- level in an academic field but which are not suffi- plete their application for an independent study cient to constitute a major. Students may not minor and receive final approval of the independent in their major. All prerequisite requirements for the study contract prior to the beginning of the se- courses listed must be met. Minors are listed on a mester intended for registration. student’s transcript but are not listed on the diplo- • Exceptions for late registration must receive the ap- ma. Courses taken to satisfy major requirements proval of the Faculty Academic Appeals Committee. cannot be used to satisfy minor requirements. A

2015-2016 Course Catalog 284 minor consists of a minimum of fifteen units. Nine Academic Probation for Students Receiving VA of these units must be unique to the minor, the Benefits Academic Standards remaining units may also be applied to Integrative A student receiving Veterans’ benefits whose Learning, restricted design elective, or unrestricted cumulative grade point average remains below 2.0 elective requirements. for more than two semesters will not be eligible for certification for Veterans’ Benefits. TIME RESTRICTION ON DEGREE COMPLETION Full-time students pursuing the Bachelor of Science, Subject to Dismissal Bachelor of Business Administration, Bachelor of Students who have not been able to raise their Arts or Bachelor of Fine Arts degrees must complete cumulative grade point average to the minimum all requirements within six years from matricula- satisfactory level [2.0 (undergraduate)/3.0 (gradu- tion. Full-time Bachelor of Architecture candidates ate)] will be placed on “subject to dismissal” status. must complete all requirements within seven years A letter will be sent from the assistant dean of Aca- from matriculation. Part-time students pursuing the demic Support stipulating conditions for continued four-year Bachelor of Science, Bachelor of Business enrollment. The student is required to meet with Administration, Bachelor of Arts or Bachelor of Fine the assistant dean. Failure to do so may result in Arts degrees must complete all requirements eight future holds on course registration and/or Academic years after matriculation. Part-time students in the Dismissal. five-year Bachelor of Architecture program must complete all degree requirements ten years after Continued Probation matriculation. Students who were able to raise their semester grade point average, but were not able to raise ACADEMIC STANDING their cumulative grade point average to the min- Students are considered to be in good academic imum satisfactory level [2.0 (undergraduate)/3.0 standing and making satisfactory progress toward (graduate)] will be placed on continued probation. the degree when a GPA of 2.0 is maintained. A letter will be sent from the assistant dean of Academic Support. The student is then required to Academic Warning satisfy all conditions of his/her probation including Students who fail to meet the semester grade point meeting with the assistant dean. Failure to do so average of 2.0 (undergraduate)/3.0 (graduate) but may result in future holds on course registrations their cumulative grade point average is above a and/or Academic Dismissal. 2.0 (undergraduate)/3.0 (graduate) will be sent a warning letter from the Office of Student Develop- Academic Dismissal ment academic advisor. The student is required to Students who have not been able to raise both meet with both their faculty advisor and an Office semester and cumulative grade point averages of Student Development academic advisor. within three semesters will be dismissed from the university. A letter will be sent from the assistant Academic Probation dean of academic support stipulating conditions for Students who fail to meet the semester and cu- re-enrollment. The student is required to meet with mulative grade point average of 2.0 (undergrad- the assistant dean. A hold will be placed on future uate)/3.0 (graduate) will be placed on academic course registrations and the dismissal will be record- probation. A letter will be sent from the Office of ed on the student’s transcripts. Student Development academic advisor and the student is required to meet with both their facul- Procedures for Appeal to the Policies on ty advisor and an Office of Student Development Normal Academic Progress academic advisor. Students who have not made Satisfactory Academ- ic Progress have the right to appeal the decision Failure to do so may result in future holds on course on academic dismissal. Students who believe they registrations. have an extenuating circumstance must provide full documentation for review by the assistant dean of Student Development. The appeal must be received by the assistant dean either in writing or presented

2015-2016 Course Catalog 285 in person, by the date stated in the letter sent to • The statute of limitations on the degree must the student informing the individual of his or her be unexpired. Academic Standards status. • The additional major must be completed under the handbook currently in effect, subject to DEGREE PROGRAMS department review. Academic Major • The second major is certified through the tran- Upon admission to a degree program, candidates script of record. No additional diploma will be select an academic major. Students follow the re- issued nor will an invitation to the commence- quired curriculum for the selected major as outlined ment ceremony be forthcoming. in the handbook of their admission year, including major, Integrative Learning and elective courses re- In such cases, the university can make no guaran- quired to achieve the minimum semester hour units tee of full-time status or the timeliness of course for the degree. offerings.

Degree Contract and Change Dual Degree of Handbook Contract Students may, with the approval of their advisor A degree is based on the handbook in effect at the and the registrar, pursue dual degrees at the same time of admission and matriculation. Students may level. Minimum requirements for dual degrees are receive authorization through formal petition to handled in the same manner as double majors. The change their handbook year. In doing so, the de- difference here is that the student pursues two ma- gree is revised based on all requirements (transfer jors with different degree designations. For exam- policy, major(s), Integrative Learning, and electives) ple, pursuing both a BA and a BFA. outlined in the university handbook in effect at the time the petition to change the handbook year is Change of Major approved. Students may receive authorization through formal petition to change their academic major. In doing Change of Degree Program so, the contract for the degree is based on the Students who matriculate into one degree pro- handbook in effect at the time of admission and gram, such as the Bachelor of Arts (BA) degree matriculation, or the handbook in effect at the time program, and desire to change to another degree the Petition for Change of Major is approved. program, such as the Bachelor of Architecture (BArch) degree, must formally apply for admission Degree Requirements and be accepted into that program before the In order to earn a degree, a student must complete change is affected. The contract for the degree is all course and unit requirements as stipulated in the then based on the university handbook in effect at handbook in effect when the student first matric- the time re-admission and matriculation take place. ulated at the university, or the handbook in effect The application for a change of degree program when a change of major and/or handbook year is may be obtained from the Registrar’s Office. approved. The university may modify specific course requirements when courses are deleted or curricula Double Major are revised. In such a case, appropriate substitutions Students admitted to the Bachelor of Business will be made. Administration (BBA), Bachelor of Arts (BA) or the Bachelor of Fine Arts (BFA) degree program may GRADUATION pursue a double major. The minimum requirement Application for Graduation for graduating with two majors is the completion Applications for Graduation must be filed with the Reg- of all required courses in both majors, as well as istrar’s Office two semesters in advance of the antici- completion of the Integrative Learning and mini- pated semester of graduation. Students will be assessed mum elective semester hour units for the degree. a $150 Graduation Fee. The fee must be paid prior to filing the application. An official evaluation of the stu- Although as a rule both majors are completed dent’s progress toward the degree and any remaining concurrently, a second major may be added after deficiencies will be mailed to the student within six to degree completion if certain criteria are met. eight weeks from receipt of the application.

2015-2016 Course Catalog 286 Graduation Policy are eligible for graduation with honors. These

The graduation date is awarded for the term in honors are bestowed according to the following Academic Standards which all degree requirements have been met. cumulative numerical grade point averages: Degree requirements include submission of all supporting documents (such as official transcripts and Cum Laude 3.5 to 3.69 CLEP results) as well as the filing of the application Magna Cum Laude 3.7 to 3.89 for graduation. All academic and administrative re- Summa Cum Laude 3.90 and above quirements must be met. Degrees are not awarded retroactively. Academic Honesty Policy Because the integrity of the academic enterprise of Participation in Commencement any institution of higher education requires honesty A student may participate in only one commence- in scholarship and research, academic honesty is ment ceremony per degree. Students wishing to required at Woodbury University. Academic integri- participate in commencement must be in good ty is important for two reasons. First, independent academic standing with the university. and original scholarship ensures that students and scholars derive the most from their educational A petition is available to undergraduate students experience and the pursuit of knowledge. Second, who will be deficient six units and graduate stu- academic dishonesty violates the most fundamental dents who will be deficient three units at the end values of a community of scholars and depreciates of the spring semester. Students must have filed the achievements of the entire university communi- their application for graduation and been evalu- ty. Accordingly, Woodbury University views academ- ated. Honors at the commencement ceremony will ic dishonesty as one of the most serious offenses not be available to students in this group. that a member of our community can commit. Adherence to the Academic Honesty Policy reflects Diplomas the commitment of our community to the ideals of Diplomas are mailed approximately three months learning, research, and scholarship. after the actual term of graduation. DEFINITIONS OF ACADEMIC DISHONESTY Academic Recognition Cheating To encourage the achievement of academic ex- Cheating is the act or attempted act of deception by cellence, Woodbury University gives recognition which an individual seeks to misrepresent that he/she has to superior students who have demonstrated the mastered information on an exercise that he/she has not initiative and sense of responsibility to excel. Such mastered. superior performance is recognized with special Examples include but are not limited to: awards for academic achievement. There are two • Using books, notes, calculators, conversations with aspects of the program: Departmental Honors and others (including text messages), etc. to complete a Honors at Graduation. These honors are only avail- test or other assignment when such use is prohibited; able to undergraduate students who are enrolled • Having other people conduct research or work for in their final degree requirements. Those students the student without advance authorization from the who are deficient in units or other degree require- instructor. This includes the services of term paper ments are not eligible. companies (e.g. downloading a paper in whole or in part from the internet); Departmental Honors • Reusing previously submitted work in whole or in The Departmental Honors Award is given only at part for credit or honors without authorization from graduation to the graduate in each of the under- the instructor; graduate majors who has achieved the highest • Copying from another student’s test paper; scholastic record in his/her department. Those • Allowing another student to copy from a test paper; students who are deficient in units or other degree • Using or possessing specifically prepared materials requirements are not eligible. during a test (e.g., notes, formula lists, notes written on the student’s clothing etc.) when such materials Honors at Graduation have not been authorized. Students who maintain a high scholastic average

2015-2016 Course Catalog 287 Fabrication (e.g., written work, printing, sculpture, design,

Fabrication is the use of invented information or etc.) prepared totally or in part by another; Academic Standards the falsification of research or other findings in an • Copying, or allowing another to copy, a comput- academic exercise. er file that contains another individual’s assignment, and submitting it, in part or in its entirety, Examples include but are not limited to: as one’s own. • Altering and resubmitting returned academic • When working with others on an assignment, work without notice to the instructor; submitting individual copies of the assignment • Citing information not taken from the source as one’s own individual work. indicated; • Listing sources in a bibliography not used in the Note: For design work, it is understood that design academic exercise; strategies are frequently based upon previously • Submitting in a paper, thesis, lab report or published material or other sources of inspiration. other academic exercise falsified, invented, or However, work claiming to be original but which fictitious data or evidence, or deliberate and has any part taken unaltered from media, the inter- knowing concealment or distortion of the true net, or other individuals will not be accepted and nature, origin, or function of such data or evi- will be treated as plagiarism. dence. Outsourcing Facilitating Academic Dishonesty For the purpose of this policy, outsourcing is Facilitating academic dishonesty is intentionally or defined as obtaining created work or acquiring knowingly helping or attempting to help another outside services to produce created works in any commit an act of academic dishonesty. aspect of course-assigned project development and/ or production. This includes work or services that Plagiarism are paid for and work or services that are not. It Plagiarism is the submission of another’s work as includes work or services from any individual includ- one’s own, without adequate attribution. When an ing fellow students and outside professionals. individual submits work that includes the words, ideas or data of others, the source of the informa- Outsourcing is different than collaboration. Col- tion must be acknowledged through complete, laboration is seeking from another student, tutor, accurate, and specific references, and, if verbatim professor, or colleague critique and review while statements are included, through quotation marks maintaining control and authorship over the work or indentation as appropriate. By placing his/her as an individual or a group. Collaboration is a name on work submitted, the author certifies the fundamental skill where students learn from one originality of all work not otherwise identified by another and work together to achieve a common appropriate acknowledgements. Plagiarism covers goal. Follow your instructor’s guidelines with re- unpublished as well as published sources. spect to what kind of collaboration is permissible for any given assignment, and request clarification Examples of plagiarism include, but are not limited when you need it. to: • Quoting another person’s actual words, com- Outsourcing of project production elements is pro- plete sentences or paragraphs, or entire piece hibited unless specifically stated in your course sylla- of written work without acknowledgement of bus and/or guidelines. Outsourced elements must the original source; be acknowledged through complete, accurate, and • Using another person’s idea, opinion or theory specific references. The intellectual authorship of even if it is completely paraphrased in one’s the project must belong to the submitting students. own words without acknowledgement of the source; Outsourcing will not be permitted under following • Borrowing facts, statistics, or other illustrative circumstances: materials that are not clearly common knowl- • If a program or course learning outcome is edge without acknowledgement of the source; designed to assess skills or techniques and the • Submitting as your own any academic exercises outsourcing involves these skills or techniques.

2015-2016 Course Catalog 288 • If a program or course learning outcome is after the specified time has elapsed;

designed to assess the production of physical or • entering a building or office for the purpose of Academic Standards digital components and outsourcing involves changing a grade in a grade book, on a test, or these components. on other work for which a grade is given; • If the effect of outsourcing changes or impacts • changing, altering, or being an accessory to the the students’ original design, or creative vision, or changing and/or altering of a grade in a grade process at any stage of the project from develop- book, on a test, a “change of grade” form, or ment to final production or installation. other official academic records of the university that relate to grades; If there is a question as to whether outsourcing is • submitting any academic accomplishment in appropriate or approved, it is the student’s respon- whole or in part for credit more than once sibility to seek clarification from the instructor. whether in the same course or in different courses without prior consent of the instructors. Inadequate Citation Material borrowed from any source, including the Action Taken by Instructors Internet, must be acknowledged. Students are Note: Academic honesty is expected in all aspects of urged to consult faculty or recognized published curricular and co-curricular life. The term “instruc- guidelines in their field for appropriate formatting tor” is used to refer to anyone serving in the role of of the following: teacher, facilitator, advisor or supervisor.

Direct quotation: Every direct quotation must When a violation of the academic honesty policy be identified by quotation marks or appropriate appears to have occurred within the academic pro- indentation and must be promptly cited using cess, the individual instructor discusses the appar- appropriate referencing protocols as specified by ent violation with the student as soon as possible the instructor or the discipline of the course. and gives the student an opportunity to explain. Instructors are also encouraged to seek the counsel Paraphrase: Prompt acknowledgment is required of department chairs, deans, directors and librarians when material from another source is para- in gaining perspective concerning the severity of an phrased or summarized, in whole or part. offense.

“Borrowed” facts or information: Information If the instructor chooses to continue the complaint, obtained in one’s reading or research that is not the instructor may impose one or more of the fol- common knowledge among students in the course lowing grade-related sanctions: must be acknowledged as specified by the instruc- • an assignment to repeat the work, tor or the discipline of the course. to be graded on its merits; • a lowered/failing grade on the assignment; Academic Misconduct • a lowered grade in the course; Academic misconduct includes other academically • a failing grade in the course. dishonest acts such as tampering with grades or taking part in obtaining or distributing any part of an unad- The instructor notifies the student of the charge ministered test. and the penalty to be imposed. The instructor then completes the Academic Honesty Violation Report Examples include but are not limited to: Form. The student signs the form as indication of • stealing, buying, or otherwise obtaining all or part of receipt. The student also has the opportunity to an unadministered test; comment on the alleged violation as indicated on • selling or giving away all or part of an unadministered the form. A student’s refusal to sign the form does test including answers to an unadministered test; not negate the charge of academic dishonesty. The • bribing any other person to obtain an unadminis- instructor gives the student a copy of the form. tered test or any information about the test; • entering a building or office for the purpose of The instructor sends the completed Academic obtaining an unadministered test; Honesty Violation Report Form to the chief conduct • continuing to work on an examination or project officer for placement in the student’s file so that

2015-2016 Course Catalog 289 infractions may be monitored in the context of the to and the break in process was substantial student’s entire disciplinary record. Sanctions above enough to have possibly affected the out- Academic Standards and beyond instructor sanctions may be issued by come. the chief conduct officer when the student has - The sanctions do not relate appropriately to previously been reported for an academic honesty the violation for which the student has been infraction. found to have committed. • If the Faculty Academic Policy Appeals Com- A student may appeal an instructor’s decision to im- mittee determines that there are grounds for pose grade-related and/or course-related sanctions an appeal, then the committee will hear the as outlined in the Appeal Process. student’s case. The decision of the Faculty Aca- demic Policy Appeals Committee replaces that Action Taken by the Chief Conduct Officer of the instructor. The chief conduct officer meets with students accused of academic dishonesty in cases of repeat- To Appeal the Decision of the Chief Conduct Offi- ed violation, in cases where an alleged violation is cer: reported by an individual other than the instructor, • Within three business days of official notifica- or at the request of the student. tion of the decision, the student must submit a letter of appeal to the chief student affairs The chief conduct officer may impose any of the officer. The letter must state the grounds for following sanctions dependent on the severity and the appeal. nature of the offense: • Grounds for appeal are: • Disciplinary warning - The student has new evidence available that • Taking or repeating LSCI 105, Information The- was not available prior to the original hear- ory and Practice ing. • Other educational sanctions- a hold is placed - The conduct process as outlined was not on the student’s registration and transcripts adhered to during the student’s original until the sanction is satisfactorily completed hearing and the break in process was sub- • Placement on disciplinary probation stantial enough to have possibly affected the • Suspension outcome. • Expulsion • If the chief student affairs officer determines that there are grounds for an appeal, then he Cases in which the sanctions of suspension or expul- or she will rehear the student’s case. The decision may be levied may be referred to the Universi- sion of the chief student affairs officer replaces ty Committee on Student Behavior. that of the chief conduct officer.

Decisions made by the chief conduct officer or the To Appeal the Decision of the University Committee University Committee on Student Behavior may be on Student Behavior: appealed by the student to the chief student affairs • Within three business days of official notifica- officer as outlined in the Appeal Process. tion of the decision, the student must submit a letter of appeal to the chief student affairs APPEALS PROCESS officer. The letter must state the grounds for To Appeal the Decision of an Instructor: the appeal. • Within three business days of official notifica- • Grounds for appeal are: tion of the decision, the student must submit a - The student has new evidence available that letter of appeal to the Faculty Academic Policy was not available prior to the original hearing. Appeals Committee via the Registrar’s Office. - The conduct process as outlined was not The letter must state the grounds for the appeal. adhered to during the student’s original • Grounds for appeal are: hearing and the break in process was sub- - The student has new evidence available that stantial enough to have possibly affected the was not available prior to the original deci- outcome. sion. • If the chief student affairs officer determines - The process as outlined was not adhered that there are grounds for an appeal, then he or

2015-2016 Course Catalog 290 she will convene an appeals board to rehear the projects. No student programs or project data are

student’s case. The decision of the appeals board to be stored permanently on the hard disks of any Student Rights replaces that of the University Committee on university computers. Student Behavior. DISCLAIMER REGARDING ACADEMIC ADVISING The decision rendered as a result of the appeal The university publishes academic policies and process is final. programs, including required courses for graduation and honors those published requirements. The Computer Security (Personal Computers student is responsible for his/her program, including and Related Devices) meeting the published requirements. The university By their very nature, laptop, netbook, and tablet assists the student in making prudent decisions by computers are designed to be lightweight, easy to providing academic advising. However, the deci- transport and simple to conceal. These features, sions made in the academic advising process are however, which make them an ideal choice for com- those of the student. puter users, also make them extremely vulnerable to theft. There are a few basic rules that should be Student Rights followed to minimize the chance of theft: PETITIONS TO THE FACULTY ACADEMIC • Lock the door to your residence hall room POLICY APPEALS COMMITTEE whenever you leave - no matter how long you Petitions for exceptions to academic policy are filed plan to be gone. (This is a good rule to follow, at the Registrar’s Office. Subsequently, the petitions even if your computer is not in your room). are forwarded to the Faculty Academic Policy Ap- • Never leave your computer unattended in a peals Committee for consideration and action. The classroom, lounge, cafeteria, or any public committee evaluates each student petition individu- place. ally and considers the special circumstances pre- • Display your name in a prominent place on sented. Students are notified in writing regarding your computer and on your computer carrying decisions. Those who receive a negative response 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 griev- • Register your computer with the computer’s ances against decisions or actions of university fac- manufacturer. ulty, staff, and agents affiliated with the university that create a hostile environment for teaching and It is extremely important to recognize that each learning. student is responsible for the security of his or her own computer. Should a theft occur, the official This procedure shall not be used for frivolous or policy of Woodbury University will be to treat the malicious complaints. If a complaint has been theft (or attempted theft) of a computer in a similar made in bad faith, disciplinary action will be taken manner to any other type of on-campus theft. An against the person bringing the complaint. individual found responsible for a theft or attempted theft will be subjected to disciplinary action, up Students cannot undo what has been decided by to and including immediate dismissal from Wood- the following administrative systems: bury University. • student code of conduct violations, because there is a separate procedure administered by STORING COMPUTER WORK the Office of Student Development; Computer projects may be developed on computers • formal complaints of sexual harassment, whether university or personally owned. Students because there is a separate procedure adminis- are responsible for the offline storage and main- tered by human resources; tenance of all personal computer programs and • exceptions to Academic Policies and Procedures,

2015-2016 Course Catalog 291 because there is a separate procedure admin- non-voting panel chair;

istered by the Faculty Academic Policy Appeals - for grievances against staff – another staff Student Rights Committee. member from the same department, one staff member from a different department, Informal Process one faculty, and one student. The human The student is encouraged to discuss the matter resource officer will serve as the non-voting of dispute with the person whom they have a panel chair. grievance against, and seek a mutual resolution. If • The panel will convene within five business this does not resolve the issue, the student should days of completion of the investigation. pursue the matter with the department chair in the • A decision will be communicated to the student case of a faculty grievance. within two business days of the panel review. • Appeals may be made if one or more of the If the dispute is unable to be resolved at this level, following circumstances exist: the student should contact any of the following in- - 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 - 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 the outcome of the panel review. The chief academ- Teaching & 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 confidential letters of recommendation placed writing to the dean of faculty for grievances in the files of the Office of Admission or the against faculty and to the Office of Human Career Services files prior to January 1, 1975, Resources for grievances against staff. Students are considered “closed” files. Each individual are invited to seek consultation from the dean may decide whether to waive the right to view of students or director of the Institute for Excel- letters of recommendation placed in his/her file lence in Teaching & Learning in preparing their after January 1, 1975. If so, written notice to written statement. this effect must be placed in the file. • The person against whom the grievance is filed - Students should submit to the registrar, dean, has an opportunity to review and respond to head of the academic department, or other the written allegations. appropriate official, written requests that • The dean of faculty and human resource officer identify the record(s) they wish to inspect. will begin an investigation within twenty-four The university official to whom the request hours of receipt of the written grievance. was submitted shall advise the student of the • The dean of faculty and human resource officer correct official to whom the request should will convene a panel which will consist of the be addressed. following: • The right to request the amendment of the - for grievances against faculty – another facul- student’s education records that the student ty from the same school, one faculty from a believes is inaccurate. different school, one staff member, and one - Students may ask the university to amend a student. The dean of faculty will serve as the record that they believe is inaccurate. They

2015-2016 Course Catalog 292 should write the university official responsible Note: The university has the right to designate certain

for the record, clearly identify the part of the information, including each student’s name, address, Trustees and Administration record that they want changed, and specify e-mail address, telephone number, date and place of why it is inaccurate. birth, major field of study, enrollment status, class level, - If the university decides not to amend the dates of attendance, degrees and awards received, and record as requested by the student, the uni- the most recent previous institution attended by the versity will notify the student of the decision student as “directory information” for the purposes and advise the student of his or her right to of alumni, business directories, student directories, a hearing regarding the request for amend- etc. Woodbury University does not publish directory ment. Additional information regarding the information; however we will release information to hearing procedures will be provided to the certain third parties such as prospective employers or student when notified of the right to a hear- other educational institutions. If any current Woodbury ing. University student does not want such disclosed under • The right to consent to disclosures of person- any circumstances, he or she must notify the Registrar’s ally identifiable information contained in the Office in writing of the specific information not to be student’s education records, except to the ex- released. tent that FERPA authorizes disclosure without consent. - One exception, which permits disclosure Trustees and without consent, is disclosure to school offi- Administration cials with legitimate educational interests. A school official is a person employed by the BOARD OF TRUSTEES university in an administrative, supervisory, academic or research, or support staff posi- David J. St. Amant Chair tion (including law enforcement unit personnel and health staff); a person or company Lawrence N. Hurwitz with whom the university has contracted Vice Chair (such as an attorney, auditor, or collection agent); a person serving on the Board of Gregory N. Lippe, CPA ‘67 Trustees; or a student serving on an official Vice Chair-Elect committee, such as a disciplinary or grievance committee, or assisting another school offi- David P. Dauwalder, PhD cial in performing his or her tasks. Interim President - A school official has a legitimate educational interest if the official needs to review an Ronald Altoon education record in order to fulfill his or her Trustee professional responsibility. - Upon request, the university discloses educa- David Blitz tion records without consent to officials of Trustee another school in which a student seeks or intends to enroll, prospective employers or Brian B. Bowman licensing boards. Trustee • The right to file a complaint with the U.S. Stephen Chandler ‘69 Department of Education concerning alleged Trustee failures by the university to comply with the requirements of FERPA. The name and address David F. Cronenbold, Jr. of the Office that administers FERPA are: Trustee Family Policy Compliance Office U.S. Department of Education R. Joseph De Briyn, Esq. 400 Maryland Avenue, SW Trustee Washington, DC 20202-4605

2015-2016 Course Catalog 293 Yolanda J. Gorman, PhD TRUSTEES EMERITI

Trustee Trustees and Administration Donald E. Butler Jan Hanssen Trustee Russell L. Hanlin

Grace Kim Richard King Trustee Chair Emeritus

Scott Kohno Leonis C. Malburg ‘49 Trustee David Misch Barry Kurtz, Esq. Trustee Louis M. Naidorf, FAIA

Pegi Matsuda ‘07 Lawrence G. Shoaf, PhD Trustee Vice Chair Emeritus

Malcolm S. McNeil Hugo J. Standing Trustee PRESIDENT AND CABINET Ilse Metchek David P. Dauwalder, PhD Trustee Interim President Walter W. Mosher, Jr., PhD Randall Stauffer Trustee Interim Provost Bruce C. Munster Phyllis Cremer, EdD Trustee Vice President, Student Development Kieran Nolan Mauro Diaz Trustee Interim Vice President, Enrollment Management Curt Pringle Assistant Vice President, Contracts and Grants Trustee Shari Gibbons Ronald E. Soderling ‘57 Chief Marketing Officer Trustee Seta Javor C. Edward Spiegel ‘60 Senior Executive Assistant to the President, Trustee Secretary to the Board of Trustees

Judith D. Tamkin ‘49 Kenneth Jones Trustee Vice President, Finance and Administration

Carl R. Terzian André van Niekerk, PhD Trustee Interim Vice President, University Relations Dean, School of Business William R. Thomas ‘69 Trustee Sue Vessella Interim Dean, School of Media, Culture & Design

Douglas J. Cremer, PhD Dean, College of Transdisciplinarity

2015-2016 Course Catalog 294 Will McConnell, PhD

Dean of Faculty & President of the Trustees and Administration Woodbury University Faculty Association

Norman Millar, AIA Dean, School of Architecture

L. Nedra Peterson University Librarian

ADMINISTRATIVE DIRECTORS

Debra Abel Administrative Director, San Diego Campus

Aida Artenian Director, Information Technology

Natalie Avalos Director, Human Resources

Paul W. Decker Executive Director, Institute for Excellence in Teaching and Learning

Rebecca Devereaux Assistant Dean, Academic Support

Anne Ehrlich Dean of Students

Liana Jindaryan Director, Career Development Services

Ashraf Zawaideh Executive Director of Admissions and International Recruitment

Al Valdez Director, Facilities

Celeastia Williams Director, Enrollment Services

2015-2016 Course Catalog 295