2005 General Catalog
Volume 68
September 1, 2004
Administrative Headquarters 11355 North Torrey Pines Road La Jolla, CA 92037-1011 (858) 642-8000
Accredited by the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges (WASC) 985 Atlantic Avenue, Suite 100, Alameda, CA 94501, (510) 748-9001, [email protected]
Approved by the California Commission on Teacher Credentialing (CCTC) 1900 Capital Avenue, Sacramento, CA 94244
Accredited by the Commission on Collegiate Nursing Education (CCNE) for the Bachelor of Science in Nursing Program One Dupont Circle, NW, Suite 530, Washington, D.C., 20036-1120, (202) 463-6930
Accredited by the International Assembly for Collegiate Business Education (IACBE) for the School of Business and Management P.O. Box 25217, Overland Park, KS 66225, (913) 631-3009, [email protected]
Nationwide Toll Free Number 1 800 NATUNIV (628-8648) or visit our website at www.nu.edu
Volume 68, Published September 1, 2004
The University of Values
TM A Message from Chancellor Lee
Dear Student,
On behalf of the Board of Trustees, staff, faculty, your fellow students and alumni, I am pleased to welcome you to National University.
Founded in 1971, National was among the first institutions in higher education to recognize the shifting demographics among modern college and university students and respond accordingly. As more adults, full-time employees and business owners pursued degree and credential programs, National stepped Jerry C. Lee forward as a leader in the development of innovative, challenging and accessible degree programs. Chancellor National University System Throughout this catalog, and in every class offered at National, you will observe a constant focus on quality and an ongoing President commitment to incorporate new technologies and current subject National University matter into National’s curricula. We begin this academic year offering 38 degree programs in online format, allowing students worldwide to pursue a broad range of degrees and credentials via the Internet.
Always looking toward the future, National University shapes its new programs to reflect the changing demands and dynamic circumstances of a technically-integrated, fast-paced global community. Fresh offerings such as our Master of Science degree in homeland security and safety engineering and Master of Fine Arts degree in digital cinema, for example, illustrate just some of the new challenges and the new opportunities that we are addressing. Our goal is to ensure that the education you receive at National University is among the most rigorous, relevant and rewarding in higher learning.
As much as National University has achieved in its 34 years, we look forward to an even more distinguished future. It is a bright and promising outlook that we plan on sharing with you as we constantly seek new and better ways to address the needs of our students, as well as those within our communities, our state, the nation and the world.
Sincerely,
Jerry C. Lee
Note: the University reserves the right to change or modify policies, regulations, curricula, courses, tuition and fees, or any other aspect of its programs described in this catalog at any time.
Not all courses or programs listed in this catalog will be available at every learning facility or online.
Not all facilities, equipment and other resources will be available at every learning center.
Catalog Effective Date: September 1, 2004
Table of Contents
1 Board of Trustees and University Administration 2 Calendar and Class Schedules 7 Location Key 10 Central Administration 11 Campus Locations and Functions Listing 17 General Information 27 Extended Studies 37 Financial Aid 47 Policies and Procedures 61 Academic Information for Undergraduate Degrees 69 Academic Information for Graduate Degrees 75 General Education 80 School of Arts and Sciences 115 School of Business and Management 143 School of Education 179 School of Engineering and Technology 195 Course Descriptions 247 Core Adjunct Faculty 252 Adjunct Faculty 262 Degree Program Offerings by Location 268 Index Board of Trustees
Mr. John Bucher, Chair Ms. Judith Sweet President, John Bucher Real Estate Company Senior Vice President for Championships and Education Services, Mr. John L’Estrange, Vice Chair National Collegiate Athletic Association Attorney at Law, Wright & L’Estrange Mr. Thomas Topuzes Mr. Gerald Czarnecki, Secretary President and CEO, Thomas Topuzes & Associates, LLP Chairman & CEO, Deltennium Corporation
Mr. Felipe Becerra Ms. Doreen Tyburski Chief Executive Officer, Managing Partner, Creditor Iustus et Renaissance, Inc. Remedium, LLP
Mr. Richard Chisholm Mr. Robert Watkins Chairman and President, R.J. Watkins & Company Managing Director, Municipal Securities, Banc of America Securities LLC Mr. Michael Wilkes Ms. Jeanne Connelly CEO, Architects Delawie Wilkes Rodrigues Barker Vice President, Federal Relations, Calpine Corporation
Mr. Nelson Davis Executive Producer, Nelson Davis Productions
Mr. Dwight Ellis President, Dwight Ellis & Associates Ltd.
Mr. Robert Freelen Vice President for External Affairs, Retired, Dickinson College
Ms. Andrea Giambrone President, ThinkShop
Ms. Cheryl Kendrick Community, National Volunteer
Dr. Donald Kripke Clinical Associate Professor of Psychiatry, School of Medicine, University of California San Diego
Dr. Jerry C. Lee (Ex Officio) Chancellor, National University System President, National University
Ms. Jean Leonard Educational Consultant, JM Leonard & Associates
Mr. Carlos Rodriguez Public Affairs and Communications Consultant, Rodriguez & Company Administration
NATIONAL UNIVERSITY SYSTEM ADMINISTRATION Howard Evans, Ph.D. Dean, School of Engineering and Technology Jerry C. Lee, Ed.D. Chancellor, National University System Thomas Green, Ph.D. President, National University Dean, School of Business and Management
Patricia E. Potter, M.B.A. Alice M. Scharper, Ph.D. Vice Chancellor for System Communications, Dean, School of Arts and Sciences National University System Sandra Spence Tracy, Ed.D. David Rane, B.S. Dean, School of Education Vice Chancellor for Financial Management, National University System Gary Hoban, Ph.D. Graduate Dean Michael Prairie, J.D. General Counsel, National University System Lynne Anderson, Ph.D. Associate Dean, School of Education
Nancy Rohland-Heinrich, M.B.A. Associate Dean, Student Services NATIONAL UNIVERSITY ADMINISTRATION Charlene Ashton, Ed.D. Jerry C. Lee, Ed.D. Associate Regional Dean, San Jose Chancellor, National University System President, National University Douglas Barr, M.B.A. Associate Regional Dean, Military Students John Cady, Ph.D. Executive Vice President, National University Melissa Bellinger, M.B.A. Associate Regional Dean, Bakersfield Charlotte Bentley, Ph.D. Vice President, National University Nevada Mary Demetre, M.B.A. Associate Regional Dean, Stockton Richard Carter, B.S. Vice President, Administration and Business Bernell Hirning, M.S. Associate Regional Dean, Redding Laurie Foster, M.B.A. Vice President, National University Hawaii Olivia Horton, M.A. Associate Regional Dean, San Bernardino A. Cathleen Greiner, Ph.D. Provost and Vice President, Academic Affairs Roland Jones, M.A. Associate Regional Dean, Fresno Thomas MacCalla, Ed.D. Executive Director, National University Institute Maheba Merhi, M.B.A. and University Vice President Associate Regional Dean, International Programs
Patricia E. Potter, M.B.A. Sharon Mont, M.A. Vice President, Regional Operations and Marketing Associate Regional Dean, Sacramento
Troy L. Roland, M.B.A. Mark Moses, M.A. Vice President, Extended Studies Associate Regional Dean, Carlsbad and Rancho Bernardo
Ann Siemens, M.S. Walter Tobias, B.S. Vice President, Development and Alumni Relations Associate Regional Dean, San Diego
Douglas Slawson, Ph.D. David Waller, M.A. Vice President, Student Services Associate Regional Dean, Costa Mesa
Megan Magee, M.B.A. Mahvash Yadegarpour, M.B.A. Associate Vice President, Regional Markets Associate Regional Dean, Los Angeles
1 Calendar and Class Schedules
Fall 2004
Fall Quarter Begins: Monday, September 27 Thanksgiving: Thursday, November 25 and Friday, November 26 Fall Quarter Ends: Saturday, December 18
Winter 2005 Spring 2005 Summer 2005 Fall 2005
Winter Quarter Begins: Spring Quarter Begins: Summer Quarter Begins: Fall Quarter Begins: Monday, January 3 Monday, April 4 Tuesday, July 5 Monday, September 26 Martin Luther King’s Memorial Day: Labor Day: Thanksgiving: Birthday: Monday, May 30 Monday, September 5 Thursday, November 24 and Monday, January 17 Spring Quarter Ends: Summer Quarter Ends: Friday, November 25 President’s Day: Saturday, June 25 Saturday, September 24 Fall Quarter Ends: Monday, February 21 Saturday, December 17 Winter Quarter Ends: Saturday, March 26
Winter 2006 Spring 2006 Summer 2006 Fall 2006
Winter Quarter Begins: Spring Quarter Begins: Summer Quarter Begins: Fall Quarter Begins: Monday, January 2 Monday, April 3 Monday, July 3 Monday, September 25 Martin Luther King’s Memorial Day: Independence Day: Thanksgiving: Birthday: Monday, May 29 Tuesday, July 4 Thursday, November 23 and Monday, January 16 Spring Quarter Ends: Labor Day: Friday, November 24 President’s Day: Saturday, June 24 Monday, September 4 Fall Quarter Ends: Monday, February 20 Summer Quarter Ends: Saturday, December 16 Winter Quarter Ends: Saturday, September 23 Saturday, March 25
Winter 2007 Spring 2007 Summer 2007 Fall 2007
Winter Quarter Begins: Spring Quarter Begins: Summer Quarter Begins: Fall Quarter Begins: Monday, January 8 Monday, April 9 Monday, July 9 Monday, October 1 Martin Luther King’s Memorial Day: Labor Day: Thanksgiving: Birthday: Monday, May 28 Monday, September 3 Thursday, November 22 and Monday, January 15 Spring Quarter Ends: Summer Quarter Ends: Friday, November 23 President’s Day: Saturday, June 30 Saturday, September 29 Fall Quarter Ends: Monday, February 19 Saturday, December 22 Winter Quarter Ends: Saturday, March 31
Winter 2008 Spring 2008 Summer 2008 Fall 2008
Winter Quarter Begins: Spring Quarter Begins: Summer Quarter Begins: Fall Quarter Begins: Monday, January 7 Monday, April 7 Monday, July 7 Monday, September 29 Martin Luther King’s Memorial Day: Labor Day: Thanksgiving: Birthday: Monday, May 26 Monday, September 1 Thursday, November 27 and Monday, January 21 Spring Quarter Ends: Summer Quarter Ends: Friday, November 28 President’s Day: Saturday, June 28 Saturday, September 1 Fall Quarter Ends: Monday, February 18 Saturday, December 20 Winter Quarter Ends: Saturday, March 29
Winter 2009 Spring 2009 Summer 2009 Fall 2009
Winter Quarter Begins: Spring Quarter Begins: Summer Quarter Begins: Fall Quarter Begins: Monday, January 5 Monday, April 6 Monday, July 6 Monday, September 28 Martin Luther King’s Memorial Day: Labor Day: Thanksgiving: Birthday: Monday, May 25 Monday, September 7 Thursday, November 26 and Monday, January 19 Spring Quarter Ends: Summer Quarter Ends: Friday, November 27 President’s Day: Saturday, June 27 Saturday, September 26 Fall Quarter Ends: Monday, February 16 Saturday, December 19 Winter Quarter Ends: Saturday, March 28 2 Class Calendar at a Glance
denotes starting dates of classes. denotes national holiday. The University will be closed on this day.
September 2004 October 2004 November 2004 S MTW T FS S MTWT FS S MTW T FS
1 234 1 2 12 3 4 56 5 6 7 8 9 10 11 345 6 7 89 7 8 9 10 11 12 13 12 13 14 15 16 17 18 10 11 12 13 14 15 16 14 15 16 17 18 19 20 19 20 21 22 23 24 25 17 18 19 20 21 22 23 21 22 23 24 25 26 27 26 27 28 29 30 24 25 26 27 28 29 30 28 29 30 31
December 2004 January 2005 February 2005 SM TW T F S SM TW T F S S MTW T FS 1234 1 1 2345 5 6 7 8 9 10 11 2 34 5 6 78 6 7 8 9 10 11 12 12 13 14 15 16 17 18 9 10 11 12 13 14 15 13 14 15 16 17 18 19 19 20 21 22 23 24 25 16 17 18 19 20 21 22 20 21 22 23 24 25 26 26 27 28 29 30 31 23 24 25 26 27 28 29 27 28 30 31
March 2005 April 2005 May 2005 SMTW T FS SMTWT FS SM TW T F S 12 345 1 2 1 2 3 4 567 6 7 8 9 10 11 12 3 4 5 6 7 89 8 9 10 11 12 13 14 13 14 15 16 17 18 19 10 11 12 13 14 15 16 15 16 17 18 19 20 21 20 21 22 23 24 25 26 17 18 19 20 21 22 23 22 23 24 25 26 27 28 27 28 29 30 31 24 25 26 27 28 29 30 29 30 31
June 2005 July 2005 August 2005 SM TW T F S SMTWT FS SM TW T F S
1234 12 12 3 4 56 5 6 7 8 9 10 11 345 6 7 89 7 8 9 10 11 12 13 12 13 14 15 16 17 18 10 11 12 13 14 15 16 14 15 16 17 18 19 20 19 20 21 22 23 24 25 17 18 19 20 21 22 23 21 22 23 24 25 26 27 26 27 28 29 30 24 25 26 27 28 29 30 28 29 30 31 31
September 2005 October 2005 November 2005 SMTW T FS SM TW T F S S M T W T F S
123 1 12 345 4 5 678910 2 3 4 5 678 6 7 8 9 10 11 12 11 12 13 14 15 16 17 9 10 11 12 13 14 15 13 14 15 16 17 18 19 18 19 20 21 22 23 24 16 17 18 19 20 21 22 20 21 22 23 24 25 26 25 26 27 28 29 30 23 24 25 26 27 28 29 27 28 29 30 30 31
December 2005 January 2006 February 2006 SMTW T FS SM TW T F S SM TW T F S 1 2 3 123 4 5 67 1 2 3 4 4567 8 910 8 9 10 11 12 13 14 5 6 7 8 9 10 11 11 12 13 14 15 16 17 15 16 17 18 19 20 21 12 13 14 15 16 17 18 18 19 20 21 22 23 24 22 23 24 25 26 27 28 19 20 21 22 23 24 25 25 26 27 28 29 30 31 29 30 31 26 27 28
3 Onsite Undergraduate Class Schedule Onsite Undergraduate Classes (4.5 quarter units, 45 contact hours) Online classes follow the same beginning date as onsite classes. Ending dates vary by program.
National University’s academic year is divided into four twelve week quarters, each composed of three one-month classes. Classes are held two evenings each week from 5:30 to 10:00 p.m. Undergraduate students generally attend two Saturday sessions from 8:00 a.m. to 12:30 p.m. or 1:00 p.m. to 5:30 p.m. Graduate students meet for a final session on the last Saturday of the 4-week term, either from 8:30 a.m. to 12:30 p.m. or 1:00 p.m. to 5:00 p.m.
Undergraduate day classes are held either Monday and Wednesday or Tuesday and Thursday from 9:00 a.m. to 2:30 p.m. Weekday Time Saturday Schedule Monday/Wednesday (8 sessions) 5:30 p.m.-10:00 p.m. 8:00 a.m.-12:30 p.m. or 1:00 p.m.-5:30 p.m.; Normally two Saturdays, three Saturdays if weekday holiday makes it necessary. Tuesday/Thursday (8 sessions) 5:30 p.m.-10:00 p.m. 8:00 a.m.-12:30 p.m. or 1:00 p.m.-5:30 p.m.; Normally two Saturdays, three Saturdays if weekday holiday makes it necessary. 24 month calendar follows: Onsite Undergraduate Class Schedule Onsite Undergraduate Class Schedule Monday/Wednesday Tuesday/Thursday
Fall 2004 Fall 2004 September 27, 29, October 4, 6, 9(8:00-12:30), 11, 13, 18, 20, 23(1:00-5:30) September 28, 30, October 5, 7, 12, 14, 16(8:00-12:30), 19, 21, 23(8:00- October 25, 27, November 1, 3, 8, 10, 13(8:00-12:30), 15, 17, 20(8:00-12:30) 12:30) November 22, 24, 29, December 1, 4(8:00-12:30), 6, 8, 13, 15, 18(1:00-5:30) October 26, 28, November 2, 4, 6(8:00-12:30), 9, 11, 16, 18, 20(1:00-5:30) Winter 2005 November 23, 30, December 2, 4(1:00-5:30), 7, 9, 11(8:00-12:30), 14, 16, 18(8:00-12:30) January 3, 5, 8(8:00-12:30), 10, 12, 19, 22(8:00-12:30), 24, 26, 29(8:00-12:30) Winter 2005 January 31, February 2, 5(8:00-12:30), 7, 9, 12(8:00-12:30), 14, 16, 23, 26(1:00-5:30) January 4, 6, 11, 13, 18, 20, 22(1:00-5:30), 25, 27, 29(1:00-5:30) February 28, March 2, 7, 9, 14, 16, 19(8:00-12:30), 21, 23, 26(8:00-12:30) February 1, 3, 8, 10, 12(1:00-5:30), 15, 17, 22, 24, 26(8:00-12:30) Spring 2005 March 1, 3, 8, 10, 12(8:00-12:30), 15, 17, 22, 24, 26(1:00-5:30) Spring 2005 April 4, 6, 11, 13, 16(8:00-12:30), 18, 20, 25, 27, 30(1:00-5:30) May 2, 4, 9, 11, 16, 18, 21(8:00-12:30), 23, 25, 28(8:00-12:30) April 5, 7, 12, 14, 19, 21, 23(8:00-12:30), 26, 28, 30(8:00-12:30) June 1, 4(8:00-12:30), 6, 8, 11(8:00-12:30), 13, 15, 20, 22, 25(1:00-5:30) May 3, 5, 10, 12, 14(8:00-12:30), 17, 19, 24, 26, 28(1:00-5:30) Summer 2005 May 31, June 2, 7, 9, 14, 16, 18(8:00-12:30), 21, 23, 25(8:00-12:30) Summer 2005 July 6, 9(8:00-12:30), 11, 13, 18, 20, 23(8:00-12:30), 25, 27, 30(8:00-12:30) August 1, 3, 8, 10, 13(8:00-12:30), 15, 17, 22, 24, 27(1:00-5:30) July 5, 7, 12, 14, 16(8:00-12:30), 19, 21, 26, 28, 30(1:00-5:30) August 29, 31, September 7, 10(1:00-5:30), 12, 14, 17(8:00-12:30), 19, 21, August 2, 4, 9, 11, 16, 18, 20(8:00-12:30), 23, 25, 27(8:00-12:30) 24(8:00-12:30) August 30, September 1, 6, 8, 10(8:00-12:30), 13, 15, 20, 22, 24(1:00-5:30) Fall 2005 Fall 2005 September 26, 28, October 3, 5, 8(8:00-12:30), 10, 12, 17, 19, 22(1:00-5:30) September 27, 29, October 4, 6, 11, 13, 15(8:00-12:30), 18, 20, 22(8:00-12:30) October 24, 26, 31, November 2, 7, 9, 12(8:00-12:30), 14, 16, 19(8:00-12:30) October 25, 27, November 1, 3, 5(8:00-12:30), 8, 10, 15, 17, 19(1:00-5:30) November 21, 23, 28, 30, December 3(8:00-12:30), 5, 7, 12, 14, 17(1:00-5:30) November 22, 29, December 1, 3(1:00-5:30), 6, 8, 10(8:00-12:30), 13, 15, Winter 2006 17(8:00-12:30) Winter 2006 January 2, 4, 7(8:00-12:30), 9, 11, 18, 21(8:00-12:30), 23, 25, 28(8:00-12:30) January 30, February 1, 4(8:00-12:30), 6, 8, 11(8:00-12:30), 13, 15, 22, January 3, 5, 10, 12, 17, 19, 21(1:00-5:30), 24, 26, 28(1:00-5:30) 25(1:00-5:30) January 31, February 2, 7, 9, 11(1:00-5:30), 14, 16, 21, 23, 25(8:00-12:30) February 27, March 1, 6, 8, 13, 15, 18(8:00-12:30), 20, 22, 25(8:00-12:30) February 28, March 2, 7, 9, 11(8:00-12:30), 14, 16, 21, 23, 25(1:00-5:30) Spring 2006 Spring 2006 April 3, 5, 10, 12, 15(8:00-12:30), 17, 19, 24, 26, 29(1:00-5:30) April 4, 6, 11, 13, 18, 20, 22(8:00-12:30), 25, 27, 29(8:00-12:30) May 1, 3, 8, 10, 15, 17, 20(8:00-12:30), 22, 24, 27(8:00-12:30) May 2, 4, 9, 11, 13(8:00-12:30), 16, 18, 23, 25, 27(1:00-5:30) May 31, June 3(8:00-12:30), 5, 7, 10(8:00-12:30), 12, 14, 19, 21, 24(1:00-5:30) May 30, June 1, 6, 8, 13, 15, 17(8:00-12:30), 20, 22, 24(8:00-12:30) Summer 2006 Summer 2006 July 3, 5, 10, 12, 17, 19, 22(8:00-12:30), 24, 26, 29(8:00-12:30) July 6, 8(8:00-12:30), 11, 13, 15(8:00-12:30), 18, 20, 25, 27, 29(1:00-5:30) July 31, August 2, 7, 9, 12(8:00-12:30), 14, 16, 21, 23, 26(1:00-5:30) August 1, 3, 8, 10, 15, 17, 19(8:00-12:30), 22, 24, 26(8:00-12:30) August 28, 30, September 6, 9(1:00-5:30), 11, 13, 16(8:00-12:30), 18, 20, August 29, 31, September 5, 7, 9(8:00-12:30), 12, 14, 19, 21, 23(1:00-5:30) 23(8:00-12:30) Fall 2006 Fall 2006 September 26, 28, October 3, 5, 10, 12, 14(8:00-12:30), 17, 19, 21(8:00- September 25, 27, October 2, 4, 7(8:00-12:30), 9, 11, 16, 18, 21(1:00-5:30) 12:30) October 23, 25, 30, November 1, 6, 8, 11(8:00-12:30), 13, 15, 18(8:00-12:30) October 24, 26, 31, November 2, 4(8:00-12:30), 7, 9, 14, 16, 18(1:00-5:30) November 20, 22, 27, 29, December 2(8:00-12:30), 4, 6, 11, 13, 16(1:00-5:30) November 21, 28, 30, December 2(1:00-5:30), 5, 7, 9(8:00-12:30), 12, 14, 16(8:00-12:30) 4 Onsite Graduate Class Schedule
Onsite Graduate Classes (4.5 quarter units, 40 contact hours) Online classes follow the same beginning date as onsite classes. Ending dates vary by program. Weekday Time Saturday Schedule Monday/Wednesday (8 sessions) 5:30 p.m.-10:00 p.m. 8:30 a.m.-12:30 p.m. or 1:00 p.m.-5:00 p.m.; Normally one Saturday, two Saturdays if weekday holiday makes it necessary. Tuesday/Thursday (8 sessions) 5:30 p.m.-10:00 p.m. 8:30 a.m.-12:30 p.m. or 1:00 p.m.-5:00 p.m.; Normally one Saturday, two Saturdays if weekday holiday makes it necessary. 24 month calendar follows: Onsite Graduate Class Schedule Onsite Graduate Class Schedule Monday/Wednesday Tuesday/Thursday
Fall 2004 Fall 2004 September 27, 29, October 4, 6, 11, 13, 18, 20, 23(1:00-5:00) September 28, 30, October 5, 7 12, 14, 19, 21, 23(8:30-12:30) October 25, 27, November 1, 3, 8, 10, 15, 17, 20(8:30-12:30) October 26, 28, November 2, 4, 9, 11, 16, 18, 20(1:00-5:00) November 22, 24, 29, December 1, 6, 8, 13, 15, 18(1:00-5:00) November 23, 30, December 2, 7, 9, 11(8:00-12:30), 14, 16, 18(8:30-12:30) Winter 2005 Winter 2005 January 3, 5, 8(8:00-12:30), 10, 12, 19, 24, 26, 29(8:30-12:30) January 4, 6, 11, 13, 18, 20, 25, 27, 29(1:00-5:00) January 31, February 2, 5(8:00-12:30), 7, 9, 14, 16, 23, 26(1:00-5:00) February 1, 3, 8, 10, 15, 17, 22, 24, 26(8:30-12:30) February 28, March 2, 7, 9, 14, 16, 21, 23, 26(8:30-12:30) March 1, 3, 8, 10, 15, 17, 22, 24, 26(1:00-5:00) Spring 2005 Spring 2005 April 4, 6, 11, 13, 18, 20, 25, 27, 30(1:00-5:00) April 5, 7, 12, 14, 19, 21, 26, 28, 30(8:30-12:30) May 2, 4, 9, 11, 16, 18, 23, 25, 28(8:30-12:30) May 3, 5, 10, 12, 17, 19, 24, 26, 28(1:00-5:00) June 1, 4(8:00-12:30), 6, 8, 13, 15, 20, 22, 25(1:00-5:00) May 31, June 2, 7, 9, 14, 16, 21, 23, 25(8:30-12:30) Summer 2005 Summer 2005 July 6, 9(8:00-12:30), 11, 13, 18, 20, 25, 27, 30(8:30-12:30) July 5, 7, 12, 14, 19, 21, 26, 28, 30(1:00-5:00) August 1, 3, 8, 10, 15, 17, 22, 24, 27(1:00-5:00) August 2, 4, 9, 11, 16, 18, 23, 25, 27(8:30-12:30) August 29, 31, September 7, 12, 14, 17(8:00-12:30), 19, 21, 24(8:30-12:30) August 30, September 1, 6, 8, 13, 15, 20, 22, 24(1:00-5:00) Fall 2005 Fall 2005 September 26, 28, October 3, 5, 10, 12, 17, 19, 22(1:00-5:00) September 27, 29, October 4, 6, 11, 13, 18, 20, 22(8:30-12:30) October 24, 26, 31, November 2, 7, 9, 14, 16, 19(8:30-12:30) October 25, 27, November 1, 3, 8, 10, 15, 17, 19(1:00-5:00) November 21, 23, 28, 30, December 5, 7, 12, 14, 17(1:00-5:00) November 22, 29, December 1, 6, 8, 10(8:00-12:30), 13, 15, 17(8:30-12:30) Winter 2006 Winter 2006 January 2, 4, 7(8:00-12:30), 9, 11, 18, 23, 25, 28(8:30-12:30) January 3, 5, 10, 12, 17, 19, 24, 26, 28(1:00-5:00) January 30, February 1, 4(8:00-12:30), 6, 8, 13, 15, 22, 25(1:00-5:00) January 31, February 2, 7, 9, 14, 16, 21, 23, 25(8:30-12:30) February 27, March 1, 6, 8, 13, 15, 20, 22, 25(8:30-12:30) February 28, March 2, 7, 9, 14, 16, 21, 23, 25(1:00-5:00) Spring 2006 Spring 2006 April 3, 5, 10, 12, 17, 19, 24, 26, 29(1:00-5:00) April 4, 6, 11, 13, 18, 20, 25, 27, 29(8:30-12:30) May 1, 3, 8, 10, 15, 17, 22, 24, 27(8:30-12:30) May 2, 4, 9, 11, 16, 18, 23, 25, 27(1:00-5:00) May 31, June 3(8:00-12:30), 5, 7, 12, 14, 19, 21, 24(1:00-5:00) May 30, June 1, 6, 8, 13, 15, 20, 22, 24(8:30-12:30) Summer 2006 Summer 2006 July 3, 5, 10, 12, 17, 19, 24, 26, 29(8:30-12:30) July 6, 8(8:00-12:30), 11, 13, 18, 20, 25, 27, 29(1:00-5:00) July 31, August 2, 7, 9, 14, 16, 21, 23, 26(1:00-5:00) August 1, 3, 8, 10, 15, 17, 22, 24, 26(8:30-12:30) August 28, 30, September 6, 11, 13, 16(8:00-12:30), 18, 20, 23(8:30-12:30) August 29, 31, September 5, 7, 12, 14, 19, 21, 23(1:00-5:00) Fall 2006 Fall 2006 September 25, 27, October 2, 4, 9, 11, 16, 18, 21(1:00-5:00) September 26, 28, October 3, 5, 10, 12, 17, 19, 21(8:30-12:30) October 23, 25, 30, November 1, 6, 8, 13, 15, 18(8:30-12:30) October 24, 26, 31, November 2, 7, 9, 14, 16, 18(1:00-5:00) November 20, 22, 27, 29, December 4, 6, 11, 13, 16(1:00-5:00) November 21, 28, 30, December 5, 7, 9(8:00-12:30), 12, 14, 16(8:30-12:30)
5 Locations
ëS-R REDDING Headquartered in San Diego, National
University has 27 campuses in major
metropolitan areas throughout California,
as well as Regional Information and ëS-T SACRAMENTO Admissions Centers in Nevada and Hawaii.
ëS-Q STOCKTON
ëJ-S SAN JOSE
NEVADA
CALIFORNIA
ëF-S FRESNO ë G-N HENDERSON, NEVADA
ëF-K BAKERSFIELD
ëO-S SAN BERNARDINO ëL-S SHERMAN OAKS ëP-N TWENTYNINE PALMS ëL-A INGLEWOOD ëO-B ORANGE ëO-P COSTA MESA ë ëN-C CARLSBAD N-R RANCHO BERNARDO G-H HONOLULU, HAWAII ë SAN DIEGO COUNTY HAW AII ë13 LOCATIONS (V-X)
maps not shown to scale 6 Location Key
SAN DIEGO COUNTY V-6 Fleet Anti-Submarine Warfare Training KERN COUNTY Center Learning Center V-N National University System Building 7 F-K Bakersfield Academic Center Administrative Headquarters San Diego, CA 92147-5090 4560 California Avenue 11355 North Torrey Pines Road (619) 563-7488 Suite 300 La Jolla, CA 92037-1011 Bakersfield, CA 93309-1150 (858) 642-8000 V-F Naval Amphibious Base Coronado (661) 864-2360 Learning Center V-H National University Building 345 Academic Headquarters San Diego, CA 92155-5000 FRESNO COUNTY 11255 North Torrey Pines Road (619) 563-7492 La Jolla, CA 92037-1011 F-S Fresno Academic Center (858) 642-8800 V-M Marine Corps Recruit Depot Learning 20 River Park Place West Center Fresno, CA 93720-1551 V-T National University Library at Building 111 (559) 256-4900 Spectrum Business Park San Diego, CA 92140-5000 9393 Lightwave Avenue (619) 563-7482 San Diego, CA 92123-1447 SANTA CLARA COUNTY (858) 541-7900 V-8 Naval Submarine Base Admissions Office J-S San Jose Academic Center V-P Spectrum Business Park Building 138 3031 Tisch Way Academic Center 140 Sylvester Road 100 Plaza East 9388 Lightwave Avenue San Diego, CA 92106-3521 San Jose, CA 95128-2541 San Diego, CA 92123-1426 (619) 563-7490 (408) 236-1100 (858) 541-7700 V-4 Naval Hospital V-J South Bay Learning Center Admissions Office SAN JOAQUIN COUNTY 660 Bay Boulevard Building 26, Room 115 Suite 110 San Diego, CA 92134-5000 S-Q Stockton Academic Center Chula Vista, CA 91910-5200 (619) 563-7470 3520 Brookside Road (619) 563-7415 Stockton, CA 95219-2319 V-V Marine Corps Base Camp Pendleton (209) 475-1400 V-A Student Service Center Learning Center 4121 Camino del Rio South Building 1331 San Diego, CA 92108-4103 Camp Pendleton, CA 92055-5020 SACRAMENTO COUNTY (619) 563-7241 (760) 268-1533 S-T Sacramento Academic Center V-E Technology Center 9320 Tech Center Drive 4141 Camino del Rio South SAN BERNARDINO COUNTY Sacramento, CA 95826-2558 San Diego, CA 92108-4103 (916) 855-4100 (619) 563-7240 O-S San Bernardino Academic Center 804 East Brier Drive V-O La Mesa Learning Center San Bernardino, CA 92408-2815 SHASTA COUNTY 7787 Alvarado Road (909) 806-3300 La Mesa, CA 91941-3643 S-R Redding Academic Center (619) 337-7500 P-N Twentynine Palms 2195 Larkspur Lane Learning Center Suite 200 V-K Kearny Mesa Learning Center Marine Air Ground Task Force Training Center Redding, CA 96002-0629 3580 Aero Court Building 1526, P.O. Box 6051 (530) 226-4000 San Diego, CA 92123-1711 Twentynine Palms, (619) 563-7300 CA 92278-1118 (760) 830-6887 HAWAII N-B Carlsbad Learning Center 705 Palomar Airport Road LOS ANGELES COUNTY G-H National University Hawaii Suite 150 629 Pohukaina Street Carlsbad, CA 92009-1029 L-A Los Angeles Academic Center Suite 202 (760) 268-1500 9920 South La Cienega Boulevard, Suite 404 Honolulu, HI 96813 Inglewood, CA 90301-4423 (808) 599-3597 N-R Rancho Bernardo (310) 258-6600 Fax (808) 599-3599 Learning Center 16875 West Bernardo Drive L-S San Fernando Learning Center Suite 150 14724 Ventura Boulevard NEVADA San Diego, CA 92127-1675 Suite 801 (858) 521-3900 Sherman Oaks, CA 91403-3501 G-N National University Nevada (818) 817-2460 10120 South Eastern Avenue V-2 Marine Corps Air Station Miramar Suite 206 Learning Center Henderson, NV 89052 Building 5305 ORANGE COUNTY (702) 492-4939 San Diego, CA 92145 Fax (702) 492-4923 (619) 563-7355 O-B Orange Learning Center 765 The City Drive South V-3 Naval Air Station North Island Learning Orange, CA 92868-4942 Center (714) 429-5300 Building 650 San Diego, CA 92135-7024 O-P Costa Mesa Academic Center (619) 563-7478 3390 Harbor Boulevard Costa Mesa, CA 92626-1502 V-5 Naval Station 32nd Street Learning (714) 429-5100 Center Building 151 San Diego, CA 92136-5000 (619) 563-7474
7 Location Maps
[ [
V-A Student Service Center V-E Technology Center 4121 Camino del Rio South 4141 Camino del Rio South San Diego, CA 92108-4103 San Diego, CA 92108-4103 (619) 563-7100 (619) 563-7200
[ [
V-N Administrative Headquarters V-H Academic Headquarters V-J South Bay Learning Center 11355 North Torrey Pines Road 11255 North Torrey Pines Road 660 Bay Boulevard, Suite 207 La Jolla, CA 92037-1011 La Jolla, CA 92037-1011 Chula Vista, CA 91910-5200 (858) 642-8000 (858) 642-8000 (619) 563-7415
[ [
V-K Kearny Mesa Learning Center V-M Marine Corps Recruit Depot Learning Center 3580 Aero Court Building 111, San Diego San Diego, CA 92123-1711 CA 92140-5000 (619) 563-7300 (619) 563-7482
[ [
V-O La Mesa Learning Center V-F Naval Amphibious Base Learning Center 7787 Alvarado Road, La Mesa NAB Coronado, Building 345 CA 91941-3643 San Diego, CA 92155-5000 (619) 337-7500 (619) 563-7492 8 Location Maps
[ [
V-5 Naval Station 32nd Street Learning Center V-V Marine Corps Base Camp Pendleton Learning Center Naval Station, Building 151 Building 1331 San Diego, CA 92136-5000 Camp Pendleton, CA 92055 (619) 563-7474 (760) 268-1533
[ [
V-P Spectrum Business Park V-P National University Library V-6 Fleet Anti-Submarine Warfare Training Center Learning Academic Center at Spectrum Business Park Center, Fleet Anti-Submarine Warfare Training Center, Building 7, 9388 Lightwave Avenue 9393 Lightwave Avenue San Diego, CA 92147-5090 San Diego, CA 92123-1426 San Diego, CA 92123-1447 (619) 563-7488 (858) 541-7700 (858) 541-7900 [ [
V-2 Marine Corps Air Station Learning Center V-3 Naval Air Station North Island Learning Center Building 5305, MCAS Miramar Building 650 San Diego, CA 92145 San Diego, CA 92135-7024 (619) 563-7355 (619) 563-7478
[ [
Ave. Encinas
Avenida Encinas
Coaster RR
N-R Rancho Bernardo Learning Center N-B Carlsbad Learning Center 16875 West Bernardo Drive, Suite 150 705 Palomar Airport Road, Suite 150 San Diego, CA 92127-1675 Carlsbad, CA 92009-1029 (800) 628-8648 (760) 268-1500 9 Central Administration
Academic Affairs 11355 North Torrey Pines Road • (858) 642-8135 • Fax: (858) 642-8707 Accounts Payable (858) 642-8573 • Fax: (858) 642-8723 Administration and Business 11355 North Torrey Pines Road • (858) 642-8593 • Fax: (858) 642-8711 Admissions Refer to back cover of catalog for convenient campus location • (800) NAT UNIV (628-8648) • E-mail: [email protected] Career and Assessment Center 9393 Lightwave Avenue • San Diego, CA 92123 • (858) 541-7950 • Fax: (858) 541-7996 • E-mail: [email protected] Communications 11355 North Torrey Pines Road • (858) 642-8235 • Fax: (858) 642-8706 Conference Facilities 3580 Aero Court • San Diego, CA 92123-1711 • (619) 563-7280 Credentials Fax: (858) 642-8717 • E-mail: [email protected] Development and Alumni Relations 11355 North Torrey Pines Road • (858) 642-8093 • Fax: (858) 642-8705 • [email protected] • [email protected] Extended Studies 11355 North Torrey Pines Road • (858) 563-8600 • Fax: (858) 563-8714 English Language Programs 4121 Camino del Rio South • (619) 563-2657 • Fax: (619) 563-7393 Evaluation/Matriculation (858) 642-8260 • Fax: (858) 642-8721 • E-mail: [email protected] Financial Aid 11355 North Torrey Pines Road • (858) 642-8500 • Fax: (858) 642-8720 • E-mail: [email protected] General Information (619) 563-7100 or 1-800-NAT-UNIV (628-8648) Grades and Attendance (858) 642-8252 • Fax: (858) 642-8718 • E-mail: [email protected] Graduation (858) 642-8253 • Fax: (858) 642-8721 • E-mail: [email protected] Human Resources 11355 North Torrey Pines Road • (858) 642-8195 • Fax: (858) 642-8713 Information Technology 4141 Camino del Rio South • (619) 563-2647 • Fax: (619) 563-7399 International Programs Office 4121 Camino del Rio South • (619) 563-7212 • Fax: (619) 563-7393 • E-mail: [email protected] Leadership/Scholarship Awards 11355 North Torrey Pines Road • (858) 642-8185 • Fax: (858) 642-8732 Library 9393 Lightwave Avenue • Fax: (858) 541-7994 • Reference/Information • (858) 541-7900 • E-mail: [email protected] Office of the President 11255 North Torrey Pines Road • (858) 642-8101 • Fax: (858) 642-8704 Online Admissions (858) 642-7288 • Fax: (858) 642-8709 • E-mail: [email protected] Postal and Copy Services 11255 North Torrey Pines Road • (858) 642-8160 • Fax: (858) 642-8725 Public Relations 11355 North Torrey Pines Road • (858) 642-8111 • Fax: (858) 642-8705 Purchasing 11355 North Torrey Pines Road • (858) 642-8157 • Fax: (858) 642-8703 Regional Operations 11255 North Torrey Pines Road • (858) 642-8114 • Fax: (858) 642-8702 Registrar 11355 North Torrey Pines Road • (858) 642-8260 • E-mail: [email protected] School of Arts and Sciences 11255 North Torrey Pines Road • (858) 642-8450 • Fax: (858) 642-8715 School of Business and Management 11255 North Torrey Pines Road • (858) 642-8400 • Fax: (858) 642-8716 School of Education 11255 North Torrey Pines Road • (858) 642-8320 • Fax: (858) 642-8724 School of Engineering and Technology 11255 North Torrey Pines Road • (858) 642-8482 Student Accounts 4121 Camino del Rio South • (619) 563-7153 • Fax: (619) 563-7199 • E-mail: [email protected] Student Accounts Receivable (858) 642-8563 • Fax: (858) 642-8712 • E-mail: [email protected] Student Service Center 4121 Camino del Rio South • (619) 563-7241 • Fax: (619) 563-7299 Student Services Refer to back cover of catalog for convenient campus location • (866) NU ACCESS (682-2237) • E-mail: [email protected] Transcripts (858) 642-8264 • Fax: (858) 642-8718 • E-mail: [email protected] Tuition Assistance (Military) (619) 563-7272 • E-mail: [email protected] Veterans Affairs 4121 Camino del Rio South • (619) 563-7270 • Fax: (619) 563-7395 • E-mail: [email protected]
10 San Diego Administration
Nancy Rohland-Heinrich School of Arts and Sciences Douglas Barr Mark Moses Associate Dean, 11255 North Torrey Pines Road Associate Regional Dean Associate Regional Dean Student Services (858) 642-8450 M.B.A., National University M.A. in Counseling Psychology M.B.A., National University Fax: (858) 642-8715 National University 11255 North Torrey Pines Road Marine Corps Air Station Learning La Jolla, Ca 92037 School of Business and Center Rancho Bernardo Learning Center (858) 642-8116 Management Building 5305 16875 West Bernardo Drive 11255 North Torrey Pines Road MCAS Miramar Suite 150 Walter Tobias (858) 642-8400 San Diego, CA 92145 San Diego, CA 92127-1675 Associate Regional Dean, Fax: (858) 642-8716 (619) 563-7355 (858) 521-3900 San Diego School of Education B.A., National University Naval Hospital Admissions Office Carlsbad Learning Center 11255 North Torrey Pines Road 9388 Lightwave Avenue Naval Hospital 705 Palomar Airport Road (858) 642-8320 San Diego, CA 92123-1426 Building 26, Room 115 Suite 150 Fax: (858) 642-8724 (858) 541-7700 San Diego, CA 92134-5000 Carlsbad, CA 92009-1029 (619) 563-7470 (760) 268-1500 School of Engineering and Technology Center Technology 4141 Camino del Rio South Marine Corps Recruit Depot 11255 North Torrey Pines Road San Diego, CA 92108-4103 Learning Center (858) 642-8482 (619) 563-7240 Building 111 Fax: (619) 563-7299 San Diego, CA 92140-5000 Maheba Merhi Career and Assessment Center (619) 563-7482 Associate Regional Dean Phone: (858) 541-7950 Kearny Mesa Learning Center Fax: (619) 563-2592 M.B.A., National University Fax: (858) 541-7996 3580 Aero Court San Diego, CA 92123-1711 Naval Amphibious Base Learning International Programs Student Service Center (619) 563-7300 Center Office 4121 Camino del Rio South Fax: (619) 563-7307 NAB Coronado, Building 345 4121 Camino del Rio South, (619) 563-7241 San Diego, CA 92155-5000 Suite 17 La Mesa Learning Center (619) 563-7492 (619) 563-7212 Tuition Assistance 7787 Alvarado Road Fax: (619) 563-7493 Fax: (619) 563-7393 4121 Camino del Rio South La Mesa, CA 91941-3643 E-mail: [email protected] (619) 563-7272 (619) 337-7500 Naval Station 32nd Street Learning E-mail: [email protected] Fax: (619) 337-7568 Center Naval Station, Building 151 Veterans Affairs National University Library San Diego, CA 92136-5000 4121 Camino del Rio South at Spectrum Business Park (619) 563-7474 (619) 563-7270 9393 Lightwave Avenue Fax: (619) 563-7395 San Diego, CA 92123-1447 Fleet Anti-Submarine Warfare E-mail: [email protected] (858) 541-7900 Training Center Learning Center Fax: (858) 541-7994 Fleet Anti-Submarine Warfare Training Bookstore Center, Building 7 Phone: (800) 325-3252 South Bay Learning Center San Diego, CA 92147-5090 Fax: (800) 499-0143 660 Bay Boulevard, Suite 207 (619) 563-7488 Internet: www.mbsdirect.net/national Chula Vista, CA 91910-5200 (619) 563-7415 Naval Submarine Base Copy/Postal Services Fax: (619) 563-7414 Admissions Office 11255 North Torrey Pines Road Naval Submarine Base (858) 642-8160 Spectrum Business Park 140 Sylvester Road, Building 138 Academic Center San Diego, CA 92106-3521 Credential Advisors 9388 Lightwave Avenue (619) 563-7490 4121 Camino del Rio South San Diego, CA 92123-1426 (619) 563-7338 (858) 541-7700 Naval Air Station North Island Balboa Fax: (858) 541-7792 Learning Center (619) 563-2505 Building 650 Kearny Mesa Admissions San Diego, CA 92135-7024 (619) 563-7304 Mission Valley (619) 563-7478 La Mesa 4121 Camino del Rio South (619) 337-7575 (619) 563-7200 Mission Valley 4141 Camino del Rio South (619) 563-7338 (619) 563-7240 South Bay E-mail: [email protected] (619) 563-7420 South Bay Spectrum (619) 563-7422 (858) 541-7759 E-mail: [email protected] Spectrum Educational Services (858) 541-7700 4121 Camino del Rio South Kearny Mesa San Diego, CA 92108 (619) 563-7306 E-mail: [email protected] English Language Programs La Mesa 4121 Camino del Rio South, (619) 337-7500 Suite 18 E-mail: [email protected] (619) 563-2657 Fax: (619) 563-7393 Main Library 9393 Lightwave Avenue Financial Aid (858) 541-7900 4121 Camino del Rio South Reference/Information (619) 563-7175 (858) 541-7980 E-mail: [email protected] Fax: (858) 541-7994 Kearny Mesa (619) 563-7308 South Bay (619) 563-7420 Spectrum (858) 541-7757
11 Location Maps
San Bernardino County [[
P-N Twentynine Palms Learning Center O-S San Bernardino Academic Center Marine Air Ground Task Force Training Center 804 East Brier Drive Bldg. 1526, P.O. Box 6051, Twentynine Palms, CA 92278-1118 San Bernardino, CA 92408-2815 (760) 830-6887 (909) 806-3300
Los Angeles County [ [
L-A Los Angeles Academic Center L-S San Fernando Learning Center 9920 South La Cienega Boulevard, Suite 404 14724 Ventura Boulevard, Suite 801 Inglewood, CA 90301-4423 Sherman Oaks, CA 91403-3501 (310) 258-6600 (818) 817-2460
Orange County [ [
O-B Orange Learning Center O-P Costa Mesa Academic Center 765 The City Drive South 3390 Harbor Boulevard Orange, CA 92868-4942 Costa Mesa, CA 92626-1502 (714) 429-5300 (714) 429-5100
12 Location Maps
Kern County Fresno County
[ [ Woodward Park
E . A ud ub on River Park Place West D r. 41
d N oa . R F t r n e ria s . F n N o S t .
W. Ne es Ave. E. Nees Ave.
F-K Bakersfield Academic Center F-S Fresno Academic Center 4560 California Avenue, Suite 300 20 River Park Place West Bakersfield, CA 93309-1150 Fresno, CA 93720-1551 (661) 864-2360 (559) 256-4900
Santa Clara County San Joaquin County [ [
J-S San Jose Academic Center S-Q Stockton Academic Center 3031 Tisch Way, 100 Plaza East 3520 Brookside Road San Jose, CA 95128-2541 Stockton, CA 95219-2319 (408) 236-1100 (209) 475-1400
Sacramento County Shasta County [ [
S-T Sacramento Academic Center S-R Redding Academic Center 9320 Tech Center Drive 2195 Larkspur Lane, Suite 200 Sacramento, CA 95826-2558 Redding, CA 96002-0629 (916) 855-4100 (530) 226-4000
13 Southern California Administration
David Waller Mahvash Yadegarpour Olivia Horton Associate Regional Dean Associate Regional Dean Associate Regional Dean M.A. in Counseling Psychology M.B.A., National University M.A. in Human Behavior National University National University Los Angeles Academic Center Costa Mesa Academic Center 9920 South La Cienega Blvd., San Bernardino Academic Center 3390 Harbor Boulevard Suite 404 804 East Brier Drive Costa Mesa, CA 92626-1502 Inglewood, CA 90301-4423 San Bernardino, CA 92408-2815 (714) 429-5100 • Fax: (714) 429-5396 (310) 258-6600 • Fax: (310) 258-6698 (909) 806-3300 • Fax: (909) 806-3398
Academic Department Academic Department Admissions (714) 429-5141 (310) 258-6604 (909) 806-3300 Fax: (714) 429-5397 Administration Fax: (909) 806-3398 Admissions (310) 258-6603 Bookstore (714) 429-5100 Admissions Phone: (800) 325-3252 Fax: (714) 429-5220 (310) 258-6600 Fax: (800) 499-0143 Bookstore Fax: (310) 258-6697 Internet: www.mbsdirect.net/national Phone: (800) 325-3252 Bookstore Business Office/Student Accounts Fax: (800) 499-0143 Phone: (800) 325-3252 (909) 806-3310 Internet: www.mbsdirect.net/national Fax: (800) 499-0143 Credential Advisor Business Office/Student Accounts Internet: www.mbsdirect.net/national (909) 806-3332 (714) 429-5171 Business Office/Student Accounts Fax: (909) 806-3341 Computer Lab (310) 258-6660 Financial Aid (714)429-5122 Conference Facilities (909) 806-3375 Conference Facilities (310) 258-6670 Library Information Center (714) 429-5280 Credential Advisor (909) 806-3381 Credential Advisor (310) 258-6740 Fax: (909) 806-3380 (714) 429-5403 Financial Aid School of Business and Management Educational Services (310) 258-6659 (909) 806-3343 (714) 429-5280 Library Information Center School of Education Financial Aid (310) 258-6780 (909) 806-3335 (714) 429-5175 Fax: (310) 258-6696 School of Arts and Science Library Information Center School of Arts and Sciences (909) 806-3334 (714) 429-5180 (310) 258-6600 Fax: (714) 429-5399 Fax: (310) 258-6694 Twentynine Palms Learning Center School of Arts and Sciences School of Business and Management Marine Corps Air Ground (714) 429-5100 (310) 258-6600 Task Force Training Center, Building 1526 Fax: (714) 429-5397 Fax: (310) 258-6694 P.O. Box 6051 School of Business and Management School of Education Twentynine Palms, CA 92278-1118 (714) 429-5100 (310) 258-6600 (760) 830-7340 Fax: (714) 429-5397 Fax: (310) 258-6694 Fax: (619) 563-7341 School of Education (714) 429-5100 San Fernando Valley Learning Center Bookstore Fax: (714) 429-5397 14724 Ventura Boulevard, Suite 801 Phone: (800) 325-3252 Sherman Oaks, CA 91403-3501 Fax: (800) 499-0143 Orange Learning Center (818) 817-2460 Internet: www.mbsdirect.net/national 765 The City Drive South Fax: (818) 817-2468 Orange, CA 92868-4942 (714) 429-5300 • Fax: (714) 429-5307 Admissions (818) 817-2460 Admissions Fax: (818) 817-2468 (714) 429-5300 Bookstore Melissa Bellinger Fax: (714) 429-5307 Phone: (800) 325-3252 Associate Regional Dean Bookstore Fax: (800) 499-0143 M.B.A., National University Phone: (800) 325-3252 Internet: www.mbsdirect.net/national Fax: (800) 499-0143 Bakersfield Academic Center Internet: www.mbsdirect.net/national 4560 California Avenue, Suite 300 Business Office/Student Accounts Bakersfield, CA 93309-1150 (714) 429-5308 (661) 864-2360 • Fax: (661) 864-2368 Financial Aid (714) 429-5303 Administration (661) 864-2363 Admissions (661) 864-2360 Bookstore Phone: (800) 325-3252 Fax: (800) 499-0143 Internet: www.mbsdirect.net/national Business Office/Student Accounts 661-864-2371 Conference Facilities (661) 864-2360 Credential Advisor (661) 864-2375 Financial Aid (661) 864-2371 School of Arts and Sciences (661) 864-2381 School of Education (661) 864-2383
14 Northern California Administration
Sharon Mont Roland Jones Bernell Hirning Associate Regional Dean Associate Regional Dean Associate Regional Dean M.A., Human Behavior M.A., Management M.S., Management National University National University Minot State University
Sacramento Academic Center Fresno Academic Center Redding Academic Center 9320 Tech Center Drive 20 River Park Place West 2195 Larkspur Lane, Suite 200 Sacramento, CA 95826-2558 Fresno, CA 93720-1551 Redding, CA 96002-0629 (916) 855-4100 • Fax: (916) 855-4295 (559) 256-4900 • Fax: (559) 256-4992 (530) 226-4000 • Fax: (530) 226-4040
Academic Department Academic Department Admissions (916) 855-4309 (559) 256-4930 (530) 226-4000 Fax: (916) 855-4398 Fax: (559) 256-4996 Administration Admissions Administrative Services (530) 226-4001 (916) 855-4100 (559) 256-4910 Bookstore Fax: (916) 855-4295 Admissions Phone: (800) 325-3252 Audio Visual (559) 256-4900 Fax: (800) 499-0143 (916) 855-4245 Fax: (559) 256-4992 Internet: www.mbsdirect.net/national Bookstore Bookstore Business Office/Student Accounts Phone: (800) 325-3252 Phone: (800) 325-3252 (530) 226-4011 Fax: (800) 499-0143 Fax: (800) 499-0143 Credential Advisor Internet: www.mbsdirect.net/national Internet: www.mbsdirect.net/national (530) 226-4008 Business Office/Student Accounts Business Office/Student Accounts Financial Aid (916) 855-4161 (559) 256-4913 (530) 226-4011 Fax: (916) 855-4395 Fax: (559) 256-4993 School of Education Cafeteria Conference Facilities (530) 226-4021 (916) 855-4285 (559) 256-4954 School of Arts and Sciences Conference Facilities Credential Advisor (530) 226-4003 (916) 855-4131 (559) 256-4932 School of Business and Management Educational Services Financial Aid (530) 226-4005 (916) 855-4131 (559) 256-4929 Student Teaching Placement Copying/Postal Services Library Information Center (530) 226-4006 (916) 855-4195 (559) 256-4951 Credential Advisor School of Arts and Sciences (916) 855-4304 and 4307 (559) 256-4934 Financial Aid School of Business and Management (916) 855-4175 and 4176 (559) 256-4934 Library Information Center School of Education (916) 855-4180 (559) 256-4934 Fax: (916) 855-4396 School of Arts and Sciences (916) 855-4309 School of Business and Management (916) 855-4309 School of Education Charlene Ashton (916) 855-4309 Associate Regional Dean Student Teaching Placement Ed.D., Learning and Instruction (916) 855-4305 University of San Francisco
San Jose Academic Center 3031 Tisch Way, 100 Plaza East San Jose, CA 95128-2541 (408) 236-1100 • Fax: (408) 236-1196 Mary Demetre Associate Regional Dean Academic Department M.A. in Management (408) 236-1130 National University Fax: (408) 236-1195 Administration Stockton Academic Center (408) 236-1101 3520 Brookside Road Fax: (408) 236-1196 Stockton, CA 95219-2319 Admissions (209) 475-1400 • Fax: (209) 475-1498 (408) 236-1100 Fax: (408) 236-1196 Admissions Bookstore (209) 475-1400 Phone: (800) 325-3252 Fax: (209) 475-1498 Fax: (800) 499-0143 Bookstore Internet: www.mbsdirect.net/national Phone: (800) 325-3252 Business Office/Student Accounts Fax: (800) 499-0143 (408) 236-1124 Internet: www.mbsdirect.net/national Fax: (408) 236-1197 Business Office/Student Accounts Credential Advisor (209) 475-1410 (408) 236-1117, 1140 Credential Advisor Financial Aid (209) 475-1430 (408) 236-1114 Library Information Center (408) 236-1180 School of Arts and Sciences (408) 236-1137 School of Business and Management (408) 236-1138 School of Education (408) 236-1135 Student Teaching/Placement Coordinator (408) 236-1118
15
General Information
18 Degrees Offered 19 Mission Statement 19 General Description 19 Accreditation/Memberships 19 Faculty 20 Granting of Credit 20 Tuition 20 Refund Policy 21 Enrollment Agreement 21 University Library System 22 General Fees 23 Writing Across the Curriculum 23 Learning Partnerships 23 Safety Program 24 Student Services 25 Career and Assessment Center 25 National University Institute (NUI) 25 Development and Alumni Relations 26 Commencement Exercises 26 Center for the Adult Learner 26 Military Community
The University of Values
TM Degree Programs Offered at National University Undergraduate Degrees Graduate Degrees California Credentials (Approved by the California Commission on Teacher Associate of Arts Executive Master in Business 8 Credentialing) Administration 8 Associate of Science with Areas of Specialization in: Advanced Studies 2042 MS/SS Teaching with Majors in: 8 Nursing International Business Relations Credential Electronic Business 8 Intern Credential Program for Multiple or Video Gaming 8 Marketing 8 Single Subject Teaching Bachelor of Arts Organizational Leadership Internship – Preliminary Administrative with Majors in: 8 Behavioral Science Executive Master in Business Services Credential – Tier I Out-of-State Candidate Requirements for Early Childhood Development Administration (Spanish Version) 8 English Professional Clear Preliminary Multiple Subject Teaching General Studies Master of Arts 8 Global Studies 8 with Fields of Study in: Credential Program with BCLAD Option Counseling Psychology Preliminary Single Subject Credential Program History 8 Interdisciplinary Studies English with BCLAD Option Legal Studies Human Behavior Preliminary Level I Education Specialist Human Resources Management and Credential: Mild/Moderate Disabilities Management 8 Organizational Development with CLAD Certificate Multimedia Arts 8 Multiple Subjects Management with an Area of Specialization Preliminary Level I Education Specialist: Psychology in: Organizational Leadership Mild/Moderate Disabilities with Multiple Teaching 8 or Single Subject Credential Concurrent Bachelor of Business Administration 8 8 Master of Business Administration with BCLAD option with Concentrations in: Preliminary Level I Education Specialist 8 with Areas of Specialization in: Credential: Moderate/Severe Disabilities Accountancy 8 8 Economics Accountancy with CLAD Certificate 8 Electronic Business 8 Preliminary Level I Education Specialist: Finance 8 Hospitality and Casino Management Financial Management Moderate/Severe Disabilities with Multiple 8 Health Care Administration or Single Subject Credential Concurrent Human Resources Management 8 8 Marketing 8 Human Resources Management with BCLAD option 8 International Business 8 Preliminary Tier I Administrative Services Sports Management 8 Marketing 8 Certificate/Credential Bachelor of Science with Majors in: Organizational Leadership Professional Level Multiple or Single Subject Accountancy 8 Technology Management Teaching Credential Professional (Tier II) Administrative Services Computer Science Master of Education 8 8 Construction Engineering Credential 8 with a Field of Study in: Professional Level II Education Specialist: Criminal Justice Administration 8 Earth Sciences Crosscultural Teaching Mild/Moderate Disabilities Professional Level II Education Specialist: Design Engineering Master of Fine Arts 8 Financial Management Moderate/Severe Disabilities with Fields of Study in: Pupil Personnel Services Credential School Information Systems with Concentrations in: 8 Database Administration Creative Writing Counseling (PPSC) Electronic Business Digital Cinema Pupil Personnel Services Credential School Psychology (PPSP) Telecommunication Master of Forensic Sciences 8 Information Technology Ryan Credential CLAD and AB 1059 Life Sciences with Areas of Specialization in: Criminalistics Special Education Internships: Mathematics 8 Organizational Behavior Investigation Preliminary Level I Education Specialist Software Engineering Master of Health Care Administration Credential: Mild/Moderate or Moderate/Severe Disabilities with CLAD Bachelor of Science in Nursing 8 8 Master of Public Administration Certificate Preliminary Level I Education Specialist: Undergraduate Minors with Areas of Specialization in: Mild/Moderate Disabilities with Multiple 8 Public Finance 8 or Single Subject Credential Concurrent Accountancy 8 8 Addictive Disorders Human Resources Management with BCLAD option Business Administration Organizational Leadership Professional Level II Education Specialist Business Studies Master of Science Credential Computer Science Counseling with Fields of Study in: Certificate Programs 8 Computer Science Criminal Justice Administration 8 Economics Educational Administration Accountancy 8 Global Studies Educational Counseling Behavioral Analysis Educational Technology 8 8 History 8 CA Reading Information Technology Electronic Business CLAD 8 Legal Studies Engineering and Technology Criminal Justice Administration 8 Mathematics Engineering Management with Areas of Early Childhood Special Education Multimedia Arts Specialization in: Educational Technology 8 Psychological Research Industrial Engineering Electronic Business 8 Video Gaming Project Management Finance 8 Safety and Security Engineering Health Care Administration Supply Chain Management and eLogistics 8 8 Hospitality and Casino Management denotes program also offered or partially offered Environmental Engineering Human Resources Management online. Finance Industrial Engineering Homeland Security and Safety Engineering Information Technology Note: Not all online programs or courses are offered Industrial Organizational Psychology International Business 8 Information Systems 8 in entirety via Internet. 8 Marketing Instructional Technology Project Management Note: Not all courses or programs listed in this Organizational Leadership Security and Safety Engineering catalog are available at every learning facility. School Psychology Sports Management 8 Software Engineering Various undergraduate minors are available in some 8 Supply Chain Management and eLogistics degree programs. Special Education Taxation Consult the appropriate school listing for more Technology Management complete information. Wireless Communications 18
General Information
Mission Statement • Approved for student financial aid by the Department of Education • A member of the Council of Colleges of Arts and Sciences National University is dedicated to making lifelong learning (CCAS) opportunities accessible, challenging, and relevant to a diverse • Authorized under federal law to enroll non-immigrant alien population of adult learners. Its aim is to facilitate educational access students and academic excellence through exceptional management of • A member of the American Association of Intensive English University operations and resources, innovative delivery systems and Programs (AAIEP) through its American Language and student services and relevant programs that are learner-centered, Intercultural Studies program success-oriented, and responsive to technology. National • A participant in the Servicemembers Opportunity College University’s central purpose is to promote continuous learning by network (SOC) offering a diversity of instructional approaches, by encouraging • Approved for Army, Air Force, Coast Guard, Marine Corps, scholarship, by engaging in collaborative community service, and by Navy and U.S. government tuition assistance. Students in San empowering its constituents to become responsible citizens in an Diego who qualify may enroll in the Army or Air Force ROTC interdependent, pluralistic, global community. cross-enrollment programs. General Description Faculty
National University is a not-for-profit institution of higher learning There are four tiers of faculty at National University—full-time, dedicated to the adult learner. The University is geographically associate, core adjunct and adjunct. dispersed, with its academic and administrative center located in La Jolla, California. This center includes all administrative offices—the FULL-TIME FACULTY are members of the University whose offices of the president, vice presidents, school deans and department primary responsibilities include teaching, scholarship, service, chairs, financial aid, registrar and admissions. intellectual coordination with the part-time faculty, professional development, student advising and participation in the University’s From its administrative center, National University supports a variety governance. of academic and learning centers, making learning convenient for National’s students. ASSOCIATE FACULTY are skilled teachers who make a half-time Academic Centers Learning Centers commitment to the University faculty over the course of the year. They are contracted to teach a designated number of courses per Bakersfield ASW (Fleet Anti-Submarine Warfare) year, advise students on course, program, or career-related issues, Costa Mesa Camp Pendleton participate in departmental, school and University activities and Fresno Carlsbad engage in scholarship relevant to their teaching. Los Angeles Kearny Mesa Redding La Mesa CORE ADJUNCT FACULTY are skilled teachers whose principal Sacramento MCAS Miramar professional commitments are elsewhere in their fields, but who are San Bernardino MCRD contracted to teach a designated number of courses per year, advise San Jose Mission Valley students on course-related topics and maintain currency in their Spectrum Naval Amphibious Base professional and disciplinary fields. Stockton Naval Station, 32nd Street Naval Air Station, North Island ADJUNCT FACULTY teach one course at a time, advise students on Orange course-related topics and participate in faculty development activities Rancho Bernardo without a need for deeper commitment to other aspects of University National University Nevada Sherman Oaks life. National University Hawaii South Bay Twentynine Palms All levels of faculty hold advanced degrees in their areas of expertise and are respected professionals with many years of career experience. Learning is facilitated through lectures, outside reading, class Accreditation/Memberships discussions, case studies and research projects relating to problems within students’ interests.
Since 1977, National University has been accredited by the The extensive knowledge of adult learners and the diversity of their Accrediting Commission for Senior Colleges and Universities of the backgrounds add a level of richness to the group-learning experience. Western Association of Schools and Colleges (WASC). The average age of students attending the University is 31. The University is also: Granting of Credit • Approved by the California Commission on Teacher Credentialing (CCTC) The academic year is divided into four 12-week quarters, each • Approved by the Commission on Collegiate Nursing Education comprised of three one-month classes. (Refer to the Financial Aid (CCNE) for the offering of the Bachelor of Science in Nursing section for a definition of the academic year used for financial aid Program calculations.) Students may enroll in classes in most programs any • Accredited by the International Assembly for Collegiate Business month of the year. National University awards credit in quarter units. Education (IACBE) for programs offered by the School of The University has adopted a policy regarding the amount of credit Business & Management granted for courses, effective July 1, 2000, that applies to students • A member of the American Association of Colleges for Teacher who enroll or re-enroll after June 30, 2000. Under the current policy, Education (AACTE) 4.5 units of credit are awarded for most courses. Before July 1, 2000, • Approved to train veterans under Title 38, U.S. Code (GI Bill) 5 quarter units were awarded for most courses. 19 General Information
The University adopted the current policy as a result of its continuous evaluation of courses and programs required by the Graduation Processing Fee ...... $100 University’s accrediting agency to ensure the highest standards of Charged to all students before graduation. academic quality. As part of this evaluation process, the University formed a Task Force on the Systematic Review of Course Quality. Transcript Fee...... $4 After careful study, the Task Force recommended the new policy, Per copy fee for each transcript including Continuing Education courses. which was adopted by the Board of Trustees. The purpose of the new policy is to make National University course credits equivalent to the Returned Check Charge...... $20 credits awarded by institutions that use a semester system. A unit of credit is based upon the hours of classroom instruction for each Reinstatement Fee ...... $100 course and the hours that a typical student reasonably should expect Charged only to those students with unpaid delinquent financial to devote preparing for each hour of class. An undergraduate course obligations. requires 45 hours of classroom instruction and an undergraduate student generally is expected to devote two hours or more in outside Late Payment Fee ...... $25 preparation for each hour of class. A graduate course requires 40 Charged when tuition payment has not been received by the first night of hours of classroom instruction and a graduate student generally is class. expected to devote three hours or more in outside preparation for each hour of class. Undergraduate courses typically are scheduled Non-Degree Enrollment Fee ...... $25 for a one-month period, generally for 4.5 hours on two weekdays Charged when a degree or credential student enrolls in a non-degree course. and 4.5 hours on two Saturdays during the month. Graduate courses typically are scheduled for a one-month period, generally 4.5 hours Credit by Examination Fee ...... $100 two weekday nights with a 4.5-hour session on one Saturday. Per examination, per course.
The policy typically will not apply to existing students whose Challenge Examinations Fee ...... $50 academic programs will continue to be governed by the General Per course charge, course waiver, no credit. Catalog in effect at the time of their enrollment. However, the new policy will apply to existing students if they: (1) enrolled in the BSN Testing Fee...... $200 University before June 30, 2000, but elect to change their academic program after December 31, 2000; (2) elect to change their academic International Application Fee...... $100 program to one that became effective with General Catalog #63; (3) did not complete at least one class before June 30, 2000; or (4) did not E-Portfolio Fee ...... $45 complete at least one course within 12 months before June 30, 2000, or do not complete at least one course during each 12-month period Tuition after June 30, 2000. The academic program for students who enroll or re-enroll after June 30, 2000, will be governed by the General Catalog in effect at that time. Tuition rates in effect as of September 1, 2004: Course Level 4.5 qtr unit 3 qtr unit 1.5 qtr unit Under the current policy, undergraduate students and students in programs such as the Fifth Year Credential program may be required 100, 200, 300 & 400 $995 $663 $332 to take an additional course(s) to complete their academic program. 500 (Undergrad)* $995 $663 $332 However, graduate students generally will not be required to take 500 (Graduate)* $1125 $750 $375 any additional courses as a result of the new policy. The University 600 & 700 $1125 $750 $375 reserves its right and its obligation to make changes in its curriculum requirements and award of credit in its sole discretion. The * Tuition for 500-level courses is charged according to students’ University is not responsible for any delay or additional expense or degree programs. time that students may incur to complete their academic program as a result of this policy. Tuition is due and payable prior to the first class session of each General Fees course. Tuition not fully paid when due is subject to a late fee. If a tuition payment check is returned due to insufficient funds, the University reserves the right to drop all current and future classes for Fees are non-refundable. that student. Students will be notified of this action and assessed a return check charge. The University may require students who have All records and services are withheld from students who have any written multiple non-sufficient fund checks to make all future outstanding financial obligations to the University or have defaulted payments by cashier’s check, cash, or money order. on a Title IV loan at the University. The University reserves the right to modify tuition at any time. Application Fee ...... $60 Reduced tuition is available at designated military facilities for For students entering any degree program. This fee is charged to all but eligible students. international students. Refund Policy Non-Degree Application Fee...... $25 For students entering any non-degree program. Students are accepted and registered for classes with the Re-enrollment Fee ...... $60 understanding that they will remain for the entire course. Faculty For students who have been inactive for more than 12 months or who are contracts and the commitment of space and other University entering another degree program. resources are made on that assumption, creating obligations that are
20 General Information
not relieved when students withdraw. National University’s refund This means that 70% of the scheduled awards you received at the policy is designed so students who withdraw from class share in the beginning of the payment period becomes unearned and must be costs incurred. Students must inform an admissions advisor returned. immediately of their intent to withdraw from a course. The effective date of withdrawal is the student’s last date of actual attendance. In general, loan disbursements and grants cover a specific period of time and number of units called the payment period. Once more If a continuing student does not complete a course, a tuition refund than 60% of the payment period has been completed, all (100%) of is made according to the following schedule: the financial aid award received for that period is considered earned. Important Note: If a student is considered withdrawn from the Continuing Student University (officially or unofficially) before completing 60% of a Percentage* of payment period, the student may have to repay unearned Federal Refunds Sessions Remaining Class Session monies that were already disbursed at the beginning of the payment period. 100% 75 to 100% Before 3rd session 50% 67 to 74% After 3rd session but The withdrawal date will be determined as either: before 4th session 0% 0 to 66% After 4th session • The effective date of withdrawal from the last course attempted, as documented by the University or, * Percentage is calculated from the effective date of withdrawal and • The last date of attendance at an academically related activity, as is rounded to the nearest whole percent. documented by the University.
Students must have a credit balance on their account to receive a If it is determined that the student received excess funds that must refund. The University does not disburse refunds to students be returned, the University shares the responsibility of returning automatically. Students must submit a written request to the nearest those excess funds. The University’s portion of the excess funds to Student Accounts Office. Most refunds are processed and mailed be returned is equal to the lesser of: within 10 working days from the receipt of the request depending on the verification of funds. All refunds are mailed to the student’s • The entire amount of the excess funds, or home address. Students must make sure that the address on file is • The total in tuition and fee charges multiplied by the percentage correct. Refund request forms are available at all student accounts of unearned aid received. campuses. If the refund calculation determines that the University is not Financial Aid Refund Policy required to return all of the excess funds, then the student must return the remaining amount. Any loan funds that a student is required to return must be repaid according to the terms of the As part of the Higher Education Amendments of 1998, Congress promissory note. If any grant funds must be returned, the law passed new provisions regarding refund policies and procedures for provides that the amount that the student must repay is to be students who have received Federal Student Assistance and are reduced by 50%. This means that a student who has received too considered withdrawn from school. Based on National University much in grant funds will only be required to return half of the policies, which are made in accordance with Federal regulations, a amount considered in excess. student is considered “withdrawn” if not in attendance for 75 consecutive days. Given National University’s model of one course If there is a return of any unearned financial aid by the University, per month, this would equate to a three-month break in attendance. the student will be billed accordingly. In such cases, the student will be required to make arrangements with the Business Office to pay Effective October 7, 2000, this new refund policy governs all Federal the amount refunded to the Department of Education or lender grant and loan programs: Federal Pell Grant, Federal SEOG, Federal within 45 days of the date of the University’s notification. In Perkins Loan and all Federal Stafford/Direct Loans (subsidized and addition, the student will not be eligible for any further Federal unsubsidized). financial aid until the balance is paid to the Business Office. This Federal regulation now assumes that awards of Federal Student Online Course Refund Policy Aid funds are earned in proportion to the number of days attended for the period funded. If a student is considered withdrawn from the University, a calculation must be performed according to a specific Students are accepted and registered for online classes with the formula that identifies the total scheduled financial assistance the understanding that they will remain for the entire course. Faculty student earned and is therefore entitled to receive. If more financial contracts and the commitment of other University resources are aid is received (by either the student or by the University on the made on that assumption, creating obligations that are not relieved student’s behalf) than is earned, the unearned funds must be when students withdraw. National University’s refund policy for returned to the Department of Education and/or appropriate lender. online students is designed such that students who withdraw from a If, on the other hand, the student receives (or the University receives course share in the cost incurred. on the student’s behalf) less financial aid than the amount earned, the student may be able to receive those additional funds. Refund calculations are based upon the date a student informs an admissions advisor of their intent to withdraw. Students may contact The portion of Federal grants and loans that a student is entitled to an admissions advisor at (858) 642-8210; 1 (800) NAT-UNIV, ext. 8210, receive is calculated on a percentage basis. The percentage is or e-mail at [email protected]. determined by comparing the total number of days in the specified payment period to the number of days completed before Lack of participation in the class does not qualify a student for a withdrawing from the University. refund. Students must inform National University of their intent to withdraw from a course. For example, if you complete 30% of the payment period, you earn 30% of the financial aid you were originally scheduled to receive. Tuition refunds are determined according to the following schedule: 21 General Information
Library Resources Refund Percentage Course Log-in Time
100% In order to receive a full tuition refund, students must All of the library’s electronic resources are accessible 24 hours a day, withdraw prior to the 2nd Monday of class start (prior to 5 p.m. 7 days a week through the library’s home page at Pacific Time). Any student who has logged into class after this www.nu.edu/library. Visitors can directly access the Library Online date and time is ineligible for a full refund. Catalog (Libros) and search the library’s collections of 200,000 volumes, 2,850 serial titles, 5,000 audio-visual titles, more than 2 50% Students will receive a 50% tuition refund if they notify an million microforms and ERIC documents and 38 online databases. admissions advisor of their intent to withdraw prior to the 2nd New Web-based resources include netLibrary, a collection of more Wednesday of class start (5 p.m. Pacific Time). than 31,000 electronic books that can be browsed and checked out online, more than 350 e-journals and millions of business and 0% Students who have not notified an admissions advisor of their government documents. General reference books such as intent to withdraw prior to the 2nd Wednesday of class start (5 Encyclopedia Britannica and the Oxford English Dictionary are also p.m. Pacific Time) will be responsible for the full cost of tuition. available online.
Note: Federal Student Aid recipients will be considered officially registered The library home page serves as the entry point to its Web-based and eligible for disbursement of student aid funds on the second Tuesday full-text and citation databases. By using “Article Databases,” following class start provided they have participated with a minimum log-in students can access the databases by subject category, vendor name, time of 10 minutes. or journal title. Enrollment Agreement Resources
• Business resources include: ABInform, Emerald, Business and Students must sign an enrollment agreement before beginning Company Resource Center, Mergent FISonline, STAT-USA and classes at National University. The agreement includes topics General Business pertaining to tuition and fees, billing, attendance, financial • Educational databases include: ERIC, Education Complete and assistance, payment options and other matters of enrollment. Contact E* Subscribe. an admissions advisor for further information. • Humanities resources include: Literature Resource Center, Payments and Release of Records Biography Index, Biography Resource Center, Project MUSE, Grove Dictionary of Art. • Newspaper links include: New York Times, Washington Post, Wall The University grants degrees and releases transcripts only after a Street Journal, Christian Science Monitor, San Diego Union-Tribune, student satisfies all financial obligations to the University. All Sacramento Bee, Fresno Bee, San Francisco Chronicle, San Jose records and services are withheld from students who have any Mercury News and Orange County Register. outstanding financial obligations to the University or who have • Specialized databases include: Criminal Justice Abstracts, defaulted on a Title IV loan at the University. CINAHL (Nursing), Dissertations Abstracts, HR Research Network and PsychINFO. Computer Database, Grants Database. University Library System Students can access these resources from any networked personal computer on-campus. Off-campus access requires the appropriate The Central Library, located in San Diego, houses: NU student number and ACCESS password.
• A Center for Learning Technologies for creation of multimedia For detailed descriptions of these resources, as well as guides and learning and presentation packages instructions to help you select and use any library resources, please • An Information Competency Center with 30 Web-wired work see the NULS home page at www.nu.edu/library. stations for active learning of information technologies • The Curriculum Resource Center, a state-of-the-art K-12 Library Services classroom providing access to resource materials and active instruction in learning technologies The library system provides both Web-based and traditional services. • A new Career/Placement Center and Testing Center Electronic services include: The building is also the administrative center for the University’s • Journal-Direct, a journal article request service virtual library, providing remote Web-based access to library • Books-Direct, a book request service services, materials, collections and electronic information. • General reference services Circulation services The National University Library System (NULS) is comprised of the Video booking services for faculty Central Library in San Diego and Library Information Centers at all • Library guides and tutorials learning centers throughout California. LICs contain core reference • Inter/Intra Library Loan collections, full access to electronic resources and services, and are staffed by trained professionals. The libraries provide general reference services, both onsite and electronically through e-mail at [email protected]. Circulation services National University is a member of the Southern California are provided onsite and through e-mail at [email protected]. Electronic Library Consortium (SCELC), Online Catalog Library Center (OCLC) and both the California and American Libraries Formal library instruction is available in Libros, Electronic Resources, Associations. Term Paper Clinic and Internet Research, as well as general orientation and advanced course-related instruction. Both group and one-on-one sessions may be scheduled. Library Guides and tutorials 22 General Information
are also available online. Traditional Inter/Intra Library Loan using Learning Partnerships consults with individual organizations to print or electronic forms may be used to request items. provide solutions that satisfy their unique needs and help them realize their goals. Whether the training is performed onsite or Faculty may place class materials on reserve electronically through conducted at one of NU’s academic centers, the results are a more the Online Reading Room, or in print format. Faculty may also highly tuned workforce ready to meet continuous challenges. request a personalized alert service to current articles through the Journal Awareness Service. Public Programs
The Library’s extensive media collection may be accessed through In addition to certificate programs and partnerships, the Division of Libros, the online catalog. Faculty may browse the catalog and Marketing and Educational Services also offers non-credit courses of reserve their selections using a form that can be downloaded from interest to the general business public. These public programs are the Library’s website or by e-mail at [email protected]. presented through a variety of venues, from live seminars and Electronic confirmation is sent to the faculty within 24 hours. The workshops at the University’s regional academic centers to distance requested materials are then sent to the appropriate classroom center. and online learning opportunities via video conferencing, Internet Writing Across the Curriculum and CD-ROM delivery systems. Conferences and Special Events Writing Across the Curriculum is a University-wide program designed to enhance the development of writing and critical thinking Providing exciting conferences and events on a variety of current and skills in students throughout their studies at National University. high-technology topics, the Division of Marketing and Educational Services goes beyond updating participants on all the latest Good writing skills are in demand in nearly every profession and the technology, theories and practices. Connecting business, education attainment of such skills gives students a competitive edge in job and technology, these conferences and events provide the link that searches and career advancement. The University is dedicated to facilitates benchmarking and crossover application in a variety of providing students and faculty with a full range of conceptual professions. Pointing out applications for immediate use, these material, instructional resources and support systems. The goals of events are an invaluable resource for innovative and creative ideas the Writing Across the Curriculum program are: that work in the real world. • To make writing and the complementary skills of reading, Safety Program critical thinking and research a regular part of coursework at National University National University is concerned about the safety of its students and • To facilitate the acquisition of writing and communication skills employees and has instituted a University Safety Policy and an that are vital to personal and professional success Injury and Illness Prevention Program. Students play an important role in ensuring that their classroom facilities are safe. Students • To distinguish graduates of National University in the eyes of should: employers and the general public through their professional and technical excellence in language and communication skills. • Review fire, medical and earthquake emergency procedures posted in each classroom and be prepared to respond Writing Across the Curriculum promotes writing and reading accordingly enhancement throughout all schools of study through a variety of • Review emergency egress routes and know the location of fire publications and activities, including: extinguishers (posted in each classroom) • Watch for any hazardous conditions and report them Writing intensive courses immediately to the center assistant Workshops for faculty Writing centers Academic Center Security Professional forums for self-expression, such as The Gnu, a student literary journal and WHACK, a faculty newsletter In general, National University’s Academic/Learning Centers are Upon registration, students are asked to purchase The Little Brown situated in highly populated urban areas. As such, they are subject to Essential Handbook for Writers (Longman, Pub). This book serves as the same security problems as other businesses in the area. To help the official National University writing guide and reference text and prevent crime, students should: it is used by instructors from all disciplines as a reference for their students. • Lock their cars • Never leave valuable items in their parked cars • Return to their cars in the company of other students when they Learning Partnerships leave the classroom at night. If no other students are going in that direction, students should request that a security guard or The Learning Partnerships program was established in January 1995 the center assistant accompany them to create long-term educational relationships that meet the emerging • Take items of value with them when they leave a classroom, business needs of the 21st century. The goal of the program is to unless they are certain that the classroom will be locked or develop new approaches to the development, customization and monitored while they are away delivery of educational services and products to meet the demands • Report anything that appears to be out of the ordinary (e.g., a of a rapidly changing workplace. In keeping with that aim, Learning stranger lingering in the area) immediately to the center assistant Partnerships offers organizational development and workplace solutions tailored to the diverse workforce, including services in Safety procedures are posted at learning centers and labs. Spanish and English. Students should never single-handedly try to stop a criminal in the 23 General Information
act. Students should call for security or report the act by calling student, faculty and class information to staff members, “911.” (Note: From a University phone, students should first dial “9” administration and students at all the University’s campuses. to get an outside line and then dial “911.”) When the emergency operator answers, students should give the operator their direct dial Students can access records, class schedules, textbook requirements number, name and specific location, including building and room and add and drop courses by visiting the NU home page at number. (The location displayed on the 911 emergency operator’s www.nu.edu and clicking the “Student Services” or “MY NU” link, console will be that of the central telephone switch unit, Building or by visiting the mvsa.nu.edu site directly. 4141, rather than that of the caller.) If time permits, students should National Network Newspaper also notify the University operator by dialing “O”, since it is possible the 911 emergency operator may try to contact them through the News and feature stories about alumni, students, faculty and main University number. University events are the focus of the National Network. Published twice a year by the Public Relations department, the Network is If students are involved in or aware of any event that requires the distributed to more than 98,268 alumni and students. For more attention of University administration, they should complete an information or to submit story ideas, contact the Public Relations “Incident Report,” available through the center assistant, and follow office at (858) 642-8111. the instructions. Internet Student Access Pursuant to the Campus Security Act of 1990, the University publishes the Annual Report on Campus Security that discloses All National University students are provided with access to the information about campus safety policies, procedures and crime Internet – the global “network of computer networks.” This access statistics. This report is available upon request to all current students excludes telephone charges. Students can connect to the Internet and prospective students at each NU campus. from any National University personal computer in one of the University’s networked labs, or from their home or workplace using Student Services third-party network resources. Since the Internet has rapidly evolved into a powerful, user-friendly information source, National’s programs and courses make frequent use of Internet resources, National University provides a number of services to help students allowing students to learn the skills required to gain information attain their educational goals. In addition to the Office of Academic through such electronic media. Affairs, several offices of the University join together to provide services for the academic, economic and personal needs of enrolled The University provides help for students who want to become students. Student services include student advising and scheduling, proficient in the use of the Internet. Students can find online records evaluation, veterans assistance, financial aid and other assistance on the University website under “Student Online services. Additionally, the library, alumni association, continuing Manuals,” or they can call the library to sign up for classes. education office and student accounts office are available to help students. Website Student Service Center The National University website contains a wealth of information about the University and its many programs. The home page The Student Service Center is a focal point for all National University includes online student help manuals, links to University based students by assessing students’ requests and providing answers and organizations, access to library services and many other features. solutions. Students can call a 24-hour help line at (619) 563-2655 or 1- New students, currently enrolled students, recent graduates, or those 866-NU-ACCESS, ext. 7200, to identify the best resource for interested in learning more about the University may check out the University services. In Mission Valley, the center provides student University’s website at: www.nu.edu. workstations, Internet terminals and career resources. Online requests can be sent to [email protected]. Writing Centers Faculty Advising National University students have the opportunity to work one-on- one with writing instructors to develop their writing and critical Upon admission to the University, students are assigned faculty thinking skills through onsite and online writing centers. An integral academic advisors to assist them in making appropriate decisions part of the Writing Across the Curriculum Program, the writing about educational and career-related issues. Faculty academic centers welcome the opportunity to help students at all levels to advisors give students the benefit of experience in professional improve—from outlining a first year composition essay to drafting a practice and insight gathered from years of formal study in higher graduate level research paper. Writing centers are open during education. Students should direct requests for information about convenient hours throughout the week (check the schedule of your curriculum content, course requirements, proficiency examinations local center for exact times); sessions are free of charge and and program goals to their faculty advisor as well. Faculty advisors confidential. Students can consult with the writing centers in person, help students meet University academic regulations and standards. by phone, fax, or e-mail; appointments are recommended for face-to- Computer-Based Information Systems face consultations. Instructors may refer students to the center as well. The writing center staff, comprised of experienced writing Research and Development Center instructors and well-trained graduate students, will not edit student work, but they are eager to read students’ drafts and to offer strategies for improving their writing. The National University Management Information Systems department operates an Ethernet-connected IBM 9672-R16 Enterprise Server supporting National University administrative functions with online, real-time access to student information. Through network- connected personal computers, the facility provides up-to-date
24 General Information
Bookstore development for public benefit. Today that academically oriented and practitioner-based vehicle is called the National University Institute for Community Research and Civic Entrepreneurship. The University contracts with MBS Direct for the sale and buy-back of textbooks. Textbooks are available for sale two weeks prior to the Community research is the study of citizenship as public work first night of classes. The cost of books varies with each course. through civic engagement and applied social research. Civic Students must purchase all books and supplies necessary for the entrepreneurship refers to citizenship leadership development and course in which they are enrolled. capacity building for community enterprises and business for social responsibility. Through the establishment of a University Consultant Textbooks may be purchased through a secure server online – Corps and strategic alliances with NUI Partners and ongoing www.mbsdirect.net/national (credit card), by phone – professional development initiatives with NU faculty, students and (800) 325-3252 (credit card or personal check) or by fax – staff, we are able to provide an opportunity to engage in (800) 499-0143. Orders shipped to California are not subject to sales collaborative community research and mutually beneficial tax. Students may track shipments through UPS package tracking entrepreneurship projects in business, education, information system. UPS Next Day Air is available at an additional charge of $15 technology and environmental management. per order, which is a 50% discount from UPS’ published rates. English Language Programs Development and Alumni Relations English Language Programs (ELP) offer English language instruction and a variety of cultural experiences to international students, visitors and professionals. Programs include: University Preparation, National University Alumni Relations an intensive course designed to prepare students for the academic environment; and English Communication, a course designed to Our alumni are an integral part of the University, which has meet the personal or professional needs of individuals. TOEFL is conferred over 120,000 degrees and credentials since 1971. Alumni waived for ELP students who enroll in National University’s Relations is dedicated to providing alumni with life long learning academic programs. opportunities for personal and professional growth. It also offers alumni continued participation in the University community. Finally, English Language Programs also offers customized programs for it seeks to celebrate and promote the successes of our graduates. executives and professionals, business English communication courses, Vocational English as a Second Language (VESL), Accent National University alumni are eligible to participate in an array of Reduction, Business English and language assessment services, programs and services through the office of development and alumni including the test of English for international communication relations. The University maintains open communication with its (TOEIC). alumni community through its website, e-mail, mail and the e- newsletter, NewsWire. The NewsWire is circulated bimonthly to Career and Assessment Center alumni whose e-mail addresses are on file. To subscribe, contact (866) 682-2237 ext. 8008 or visit www3.nu.edu/alumni.
The Career and Assessment Center (CAC) of National University is The alumni relations website, www3.nu.edu/alumni, provides up- committed to providing professional career and employment related to-date information on initiatives such as networking events and services to National University’s current students. Regardless of the career development workshops. From the website, alumni may also geographical location of our students, CAC provides on-line access the Online Community, a network created exclusively for assistance in the following areas: Resume Review & Critique; Job National University alumni. The Community features an alumni Search Assistance; Interviewing & Negotiating Techniques; and directory, job postings, class notes and more. Also, be sure to check Career Development and Assessment for those students seeking out the National University merchandise store and show your pride career direction. CAC also provides other services such as one-on- as an alum! one career counseling/ advising sessions and group workshops. Lastly, don’t lose your online library privileges when you graduate! Assessment services include Accuplacer Testing, CLEP and Credit by Alumni membership to the online library allows you access to the Exams/ Challenge Exam. netLibrary and Ebsco databases. For a one-year membership, please visit the alumni website at www3.nu.edu/alumni. For more information about CAC and/ or services, please contact Development CAC at 858-541-7950 or 1-866-NU-ACCESS ext. 7950 or via e-mail: [email protected] As a nonprofit institution, the University relies on contributions and National University Institute partnerships to provide adult learners with education that is afford- able, accessible, and relevant. The development office administers (NUI) for Community Research annual gift clubs, corporate and foundation relations, planned giv- and Civic Entrepreneurship ing, and major donor relations. Charitable gifts provide scholarships that make a college degree affordable to underserved students. Partnerships with corporations In 1997, National University President Jerry C. Lee established the and foundations launch new programs that are relevant and leading- President’s Commission on Community. A major outcome of the edge. The development office fosters interaction with the University Commission was to envision the University’s collaborative future as among corporations and other organizations to serve mutually bene- a full community partner. Pursuing this new core value also ficial community needs. For further information, contact the vice accounted for the creation of a university-wide mechanism that president of development and alumni relations at (858)642-8131 or e- would serve as an institutional point of contact to respond, initiate mail [email protected]. and facilitate community-based research and community economic 25 General Information
Online Library and selective military reserve members. The University accepts DANTES tests offered through the military voluntary education program. National University is a member of the Servicemembers The annual alumni survey gathers feedback on the services that Opportunity Colleges (SOC) network, and participates in the alumni want most. Online access to our library resources has been a Military Installation Voluntary Education Review (MIVER). constant among the top three services requested by alumni. Thus, in April 2003 the online library membership program was launched. Membership to the online library allows alumni to access netLibrary (a collection of 34,000+ full-text e-books) and Ebsco (online journal articles). For more information about this service, please visit the alumni website at www.nu.edu/alumni. Commencement Exercises
National University holds annual commencement exercises in San Diego and Sacramento. The Office of Graduation, in coordination with the Office of Development and Alumni Relations, distributes announcements, caps and gowns. Detailed information with instructions regarding commencement exercises is mailed to eligible students prior to each ceremony date. Center for the Adult Learner
Mission Statement
The mission of the Center is to develop, implement, and disseminate a pedagogical framework which addresses and advances, through applied research, knowledge of the adult learner, best practices for teaching them, and development of faculty to attain those practices. The Center will accomplish its mission in a manner consistent with the University’s ongoing commitment to high quality, relevant and cutting edge education for adults. The Center has developed four distinct areas of emphasis: 1) Research; 2) Conferences/Journals; 3) Teaching and Faculty development; 4) Career placement. An interdisciplinary course relating to adult learning is described below and is appropriate for professionals in education, corporate training, and governmental agencies. Course Offering
CAL 600 Introduction to Adult Learning This course examines the fundamentals of andragogy, a theory of learning and methodological approach which is applicable to adults and their idiosyncratic lifestyles within a societal context ever more culturally and linguistically diverse. Graduate students analyze theory, research, and practice as a basis for improving the learning environments of formal and non-formal adult education programs. Military Community
National University has seven convenient locations for the military community in San Diego County, and one in San Bernardino County. Learning centers are located at Naval Station San Diego, Anti- Submarine Warfare Training Center San Diego, Naval Amphibious Base Coronado, Naval Air Station North Island, Marine Corps Recruit Depot San Diego, Marine Corps Air Station Miramar, Marine Corps Base Camp Pendleton, and Marine Corps Air Ground Combat Center Twentynine Palms. National University also has two admissions offices at Naval Hospital and Naval Submarine Base in San Diego.
National University offers reduced tuition for classes on base for qualified students, including: active duty members, their spouses and dependents, Department of Defense employees, military retirees
26
Extended Studies
28 Division of Extended Studies 29 Extended Studies Course Offerings 30 English Language Programs (ELP) 31 Extended Studies Course Descriptions
The University of Values
TM Extended Studies
Division of Extended Studies 900X-999X: These courses carry neither academic credit nor CEUs. They are offered in response to the growing need for quality educational opportunities for professional, The Division of Extended Studies meets the needs of National career, personal growth or general cultural interest and University’s diverse community of adult learners through a variety knowledge. of innovative programs. The courses facilitate professional and organizational development, giving adults the opportunity to meet Grading System the ongoing challenges of changing careers. Grade Definition
National University is a member of the University Continuing A Exceptional Education Association (UCEA), a nationwide professional B Very Good organization comprised of prominent colleges and universities in the C Satisfactory D Marginal country. In addition, many of these programs are approved for F Failing continuing education units (CEUs) for various professional S Satisfactory organizations. U Unsatisfactory/No Credit
National University Financial Aid Division of Extended Studies 11355 N. Torrey Pines Rd. La Jolla, CA 92037 Division of Extended Studies students are not eligible to receive Phone: 1 (800) NAT-UNIV, ext. 8600 federal financial aid, although alternative funding options are available. Students planning to enroll in courses may apply for an IT (858) 642-8600 Skills Loan, Key Career Loan, or Sallie Mae Career Loan. These Fax: (858) 642-8714 agencies are not affiliated with the Division of Extended Studies or Web: www.nu.edu/es National University. Division of Extended Studies Course The Division of Extended Studies does work with students who are Numbering System utilizing funds through Tuition Assistance, Veteran’s Assistance, and /or the Workforce Investment Act. Credit Courses Veterans’ Information Academic credit is granted for a limited number of programs. An “X” following the course number indicates continuing education Students wishing to apply for programs administered by the credit. National University operates on a quarter system and all Department of Veterans Affairs can obtain information on how to academic credit is given in quarter units. Students who plan to apply for their benefits by calling or visiting the Veterans’ Affairs apply credits earned through Extended Studies to an academic Office located at 4121 Camino del Rio South, San Diego, (619) 563- degree program should consult the appropriate institution and 7270, or (800) 628-8648, ext. 7270. academic department to ascertain the applicability of units toward their proposed course of study. For more information, please call (800) 628-8648, ext. 8600. Course Levels and Numbers Refund/Withdrawal Requests The course numbering system described below is effective only for those Extended Studies courses offered after 1991: Students may withdraw from a course at anytime. To secure a refund, please contact the Division of Extended Studies. In all cases 001X-099X Course for which lower division credit may be allowed in which refunds are awarded, the cost of books and materials will toward degree requirements. be deducted. Non-attendance or notifying an instructor does not 100X-199X Course for which upper division credit may be allowed constitute officially dropping or withdrawing from a course. toward degree requirements. 200X-299X Course for which graduate credit may be allowed The refund policy is as follows: toward degree requirements. 300X-399X Credit course for teachers designed to serve the need for Refund Percentage of Sessions Remaining professional upgrading, salary advancement and in-ser- 100% 75-100% vice education requirements. 50% 67-74% 400X-499X Course which meets requirements for professional level No Refund 0-66% courses and certificate programs, or provides opportuni- ties for professionals as well as others from the general Corporate Training public to enhance their knowledge in various academic fields. Corporate training is available for businesses or school districts Non-Credit Courses through Extended Studies. Classes can be held at a place of business or at a National University learning center. Each program can be tailored to target an organization’s unique challenges and in-house There are two categories of non-credit courses through Extended training programs can be customized to any specifications necessary. Studies. Through these courses, National University can provide the services to maximize training budgets. Discounts are available for three or 800X-899X: These courses offer Continuing Education Units (CEUs), more students from the same organization. a nationally recognized measurement of a non-credit learning experience. Professional groups, employers, Payment Options licensing agencies and others who routinely evaluate individual accomplishments and training generally Payment can be made by either telephone, fax, or in person. Checks accept this unit of measurement. One CEU is awarded and any one of the following credit cards are accepted for your 28 for every 10 hours of participation. Extended Studies
Medical Billing and Administration Certificate Program convenience: American Express, Discover, Visa, or MasterCard. Company invoicing is also available. Payment for Extended Studies courses is required before attending class. Medical billing and administration is one of the ten fastest growing career fields in the nation, according to the U.S. Department of Labor. Division of Extended Studies Through this intensive, 10-course Medical Billing and Administration Certificate Program, students will learn the essential skills to help Course Offerings prepare them for a career in this growing field. Courses include:
Courses for Educators PC 820X Introduction to Computers PC 821X Word Processing PC 822X Spreadsheets These courses provide both current and future educators with the CO 800X Medical Terminology I opportunity to excel in the classroom. Coursework includes CO 801X Medical Terminology II preparation and CLAD-required classes, as well as CD ROM courses CO 806X Medical Insurance I CO 807X Medical Insurance II designed to help teachers meet their requirements for professional CO 808X Medical Insurance III development. CO 809X Medical Insurance IV CO 810X Medical Insurance V ED 342X Vocational Education Level I: The Instructional Process in Vocational Education and Techniques of Teaching – 90 Paralegal Certificate Program hours ED 343X Vocational Education Level II: Principles and Practices of Vocational Education – 90 hours Job prospects for paralegals and legal assistants are projected to grow TED388X Grant Writing Strategies and Options faster than the average for all occupations through 2010, according to TED 342X Behavior is Language 1 the U.S. Department of Labor. Through this nine-course certificate TED 343X Behavior is Language 2 program, students will gain insight into the specific knowledge and TED 344X Attention Deficit Disorder skill-sets required of a paralegal. Courses include: TED 346X Learning Disabilities PLC800X Legal Research TED 348X Drugs & Alcohol PLC801X Litigation TED 351X Functional Analysis PLC802X Corporate Law TED 368X Sexually Transmitted Infections PLC803X Estates, Wills, and Trusts TED 369X Inclusion: Working with Special Needs Students in PLC804X Criminal Law Mainstreaming Classrooms PLC805X Family Law TED 372X Talented & Gifted Education PLC806X Real Estate TED 379X Child Abuse: Working with the Abused & Neglected PLC807X Bankruptcy TED 382X HIV/AIDS: Prevention & Education for the 21st Century PLC808X Computers for the Paralegal ED 820X Reading Instruction Competence Assessment (RICA) Preparatory Course – 10 hours Information Technology Courses Prerequisite: TED621B ED 810X California Subject Examination for Teachers (CSET) Through these Information Technology offerings, you will have the Multiple Subject Preparatory Course – 24 hours opportunity to continually build upon your current career skills, ED 915X California Subject Examination for Teachers (CSET) while solidifying the skills you already possess. Single Subject Math Subtest I Preparatory Course ED 916X California Subject Examination for Teachers (CSET) Certification Preparatory Courses Single Subject Math Subtest II Preparatory Course ED 938X U.S. Constitution Preparatory Course and Examination – 10 hours CS 861X A+ Certification Preparatory Course – 45 hours PM 800X Project Management Professional (PMP) Preparatory Homeland Security Certificate Program Course – 40 hours Microsoft Certified Systems Engineer (MCSE) Windows Businesses and Organizations are beginning to look for qualified 2000 professionals with homeland security knowledge. Through the this comprehensive, six-course certificate program, students will study a This program covers the knowledge and skills required to perform range of issues affecting security and law enforcement officials as the tasks in a single-domain Microsoft Windows 2000-based network. well as current challenges faced by the Department of Homeland This is a seven- to eight-month program, one course per month. Security. Courses include: Prerequisite: A+ Certification recommended, but not required.
HSC802X Introduction to Industrial Security MS 816X Networking Systems & Operating Essentials – 24 hours HSC803X Physical Security MS 807X Installing, Configuring and Administering Microsoft HSC804X Security Management Windows 2000 Professional – 40 hours HSC805X Introduction to Information Security MS 808X Installing, Configuring and Administering Microsoft HSC806X Criminal Law Windows 2000 Server – 40 hours HSC807X Domestic and International Terrorism MS 809X Implementing & Administering a Microsoft Windows Human Resources Professional Development Courses 2000 Network Infrastructure – 40 hours MS 810X implementing & Administering Microsoft Windows 2000 Directory Services Infrastructure – 40 hours MS 811X Designing a Microsoft Windows 2000 Directory Services HR 800X Professional in Human Resources (PHR) and Senior Infrastructure – 24 hours Professional in Human Resources (SPHR) Preparation MS 815X Designing a Microsoft Windows 2000 Network Course Infrastructure – 40 hours MS 812X Designing a Secure Microsoft Windows 2000 Network – 40 hours 29 Extended Studies
Vocational Rehabilitation IS 035X Introduction to Computers WPA800X Word Processing Applications The Vocational Rehabilitation Certificate programs provide students MED800X Medical Terminology I with quality training for employment readiness. Through National MED801X Medical Terminology II University’s exceptional learning environment, these programs MED802X Medical Billing – Practical combine formal education with real-world situations. This practical MED803X Computerized Billing approach is designed to prepare students for gainful employment. BBB800X Financial Asset Recovery I BBB801X Financial Asset Recovery II Computer Applications Asset Recovery Specialist
This program provides students with the knowledge of basic computer hardware and software applications, as well as familiarity This program provides students with the entry-level skills needed for with various terminologies. A portion of the program will be spent a position in a customer service or collections office environment. reviewing the components of the Microsoft Operating System. The program focuses on collecting delinquent accounts, resolving Students will receive hands-on training in a variety of computer billing disputes, handling questions or requests, and interpreting and applications relevant to today’s office environment. Courses include: explaining policies and regulations. Additionally, students receive bankruptcy laws, skip tracing, and interpretation of credit reports IS 035X Introduction to Computers WPA800X Word Processing Applications IS 035X Introduction to Computers DBA800X Database Applications WPA800X Word Processing Applications IS 952X Spreadsheet Applications DBA800X Database Applications COM800X Communications & Personal Selling BBB800X Financial Asset Recovery I Healthcare Front Office Administration BBB801X Financial Asset Recovery II Human Resource Technician & Administrative Assistant Students in this program learn the basic skills required to gain entry- level employment in private medical offices, medical clinics, This program provides students with entry-level skills in a human hospital-billing departments, and independent billing offices. resource environment. Graduates will understand how to maintain Students will gain a fuller understanding of the responsibilities and update personnel records, understand employer laws, employer involved in working in a medical office setting. Courses include: benefits and compensations packages, and learn general human resource terminology and administration. Courses include IS 035X Introduction to Computers WPA800X Word Processing Applications MED800X Medical Terminology I IS 035X Introduction to Computers MED801X Medical Terminology II WPA800X Word Processing Applications MED802X Medical Billing – Practical BBB802X Customer Relations MED803X Computerized Billing BUS888X Introduction to Human Resources IS 952X Spreadsheet Applications BUS889X Labor and Employment Law BUS892X Company Compensation and Benefits IS 952X Spreadsheet Applications Healthcare & Human Resources Administration One-Day Certificate Workshops
As one of the 10 fastest growing industries, healthcare administration NOT800X How to Pass the California Notary Public Exam is in need of qualified individuals. Through this program, students will learn the expectations and human resource applications of the medical billing industry, and will gain the necessary skills for an With this one-day training workshop, students will learn the job entry-level position in this field. Courses include: functions required of every notary public. As a notary public, you will be in high demand for your services witnessing the signing of IS 035X Introduction to Computers important documents, administering oaths, and ensuring that the WPA800X Word Processing Applications documents are properly executed. You will play an important role in MED800X Medical Terminology I deterring fraud by identifying signers and ensuring they have MED801X Medical Terminology II entered all agreements knowingly. Once the training is complete, MED802X Medical Billing – Practical students will gain all the necessary information to pass the state- MED803X Computerized Billing required notary public examination. IS 952X Spreadsheet Applications BUS888X Introduction to Human Resources MT 800X Essentials of Supervision BUS889X Labor and Employment Law BUS892X Company Compensation and Benefits Are you the kind of manager that people look up to, respect, support Medical Billing & Collections and admire? A leader with a reputation for achieving results by motivating and inspiring the team to greatness? Most managers struggle with challenges like these particularly when they’re new to This program provides students with the entry-level skills necessary the supervisory role. Students can gain the knowledge they need in for employment in a variety of medical office settings. Students will this new role through a powerful one-day seminar designed to give gain a fuller understanding of the responsibilities involved in the specific tools needed to maximize leadership potential and working in a medical office as well as the ability to perform tasks become one of the “management greats.” associated with a computerized billing professional. Courses include:
30 Extended Studies
English Language Programs Listening Non-native English speakers in this course improve their listening (ELP) and note-taking skills by discussing tapes and lectures. This gives students many opportunities to interact with each other and with the Language Proficiency instructor. Speaking
Students can complete the University’s language proficiency Students gain proficiency in oral communication through group requirement through the English Language Programs University discussions and individual presentations, and by discussing personal Preparation program in San Diego. International students who need as well as academic topics. In the more advanced levels, students English proficiency are tested and placed in the appropriate class give short speeches and participate in group discussions Small level. English language classes follow the University calendar and groups allow students to interact with each other and with the provide 100 hours of instruction per month. At the end of each instructor. month, students are evaluated for advancement. Students in the advanced level can apply for early admission to academic courses. Grammar and Writing Academic English The rules of English grammar are studied and used in context at the different levels. The focus is on applying grammar structures to oral and written communication. The University Preparation program is a very intensive program designed for high school graduates, university students or Writing and Editing professionals who plan to attend National University or another U.S. Students learn writing skills, from developing basic paragraphs, college or university and /or want to improve their academic skills summaries and outlines, to composing full-length essays. Activities or professional career advancement. include academic writing, informal/free writing and grammar-based writing. The class meets for 3 hours each week. This program follows a four-week format and provides 100 hours of instruction per month. Courses range from beginner though Reading advanced levels and each level can be completed in two months. Classes are offered at all levels ever month. Students improve their reading ability by learning and practicing key reading comprehension and vocabulary skills. Graduation from the last level fulfills the National University Vocabulary Development language proficiency requirement so the English as a Foreign Language (TOEFL) examination is not required. Students expand their vocabulary through various types of activities as well as presentation of roots, suffixes and affixes. Interested students should apply directly to 4121 Camino del Rio Accent Reduction Workshop South, San Diego, CA 92108. The course gives students the tools and practice they need to ELP offers programs for students who want to study the English improve their pronunciation of American English. The students language but do not plan to enroll in a Bachelor or Master Degree work intensively on correct vowel and consonant formation, word program at National University. stress, sentence stress, intonation and rhythm. This is done by evaluating individual student needs and addressing problem areas. English Communication In addition, each course level offers a variety of enhancement courses This program is designed for individuals who want to improve their such as idiomatic expressions and cinema, writing research papers English communication skills for purposes of professional and newsletters, conducting academic research, world celebrations, advancement or simply for personal enjoyment. American culture, the American legal system and U.S. culture and history. These controversial topics are just a sample of the The program provides 100 hours of instruction per month and complementary courses each level in the program must complete in develops all four language skills: reading, writing, listening and addition to the core classes. speaking, with emphasis on communication. TESOL Certificate Program Classes are offered at all levels every month and follow a four-week format. National University’s Certificate in Teaching English to Speakers of Other Languages (TESOL) is a comprehensive series of five content English Language Programs courses that culminate in a practicum project designed to offer maximum teaching experience to participants. The principal goal of Beginning ESL the certificate is to develop participants’ teaching skills through Intermediate hands-on practice and to give them the knowledge and confidence to Advanced teach ESL at any level. Academic English Accent Reduction Before entering a live ESL classroom to work alongside an English Communication experienced instructor, students will study a variety of courses, including: English language levels consist of core courses increasing in difficulty and complexity from beginning to more advanced levels. TSL 400X Theories and Methods of Language Teaching and Acquisition – 36 hours TSL 401X Structure of English and Grammar Teaching Techniques – 36 hours
31 Extended Studies
CO 807X TSL 402X Teaching Reading and Writing – 36 hours Medical Insurance II TSL 403X Teaching Listening and Speaking – 36 hours This course introduces students to computerized account management through TSL 404X Practical Issues in Second Language Pedagogy – 36 the use of MediSoft, the software most commonly used in medical offices. hours CO 808X TSL 405X TESOL Practicum – 40 hours Medical Insurance III Students will focus their attention on the concepts and techniques of CPT-4 Extended Studies Course and ICD-9 coding. Also covered is the purpose behind coding and how to use various coding reference materials commonly found in medical offices. Descriptions CO 809X Medical Insurance IV Students are introduced to the HCFA-1500 (Universal Claim form) and the BBB800X billing requirements for commercial insurance, Blue Cross/Blue Shield, Financial Asset Recovery I TRICARE/CAMPUS, Medi-Cal and Worker’s Compensation. Students learn which fields are needed for the various types of insurance, and the billing This course provides practical application of the collection process. Explaining requirements for the different programs. Legal and ethical issues for collecting debt collection and learning about consumer protection acts are the topics from insurance companies are also discussed. reviewed in this course. Additionally, students will review collection techniques, and the different jobs available in the collections industry. CO 810X Medical Insurance V BBB801X Financial Asset Recovery II The focus of this final course is on the Medi-Cal and Medicare insurance programs. Emphasis will be placed on using HCPCS coding and proper billing This course provides practical application of the collection process, and follow-up of Medi-Cal claims as well as the variety of Medicare programs. emphasizing role playing and mock situations to better understand collection techniques such as negotiating skills, problem solving, debt collection via COM800X phone, credit bureau reports and familiarity with FDCPA regulations. Communication and Personal Selling BBB802X This course provides the student with an opportunity to master oral Customer Relations communication skills while utilizing personal selling proficiency. Grammatical skills are also updated while applying practical written skills. The course This course focuses on understanding the behavior of internal and external reviews topics such as strategic presentations, an explanation as to why people customers. Students learn the fundamentals of customer satisfaction and buy, and persuasive sales techniques. effective ways to respond to customer dissatisfaction. Effective techniques such as positive verbal communication, nonverbal communication and the CS 861X steps involved with the listening process are reviewed in this course. A+ Certification Preparatory Course BUS888X A+ is a perfect introduction for those seeking a new career in the computer Introduction to Human Resources (HR) industry. A+ is a testing program sponsored by the Computing Technology Industry Association (CompTIA). The A+ course is a six-week preparatory This course is designed to provide an understanding of the elements of human course that prepares the student for the CompTIA certification tests. Earning resources. Emphasis is placed on employment law and human resource an A+ Certification validates that the holder has reached a level of competency training. Students will cover such topics as organizational effectiveness, commonly accepted and valued by the industry. Many employers give evaluation and training, and the objectives of an HR department. preference in hiring to applicants with A+ Certification. BUS889X DBA800X Labor and Employment Law Database Applications This course provides students with a review of standard company employment This course provides the students with a complete and integrated electronic policies. Students will also gain critical knowledge of labor and employment office practice set. This course is designed with exercises that simulate realistic laws affecting today’s workplace. on-the-job work experiences. Students have the opportunity to apply BUS892X spreadsheet, database and information-processing skills already learned in Company Compensation and Benefits previous courses. The emphasis of this course is company compensation and benefits packages. ED 342X Students will also review job classification systems and human resource Vocational Education Level I: The Instructional Process in Vocational database. California regulations regarding wages and garnishing plans, safety Education and Techniques of Teaching issues and incentive plans are also discussed. As more and more adult learners return to the classroom, it is important that teachers know how to reach this mature audience student population. This CO 800X class will provide students with the concepts and developmental skills Medical Terminology I necessary for vocational instruction. The Medical Billing and Front Office Administration Certificate Program ED 343X provide students with the skills necessary for an entry level position in this Vocational Education Level II: Principles and Practices of Vocational growing industry. Students are prepared for employment by acquiring skills in Education medical insurance billing, processing, coding, computer applications and Building upon the concepts presented in Level I, this course provides a broad terminology. In this course, students will learn the roots, suffixes, prefixes overview of vocational education. definitions of the different systems in the human body. ED 810X CO 801X California Subject Examination for Teachers (CSET) Preparatory Course Medical Terminology II This informative, intensive course is designed to familiarize students with a The Medical Billing and Front Office Administration Certificate Program variety of proven strategies for passing the CSET. It emphasizes techniques for provide students with the skills necessary for entry level positions in this multiple choice and constructed response questions to help students effectively growing field. Students are prepared for employment by acquiring skills in utilize knowledge of specific subject areas. It is a test preparation class only medical billing, processing, coding, computer applications and medical and is not a substitute for required class work. terminology. In this course, students will learn the roots, suffixes, prefixes definitions of the different systems of the human body. ED 820X Reading Instruction Competence Assessment (RICA) Preparatory Course CO 806X Medical Insurance I This intensive, one-day course is specifically designed to help prepare current and future teachers to pass the new RICA Written Examination. It is a test Students will discuss the medical insurance and associated terminology. They preparation class only and is not a substitute for the required reading and will also gain introductory knowledge to the Medicare, Medi-Cal, and reading instruction classes. TRICARE programs along with programs available through the private sector. Topics discussed will include the importance of accurate claims and the ED 938X responsibilities of the billing specialist. Legal and ethical considerations of U.S. Constitution Preparatory Course and Examination billing are also covered. This insightful, two-part course is designed to help students pass the U.S. Constitution exam, a requirement for the California teaching credential. Prior to taking the exam, students will review essential elements of the U.S. 32 Extended Studies
IS 952X Constitution; analyze the meaning, amendments and judicial interpretation; Spreadsheet Applications and examine the Bill of Rights and the framers’ intents. HR 800X This course provides the student with an understanding of Microsoft Excel Professional in Human Resources (PHR) & Senior Professional in Human applications utilized in the workplace. Students will benefit from this course Resources (SPHR) Certification Preparation Course as they learn to use sum function, various mathematical formulas, work with multiple worksheets, and create charts and graphs. This one-month preparation course from National University will provide MED800X students with all the necessary tips and tactics to pass the PHR or SPHR exam. Medical Terminology I Students learn: • Why strategic management is essential to human resources. Students become acquainted with beginning medical terminology. Emphasis is • How workplace planning and employment affect your job and your on principal parts of the body and pronunciation as it is related to medical organization. transcription and medical billing. Students will become familiar with the basic • Ways to assess your organization’s human resource development needs. structure of medical terms as they relate to anatomy and physiology. Course • Rules and regulations for compensation, benefits, and employee and labor covers prefixes, word roots and combining forms as they relate to medical relations. terms. • Key legislation for occupational health, safety and security MED801X Medical Terminology II HSC802X Introduction to Industrial Security This course acquaints students with advanced medical terminology. Emphasis is on principal parts of the body and pronunciation as it is related to medical This course serves as an introduction to the planning, organization, and transcription and medical billing. Students will become familiar with the basic management of industrial, business, and government security resources. The structure of medical terms as they relate to anatomy and physiology. Course focus is on the protection of assets via the integration of physical, personal, and covers prefixes, word roots and combining forms as they relate to medical information security. Relations between security organizations and government terms. agencies are also explored. MED802X HSC803X Medical Billing Practical Physical Security With a hands-on approach, students learn coding diagnoses and procedures for This course addresses the basic principles of physical security, with an billing services rendered. This course is designed with exercises that simulate emphasis on tailoring these principles to the protection of specific operations realistic on-the-job work experiences. and facilities. In addition, students will learn the significance of proper MED803X planning, design, modern techniques, and devices that enhance security while Computerized Medical Billing reducing costs. HSC804X Students review coding diagnoses and procedures for computerized billing Security Management services rendered. This course is designed with exercises that simulate realistic on-the-job work experiences. The delivery method for this course provides The basic interdisciplinary principles of security management including students with a hands-on approach to the subject matter. planning, budgeting, organizing, staffing, directing, and controlling are MS 807X addressed in this course. It will also cover marketing security services to Installing, Configuring and Administering Microsoft Windows 2000 management, risk management, civil and criminal liability, and labor relations. Professional Each aspect of the course is designed to prepare security managers to face the new challenges as broader and more cost-effective protection is required with Students will gain the knowledge and skills necessary to install and configure fewer resources. Students will gain a greater awareness and understanding of Windows 2000 Professional on a stand-alone computer and on client the various options available in security and loss control, as they identify a computers that are part of a workgroup or a domain. number of risk areas and outline various deterrent and preventative methods. MS 808X HSC805X Installing, Configuring and Administering Microsoft Windows 2000 Server Introduction to Information Security Students will acquire the skills and knowledge necessary to install and This course will present an overview of the threats to your information configure Windows 2000 Server to create file, print and terminal servers. technology infrastructure and intellectual property with an emphasis on the MS 809X detection and prevention of intrusions or theft. The protection of services such Supporting Windows 2000 Network Infrastructure as the World Wide Web, file sharing and email will be analyzed. The vulnerabilities and hardening of major operating systems such as LinuX New-to-product students will be responsible for installing, configuring, and Microsoft’s Windows 2000 will be discussed. The course takes a holistic managing and supporting a network infrastructure that uses the Microsoft® approach - discussing the technical but focusing on the need for proper Windows® 2000 Server products. training and procedures in the maintenance of an effective yet secure MS 810X information technology infrastructure. While the material of the course is Implementing and Administering Windows 2000 Directory Services technical in nature, no systems administration or software development experience is assumed. A good familiarity with the use of the Internet and Instructor-led training provides students with the knowledge and skills computers is required and some knowledge of TCP/IP would be helpful. necessary to install, configure and administer the Microsoft Windows 2000 HSC806X Active Directory™ service. The course also focuses on implementing Group Criminal Law Policy and understanding the Group Policy tasks required to centrally manage users and computers. The historical origins and development of criminal law from the early common MS 811X law to contemporary decisions and statutes are reviewed in this course. Designing a Windows 2000 Directory Services Infrastructure Constitutional and statutory factors as they pertain to crime, defense, and crimes against persons and property, defenses that pertain to criminal Students will learn the skills necessary to design a Microsoft® Windows® 2000 responsibility, capacity, crimes against persons and property, defenses to directory services infrastructure in an enterprise network. Strategies are criminal charges and sentences. Sections of the California Criminal Code and presented to assist the student in identifying the information technology needs other statues will be covered where applicable. of an organization and then designing an Active Directory™ structure that HSC807X meets those needs. Domestic and International Terrorism MS 812X Designing a Secure Windows 2000 Network This course is to acquaint the Criminal Justice student with the concept of terrorism at both the international and domestic levels. Topics include the Providing students with the knowledge and skills necessary to design a history of terrorism, terrorism today and terrorism in the future. Counter security framework for small, medium and enterprise networks using measures taken to respond to terrorist threats are also examined. Microsoft® Windows® 2000 technologies, this course contains four units that IS 035X describe security in specific areas of the network: Introduction to Computers • Unit 1 - Providing Secure Access to Local Network Users • Unit 2 - Providing Secure Access to Remote Users and Remote Offices This course provides a history of computers from the early stages to present. • Unit 3 - Providing Secure Access between Private and Public Networks Students explore the relationship of terminology as well as the basic concepts • Unit 4 - Providing Secure Access to Partners of using computers. Students can expect to learn everything from starting a MS 815X computer and working with windows to managing files and sharing data. Designing a Windows 2000 Networking Service Infrastructure The information and skills needed to create a networking services 33 Extended Studies
PLC 804X infrastructure design that supports the required network applications are Criminal Law taught in this course. Each module provides a solution based on the needs of the organization. Some Microsoft® Windows® 2000 network solutions require Participants cover Federal and State court rules in this course. Course topics a single technology, such as DHCP, to provide Internet Protocol (IP) address for State court practice will be based mainly on California law, but have configuration support. In other situations, several technology options exist, applicability to other states as well. Participants examine substantive criminal such as Open Shortest Path First (OSPF), Routing Information Protocol (RIP) law with discussion of the elements of various crimes against persons and and Internet Group Management Protocol (IGMP), to design an IP routing property, criminal liability and punishment, and defenses to crimes. scheme. PLC 805X MS 816X Family Law Windows 2000 Network and Operating System Essentials Participants study California family law and procedure with a focus on Students who are new to Microsoft Windows 2000 gain the knowledge dissolution of marriage, legal separation and nullity of marriage. Other topics necessary to understand and identify the tasks involved in supporting covered include pre-nuptial agreements, adoptions, palimony, enforcement of Windows 2000 networks. This is an introductory course designed to provide family law orders, and paternity regulations. Additionally, participants review an overview of networking concepts and how they are implemented in the concepts of community property, jurisdiction, ethical concerns, calculation Windows 2000. This course is a recommended prerequisite for the MCSE of support and the discovery process. program. PLC 806X PC 820X Real Estate Introduction to Computers Participants are introduced to the legal principles incorporated in California National University’s Medical Billing and Office Administration Certificate real estate law in the seventh course of the Paralegal Certificate Program. The Program provide students with the skills necessary for employment in the basic requirements in owning real property and the details of transferring medical administration and billing industry. Students are prepared for property interests by means of contract, deeds and wills are covered as well. employment by acquiring skills in medical billing, processing, coding, PLC 807X computer applications and medical terminology. In this course, students will Bankruptcy and the Law learn the components of personal computers, the operating system environment, general operation and getting started with end-user applications. This course is a broad overview of bankruptcy law and procedures with focus PC 821X on paralegals representing debtors, creditors, and trustees in proceedings. Word Processing Participants research bankruptcy issues, draft motions and complaints and complete schedules and statements necessary for bankruptcy proceedings. National University’s Medical Billing and Office Administration Certificate Finally, issues facing debtors and alternatives to filing for bankruptcy are also Program provides students with the skills necessary for entry level positions in covered. the medical front office administration and insurance billing. Students are PLC 808X prepared for employment by acquiring skills in medical billing, processing, Computers for the Paralegal coding, computer applications and medical terminology. Topics include creating, editing, and printing documents. Students will also work to increase This course is designed to give participants an overview of computer use in the speed and improve accuracy in formatting various types of documents. law office. Computer-assisted research is an essential concept in this course. PC 822X Legal research through the use of LEXIS is explained and demonstrated. Spreadsheets Conduction legal research and finding legal resources on the internet is reviewed as well. The Medical Billing and Front Office Administration Certificate Program PM 800X provide students with the skills necessary for entry level positions in this Project Management Professional Certification growing industry. Students are prepared for employment by acquiring skills in medical insurance billing, processing, coding, computer applications and National University’s program focuses on the development, maintenance, medical terminology. Students learn the basic techniques of opening a evaluation, promotion and administration of an arduous, professional workbook and developing a worksheet. Students also cover such topics as certification in Project Management. A nationally recognized examination calculating values, creating charts, and other techniques for data management process supports each course. Once all the requirements are fulfilled, students with a spreadsheet. attain Certified Project Management Professional status. Topics will include: PLC 800X Legal Research • Project Integration Management • Project Scope Management This course introduces the fundamentals of legal research and analysis. There • Project Risk Management is an emphasis on the development of research strategies using both primary • Project Communications Management and secondary sources of law. Administrative regulations, legislative • Project Time Management histories, administrative decisions and how to update research using Shepard’s • Project Human Resources Citations is also discussed. • Project Quality Management PLC 801X • Project Cost Management Litigation TED 342X Behavior is Language 1 Participants study the structure of the California Court system. Students learn the procedural rules governing civil action, selection of proper court and place Strategies for Managing Disruptive Behavior of suit, personal jurisdiction, contents and purpose of pleadings, discovery This self-paced CD ROM course is designed to give teachers a new perspective procedures and motion practice. Participants will also be exposed to the tasks on student behavior and effective tools to facilitate positive student change. they will perform in a law office. Coverage of professional responsibilities and Participants will learn behavioral techniques and intervention strategies that ethical issues will be covered in this course as well. quell disruptive behavior reduce power struggles while increasing classroom PLC 802X control, reduce workload, and help prevent burnout. After successfully Corporate Law completing this course, participants will be better equipped to find and implement creative, effective solutions to behavioral problems. In the third course for the Paralegal Certificate Program, students are provided TED 343X with an overview of business organizations including sole proprietorships, Behavior is Language 2 general and limited partnerships, limited liability companies and corporations. Additional emphasis is given to the preparation of documents such as fictitious More Strategies for Managing Disruptive Behavior name filings, client memoranda, meeting minutes, consents to action and This self-paced CD ROM course is designed to expand a teachers articles of incorporation. understanding of the factors that can affect a student’s behavior, how that PLC 803X might be played out in the classroom, and what intervention strategies may be Estates, Wills, and Trusts effective in helping the teacher change that behavior. Building on the developmental framework introduced in Behavior is Language 1, participants Estate planning and the administration of an estate with emphasis on the will learn behavioral techniques and intervention strategies that quell living trust as an estate planning tool is the focus of this course for the disruptive behaviors, reduce power struggles while increasing classroom Paralegal Certificate Program. Participants learn about methods of ownership control, reduce workload, and help prevent burnout. assets, advantages and disadvantages of wills and trusts, techniques for TED 344X drafting wills, ethical issues regarding client representation, and how to Attention Deficit Disorder transfer assets without probate. The formal probate process is also reviewed in this course. Information & Interventions for Effective Teaching Covering the history of the disorder, accepted methods to assess and identify
34 Extended Studies
students with the disorder, and various methods, medications and strategies and alcohol play a role in aggression and violence, and “hot spots” that tend to that are currently used to treat the disorder, this self-paced CD ROM course breed aggression and violence. The self-paced CD ROM course helps school will help teachers achieve a better understanding of ADD and intervention personnel become more aware of the causes of aggression and ways to strategies to facilitate positive student change. For situations where a student evaluate aggression and intervene before it turns to violence in the schools. needs services beyond what teachers can provide in the classroom, this course The course also addresses aggression in our communities through driving, covers the referral process for getting help for the student. Reference materials dating, sports, television, music and how these issues are dealt with in modern include a list of resources for both teachers and parents who would like more society. help or information about ADD or ADHD. TED 372X TED 346X Talented & Gifted Education Learning Disabilities Working with High Achievers Practical Information for Classroom Teachers Talented and Gifted Education provides information on the history of the This self-paced CD ROM course describes diverse theoretical approaches to exceptional in relation to education, current law, and accepted methods for handling learning disabilities in the classroom. This course lays the foundation referral, assessment, and identification of these students. The self-paced CD for sensitive, appropriate assessment and evaluation of students. In addition, ROM course also covers major program models and methods of differentiating the course covers program planning and implementation, stresses the instruction to meet the rate and level of learning of those students identified. importance of a close, positive partnership with parents or alternative The curriculum reviews ways to meet the affective needs of the gifted and caregivers, and explores methods for ensuring that the home-school axis is talented student in the regular classroom and lists resources for teachers and effective and meaningful. Teachers will also learn about major trends and parents. unresolved issues in the field of learning disabilities. TED 379X TED 347X Child Abuse: Working with the Abused & Neglected Harassment in Schools This interactive, self-paced CD ROM program shows teachers how to recognize Guidelines and Policies for Prevention the signs of physical abuse, emotional abuse, sexual abuse, physical neglect In this interactive self-paced CD ROM course, teachers will gain a better and emotional neglect in children. Participants will also explore the specific understanding of harassment issues in schools and learn intervention strategies factors that exist in families who abuse or neglect their children. This course to use for protection from harassment. Discussing the relationship between meets the child abuse and neglect educational requirements in most states. discrimination and harassment, as well as the impact of sexual harassment on TED 382X victims and the workplace, the course also describes the legal and operational HIV/AIDS: Prevention & Education for the 21st Century definitions of the forms of harassment, methods for stopping harassment, and guidelines for creating and implementing policies to prevent harassment. This self-paced CD ROM program will help teachers achieve a greater TED 348X understanding of HIV/AIDS prevention and education. Participants will Drugs & Alcohol in School address sensitive issues such as sexual health, risky behaviors, condom use, intravenous drug use, and more. This course is essential for increasing your Understanding Substance Use & Abuse knowledge and enhancing your skills for the discussion of such topics. Take this self-paced CD ROM course to gain a more comprehensive under- TSL 400X standing of alcohol, drugs and their influences in the classroom. This course Theories and Methods of Language Teaching and Acquisition – 36 hours provides a contextual framework for understanding what students may be experiencing either through their own substance use or from the substance use Beginning from a historical perspective, this course covers the most prominent of persons close to them. This course provides a basic historical perspective of theories of second language pedagogy. These will serve as a springboard for substance use along with the biological, psychological and social factors that discussion and reflection about the process of teaching, before moving on to comprise the disease of addiction. Upon course completion, teachers will bet- more concrete issues such as learning styles, cultural influences and ter understand the complex dynamics that contribute to this biological and personality factors. This course will introduce concepts that participants can social phenomenon. modify and apply in subsequent courses in the series, thus helping to create a TED 351X personalized teaching style. Functional Analysis TSL 401X Structure of English and Grammar Teaching Techniques – 36 hours Introduction to Completing Behavior Assessments This interactive self-paced CD ROM course will help teachers achieve a better A clear and deep understanding of English grammar is absolutely essential for understanding of Functional Behavior Assessment (FBA) and Positive Behavior teachers of ESL/EFL. It is, ironically, the most common weakness of teachers, Support (PBS) strategies that students can use to facilitate positive student whether native speakers or not. The purpose of this course is twofold: (a) to behavior. Because the results of FBA’s often lead to proactive intervention, this help teachers acquire the necessary foundation and sense of grammar and (b) course is particularly useful for educators who work with students with to give them practical and immediately applicable techniques they can use to disabilities. This course includes an overview of the hierarchy of assessment teach grammar to their students. Topics include: procedures used to conduct FBA’s, and details the procedures and treatment • Discussion of common problem areas for students. packages that can be implemented based on the results of functional analyses. • English specific to academic writing. Particular emphasis is placed on reinforcement-based interventions and • Games and activities to make grammar accessible to students. dimensions of reinforcement. • TOEFL-related grammar issues. TED 368X TSL 402X Sexually Transmitted Infections Teaching Reading and Writing – 36 hours Information for Education Faculty & Personnel This course introduces the topics typically covered in ESL reading/writing This self-paced CD ROM course provides an in-depth understanding of courses and also provides techniques for teaching these topics. For example, sexually transmitted infections. It is not a medical text; instead, it is a course reading courses usually include skimming and scanning, finding the main idea designed specifically for teachers, aides, counselors, administrators and other and inferring meaning. In a writing course, topics of study include idea education professionals so that they can understand and learn about the generation techniques, organizational skills and paragraph and essay structure. sexually transmitted infection epidemic that affects so many students each In addition, the course covers strategies for testing reading and writing, year. TOEFL-specific reading and writing issues and practical and lively games TED 369X designed to reinforce important topics. Inclusion: Working with Special Needs Students in Mainstream Classrooms TSL 403X Teaching Listening and Speaking – 36 hours This interactive, self-paced CD ROM course is designed to help special and general educators gain a better understanding of inclusion, an educational Teachers are introduced to the topics typically covered in ESL reform movement that advocates educating students with disabilities in the listening/speaking courses, as well as the techniques for teaching these topics. general education classrooms. Upon course completion, teachers will be able For listening, topics include note-taking, use of videos and songs and cloze to define key concepts and terms, identify and describe federal legislature and exercises. For speaking, topics of discussion range from dialog-based court cases, and describe the federal definition of students entitled to special production at the lowest levels to speech preparation and delivery at the services. This course will also help teachers identify their role in providing highest. The course will also discuss strategies for testing listening and special services to students educated in inclusive classrooms. speaking, TOEFL-specific listening comprehension issues and practical and lively games designed to reinforce important topics. TED 371X TSL 404X Understanding Aggression Practical Issues in Second Language Pedagogy – 36 hours Coping with Aggressive Behavior in the Classroom Teachers in this course will cover topics such as lesson planning, teaching Understanding aggression includes topics on violence, aggression in the materials, classroom interaction and classroom management, all essential to classroom, youth gangs, and aggression in sports and on television, how drugs efficient teaching. Other topics include the teaching of vocabulary, 35 Extended Studies
pronunciation and other subjects sometimes deemed “elective” classes. The goal of the course is to synthesize and to fill in the gaps in the rather large amount of material covered to this point in the series. Upon completion, participants will have acquired the tools necessary to feel confident entering the ESL/EFL classroom. TSL 900X TESOL Practicum – 40 hours A 40-hour observation and teaching program is the final step in attaining a Professional Certificate in Teaching English as a Second Language. This practicum allows students to display their newly acquired knowledge and skills by working side-by-side with an experienced ESL teacher in a classroom environment.
Students wishing to take the TESOL Practicum must speak with the project coordinator to receive the necessary details, such as evaluation procedures, forms, placement and requirements needed to successfully complete the practicum. This course is required for a Professional Certificate in Teaching English as a Second Language. WPA800X Word Processing Applications Students are introduced to office automation concepts and basic applications. Students review and learn system commands utilizing up-to-date word processing systems. Additionally, students review tables, inserting graphic elements, and exploring the internet.
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Financial Aid
38 Student Financial Aid 39 Scholarship Program 40 Scholarship Rules and Policies 40 V.A. Educational Benefits 41 Alternative Educational Funding 41 Additional Information Sources 42 Financial Aid Calendar 43 Financial Aid Programs
The University of Values
TM Financial Aid
Student Financial Aid Dependency Status
Students who apply for financial aid must determine whether they There are many types of financial aid available to assist students who should apply as independent (self-supporting) students or as qualify. dependent students. Determination of a student’s dependency status is made in the student status section on the Free Application for Please refer to the following chart under Financial Aid Programs for Federal Student Aid (FAFSA). information on available Federal, State and institutional aid programs. For specific information regarding National University’s Students who meet at least one of the following criteria are policies and procedures, please refer to the Financial Aid Guide. This considered independent: guide is on-line at www.nu.edu and at all centers. How to Apply for Financial Aid • Students who were born before January 1, 1981 (for the 2004- 2005 school year) • Students who are married Planning ahead and applying for financial aid programs can help • Students who are enrolled in a graduate program (this does not students obtain an education, which might otherwise be outside their include students who are enrolled in a credential program) financial reach. • Students who have legal dependents other than a spouse • Students who are orphans or wards of the court (or were wards To be considered for Federal and State financial aid, students must of the court until they reached age 18) complete the process of “need analysis.” Need analysis is the method • Students who are veterans of the U.S. Armed Forces (this does used to estimate the amount of money students and their families not include active duty military students) can reasonably contribute toward the cost of education. For the 2004- 2005 school year, student awards will be determined using 2003 Students who claim to be independent may be asked to provide income (taxed and untaxed) and current assets. Other factors documentation to verify their dependency status prior to receiving considered include the student’s marital status and family size. financial aid. Students who want to be considered independent due to circumstances other than those listed should contact a financial aid Application Packets advisor prior to completing the FAFSA. Student Loan Deferment Students may obtain a How to Apply Guide package from a financial aid or admissions advisor at all campuses and learning centers. The package includes a Free Application for Federal Student Aid Students are eligible for a federal interest subsidy whereby the (FAFSA), which students must complete, sign and mail to the federal federal government, rather than the student, pays the interest on a processor for evaluation. To expedite the process, students are student’s outstanding loan during the time the student is in school. encouraged to apply on-line at www.fafsa.ed.gov. National During an authorized deferment of repayment, Unsubsidized University computer labs are available for our students’ use. Stafford borrowers are eligible for the same deferment as Stafford borrowers. However, a deferment for an Unsubsidized Stafford Important Note: Students must mail in their signed certification borrower applies to principal only. page within 14 days when filing on-line in order for the FAFSA to be completely processed and eligibility determined by the U.S. Deferments for PLUS applicants vary. See the Student Guide for Department of Education. details. Student Eligibility Requirements In-School Deferment
To receive financial aid, students must meet all of the federal Once a month, the University submits student enrollment data to the eligibility requirements. Students must: National Student Loan Clearinghouse. For most students, this process reduces the number of deferment forms to fill out. However, • have a high school diploma or a General Education students who receive a letter, statement, or a deferment form from a Development (GED) certificate lender must complete and submit the deferment form as required. • be a U.S. citizen or an eligible non-citizen The clearinghouse was created for Stafford/PLUS borrowers only • be enrolled in an eligible program and matriculated by the Office and does not apply to Perkins or NU-HELP borrowers. of the Registrar (excludes non-degree studies and continuing education programs) Students should contact their lender and/or the University for • demonstrate financial need as determined by the federal additional information. methodology (excludes the federal unsubsidized Stafford Loan Program) Scholarship Program • have a valid social security number • maintain satisfactory academic progress, as defined by the University Financial Aid Office University Scholarships and Grants • sign a Statement of Educational Purpose/Certification Statement on Overpayment and Default • register with Selective Service, if required to do so Each year, National University awards tuition scholarships or grants • complete the verification process, if selected to do so, by to students who demonstrate exceptional scholastic achievement, submitting a copy of federal tax forms and any other required educationally and economically disadvantaged students, students documents with disabilities and students who are single-parents with demonstrated financial need and based on the eligibility rules that Note: A student’s eligibility for any of the federal programs may be apply to the particular award. The University’s goal is to attract and suspended or terminated by a court as part of a conviction for retain quality students by providing scholarships that are based possessing or distributing drugs. upon merit and financial need. 38 Financial Aid
The University may, at its discretion, target certain campuses and/or • be an undergraduate student working toward a first bachelors certain academic programs for the awarding of scholarships. This degree prioritization will then constitute the first criterion for selection. The • be a U.S. citizen or eligible non-citizen secondary criteria will be those specified for each type of scholarship as described below. Awards will be credited to students’ accounts in increments, up to the maximum of the full cost of tuition per course. The application National University’s scholarships are considered “last money” form is available online at the above Web address. tuition scholarships. These scholarships are designed to supplement, Military Tuition Scholarship but not replace, federal and state financial aid, employer tuition I assistance and student income. Awards are credited directly to the Military Tuition Scholarships of up to $2,500 are available to military recipient’s financial accounts. The number of scholarships depends personnel, including active duty, reservists, national on the availability of allocated funds. As a nonprofit institution, the guardsmen/women, their spouses, and their dependents. The University tries to provide as many scholarship and grant scholarship is intended to benefit educationally and economically opportunities as possible. disadvantaged personnel and their family members who have demonstrated financial need. For active duty personnel to qualify, The application form for scholarships is available online at they must have exhausted the aggregate amount of their military www.nu.edu/scholarships. Students are responsible for reading and tuition assistance. In order to determine financial need, an applicant complying with the policies and procedures contained in this catalog must file a Free Application for Federal Student Aid (FAFSA), which prior to applying for a scholarship. can be done online at www.fafsa.ed.gov. The applicant must also submit a letter describing personal circumstances that make earning Types of Awards an education important. In making the awards, preference will be given to applicants seeking undergraduate degrees. Awards will be Collegiate Honor Award credited to a student’s account in increments up to a maximum of $500 per course toward tuition. The application is available online at Tuition scholarships of up to $1,600 are available to students who the above Web address. The letter describing personal circumstances have demonstrated exceptional scholastic achievement and are in should be sent to: need of financial assistance. To be eligible for this award, applicants must have completed 54 semester units at a U.S. accredited Community Scholarship community college or four-year college with an undergraduate grade point average of at least 3.5 on a scale of 4.0. Awards will be credited The purpose of the community scholarship is to recognize to students’ accounts in increments, up to the maximum of $400 per outstanding performance in the workplace, professional course. The application form is available online at the above Web organizations and community colleges. The Community Scholarship address. Program for employers and organizations is designed to augment such recognition programs as employee of the quarter/year, etc. For Need-Based Grants community colleges, the scholarship is designed to recognize A need-based grant of up to $900 is available to students who are outstanding academic performance for undergraduate transfer eligible for financial aid to assist them in making partial payments students. toward their cost of tuition while their request for Federal Student Aid is processed. Students seeking such a grant must file a Free Employers, professional organizations and community colleges Application for Student Aid (FAFSA). Awards are made on the basis interested in participating in the National University Community of a student’s Expected Family Contribution (EFC) number, as Scholarship Program should contact the Coordinator of Scholarships calculated by the U.S. Department of Education from the filing of a and Special Services at (858) 642-8185 or via e-mail at FAFSA. The application form is available online at the above Web [email protected]. The request should include a brief description address. of the employer/organization’s current recognition program selection procedures and the number of employees/members eligible Presidential Tuition Scholarship to participate. Presidential Tuition Scholarships of up to $2,500 are available each fiscal year to undergraduate transfer students in at least one of the Scholarship Rules and Policies following categories:
• educationally and economically disadvantaged persons who Rules and policies that govern National University funded awards have been historically underrepresented at higher educational are as follows: institutions (African Americans, Hispanics and Native Americans) • Funds will only be applied toward the student’s tuition account • single parents with demonstrated financial need for courses charged at the standard rate of tuition. • persons with a verified disability and financial need Funds will not be applied toward non-degree or certificate courses. • Recipients must enroll and begin attending courses within three Applicants must also meet all of the eligibility criteria listed below. months from the notification of award, otherwise the award is They must: revoked. • Funds will only be applied toward courses the student has not • have an annual income below $15,000 for single parents or yet attended. Funds will be not applied to past due balances. $22,000 for a family of two or more • Funds are credited to a student’s account in maximum • demonstrate a cumulative college grade point average of 2.30 on increments of, $225 per 4.5 unit course per month for the Need- a 4.00 scale Based Grant. • have at least 56 semester hours of credit from an accredited • $400 per 4.5 unit course per month for the Collegiate Honor college or university Award. • apply for federal and state financial aid • Up to the full cost of tuition per month for the Presidential Tuition Scholarship (up to $2500 total).
39 Financial Aid
I Chapter 31, Vocational Rehabilitation • Award funds will only be applied toward the tuition cost for academic coursework toward an intended degree objective. For veterans with a service-connected disability, or who are rated 10 • Awards are not transferable. Only one award can be received percent or more disabled by the Department of Veterans Affairs and used per degree objective, except for eligible Presidential Tuition applicants who may re-apply and may receive a new I Chapter 34, G.I. Bill award each Fiscal Year while pursuing their first bachelor’s For veterans who are currently on active duty if they entered the degree. armed forces between January 1, 1977, or after January 1, 1977 under • Awards are made to students for their intended degree objective a delayed entry program. at the time of application. • Students who receive other educational assistance in excess of Students should be aware that the Veterans Administration pays 90% of the cost of tuition for a course are not eligible to receive educational benefits only for those courses that are part of an award funds for the course. approved degree or certificate program and that have not been • Recipients must maintain good standing with the Student previously and successfully completed. Students are required to Accounts Office to ensure continuation of their award. attend classes regularly and maintain satisfactory grades. Recipients who do not maintain a good standing with the Student Accounts Office risk losing their award. Military Tuition Assistance • This award may affect the amount of other financial aid for which a student may qualify, or the award may be reduced or nullified by other educational assistance and aid the student The Tuition Assistance Department is located at 4121 Camino del Rio receives. South, San Diego. The department provides counseling, guidance • Application of award funds toward a withdrawn course will be and reimbursements to the University for students who are eligible based on the charge incurred. If no charge, there will be no for active duty tuition assistance if they are in the armed forces. application of funds. Students may be eligible for tuition assistance up to 75% of the cost • Award funds must be used within 12 months of the original of their tuition. The amount of the benefit for active duty tuition award. Funds not used within 12 months of the award are assistance is determined by the military branch of service. The forfeited. tuition assistance staff works with active students and ensures the contracts are monitored for accuracy and meet compliance issues. It Externally Funded Scholarships is the student’s responsibility to apply for tuition assistance through the Educational Services Officer on Base.
There are many corporations, organizations and foundations that Students who want to apply for programs administered by the provide scholarships to students seeking undergraduate and Department of Veterans Affairs can obtain information on how to graduate degrees. For application procedures and scholarship apply for their benefits by calling or visiting the Veterans Affairs criteria, students should consult reference books in National Office located in the Student Services Center at the Learning Center University’s library or on the Internet at in San Diego’s Mission Valley. Veterans who enroll at National www.finaid.com/finaid/fastweb.html or University are encouraged to call or visit the veterans representative www.nu.edu/scholarship/otherscholarships.html.. for instructions prior to signing up for benefits. The Veterans Affairs V.A. Educational Benefits Office telephone number is (619) 563-7270. Alternative Educational Funding Many active duty military personnel, veterans, dependents of deceased or disabled veterans and reservists are eligible for Reserve Officers’ Training Program (ROTC) Army and Air Department of Veterans Affairs’ educational benefits. The programs Force administered by the Veterans Affairs office at National University are: Students can enroll in the ROTC program while attending classes at I Chapter 32, VEAP National University. There is a continuing need for scientific, computer, engineering, medical and management personnel as well For veterans who entered active duty between January 1, 1977 and as pilots and navigators in both the Army and Air Force. June 30, 1985 and who contributed to the program while on active duty ROTC offers scholarships on a competitive basis for students already I Chapter 30, Montgomery G.I. Bill (Active Duty) enrolled in college. Scholarship programs vary slightly each year. Generally, scholarships exist at the two-, three-and-one-half- and For veterans who entered active duty beginning July 1, 1985 and who four-year college levels. Applicants for ROTC scholarships are participated in the 12-month pay reduction program while on active selected on the basis of the “whole-person” concept that includes duty. Also includes Chapter 32 active duty persons with eligibility as both objective (e.g., grade point average) and subjective (e.g., of October 1, 1996 who elected to participate in the Montgomery G.I. interview evaluation) factors. Bill I Chapter 106, Montgomery G.I. Bill (Selected Reserve National University students can enroll in ROTC by contacting the local ROTC Recruiting Office. Veterans who complete their studies Program) and are commissioned by age 35 may also be eligible for the ROTC. For undergraduates and graduates who enlisted in the reserves and Corporate Tuition Assistance who have made a six-year commitment to the selected reserves I Chapter 35, Dependent’s Benefits Many companies and government agencies award tuition For spouses or children of veterans who died on active duty, whose reimbursement to employees. Please check with your employer for death was caused by a service-connected disability, or who are rated information on how to apply for this employee-development fringe 100% permanently disabled by the Department of Veterans Affairs benefit. 40 Financial Aid
Aid for Native Americans The U.S. Department of Education has created the Student Financial Aid Ombudsman to work with student loan borrowers to informally Native American students who can prove membership of a federally resolve loan disputes and problems with the following federal loans: recognized tribe may receive educational grants from the federal Bureau of Indian Affairs (BIA). William D. Ford Federal Direct Stafford Loans: Subsidized and Unsubsidized Direct Stafford Loans, Direct PLUS Loans (for parents) Applications for BIA grants for California tribes are available by and Direct Consolidation Loans. writing the Bureau’s Office of Indian Education, 2800 Cottage Way, Sacramento, CA 95825, (916) 978-4680. Federal Family Education Loans: Subsidized and Unsubsidized Stafford Loans, FFEL PLUS Loans (for parents) and FFEL California State Rehabilitation Consolidation Loans.
The Department of Rehabilitation is a state agency that helps men Guaranteed Student Loans, SLS Loans and Perkins Loans and women with disabilities enter or return to work. It also has programs that ensure the rights of people with disabilities. Ombudsman Customer Service Line (877) 557-2575 or at www.sfahelp.ed.gov. Disabled persons who need help living more independently or who need training to get a job should contact the regional office of this state agency. Private Lenders
There are several privately funded education loan programs available to assist students who do not qualify or have limited eligibility for government or institutional financial aid. Below are listed Web sites for some available private loan programs. www.educaid.com www.studentloan.com www.salliemae.com Specialized Programs
The APLE program is a competitive teacher incentive program designed to attract outstanding students into the teaching profession. For those selected, the APLE program assumes up to $11,000 in outstanding educational loans. Students must be California residents and enrolled in a course of study or a teacher preparation program leading to an initial teaching credential or a specialist credential in special education or reading. To receive the full benefit of the program, selected APLE recipients must agree to teach for four consecutive years in a California public school in a subject matter shortage area (math, science, foreign language, or special education) or in schools that serve a high proportion of students from low- income areas.
For those applicants selected, the program will assume up to $2,000 in educational loan debts for the first year of eligible teaching service and up to $3,000 for each of the second and third years of eligible teaching service. Application period: March through June – see your financial aid advisor for current deadlines. Additional Information Sources
California Student Aid Commission www.csac.ca.gov
U.S. Department of Education www.ed.gov/finaid.html
College is Possible www.collegeispossible.org
Scholarship Search and Financial Aid Calculator www.fastweb.com
41 Financial Aid
Financial Aid Calendar
A calendar of deadlines and critical dates for students applying for financial aid at the University.
2004-2005 2005-2006
January 1, 2004 January 1, 2005 • Apply for financial aid. Students must file a new Free Application for Federal Student Aid (FAFSA) annually.
March 2, 2004 March 2, 2005 • Deadline for new Cal Grant A and B applications.
• National University Financial Aid priority filing date for FSEOG and Federal Perkins Loans. Note: The Financial Aid Office will continue to make awards after this date as long as funds remain.
April 2004 April 2005 • National University begins processing student awards. Financial Aid Packets containing the IAFFA and other verification documents will be mailed to aid applicants.
June 2004 June 2005 • Announcements of Cal Grant A and B Awards.
July 2004 July 2005 • The funding period begins for the Federal Pell Grant and Campus-Based programs (FSEOG, Federal Perkins).
October 2004 October 2005 • The funding period begins for the Cal Grant programs.
June 30, 2005 June 30, 2006 • Federal Pell Grant deadline.
• Last day to file the FAFSA. Note: The Federal Student Aid Center must receive the student’s FAFSA by this date (June 30th). Applications postmarked June 30th and received by the processor after June 30th will not be accepted for processing.
June 30, 2005 June 30, 2006 • National University Verification/Processing deadline. Students must submit all requested forms by this date in order to receive financial aid for the school year.
Completion of Student’s Academic Year • Applying for an additional loan (Stafford and/or PLUS): Because students apply for and are awarded aid during different times of the year, each student’s academic year will vary. Generally, students are eligible to reapply after they successfully complete all courses in the previous loan period. In addition, 32 weeks of in-class instruction (8 months) must be completed. To submit a new loan application, students must have at least three months remaining in their academic year and they must meet the University’s minimum unit requirement:
Undergraduate /Credential: 12 units Graduate: 9 units
42 Financial Aid
Financial Aid Programs
The following chart describes Federal, State and institutional financial aid programs that are available. Please pay attention to program requirements and applications deadlines.
Application Date Funding graduate Financial Aid Programs 2004-2005 T - 2 Deadline Begins
Grant Loan Under Graduate CRED - 1 CER Need-Based
FEDERAL PELL GRANT •• •• is a grant program to help students with tuition cost. This June 30, 2005 July 2004 program assists students who are working towards a first bachelor’s degree. Award Range: $400 to $4,050 Applications: FAFSA, IAFFA FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (FSEOG) •• •• is a Priority July 2004 grant program to assist with tuition cost. Like Pell Grant, a student must be filing date: enrolled in a first bachelor’s degree. Awards are made on a limited basis to March 2, 2004 students with an exceptional financial need. Award Range: $100 to $3,000 Applications: FAFSA, IAFFA CAL GRANT A •• • is a state funded grant program to help students with tuition cost. March 2, 2004 Oct. 2004 Grant recipients are selected on the basis of financial need and grade point average. Students must be California residents working towards a first bachelor’s degree. Recipients of this award will be notified by the California Student Aid Commission in June. Award Range: $300 to $7,308 Applications: FAFSA, GPA verification CAL GRANT B •• • is a state funded grant program to help students with March 2, 2004 Oct. 2004 tuition cost. This program is intended to assist students with high-potential from disadvantaged/low-income families. Students must be California residents who have completed less than one semester of undergraduate studies. Recipients of this award will be notified by the California Student Aid Commission in June. Tuition Award Range: $300 to $7,308 Subsistence Range: $156 to $2,068 Applications: FAFSA, GPA verification
1 Credential Program Students must complete the program residency requirement at National (except for recipients of NU Scholarships) and may only apply for financial aid as a fifth year undergraduate. 2 Certificate Program These programs must consist of 36 units in length (except for recipients of NU Scholarships). Students are not eligible to reapply for an additional Stafford or PLUS Loan in the Certificate Program. KEY FAFSA: Free Application for Federal Student Aid IAFFA: Institutional Application for Financial Aid GPA: Grade Point Average Note: Award ranges and aid types are tentative.
43 Financial Aid
Application Date Funding graduate Financial Aid Programs 2004-2005 Deadline T - 2 Begins
Grant Loan Under Graduate CRED - 1 CER Need-Based
FEDERAL STAFFORD STUDENT LOAN •••••• is a loan program to assist students with Three months Based on each educational expenses. The interest rate for a new borrower is a variable interest prior to the student’s rate capped at 8.25% and is adjusted July 1 of each year. The 2004-2005 rate is student’s last individual 2.77%. Stafford recipients are not required to make payments or pay the interest course of the course during full-time attendance or the first six months after the student’s last date academic year schedule of attendance.
Loan Amount: For each academic year, a dependent student may borrow:
• up to $2,625 as a first year undergraduate • up to $3,500 as a second year undergraduate • up to $5,500 as a third, fourth, or fifth year undergraduate
Dependent students may receive both an unsubsidized and subsidized Stafford up to the amounts listed above.
Applications: FAFSA, IAFFA, Loan Application
UNSUBSIDIZED FEDERAL STAFFORD LOAN Three months Based on each • • ••• is a program available to students who may not qualify for a subsidized Stafford Loan or for students who may prior to the student’s qualify for only a partial subsidized Stafford Loan. This loan has a variable student’s last individual interest rate capped at 8.25% adjusted July 1 of each year. The 2004-2005 rate is course of the course 2.77%. The terms and conditions are the same as the subsidized Stafford Loan, academic year schedule except that the borrower is responsible for the interest that accrues while the student is in school and during the grace period.
Loan Amount: Students may receive both subsidized and unsubsidized Stafford Loans totaling up to the applicable Stafford limit (based on grade level).
Applications: FAFSA, IAFFA, Loan Application
Loan Amount: For each academic year, an independent student may borrow:
• up to $6,625 as a first year undergraduate • (at least $4,000 of this amount must be in unsubsidized Stafford) • up to $7,500 as a second year undergraduate • (at least $4,000 of this amount must be in unsubsidized Stafford) • up to $10,500 as a third, fourth, or fifth year undergraduate • (at least $5,000 of this amount must be in unsubsidized Stafford) • up to $18,500 as a graduate (at least $10,000 of this amount must be in unsubsidized Stafford)
Note: Students enrolled in an academic year requiring less than 36 units will be subject to a pro-rated loan.
Aggregate Stafford Loan Limits Dependent Undergraduate: $ 23,000 Independent Undergraduate: $ 46,000 Graduate: $138,500 ($65,500 in subsidized Stafford and $73,000 in unsubsidized Stafford)
Note: The graduate debt limit includes any Stafford Loans received as an undergraduate.
Fees: • Loan Origination Fee: A loan origination fee of up to 3% of the loan principal is deducted proportionately from each loan disbursement. • Insurance Premium: An insurance premium of up to 1% of the loan principal is also deducted proportionately from each loan disbursement.
44 Financial Aid
Application Date Funding graduate Financial Aid Programs 2004-2005 T - 2 Deadline Begins
Grant Loan Under Graduate CRED - 1 CER Need-Based
FEDERAL PARENT LOANS FOR STUDENTS (PLUS) is a loan program to assist Three months Based on parents of undergraduate dependent students with educational costs. This loan has a prior to the each variable interest rate capped at 9% and is adjusted July 1 of each year (the 2004-2005 student’s last student’s •• •• rate is 4.17%). Like the unsubsidized Stafford Loan, the interest is not subsidized by course of the individual the government. Repayment begins 60 days after the loan is made; however, for academic year course parents who qualify, payments (principal only) can be deferred during full-time schedule attendance, but interest will accrue.
Loan Amount: For each academic year, a parent may borrow up to the student’s cost of attendance minus other aid, per undergraduate dependent student.
Fees: (same as the Stafford Loan Program)
Applications: IAFFA, FAFSA, PLUS Loan Application FEDERAL PERKINS LOAN • ••••• is a low-interest (5%) loan program. This program assists Priority July 2004 students with tuition cost and is funded on a limited basis to students with filing date exceptional need. The major advantage for Perkins recipients is that the government March 2, 2004 pays the interest during at least half-time attendance and for nine months after the student’s last date of attendance. In addition, students are not required to make payments during that time.
Award Range: $300 to $3,600 Cumulative Totals
• Up to $20,000 for undergraduate study • Up to $40,000 for graduate or professional study
Applications: IAFFA, FAFSA, Perkins Loan Application NATIONAL UNIVERSITY SCHOLARSHIP PROGRAM ••••• consists of the Need-Based Open, but subject Funding will Award, the Collegiate Honor Award and the NU Presidential Scholarship. These to available funds begin upon awards are designed to recognize students for outstanding leadership, superior job receipt of the performance and exceptional scholastic achievement. The NU Presidential Tuition signed Scholarship is also designed to recruit and retain underrepresented educationally scholarship and economically disadvantaged students, single parents with financial need and acceptance handicapped students. letter by the Fin. Aid Awards: Dept. • Need-based Grant up to $900 • Collegiate Honor up to $1,600 • Presidential Tuition Scholarship up to $2,500
Application: Scholarship Application NATIONAL UNIVERSITY HIGHER EDUCATION LOAN PROGRAM (NU-HELP) •••••• Open, but subject July 2004 is a low-interest (6.75%) loan established by National University. This loan program to available funds is designed to supplement other resources the student may receive. Applicants are selected on the basis of financial need and credit history. Repayment begins six months after the student’s last date of attendance. The maximum repayment term is 10 years. Funds are awarded to assist students with tuition cost, on a limited basis.
Award Range: up to full tuition for 12 months Cumulative total of tuition for fiscal year
Origination Fee: $30 will be charged to the student’s account.
Applications: FAFSA, IAFFA, NU-HELP Loan Application
45
Policies and Procedures
48 General Admission Procedures 48 International Students 49 Attendance Procedures 50 Course Scheduling 50 Students with Disabilities 50 Complaints Relating to Discrimination or Sexual Harassment 52 Office for Student Affairs 53 Student Discipline 55 Grade Appeals 56 General Policies and Procedures 57 Independent Study 59 SOC 59 FERPA 60 Computer Lab Regulations 60 Computer Software and E-mail Policies
The University of Values
TM Policies and Procedures
General Admission Procedures and notify the student that a transcript is still outstanding. Thereafter, it becomes the student’s responsibility to ensure that the University receives the document. When the admission process is Selection of Candidates complete, any further acquisition of transcripts is the sole responsibility of the student. Admission to National University is based on evidence of a student’s ability to benefit from its educational program. Such evidence can In order to expedite the admission process (see Academic include any or all of the following: the student’s academic record in Information for Graduate Degrees), graduate and credential students other institutions, test scores, interviews, professional experience, are asked at the time of admission to secure from the college or motivation and educational objectives. university where they completed their baccalaureate degree a copy of their transcript in a sealed envelope. Admissions advisors will give Qualified applicants can begin classes any month of the year, them a prepaid envelope addressed to the Office of the Registrar of depending on course offerings at their chosen learning facility. A National University in which students are to mail the sealed “provisional” acceptance letter authorizes applicants to begin degree envelope containing the transcript. Students are advised not to open programs as enrolled students for up to three courses. During this the sealed envelope of the issuing institution. Doing so will render time, students must submit documents required for official the transcript invalid and a new one will need to be procured. acceptance as degree candidates. After the Office of the Registrar receives all official transcripts and other documents, the specific The university will not process requests for foreign transcripts/ degree requirements are finalized for students. A Notice of documents. Students who have attended institutions in foreign Matriculation or Degree Audit Reporting System (DARS) report countries must acquire official transcripts/documents themselves. constitutes official notification to students of the course of study required to complete the selected degree program. Official transcripts should be sent by the issuing institution directly to: Academic/Admissions Advising Office of the Registrar National University 11355 North Torrey Pines Road Persons seeking admission to undergraduate and graduate studies at La Jolla, California, 92037-1011 National University are unique in their specific circumstances and needs. Consequently, applicants are interviewed by an admissions The Office of the Registrar will not accept hand-carried transcripts or advisor. The admissions advisor discusses applicants’ specific transcripts “issued to student” as official documents unless in a requirements for admission at the initial interview. sealed envelope from the issuing institution. Registration Transcripts from other institutions that have been presented for admission or evaluation become a part of the student’s academic file Applicants for admission must complete all registration requirements and are not returned or copied for distribution. prior to attending the first class. Students are encouraged to register for all courses within a degree program at one time. Schedules may Readmission Procedures need to be modified upon receipt of the Notice of Matriculation or DARS Report, or any other event that may change the student’s Students who are in good standing and have not satisfactorily circumstance. All prospective and registered students receive a completed a course in their program over a 12-month period may be seven-digit student number. readmitted to the University upon application. They are required to Use of Social Security Number follow the policies of the catalog in effect at the time of re-enrollment and pay a re-enrollment fee. For post baccalaureate students simultaneously enrolled in more than one program, satisfactory Applicants must include their Social Security Number where completion of a course in one program over a 12-month period will indicated on the application for admission forms. The Social Security not keep them current in another program. If they have not Number is used to identify student records, including records for satisfactorily completed a course in the second program within the financial aid eligibility and the disbursement and repayment of past 12 months, they will have to re-enroll in that program under the financial aid and other debts payable to the University. then current catalog. Undergraduate students can only pursue one degree program at a time. Transcript Requests of Other Institutions International Students Transfer credit earned at other institutions cannot be considered without official transcripts. Because of the volume of coursework Admission that may be transferable for undergraduate students, the University will process on their behalf the initial request for all domestic transcripts, including payment of associated fees. Because the Applicants who require a Certificate of Eligibility for Nonimmigrant California Commission on Teacher Credentialing requires that the (F-1) Student Status, should contact an international admissions University possess transcripts from all institutions previously advisor for information on special admission requirements. A non- attended by credential students, the University will process on their refundable application fee of $100 is required for all international behalf initial requests for all domestic transcripts, except a transcript students. Prospective international students must establish means of showing proof of baccalaureate degree (see below), including financial support, provide official transcripts of previous education payment of associated fees. Because some institutions take from four in order to establish academic eligibility and fulfill an English to five weeks to respond to a request for transcripts, students are Language Proficiency requirement. proficiency. asked to sign a “Request for Transcript” form for the above mentioned institutions when the application fee is paid. These forms Note: The University is required to maintain student records and to furnish are used to procure the documents. If a transcript has not arrived the information to appropriate U.S Federal Agencies upon request. within six weeks, the registrar’s office will submit a second request 48 Policies and Procedures
Transcript Evaluation • San Jose State University’s “Studies in American Language” – advanced level Official transcripts are required for admission. Transcripts from • University of California at Davis’ “International Training and international institutions of higher education may require a credit Education Center” – advanced level recommendation by a recognized evaluation service selected by • Fresno International English Institute National University. Applicants are responsible for any required evaluation fees. The final decision on awarding credit is made by For additional information regarding the English Language National University, which carefully considers the evaluation requirements, students should contact an English Language service’s recommendations. Further information is available from the Programs Coordinator at (619) 563-2657 or an international student Office of the Registrar in San Diego. advisor at (619) 563-7212 or 1 (800) NAT-UNIV, ext. 7212, 2657 or email: [email protected] Language Proficiency Test of English as a Foreign Language
The English Language Proficiency requirement can be fulfilled with one of the following: Students can establish English language proficiency by a Test of English as a Foreign Language (TOEFL) taken within 12 months 1) Providing proof of a Baccalaureate or a Master’s degree from a before beginning course work. Acceptable TOEFL scores are 525/213 U.S. Regional accredited colleges or university. for undergraduates and 550/197 for graduate students. International 2) Test of English as a Foreign Language. English Language Testing System (IELTS) may be used in lieu of TOEFL. Undergraduates must score 5.5 and graduates must score 6. Student can establish English Language Proficiency by a Test of A Certificate of Advanced English (C.A.E.) or Certificate of English as a Foreign Language (TOEFL) taken within 12 months Proficiency in English (C.P.E.) grade of “C” or better will also be before beginning course work. Acceptable TOEFL scores are 525/197 accepted. International students who have not taken TOEFL may for undergraduates and 550/213 for graduate students. establish language proficiency by completing English as a Second International English Language Testing System (IELTS) may be used Language (ESL) through National University’s English Language in lieu of TOEFL. Undergraduates must score 5.5 and graduates must Programs (ELP) or a language school approved by National score 6. University. Orientation for International Students A Certificate of Advanced English (C.A.E.) or Certificate of Proficiency in English (C.P.E.) grade of “C” or better will also be accepted. Orientation is done on an individual basis. The student will meet with an advisor prior to the students’ first class. The orientation International students who have not taken TOEFL may establish session will cover National University’s intensive one-month format, language proficiency by completing English as a Second Language academic policies and procedures, library and research facilities. (ESL) through National University’s English Language Programs Immigration regulations, auto and health insurance, banking and (ELP) or a language school approved by National University. other topics of interest are also covered. International student handbook is also available on our National University’s Website 3) Completing National University’s English Language Program in http://www.nu.edu/ipo San Diego (TOEFL is not required for students who have completed National University English language program). Attendance Procedures • International students who need English Proficiency are tested and placed in the appropriate class level. • English Language classes follow the University calendar and All students must be officially registered for a class to attend it or to provide 100 hours of instruction per month receive a grade. This means that the course must be added to the • At the end of each month, the students are evaluated for student’s schedule prior to the third night of class. University advancement instructors cannot permit unregistered students to attend a class and cannot issue grades to unregistered students. The Office of the Interested students should apply directly to: Registrar will not post grades for unregistered students.
English Language Program Students are considered officially enrolled in a class after attending National University more than the first 25 percent of the scheduled class sessions for 4121 Camino del Rio South which they registered. For a typical one-month course, this means Suite 18 attending the first three class sessions. Specific definitions of full-time San Diego, CA 92108 enrollment status apply to recipients of financial aid and veterans benefits. • ELP also offers programs for students who want to study English language but do not plan to attend National University. Students are expected to attend all class sessions. An instructor may withdraw a student from class prior to the seventh session in 4) Students can also meet the English Language Proficiency undergraduate courses and the sixth session in graduate courses if requirements by satisfactorily completing the highest level of the student has more than two absences. An absence is assessed each study at the following five language training institutions: time a student is not in attendance during a regularly scheduled class • ELS in locations throughout the United States and abroad (in period, whether or not it is an excused absence. With instructor California, ELS centers are in San Diego, Orange County, Santa approval, students may be allowed to make up examinations or class Monica, San Francisco and Oakland) (Students must complete assignments missed due to absence or tardiness. Students must level 109 for undergraduate studies and level 112 for graduate arrange to complete any make-up work with the instructor, in studies) advance. Students who have more than three absences, and who are • San Diego State University’s “American Language Institute” – not withdrawn from the course, will be issued a letter grade of “F.” level 106 or pre-MBA program. 49 Policies and Procedures
Tardiness to and early departure from classes accrue, with the Bar from Attendance potential for a cumulative effect of absences. Students may be barred from attending classes for failure to: Any dispute about attendance must be addressed by the student in • Present official transcripts certifying degree/status from writing to the Registrar’s Office within thirty days of the posting of previous institutions grades for the class. Once grades have been issued and credit • Comply with admission requirements awarded, neither the coursework nor the grade can be expunged • Respond to official University notices from the student’s record and tuition will not be refunded. • Settle financial obligations when due With instructor approval, students may be allowed to make up examinations or class assignments missed due to absence or Students who are barred from attendance are generally given tardiness. Students must arrange to complete any make-up work advance notice. If a student fails to respond or has a history of failing with the instructor, in advance. Work must be completed prior to the to respond, action will be taken without further notice and the last class session. With instructor approval, a grade of incomplete student will no longer be entitled to services of the University, except may be issued if coursework is not completed by the last class for assistance toward reinstatement. The University can drop the session. Approval of the assignment of an incomplete grade is at the student from all current and future classes if appropriate. Under no discretion of the instructor. circumstances can a student who has been barred from attendance Course Scheduling attend class or receive a grade. Withdrawal from the University
Any course substitutions or changes in a degree program must be consistent with a student’s degree objective and fulfill the graduation Students who wish to withdraw permanently from National requirements for the degree. Students should contact an admissions University must fill out a “University Withdrawal Form,” which is advisor for advice and assistance in requesting such changes. For available at each learning center. The enrollment status of such students receiving financial aid, changes made to their schedules students will be changed to “University Drop,” they will be after processing may delay or cancel their aid. Speak to a financial immediately withdrawn from the University and their future classes aid advisor before withdrawing from a course or requesting a will be deleted from their schedules. Federal student aid recipients schedule or program change. should refer to the “Financial Aid Refund Policy” in the General Catalog. Students can change a registered course as follows: Students may drop a course: Students with Disabilities • Prior to the first 25 percent of the scheduled class sessions. No grade will be given and no tuition will be charged. For a one- month course, students must drop the course prior to the third National University complies with the Americans with Disabilities scheduled class session to avoid incurring a tuition charge or Act of 1990 and Section 504 of the Federal Rehabilitation Act of 1973. receiving a grade. After the first 25 percent of the scheduled Accordingly, qualified persons with disabilities may not, on the basis class sessions, a grade will be entered and a tuition charge levied of that disability, be denied admission or subjected to discrimination according to the refund policy. in admission decisions. Further, no qualified student with a disability, on the basis of that disability, may be excluded from any Students may change a course: academic, research, counseling, financial aid, or other post-secondary • Prior to the start date of the course. To assure that the desired education program or activity that the University provides to all course is available, students are encouraged to substitute or add students. a course at least one week in advance of the start date. Students or prospective students who want to read the complete Course Withdrawal National University Policy and Procedures, Services to Students with Disabilities, should request a copy from an advisor. Applications for accommodations for a disability may be sent to: The term “Withdrawal” signifies that a student has withdrawn from a course after beginning the third class session. Notifying the The Office of Scholarships and Special Services instructor of one’s intent to withdraw is insufficient and will not National University constitute a withdrawal. A “Withdrawal” is not allowed after the 11355 North Torrey Pines Road beginning of the seventh class session. To withdraw, the student La Jolla, CA 92037-1011 must notify an admissions advisor in person or in writing. The Phone: (858) 642-8185 effective date of withdrawal is the last date of actual attendance. This is a permanent mark with no grade points assigned. Students The California Relay Operator can be reached at 711. withdrawing from one course while retaining their registration with the University should refer to the Withdrawal section under Grading System in this catalog. Complaints Relating to Cancellation of Classes or Programs Discrimination or Sexual Harassment The University reserves the right to cancel or postpone a class or a program if student enrollment is insufficient. However, every effort National University is committed to maintaining a working and will be made to cancel the class or program well in advance of the learning environment in which students, faculty and staff can beginning date. develop intellectually, professionally, personally and socially. Such an atmosphere must be free of intimidation, fear, coercion and reprisal. The University prohibits discrimination or harassment on the basis of race, ethnic or national origin, religion, age, sex, color, physical or 50 Policies and Procedures
mental disability, or marital or veteran status under any program or will provide any member of the University community an activity offered under its control. opportunity to discuss specific concerns in a confidential setting. Assistance will be provided to: In keeping with this commitment, the University also maintains a • help the Complainant understand the definition of strict policy that prohibits sexual harassment, which includes discrimination or sexual harassment and determine if the alleged harassment based on gender, pregnancy, childbirth, or related conduct would constitute discrimination or sexual harassment; medical condition and inappropriate conduct of a sexual nature. This • explain the various informal and formal options available to the policy applies regardless of the gender or sexual orientation of the Complainant, including strategies for the Complainant to inform Complainant or the alleged harasser. the offending party that the behavior is unlawful or unwelcome and should cease, action by an appropriate University official to It is University policy that all persons should enjoy freedom from stop the unlawful or unwelcome conduct and mediation; and unlawful discrimination of any kind, as well as from sexual • identify various support services available to the Complainant. harassment, or retaliation for reporting a complaint. This policy applies to prohibit unlawful discrimination or harassment between The student may seek a resolution of the matter through discussion members of the University community, including between students with the alleged offender or person responsible for the program or and other students and between students and employees, or third for enforcing the rule or procedure. The University encourages parties, if the University has notice regarding or control over the discussion between the parties directly involved in a dispute, third party. Individuals who engage in prohibited conduct will be especially in the early stages before the parties have assumed official subject to disciplinary action. or public positions that may polarize the dispute and make resolution more difficult. Students may seek advice about how best Grievance Procedures to approach this individual or to obtain other assistance, such as mediation, from their admissions advisor, the Office for Student The University encourages prompt reporting of complaints so that a Affairs, or any other appropriate campus officer. rapid response can be made and appropriate action taken. Note that reporting a complaint need not be limited to someone who was the If no resolution is forthcoming or if direct confrontation is deemed target of the discrimination or harassment. inappropriate, the student may report the incident(s) to the Vice President for Student Services or to the alleged offender’s supervisor, The following person is designated to coordinate the University’s if appropriate. responsibilities under the law and to insure compliance with the University’s policies against discrimination: The campus officer who is consulted will keep a written log of discussions, which in all events will be forwarded to the Vice Vice President for Student Services President for Student Services. If the dispute is resolved to the National University satisfaction of all parties, a memorandum stating resolution of the 11355 North Torrey Pines Road conflict is sent to the parties and the Vice President for Student La Jolla, CA 92037-1011 Services will monitor the situation to prevent recurrence or Telephone: (858) 642-8024 retaliation. Formal Procedures Any student who feels that they have been subjected to discrimination by a student or by the University through any of its employees, contractors, entities, policies, procedures, or programs A. Filing a Written Complaint with the Vice President for Student may file a complaint with the Vice President for Student Services. Services:
The University will endeavor to maintain confidentiality to the 1) The Complainant must complete a complaint form. These forms extent permitted by law. Where the Complainant’s desire to maintain are available in the Office for Student Affairs and in all advising anonymity constrains the University from attempts at establishing offices. To be processed, the complaint must be filed within 120 facts and eliminating the potential discrimination, the University will days of the alleged unlawful discrimination or harassment or attempt to find the right balance between the Complainant’s desire within 120 days of the Complainant’s learning of the for privacy and confidentiality and its responsibility to provide an discriminatory or harassing action. environment free of discrimination. The University has a duty to 2) The Vice President for Student Services dates and logs all investigate even if the student declines to file a complaint or demand written complaints and sends the Complainant an action. The University may take more formal action in cases of acknowledgement that the complaint is under review. egregious discrimination that may require complete disclosure of all 3) If the complaint does not meet the procedural requirements, the relevant facts. Vice President for Student Services immediately notifies the Complainant of the specific deficiencies of the complaint. If the Informal Procedures complaint meets the procedural requirements, the Vice President for Student Services forwards a copy of the complaint to the alleged offender or unit against which the complaint is made Students who believe that they have been subjected to unlawful (“Respondent”). discrimination or harassment may use the following informal 4) The Vice President for Student Services will arrange appropriate procedures to resolve their complaint. This process may be used as a interim measures when warranted to protect the parties. prelude to filing a formal complaint or as an alternative and 5) The Vice President for Student Services investigates the generally is completed within 30 days. It is not necessary that this complaint (or the Vice President’s designee, who has been option be used. Students have the right to file a formal written trained in the investigation of such complaints), meeting complaint either initially or if they believe informal resolution is not separately with the student and with others who are either possible. Students may, at any time, elect to stop these informal named in the complaint or who may have knowledge of the procedures. facts. Generally, the investigation is completed within 30 days from the date the Vice President for Student Services receives the The Student Relations Coordinator in the Office of Student Affairs complaint. 51 Policies and Procedures
On completion of the investigation, the Vice President for Student regulations. Only when a complaint reaches the formal process and Services will prepare a report of the witness statements and the only if it is sustained will it be recorded in the Respondent’s student evidence and will provide a copy to each party. or personnel file. Appeal B. Next, a review panel is established as follows: A party may file a written appeal within 10 days of receipt of the The Complainant and Respondent each nominate one student or findings with the Provost and Vice President for Academic Affairs. employee who is unbiased, not involved in the complaint and The written appeal must state the objections to the decision. willing and available to serve as a member of the panel. Upon receipt of the appeal, the Provost and Vice President for Academic Affairs will forward a copy to the other party(ies). The nominated panel members select, by mutual agreement, another member who will serve as chair of the panel, who will conduct the Parties can forward commentary to the Provost and Vice President hearing and rule on procedural matters. If they are unable to agree for Academic Affairs within 14 days of receipt of the appeal. on a chair, the Vice President for Student Services makes the selection. Within 21 days following receipt of an appeal, the Provost and Vice President for Academic Affairs will render a final decision. C. Once the review panel is established: Changes to these procedures may be made as needed to resolve problems. Any request for changes should be directed to the Vice The chair sets the time and place for the hearing at the earliest President for Student Services. If the complaint is against the Vice possible time consistent with the schedules of the parties and the President for Student Services or other officer involved in these panel. The date of the hearing may be postponed or extended by procedures, the Provost and Vice President for Academic Affairs will mutual agreement of the parties with the consent of the chair. The designate a University employee to act in their place in these panel makes every reasonable effort to conduct its hearing within 14 complaint procedures. days of the panel’s formation. If the decision finds that the Complainant falsely accused another of The failure of any party to appear without justifiable cause will discrimination or harassment knowingly or in a malicious manner, terminate that party’s right of appeal. the Complainant will be subject to appropriate sanctions. The Vice President for Student Services reviews pertinent evidence Retaliatory action of any kind by any member of the University and coordinates the hearing process by informing the panel of its community against anyone seeking redress under these procedures, role, defining the issues and ensuring that the panel is provided with cooperating in the investigation, or other participation in these the complaint, response and other appropriate information. The Vice procedures is prohibited and will be regarded as the basis for President for Student Services serves as recorder of the proceedings disciplinary action. and advisor to the panel, but does not vote. In cases of discrimination or sexual harassment, the complainant The standard of review to be used in all proceedings is fundamental may, at any time during the informal or formal procedure at National fairness. Strict rules of evidence and procedures are not required so University, file a complaint with: long as the proceedings are conducted in a manner that allows both sides to fairly and fully explain the circumstances. Decisions Office for Civil Rights regarding the admissibility of evidence and the weight to be given to U.S. Department of Education pieces of evidence will be made by the chair. The burden of proof is 50 United Nations Plaza, Room 239 upon the Complainant to prove his or her case by a preponderance San Francisco, California 94102 of the evidence, which means that the proof need only show that the facts are more likely to be so than not so. The University will complete its investigation and make findings on a complaint filed at the University, even if a complaint has also been The review panel proceedings will be conducted in a closed hearing. filed with the Office for Civil Rights. The parties will have a reasonable opportunity for oral presentation and to present written evidence. The hearing is not a legal forum and representation of parties by legal counsel is not permitted. The Office for Student Affairs parties may, however, be accompanied by another member of the University community, who will act as a personal advisor with The Student Relations Coordinator (SRC) whom they may consult.
The panel will make every reasonable effort to forward its written The Office for Student Affairs serves the National University findings to the Vice President for Student Services and to the parties community by advocating for accepted norms of fairness, decency within seven days after the close of the hearing. and ethical behavior, adherence to the letter and spirit of National University policies, and prevention of delay, complication, and The findings will be recorded and signed by the parties and the Vice unresponsiveness in the application of University rules and President for Student Services, except when either party disagrees processes. The Student Relations Coordinator works to fulfill the with the findings of the committee and decides to appeal. mission of the University by serving as an informal and impartial Reasonable, timely and effective action will be taken as needed to resource for the National University community and by acting in the correct discriminatory effects, prevent recurrence, or remedy the following ways: Complainant’s loss, if any. These actions will be communicated to the Complainant. • Serving as an advisor who listens and identifies options to address the student’s problem; In the event disciplinary action is recommended, the Respondent will • Encouraging and assisting people to resolve their own conflicts. be entitled to fair process provided by University rules and When requested, the SRC will intervene and work with all
52 Policies and Procedures
parties to resolve a dispute; in any academic exercise. • Identifying personnel appropriate to handle a given problem, • Conducting any act that defrauds the academic process. explain National University policies, connect people with University resources and explain how the University system Plagiarism is the presentation of someone else’s ideas or work as works; one’s own. As such, plagiarism constitutes fraud or theft. Plagiarism • Assisting when normal channels have failed to resolve students’ or academic dishonesty in any form is a grave offense and will not be problems or when there is not a well-defined channel to address tolerated. the concern; • Providing a confidential way to raise sensitive or very private If an instructor determines there is sufficient evidence of academic concerns; and dishonesty on the part of a student, the instructor may exercise one • Providing feedback to the President, Board of Trustees, deans or more of the following options: and other University officers about policies, practices and structure that regularly produce conflicts, problems and • Require a timed writing sample to be written on the assigned complaints. topic to determine the veracity of the suspicion • Require that the work be rewritten Contact the Student Relations Coordinator • Issue a lowered or failing grade for the assignment • Issue a lowered or failing grade for the course In deciding whether to initiate contact with the SRC, it is best to view • Request formal disciplinary action by the Judicial Affairs Officer this step as a last resort to be taken only when other approaches have failed. For many problems, a normal procedure or route of appeal If a student’s assignment or course grade is lowered on the grounds can be found in the University rules or policies. Academic advisors, of academic dishonesty, the instructor must inform the student that department chairpersons, deans and directors are all, by virtue of academic dishonesty figured into the calculation of the grade. The their office, experts at handling specific types of problems and student may exercise his/her right to appeal the grade by should normally be consulted first. The SRC does not take sides, but requesting a disciplinary hearing, convened by the Judicial Affairs considers the rights and interests of all parties to a dispute with the Officer. aim of achieving a fair outcome. The SRC does not make, change, or set aside policies or decisions, but advocates for fairness. The SRC It is the instructor’s responsibility to report any reasonable suspicion will not identify students or reveal their confidences without of plagiarism to the Judicial Affairs Officer so that such behavior may permission except when required by law. Conversations with the be monitored and repeat offenders identified. Notification may be SRC may not be used in grievance or other formal proceedings. For made through one’s department chair. Upon request for disciplinary help in identifying alternative courses of action please contact the action or upon repeated offenses, the Judicial Affairs Officer will Student Relations Coordinator: initiate hearing proceedings that may result in disciplinary action such as probation, suspension, or expulsion. Student Relations Coordinator Avoiding Plagiarism National University 11355 North Torrey Pines Road La Jolla, CA 92037-1011 Students must give credit for any information that is not either the (858) 642-8035 result of original research or common knowledge. For example, it [email protected] would be necessary to give credit to an author who provided an argument about the strategic importance of the Emancipation Student Discipline Proclamation in the American Civil War. Conversely, major historical facts, such as the dates of the American Civil War, are considered common knowledge and do not require that credit be given to a Students are expected to conduct themselves in a responsible manner particular author. that reflects ethics, honor and good citizenship. They are also expected to abide by the regulations of the University. It is the If a student borrows ideas or information from another author, students’ responsibility to maintain academic honesty and integrity he/she must acknowledge the author in the body of the text and on and to manifest their commitment to the goals of the University the reference page. If a student borrows the words of another author, through their conduct and behavior. Any form of academic he/she must be careful to use the author’s exact words, enclose them dishonesty, or inappropriate conduct by students or applicants, may in quotation marks and cite the source in the body of the text and result in penalties ranging from warning to dismissal, as deemed also on the reference page. If students are unsure whether or not they appropriate by the University. Students will be informed in writing should cite, they are encouraged to cite. They are also encouraged to of the nature of the charges against them, they will be given a fair ask their instructors for guidance on this issue. Students might also opportunity to refute the charges and there will be provisions for visit the writing centers, consult writing handbooks such as the appeal of a decision. Essential Little, Brown Handbook and for formatting questions refer to manuals such as The MLA Handbook for the Humanities, The Academic Dishonesty Publication Manual of the APA for social sciences and business and The CBE Style Manual for natural and applied sciences. Academic dishonesty includes cheating, plagiarism and any attempt Civility in the Classroom: A Code of to obtain credit for academic work through fraudulent, deceptive, or dishonest means. Below is a list of some of the forms academic Classroom Etiquette dishonesty may take. • Using or attempting to use unauthorized materials, information, Freedom of speech and expression is valued not only throughout or study aids in any academic exercise. society but also, and particularly, in the academic setting. No more is • Submitting work previously submitted in another course this so than in the classroom. As a diverse community of learners, without the consent of the instructor. students must strive to work together in a setting of civility, • Sitting for an examination by surrogate or acting as a surrogate. tolerance, and respect for each other in an environment that does not • Representing the words, ideas, or work of another as one’s own distract from the mutual commitment to academic inquiry and 53 Policies and Procedures
reflection. To that end, the following code of classroom etiquette has dishonesty) can result in a student being barred from graduate or been established. professional schools at this or other universities. In addition, violating University policy can make a student ineligible for When participating in class dialogue, no one monopolizes government commissions or other employment. discussions to the exclusion of others, either in terms of time or opinions expressed. When a violation has occurred, an electronic incident report, Conflicting opinions among members of a class are respected and including the date, time and circumstances of the alleged act, must responded to in a professional manner. be submitted to the Office for Student Affairs. This report includes a No side conversations or other distracting behaviors are engaged in description of the actions of all parties involved, names of witnesses during class discussions or presentations. available and documentary evidence that supports the charge. No offensive comments, language, or gestures are part of the Students wishing to report a violation should file the report through classroom environment. the Director/Associate Director of Student Services, or a full- Cell phones and other electronic devices (notebooks excepted) are time/associate faculty member. placed in the “off” mode during class time. Children and pets (guide dogs excepted) are not brought to class. Upon receipt of the report, the Judicial Officer will determine if a University policy may have been violated by the student. If there is Adherence to this code of etiquette will enable students to receive the insufficient information to make that determination, the Judicial most from their academic endeavors and should be seen as a regular Officer will notify the person making the report. If there is sufficient and voluntary compact among faculty and students. Any infraction information, the Judicial Officer will contact the student. of this code, however, that is deemed to be materially or substantially disruptive of the learning environment is cause for removal of a Normally, the Judicial Officer will contact the student in writing student from a class or for student disciplinary proceedings. informing the student of the charges in sufficient detail, including the time and place the alleged violation occurred and the penalty that Reasons for Probation, Suspension and would be appropriate if the student did in fact violate the policy. If Dismissal of Students circumstances warrant it, the student may be given the option of waiving a hearing and accepting a lesser penalty. In cases that go to a hearing, disciplinary action is determined by the hearing committee. Students may also be disciplined for any of the following reasons: See Hearing and Appellate Procedures below. • Academic dishonesty • Forgery, altering University documents, or knowingly providing Hearing Procedures false information • Disruption of the educational or administrative process of the Hearing committees consist of three members. The Judicial Officer University, by acts or expression appoints two members from the University faculty or administrative • Physical abuse or threat of abuse to students, University staff and the student selects one member from the University faculty. employees, or their families The Judicial Officer also designates the chairperson to conduct the • Verbal abuse or intimidation of students or University proceedings and report the committee’s decision. Members of employees including shouting, use of profanity, or other displays hearing committees must be unbiased and must not have had direct of hostility involvement in the case prior to the hearing. • Theft of University property or the property of a University Parties to the hearing are notified in writing of the hearing date, employee, student, or visitor time, location and procedures at least seven working days before the • Vandalism or unauthorized destruction of University property hearing. or the property of a University employee, student, or visitor • Sale or knowing possession of illegal drugs or narcotics Hearing procedures include the following: • Possession, use, or threats of use of explosives or deadly • A written or electronic record of the proceedings is maintained. weapons on University property The hearing is closed and members of the committee will take • Lewd, indecent, or obscene behavior on University property or reasonable precautions to ensure that the proceedings remain by any means of communication confidential, unless disclosure is required by law. A scribe or • Sexual harassment technician may be present to record the minutes. • Sexual assault • The proceeding is not governed by formal rules of evidence or • Soliciting or assisting another in an act that would subject by trial-like procedures. The procedures are those used by students to a serious University sanction reasonable persons conducting a serious proceeding. The • Trespassing in an area of the University where the student is not chairperson rules on all procedural questions. authorized to be, or failure to leave immediately an area when • The chairperson reads the charges or complaint to the directed by an employee of the University committee. • Using University equipment or networks to violate software • Each side presents its case. copyrights • Members of the committee have the right to question any of the • Violation of the University’s visitor policy parties or witnesses. • Violation of any other lawful policy or directive of the • Parties may be advised by legal counsel, but legal counsel may University or its employees. not be present during the hearing. • Any action that would grossly violate the purpose of the • The chairperson may terminate a party’s right to address the University or the rights of those who comprise the University committee if the party becomes abusive or persists in presenting irrelevant evidence or information. Disciplinary action may include probation, suspension, or dismissal • If either party fails to appear, the hearing will continue as if the from the University. Students suspected of committing any violation absent party were present. of University policy are accorded procedures consistent with fair • The failure of any party to appear without justifiable cause will process typically before disciplinary action is imposed. However, in terminate that party’s right to appeal. appropriate circumstances, students may be suspended prior to a • After the hearing, the committee deliberates and renders a hearing. decision by simple majority based on a preponderance of the Any violation of University policy (including all forms of academic 54 Policies and Procedures
evidence. If the committee decides to impose a penalty, it Hearing Rights specifies the disciplinary action to be imposed. • The Judicial Officer and the committee chairperson send written In disciplinary, administrative, grievance and appeal hearings, notification of the committee’s decision and of the right to parties have the following rights: appeal it. Appellate Procedures • To be present during the hearing • To be informed of all the evidence received by the committee • To present witnesses Students who believe they have been wrongfully or excessively • To challenge or rebut evidence or testimony presented by the penalized may appeal the hearing decision. Such an appeal must be opposing party requested in writing within 30 days of notification of the action and • To submit evidence on behalf of their own position. must be directed to the Provost and Vice President for Academic • To make a summary argument and to respond to the argument Affairs. In order for the Provost and Vice President for Academic of the opposing party Affairs to convene an appeals committee, a student must establish • To bring another person to the hearing as support or as a that there is sufficient cause for such an appeal. It is the spokesperson. responsibility of the student to submit a clear, coherent, written statement providing the basis for the appeal, including any Grade Appeals supporting documentation. For an appeal to be granted, the student must present: • a reasonable possibility that the unfavorable decision was clearly Faculty members are vested with the authority to establish course wrong, given the hearing committee’s interpretation of the requirements and standards of performance. It is the responsibility of evidence or in the disciplinary action imposed. faculty to articulate and communicate course requirements and • new evidence that was not available for presentation at the standards of performance to students at the beginning of each course original hearing and which, if true, creates a reasonable and apply all grading criteria uniformly and in a timely manner. probability of a different decision. In addition, a satisfactory Final grades submitted by faculty to the Registrar’s Office are explanation must be provided for the failure to present such presumed to be accurate and final. A student, who has questions evidence at the hearing. about a grade received in a course, should ordinarily seek to resolve the issue by first consulting with the instructor. If the issue has not At the discretion of the Provost and Vice President for Academic been resolved after consultation, and the student believes there are Affairs, any disciplinary action previously imposed may be grounds for appealing the grade, the student may invoke the grade- suspended pending disposition of the appeal. appeal procedure outlined below.
The Provost and Vice President for Academic Affairs will appoint a Grounds for a Grade Appeal panel of three individuals from the University’s faculty, administration, or both, and will designate one of them to conduct Students can appeal a grade only when they can document that one appeal proceedings. Members of the committee must not have had or a combination of the following has occurred: direct involvement in the case prior to the appellate hearing. A • An error in calculating the grade meeting time is arranged within 30 days of receiving of the request • Failure of the instructor to notify students clearly and promptly for an appeal. All relevant information is then considered by the of the criteria for grade determination committee, including the record of the proceedings of the original • Assignment of a grade based on reasons other than the hearing, written statements of the case and the testimony of any announced criteria and standards witnesses for each of the opposing parties and any new evidence • Assignment of a grade based on factors other than student presented. achievement, e.g., prejudice or discrimination • Inconsistent or inequitably applied standards for evaluation of The hearing procedures for the appeal will be identical to the student academic performance procedures for the original hearing (see Hearing Procedures). The • If the student believes that the grade received is based upon appeal committee will make every attempt to render a decision unlawful discrimination, or sexual harassment, as defined in within 10 working days from the date of the hearing. The committee these policies and procedures, the student should proceed under may recommend to uphold the previous decision, mitigate sanctions, the procedures in this catalog for “Complaints Relating to or dismiss all charges or complaints. The chairperson of the Discrimination and Sexual Harassment.” committee will send a written report of the appeal committee’s recommendation, including a description of the appeal and the The Appeal Process rationale for its recommendation, to the Provost and Vice President for Academic Affairs. Within fourteen days of receiving the recommendation, the Vice President will send written notification of When students believe that they have grounds for appealing a grade his/her decision to the student. This decision is final. issued by an instructor because of an occurrence of one or more of All documentation for all hearings will be kept on file. the above mentioned circumstances, the following procedures must be followed: Disciplinary expulsions are noted on student transcripts. Probation and suspension are also noted on transcripts but only for the The student must submit a written appeal to the School Dean within duration of the probation or suspension. 45 days of the end date of the course. The student must provide clear documentation that demonstrates the occurrence of one or more of Any retaliatory action of any kind by an employee or student of the the above-listed grounds for appeal. Documentation may be in the University against any other employee or student of the University form of email correspondence, graded assignments, proof of timely as a result of that person’s seeking redress under these procedures, submission, etc. The student must also provide evidence of the level cooperating in an investigation, or other participation in these of achievement in support of the particular grade that the student procedures is prohibited and will be regarded as the basis for believes he/she should have been awarded. If the evidence meets disciplinary action. the criteria, the dean forwards the student’s written statement to the 55 Policies and Procedures
instructor for a response, which the instructor must provide within registration is also available through the library’s website at 15 days. The dean then refers all documentation to the grade appeals www.nu.edu/library. committee. Books, pamphlets and annual reports may be checked out for a Grade Appeals Committee period of four weeks. Reference books and periodicals may not be checked out. Copy machines are available for photocopying such A standing committee within each school in San Diego, the grade materials. Instructor’s print-reserves may circulate for brief periods appeals committee consists of three faculty members (full-time or of time as determined by the instructor. associate) appointed by the appropriate school dean. The grade appeals committee considers the documentation and may decide The late fee for overdue books and annual reports is $.20 per day, per either to change or uphold the grade. item. The late fee for instructors reserve is $.50 per day, per item. Materials not returned to the library are considered lost. The The grade appeals committee will render a final decision within 30 borrower is responsible for the replacement cost of the materials, days of receiving the grade appeal information from the dean. This plus a nonrefundable fee of $10.00. decision is forwarded to the dean who informs the student, the instructor and the Registrar’s Office of the decision in writing. Audio-visual materials may be checked out by faculty for classroom use only and can be previewed in advance. Students may also view The decision of the grade appeals committee on these matters is final audio-visual materials at their local Library Information Center by and cannot be appealed. placing an advanced request through their library representative. All media booking requests must be placed three working days prior to General Policies and Procedures the date needed. Accelerated Study/Maximum Number of Non-Degree Students Units
A limited number of applicants are allowed to enroll as non-degree Students with a superior academic record and a compelling, students. Non-degree student applicants must follow the usual demonstrated need may petition the school dean for an accelerated admission procedures, establish academic qualifications to enter the study, meaning they will be enrolled in more than 7.5 quarter units in courses desired and remit the customary tuition and fees. Admission the same month. The granting of an accelerated study is wholly at as a non-degree student neither implies nor assures acceptance as a the dean’s discretion. With the exception of certain approved degree candidate. Non-degree students are permitted to enroll in no programs, applications for acceleration must be approved a month in more than six courses (27 quarter units). Students requesting an advance by the school dean. To be eligible, students must have: exception must submit a statement to the Committee on the Application of Standards. 1) Completed 13.5 quarter units at National University prior to the request Auditing Courses 2) Maintained a 3.5 grade point average for undergraduates and a 3.7 for graduates To audit a course, a person who is not a current student must 3) Completed all prior coursework with no outstanding grades of complete an admission application with an admissions advisor and “Incomplete” register for the course. Current students must register for the course. 4) Maintained a current account balance, i.e., the balance should Approval to audit is given on a space-available basis. Students not exceed the current month’s tuition. Note: This requirement can be waived if the student has an approved financial aid auditing a course must pay the regular fees and tuition for the course packet in the Financial Aid Office or an approved company- and participate in class activities, but are not required to take reimbursement plan on file in the Student Business Services examinations. No course credit is awarded to the student. Office. Visitors 5) Demonstrated a compelling, exceptional need 6) Approval to take more than 18 units in a quarter requires advance approval from the Committee on the Application of No one may visit the classroom during class hours without the prior Standards. Under no circumstances are students approved to approval of the instructor and the director of student services at the accelerate their studies every month. site. Students may not bring children to the classroom or computer lab or leave them at any other University facility while attending Students who believe they meet the above requirements should class. Violations may result in disciplinary action. submit their application well in advance of the anticipated course Animals on Campus date because processing time is six to eight weeks. Additional Considerations
Animals, other than trained service animals for persons with disabilities, are not permitted in a University facility. Violations may • With regard to summer intensive programs, students who wish result in disciplinary action. to accelerate may take either a summer intensive course with an evening course or two summer intensive courses in the same Library Borrowing Privileges and Fines month, provided that they meet the above criteria. • Students in credential programs in the School of Education who All National University students, faculty and staff are eligible to have a GPA of 3.0 may take a regular evening course while borrow library materials. NULS library cards are required to borrow doing student teaching, provided they meet the rest of the items and are available from the libraries at no charge. Online criteria for accelerated study. Students approved to accelerate their studies will be limited to register for two of the following
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courses concurrently while student teaching. For multiple a grade of “Incomplete,” the instructor must also notify the Office of subject: TED 621B, TED 622A, or TED 622B. For single subject: the Registrar of the date of the extension. “Incompletes” not removed TED 625A, TED 625B, or TED 624. before the time limit become permanent grades of “F.” Standard tuition charges apply to independent studies. Independent Study Guided Study
Independent study is a catalog course taught independently to one Guided study is an individualized course that deals with material student. Not all courses in the catalog are approved for independent not covered in any approved catalog course. Guided study course study. Under certain conditions and circumstances, students may be numbers are XXX 490 or XXX 690. Students in guided study courses approved to take a course through independent study. Convenience work independently under the guidance of an instructor. Guided or the desire to graduate early are not considered valid studies follow the same approval process as independent studies and circumstances. Approval for an independent study is at the must meet the eligibility requirements as indicated under the discretion of the school dean. Students who believe they have a independent study section . Requests should be made well in justifiable reason for an independent study should submit their advance of the start of the guided study. paperwork well in advance of the anticipated start date because processing time is six to eight weeks. Change of Academic Program
To be considered eligible to apply for an independent study, ALL of the following conditions must be met: Students may apply for a change of academic program at any time, provided they are not disqualified from their current program. 1) The course must be approved for independent study Application for such a change does not, however, mean automatic 2) The student must be matriculated acceptance into the new program. Official acceptance into the new 3) The student must have completed 13.5 quarter units in residence program occurs only when students are re-matriculated. Students on with a grade point average of 3.0 probation must submit their request for a change of program to the 4) The student must have no grades of “Incomplete” at time of Committee on the Application of Standards for approval. Students application must keep in mind that courses taken in the program they are exiting 5) The student must have no more than one other independent might not apply toward the program they are entering. The third and study at the current degree level any subsequent application for a change in program must be 6) The student must have a current account balance accompanied by a letter of intent that must be approved by the Committee on the Application of Standards. Such letter should Students taking an independent study course are expected to meet explain the reason for the change along with the plan for completion. all of the course competencies and are evaluated according to criteria similar to those employed in normal offerings of the course (i.e., Practica, Internships, & Residencies written examination and/or a substantive, interpretive research paper). Students may be required to take practical training courses in the form of internships, practica, or residencies depending on the If students meet all of the above conditions, they should take the academic discipline in which they are enrolled. This training may be following steps: accomplished at National University facilities or at off-campus locations, depending on the specialty being pursued. All such 1) Request an Application Form for Independent Study from the courses share certain common elements including: Director of Student Services at their local campus. Students who • Students must register in advance are determined eligible to submit an application to the school • University instructors are responsible for developing course dean are mailed a certified copy of the Application for an requirements and supervising the progress of students Independent Study along with a copy of their class schedule. • Regular meetings between students and instructors provide 2) Write a letter describing the special circumstances that opportunities for guidance and evaluation. These interactions necessitate an independent study. are generally held on a weekly basis. 3) Submit the letter of justification, the certified Application for an • Practical training experiences require significantly more time Independent Study and their class schedule to the appropriate than a regular course. school dean (School of Arts and Sciences, School of Education, • Students are evaluated on their progress and assigned either a School of Engineering and Technology, or School of Business and letter grade or a satisfactory/unsatisfactory grade, as Information Management) for consideration. determined by the appropriate academic department. A satisfactory grade is considered equivalent to a “B” grade or If the school dean approves the requested independent study, an better for student teaching and graduate level courses, or a “C” approved instructor is assigned to prepare the terms of the contract. grade or better for undergraduate courses. The satisfactory After the contract terms have been finalized, the student and the grade is not calculated into the student’s GPA. instructor sign the contract, which is then formally approved by the • All practica, internships, or residencies are granted full credit appropriate full-time faculty member and the school dean. The toward graduation, do not extend degree requirements and are signed contract is forwarded to the Office of the Registrar for entry mandatory in several degree and credential programs. into the student’s computer record and tracking. • Student teaching field experience does not grant graduate credit, Work on the independent study cannot begin until the student and but is required for degree conferral as part of a joint the instructor have received their copies of the approved contract master’s/credential program. with all required signatures. The length of an independent study • Standard tuition charges apply. may range from 27 to 60 days. • Students who do not complete practica, internships, or residencies in the time allotted are issued a grade of Students who are not approved by the school dean to do an “Incomplete.” If students do not clear the “Incomplete” within independent study are notified by the dean. If an instructor submits the time specified, they can file for an extension with their
57 Policies and Procedures
professor, who in turn files the extension with the registrar’s than 4.5 quarter units meet for the proportionate number of hours, office. Students who fail to complete the course at the end of the unless otherwise stipulated. University policy for granting credit for extension receive the grade of “F” or “U.” No second extension previous related course work is discussed in the section governing can be given. the various degree programs.
Students should consult the degree program requirements in this Transcript Requests catalog for further information. Veterans should contact the Veterans Affairs office at National University to determine how enrollment in Students should direct requests for transcripts to the Office of the such courses may affect benefits. Registrar. Due to the requirements of the Family Educational Rights Concurrent Enrollment at Other and Privacy Act of 1974, as amended, all requests for transcripts must be submitted in writing and include the student signature and Institutions either the student’s identification number or social security number. The University will not release transcripts without written authorization from the student. After students are admitted to National University, all courses leading to an associate, credential, bachelor’s degree, or master’s Transcript request forms for academic and continuing education degree must be taken at National University unless written approval programs are available on National University’s home page. The to take coursework at another institution is given in advance by the forms are located at www.nu.edu/registrar. Students requesting a Office of the Registrar. Credit earned at another institution without transcript must complete all sections of the appropriate transcript such prior approval might not apply toward an academic program at request form. Students must specify if they are requesting a National University. To qualify for concurrent enrollment, students standard academic transcript or a continuing education transcript, must: and fax it to the Office of the Registrar, (858) 642-8718. Incomplete forms are not processed. 1) Be matriculated and have a DARS Report or a Notice of Matriculation The Registrar issues transcripts and other official documents only 2) Not exceed the maximum number of units authorized by the after students have settled all financial obligations to the University. University for each term All records and services are withheld from students who have any 3) Maintain a 2.0 grade point average in undergraduate studies or a outstanding financial obligations to the University or who have 3.0 grade point average in graduate studies defaulted on a Title IV loan at the University. Transcripts contain 4) Submit a “Request for Concurrent Enrollment” accompanied by only course work completed at National University. Upon a course description to the Office of the Registrar matriculation, a summary of previous education is entered into the 5) Request that an official transcript be sent directly to the Office of official transcript of record. the Registrar upon completion of the approved course(s) 6) Be in good financial standing Full-Time Student Status 7) International students must complete 13.5 units prior to concurrent enrollment approval. 8) Concurrent enrollment requests must be received no later than Undergraduate students or post-baccalaureate students pursuing a two weeks prior to the enrollment date credential must meet one of the following requirements to obtain “Full-Time Student Status:” Student Records • 12 units per quarter in any three-consecutive-month period • 18 units in any six-consecutive-month period, providing there is Transcripts and other documents received by the University for the no three-consecutive-month break in attendance during the six purpose of admission or recording supplemental work become the months property of the University and will not be released or copied. Even equirements to though California regulatory agencies require that student records be Graduate students must meet one of the following r kept for only five years, National University’s student records are obtain “Full-Time Student Status:” retained indefinitely. • 9 units per quarter in any three-consecutive-month period Grade Reporting • 13.5 units in any six-consecutive-month period, providing there is no three-consecutive-month break in attendance during the six months All grades are reported electronically. Students access their grades via the University’s website (www.nu.edu/mynu). Students who The units for any class with a “Withdrawn” status do not count need an official printed copy of a grade report can request one toward determining full or part-time status. Students who do not through the website. The report will be generated automatically and attend for a quarter (three-consecutive-month period) are considered mailed the next day. Grades are not given over the telephone or by a to be “Withdrawn” for that time period. Students with proper personal visit to the Office of the Registrar. Although it is requested identification can verify enrollment at the public information area of that instructors submit grades within ten working days, due to the the Office of the Registrar, (858) 642-8260. Verification can also be varying requirements of each course, instructors are allowed a requested through the mail with an authorized student signature. reasonable time to submit grades. Grades are reported only for students officially registered in a class. Students should direct Note: Off-campus agencies may use different definitions for determining questions regarding the accuracy of a grade to their instructor. full-time status. For example, the above definition of “Full-Time Student Granting Credit Status” may not apply to international students who require an F-1 visa. Transfer of Credits to Other Institutions National University grants credits in quarter units and each course is normally 4.5 quarter units of credit. A course at the undergraduate Each institution has policies that govern the acceptance of credit from level requires 45 hours of classroom instruction. A course at the other institutions. Accreditation by one of six regional accrediting graduate level requires 40 hours of instruction. Courses that are less associations is the normal and primary criterion for making such 58 Policies and Procedures determinations. National University is accredited by the Western Family Educational Rights and Association of Schools and Colleges (WASC). Generally, credits and degrees from National University have been accepted by transfer Privacy Act of 1974 (FERPA) institutions. Students who are anticipating a transfer, or advanced studies, are encouraged to contact such institutions directly to determine how National University credits will relate to the National University maintains all student records in accordance with requirements of those institutions. the provisions of FERPA as amended. FERPA affords students certain rights with respect to their education records. They are: Memorandum of Agreement • The right to inspect and review the student’s education records within 45 days of the day the University receives a request for access. Students should submit to the registrar, dean, head of the Undergraduate and graduate students who must transfer from the academic department, or other appropriate official, written area served by National University for work reasons and who are requests that identify the record(s) they wish to inspect. The within one full quarter of completing their studies, may satisfy University official will make arrangements for access and notify remaining course work with pre-approved transfer credit. Prior to the student of the time and place where the records may be withdrawal from the University, students must submit a written inspected. If the records are not maintained by the University request for a Memorandum of Agreement to the Office of the official to whom the request was submitted, that official shall Registrar for approval by the Committee on the Application of advise the student of the correct official to whom the request Standards. Upon Committee confirmation, the Office of the Registrar should be addressed. provides written verification of course work approved for • The right to request an amendment of the student’s education completion at a regionally accredited institution. records that the student believes are inaccurate or misleading. Students may ask the University to amend a record that they (SOC) Servicemembers believe is inaccurate or misleading. They should write the University official responsible for the record, clearly identify the Opportunity College Agreement part of the record they want changed and specify why it is inaccurate or misleading. If the University decides not to amend the record as requested by the student, the University will notify National University is a member of Servicemembers Opportunity the student of the decision and advise the student of his or her Colleges (SOC) and participates in the SOCNAV, SOCMAR and right to a hearing regarding the request for amendment. SOCAD associate and bachelor’s degree programs for Navy, Marine Additional information regarding the hearing procedures will be Corps and Army personnel and their adult family members. The provided to the student when notified of the right to a hearing. SOC network programs provide active duty personnel with a means • The right to consent to disclosures of personally identifiable to earn an undergraduate degree from National University if information contained in the student’s education records, except transferred before completion of the required course work. to the extent that FERPA authorizes disclosure without consent. One exception which permits disclosure without consent is National University issues a SOCNAV or SOCMAR Student disclosure to school officials with legitimate educational Agreement to every active-duty service member who enrolls, interests. A school official is a person employed by the provided that the University has received all transcripts and other University in an administrative, supervisory, academic, research, required documents such as the DD295 or Smart Transcript, and that or support staff position (including law enforcement unit the student has satisfactorily completed one 4.5-quarter unit course personnel and health staff); a person or company with whom the in residence. Service members who enrolled prior to January 1, 1999, University has contracted (such as an attorney, auditor, or who wish to obtain such an agreement, must submit a written collection agent); a person serving on the Board of Trustees; or a request to the Office of the Registrar for an official evaluation, student serving on an official committee, such as a disciplinary provided all required documents are on file. National University or grievance committee, or assisting another school official in extends the Student Agreement process to service members of all performing his or her tasks. A school official has a legitimate military branches and their adult family members. educational interest if the official acts in any of the following capacities: is performing a task that is specified in his or her Participation in the SOCNAV or SOCMAR network system begins position description or contract agreement, related to a student’s when a Student Agreement is issued. This agreement guarantees that education or to the discipline of a student: providing a service or National University will accept transfer credit from SOC member benefit relating to the student or the student’s family (e.g., colleges and will confer the undergraduate degree upon successful counseling, job placement, financial aid, etc.); or maintaining the completion of all academic requirements. A SOCNAV or SOCMAR safety and security of the campus. Upon request, the University Student Agreement is valid for a period of seven years. To be eligible may disclose education records without a student’s consent to for an associate or bachelor’s degree from National University under officials of another school in which that student seeks or intends the terms of the Student Agreement, students must complete at least to enroll. 18 quarter units in residence at National University. Military students • The right to file a complaint with the U.S. Department of should contact the Transfer Specialist in the Office of the Registrar for Education concerning alleged failures by National University to further information. comply with the requirements of FERPA. The name and address Approval for the Training of Veterans of the Office that administers FERPA is: Family Policy Compliance Office National University is approved for the training of veterans under U.S. Department of Education Title 38 of the U.S. Code, Chapters 30, 31, 32, 34 and 35. The 400 Maryland Avenue, SW University is also authorized for active duty tuition assistance. Washington, DC 20202-4605
National University notifies the Veterans Administration within 30 Directory information at National University is limited to the days upon a change of status of any veteran or eligible person who following public information: ceases to make satisfactory progress.
59 Policies and Procedures
• Name of student National University Computer Lab, students agree to comply with • Date of birth the computer and Internet access policy and additionally agree to • Major field of study follow the following regulations: • Dates of enrollment • Degrees and dates conferred 1) Students must sign in to use the facilities. They may be asked to • Academic honors and awards received show University identification. • Addresses, telephone numbers and e-mail addresses of alumni 2) Students may not install privately owned or acquired software (students who have graduated from an academic program or on University computers. Software copyrights are strictly who have completed a credential program) enforced. The Computer Software Policy provides complete • Any other personal information voluntarily provided by alumni details. to be distributed to other alumni 3) Students may not bring food or drink into the labs. 4) Students may use computing resources for University-related Social security numbers may be used for verifying or locating purposes only. addresses and phone numbers of alumni and students, but will not 5) Students should minimize their use of lab printers. They should be published in a directory. make multiple copies of large documents using a copy machine rather than the lab printer. The lab assistant has the right and If students do not want the University to release directory responsibility to limit printing based on overall requirements. information, they have thirty days from the date of enrollment to 6) When using computers with multimedia/speakers attached, request that a “Privacy Act Lockfile” be placed on their records. For students should adjust speaker volume in a manner that will not more information, students should contact the Office of the Registrar disturb other lab users. at (858) 642-8260. Particular questions with respect to a student’s rights under FERPA should be directed to the Office of the Registrar. The lab assistant has the right to ask students to leave for non- compliance with any of the University’s regulations. Questions of a Committee on the Application of technical nature, reports of equipment failure, or disputes should be Standards/Exceptions to Academic reported to the MIS Help Desk line at (619) 563-2MIS (2647) for Regulations resolution. Lab hours are posted at each facility and are subject to change as Students can request an exception to a published University required to support class scheduling requirements and holidays. It is academic policy by submitting the request to the Committee on the the lab user’s responsibility to become familiar with the schedule. Application of Standards. Students must make such a request The computer labs close promptly at the scheduled closing times. through their admissions advisor. Students must submit documentary evidence in support of each written request. Each case Computer Software and E-mail is decided upon its own merits and the decision of the committee is final and not subject to appeal, unless there is information pertinent Policies to the outcome which was not available to the student at the time of the initial request. All decisions rendered by the committee are valid The Copyright Law of the United States (Title 17, United States for one year from the date the decision was made. Any appeal Code) governs the making of copies of copyrighted software. approved by the committee will be considered null and void if a Copyright infringement could subject the violator to civil damages student does not take action within the allotted one year time frame. and criminal penalties, including a fine or imprisonment. Any appeal to review a committee decision must include additional information and must be submitted in writing to the committee University policy further prohibits any use or copying not coordinator in the Office of the Registrar in order to be reconsidered authorized by the purchase agreement or license under which the by the Committee. university acquired the software. A copy of such agreement is Finance Committee available for inspection at the office of the director, Information Technology.
Students who want to dispute the interpretation of a University Unauthorized use or copying may subject employees, faculty and financial policy, or who seek special consideration regarding a students to disciplinary action. financial matter, can appeal their case to the finance committee. Students may not use the e-mail addresses of other students, faculty, Requests must be submitted in writing through the Student Accounts or staff for purposes unrelated to the University. Violations may lead Office and must contain all pertinent information to support the to disciplinary action. appeal. All financial disputes must be submitted within one year of occurrence. Each case is decided upon its own merits. The decision of the committee is final and not subject to appeal, unless there is information pertinent to the outcome which was not available to the student at the time of the initial request. Appeals must be submitted in writing through the Student Accounts Office. Computer Lab Regulations
Computer labs are available at many University locations for use by students, faculty and staff. Lab assistants are available at each location to ensure availability and operability of computing resources and to ensure that the resources are used appropriately. By using any
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Academic Information for Undergraduate Degrees
62 Familiarity with University Regulations 62 Admission 62 Admission of High School Students to National University 63 Provisional Status Admission 63 Matriculation 63 Sources of Credit 64 CLEP 65 Course Waivers and Challenge Exams 65 Grades and Grading System 66 Satisfactory Academic Progress 67 Second Degree from National University 67 Graduation Requirements for Undergraduate Degrees 68 Degree Conferral
The University of Values
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Academic Information for Undergraduate Degrees
Familiarity With University First-time undergraduate students can take the ACCUPLACER evaluation tests once at no charge. Subsequent evaluations can be Regulations repeated after 14 days for a $5 fee a maximum of 3 times. Mathematics Placement When signing an enrollment agreement, students acknowledge receipt of the current catalog and agree to abide by the policies, rules Students may request transfer credit for lower division college-level and regulations of the University. When Internet students check the mathematics courses completed elsewhere with a grade of "C" or box on the online agreement constituting a virtual signature, they better. Students without transferable mathematics credits will be acknowledge that they are bound by the policies, rules and matriculated for the pre-collegiate mathematics sequence, MTH012A regulations of the University, which can be found in the catalog at its and MTH012B, to be completed prior to college-level mathematics. website (www.nu.edu). This publication includes academic standards Students may test out of one or both of these classes through and a listing of the courses required for graduation. Ignorance of or successful placement by ACCUPLACER. lack of familiarity with this information does not serve as an excuse for noncompliance or infractions. The University provides assistance English Placement in the form of academic advising, but students are responsible for meeting the published requirements of their respective programs. Students may request transfer credit for lower division college-level English courses completed elsewhere with a grade of "C" or better. Admission Students without transferable English credits will be matriculated for the pre-collegiate English course, ENG013, to be taken prior to In addition to the general admission requirements, applicants college-level English. Students may test out of ENG013 through for admission to an undergraduate degree program must meet the successful placement by ACCUPLACER. following requirements: MTH012A, MTH012B, and ENG013 do not grant collegiate credit. 1) High school graduates applying for enrollment at National Grading is S/U only. University must have a high school GPA of 2.0. Admission of High School 2) Applicants must submit evidence of their ability to benefit from the University’s educational program. Such evidence can include Students to National University any or all of the following: the student’s academic record in other institutions, test scores, interviews, professional Eligibility for High School students enrolling in experience, motivation and educational objectives. undergraduate courses:
3) Applicants who have completed fewer than 90 quarter (60 semester) units of transferable college credit must have High school students must seek pre-approval through a high school graduated from high school, passed a high school-level G.E.D. counselor or district office in compliance with district regulations. test (standard score for each section must be at least 40 with an High school students who receive counselor or district office overall score of 225), or received a Certificate of Proficiency from approval must submit a petition to the Committee on the Application a State Department of Education to be granted admission on of Standards (CAS) for final approval. The CAS petition must “Provisional Status.” include a copy of the student’s high school transcript and a letter of pre-approval from the counselor or district office. 4) High school graduates transferring from regionally accredited Recommended GPA for High School Students colleges and universities are admitted as degree students if their cumulative grade point average is 2.0 (C) or better. Applicants with a grade point average below 2.0 may be admitted on 9th Grade 4.0 probation if the Committee on the Application of Standards 10th Grade 3.25 determines that there is sufficient evidence of potential to 11th Grade 2.75 complete college studies. 12th Grade 2.75
5) Applicants must also: Recommended maximum course load is one course per quarter and a. Complete an application for admission not to exceed four courses during a calendar year. b. Execute an enrollment agreement c. Pay an application fee of $60 High school students who receive CAS approval must complete the d. Complete the requisite parts of the Accuplacer evaluation enrollment process with an admissions advisor. process. College Courses Open to High School Students The Committee on the Application of Standards must approve any exceptions to the above admissions requirements. • Courses offered for college credit must be establish University offerings Placement by Evaluation • New courses developed for college credit must adhere to the academic approval process established through the University Mathematics and English Evaluation prior to enrollment. New courses would be available for all undergraduate students. • Standards for college courses offered to select high school All entering undergraduate students take the ACCUPLACER students mathematics and English evaluation as part of the admissions • Courses open to high school students must have consistent process. The results of the evaluation are printed immediately and curriculum, objectives and outcomes regardless of method of copy is provided to students. delivery 62
Academic Information for Undergraduate Degrees
• Applies to online courses University to determine the length, specific courses and course level • Applies to college courses taught on high school or college before proceeding to the award of financial aid. campuses • Course level available is restricted to freshman courses (lower Sources of Credit division/ general education • Credit is issued by the University via official transcript to the high school Transfer Credit • Undergraduate courses considered for high school transfer must be pre-approved by the incoming high school National University accepts credits from regionally accredited institutions if they apply to the student’s degree program. National Provisional Status Admission University accepts transfer credit if the courses meet the standards of the University and if the courses were completed satisfactorily. Transfer students do not receive credit for courses with a “D” grade. National University admits applicants to an undergraduate degree Transfer students must have been in good standing and eligible to program on “Provisional Status” if the official documents required to return to the last institution in which they were enrolled. If the determine eligibility for admission, transfer credit, or advanced student is seeking admission following attendance at an institution standing are not immediately available. To be admitted on that is not regionally accredited, the Committee on the Application of “Provisional Status,” applicants must provide preliminary Standards considers the transfer credits on an individual basis. documentation of prior education even if the records are not official. When the University receives the required official documentation, In addition to credit earned at an accredited college or university, students are considered for matriculation. Applicants are advised at students may be given credit for certain non-collegiate learning their initial interview with an advisor that their degree plan may experiences. All credit must be determined and evaluated by the require changes following an evaluation of official transcripts and Office of the Registrar on a case by case basis. The following any other pertinent documents. guidelines apply in allowing credit for previous education: Undergraduate students may complete only three courses on Collegiate ‘Provisional Status’ to provide time for receipt of official transcripts from each college attended, CLEP scores, official military documents, high school transcripts, G.E.D. or high school proficiency certificates, The maximum number of lower-division credits acceptable for and/or other documents required for matriculation. If the Office of transfer to an associate degree program is 58.5 quarter units (39 the Registrar does not receive all required documentation within semester units). For a bachelor degree program, no more than 103.5 three months of the start of the first class, the students must quarter units (69 semester units) are allowed. temporarily interrupt studies until the registrar receives all official documents. Coursework completed satisfactorily while on The maximum number of upper-division credits acceptable for “Provisional Status” counts toward graduation if it is consistent with transfer is 40.5 quarter units (27 semester units). Exceptions to this specific degree program requirements. policy are determined by the Committee on the Application of Standards. A total of 22.5 quarter units (15 semester units) may be Undergraduate Provisional Status accepted from the extension division of a regionally accredited university. Up to 9 quarter units (6 semester units) are allowed for correspondence courses from a regionally accredited institution. In Prospective students who are ineligible for admission must apply to either case, only credits that the previous institution accepts toward the Committee on the Application of Standards. If the committee degree requirements are transferable. determines that there is sufficient evidence of potential to complete college studies, it will admit the student on “undergraduate The maximum credit allowed in transfer for vocational/ technical provisional status” for a specific number of courses in which the courses is 18 quarter units (12 semester units). For basic skills student must perform satisfactorily. Upon satisfactory completion, courses, only credits that the previous institution accepts toward the student will be officially admitted to the university. degree requirements are allowed for transfer.
Matriculation Credits from institutions of collegiate level that are not regionally accredited may be rejected entirely, accepted wholly or in part, or accepted on a provisional basis to be validated by satisfactory course Matriculation is the official determination of the required course of work in residence. Students who are accepted from such institutions study for a student’s degree and is the final step in the admission on a provisional basis must petition for credit after completing 13.5 process. After the Office of the Registrar receives all official quarter units in residence with at least a 2.0 (C) average. To receive transcripts and other documents required for admission, students credit, students must forward petitions, an official transcript and a who have been accepted as candidates for a degree or credential are catalog from the originating institution to the Committee on the matriculated. The course of study that a student discussed with an Application of Standards. advisor at the initial admissions interview is only an estimate of the course requirements for a degree or credential. Upon matriculation, Non-collegiate the Office of the Registrar notifies students of the specific courses required to fulfill the requirements for a degree or credential. This notice guarantees that a student will not be required to take The maximum number of credits acceptable for non-collegiate additional units unless studies are interrupted for a period of 12 or learning is 58.5 quarter units (39 semester units) for an associate more months or if a student decides to change their academic degree, with a cumulative total of 67.5 quarter units (45 semester program. units) for a baccalaureate degree. The credits may be from the following sources: Applications for financial assistance cannot be certified until matriculation has occurred. Federal regulations require the • A maximum of 67.5 quarter units (45 semester units) may be
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Academic Information for Undergraduate Degrees
earned at the lower-division level by CLEP examinations. CLEP General Examination • No more than 22.5 quarter units (15 semester units) may be English Composition General Education Area A earned for: Category 1 &2 - Writing (9 quarter units required) 1) DANTES independent study/credit-by-examination courses Humanities General Education Area D 2) ACT PEP: Regents College Examinations Humanities, Literature and 3) Credit recommended in the National Guide to Credit Fine Arts Recommendations for Non-Collegiate Courses (American (9 quarter units required) Council on Education [ACE]) or the Directory of the National Social Science General Education Area E Program on Non-Collegiate Sponsored Instruction (PONSI). Social and Behavioral Sciences 4) Local, state and federal law enforcement training recommended (9 quarter units required) by ACE or PONSI and such credit as is listed on a transcript from a regionally accredited college. Note: Effective July 1, 2002 the Educational Testing Service only makes • A maximum of 22.5 quarter units (15 semester units) may be available CLEP Subject Matter Examinations. However all General CLEP allowed for departmental examinations at National University. Examinations taken prior to this date are accepted in transfer up to a • A maximum of 45 quarter units (30 semester units) may be maximum of 27 quarter units or 18 semester hours. General CLEP allowed for military experience and military schools that have examinations can only be applied to the General Education area. been evaluated by ACE. • A maximum of 45 quarter units (30 semester units) of lower- DANTES Defense Activity for Non- division credit may be allowed for clinical courses for a registered nurse who is a graduate of a three-year hospital Traditional Education Support nursing school. Up to 22.5 quarter units (15 semester units) of additional lower-division credit may be granted for academically DANTES Subject Standardized Tests (DSSTs) demonstrate college- equivalent coursework. level learning acquired outside of the college classroom. The tests • Students may not take the CLEP Foreign Language exam if the cover material usually taught in one-semester or one-year, post- subject is their native language. secondary courses. Credit for successful completion of DSSTs can be applied toward general education, preparation for the major, or CLEP College Level Examination general elective credit. Most tests grant three semester units (4.5 quarter units) of credit. The total number of units awarded for Program subject exams cannot exceed 22.5 quarter units (15 semester units).
General Examinations DSST tests are available to military personnel through the Education Services Officer.
The University awards credit for successful completion of CLEP Advanced Placement Exams general examinations to meet general education requirements. The mathematics general examination does not earn credit for any specific general education mathematics requirement. Therefore, it is National University awards college credit for advanced placement recommended that students complete the mathematics evaluation exams passed with a score of 3 or better. prior to taking the mathematics CLEP exam. English CLEP ACT PEP Regents College Examinations completed over five years ago will not be transferred without ACCUPLACER proficiency at the Area A1 English General Education level. Assess college level competence acquired in non-campus settings in more than 40 arts and sciences, business, education and nursing Students who plan to use their CLEP scores for purposes other than subjects. Credit for successful completion of an ACT PEP/RCE earning a degree at National University, such as transferring to examination can be applied toward general education, preparation another institution or establishing eligibility for law school for the major, or general lower-division elective credit. Most admission, should take a nationally administered CLEP examination. examinations are for three or six semester units (4.5 or 9 quarter Students can obtain a CLEP Registration Bulletin from an admissions units) of credit. The total number of units awarded for subject exams advisor. This bulletin lists the testing dates and location of all CLEP cannot exceed 22.5 quarter units(15 semester units). testing centers in the U.S. ACT PEP/RCE registration bulletins are available at the Career and CLEP Subject Examinations Assessment Center in San Diego. Students should contact the CAC for further details about testing sites. Credit for successful completion of CLEP subject examinations can be National University Credit By applied to meet general education, preparation for the major, or general lower-division elective credit. With the exception of the Examinations French, German, Spanish and Introduction to Accounting examinations, 4.5 quarter units of credit are awarded for each subject Currently enrolled students can obtain credit for undergraduate examination passed according to ACE guidelines. The French, courses by departmental examination when training or experience German, or Spanish language examinations can award up to 18 appear to provide a proficiency in the subject matter of an approved quarter units and Introduction to Accounting can award up to 9 course. Only a limited number of courses are approved for credit-by- quarter units of credit. examination. Students cannot challenge courses that are in the same area as an advanced course taken at National University. Students can obtain applications for credit-by-examination from their advisors. Students must submit their petitions after they are matriculated at the University and before they complete their ninth course. Approval 64
Academic Information for Undergraduate Degrees must be granted by the Office of the Registrar and the students must Grades and Grading System pay a $100.00 fee to the business office. Students must take the examination within 30 days following the approval. Students who have more than three absences, excused or unexcused, All credit-by-examination must support the objectives of the cannot be given a satisfactory grade. student’s degree program and cannot exceed 13.5 quarter units in an associate degree program or 22.5 quarter units in a bachelor degree Definition of Grades program, including credits earned toward an associate’s degree. Of the 22.5 quarter units permitted in a bachelor’s degree, 13.5 may A Outstanding Achievement consist of departmental examinations to replace lower-division work Significantly Exceeds Standards and 9 quarter units to replace upper-division work, or vice versa. Students can earn no more than 9 quarter units in their major or B Commendable Achievement minor by departmental examination. All grades are final. Students cannot repeat a credit-by-examination if a previous attempt was Exceeds Standards unsuccessful. C Acceptable Achievement
Credit from departmental examination is counted toward Meets Standards graduation, but no grade points are assigned or included in D Marginal Achievement calculating grade point averages nor is the credit used to meet residence requirements. Below Standards Credit Granted for Military Education F Failing
I Incomplete To be awarded credit for courses taken at military service schools on an equivalency basis, students must submit proof of discharge (Form A grade given when a student who has completed at least two- DD-214), an “Application for the Evaluation of Educational thirds of the course class sessions and is unable to complete the Experiences during Military Service” (DD-295), or a Military Smart requirements of the course because of uncontrollable and unforeseen Transcript. circumstances. Students must communicate these circumstances (preferably in writing) to the instructor prior to the final day of the Credit may also be accepted from non-collegiate courses that are course. If an instructor decides that an “Incomplete” is warranted, specifically listed in “A Guide to Educational Programs in Non- they provide the student with the conditions for removal of the collegiate Organizations.” Students must present appropriate Incomplete in writing and file a copy with the Office of the Registrar. transcripts, certificates, or other official documents before an The file copy remains in place until the “Incomplete” is removed or evaluation can be made. the time limit for removal has passed. An “Incomplete” is not assigned when the only way the student could make up the work is Credits for military schools and non-collegiate approved courses to attend a major portion of the class when it is offered again. apply directly to undergraduate work as it relates to the level and Students must resolve “Incompletes” no later than the second content of the particular degree program. complete quarter following the course completion date. Students can be required to remove an “Incomplete” in a shorter period at the Course Waivers and Challenge discretion of the instructor. Exams An “I” that is not removed within the stipulated time becomes an “F.” No grade points are assigned. The “F” is calculated in the grade point average. Waiver Based on Prior Training or Experience U Unsatisfactory
Occasionally, students may request to waive a course based on A permanent grade indicating that a credit attempt was not previous training or experience. If the student can demonstrate acceptable. An “Unsatisfactory” grade merits no grade points and is mastery of a subject, the department chair must submit a not computed in the grade point average. recommendation to the Committee on the Application of Standards W Withdrawal to allow the student to waive the particular course. A course waived by the Committee on the Application of Standards Signifies that a student has withdrawn from a course after exempts a student from that course. Units are not awarded for a beginning the third class session. A “Withdrawal” is not allowed waived course, so the student may need to take a different course in after the beginning of the seventh class session. This is a permanent its place in order to meet the overall unit requirement for the degree. mark with no grade points assigned. Challenge by Examination S Satisfactory Credit is granted but no grade points are assigned. Waivers for certain University courses can only be established by K In Progress departmental examination. Typically, the courses that require a departmental examination to establish an exemption (waiver) are A designation representing a sequential course in progress and that courses in computer science, mathematics, technical subjects, or those a grade will be assigned at the end of the sequence. No credit is required for licensure or a credential. awarded until the sequence is completed and a permanent grade is entered replacing the “K” grade. This grade is also used for project Procedures to challenge a course -by -examination are identical to the courses that allow up to six months for completion. No grade points credit-by-examination procedures explained above, but the fee for a are assigned for the “K” grade. challenge-by-examination is $50 rather than $100. Also, no credit is awarded for a waived course. 65 Academic Information for Undergraduate Degrees
The following grades are assigned for selected project/ practicum by the grade point average achieved at National University; the courses identified in the course description section of this catalog: quantitative academic progress is measured through the number of quarter units satisfactorily completed. H Honors
Signifies “B” or better. No grade points are assigned. Undergraduate students must maintain a “C” (2.0) grade point average for course work taken at National University. Students are S Satisfactory expected to satisfactorily complete 36 quarter units per year of full- Signifies average (“C”) work. No grade points are assigned. time study or 18 quarter units per year of half-time study provided the degree requirements are completed in no more than six years. U Unsatisfactory Academic Probation Signifies no credit (“F”). No grade points are assigned.
Plus/Minus Grading Students who fall below 2.0 for coursework taken at National University are placed on academic probation. They are allowed six courses to improve their cumulative GPA to 2.0. Students on National University uses a plus/minus grading system. The grades probation are given up to twelve months to complete the six courses. of A+, F+ and F- are not issued. In the plus/minus system, the grade The twelve-month period begins upon the completion date of the points per credit used in the calculation of the grade point average course in which the cumulative GPA fell below 2.0. Students placed are specified below. Instructors may elect not to use the plus/minus on academic probation are removed from this status when they have system. If they choose not to use this system, they must clearly state improved their cumulative GPAs to 2.0 or better. so in their course outline. Grade Grade Points Per Credit Academic Dismissal and Reinstatement
A 4.0 A- 3.7 Students on probation who fail to raise their cumulative GPA to 2.0 B+ 3.3 within the allotted time frame will be academically dismissed from B 3.0 the University. To be considered for reinstatement, they must B- 2.7 complete twelve semester units (18 quarter units) of transferable C+ 2.3 coursework at a regionally accredited institution with a GPA of no C 2.0 less than 2.3 and then petition the Committee on the Application of C- 1.7 Standards. D+ 1.3 D 1.0 If the faculty determines that a student ought to be academically D- 0.7 dismissed for reasons other than grades, they refer the matter to the F 0.0 Office of Student Affairs, which will initiate a hearing process. The hearing process to be followed is identical with the one invoked for Grade Point Average Requirements disciplinary actions. Incomplete Interrupt and Reinstatement All course work completed at National University must average 2.0 or higher. Students who receive three “Incompletes” are placed on a status of All course work completed at National University for the major or in “Incomplete Interrupt”. Students who fall under this status will be fulfillment of upper-division requirements must average 2.0 or prohibited from taking any other classes until all three “Incompletes” higher unless otherwise specified. have been removed.
All course work completed at National University for the minor Students placed on incomplete interrupt will be allowed to continue must average 2.0 or higher. If the required grade point average is not their programs when final grades have been received for all maintained, the minor is not included within the degree title. “Incomplete” coursework and all other requirements have been met. Computing Grade Point Averages Repetition of Courses and Grade Changes
To compute a student’s grade point average, the total number of Students are not obligated to repeat a failed course unless it is a credit units is divided into the total number of grade points. Course course required for graduation. Students may repeat any course in units count only once toward graduation requirements. “I,” “W,” which an “F,” “D,” or “C-” grade was received at the prevailing cost “U,” “K,” “H,” and “S” designations carry no grade points and are per quarter unit. The original grade entry remains part of the not considered when figuring the grade point averages. When a student’s permanent record, but is not considered in computing the course is repeated, the higher grade is included in the calculation, grade point average. In order to properly document the repeated but the lower grade remains part of the permanent record and is not course, students must notify the Office of the Registrar that the calculated in the grade point average. course has been repeated.
No course can be repeated more than once. The Committee on the Satisfactory Academic Progress Application of Standards must authorize any exception.
Students attending National University are expected to maintain All grades are final. Students will not be allowed to complete satisfactory academic progress in their selected course of study. additional work after the final grade has been assigned or to repeat Academic progress is defined using both a qualitative and examinations in order to improve a grade. Students may request a quantitative measure. The qualitative academic progress is assessed review of their records if the possibility of a clerical or computational error exists. (See “Grade Appeals.”) 66
Academic Information for Undergraduate Degrees
Second Degree from National courses, some students may be required to complete more than 180 University quarter units for their degree. Upper-Division Units
A second degree from National University can be granted if all The total number of upper-division units required for a bachelor’s course and residence requirements for the second degree have been degree is 76.5 quarter units (17 courses). Upper-division courses are met. Completion of an additional minor within the same degree numbered 300 through 599. major does not qualify for a second degree. The number of courses for a second degree varies, but at least 45 quarter units must be Residency Requirements completed in residence in the new degree program.
Note Exception: A B.A. in Behavioral Science degree cannot be earned after To qualify for a certificate, students must complete two-thirds of the a B.A. in Psychology degree has been earned. program at National University. National University Memorial Degree To qualify for an associate degree, students must complete a minimum of 31.5 quarter units at National University, including the general education residency course. Since the University was founded in 1971, there have been several occasions when students have died before they were able to To qualify for a bachelor’s degree, students must complete each of complete their degree studies. If it is requested by a student’s family, the following requirements at National University: the board of trustees will award posthumously a memorial degree in the field of the student’s area and level of study, as long as the • A minimum of 45 quarter units, at least 36 units of which must student was in good standing at the University. A family member be in upper-division courses (numbered 300 - 599) may contact the University Registrar at (858) 642-8260. Graduation Requirements for • At least half of the upper-division units required for the major • At least two-thirds of the upper-division units required for the Undergraduate Degrees minor or concentration if a student has selected a minor or concentration
The policies and procedures in this “Graduation Requirements” Courses taken through Continuing Education and units earned section are applicable to first-time students enrolling under the 2004 through credit-by-examination do not apply to these requirements. Catalog, Volume 68, provided that actual coursework begins within 12 months of the date of application. Departments may require that General Education Requirements specific academic requirements be met within six years of granting an undergraduate degree. Students who have not satisfactorily completed a course during a 12-month period must follow the The general education curriculum furnishes students with the basic requirements of the catalog in effect at the time of re-enrollment. knowledge necessary to pursue any degree program. Students who fulfill the curriculum gain a strong interdisciplinary liberal arts The effective date of this catalog is September 1, 2004. framework geared toward problem solving. This emphasis promotes self-directed research in many academic areas that have traditionally Students who change their major or minor after being matriculated been kept separate. must follow the major and minor requirements in effect at the time of such change. The general education program consists of a minimum of 70.5 quarter units. Of the 70.5 units, students must complete at least 4.5 Students can elect to change to the current catalog; however, they units at the upper division level, 4.5 units in diversity enriched must meet all prerequisites and requirements for general education, course work. All undergraduate students working toward any majors, minors and areas of specialization in the current catalog. associate or bachelor’s degree must meet the University diversity They cannot combine requirements from their previous catalog with requirement. those in the current catalog. National University has general education requirements in the Students who are disqualified and subsequently attend the following seven areas: University after an absence of 12 months are subject to the requirements of the catalog in effect at the time they re-enroll in the AREA A: ENGLISH COMMUNICATION University. (minimum 15 quarter units)
Note: Disqualified students must petition C.A.S for possible reinstatement. AREA B: MATHEMATICAL CONCEPTS AND QUANTITATIVE REASONING Unit Requirements (minimum 4.5 quarter units) Total Number of Units AREA C: INFORMATION LITERACY (minimum 4.5 quarter units) The minimum number of units required to earn an associate degree is 90 quarter units. AREA D: ARTS AND HUMANITIES (minimum 13.5 quarter units) The minimum number of units required to earn a B.A., B.S., B.S.N., or B.B.A. degree is 180 quarter units. Depending upon the selection AREA E: SOCIAL AND BEHAVIORAL SCIENCES of a minor and the need to complete developmental or skill courses (minimum 13.5 quarter units) prerequisite to general education or preparation for the major 67
Academic Information for Undergraduate Degrees
AREA F: PHYSICAL AND BIOLOGICAL SCIENCES Application for Graduation (minimum 6 quarter units required [Note: one science lab is required]) Graduation is not automatic upon the completion of degree requirements. Students must file an application in the Office of the AREA G: MODERN LANGUAGE Registrar within the designated application period for degree (minimum 9 quarter units) posting. A $100 processing fee is required at the time of application. Requirements for graduation include: (Students may satisfy this area by passing a competency test in any second language. They also may satisfy this requirement with 9 a. Satisfactory completion of one of the regular curricula of study quarter units of computer languages, such as C, C++, Java, and leading to a degree with a minimum overall grade point average Visual Basic. Students who satisfy competency by examination must of 2.0 and a grade point average of 2.0 for all courses completed still meet the overall general education unit requirement.) in satisfaction of major and minor requirements, unless otherwise specified. AREA A-G: General Education Elective (minimum 4.5 quarter units) b. Settlement of all financial obligations with the University Courses taken to achieve minimum levels of collegiate-level Graduation with Honors competency in the areas of writing and mathematical concepts and systems do not satisfy any portion of the general education requirement. Graduation with honors is available to students whose academic record indicates superior achievement. Earned honors are noted on Major and Minor Requirements diplomas and official University transcripts. Preparation for the Major Honors for associate and bachelor’s degrees are determined only for courses taken at National University. Prerequisite courses that were Every major requires a set of introductory and/or skills courses required by matriculation are included in the calculation of the grade designed to prepare students for upper-division study. Many courses point average. Honors are awarded according to the following grade taken for this purpose can also be used to satisfy general education point averages: requirements. Major Summa Cum Laude 3.90 Magna Cum Laude 3.70 Cum Laude 3.50 Students must complete a departmental major for each bachelor of arts or bachelor of science degree. Most majors consist of an Only those students who complete 45 quarter units or more in integrated area of specialized study at the upper-division level and residence in their program are considered for honors awards. consist of at least nine courses, which total 40.5 quarter units. Degree Conferral Courses taken in the major or in satisfaction of the major cannot be used to meet requirements in a minor or in general education. Degrees are conferred and posted to transcripts after the close of The required upper-division courses for the B.B.A. cannot be used to each academic quarter, specifically on the third Sunday in January, meet requirements in a minor or in general education. At least half of April, July and October. Diplomas are mailed following degree the required upper-division courses for the B.B.A. must be completed posting. in residence. Units earned through credit-by-examination do not satisfy residency requirements. Annual commencement exercises are held in San Diego for the San Diego and Southern regions and in Sacramento for the Northern Minor region. Detailed information with specific instructions regarding the commencement exercises is mailed to eligible students prior to each ceremony date. Students may take any minor with any B.S., B.A., or B.B.A. degree program. Students must verify prior to requesting a change of Dates for commencement exercises in 2005 are: degree plan that the particular combination being requested has not Sunday, June 26th, San Diego been duplicated by the major or specifically prohibited by the B.A., Sunday, June 5th, Sacramento B.S., or B.B.A. program. Students must also meet any entry requirements and prerequisites for the requested minor.
Completion of a minor is not required. A minor consists of a minimum of six upper-division courses that total at least 27 quarter units, unless otherwise indicated. Courses in the minor do not count toward the major, but can be used to satisfy preparation for the major and general education requirements. At least two-thirds of the units in the minor must be completed in residence. Units earned through credit-by-examination do not satisfy residency requirements.
68 Academic Information for Graduate Degrees
70 Familiarity with University Regulations 70 Admission 71 Credit 71 Course Waivers 71 Grading System 72 Satisfactory Academic Progress 73 Graduation Requirements for Graduate Degrees 74 Application for Graduation 74 Degree Conferral
The University of Values
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Academic Information for Graduate Degrees
Familiarity With University All graduate and post-baccalaureate applicants, regardless of Regulations citizenship, whose preparatory education was principally in a language other than English, must demonstrate competence in English. Those who do not possess a bachelor’s degree from a post- secondary institution where English is the language of instruction are Upon execution of the enrollment agreement, students acknowledge encouraged to take the English ACCUPLACER evaluation as part of receipt of the current catalog and agree to abide by the policies, rules the admissions process. and regulations of the University. When Internet students check the box on the online enrollment agreement constituting a virtual The English ACCUPLACER evaluation for graduate students is signature, they acknowledge that they are bound by the policies, advisory only and does not delay the admissions process. The results rules and regulations of the University, which can be found in the of the English evaluation are printed immediately and a copy is catalog at its website www.nu.edu. Included in this publication are provided to the student. Based on the student’s score on the academic standards and a listing of the courses required for evaluation, the admissions advisor recommends appropriate English graduation. Students are responsible for meeting the published courses. requirements of their programs. Ignorance of or lack of familiarity with this information does not serve as an excuse for noncompliance Provisional Status Admission or infractions. The University provides assistance in the form of academic advising; however, the decisions made as a result of this process are those of the students. Students who want to be admitted to a credential or master’s degree program when official transcripts are not immediately available can Admission be admitted on “Provisional Status.” Students are responsible for obtaining from the college or university where they earned their baccalaureate degree an official transcript in a sealed envelope. The In addition to the general admission requirements, applicants for sealed transcript is to be sent to the Office of the Registrar of admission to a master’s degree program must: National University in a prepaid envelope provided by admissions advisors. When the Office of the Registrar receives official 1) Hold a bachelor’s degree or higher from a regionally accredited documentation, it considers students for eligibility. college or university where an overall grade point average of 2.5 or better was achieved, or where a grade point average of 2.75 or Graduate and credential students may complete three courses on higher was achieved in the last 90 quarter units. “Provisional Status” to provide time for receipt of official transcripts. If the Office of the Registrar does not receive the required Students with a grade point average of 2.0 to 2.49 may be admitted documentation within three months of the start of the first class, the to the University if they have a satisfactory score on one of the students must temporarily interrupt studies until all official following tests: documents are received. Coursework completed satisfactorily while on “Provisional Status” counts toward graduation if it is consistent 550 on the Graduate Management Admission Test with specific degree program requirements. 480 (verbal) and 570 (quantitative) the Graduate Record Examination 48 on the Miller Analogies Test “Master/Credential Provisional” An approved, standardized program-specific exam “Master/Credential Provisional” is a probationary status for students (Note: National University’s College Board Institutional Code = 4557) whose undergraduate GPA was 2.0 to 2.49. Students admitted on “Master/Credential Provisional” status are ineligible for official Alternatively, students with an undergraduate grade point average enrollment and will not be processed for financial aid until they have of 2.0 to 2.49 may be admitted to National University if they have completed 4.5 quarter units of graduate study with a cumulative gpa successfully completed 13.5 quarter units of graduate coursework of 3.0 or above in their graduate level studies. Students who receive a with grades of “B” or better at a regionally accredited institution. grade below “B” during the first 4.5 quarter units are disqualified. They are barred from further attendance and must apply to Finally, students with an undergraduate grade point average of 2.0 to Committee on the Application of Standards to be considered for 2.49 may be admitted to National University on probationary reinstatement. “Master/Credential Provisional” status and are permitted to take 13.5 units of graduate level coursework. If this coursework is Degree Audit Reporting System (DARS) completed with grades of “B” or better, the student is removed from probationary status and becomes eligible for admission to the desired academic program. When eligibility for admission to a master’s or credential program has been determined, a DARS Report is automatically e-mailed to the 2) Present preliminary documentation of prior education at the student. This report lists the coursework and other requirements required interview with an admission advisor. Unofficial that remain for completion of the program. In the case of an entering transcripts are acceptable. master’s or credential student, it will list the entire program. As the student progresses through the program, the report will show 3) Complete an application for admission. coursework already completed and the coursework remaining to be completed. The report helps students, advisors and the University 4) Execute an enrollment agreement. determine progress toward completion of program requirements and also serves as a graduation check. As students progress through their 5) Remit an application fee of $60. degree requirements, they can request updated copies of the DARS report through their advisor or through the Web. 6) Complete program admission process. Any exceptions to the above admissions requirements must be considered by the Committee on the Application of Standards. 70 Academic Information for Graduate Degrees
Credit Grading System
Unit Transfer Limit Students who have more than three absences, excused or unexcused, cannot be given a satisfactory grade. Students can transfer a maximum of 13.5 quarter units at the A Outstanding Achievement graduate level from a regionally accredited institution, provided the units have not been used to satisfy the requirements of an awarded B Commendable Achievement degree. All transfer units must be designated as graduate work in which a grade of “B” (3.0) or better was earned. Students who believe that they have taken coursework elsewhere that is applicable C Marginal Achievement to their current program may submit one of the online Course Equivalency Forms, available at www.nu.edu/mynu. Students with D Unsatisfactory Achievement coursework which applies toward a credential should use the online Pre-Approved Credential Coursework Equivalency Form. For all F Failing other coursework, students should see an admissions advisor, or faculty member to submit an Open Equivalency Form. Master’s students are responsible for providing the Office of the Registrar an I Incomplete official transcript showing the coursework before the transfer or A grade given when a student who has completed at least two- waiver will be processed. thirds of the course class sessions is unable to complete the course requirements due to uncontrollable and unforeseen circumstances. Time Limit The student must convey (preferably in writing) these circumstances to the instructor prior to the final day of the course. If the instructor Coursework that is more than seven years old cannot be transferred decides that an “Incomplete” is warranted, the instructor must into post-baccalaureate credential or degree programs. Similarly, convey the conditions for removal of the Incomplete to the student in coursework completed at National University more than seven year writing. A copy must also be placed on file with the Office of the ago cannot be applied to post-baccalaureate credential or degree Registrar until the Incomplete is removed or the time limit for programs for re-enrolling students. Outdated courses must be removal has passed. An “Incomplete” is not assigned if the only way repeated, or, with the approval of the school dean, a more recent, a student can make up the work is to attend a major portion of the suitable course may be substituted. The Committee on the class when next offered. An “Incomplete” must be removed no later Application of Standards governs all exceptions. than the second complete quarter following the original course completion date, but may be for a shorter period at the discretion of the instructor. An “Incomplete” not removed within the stipulated Course Waivers time becomes an “F.” No grade points are assigned. The “F” is calculated in the grade point average. When a student has acquired mastery of a subject through a U Unsatisfactory concentration of undergraduate courses, or through considerable experience or training, lead faculty can recommend to the school A permanent grade given indicating that a credit attempt was not dean that a course be waived. To make such a recommendation, the acceptable. An “Unsatisfactory” grade merits no grade points and is lead faculty must submit an electronic Coursework Transfer/Waiver not computed in the grade point average. This grade is assigned for Form to the dean. If the dean approves the course waiver, it is unsatisfactory work in practica, residencies and field forwarded to the Office of the Registrar for final review. If the course experience courses. waiver is approved, the student is exempt from the course. Units are W Withdrawal not awarded for waived courses, so students must still meet the unit requirement for the degree. Signifies that a student has withdrawn from a course after beginning the third class session. A “Withdrawal” is not allowed English and Mathematics Evaluations after the beginning of the sixth class session. This is a permanent mark with no grade points assigned. National University encourages new graduate students to complete S Satisfactory the English and math ACCUPLACER evaluations. These evaluations are not required, but are recommended because they are excellent Credit is granted and no grade points are assigned. This is a grade tools for assessing written communication and quantitative levels of assigned for satisfactory work in practica, residencies and field proficiency. The ACCUPLACER evaluations are computer-based and experience courses. the results are confidential. If desired, the staff of the Learning K In Progress Resource Center will review evaluation results with students and recommend sources of review material. A designation representing a sequential course in progress. At the end of the sequence, a grade is received and replaces the “K” grade. Challenge by Examination No credit is awarded until the sequence is completed and a permanent grade is entered replacing the “K” grade. This grade is also used for project courses that allow up to six months for Students in the School of Education have the option to test out of completion. No grade points are assigned for the “K” grade. EDT 608, and EDT655. In order to test out of these courses, students must follow the same procedures as outlined in Academic The following grades are assigned for selected project/ practicum Information for Undergraduate Degrees under the heading courses identified in the course description section of this catalog: “Challenge by Examination.” The fee for each challenge exam is $50 and no credit is awarded. Contact and advisor or a local H Honors representative for more information. Signifies “B” or better. No grade points are assigned.
Credit-by-examination is not allowed at the graduate level. 71 Academic Information for Graduate Degrees
S Satisfactory grade in a required course must repeat the course in the following Signifies marginal (“C”) work. No grade points are assigned. quarter and receive a passing grade. Students who receive a “D” or “F” in an elective course work may submit a written petition to the U Unsatisfactory Committee on the Application of Standards to substitute another Signifies no credit (“D” or “F”). No grade points are assigned. course. Plus/Minus Grading “Master/Credential Provisional”
National University uses a plus/minus grading system. The grades “Master/Credential Provisional” is a probationary status for students of A+, F+ and F- are not issued. In the plus/minus system, the grade whose undergraduate GPA was 2.0 to 2.49. Students admitted on points per credit used in the calculation of the grade point average “Master/Credential Provisional” status are ineligible for official are specified below. Instructors may elect not to use the plus/minus enrollment and will not be processed for financial aid until they have system. If they choose not to use this system, they must clearly state completed 4.5 quarter units of graduate study with a cumulative gpa so in their course outline. of 3.0 or above in their graduate level studies. Students who receive a Grade Grade Points Per Credit grade below “B” during the first 4.5 quarter units are disqualified. They are barred from further attendance and must apply to A 4.0 Committee on the Application of Standards to be considered for A- 3.7 reinstatement. B+ 3.3 B 3.0 Grade Warning B- 2.7 C+ 2.3 C 2.0 Graduate students who receive two grades of “D+” or lower are C- 1.7 placed on a status of grade warning and are notified that a third such D+ 1.3 grade will result in academic dismissal. D 1.0 Academic Probation D- 0.7 F 0.0 Students who’s cumulative GPA falls below a 3.0 for work taken at Repetition of Courses and Grade Changes National University are placed on academic probation. Students are allowed three courses to improve their cumulative grade point Students are not obligated to repeat a failed course unless it is a average to the required 3.0. Students are given six months to course required for graduation. Students can repeat any course at the complete the three courses. The six-month period begins upon the prevailing cost per quarter unit where an “F,” “D,” “C,” or “B-” completion date of the last course in which the student’s grade point grade was received. The original grade entry remains part of the average fell below the required 3.0 standard. student’s permanent record, but is not considered as units attempted Note: The University recommends that any course work in which a in computing the grade point average. To properly document the letter grade of “C” or below was earned should be repeated while on repeated course, students must notify the Office of the Registrar that probation. the course has been repeated. Incomplete Interrupt A course in which a “B” grade has been earned cannot be repeated. Students who receive three “Incompletes” are placed on probation All grades are final. Students will not be allowed to complete and their attendance is interrupted until all three “Incompletes” have additional work after the final grade has been assigned or to repeat been removed. If all three “Incompletes” become grades of “F,” examinations in order to improve a grade. Students may request a students are academically dismissed from the University and are review of their records if the possibility of a clerical or computational ineligible for reinstatement to graduate status. error exists. (See “Grade Appeals.”) Students placed on incomplete-interrupt due to three “Incompletes” Computing Grade Point Averages are removed from this status and allowed to continue enrollment when final grades have been received for all “Incomplete” To compute a student’s grade point average, the total number of coursework and all other requirements have been met. credit units is divided into the total number of grade points. Course Removal from Probation units count only once toward graduation requirements. “H,” “I,” “K,” “S,” “U,” and “W” carry no grade points and are not considered in computing the grade point average. When a course is repeated, Students placed on probation are removed from probation when they the higher grade is included in the calculation. The lower grade have improved their grade point average to a cumulative GPA of 3.0 remains part of the permanent record, but is not calculated in the or better. grade point average. Satisfactory grades received while on probation count toward Satisfactory Academic Progress fulfillment of degree requirements. Disqualification Students must maintain an overall grade point average of 3.0 for all graduate work. To meet the requirements for graduation, students must also maintain a 3.0 grade point average for their field of study Students placed on academic probation are allotted up to six months and area of specialization. If the required grade point average is not to take three courses in order to raise their cumulative grade point maintained within an area of specialization, that emphasis is not average to a 3.0 or above. Failure to raise cumulative grade point included within the degree title. Students who receive a “D” or “F” average under the specified requirements will result in 72
Academic Information for Graduate Degrees
disqualification. Only coursework taken at National University is the date of application and if graduation occurs within four years. used in determining the deficiency. Students who have not satisfactorily completed a course over a 12- month period following application must follow the requirements of Disqualified students cannot attend National University for the next the catalog in effect at the time of re-enrollment. three months. After a three-month leave from the University, students can apply for reinstatement. Students who believe they The effective date of this catalog is September 1, 2004. have been unjustifiably disqualified can petition the Committee on the Application of Standards and request a reconsideration of the Students who change their field of study or area of specialization disqualification. In the petition, the students must identify any after matriculation must follow the field of study or area of extenuating circumstances that led to disqualification (e.g., serious specialization in effect at the time of such change. illness, death in immediate family) and must included supporting documentation. Students can elect to change to the catalog in effect the year in which they graduate. Students who select this option must meet all Reinstatement prerequisites and requirements for the field of study and/or area of specialization in the current catalog. Students cannot combine elements from their previous catalog with those in the current To be reinstated, disqualified students must petition the Committee catalog. on the Application of Standards. Students that are approved to be readmitted to the University will be placed on a “Conditional” Students who are disqualified and subsequently attend the status. Students will be placed on permanent probation after University after an absence of 12 months are subject to the completion of the required conditions set forth by the C.A.S requirements of the catalog in effect at the time they re-enroll in the Committee. University. Academic Dismissal Note: Students who are disqualified must petition C.A.S for reinstatement. Field of Study and Area of Specialization Graduate students who receive two grades of “D” or “F” are placed on grade warning status. Graduate Students who receive three Requirements grades of “D+”or lower are academically dismissed and are ineligible for reinstatement. Students who believe they have been unjustifiably Each master’s degree has been structured to delineate the program dismissed can appeal to the Committee on the Application of prerequisites, field of study, areas of specialization and electives that Standards and request a reconsideration of the dismissal. constitute the requirements for the degree. Each degree has a designated field of study that consists of at least six courses, which Graduate students who were disqualified from and reinstated to total at least 27 quarter units. Not all degrees have areas of their academic program on a status of permanent probation, must specialization. maintain a cumulative GPA of 3.0 or better. A cumulative GPA that falls below a 3.0 will result in academic dismissal and render Unit and Residency Requirements students ineligible for reinstatement to graduate status.
If the faculty determines that a student ought to be academically Graduate degrees require the completion of a minimum of 45 dismissed for reasons other than grades, they refer the matter to the quarter units. Students must earn a minimum of 40.5 quarter units at Office of Student Affairs, which will initiate a hearing process. The National University and must complete half of the field of study and hearing process to be followed is identical with the one invoked for three-fourths of the area of specialization in residence. disciplinary actions. Graduate courses are numbered 600 - 699. Second Degree from National University Courses numbered 500-599 may grant graduate credit if specified by the requirements of the degree program. Students can obtain a second master’s degree from National University if they have met all course and residence requirements for Students in certificate programs must complete two-thirds of the the second degree. Completion of an additional area of specialization coursework at National University. within the same degree does not qualify for a second degree. The Credential Residency Requirements number of courses required for a second degree varies, but at least 40.5 quarter units must be completed in residence in the new degree Credential candidates must complete a minimum of 31 quarter units program. Units earned toward the first master’s degree cannot be in residence at National University to be recommended for a applied toward the second. credential to the Commission on Teacher Credentialing. Courses taken online are considered to be in-residence. Note: An M.A. in Human Behavior cannot be earned after an M.A. in Counseling Psychology degree has been earned. Does not apply to candidates for the following programs: Graduation Requirements for • CLAD certificate. • Level II Special Education. Graduate Degrees • PPS Credential with School Psychology authorization. • An additional credential if one is previously held
The policies and procedures in this “Graduation Requirements” All transfer credit must relate to the content of the respective degree section are applicable to first-time students enrolling under the 2004 program. Catalog, Volume 68, if actual course work begins within 12 months of
73 Academic Information for Graduate Degrees
Application for Graduation
Graduation is not automatic upon the completion of degree requirements. Students must file an application in the Office of the Registrar within the designated application period for degree posting. Students must pay a $100 processing fee at the time of application. Requirements for graduation include:
1} Satisfactory completion of one of the regular curricula of study leading to a degree with a minimum grade point average of 3.0. Students must complete all course work in satisfaction of their field of study or area of specialization.
2) Settlement of all financial obligations with the University.
Graduate students whose grade point average is a 3.90 graduate “With Distinction.” Prerequisite courses at the undergraduate level that were required by matriculation are not included in the calculation of the grade point average for graduate honors.
Earned honors are noted on diplomas and official University transcripts. Only students who complete 40.5 quarter units or more of their programs in residence are considered for honor awards. Degree Conferral
Degrees are conferred and posted to transcripts after the close of each academic quarter, specifically on the third Sunday in January, April, July and October. Diplomas are mailed following degree conferral.
Commencement exercises are held in San Diego and Sacramento annually. Detailed information with specific instructions regarding the commencement exercises is mailed to eligible students prior to each ceremony date.
Dates for commencement exercises in 2005 are: Sunday, June 26th, San Diego Sunday, June 5th, Sacramento
74
General Education
76 General Education 76 General Education Program Requirements 76 Approved Courses
The University of Values
TM General Education
General Education General Education Program Requirements Faculty Advisors: • Paz Jensen• (858) 642-8471• [email protected] and Christine Photinos • (858) 642-8349 • [email protected] The general education program consists of a minimum of 70.5 The general education program promotes the intellectual growth of quarter units. Of the 70.5 quarter units, students must complete at all students in National University’s undergraduate degree least 4.5 units at the upper division level and 4.5 units in diversity programs. The general education curriculum assumes that enriched course work. A plus [+] indicates a diversity enriched undergraduates will not concentrate on a major field of study until offering. All undergraduate students working toward any associate they have completed a thorough general education program that is or bachelor’s degree must meet the University diversity requirement. writing-intensive and addresses the cultural diversity of contemporary society. National University has general education requirements in the following eight areas: Students in the general education program are advised to focus on AREA A: ENGLISH COMMUNICATION writing and speech communication first. Students are then counseled to explore mathematical and other formal systems to develop (minimum 15 quarter units) abstract reasoning abilities and are required to take a course in AREA B: MATHEMATICAL CONCEPTS AND QUANTITATIVE informational literacy and report writing. Finally, all students are required to have a significant exposure to the natural sciences, the REASONING humanities and fine arts, and the social and behavioral sciences and (minimum 4.5 quarter units) modern language. Many of these courses include an examination of the human condition in a multicultural society. AREA C: Information Literacy (minimum 4.5 quarter units) The general education program has six major educational goals: AREA D: ARTS AND HUMANITIES 1) To provide students with a rigorous academic liberal arts (minimum 13.5 quarter units) foundation to prepare them for their majors 2) To assist students in correlating their undergraduate education AREA E: SOCIAL AND BEHAVIORAL SCIENCES and their career goals 3) To promote the critical thinking, reading and writing skills (minimum 13.5 quarter units) necessary for success in a complex and rapidly changing world AREA F: PHYSICAL AND BIOLOGICAL SCIENCES 4) To increase respect for and awareness of diverse peoples and cultures (minimum 6 quarter units required [Note: one science lab is required]) 5) To provide an interdisciplinary education through a variety of AREA G: MODERN LANGUAGE intellectual models that advance competing critical points of view and address professional and social problems (minimum 9 quarter units) 6) To promote access to information technology and public access (Students may satisfy this area by passing a competency test in any second databases within the context of course research language. They also may satisfy this requirement with 9 quarter units of computer languages, such as C, C++, Java, and Visual Basic. Students who The general education curriculum emphasizes communications, satisfy competency by examination must still meet the overall general mathematics and sciences, humanities and social/behavioral education unit requirement) sciences. Thus, the curriculum provides coherence to undergraduate education, affording the student the opportunity to: AREA A-G: GENERAL EDUCATION (minimum 4.5 quarter units) 1) Apply skills and concepts developed in general education courses to challenges and tasks presented in their upper division Courses taken to achieve minimum levels of collegiate-level major courses competency in the areas of writing and mathematical concepts and 2) Apply skills and concepts developed in the general education systems do not satisfy any portion of the general education courses to challenges and tasks presented in their future requirement. profession 3) Demonstrate critical thinking, reading and writing skills Approved Courses appropriate to upper -division college work 4) Demonstrate awareness of how diverse peoples and cultures have interacted in the past and interact in our contemporary AREA A: ENGLISH COMMUNICATION world (15 quarter units required) 5) Demonstrate critical awareness of different the approaches, methods and assumptions of different academic disciplines and CATEGORY 1 how these are applied to professional and social problems Writing (10.5 quarter units required) 6) Access, evaluate and use information gathered through a variety of resources and technologies in developing research projects ENG 100 Effective College English I (3.0 quarter units) and presentations. (Prerequisite: Placement Exam) ENG 101 Effective College English II (3.0 quarter units) The general education curriculum furnishes students with the basic (Prerequisite: ENG 100) knowledge necessary to pursue any degree program. Students who ENG 240 Advanced Composition fulfill the curriculum gain a strong interdisciplinary liberal arts (Prerequisite: ENG100/ 101) framework geared toward problem solving. This emphasis promotes (No 300-level English course may fulfill this self-directed research in many academic areas that have traditionally requirement) been kept separate. 76 General Education
CATEGORY 2 AREA E: SOCIAL AND BEHAVIORAL SCIENCES
Speech and Communications (4.5 quarter units required) (13.5 quarter units required)
COM 100 Introduction to Communications COM 380 Democracy in the Information Age [+] COM 200 Effective Communication (Prerequisites: ENG 100/101) ECO 203 Principles of Macroeconomics AREA B: MATHEMATICAL CONCEPTS AND QUANTITATIVE ECO 204 Principles of Microeconomics REASONING (Prerequisite: ECO 203) HIS 220A History of the United States I [+] (minimum 4.5 quarter units) (Prerequisite: ENG 100/101) HIS 220B History of the United States II [+] MTH 204 Mathematics for Business and Science (Prerequisite ENG 100/101) (Prerequisite: MTH012A & MTH012B) HIS 300 Foundations of Western Civilization MTH 209A Structure and Concepts of Mathematical Fundamentals I (Prerequisite ENG 100/101) (Prerequisite: Placement Evaluation) HIS 350 Cultural Diversity [+] MTH 210 Introduction to Probability and Statistics (Prerequisites: ENG 100/101) (Prerequisite: Placement Evaluation) POL 201 American Government and Politics MTH 215 College Algebra and Trigonometry (Prerequisites: ENG 100/101) (Accelerated Course) PSY 100 Introduction to Psychology (Prerequisite: Placement Evaluation) SOC 100 Principles of Sociology MTH 216A College Algebra and Trigonometry I (3 quarter units (Prerequisite: ENG 100/101) (Prerequisite: Placement Evaluation) SOC 260 Cultural Anthropology MTH 216B College Algebra and Trigonometry II (3 quarter units) (Prerequisites: ENG 100/101) (Prerequisite: MTH 216A) AREA F: PHYSICAL AND BIOLOGICAL SCIENCES MTH 220 Calculus I (Prerequisite: MTH 215) (6 quarter units required) MTH 301 Structure and Concepts of Mathematical Fundamentals II (Note: One science lab is required @ 1.5 quarter units) (Prerequisite: MTH209A) CST 206B Discrete Structures and Logic Design SCI 100 Survey of Bioscience (Prerequisite: MTH 215) SCI 100A Survey of Bioscience Laboratory (1.5 quarter units) CST 208B Calculus for Computer Science SCI 101 General Chemistry (Prerequisite: MTH 215) SCI 101A General Chemistry Laboratory (1.5 quarter units) MNS 205 Introduction to Quantitative Methods for Business (Prerequisites: MTH 204 and SCI 101) (Prerequisite: Placement Evaluation) SCI 104 General Physics NSG 322 Introduction to Biomedical Statistics SCI 104A General Physics Laboratory (1.5 quarter units) (open only to students in the B.S.N Degree Plan) (Prerequisites: MTH 204 and SCI 104) SCI 201 Human Anatomy and Physiology I AREA C: INFORMATION LITERACY SCI 201A Human Anatomy and Physiology Laboratory I (1.5 quarter units) (4.5 quarter units required) (Prerequisite: SCI 201) SCI 103 Fundamentals of Geology ILR 260 Information Literacy and Report Writing SCI 103A Fundamentals of Geology Laboratory (1.5 quarter units) (Prerequisite: ENG 100) (Prerequisite: SCI 103) SCI 202 Human Anatomy and Physiology II AREA D: ARTS AND HUMANITIES SCI 202A Human Anatomy and Physiology Laboratory II (1.5 (13.5 quarter units required) quarter Units (Prerequisite: SCI 202) ART 100 Introduction to Art History SCI 203 Introduction to Microbiology (Prerequisites: ENG 100/101) SCI 203A Introduction to Microbiology Laboratory I (1.5 quarter ART 200 Visual Arts units) (Prerequisite: SCI 203) ART 200A Visual Arts Laboratory (1.5 quarter units) (Prerequisite: ART200) AREA G: MODERN LANGUAGE HIS 233 World Civilization I (Prerequisites ENG 100/101) (9 quarter units required) HIS 234 World Civilization II (Prerequisites ENG 100/101) (In addition to the course work listed below, students may satisfy this area LIT 100 Introduction to Literature by passing a competency test in any second language. They also may satisfy (Prerequisites: ENG 100/101) this requirement with 9 quarter units of computer languages, such as C, LIT 345 Mythology C++, Java, and Visual Basic. Students who satisfy competency by (Prerequisites: ENG 100/101) examination must still meet the overall general education unit MUS 100 Fundamentals of Music requirement.) MUS 327 World Music (Prerequisites: ENG 100/101 LAS 100 Spanish I PHL 100 Introduction to Philosophy LAS 200 Spanish II (Prerequisites: ENG 100/101) (Prerequisite: LAS 100) LAS 300 Spanish III (Prerequisite: LAS 200) LAS 101 Spanish for the Native Speaker (Prerequisite: Native speaking ability and/or recommendation of instructor.) LAS 201 Spanish for the Native Speaker II (Prerequisite: LAS 101) 77 General Education
AREA A-G GENERAL EDUCATION
(4.5 quarter units minimum)
If a student has not met the upper-division unit requirement in the completion of the above general education areas, one of the following courses must be taken. If a student has already met the upper-division unit requirement in the completion of the above general education areas, any course in Areas A through G may satisfy this Area.
COM 380 Democracy in the Information Age [+] (Prerequisites: ENG 100/101) HIS 300 Foundations of Western Civilization (Prerequisites: ENG 100/101) HIS 350 Cultural Diversity [+] (Prerequisites: ENG 100/101) LIT 342 World Literature (Prerequisites: ENG 100/101) PHL 375 Environmental Ethics (Prerequisites: ENG 100/101) SCI 300 Geography [+] SOC 260 Cultural Anthropology (Prerequisites: ENG 100/101)
78
School of Arts and Sciences
Dean, Alice M. Scharper Ph.D., English University of California at Davis
80 Degrees Offered 81 Faculty 83 Undergraduate Degree Programs 83 Nursing Programs 106 Minors 107 Graduate Degree Programs 114 Certificate Program
The University of Values
TM Degree Programs Offered
Undergraduate Degrees artists and community activists. The work of the Center for Cultural and Ethnic Studies is to bring cultural, intellectual and artistic events of the highest Associate of Arts 8 caliber to the University. Associate of Science with Majors in: Events arranged by the Center are co-sponsored and supported by numerous Nursing organizations, including the California Council for the Humanities, the Video Gaming Coalition of African Organizations, the Tiananmen Square Foundation, the San Diego Chinese Historical Museum, the Colorado River Native Nations Bachelor of Arts with Majors in: Alliance, the San Diego Jazz Society, the Older Women’s League, the U.S. Grant Behavioral Science 8 Hotel, Bear State Theater, the Taco Shop Poets and many others. English 8 General Studies In addition to sponsoring events and encouraging discussion of contemporary Global Studies 8 intellectual and cultural issues at National University campuses throughout History California, the Center for Cultural and Ethnic Studies also co-sponsors an Interdisciplinary Studies annual international gathering in Mexico, the Media of Communication Multiple Subjects Conference/ Conferencia Anual Sobre Los Medios de Comunicacion. The Multimedia Arts conference is co-sponsored by and takes place at the campus of the Psychology Universidad Autonoma de Chiapas. Bachelor of Science with Majors in: The Center also includes an annual academic conference co-sponsored by the Earth Sciences Society for Phenomenology and Media Studies. An annual publication of Life Sciences papers accompanies this program. Mathematics International Cultural Studies Organizational Behavior Bachelor of Science in Nursing 8 The Center for Cultural and Ethnic Studies also coordinates the International School of Arts and Sciences Minors Cultural Studies program. This program offers courses in regional studies at various international locations, bringing the study of a specific region directly Addictive Disorders into the student’s academic experience. For further information on this Counseling program, contact the School of Arts and Sciences. Global Studies Writing Across the Curriculum History Mathematics Multimedia Arts Writing Across the Curriculum is a University-wide program that enriches all Psychological Research schools and areas of learning through the development of writing skills and Video Gaming critical thinking. The School of Arts and Sciences has developed this program to ensure that the writing needs of all disciplines are met and that the quality Graduate Degrees of writing and related skills distinguish the National University graduate. In conjunction with faculty of the other schools, the faculty of Arts and Sciences Master of Arts serve the entire University community by improving the skills so essential to with Fields of Study in: student well being. They do this by creating writing-intensive courses, Counseling Psychology directing the Writing Centers, editing the WAC (WHACK) newsletter and the English 8 Gnu Student Journal. Human Behavior Mathematics Tutoring Master of Fine Arts with Fields of Study in: Creative Writing 8 8 Mathematics tutoring is available to National University students free of Digital Cinema charge. Assistance is offered for all of the mathematics courses offered by the Master of Science University. Adjunct faculty within the Mathematics Department, and with Fields of Study in: 8 mathematics majors with senior standing are available to help any student Instructional Technology for either on-ground or online mathematics courses Currently, tutoring hours Industrial Organizational Psychology are scheduled at the following NU campuses: San Diego (Spectrum Library); Los Angeles, Costa Mesa, Redding, Stockton, and Sacramento. Appointments for nonscheduled days and times can be arranged with any of the NU regional General Education Curriculum tutors. Services will be expanded to the other centers upon student request through the General Education Faculty Advisors or individual student The University’s general education program links undergraduate work in advisors. writing, oral communication, critical thinking, mathematics and other skill areas with programs at the upper division level.
A number of courses address issues of cultural diversity, while the traditional 8 denotes program also offered or partially offered online. goal of promoting intellectual breadth along with skill-based fundamentals has been enhanced and made more flexible. Note: Not all online programs or courses are offered in entirety via Internet.
The purpose of National University’s general education program is to meet the Note: Not all courses or programs listed in this catalog are available at every learning educational objectives of adult learners who seek to strengthen their facility. professional work and advance their creative and analytical abilities. Various undergraduate minors are available in some degree programs. Special Programs
Center for Cultural and Ethnic Studies FOR FURTHER INFORMATION The Center for Cultural and Ethnic Studies sponsors forums, conferences and cultural events with the goal of promoting diversity and intellectual curiosity contact The School of Arts and Sciences at the university. These events are intended to encourage awareness of in San Diego at (858) 642-8450 contemporary artistic, intellectual, cultural, gender and ethnic issues in daily life. In order to give these concerns intellectual context, the Center focuses fax: (858) 642-8715 specific attention on questions of media representation, alternative voices and professional ethics. e-mail: [email protected]
In practice, the Center serves as a bridge between the University and other communities. Events provide a common platform for the exchange of research and ideas by National University faculty and scholars at other institutions, 80 Faculty
Department of Mason Fries Lisa Ann Palafox Lorna L. Zukas Mathematics, Assistant Professor Instructor Associate Professor Sciences and Humanities Costa Mesa Academic Center Fresno Academic Center Costa Mesa Academic Center Ph.D., Psychology M.A., Philosophy Ph.D., Sociology Thomas C. Hahn United States International Texas Tech University University of California, San Professor and Chair University Phone: (559) 256-4950 Diego San Diego Main Campus Phone: (310) 258-6600 E-mail: [email protected] Phone: (714) 429-5408 Ed.D., Higher Education E-mail [email protected] Thomas Pollard E-mail: [email protected] University of California, Los William Wardle Fullerton Professor Department of Nursing Angeles Assistant Professor San Jose Academic Center Phone: (858) 642-8457 Nancy P. Saks Ph.D., American Studies, E-mail: [email protected] San Diego Main Campus Ph.D., Biochemistry University of Kansas Associate Professor and Chair Carl Boggs University of Dublin Phone: (408) 236-1150 San Diego Main Campus Professor Phone: (858) 642-8474 E-mail: [email protected] D.N.Sc., Nursing Los Angeles Academic Center E-mail: [email protected] Jessica Robinson University of San Diego Ph.D., Political Science Margaret J. Greer Phone: (858) 642-8344 Associate Professor University of California, Berkeley E-mail: [email protected] Assistant Professor San Diego Main Campus Phone: (310) 258-6710 Lisa M. Kaiser E-mail: [email protected] Sacramento Academic Center Ph.D., Psychology Ph.D., Sociology California School of Professional Assistant Professor Martha Ligia Buibas University of Texas Psychology San Diego Main Campus Instructor Phone: (916) 855-4151 Phone: (858) 642-8450 Ph.Dc.,Nursing San Diego Main Campus E-mail: [email protected] E-mail: [email protected] University of San Diego M.S., Mathematics/Physics Paz A. Jensen Nataliya V. Serdyukova Phone: 858-642-8450 University of Bucharest, Romania Email: [email protected] Instructor Assistant Professor Phone: (858) 642-8467 E-mail: [email protected] San Diego Main Campus San Diego Main Campus Department of M.A., Mathematics Ph.D., Technical Science Psychology Jacqueline Caesar San Jose State University Kiev Polytechnic Institute Phone: (858) 642-8471 Phone: (858) 642-8578 Associate Professor B. Charles Tatum San Diego Main Campus E-mail: [email protected] E-mail: [email protected] Ph.D., Leadership and Human Ralph M. Leck Lou Ellen Sherrill Professor and Chair Behavior San Diego Main Campus Assistant Professor Assistant Professor United States International Ph.D., Experimental Psychology University San Bernardino Academic Center Los Angeles Academic Center University of New Mexico Phone: (858) 642-8350 Ph.D., History Ph.D., Personnel Psychology Phone: (858) 642-8476 E-mail: [email protected] University of California, Irvine Columbia University E-mail: [email protected] Phone: (909) 806-3334 Phone: (310) 258-6600 Valerie Alexander James Clevenger E-mail: [email protected] E-mail: [email protected] Associate Professor Lee T. Lovallo Igor Subbotin Assistant Professor San Diego Main Campus San Diego Main Campus Assistant Professor Professor J.D., Wayne State University Ph.D., Counseling Psychology Phone: (858) 642-8337 Sacramento Academic Center Los Angeles Academic Center University of Pittsburgh E-mail: [email protected] Ph.D., Music Composition and Ph.D., Mathematics, Phone: Phone: (858) 642-8343 Theory Institute of Mathematics of E-mail: [email protected] Marilyn Dunn University of Buffalo Academy of Sciences of the Lois Brien Assistant Professor Phone: (916) 855-4100 Ukraine Sacramento Academic Center E-mail: [email protected] Phone: (310) 258-6717 Associate Faculty Ph.D., Anatomy and Cell Biology Fred Murray Marcus E-mail: [email protected] Costa Mesa Academic Center University of Pittsburgh Daniel Thorburn Ph.D., Psychology Assistant Professor Phone: (916) 855-4136 University of Iowa Instructor Email: [email protected] Bakersfield Academic Center Phone: (714) 429-5100 Ph.D., Sociology Stockton Academic Center E-mail: [email protected] Jacque Lynn Foltyn University of Missouri Ph.D., History Lon Clark Associate Professor Phone: (661) 864-2381 University of California, Berkeley San Diego Main Campus E-mail: [email protected] Phone: (209) 475-1400 Associate Faculty Ph.D., Sociology Dzung T. Nguyen E-mail: [email protected] Redding Academic Center University of California, San Alex Zukas D. Ministry Associate Professor Diego Southern Methodist University Associate Professor Phone: (858) 642-8469 San Diego Main Campus Phone: (530) 226-4014 E-mail: [email protected] Ph.D., Physical Chemistry San Diego Main Campus E-mail: [email protected] University of California, Davis Ph.D., History Phone: (858) 642-8467 University of California, Irvine E-mail: [email protected] Phone: (858) 642-8461 E-mail: [email protected]
81 Sanford Dietzen Richard Sorenson Colin Dickey Jana Lynn Rivers-Norton Associate Faculty Professor Assistant Professor Assistant Professor Stockton Academic Center San Diego Main Campus San Bernardino Academic Center Sacramento Academic Center Ph.D., Education Ph.D., Psychology M.F.A., California Institute of the Ph.D., Psychology Washington State University University of Washington Arts Saybrook Institute Phone: (209) 475-1442 Phone: (858) 642-8397 Phone: (909) 806-3312 Phone: (916) 855-4133 E-mail: [email protected] E-mail: [email protected] E-mail: [email protected] E-mail: [email protected] J. Roland Fleck Ellen Terich William Edwards Sharon Sakada Associate Professor Associate Faculty Associate Faculty Instructor San Diego Main Campus North County Campus San Diego Main Campus Los Angeles Academic Center Ed.D., Educational M.A., Counseling M.A., Education Technology M.F.A., Creative Writing Psychology/Research Design Chapman College San Diego State University Antioch University University of Georgia Phone: (760) 945-6137 Phone: (858) 642-8455 Phone: (310) 258-6613 Phone: Phone: (858) 642-8577 E-mail: [email protected] E-mail: [email protected] E-mail: [email protected] E-mail: [email protected] Gregory White James Juarez Marlene L. Szymona Allan P. Hess Associate Professor Assistant Professor Assistant Professor Associate Faculty Redding Academic Center San Diego Main Campus Costa Mesa Academic Center Los Angeles Academic Center Ph.D., Psychology Ph.D., Ph.D., Curriculum & Instruction Ph.D., Clinical Psychology, University of California at Los Nova Southeastern University University of North Carolina Fuller Theological Seminary Angeles Phone (858) 642-8479 Phone: (714) 429-5300 Phone: (310) 258-6600 Phone: (530) 226-4007 E-mail: [email protected] E-mail: [email protected] E-mail: [email protected] E-mail: [email protected] Paul Theodore Majkut Edward Alyn Warren III Jo Hudson Professor Assistant Professor Assistant Professor Department of Writing San Diego Main Campus Costa Mesa Academic Center Fresno Academic Center and Communication Ph.D., American Literature M.F.A., English Ph.D., Clinical Psychology Indiana University of University of California, Irvine California School of Professional Michael McAnear Pennsylvania Phone: (714) 429-5131 Psychology Phone: (858) 642-8465 E-mail: [email protected] Associate Professor and Chair Phone: (559) 256-4937 E-mail: [email protected] San Diego Main Campus E-mail: [email protected] Ph.D., Germanic Languages Vicki Martineau Delbert M. Nebeker University of California, Los Instructor Angeles Professor Fresno Academic Center Phone: (858) 642-8466 San Diego Main Campus M.A., English Literature E-mail: [email protected] Ph.D., Psychology California State University, Fresno University of Washington Luis Acebal Phone: (559) 256-4942 Phone: (858) 642-8398 E-mail: [email protected] Assistant Professor E-mail: [email protected] Redding Academic Center John Miller Jan Parker Ph.D., Comparative Literature Associate Professor State University of New York at Associate Professor Costa Mesa Academic Center Binghamton San Diego Main Campus Ph.D., English Literature, Phone: (530) 226-4003 Ph.D., Psychology, University of California, Irvine E-mail: [email protected] United States International Phone: (714) 429-5146 University Janet Baker E-mail: [email protected] Phone: (858) 642-8348 Associate Professor Karen Offitzer E-mail: [email protected] San Diego Main Campus Associate Professor Laura Petracek Ph.D., English, Los Angeles Academic Center University of Florida, Gainesville Assistant Professor M.F.A., Creative Writing, Phone: (858) 642-8472 Sacramento Academic Center University of Arizona E-mail: [email protected] Ph.D., Psychology Phone: (310) 258-6721 California Institute of Integral Jeanette Bates E-mail: [email protected] Studies Associate Faculty Christie Photinos Phone: (916) 855-4103 Bakersfield Academic Center Email: [email protected] Assistant Professor M.A., English San Diego Main Campus Brenda Lee Shook California State University, Ph.D., Literature Bakersfield Associate Professor University of California, San Phone: (661) 864-2367 Sacramento Academic Center Diego E-mail: [email protected] Ph.D., Biological Psychology Phone: (858) 642-8349 Brandeis University E-mail: [email protected] Phone: (916) 855-4108 E-mail: [email protected]
82 School of Arts and Sciences
Mission Statement AREA C: INFORMATION LITERACY (minimum 4.5 quarter units)
The faculty of the School of Arts and Sciences is committed to AREA D: ARTS AND HUMANITIES helping students gain a truly liberal education while at the same time (minimum 13.5 quarter units) achieving personal intellectual growth. The lower division curriculum prepares undergraduates for a major field of study AREA E: SOCIAL AND BEHAVIORAL SCIENCES because it is writing-intensive, it emphasizes critical thinking and it (minimum 13.5 quarter units) addresses the cultural diversity of contemporary society. The School’s general education program exposes all students to the AREA F: PHYSICAL AND BIOLOGICAL SCIENCES humanities and fine arts as well as the social, psychological and (minimum 6 quarter units required [Note: one science lab is natural sciences. Students are expected to explore mathematical and required]) other formal systems in order to develop abstract reasoning abilities. The fundamental purpose of the arts and sciences curriculum is to AREA G: MODERN LANGUAGE enhance a student’s capacity to live and work as a responsible citizen (minimum 9 quarter units) in an increasingly complex world. To that end, the School’s programs (Students may satisfy this area by passing a competency test in any cultivate students’ critical abilities to analyze important social and second language. They also may satisfy this requirement with 9 professional issues. quarter units of computer languages, such as C, C++, Java, and Visual Basic. Students who satisfy competency by examination must Undergraduate Degrees still meet the overall general education unit requirement.)
I Associate of Arts (A.A.) AREA A-G: GENERAL EDUCATION (minimum 4.5 quarter units) (600) Faculty Advisors: Paz Jensen• (858) 642-8471• [email protected] and Courses taken to achieve minimum levels of collegiate-level Christine Photinos • (858) 642-8349 • [email protected] competency in the areas of writing and mathematical concepts and systems do not satisfy any portion of the general education The Associate of Arts (AA) degree is designed to give students a requirement. solid foundation for continuing professional and traditional studies as well as continued intellectual growth. I Associate of Science in Video Gaming (AS-VG) Degree Requirements (602-118)
The Associate of Science in Video Gaming consists of courses that To receive the AA degree, students must complete at least 90 quarter prepare the student for a broad range of positions requiring a units, 31.5 of which must be taken in residence at National background in multimedia design theory, production, and project University. Of the 90 units required, 70.5 must fall into the areas of management specific to the computer gaming industry. Many of the general education listed below. The other 19.5 quarter units can be skills developed in this program also apply to students wishing to comprised of elective courses and/or specific major program make extensive use of instructional multimedia and gaming preparatory courses. technology in teaching careers. Students receive hands-on training in leading software applications, while they learn and apply digital Students are urged to meet English and mathematics requirements as game development theory for a wide range of uses in online, arcade, early as possible in their college career to avoid serious difficulties in and console environments. Graduates of the program are in high other course work. Refer to the section on undergraduate admission demand because they possess a combination of skills and knowledge requirements for specific information regarding application, vital to today’s video gaming industry. Positions include game placement evaluation and matriculation. programmers, artists, designers, testers, and specialists in audio, General Education Program Requirements video, and writing for games. Additionally, industries such as marketing, business, publishing, government, education and training require individuals with the knowledge and experience this program Faculty Advisors: Paz Jensen • (858) 642-8471 • [email protected] and provides: How to build a game with a team of developers Christine Photinos • (858) 642-8349 • [email protected] specializing in various aspects of the game presentation; how the business of game development and end-product sales is organized; The general education program consists of a minimum of 70.5 and how game development tools from multimedia, computer quarter units. Of the 70.5 units, students must complete at least 4.5 science, and artificial intelligence are identified for use. units at the upper division level and 4.5 units in diversity enriched course work. A plus [+] indicates a diversity enriched offering. All Program Learning Outcomes: Upon completing the A.S. in Video undergraduate students working toward the Associate of Arts or Gaming, the students will be able to design, build, and modify video bachelor’s degree must meet the University diversity requirement. games and computer simulations, demonstrating an understanding of: National University has general education requirements in the following eight areas: • Principles and methodologies behind the rules and play of games. AREA A: ENGLISH COMMUNICATION • Visual and audio design fundamentals and aesthetics. • Traditional narrative methods, as well as game-specific (minimum 15 quarter units) techniques. AREA B: MATHEMATICAL CONCEPTS AND QUANTITATIVE • Game design and production, its interdisciplinary theoretical REASONING and practical ties to psychology, literature, cultural studies, film studies, math, computer science, and human-computer (minimum 4.5 quarter units) interaction (HCI). • Basic mathematics, Newtonian physics, game-specific programming techniques, algorithm design, and game-testing strategies. 83 School of Arts and Sciences
• Legal and ethical issues involved in game development or LAS 100 Spanish I modification of an off-the-shelf product. LAS 200 Spanish II • The history and evolution of digital gaming. (Prerequisite: LAS 100) • Diversity issues in the video game marketplace. LAS 300 Spanish III • Project management fundamentals, the roles and responsibilities (Prerequisite: LAS 200) of team members and their collaboration in all phases of design, LAS 101 Spanish for the Native Speaker development and implementation. (Prerequisite: Native speaking ability and/or recommendation of instructor.) Degree Requirements LAS 201 Spanish for the Native Speaker II (Prerequisite: LAS 101) To receive the A.S. degree in Video Gaming, students must complete CST 317 Programming in C++ at least 90 quarter units, 31.5 of which must be taken in residence at (Prerequisite: CST 242 or verifiable equivalence and National University. permission of instructor) CST 330C Object Oriented Programming in C++ General Education Requirements (Prerequisite: CST 317) (12 courses, 48 quarter units) CST 335 Data Structures and Algorithms (Prerequisite: CST 330C) AREA A: ENGLISH COMMUNICATION Required Courses for the Major (15 quarter units Required) (10 courses, 42 quarter units) CATEGORY 1 Writing (10.5 quarter units Required) MUL 330 Communication Tools (Prerequisites: ENG 100/101; COM 100 or COM 200) ENG 100 Effective College English (3 quarter units) MUL 331 Principles of Graphic Design ENG 101 Effective College English (3 quarter units) (Prerequisites: ENG 100/101; COM 100 or COM 200) ENG 334A Technical Writing MUL 350 Web Presentation (Prerequisites: ENG 100/101) (Prerequisites: ENG 100/101; COM 100 or COM 200) OR MUL 380 3-D Modeling & Rendering ENG 365 Creative Writing (Prerequisites: ENG 100/101; COM 100 or COM 200) (Prerequisites: ENG 100/101) MUL 385 Video Game Animation (Prerequisite: MUL 380) CATEGORY 2 Speech and Communications MUL 325 Psychology of Video Games (4.5 quarter units Required) (Prerequisite: PSY 100) MUL 310 Introduction to Video Gaming COM 100 Introduction to Communications (Prerequisite: ENG 100/101) OR MUL 315 Video Game Design COM 200 Effective Communication (Prerequisites: MUL 310) MUL 318 Video Game Production AREA B: MATHEMATICAL CONCEPTS AND QUANTITATIVE (Prerequisite: MUL 315) REASONING MUL 318A Video Game Production Lab (1.5 units) (Prerequisite: MUL315) (4.5 quarter units Required)
MTH 210 Introduction to Probability and Statistics Nursing Programs (Prerequisite: Placement Evaluation) AREA D: ARTS AND HUMANITIES Information Applicable to all Nursing Programs (4.5 quarter units Required)
LIT 345 Mythology Individuals expressing interest in studying nursing at National (Prerequisites: ENG 100/101) University will be provided with objective counseling regarding all AREA E: SOCIAL AND BEHAVIORAL SCIENCES of the options available to them through the Department of Nursing. Enrollment in the University does not automatically include (9 quarter units Required) admission to a nursing program.
PSY 100 Introduction to Psychology Admission Requirements HIS 350 Cultural Diversity [+] (Prerequisites: ENG 100/101) Students seeking to study nursing at National University must meet AREA F: PHYSICAL AND BIOLOGICAL SCIENCES the requirements for admission to the University as outlined in the University Catalog. (6 quarter units Required) Admission Process SCI 104 General Physics SCI 104A General Physics Lab (1.5 quarter units) Admission into the nursing programs at National University is a AREA G: MODERN LANGUAGE two-step process: 1) Application to the University; and 2) Application to the respective nursing program. (9 quarter units)
(Students may satisfy this area by passing a competency test in any second Prospective students should follow the application requirements language. They also may satisfy this requirement with 9 quarter units of listed in the “General Admission Procedures” section of this catalog. 84 computer languages, such as C, C++, Java, and Visual Basic.) School of Arts and Sciences
In addition, prospective nursing students will complete a separate program must demonstrate level-appropriate proficiency skills prior application for admission to a specific nursing program. These to readmission to the program. Likewise, these students will need to applications, with supporting documents, are accepted year-round retake the medication calculation examination successfully. Students and should be sent to the Department of Nursing, National who are unsuccessful in their first attempt at any of the nursing University, 11255 North Torrey Pines Road, La Jolla, CA 92037. courses or who choose to take a voluntary break from the course Students taking their preparation courses at National University are sequencing for any reason will be placed in subsequent cohorts as held to the same standard as those who transfer preparation courses openings in the classes are available. Students who are absent for a in from other schools. A minimum GPA of 2.75 is required for entry period of 12 months or more must reenroll and re-matriculate under into NSG 211. a new catalog.
Students are not eligible for financial aid until the matriculation is Any student who wishes to challenge a nursing course (with an NSG complete. prefix) or earn academic credit by examination must successfully complete the culminating examination appropriate to the course. Before participating in clinical practicums, students must submit University policies, found in this catalog, should be followed to proof of a health clearance that complies with the health facility’s apply for Challenge or Credit by Examination opportunities. In the requirements for immunizations and health screening tests for nursing theory or non-clinical courses, the terminal measures are applicants. In addition, before engaging in clinical practicums at often a final exam and/or term paper. In the case of the challenge health facilities, students will be required to obtain professional exam, these requirements must receive a passing grade of 80% or liability insurance in the amount of $1,000,000 per occurrence/ higher. In the nursing clinical laboratory classes students will $3,000,000 aggregate. Continued coverage throughout the program is demonstrate competent clinical care by way of return demonstration required. Students must possess a social security number to disclose for all skills listed in the course syllabi of the course being to the California Board of Registered Nursing at the time of challenged. In the clinical courses, in all areas where critical or life- Application for Licensure by Examination. threatening maneuvers are required the student must perform the return demonstration with 100% skill and accuracy. Regardless of The Department of Nursing requires that students who participate in how many courses students take as challenge/credit by exam, they fieldwork in health care facilities maintain current health insurance must still meet National University residency requirements. coverage and Cardio-Pulmonary Resuscitation (CPR) certificate (BLS- The Student Agreement Basic Life Support for Health Care Providers The student is responsible to determine if his/her insurance coverage includes provisions for emergency room visits in the event of a needle stick or To ensure that graduates of National University’s nursing programs other high risk exposure in the clinical setting, as well as the costs of are able to meet the legal requirements of the California Board of anti-HIV drugs if the physician determines the medications are Registered Nursing, all newly admitted nursing students must enter warranted. Prior to a clinical experience in a facility, students may be into a student agreement. A copy of the student agreement is required to demonstrate freedom from drug use through screening. contained in the mandatory student orientation meeting. Facilities may also demand an individual background check and fingerprinting on a student. Students are responsible to meet all The student agreement gives National University the right to requirements established by clinical facilities. suspend or terminate the student’s participation in the nursing program upon a showing that the student has: Students will need to provide their own transportation to class and all clinical experiences. Proof of auto insurance, a current car • Committed acts or engaged in conduct that could constitute registration and a valid driver’s license is required for access to grounds for denial of an RN license; clinical facilities located on military installations. • Failed to demonstrate the requisite skills and qualifications to Program Advisement satisfy the requirements for an RN license; • demonstrated other qualities or behaviors enumerated in the student agreement inconsistent with National University’s All students will be assigned a faculty advisor at the mandatory recommendation of the student for an RN license. The student advisement orientation that is required for admission to the School of agreement also authorizes National University to release to the Nursing. Students are expected to meet periodically with the faculty Board of Registered Nurses (“the Board”) all pertinent advisor and nursing advisor throughout the program. information pertaining to the student’s qualification or fitness for an RN license. Progression Requirements Time Management
All transfer courses accepted from another college or university must be equivalent in content and credit. Students who complete course The professional nursing program, with its intense clinical practice work in preparation for the nursing major at National University will component, is very demanding in terms of time and energy be given priority for selection into nursing classes. Students with allocation. Students are advised not to undertake a work schedule previous preparation in nursing are admitted to the program as that could jeopardize successful completion of the program. space is available providing requirements are met for admission to Student Assistance, Notice of Need to Improve, and the University and the Department of Nursing. Students with previous preparation in nursing are admitted to the program as Dismissal from School of Nursing Programs space is available. Academic acceptance is determined on an individual basis through evaluation of past academic preparation National University is committed to maintaining quality standards and professional experience. throughout its nursing programs and to graduating competent professional nurses. As required by the California Board of Students who have not had continual enrollment in National Registered Nurses, National University identifies and assists University’s nursing program (defined as not taking nursing students who need special assistance, and retains in its programs coursework in greater than one calendar year) in the University’s only those students who are suited for entry to or advancement in nursing program or who are transferring from another nursing the nursing profession. The Board is charged by the State with 85 School of Arts and Sciences
I evaluating the moral character and fitness of all persons who wish to Associate of Science in Nursing (A.S.N.) nurse in California health facilities. Every person who is an applicant Faculty Advisor: Nancy Saks • (858) 642-8344 • [email protected] for, or who now holds, any nursing license in answerable to the (602-119) Board for his or her fitness-related conduct. Program Description Learning Contracts
The ASN program prepares the graduate to be able to: Learning contracts will be used by faculty to notify students of learning issues and/or a clinical performance problem. If the student • Formulate accurate nursing diagnosis based on multiple sources fails to meet the standard set forth in the learning contract, the of collected data. following may result: 1) Immediate removal from a clinical • Plan, implement and evaluate strategies with patients related laboratory or facility site, 2) Immediate removal from a theory identified nursing diagnoses. course, and/or 3) Recommendation of dismissal from the program of • Working with families across the lifespan, identify learning study if the situation warrants. Students will receive a copy of the needs and implement teaching strategies to achieve mutually contract and an additional copy will be maintained in the student’s defined health care goals. file in the office of the Department of Nursing. • Manage multiple patients in a variety of settings by prioritizing Procedures Governing Problems with Progress in the and appropriately using/incorporating available resources. Program • Effectively communicate with both patients/families and other members of the health care team. • Assume professional, ethical, legal behavior upholding the When a student is having a problem with the Nursing Program or a standards of entry into the profession. student is notified that he/she is not meeting the standards of the Departmental Admission Requirements Nursing Program in either the classroom, nursing skills laboratory, or clinical facility, the student should meet first with the Course Coordinator or (if the deficit is in clinical practice) with the Course To be eligible for admission to the A.S.N. program at National Coordinator and the Clinical Nursing Faculty. The student should University, candidates must satisfy all of the following criteria: seek clarification of the deficit and work with the faculty to construct a plan for improvement (which may or may not include the creation • Have completed the National University undergraduate of a Student/Faculty Learning Contract. admission process. • Submit the appropriate nursing program application. If the candidate is allowed to continue in the program and receives a • Complete the ACCUPLACER math and english tests. second unsatisfactory grade in a nursing theory or clinical course, the • Submit a written statement of professional and educational goals student will be recommended for dismissal from the program. The to the Department of Nursing. process for a hearing and appeal, upon recommendation for dismissal from a program, is outlined in the Academic Dismissal Requirements for the Degree Procedure under the Academic Information for Undergraduate Degrees section of this catalog. To receive an Associate of Science in Nursing (ASN), students must Application for Licensure complete at least 106.5 quarter units as outlined below, 31.5 quarter units of which must be completed in residence at National University. The following courses are specific degree requirements. Students seeking an RN license must apply to the Board of In the absence of transfer credit, students may take additional Registered Nurses (“the BRN”) for such a license. It is the student’s general electives to satisfy the total units required for the degree. responsibility to keep current on the laws pertaining to the practice of registered nursing, as these laws are subject to change. Students General Education Requirements should submit the Application for Licensure by Examination at least (12 courses, 42 quarter units) four to six months before their graduation date. All requests for transcript forms must be signed after the completion/graduation AREA A: ENGLISH COMMUNICATION date. All first time applicants are required to submit fingerprints with the application. CATEGORY 1 Writing
The BRN requires applicants to take an examination containing (6 quarter units) objective multiple-choice questions administered by computer. The number of questions may vary from a minimum of 75 to a maximum ENG 100 Effective College English I of 265. The standard testing time for such examinations is a ENG 101 Effective College English II maximum of five hours. CATEGORY 2 Speech and Communication
Currently there are 7 options for curricular paths to meet (4.5 quarter units) requirements for licensure eligibility and/or degree completion: COM 200 Effective Communication 1.The A.S.N. is for individuals seeking minimum preparation to take the California licensure exam for registered nursing. AREA C: INFORMATION LITERACY AND TECHNOLOGY (4.5 quarter units)
ILR 260 Information Literacy and Report Writing (Prerequisites: Eng 100/101)
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AREA E: SOCIAL AND BEHAVIORAL SCIENCES University, candidates must satisfy all of the following criteria: (9 quarter units) • Have completed the National University undergraduate PSY 100 Introduction to Psychology admission process SOC 100 Principles of Sociology • Hold a current, active license to practice as a licensed vocational (Prerequisites: Eng 100/101) nurse • Have achieved a grade point average of 2.75 or the equivalent in AREA F: PHYSICAL AND BIOLOGICAL SCIENCES the nursing portion of the LVN program (18 quarter units) • Submit the appropriate nursing program application • Complete the ACCUPLACER math and english tests SCI 201 Human Anatomy and Physiology I • Submit a written statement of professional and educational goals SCI 201A Human Anatomy and Physiology Laboratory I to the Department of Nursing SCI 202 Human Anatomy and Physiology II Requirements for the Degree SCI 202A Human Anatomy and Physiology Laboratory II SCI 203 Introduction to Microbiology SCI 203A Introduction to Microbiology Laboratory To receive an Associate of Science in Nursing (ASN), students must complete at least 106.5 quarter units as outlined below, 31.5 quarter Nursing Core Courses units of which must be completed in residence at National (15 courses, 64.5 quarter units) University. The following courses are specific degree requirements. In the absence of transfer credit, students may take additional NSG 211 Health Assessment** general electives to satisfy the total units required for the degree. (Prerequisite: admission to nursing program and completion Students exiting after completing the courses required for licensure of required general education preparation with a minimum by the California Board of Registered Nursing (as designated below) GPA 2.75) without completing at least 106.5 quarter units (at National NSG 200 Foundations of Nursing Practice** University or through credit transfer) will not be granted the A.S.N. (Prerequisite: C or better in NSG 211) degree. NSG 200A Foundations of Nursing Practice Clinical Laboratory** (Prerequisite: C or better in NSG 211 Required General Education Preparation NSG 205 Nursing Process I: Medical-Surgical Nursing** (12 courses, 42 quarter units) (Prerequisite: C or better in NSG 200 and Pass 200A NSG 205A Nursing Process I: Medical-Surgical Nursing Clinical AREA A: ENGLISH COMMUNICATION Laboratory** (Prerequisite: C or better in NSG 200 and Pass 200A CATEGORY 1 Writing NSG 314 Nursing Process II: Child-Bearing Family Nursing ** (Prerequisite: C or better in NSG 205 and Pass 205A (6 quarter units) NSG 314A Nursing Process II: Child-Bearing Family Nursing Clinical Laboratory** ENG 100 Effective College English I (Prerequisite: C or better in NSG 205 and Pass 205A ENG 101 Effective College English II NSG 315 Nursing Process III: Pediatric Nursing** CATEGORY 2 Speech and Communication (Prerequisite: C or better in NSG 314 and Pass 314A NSG 315A Nursing Process III: Pediatric Nursing Clinical (4.5 quarter units) Laboratory** (Prerequisite: C or better in NSG 314 and Pass 314A COM 200 Effective Communication NSG 320 Nursing Process IV: Medical-Surgical Nursing II** AREA C: INFORMATION LITERACY AND TECHNOLOGY (Prerequisite: C or better in NSG 315 and Pass 315A NSG 320A Nursing Process IV: Medical-Surgical Nursing II (4.5 quarter units) Clinical Laboratory** (Prerequisite: C or better in NSG 315 and Pass 315A ILR 260 Information Literacy and Report Writing NSG 325 Nursing Process V: Psychosocial Nursing** (Prerequisites: Eng 100/101 (Prerequisite: C or better in NSG 320 and Pass 320A NSG 325A Nursing Process V: Psychosocial Nursing Clinical AREA E: SOCIAL AND BEHAVIORAL SCIENCES Laboratory** (9 quarter units) (Prerequisite: C or better in NSG 320 and Pass 320A NSG 340 Nursing Role Transitions: Introductory Nursing PSY 100 Introduction to Psychology Management and Leadership** SOC 100 Principles of Sociology (Prerequisite: C or better in NSG 325 and Pass 325A (Prerequisites: Eng 100/101 NSG 340A Nursing Role Transitions: Introductory Nursing Management and Leadership Clinical Laboratory** AREA F: PHYSICAL AND BIOLOGICAL SCIENCES (Prerequisite: C or better in NSG 325 and Pass 325A (22.5 quarter units) **Content required for licensure by CA Board of Registered Nursing I Licensed Vocational Nurse to Associate SCI 201 Human Anatomy and Physiology I of Science in Nursing (LVN-to-ASN) SCI 201A Human Anatomy and Physiology Laboratory I SCI 202 Human Anatomy and Physiology II (for Licensed Vocational Nurses seeking to advance to Registered Nurse) SCI 202A Human Anatomy and Physiology Laboratory II (602-120) SCI 203 Introduction to Microbiology Departmental Admission Requirements: SCI 203A Introduction to Microbiology Laboratory
To be eligible for admission to the LVN-ASN program at National 87 School of Arts and Sciences
Nursing Core Courses historical and contemporary environments in nursing. (8 courses, 33 quarter units) • Use computer technologies to augment productivity and to gain access to multiple informational resource services. NSG 211 Health Assessment** NSG 310 Professional Nursing Values** I BACHELOR OF SCIENCE IN NURSING NSG 320 Nursing Process IV: Medical-Surgical Nursing II** (B.S.N.) GENERIC ENTRY NSG 320A Nursing Process IV: Medical-Surgical Nursing II Clinical Laboratory** (for students with little or no prior college credits) (651) NSG 325 Nursing Process V: Psychosocial Nursing** Departmental Admission Requirements: (Prerequisite: C or better in NSG 320 and Pass 320A NSG 325A Nursing Process V: Psychosocial Nursing Clinical Laboratory** To be eligible for admission to the generic entry BSN program at (Prerequisite: C or better in NSG 320 and Pass 320A National University, candidates must satisfy all of the following NSG 340 Nursing Role Transitions: Introductory Nursing criteria: Management and Leadership** (Prerequisite: C or better in NSG 325 and Pass 325A • Have completed the National University undergraduate NSG 340A Leadership Clinical Laboratory** admission process (Prerequisite: C or better in NSG 325 and Pass 325A • Submit the appropriate nursing program application • Complete the ACCUPLACER math and english tests ** Content required for licensure by CA Board of Registered Nursing • Submit a written statement of professional and educational goals to the Department of Nursing Electives or Transfer Units: 31.5 quarter units Requirements for the Degree I BACHELOR OF SCIENCE IN NURSING (B.S.N.) To receive a Bachelor of Science in Nursing (BSN), students must Faculty Advisor: Nancy Saks • (858)642-8344 • [email protected] complete at least 180 quarter units as outlined below, 45 quarter units (651) of which must be completed in residence at National University and 76.5 quarter units must be upper division. The following courses are The Bachelor of Science in Nursing (BSN) program prepares specific degree requirements. In the absence of transfer credit, registered nurses to assume greater responsibility in today’s complex students may be required to take additional electives to satisfy the health care environment. Degree candidates develop critical thinking, total units required for the degree. communication and therapeutic nursing skills within the framework of transcultural nursing. Graduates are able to manage the nursing Required General Education Preparation care of culturally diverse clients in a variety of setting. (17 courses, 64.5 quarter units) The Bachelor of Science in Nursing program is accredited by the AREA A: ENGLISH COMMUNICATION Commission on Collegiate Nursing Education (CCNE) through June 2011. CATEGORY 1 Writing Program Description (6 quarter units)
ENG 100 Effective College English I The BSN program prepares the graduate to be able to: ENG 101 Effective College English II
• Formulate accurate nursing diagnosis based on multiple sources CATEGORY 2 Speech and Communication of collected data (4.5 quarter units) • Plan, implement and evaluate strategies with patients related identified nursing diagnoses COM 200 Effective Communication • Working with families across the lifespan, identify learning needs and implement teaching strategies to achieve mutually defined AREA B: MATHEMATICAL CONCEPTS AND QUANTITATIVE health care goals REASONING • Manage multiple patients in a variety of settings by prioritizing and appropriately using/incorporating available resources (4.5 quarter units) • Effectively communicate with both patients/families and other members of the health care team MTH 210 Introduction to Probability and Statistics (Prerequisite: Placement Evaluation • Assume professional, ethical, legal behavior upholding the OR standards of entry into the profession NSG 322 Introduction to Biomedical Statistics • Practice professional nursing using theory and knowledge as a basis for practice. AREA C: INFORMATION LITERACY AND TECHNOLOGY • Demonstrate competency by meeting standards of care in providing nursing care to a diverse set of clients in a multicultural (4.5 quarter units) community. • Demonstrate competency and leadership in organizing care for a ILR 260 Information Literacy and Report Writing caseload of clients. (Prerequisites: Eng 100/101 • Analyze and synthesize current findings from nursing research AREA D: ARTS AND HUMANITIES and research in related fields. • Evaluate current findings from relevant research for utilization in (9 quarter units) practice. • Develop a critical stance on professional issues related to nursing See listing of General Education courses offered in this category. practice, education, and knowledge development by analyzing the 88 School of Arts and Sciences
AREA E: SOCIAL AND BEHAVIORAL SCIENCES NSG 325A Nursing Process V: Psychosocial Nursing Clinical (9 quarter units) Laboratory** (Prerequisite: C or better in NSG 320 and Pass 320A) PSY 100 Introduction to Psychology NSG 403 Theoretical Models and Conceptual Frameworks as a SOC 100 Principles of Sociology Basis for Nursing Practice (Prerequisites: Eng 100/101) NSG 404 Pharmacology for Nurses AREA F: PHYSICAL AND BIOLOGICAL SCIENCES NSG 410 Nursing in the Community: Population Focused Practice*** (18 quarter units) (Prerequisites: NSG 411) NSG 411 Nursing in the Community: Frameworks for Practice*** SCI 201 Human Anatomy and Physiology I (Prerequisites: NSG 412) SCI 201A Human Anatomy and Physiology Laboratory I NSG 412 Nursing in the Community: Health Care Delivery*** SCI 202 Human Anatomy and Physiology II (Prerequisite: Completion of all 300-level nursing courses SCI 202A Human Anatomy and Physiology Laboratory II NSG 422 Introduction to Nursing Research SCI 203 Introduction to Microbiology NSG 433 Nursing Leadership and Management** SCI 203A Introduction to Microbiology Laboratory (Prerequisite: Completion of all 300-level nursing courses) AREA G: MODERN LANGUAGE NSG 433A Nursing Leadership and Management Clinical Laboratory** (1.5 quarter units) (9 quarter units) (Prerequisite: Completion of all 300-level nursing courses) NSG 440 Issues in Professional Nursing (capstone course) LAS 340A Spanish in the Professional Work Place for English Speakers* ** Content required for licensure by CA Board of Registered Nursing LAS 341 Applications of Cross-Cultural Communication in the ***This course requires a clinical practicum of 32 hours Work Place Electives (Prerequisite LAS 340A) Preparation for the Major 15 quarter units I LICENSED VOCATIONAL NURSE TO (6 courses, 27 quarter units) BACHELOR OF SCIENCE IN NURSING (LVN-TO-BSN) SOC 500 Understanding Cultural Pluralism in American Society (Prerequisite ENG 100/101) (for Licensed Vocational Nurses seeking to advance to BSN-prepared or Registered Nurse) HB 500 Cross-Cultural Dynamics of Human Behavior (651-120) (Prerequisites ENG 100/101 and PSY 100) Departmental Admission Requirements NSG 211 Health Assessment** (Prerequisite: admission to nursing program and completion of required general education preparation with a minimum To be eligible for admission to the LVN-BSN program at National GPA 2.75) University, candidates must satisfy all of the following criteria: NSG 200 Foundations of Nursing Practice** (Prerequisite: C or better in NSG 211) • Have completed the National University undergraduate NSG 200A Foundations of Nursing Practice Clinical Laboratory** admission process (Prerequisite: C or better in NSG 211) • Hold a current, active license to practice as a licensed vocational NSG 205 Nursing Process I: Medical-Surgical Nursing** nurse (Prerequisite: C or better in NSG 200 and Pass 200A) • Have achieved a grade point average of 2.75 or the equivalent in NSG 205A Nursing Process I: Medical-Surgical Nursing Clinical the nursing portion of the LVN program Laboratory** • Submit the appropriate nursing program application (Prerequisite: C or better in NSG 200 and Pass 200A) • Complete the ACCUPLACER math and english tests Nursing Core Courses • Submit a written statement of professional and educational goals to the Department of Nursing (17 courses, 73.5 quarter units) Requirements for the Degree
NSG 314 Nursing Process II: Child-Bearing Family Nursing** NSG 314A Nursing Process II: Child-Bearing Family Nursing To receive a Bachelor of Science in Nursing (BSN), students must Clinical Laboratory** complete at least 180 quarter units as outlined below, of which a NSG 315 Nursing Process III: Pediatric Nursing** minimum of 76.5 quarter units must be completed at the upper (Prerequisite: C or better in NSG 314 and Pass 314A) division and 45 quarter units of which must be completed in NSG 315A Nursing Process III: Pediatric Nursing Clinical residence at National University. The following courses are specific Laboratory** degree requirements. In the absence of transfer credit, students may (Prerequisite: C or better in NSG 314 and Pass 314A) take additional general electives to satisfy the total units required for NSG 320 Nursing Process IV: Medical-Surgical Nursing II** the degree. Students exiting after completing the courses required for (Prerequisite: C or better in NSG 315 and Pass 315A) licensure by the California Board of Registered Nursing (as NSG 320A Nursing Process IV: Medical-Surgical Nursing II Clinical designated below) without completing at least 180 quarter units (at Laboratory** National University or through credit transfer) will not be granted (Prerequisite: C or better in NSG 315 and Pass 315A) the BSN degree. NSG 325 Nursing Process V: Psychosocial Nursing** (Prerequisite: C or better in NSG 320 and Pass 320A)
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Required General Education Preparation Preparation for the Major
(17 courses, 64.5 quarter units) (21 courses, 4.5 quarter units)
AREA A: ENGLISH COMMUNICATION SOC 500 Understanding Cultural Pluralism in American Society* (Prerequisite: ENG 100/101) CATEGORY 1 Writing OR HB 500 Cross-Cultural Dynamics of Human Behavior* (6 quarter units) (Prerequisites: ENG 100/101 and PSY 100) *students can also use these courses to fulfill general education ENG 100 Effective College English I ENG 101 Effective College English II Requirements CATEGORY 2 Speech and Communication Nursing Core Courses (4.5 quarter units) (15 courses, 64.5 quarter units)
COM 200 Effective Communication NSG 211 Health Assessment** NSG 310 Professional Nursing Values** AREA B: MATHEMATICAL CONCEPTS AND QUANTITATIVE NSG 320 Nursing Process IV: Medical-Surgical Nursing II** REASONING NSG 320A Nursing Process IV: Medical-Surgical Nursing II Clinical Laboratory** (4.5 quarter units) (Prerequisite: C or better in NSG 315 and Pass 315A) NSG 325 Nursing Process V: Psychosocial Nursing** MTH 210 Introduction to Probability and Statistics (Prerequisite: C or better in NSG 320 and Pass 320A) (Prerequisite: Placement Evaluation) NSG 325A Nursing Process V: Psychosocial Nursing Clinical OR Laboratory** NSG 322 Introduction to Biomedical Statistics (Prerequisite: C or better in NSG 320 and Pass 320A) NSG 403 Theoretical Models and Conceptual Frameworks as a AREA C: INFORMATION LITERACY AND TECHNOLOGY Basis for Nursing Practice (4.5 quarter units) NSG 404 Pharmacology for Nurses NSG 410 Nursing in the Community: Population Focused Practice*** ILR 260 Information Literacy and Report Writing (Prerequisite: NSG 411) (Prerequisites: Eng 100/101) NSG 411 Nursing in the Community: Frameworks for Practice*** AREA D: ARTS AND HUMANITIES (Prerequisites: NSG 412) NSG 412 Nursing in the Community: Health Care Delivery*** (9 quarter units) (Prerequisite: Completion of all 300-level nursing courses) NSG 422 Introduction to Nursing Research See listing of General Education courses offered in this category. NSG 433 Nursing Leadership and Management** (Prerequisite: Completion of all 300-level nursing courses) AREA E: SOCIAL AND BEHAVIORAL SCIENCES NSG 433A Nursing Leadership and Management Clinical (9 quarter units) Laboratory** 1.5 quarter units (Prerequisite: Completion of all 300-level nursing courses) PSY 100 Introduction to Psychology NSG 440 Issues in Professional Nursing (capstone course) SOC 100 Principles of Sociology (Prerequisites: Eng 100/101) ** Content required for licensure by CA Board of Registered Nursing ***This course requires a clinical practicum of 32 hours AREA F: PHYSICAL AND BIOLOGICAL SCIENCES I BACHELOR OF SCIENCE IN NURSING (18 quarter units) (B.S.N.) RN COMPLETION
SCI 201 Human Anatomy and Physiology I (for already licensed, registered nurses seeking a Bachelor of Science in SCI 201A Human Anatomy and Physiology Laboratory I Nursing degree) SCI 202 Human Anatomy and Physiology II (651-121) SCI 202A Human Anatomy and Physiology Laboratory II Departmental Admission Requirements: SCI 203 Introduction to Microbiology SCI 203A Introduction to Microbiology Laboratory AREA G: MODERN LANGUAGE To be eligible for admission to the BSN program at National University, candidates must satisfy all of the following criteria: (9 quarter units) • Have completed the National University undergraduate LAS 340A Spanish in the Professional Work Place for English admission process Speakers* • Hold a current, active license to practice as a registered nurse in LAS 341 Applications of Cross-Cultural Communication in the the state/country where clinical experiences will be completed Work Place • Have achieved a grade point average of 2.75 or the equivalent in (Prerequisite: LAS 340A) the basic nursing program • Be a graduate of an associate degree in nursing program or meet equivalency requirements for National University • Submit the appropriate nursing program application • Complete the ACCUPLACER math and english tests
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Equivalency Requirements Preparation for the Major for Independent Duty Corpsmen also includes an additional 9 units Licensed RNs who have not earned the associate degree in nursing can meet equivalency requirements by completing the general NSG 300 Making the Transition to the Role of the Professional education requirements, the preparation for the major and Anatomy Nurse (for IDC-RN candidates only) and Physiology (12 quarter units). Students can use Anatomy and NSG 301 Practicing the Role of the Professional Nurse (for IDC- Physiology to meet the Physical and Biological Sciences general RN candidates only) education requirements, or they can use prior course work from These courses must be taken prior to taking any of the 400-level other regionally accredited institutions. The basic nursing education nursing courses. program must have included course work in those areas required by Nursing Core Courses the California Board of Registered Nursing. (11 courses, 46.5 quarter units) Independent Duty Corpsman (IDCs) who have successfully challenged the NCLEX must meet the equivalency requirements NSG 211 Health Assessment described above and successfully complete the IDC-RN transition NSG 310 Professional Nursing Values courses (NSG 300 and NSG 301). NSG 403 Theoretical Models and Conceptual Frameworks as a Basis for Nursing Practice Admissions Procedure NSG 404 Pharmacology for Nurses NSG 410 Nursing in the Community: Population Focused Practice*** Applicants are required to: (Prerequisite: NSG 411) NSG 411 Nursing in the Community: Frameworks for Practice*** • Submit a statement of educational and professional goals (Prerequisite: NSG 412 • Schedule and complete a personal interview with the program NSG 412 Nursing in the Community: Health Care Delivery*** director or designee (Prerequisite: Completion of all 300-level nursing courses) Requirements for the Degree NSG 422 Introduction to Nursing Research NSG 433 Nursing Leadership and Management (Prerequisite: Completion of all 300-level nursing courses) To receive a Bachelor of Science in Nursing (BSN), students must NSG 433A Nursing Leadership and Management Clinical complete at least 180 quarter units as outlined below, a minimum of Laboratory (1.5 quarter units) 76.5 quarter units of which must be completed at the upper division (Prerequisite: Completion of all 300-level nursing courses) and 45 quarter units of which must be completed in residence at NSG 440 Issues in Professional Nursing (capstone course) National University. ***This course requires a clinical practicum of 32 hours A maximum of 45 quarter units (30 semester units) of lower-division Electives or Transfer Units credit may be allowed for clinical courses for a registered nurse who is a graduate of a three-year hospital nursing school. Up to 22.5 quarter units (15 semester units) of additional lower-division credit 106.5 quarter units (In the absence of upper division transfer units, may be granted for academically equivalent coursework. 16.5 quarter units of upper division coursework may be needed to The following courses are specific degree requirements. In the meet the minimum upper division requirement of 76.5 quarter units. absence of transfer credit, students may take additional general For a bachelors degree program, no more than 135 quarter units are electives to satisfy the total units required for the degree. allowed in transfer, of which a maximum of 103.5 quarter units (69 semester units) may be lower division. Preparation for the Major I BACHELOR OF SCIENCE IN NURSING (6 courses, 27 quarter units) (B.S.N.) ACCELERATED POST-BACHELOR MTH 210 Introduction to Probability and Statistics DEGREE (Prerequisite: Placement Evaluation) (for individuals with prior earned bachelor’s degree (ie. B.A., B.S.) who wish OR to be prepared for licensure as a registered nurse while simultaneously NSG 322 Introduction to Biomedical Statistics earning a Bachelor of Science in Nursing degree) PSY 100 Introduction to Psychology SOC 100 Principles of Sociology Departmental Admission Requirements: (Prerequisite: Eng 100/101) OR SOC 260 Cultural Anthropology To be eligible for admission to the Accelerated post-bachelor’s BSN (Prerequisite: ENG 100/101) program at National University, candidates must satisfy all of the LAS 340A Spanish in the Professional Work Place for English following criteria: Speakers LAS 341 Applications of Cross-Cultural Communication in the • Have completed the National University undergraduate Work Place admission process (Prerequisite: LAS 340A) • Hold a bachelor’s degree from an accredited school SOC 500 Understanding Cultural Pluralism in American Society • Have an overall college GPA of 2.75 OR 3.0 GPA on last 60 hours (Prerequisite:ENG 100/101) of coursework completed OR • Submit the appropriate nursing program application HB 500 Cross-Cultural Dynamics of Human Behavior • Complete the ACCUPLACER math and english tests (Prerequisites: ENG 100/101 and PSY 100) • Submit a written statement of professional and educational goals to the Department of Nursing
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Requirements for the Degree NSG 410 Nursing in the Community: Population Focused Practice*** To receive a Bachelor of Science in Nursing (BSN), students must (Prerequisite: NSG 411) complete at least 180 quarter units as outlined below, a minimum of NSG 411 Nursing in the Community: Frameworks for Practice*** 76.5 quarter units of which must be completed at the upper division (Prerequisite: NSG 412) and 45 quarter units of which must be completed in residence at NSG 412 Nursing in the Community: Health Care Delivery*** National University. The following courses are specific degree (Prerequisite: Completion of all 300-level nursing courses requirements. In the absence of transfer credit, students may take NSG 422 Introduction to Nursing Research NSG 433 Nursing Leadership and Management** additional general electives to satisfy the total units required for the (Prerequisite: Completion of all 300-level nursing courses) degree. NSG 433A Nursing Leadership and Management Clinical Preparation for the Major Laboratory** (1.5 quarter units) (Prerequisite: Completion of all 300-level nursing courses) (15 courses, 58.5 quarter units) NSG 440 Issues in Professional Nursing (capstone course) COM 200 Effective Communication MTH 210 Introduction to Probability and Statistics ** Content required for licensure by CA Board of Registered Nursing (Prerequisite: Placement Evaluation) ***This course requires a clinical practicum of 32 hours OR I BACHELOR OF ARTS (B.A.) NSG 322 Introduction to Biomedical Statistics PSY 100 Introduction to Psychology (610) SOC 100 Principles of Sociology General Education Program Requirements (Prerequisites: Eng 100/101) Faculty Advisors: Paz Jensen • (858) 642-8471 • [email protected] and SCI 201 Human Anatomy and Physiology I Christine Photinos • (858) 642-8349 • [email protected] SCI 201A Human Anatomy and Physiology Laboratory I SCI 202 Human Anatomy and Physiology II The general education program consists of a minimum of 70.5 SCI 202A Human Anatomy and Physiology Laboratory II quarter units. Of the 70.5 units, students must complete at least 4.5 SCI 203 Introduction to Microbiology units at the upper division level and 4.5 units in diversity enriched SCI 203A Introduction to Microbiology Laboratory course work. A plus [+] indicates a diversity enriched offering. All NSG 211 Health Assessment** undergraduate students working toward any associate or bachelor’s (Prerequisite: admission to nursing program and completed degree must meet the University diversity requirement. general education preparation with a minimum GPA 2.75) NSG 200 Foundations of Nursing Practice** National University has general education requirements in the (Prerequisite: C or better in NSG 211) following eight areas: NSG 200A Foundations of Nursing Practice Clinical Laboratory** (Prerequisite: C or better in NSG 211) AREA A: ENGLISH COMMUNICATION NSG 205 Nursing Process I: Medical-Surgical Nursing** (minimum 15 quarter units) (Prerequisite: C or better in NSG 200 and Pass 200A) NSG 205A Nursing Process I: Medical-Surgical Nursing Clinical AREA B: MATHEMATICAL CONCEPTS AND QUANTITATIVE Laboratory** REASONING (Prerequisite: C or better in NSG 200 and Pass 200A) (minimum 4.5 quarter units) AREA C: INFORMATION LITERACY Nursing Core Courses (minimum 4.5 quarter units) (17 courses, 73.5 quarter units) AREA D: ARTS AND HUMANITIES NSG 314 Nursing Process II: Child-Bearing Family Nursing** (minimum 13.5 quarter units) (Prerequisite: C or better in NSG 205 and Pass 205A) NSG 314A Nursing Process II: Child-Bearing Family Nursing AREA E: SOCIAL AND BEHAVIORAL SCIENCES Clinical Laboratory** (minimum 13.5 quarter units) (Prerequisite: C or better in NSG 205 and Pass 205A) NSG 315 Nursing Process III: Pediatric Nursing** AREA F: PHYSICAL AND BIOLOGICAL SCIENCES (Prerequisite: C or better in NSG 314 and Pass 314A) NSG 315A Nursing Process III: Pediatric Nursing Clinical (minimum 6 quarter units required [Note: one science lab is Laboratory** required]) (Prerequisite: C or better in NSG 314 and Pass 314A) AREA G: MODERN LANGUAGE NSG 320 Nursing Process IV: Medical-Surgical Nursing II** (Prerequisite: C or better in NSG 315 and Pass 315A) (minimum 9 quarter units) NSG 320A Nursing Process IV: Medical-Surgical Nursing II (Students may satisfy this area by passing a competency test in any Clinical Laboratory** second language. They also may satisfy this requirement with 9 (Prerequisite: C or better in NSG 315 and Pass 315A) quarter units of computer languages, such as C, C++, Java, and NSG 325 Nursing Process V: Psychosocial Nursing** Visual Basic. Students who satisfy competency by examination must (Prerequisite: C or better in NSG 320 and Pass 320A) still meet the overall general education unit requirement.) NSG 325A Nursing Process V: Psychosocial Nursing Clinical AREA A-G: GENERAL EDUCATION Laboratory** (Prerequisite: C or better in NSG 320 and Pass 320A) (minimum 4.5 quarter units) NSG 403 Theoretical Models and Conceptual Frameworks as a Basis for Nursing Practice Courses taken to achieve minimum levels of collegiate-level NSG 404 Pharmacology for Nurses competency in the areas of writing and mathematical concepts and systems do not satisfy any portion of the general education requirement.
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N Major in Behavioral Science Upper Division Requirements for the Major
(610-103) (9 courses, 40.5 quarter units) Faculty Advisor: Brenda Shook • (916) 855-4106 • [email protected] PSY 426 History of Psychology (Prerequisites: ENG 100/101 and PSY 100) In today’s complex technological society, there is an ever-increasing PSY 427 Biological Psychology need for a theoretical and scientific understanding of human (Prerequisites: ENG 100/101 and PSY 100) behavior. The Bachelor of Arts degree with a Major in Behavioral PSY 428 Developmental Psychology Sciences draws from the theories, principles and scientific research in (Prerequisites: ENG 100/101 and PSY 100) psychology and human behavior to present a broad view of human (PSY 301 may not be substituted for this course) thought, emotion and action. The degree provides students with a PSY 429 Introduction to Personality Theory solid background in the discipline so they can operate more (Prerequisites: ENG 100/101 and PSY 100) effectively as a person and pursue advanced studies in the field. This PSY 430 Introduction to Psychopathology degree emphasizes the research and scientific dimensions of human (Prerequisites: ENG 100/101 and PSY 100) behavior. Students wishing to add a more clinical or counseling PSY 431 Theories and Techniques of Psychological Testing orientation should consider a minor in addictive disorders or take (Prerequisites: ENG 100/101 and PSY 100) the following courses as electives: PSY 340A, PSY 437, CD 440. PSY 432 Social Psychology Students wishing greater exposure to research and experimental (Prerequisites: ENG 100/101 and PSY 100) methods should consider a minor in psychological research. The PSY 433 Cognitive Psychology primary program outcomes and competencies are: (Prerequisites: ENG 100/101 and PSY 100) PSY 480 Senior Project (Two-month, 4.5 unit course) • Competency in the classification and research of (Prerequisites: All other core courses) psychopathologies. • A breadth of knowledge in developmental psychology and an Note: PSY 480 is not an approved course for accelerated study understanding of development throughout the life span. • A mastery of personality theory and research on the Upper Division Electives psychological characteristics of the individual. (7 courses, 31.5 quarter units) • An understanding of human learning, memory, and the cognitive structures underlying behavior and mental processes. Students not pursuing a minor must choose seven upper division • An ability to appraise social influences on human behavior, electives from courses with the following prefixes: HUB, PSY, SOC, including persuasion, obedience, conformity, and other social HRM and CJA. Other electives must be approved by the department processes. chair. Students may not take PSY 301 as an upper division elective. • Knowledge of the neurobiological mediation of normal and abnormal behaviors and an ability to evaluate neuroscientific General Electives research. • An understanding of the theory and principles of psychological In the absence of transfer credit, additional general electives may be tests and measurement, and a knowledge of the application (and necessary to satisfy total units for the degree. Students may not take misapplication) of a variety of standardized test. PSY 301 as a general elective. • An appreciation for the use of the scientific method throughout the history of psychology and be able to articulate the important N Major in English issues that emerged in the evolution of psychology as a distinct discipline. (610-111) • The ability to write a comprehensive paper in APA style that Faculty Advisor: John Miller • (714) 429-5146 • [email protected] includes the empirical and theoretical study of a specific topic related to the major. The Bachelor of Arts with a Major in English provides a strong background in the study of English. The program stresses Requirements for the Major scholarship, diversity and critical thinking through a rigorous and focused curriculum of literature, composition, language and To receive a Bachelor of Arts degree with a Major in Behavioral linguistics. The program is designed to thoroughly prepare students Science, students must complete at least 180 quarter units as for teaching English in middle school or high school. It is also an articulated below, 76.5 of which must be completed at the upper excellent preparation for other pursuits, including graduate school in division level and 45 of which must be completed in residence at English, professional school, writing and publishing. National University. The following courses are specific degree The program prepares candidates to teach English effectively in a requirements. In the absence of transfer credit, additional general diverse and changing community. It fosters candidates who write electives may be necessary to satisfy the total units for the degree. skillfully and who are prepared to identify the writing issues of Preparation for the Major future students. The program can be taken two ways: with the Single Subject Preparation or without the Single Subject Preparation. (3 courses, 13.5 quarter units) Single Subject Preparation in English These courses may be used to satisfy a general education (610-114) requirement. ILR 260 Information Literacy and Report Writing The Bachelor of Arts with a Major in English is approved by the (Prerequisite: ENG 240) California Commission on Teacher Credentialing for Single Subject PSY 100 Introduction to Psychology Preparation in English. MTH 210 Introduction to Probability and Statistics (Prerequisite: Placement Evaluation) Students taking the B.A. with a major in English who are not interested in the Single Subject Preparation need only take the nine
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courses listed as Upper Division Requirements for the Major, GLS 330 Film in an International Context including the prerequisite requirement. They do not have to take (Prerequisite: ENG 100/101) either ENG 300 or a Concentration. MUL 330 Communication Tools (Prerequisite ENG100/101; COM 100) Degree Requirements MUL340 Principles of Web Design (Prerequisite ENG100/101; COM 100) To receive a Bachelor of Arts degree with a Major in English, SOC 325 Contemporary Popular Culture students must complete at least 180 quarter units as articulated (Prerequisite: ENG 100/101) below, 45 of which must be completed in residence at National SOC 332 Contemporary American Society University and 76.5 of which must be completed at the upper (Prerequisite: ENG 100/101) division level. The following courses are degree requirements. In the SOC 336 American Film and Society absence of transfer credit, additional general electives may be (Prerequisite: ENG 100/101) necessary to satisfy total units for the degree. L Concentration in Letters Preparation for the Major (1 course, 4.5 quarter units) (170)
LIT 100 Introduction to Literature ART 315 Film as Art (Prerequisites: ENG 101) (Prerequisite: ENG 100/101) ENG 375 Nature Writing Requirements for the Major (Prerequisite: ENG 100/101) (9 courses, 40.5 quarter units) HIS 341 History through Theater (Prerequisite: ENG 100/101) ENG 350 Fundamentals of Linguistics HIS 350 Cultural Diversity (Prerequisite: ENG 100/101) (Prerequisite: ENG 100/101) ENG 352 Origins of English HIS 410 The California Experience (Prerequisite: ENG 100/101) (Prerequisite: ENG 100/101) ENG 365 Creative Writing LIT 360 Literary Theory (Prerequisite: ENG 100/101) (Prerequisite: ENG 100/101) LIT 337 American Literature LIT 430 Children’s Literature and Literacy (Prerequisite: ENG 100/101) (Prerequisite: ENG 100/101) LIT 342 World Literature LIT 345 Mythology (Prerequisite: ENG 100/101) (Prerequisite: ENG 100/101) LIT 338 Shakespeare LIT 443 World of the Short Story (Prerequisite: LIT 100) (Prerequisite: ENG 100/101) LIT 446 Studies in Poetry LIT 456 Studies in Drama (Prerequisite: LIT 100) (Prerequisite: ENG 100/101) LIT 450 Studies in the Novel N (Prerequisite: ENG 100/101) Major in General Studies LIT 460 Gender and Literature (610-443) (Prerequisite: ENG 100/101) Faculty Advisor: Margaret J. Greer • (916) 855-4151 • [email protected] Additional Requirement for Single Subject Preparation students only The Bachelor of Arts with a Major in General Studies (BAGS) is designed to meet the needs of an increasing body of students who (4.5 quarter units) have completed considerable study in diverse subject areas, both academic and applied. This program allows students to organize ENG 300 English Practicum and Portfolio (should be taken as their varied explorations into a coherent degree program. The BAGS early in the student’s program as possible) is unique among academic curricula, for it liberates students from English Concentrations the burden of repeating course work in order to fulfill traditional degree requirements. The degree allows students to explore a wide (6 courses, 27 quarter units) variety of disciplines. It integrates both applied study (e.g., business, nursing, computer science, military science) and arts and sciences to Single Subject Preparation candidates must select from one of the an extent not currently available in other degree programs. This is concentrations listed below. The following are recommended: particularly important for adults who often interrupt their studies for Note: Students who are not Single Subject Preparation candidates prolonged periods and return with a different academic focus and may choose from any of the courses listed under both concentrations career goal. The general studies degree allows adult learners to to fulfill the total upper division requirements for the degree. continue moving forward without retracing a considerable portion of L Concentration in Communications and their study. Media Studies Degree Requirements
(169) To receive a Bachelor of Arts degree with a Major in General Studies, students must complete at least 180 quarter units as articulated COM 360 Representation and Diversity in the Media below, 90 of which must be completed in the Arts and Sciences, 45 of (Prerequisite: ENG 101) which must be completed in residence at National University and COM 385 Tale, Text and Hypertext 76.5 of which must be completed at the upper division level. (Prerequisites: ENG 100/101) COM 380 Democracy in the Information Age In addition to the above University general education requirements, (Prerequisite: ENG 100/101) two concentrations are required. A Concentration for the General ENG 334A Technical Writing Studies degree program is defined as 22.5 quarter units in a given (Prerequisite: ENG 100/101) 94 discipline. A General Studies Concentration differs from a major in School of Arts and Sciences
Upper Division Electives the reduced number of credits that are required. The first Concentration requirement is fulfilled by acquiring 22.5 quarter units (5 courses, 22.5 quarter units) in an Arts and Sciences discipline such as natural sciences, mathematics, literature, history, or social science, and nine of the To fulfill their unit requirements, students can choose electives from quarter units must be completed at the upper division level. For any 300-, 400-, or 500-level courses for which they meet prerequisites. example: If a student was pursuing a literature Concentration, they N would need five courses with a Literature prefix. The second Major in Global Studies Concentration requirement is fulfilled by completing 22.5 quarter (610-107) units in either a single Applied Studies or Arts and Science Faculty Advisor: Daniel Thorburn • (209) 475-1443 • [email protected] discipline, with at least nine of the quarter units completed at the upper division level. If a student selects the second Concentration in Offered only over the Internet, the Global Studies Program takes the Applied Studies discipline, such as management, law, accounting, advantage of emerging information technology to give students and or marketing, all five courses must have the same prefix such as professors the opportunity to use the vast resources of the World MGT if the management discipline was selected. However students Wide Web. The program provides a flexible integration of skills and do have the option of selecting a second concentration in Arts and competencies that prepares students for a variety of international Sciences rather than Applied Studies. If a second concentration in careers as well as graduate studies in business, technology, Arts and Sciences is selected, then students have the option of education, social science, government, media and law. In short, the choosing five courses from various disciplines within the Arts and program provides students with the ability to think and act Sciences area. “globally.” Concentration Requirement The global environment in which economics, culture and technology (10 courses, 45 quarter units) converge is diverse, changing, complex and interdependent. By combining a variety of disciplines, this program provides a Each student in the BAGS is required to complete two Concentration framework in which to understand and effectively negotiate global requirements of 22.5 units each. Each of the Concentration realities, whether they are economic, political, cultural, or ecological. requirements must include at least nine-quarter units of upper The program gives students practice in using Internet technology, division work. Students can choose from a variety of subject areas to applying cultural understanding and exploring and developing satisfy the Arts and Sciences Concentration requirements. These potential markets for their ideas and talent. Students in this program courses could be used alone or in combination with courses taken at learn to use global communications and information technologies to other institutions. Listed below are examples of subject areas that can conduct research in a variety of electronic databases. Global Studies be used to fulfill a Concentration requirement: majors become knowledgeable in the cultures and practices of the Arts and Sciences world’s communities. Graduates understand the roles that ecology, gender, race, class, religion and ethnicity play in cultural (5 courses, 22.5 quarter units) environments and apply their understanding to everyday interactions among diverse cultures. Graduates also produce a Literature portfolio that enables them to integrate the skills they have acquired Environmental Studies and apply them to the solution of a real-world problem. This Fine and Performing Arts portfolio includes individual projects and a final, full-length project. History Social Sciences Global Studies Program Outcomes Communications
Applied Study At the end of the Global Studies program, students will be able to: (5 courses, 22.5 quarter units) • Take the world as a major point of reference (“think globally”). Students can also use courses from the listed areas to satisfy the • Know how to frame an appropriate on-line research project. concentration requirement in Applied Study. These courses could be • Evaluate on-line information for its reliability and veracity. used on their own or in combination with related courses at other • Analyze and synthesize current research about selected global institutions. issues. • Develop the knowledge and skills necessary to begin Law participating actively in solving important global issues and Management problems (“act globally”). Accounting • Use global communications and information technologies and Information Technology Management search engines effectively to conduct online research. Criminal Justice Administration • Construct a sound argument in favor of a proposed solution to a Marketing real-world problem using theoretical constructs and empirical Human Resource Management evidence. • Clarify explicit linkages between culture, technology, and Portfolio Requirement: HUM 499 economics on global and regional scales. (1 course, 4.5 quarter units) • View a problem or situation from several disciplinary perspectives. In addition to the above course work, students must complete a final • Exercise cross-cultural awareness (awareness and comparison of portfolio project under the supervision of a faculty member. During the past and present diversity of ideas and practices to be found this portfolio project, students map out the mosaic of their academic in human societies around the world). accomplishments and find the internal coherence of their intellectual • Explain the dynamics of global interactions and how they have explorations. To fulfill the portfolio requirement, students need to changed over time. save and maintain a file of all papers written for their classes. These • Analyze the roles that ecology, gender, race, class, religion, and will be revised and included in the portfolio. ethnicity play in a variety of cultural environments and apply their understanding to everyday interactions among diverse cultures. 95 School of Arts and Sciences
Degree Requirements GLS 320 Technologies of Culture (Prerequisite: ENG 240) To obtain a Bachelor of Arts with a Major in Global Studies, students GLS 331 American Film in an International Context must complete at least 180 quarter units as listed below, 45 of which (Prerequisite: ENG 240) must be completed through National University and 76.5 of which GLS 440 Study Abroad must be completed at the upper division level. In the absence of HIS 325 Peoples and Places: Migration in Modern World History transfer credit, students may need to take additional general electives (Prerequisites: ENG 100/101) to satisfy the total units for the degree. Students should refer to the MUS 327 World Music section on undergraduate admission requirements for specific (Prerequisites: ENG 100/101) information regarding admission and matriculation. PHL 375 Environmental Ethics (Prerequisites: ENG 100/101) If the foreign language requirement is not completed in General POL 320 Politics of Social Movements Education, the equivalent must be completed as preparation for the (Prerequisites: ENG 100/101) Global Studies major either by testing or by satisfactorily passing two courses in one of the following languages: Arabic, Chinese, French, N Major in History German, Japanese, Portuguese, Russian, or Spanish. Other languages are acceptable upon approval of the director of the program. If a (610-117) student opts to take the elective course GS 440, Study Abroad, Faculty Advisor: Alex Zukas • (858) 642-8461 • [email protected] additional fees, waivers, passports, visas, immunizations and other requirements may need to be fulfilled depending on the destination The School of Arts and Sciences offers a broad-based program of and it is the student’s responsibility to find out about these study leading to the Bachelor of Arts degree in History. Some specific additional requirements and to meet them. goals of the undergraduate program include: (1) engaging the mind and imagination of those who study history; (2) introducing students Preparation for the Major to worlds, times, places and cultures – including their own – in ways (1 course, 4.5 quarter units) they have never before considered; and (3) promoting the acquisition of historical knowledge and critical thinking, reading, writing and HIS 234 World Civilizations II research skills. Upon successful completion of the undergraduate (Prerequisite: ENG100/101) history major, students should be able to demonstrate competency in the vital skills of historical explanation, discernment, and synthesis. Requirements for the Major (13 courses, 58.5 quarter units) The study of the past broadens our perspective and allows us to discover the essential elements of human existence. The term COM 385 Tale, Text and Hypertext historian covers a broad range of career options and job settings. In (Prerequisites: ENG 100/101) general, historians study, assess, and interpret the past to determine GLS 310 Global Communications and Information Technology what happened and why. They examine court documents, diaries, (Prerequisite: ENG 240) letters, and newspaper accounts; they conduct research, write, teach, GLS 330 Film in an International Context evaluate, and make recommendations. They interview individuals (Prerequisite: ENG 240) and study artifacts and archeological evidence. GLS 410 Gender Identity in a Global Context GLS 420 Ecological Revolutions: Economics, Technology and the In addition to providing experience in logical argumentation, history Global Environment courses offer research, writing, and analytical skills necessary for (Prerequisite: ENG 240) many desirable and fulfilling careers. Graduates with a degree in GLS 430 The Global Economy history often become educators themselves and teach in elementary (Prerequisite: ENG 240) schools, secondary schools and in postsecondary education or work HIS 320 Culture, Capitalism and Technology in Modern World in or manage historic sites and museums. Beyond teaching, History historians also work as researchers in museums and local historical (Prerequisites: ENG 100/101 and HIS 234) organizations that deal with cultural resources management and HUM 501 Civic Culture and Global Awareness historic preservation and make valuable contributions to government (Prerequisite: ENG 100/101) and private think tanks. A history degree is excellent preparation for LIT 342 World Literature journalists, ad writers, editors and anyone interested in producing or (Prerequisites: ENG 100/101) editing multimedia materials and documentaries. Historians have PHL 320 Comparative Religion rewarding careers as information managers such as archivists, (Prerequisite: ENG 240) records managers, and librarians. Finally, training in history creates a SCI 300 Geography: Mapping the World strong intellectual foundation for people interested in advocacy such SOC 328 Intercultural Thinking and Creativity as lawyers and paralegals, litigation support, legislative staff work, (Prerequisites: ENG 100/101) and non-profit foundations. Positions that attract history majors will GLS 450 Global Studies Seminar and Final Project likely require some of the following qualifications beyond the B.A. in (To be taken as final course in the major) History: experience, extensive knowledge of a particular time period or region, and specialized writing and research skills. Portfolio requirement for GLS 450: Students must complete a final portfolio Program Outcomes project under the supervision of a faculty member. Students need to keep all graded work from all previous courses for possible inclusion in the portfolio. Upon completing the B.A. in History, graduates will be able to: Upper Division Electives (4 courses,18 quarter units) • Demonstrate the competencies essential to the independent and collaborative practice of historical thinking skills applied in the To fulfill upper division unit requirement, students may select from profession. the courses listed below: • Analyze the similarities and differences between distinct social formations around the world from ca. 10,000 B.C.E. to the ART 329 World Art present. (Prerequisites: ENG 100/101) 96 School of Arts and Sciences
• Clarify how events in history are related to one another in time HIS 499 Capstone Research Project and space. (Prerequisites: ENG 240 , HIS 400, and completion of 31.5 • Integrate knowledge of history with educational strategies in quarter units of core courses in the major) preparation for teaching history at the middle- and high-school Upper Division Electives levels. • Analyze the roles that ecology, gender, race, class, religion, and (6 courses, 27 quarter units) ethnicity play in a variety of historical eras and places. • Explain that the study of history involves interpretations of the Students must complete a minimum of 27 quarter units of electives past based on current concerns and theories and to see how to fulfill the upper division unit requirements to earn the Bachelor of understandings of the past change as new information and new Arts in History. Students must select four courses from the (HIS) interpretations of old information arise. subject area. The following two courses can be satisfied with any • Demonstrate proficiency in the utilization of research, including upper division course in the School of Arts and Sciences. the evaluation of historical research as well as the development Strongly Recommended and implementation of research strategies in the field of historical studies. GLS 410 Gender Identity in a Global Context Degree Requirements (Prerequisite: ENG 240) GLS 420 Ecological Revolutions (Prerequisite: ENG 240) To receive a Bachelor of Arts with a Major in History, students must GLS 430 The Global Economy complete at least 180 quarter units as listed below, 45 of which must (Prerequisite: ENG 240) be completed in residence at National University, and 76.5 of which HIS 300 Foundations of Western Civilization must be completed at the upper division level. The following courses (Prerequisite: ENG 100/101) are degree requirements. In absence of transfer credit, additional HIS 320 Culture, Capitalism, and Technology in Modern World general electives may be necessary to satisfy the total units required History for the degree. Students should refer to the section on undergraduate (Prerequisite: ENG 100/101 and HIS 234) admission requirements for specific information regarding admission HIS 350 Cultural Diversity and matriculation. (Prerequisite: ENG 100/101 and HIS 220A/B)
If the foreign language requirement is not completed in General Recommended Education, the equivalent must be completed as preparation for the History major either by testing or by satisfactorily passing two HIS 325 Work and Migration in Modern World History courses in one of the following languages: Arabic, Chinese, French, (Prerequisite: ENG 100/101) German, Japanese, Portuguese, Russian, or Spanish. Other languages HIS 341 History through Theater are acceptable upon approval of the director of the program. (Prerequisite: ENG 100/101) Preparation for the Major HIS 345 History and Cultures of Latin America (Prerequisite: ENG 100/101) (4 courses, 18 quarter units) HIS 348 History and Cultures of Asia (Prerequisite: ENG 100/101) HIS 220A History of the United States I HIS 349 History and Cultures of Africa (Prerequisites: ENG 100/101) (Prerequisite: ENG 100/101) HIS 220B History of the United States II HIS 370 History and Cultures of the American Southwest (Prerequisites: ENG 100/101) (Prerequisite: ENG 100/101) HIS 233 World Civilizations I HIS 410 History of California (Prerequisites: ENG 100/101) (Prerequisite: ENG 100/101 and HIS 220A/B) HIS 234 World Civilizations II MTH 412 History of Mathematics (Prerequisites: ENG 100/101) (Prerequisite: MTH 216 or MTH 216A/B, or MTH 300) Requirements for the Major SCI 400 History of Science (Prerequisite: One 4.5-quarter unit course from the natural (10 courses, 45 quarter units) sciences) SOC 328 Intercultural Thinking and Creativity HIS 360 The American Colonial Experience, 1584-1783 (Prerequisite: ENG 100/101) (Prerequisite: ENG 100/101 and HIS 220A) SOC 332 Contemporary American Society HIS 361 The Making and Sundering of the United States, 1783- (Prerequisite: ENG 100/101) 1865 SOC 336 American Film and Society (Prerequisite: ENG 100/101 and HIS 220A) (Prerequisite: ENG 100/101) HIS 362 The United States between Wars, 1865-1917 (Prerequisite: ENG 100/101 and HIS 220B) N Major in Interdisciplinary Studies HIS 363 The United States since World War I (Prerequisite: ENG 100/101 and HIS 220B) (610-102) HIS 400 History and Historians: Theories and Methods Faculty Advisor: James Clevenger • (858) 642-8337 • [email protected] (Prerequisite: ENG 240) HIS 431 The Ancient World The Bachelor of Arts with a Major in Interdisciplinary Studies (BAIS) (Prerequisite: ENG 100/101 and HIS 233) provides a broad, rigorous education that introduces students to HIS 432 The Classical World essential knowledge, connections across the disciplines and (Prerequisite: ENG 100/101 and HIS 233) application of knowledge to life beyond the University. This degree HIS 433 The Post-Classical World program gives students an enriched and provocative curriculum that (Prerequisite: ENG 100/101 and HIS 233) prepares them for professional work in a changing cultural and HIS 434 The Modern World, 1500 to the Present economic environment. (Prerequisite: ENG 100/101 and HIS 234)
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Degree Requirements SOC 325 Contemporary Popular Culture (Prerequisites: ENG 100/101) To receive a Bachelor of Arts degree with a Major in Interdisciplinary SOC 344 Marriage, Sex and the Family Studies, students must complete at least 180 quarter units as (Prerequisites: ENG 100/101) articulated below, 45 of which must be completed in residence at SOC 430 Culture, Technology and Society National University and 76.5 of which must be completed at the (Prerequisites: ENG 100/101) upper division level. The following courses are specific degree SOC 445 Contemporary Social Problems requirements. If students intend to complete a teacher credentialing (Prerequisites: ENG 100/101) program, these courses will help prepare for the MSAT and CBEST SOC 540 Power and Social Change tests. In the absence of transfer credit, students may need to take (Prerequisites: ENG 100/101) additional general electives to satisfy the total units for the degree. Preparation for the Major 4.5 quarter units in behavioral sciences (HUB, PSY) are required. The following are recommended: (3 courses, 13.5 quarter units) HUB 420 Human Communication The following courses, which satisfy general education requirements, (Prerequisites: ENG 100/101 and PSY 100) are required to prepare for the BAIS major: HUB 440 Organizational Development (Prerequisites: ENG 100/101 and PSY 100) ENG 365 Creative Writing PSY 426 History of Psychology (Prerequisites: ENG 100/101) (Prerequisites: ENG 100/101 and PSY 100) or PSY 427 Biological Psychology ENG 350 Fundamentals of Linguistics (Prerequisites: ENG 100/101 and PSY 100) (Prerequisites: ENG 100/101) PSY 428 Developmental Psychology HIS 220A History of the United States I (Prerequisites: ENG 100/101 and PSY 100) (Prerequisites: ENG 100/101) PSY 429 Introduction to Personality Theory or (Prerequisites: ENG 100/101 and PSY 100) HIS 220B History of the United States II PSY 432 Social Psychology (Prerequisites: ENG 100/101) (Prerequisites: ENG 100/101 and PSY 100) LIT 100 Introduction to Literature PSY 433 Cognitive Psychology (Prerequisites: ENG 100/101) (Prerequisites: ENG 100/101 and PSY 100) Requirements for the Major Students should choose no fewer than 4.5 quarter units in natural (11 courses, 49.5 quarter units) science and 4.5 quarter units in mathematics. A third 4.5 quarter unit course (either SCI or MTH) must also be selected. Some of the COM 380 Democracy in the Information Age mathematics courses may have more than one prerequisite. The (Prerequisites: ENG 100/101) following are recommended: SOC 336 American Film and Society or SCI 300 Geography: Mapping the World HIS 350 Cultural Diversity SCI 330 Ecology (Prerequisites: ENG 100/101) SCI 411 Biodiversity SCI 450 Natural History of California 4.5 quarter units in literature (LIT) are required. The following are MTH 301 Structure and Concepts of Mathematical Fundamentals II recommended: (Prerequisite: MTH 209A) MTH 317 Mathematical Modeling LIT 337 American Literature (Prerequisites: MTH 215 or MTH 216A/B and MTH 210) (Prerequisites: ENG 100/101) MTH 410 Computer Technology in the Mathematics Classroom LIT 338 Shakespeare (Prerequisite: MTH 215 or MTH 216A/B or MTH 301 or (Prerequisites: ENG 100/101) placement evaluation) LIT 342 World Literature MTH 411 Number Theory (Prerequisites: ENG 100/101) (Prerequisite: MTH 215 or MTH 216A/B or MTH 301 or LIT 345 Mythology placement evaluation) (Prerequisites: ENG 100/101) MTH 412 History of Mathematics LIT 446 Studies in Poetry (Prerequisite: MTH 215 or MTH 216A/B) (Prerequisites: ENG 100/101) MTH 417 Foundations of Geometry LIT 450 Studies in the Novel (Prerequisites: MTH 207, MTH 216B and MTH 325) (Prerequisites: ENG 100/101) MTH 418 Statistical Analysis LIT 460 Gender and Literature (Prerequisites: MTH 210 and MTH 220) (Prerequisites: ENG 100/101) 9 quarter units from the humanities complex (ART, HIS, HUM, 4.5 quarter units in social sciences (HIS, POL, SOC) are required. MUS, PHL, SOC, THR, GLS) are required. The following are The following are recommended: recommended:
HIS 320 Culture, Capitalism and Technology in Modern World ART 315 Film as Art History (Prerequisites: ENG 100/101) (Prerequisites: ENG 100/101 and SCI 300) ART 323 Modern Art HIS 341 History Through Theater (Prerequisites: ENG 100/101) (Prerequisites: ENG 100/101) ART 329 World Art HIS 410 The California Experience (Prerequisites: ENG 100/101) (Prerequisites: ENG 100/101) GLS 410 Gender Identity in a Global Context SOC 332 Contemporary American Society (Prerequisites: ENG 100/101) (Prerequisites: ENG 100/101) 98 School of Arts and Sciences
Required General Education Courses HIS 345 Latin American Studies (Prerequisites: ENG 100/101) HIS 348 Asian Studies AREA A: ENGLISH COMMUNICATION (Prerequisites: ENG 100/101) (15 quarter units required) HIS 349 African Studies (Prerequisites: ENG 100/101) CATEGORY 1 Writing HIS 370 Cultures and History of the American Southwest (10.5 quarter units required) (Prerequisites: ENG 100/101) MUS 326 Survey of American Music History ENG 100 Effective College English, Part I MUS 327 World Music (3 quarter units) (Prerequisites: ENG 100/101) ENG 101 Effective College English, Part II PHL 320 Comparative Religion (3 quarter units) (Prerequisites: ENG 100/101) ENG 240 Advanced Composition PHL 339 Study of a Major Philosopher (Prerequisites: ENG 100/101) (Prerequisites: ENG 100/101) PHL 375 Environmental Ethics CATEGORY 2 Speech and Communication (Prerequisites: ENG 100/101) (4.5 quarter units required) PHL 437 Ethics (Prerequisites: ENG 100/101) COM 100 Introduction to Communications SOC 328 Intercultural Thinking and Creativity (Prerequisites: ENG 100/101) or COM 200 Effective Communication SOC 500 Cultural Pluralism in American Society (Prerequisites: ENG 100/101) AREA B: MATHEMATICAL CONCEPTS AND QUANTITATIVE REASONING Capstone course (1 course. 4.5 quarter units) (9 quarter units required) BIS 490 Interdisciplinary Studies Seminar MTH 209A Structures and Concepts of Mathematical Fundamentals Upper Division Electives I (5 courses, 22.5 quarter units) MTH 301 Structures and Concepts of Mathematical Fundamentals II Students can select any 300-, 400-, or 500-level courses in arts and (Prerequisites: MTH 209A) sciences to complete the total of 76.5 upper division units for the degree. AREA C: INFORMATION LITERACY AND TECHNOLOGY N Major in Multiple Subjects (4.5 quarter units required) ILR 260 Information Literacy and Report Writing (610-116) (Prerequisite: ENG 100/101) Faculty Advisor: Jacque Lynn Foltyn • (858) 642-8469 • [email protected] AREA D: ARTS AND HUMANITIES The Bachelor of Arts in Multiple Subjects (BAMS) provides a broad, rigorous education that engages students with core knowledge, (22.5 quarter units required) connections across the disciplines and application of knowledge to life beyond the university, particularly in the field of elementary HIS 233 World Civilizations I school teaching. The program emphasizes the study of concepts that (Prerequisites: ENG100/101) form the content areas of language study, literature, mathematics, HIS 234 World Civilizations II science, social science, history, humanities, the arts and human (Prerequisites: ENG100/101) development. This degree program gives students an enriched and LIT 100 Introduction to Literature provocative curriculum that prepares them for professional work as (Prerequisites: ENG 100/101) multiple subject teachers in a changing cultural and economic ART 200 Visual Arts environment. MUS 100 Fundamentals of Music Degree Requirements AREA E: SOCIAL AND BEHAVIORAL SCIENCES (9 quarter units required) To receive a Bachelor of Arts in Multiple Subjects, students must complete at least 180 quarter units as articulated below, 45 of which HIS 220A History of the United States I (includes study of the must be completed in residence at National University and 76.5 of Constitution) which must be completed at the upper division level. The following (Prerequisites: ENG 100/101) courses are specific degree requirements. Students should refer to the HIS 220B History of the United States II section on undergraduate admission requirements for specific (Prerequisites: ENG 100/101) information regarding admission and matriculation. AREA F: PHYSICAL AND BIOLOGICAL SCIENCES All students seeking a multiple-subject credential must demonstrate (10.5 quarter units required) subject-matter competency through a state approved examination. The major in Multiple Subjects is designed to prepare students for SCI 100 Survey of Bioscience the competency examination. SCI 100A Survey of Bioscience Laboratory (1.5 quarter units) The General Education courses indicated below are required to SCI 102 Survey of Physical Science prepare students for the subject matter equivalency examination.
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AREA G: MODERN LANGUAGE PSY 301 Child and Adolescent Development (9 quarter units required) (Prerequisites: ENG 100/101)
LAS 100 Spanish I Capstone course LAS 200 Spanish II (1 course, 4.5 quarter units) LAS 300 Spanish III LAS 101 Spanish for Native Speakers I MSM 499 Multiple Subject Matter Capstone LAS 201 Spanish for Native Speakers II (Prerequisite: all program requirements)
(Students may satisfy this area by passing a competency test in any Upper Division Electives second language. They also may satisfy this requirement with 9 (5 courses, 22.5 quarter units) quarter units of computer languages, such as C, C++, Java, and Visual Basic. Students who satisfy competency by examination must Students can select any 300, 400, or 500 level degree related electives still meet the overall general education unit requirement.) to complete the total of 76.5 upper division units for the degree. AREA A-G GENERAL EDUCATION N Major in Multimedia Arts (4.5 quarter units minimum) (610-115) COM 380 Democracy in the Information Age [+] Faculty Advisor: Michael McAnear • (858) 642-8466 • [email protected] (Prerequisites: ENG100/101) HIS 300 Foundations of Western Civilization The Bachelor of Arts in Multimedia Arts consists of courses that (Prerequisites: ENG100/101) prepare the student for a broad range of positions requiring a HIS 350 Cultural Diversity [+] background in computer multimedia design theory, production, and (Prerequisites: ENG100/101) project management. Students receive hands-on training in leading LIT 342 World Literature software applications, while they learn and apply multimedia (Prerequisites: ENG100/101) development theory and practice for online delivery and CD-ROM PHL 375 Environmental Ethics production. Graduates of the program are in high demand because (Prerequisites: ENG100/101) they possess a combination of skills and knowledge vital to today’s SCI 300 Geography [+] workplace. Positions in marketing, business, publishing, SOC 260 Cultural Anthropology government, education and training include Web (Prerequisites: ENG100/101) Designer/Developer, Graphic Designer, Project Manager, and Multimedia Specialist. Requirements for the Major (11 courses, 49.5 quarter units) Upon completion of the program students should be able to: • Communicate effectively with clients, project managers, and Reading, Language, Literature media production team members in various electronic formats (3 courses, 13.5 quarter units) using oral, visual, and written methods. • Identify the features of distribution media such as the Internet LIT 337 American Literature and other network systems and their application in multimedia (Prerequisites: ENG 100/101) projects. ENG 350 Fundamentals of Linguistics • Describe the phases of the multimedia production cycle, from (Prerequisites: ENG 100/101) the initial planning stages to the final delivery of a professional LIT 430 Children’s Literature and Literacy product. (Prerequisites: ENG 100/101, LIT 100, ENG 350, PSY 301) • Describe the technological constraints associated with the software and hardware used in a broad range of multimedia History and Social Science projects. (3 courses, 13.5 quarter units) • Analyze multimedia production software features in selecting the appropriate products to accomplish a specified project goal. SCI 300 Geography: Mapping the World • Explain such ethical and legal issues as copyright and the (Prerequisites: ENG 100/101) process of obtaining the use of original and licensed material in PHL 320 Comparative Religion media projects (Prerequisites: ENG 100/101) • Apply the principles of graphic design, information design and HIS 410 California History usability design in the generation of multimedia projects. (Prerequisites: ENG 100/101) • Prepare active and interactive multimedia content with graphics, animation, sound and digital video using contemporary Mathematics and Science multimedia authoring software. (1 course, 4.5 quarter units) • Design interactive multimedia using multimedia authoring software and scripting language controls such as HTML, Action SCI 301 Earth and Planetary Science Script and Lingo. Visual and Performing Arts • Design a professional electronic portfolio that demonstrates (1 course, 4.5 quarter units) writing and design competency in a variety of media, including digital print documents (PDF), web, CD-ROM, digital video, 2D ART 400 Expressive and Integrated Arts and 3D graphics. (Prerequisites: ENG 100/101, MSM 301, ART 200, MUS 100, PSY 301) Degree Requirements
Physical Education, Health, Human Development To receive a Bachelor of Arts degree with a Major in Multimedia (2 courses, 9 quarter units) Arts, students must complete at least 180 quarter units as articulated below, 45 of which must be completed in residence at National MSM 301 Teaching Elementary Physical Education University, and 76.5 of which must be completed at the upper 100 School of Arts and Sciences
division level. The following courses are specific degree MUL 385 Video Game Animation requirements. In the absence of transfer credit, students may need to (Prerequisite: MUL 380) take additional general electives to satisfy the total units for the MUL 410 Authoring Corporate Training I degree. (Prerequisite: ENG 100/101) MUL 411 Authoring Corporate Training II Students are expected to possess or have access to a computer (Prerequisite: ENG 100/101; MUL 410) outside of National University so that they can work on projects both MUL 430 Advanced 2-D Graphic Imaging on and off campus. Given the nature of multimedia arts technology, (Prerequisite: ENG 100/101; MUL 336) this computer should be a Pentium III with 128 Megabytes of RAM MUL 445 Management of Web Projects or better. (Prerequisite: ENG 100/101; MUL 440) MUL 450 Advanced Web Presentation Preparation for the Major (Prerequisite: ENG 100/101; MUL 350; MUL 340) (1 course, 4.5 quarter units) MUL 460 Advanced Digital Audio and Video (Prerequisite: ENG 100/101; MUL 360) MUL 470 Interactive Multimedia COM 100 Introduction to Communications (Prerequisite: ENG 100/101; MUL 370) OR MUL 471 Advanced Interactivity for 3-D COM 200 Effective Communication (Prerequisite: ENG 100/101; MUL 470) Requirements for the Major MUL 480 3-D Animation (Prerequisite: ENG 100/101; MUL 380) (11 courses, 49.5 quarter units) MUL 481 Character Animation (Prerequisite: ENG 100/101; MUL 480) MUL 330 Communication Tools ENG 333 Written Business Communication (Prerequisite ENG 100/101; COM 100 OR COM 200) (Prerequisite: ENG 100/101) MUL 331 Principles of Graphic Design ENG 334A Technical Writing (Prerequisite ENG 100/101; COM 100 OR COM 200) (Prerequisite: ENG 100/101) MUL 332 Electronic Design and Layout COM 422 Technical Writing and Presentation (Prerequisite ENG 100/101; COM 100 OR COM 200) (Prerequisite: ENG 100/101; ENG 334A) ART 315 Film as Art The Following Sequence is Recommended (Prerequisite: ENG 100/101) ART 323 Modern Art MUL 340 Principles of Web Design (Prerequisite: ENG 100/101) (Prerequisite ENG 100/101; COM 100 OR COM 200) ART 329 World Art MUL 350 Web Presentation (Prerequisite: ENG 100/101) (Prerequisite ENG 100/101; COM 100 OR COM 200) SCI 300 Geography: Mapping the World MUL 440 Multimedia Design for the Web N (Prerequisite ENG 100/101; MUL 340) Major in Psychology MUL 336 2-D Graphic Imaging (610-104) (Prerequisite ENG 100/101; MUL 331; MUL 332) Faculty Advisor: Jo Hudson • (559) 256-4937 • [email protected] MUL 360 Digital Audio and Video (Prerequisite ENG 100/101; COM 100 OR COM 200) The Bachelor of Arts with a Major in Psychology offers a MUL 370 Digital Interactivity comprehensive introduction to the contemporary discipline of (Prerequisite ENG 100/101; COM100 OR COM 200) psychology. Graduates of this program are well prepared to seek MUL 380 3-D Modeling and Rendering employment in personnel, vocational counseling, criminal justice, (Prerequisite ENG 100/101; COM 100 OR COM 200) journalism, or entry-level counseling in the context of a county- MUL 420 Portfolio Project funded agency or hospital. They are also prepared to seek admission (Prerequisites: all other core courses) to graduate programs at the master’s or doctoral level. The primary Note: this is a two-month long class program outcomes and competencies are: Upper Division Electives • Competency in classification and research of psychopathology. (6 courses, 27 quarter units) • Knowledge and understanding of developmental psychology throughout the life span. Students must complete a minimum of 27 quarter units (six courses) • Mastery of theory and research of personality and psychological of electives to fulfill the upper division unit requirement to earn the characteristics of the individual. Bachelor of Arts in Multimedia Arts. Four elective courses must be in • Knowledge of social influences on behavior. the Multimedia Arts subject area (MUL). One elective course can be • Ability to write a comprehensive paper that covers empirical any upper division course from the School of Arts and Sciences or and theoretical study of a specific topic related to the major. any upper division course from the CST subject area from the School • Understanding of the history of substance abuse, and individual of Engineering and Technology. social, cultural, and institutional values that underlie substance abuse and dependency. MUL 310 Introduction to Video Gaming • Knowledge of the social service structure for prevention and (Prerequisite: ENG 100/101) treatment of substance abuse and dependency. MUL 315 Video Game Design • Knowledge of neurological, physiological, and biological bases (Prerequisites: MUL 310) of behavior. MUL 318 Video Game Production • Knowledge of theory and principles of cognitive psychology and (Prerequisite: MUL 315) the cognitive approach to understanding the mind and behavior MUL 318A Video Game Production Lab (1.5 units) • Understanding of basic data analysis techniques in psychology (Prerequisite: MUL 315) and the ability to perform simple statistical calculations MUL 325 Psychology of Video Games • Mastery of the fundamental ideas in the history of psychology (Prerequisite: PSY 100) and how they relate to contemporary theories and systems. MUL 335 Desktop Publishing • Sensitivity to diversity issues and awareness of multiculturalism. (Prerequisite: ENG 100/101; MUL 332) 101 School of Arts and Sciences
Degree Requirements General Education Program Requirements National University has general education requirements in the To receive a Bachelor of Arts degree with a Major in Psychology, following eight areas: students must complete at least 180 quarter units as articulated below, 76.5 of which must be completed at the upper division level AREA A: ENGLISH COMMUNICATION and 45 of which must be completed in residence at National (minimum 15 quarter units) University. The following courses are specific degree requirements. In the absence of transfer credit, students may need to take AREA B: MATHEMATICAL CONCEPTS AND QUANTITATIVE additional general electives to satisfy the total units for the degree. REASONING Preparation for the Major (minimum 4.5 quarter units) (2 courses, 9 quarter units) AREA C: INFORMATION LITERACY MTH 210 Introduction to Probability and Statistics* (minimum 4.5 quarter units) (Prerequisite: Placement Evaluation) PSY 100 Introduction to Psychology* AREA D: ARTS AND HUMANITIES These courses can be used to satisfy general education requirements (MINIMUM 13.5 QUARTER UNITS) AREA E: SOCIAL AND BEHAVIORAL SCIENCES Requirements for the Major (minimum 13.5 quarter units) (10 courses, 45 quarter units) AREA F: PHYSICAL AND BIOLOGICAL SCIENCES PSY426 History of Psychology (Prerequisites: ENG 100/101 and PSY 100) (minimum 6 quarter units required [Note: one science lab is PSY 427 Biological Psychology required]) (Prerequisites: ENG 100/101 and PSY 100) AREA G: MODERN LANGUAGE PSY 428 Developmental Psychology (Prerequisites: ENG 100/101 and PSY 100) (minimum 9 quarter units) (PSY301 may not be substituted for this course) (Students may satisfy this area by passing a competency test in any PSY 429 Introduction to Personality Theory second language. They also may satisfy this requirement with 9 (Prerequisites: ENG 100/101 and PSY 100) quarter units of computer languages, such as C, C++, Java, and PSY 430 Introduction to Psychopathology Visual Basic. Students who satisfy competency by examination must (Prerequisites: ENG 100/101 and PSY 100) still meet the overall general education unit requirement.) PSY432 Social Psychology AREA A-G: GENERAL EDUCATION (Prerequisites: ENG 100/101 and PSY 100) PSY433 Cognitive Psychology (minimum 4.5 quarter units) (Prerequisites: ENG 100/101 and PSY 100) PSY 435 Analyses of Data in Psychological Research Courses taken to achieve minimum levels of collegiate-level (Prerequisite: ENG 100/101 and PSY 100) competency in the areas of writing and mathematical concepts and CHD 440 Drugs, Values and Society systems do not satisfy any portion of the general education PSY 480 Senior Project (Two-month, 4.5-unit course) requirement. (Prerequisites: All other core courses) N Major in Earth Sciences or PSY491 Guided Studies for Honors Students (Two-Months, 4.5 (620-113) unit course) Faculty Advisor: Thomas Hahn • (858) 642-8457 • [email protected] (Prerequisite: Completion of core courses with a GPA of 3.75 or higher, and approval of the Department) The Bachelor of Science with a major in Earth Sciences provides a strong foundation in mathematics and earth sciences. This major is Upper Division Electives designed to serve the needs of students who plan to teach at (6 courses, 27 quarter units) elementary or secondary level(s) and is also useful for those preparing for careers in science education, or in science-related business, engineering, or technology. Students not pursuing a minor must choose six upper division electives from courses with the following prefixes: HUB, PSY, SOC, Other students who wish a broad, interdisciplinary approach should HRM and CJA. Other electives must be approved by the department look closely at the benefits provided by the major. In addition to chair or regional full-time or associate faculty. Students may not take meeting requirements for a Bachelor of Science degree, it provides PSY 301 as an upper division elective. for moderate intensification in one field of science without sacrificing I BACHELOR OF SCIENCE (B.S.) an interdisciplinary approach and background in other areas of mathematics and earth sciences. Earth Science majors are not eligible (620) for a double major in mathematics or any of the component sciences in the program. Faculty Advisors: Paz Jensen• (858) 642-8471• [email protected] and Christine Photinos • (858) 642-8349 • [email protected] The School of Arts and Sciences is committed to the complete academic development of its students. Consequently, where practical, The general education program consists of a minimum of 70.5 all mathematics and science course are writing-intensive and quarter units. Of the 70.5 units, students must complete at least 4.5 incorporate a diversity component. Please note that all mathematics units at the upper division level and 4.5 units in diversity enriched and science courses contain a critical thinking component by their course work. A plus [+] indicates a diversity enriched offering. All very nature. undergraduate students working toward any associate or bachelor’s degree must meet the University diversity requirement.
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Curriculum Requirements preparing for careers in the health sciences, in science education, or in science-related business, engineering, technology or social service To receive a Bachelor of Science degree with a Major in Earth fields. Sciences, students must complete at least 180 quarter units as articulated below, 45 of which must be completed in residence at Other students who wish a broad, interdisciplinary approach should National University and 76.5 of which must be completed at the look closely at the benefits provided by the major. In addition to upper division level. In the absence of transfer credit, additional meeting requirements for a Bachelor of Science degree, it provides general electives may be necessary to satisfy total units for the for moderate intensification in one field of science without sacrificing degree. Refer to the section on undergraduate admission an interdisciplinary approach and background in other areas of requirements for specific information regarding admission and mathematics and life sciences. Life Sciences majors are not eligible matriculation. for a double major in mathematics or any of the component sciences Program Requirements in the program.
The School of Arts and Sciences is committed to the complete To prepare for a major in Earth Sciences, students must demonstrate academic development of its students. Consequently, where practical, proficiency in the fundamental concepts of earth and life sciences and introductory mathematics through successful completion of the all mathematics and science course are writing-intensive and following courses. Some of these courses may also be used to satisfy incorporate a diversity component. Please note that all mathematics general education requirements. and science courses contain a critical thinking component by their very nature. Preparation for the Major Curriculum Requirements (10 courses, 33 quarter units)
MTH 215 College Algebra and Trigonometry To receive a Bachelor of Science degree with a Major in Life Sciences, SCI 102 Survey of Physical Science Students must complete at least 180 quarter units as articulated SCI 100 Survey of Bioscience below, 45 of which must be completed in residence at National SCI 100A Survey of Bioscience Laboratory University and 76.5 of which must be completed at the upper (1.5 quarter units) division level. In the absence of transfer credit, additional general (Prerequisite: SCI 100) electives may be necessary to satisfy total units for the degree. Refer SCI 101 General Chemistry to the section on undergraduate admission requirements for specific SCI 101A General Chemistry Laboratory information regarding admission and matriculation. (1.5 quarter units) (Prerequisites: MTH 204 and SCI 101) Program Requirements SCI 103 Fundamentals of Geology SCI 103A Fundamentals of Geology Laboratory (1.5 quarter units) To prepare for a major in Life Sciences, students must demonstrate (Prerequisite: SCI103) proficiency in the fundamental concepts of life sciences and SCI 104 General Physics introductory mathematics through successful completion of the (Prerequisite: Satisfactory completion of high school algebra or following courses. Some of these courses may also be used to satisfy equivalent) general education requirements. SCI 104A General Physics Laboratory Preparation for the Major (1.5 quarter units) (Prerequisites: MTH 204 and SCI 104) (8-9 courses, 27-28.5 quarter units) Requirements for the Major MTH 210 Introduction to Probability and Statistics (8 courses, 36 quarter units) (Prerequisite: Placement Evaluation) MTH 215 College Algebra and Trigonometry MTH 317 Mathematical Modeling (Prerequisite: Placement Evaluation) SCI 330 Ecology or SCI 335 Environmental Science MTH 216A College Algebra and Trigonometry I SCI 400 History of Science (Prerequisite: Placement Evaluation) SCI 411 Biodiversity and SCI 301 Earth and Planetary Sciences MTH 216B College Algebra and Trigonometry II SCI 322 Oceanography (Prerequisite: Placement Evaluation) SCI 490 Guided Study SCI 100 Survey of Bioscience (4.5 quarter Field Study units) SCI 100A Survey of Bioscience Laboratory Upper Division Electives (1.5 quarter units) (Prerequisite: SCI 100) (8 courses, 36 quarter units) SCI 101 General Chemistry Students may select only 300-, 400-, or 500-level courses in the School SCI 101A General Chemistry Laboratory of Arts and Sciences to complete the total of 76.5 upper division units (1.5 quarter units) for the degree. (Prerequisites: MTH 204 and SCI 101) SCI 104 General Physics N Major in Life Sciences (Prerequisite: Successful completion of high school algebra or equivalent) (620-112) SCI 104A General Physics Laboratory Faculty Advisor: Thomas Hahn • (858) 642-8457 • [email protected] (1.5 quarter units) (Prerequisites: MTH 204 and SCI 104) The Bachelor of Science with a major in Life Sciences provides a strong foundation in mathematics and life sciences. This major is designed to serve the needs of students who plan to teach at elementary or secondary level(s) and is also useful for those 103 School of Arts and Sciences
Requirements for the Major • send a letter to the Department of Mathematics requesting (11 courses, 43.5 quarter units) admission to the programs and copies of transcripts to the Department for evaluation MTH 317 Mathematical Modeling • upon enrollment, submit two essays for the Mathematics (Prerequisites: MTH 210 and MTH 215 or MTH 210 and Portfolio (Instructions are sent upon receipt of the request letter) MTH 216A/B) SCI 330 Ecology In addition, students must complete all required courses from the SCI 335 Environmental Science Single-Subject Teaching Concentration (MTH 410, MTH 460, MTH SCI 400 History of Science 461, MTH 450). SCI 411 Biodiversity SCI 405 Introduction to Cell and Molecular Biology National University Student Assessment Portfolio SCI 405A Introduction to Cell and Molecular Biology Laboratory (1.5 quarter units) A portfolio is a bound collection of work used to assess your (Prerequisite: SCI 405) experience with the program and also to provide employment SCI 412 General Zoology materials. Therefore, you must be mindful about the quality of every SCI 412A General Zoology Laboratory component. The portfolio is a folder maintained in the School of Arts (1.5 quarter units) and Sciences. The portfolio shows the student involvement in math (Prerequisite: SCI 412) conferences, professional experiences, or other math related materials SCI 420 Animal Behavior needed for employment. SCI 408 Introduction to Genetics and Heredity Upper Division Electives The portfolio represents the student and the student’s scholarship and must be professional and neat in appearance. (7 courses, 31.5 quarter units) The student should schedule an appointment to review their Students may select only 300-, 400-, or 500-level courses in the School portfolio two classes before the last class with the Department Chair of Arts and Sciences to complete the total of 76.5 upper division units or Lead Faculty. At this time the portfolio is graded as “Complete”, for the degree. “Incomplete”, or “Needs Improvement”. Portfolios needing N improvement may be revised for reassessment one month before the Major in Mathematics last class. (620-105) Faculty Advisor: Igor Subbotin • (310) 258-6717 • [email protected] DESCRIPTION OF EACH PORTFOLIO ITEM AND TIMELINE:
The Bachelor of Sciences with a Major in Mathematics provides a DESCRIPTION DATE DUE 1. Essay #1: Immediately upon entry into strong foundation in mathematics and its applications. Designed to the program. Upon acceptance Be brief, one to two pages, typed. help address our nation’s increasing need for mathematical scientists, Clearly state goals and expectations from the program 2. Essay #2 In technicians and especially teachers, the program emphasizes a couple of paragraphs, write your Upon acceptance thoughts about reflective and conceptual understanding and technique. what is Mathematics, and why study it. 3. course Reflections: First, it provides the fundamental mathematical knowledge to Reflections on learning. Are After Number Theory. your views of formulate and solve problems in industry and research mathematics changing? Are you learning After Geometry. (If these (concentration in mathematics and applications). Computer Science about yourself personally as a learner; e.g. how to learn? courses are courses are encouraged, since the use of computers has been not on your schedule, choose two others.) 4. Capstone Project: instrumental in the expansion of these opportunities. Students who Submit Project from MTH 438. After MTH 438 5. Project want a basic mathematics degree can culminate their program with Compendium: MTH 450A After MTH 450A 6. Professional the project courses. Experience: Written comments on Immediately after conference(s) you attended, including any Math Club or activity other professional Second, the program trains mathematics teachers who want to experiences. (What was the event? What was learned? What was provide quality mathematical instruction to students in primary or your role?) 7. Program Assessment Questionnaire. Complete the End secondary schools. The Single-Subject Teaching Concentration was of Program questionnaire. 8. Resume: A resume should be in the created for this purpose. Portfolio. Prior to graduation 9. Letter of Recommendation: Obtain a letter of Prior to graduation recommendation from a favorite teacher The Department of Mathematics Sciences and Humanities is Degree Requirements committed to the complete academic development of its students. Consequently, where practical, all mathematics and science courses To receive a Bachelor of Science degree with a Major in Mathematics, are writing-intensive and incorporate a diversity component. students must complete at least 180 quarter units as articulated Students are advised that all mathematics courses encourage critical below, 45 of which must be completed in residence at National thinking by their very nature. Moreover, all mathematics courses University and 76.5 of which must be completed at the upper require that the student purchase and use a scientific calculator for division level. In the absence of transfer credit, students may need to the operations of the subject matter. Some courses require a more take additional general electives to satisfy total units for the degree. advanced graphing calculator and computer software. Refer to the section on undergraduate admission requirements for Single-Subject Mathematics Preparation Program specific information regarding admission and matriculation. Preparation for the Major The Single-Subject Mathematics Preparation Program is approved by (8-9 courses, 36-37.5 quarter units) the California Commission on Teacher Credentialing. The program emphasizes a strong foundation in mathematical content together MTH 210 Introduction to Probability and Statistics. with activities designed to help future teachers assume leadership (Prerequisite: Placement Evaluation) roles in an increasingly complex educational world. MTH 215 College Algebra and Trigonometry (Prerequisite: Placement Evaluation) Interested students should follow the following application process: or 104 School of Arts and Sciences
Concentration Requirements MTH 216A College Algebra and Trigonometry I (Prerequisite: Placement Evaluation) (4 courses, 18 quarter units) and L MTH 216B College Algebra and Trigonometry II Concentration in Mathematics and (Prerequisite: Placement Evaluation) Applications CST 242 Introduction to Programming Concepts and Methods SCI 102 Survey of Physical Sciences (172) MTH 220 Calculus I (Prerequisite: MTH 215 or Placement Evaluation) Students must successfully complete the following courses for a or Concentration in Mathematics and Applications. It is recommended CST208B Calculus for Computer Science that students take these classes at or near the end of their program (Prerequisite: MTH 215) after completing the upper division major requirements. MTH 221 Calculus II (Prerequisite: MTH 220) MTH 440 Numerical Analysis MTH 222 Calculus III (Prerequisite: MTH 220) (Prerequisite: MTH 221) MTH 441 Abstract Algebra with Applications MTH 223 Calculus IV (Prerequisite: MTH 416) (Prerequisite: MTH 222) MTH 442 Functions of Complex Variables and its Applications (Prerequisite: MTH 223) Requirements for the Major MTH 450 A Mathematics Project Course I (12 courses, 54 quarter units) (Prerequisites: All core requirements for mathematics major) L MTH 311 Topics from Geometry Concentration in Single-Subject (Prerequisite: MTH 215 or Placement Evaluation) Teaching MTH 317 Mathematical Modeling I (Prerequisite: MTH 210 and MTH 215 or MTH 210 and (173) MTH 216A/B) MTH 325 Discrete Mathematics or CST 206B Students must successfully complete the following courses for a (Prerequisite: MTH 215 or MTH 216A/B or Placement Concentration in Single-Subject Teaching. It is recommended that Evaluation) students take these classes at or near the end of their program after MTH 435 Linear Algebra completing the upper division major requirements. (Prerequisites: MTH 220 and MTH 325) MTH 433 Differential Equations MTH 410 Computer Technology in the Mathematics Classroom (Prerequisites: MTH 233) (Prerequisite: MTH 215 or MTH 216A/B or MTH 211 or MTH 411 Number Theory MTH 301) (Prerequisites: MTH 215 or MTH 216A/B or MTH 209 or MTH 460 Problem Solving Strategy MTH 301) (Prerequisites: MTH 416 and MTH 417) MTH 416 Algebraic Structures MTH 461 Methods of Teaching of Mathematics (Prerequisite: MTH 325) (Prerequisites: MTH 307,MTH 325,MTH 412,MTH 460) MTH 417 Foundation of Geometry MTH 450A Mathematics Project Course I (Prerequisites: MTH 216B and MTH 325) (Prerequisites: All core requirements for mathematics major) MTH 418 Statistical Analysis Students must complete the core for a BS in Mathematics and (Prerequisites: MTH 210 and MTH 220) complete an interview with the department chair before taking a MTH 432 Advanced Calculus project course. Students can select additional electives from any other (Prerequisite: MTH 223) upper division courses. MTH 412 History of Mathematics N Major in Organizational Behavior (Prerequisites: MTH 215 or MTH 216A/B or MTH 209A or MTH 301) (110) MTH 438 Applied Mathematical Modeling (Capstone Course) Faculty Advisor: Monica Carbajal • (310) 258-6715 • [email protected] (Prerequisites: MTH 325 and MTH 435) The behavior of individuals and groups in an organization directly The capstone course MTH 438, Applied Mathematical Modeling, affects the success of the organization. Knowledge of human culminates a core part of BS Program in Mathematics and should be behavior, psychology and business is critical in helping people lead taken at the end of this part of the program. Mathematical modeling productive lives and contribute to the achievement of organizational in a broad sense provides an approximate description of real world goals and objectives. The Bachelor of Science with a Major in problems expressed in terms of mathematical notions and Organizational Behavior provides a solid foundation for applying symbolism. Essentially, any real situation in the physical and knowledge to the workplace and increasing the effectiveness of both biological world, no matter natural or involving human intervention individuals and work teams. The primary program outcomes and and technology is subject to analysis by modeling, if it can be competencies are: described in terms of mathematical equations. The course acquaints students with the principles of mathematical reasoning in an attempt • The ability to write a comprehensive paper that covers the to study some phenomenon or situation in the real world. empirical and theoretical study of a specific topic related to the major. • Knowledge of ethics, responsibility, and legal obligations and apply these principles to personal and professional situations. • Competency in applying group psychology and group dynamics to team building and cooperative/collaborative tasks. • Knowledge of human resource development and training as applied to organizational effectiveness, performance management, motivation, and achieving individual, group, and
105 School of Arts and Sciences
organizational goals. (Prerequisite: PSY 460) • Competency in knowledge of the history and precursors of PSY 463 Etiology and Treatment of Eating Disorders organizational theory and management practice from a (Prerequisite: PSY 460) psychological perspective. PSY 464 Etiology and Treatment of Sexual Addiction • Mastery of skills and techniques in diagnosing, planning, (Prerequisite: PSY 460) implementing, and managing organizational change and PSY 465 Counseling the Addictive Family System technological innovation. (Prerequisite: PSY 460) • Mastery of human communication and conflict resolution skills. • Sensitivity to diversity issues and an awareness of multicultural * A student entering the program with a CADAC certificate can take perspectives. an elective rather than this class. • Mastery of research methods for the collection and statistical L Minor in Counseling interpretation of behavioral and organizational data. Degree Requirements (182) Program Requirements To receive a Bachelor of Science degree with a major in (6 courses, 27 quarter units) Organizational Behavior, students must complete at least 180 quarter units as articulated below, 76.5 of which must be completed at the This minor is designed for students who are interested in gaining upper division level and 45 of which must be completed in residence additional experiences in working in various mental health and at National University. business settings, teaching, and or pursuing advanced degrees in Requirements for the Major clinical/counseling fields. (9 courses, 40.5 quarter units) PSY 340A Effective Counseling Techniques I PSY 340B Effective Counseling Techniques II HUB 440 Organizational Development (Prerequisite: PSY 340A) (Prerequisites: ENG 100/101 and PSY 100) PSY 437 Theories of Psychotherapy PSY 401 Psychology for Managers (Prerequisites: ENG 100/101 and PSY 100) HUB 500 Cross-Cultural Dynamics of Human Behavior PSY 438 Introduction to Group Counseling (Prerequisites: ENG 100/101 and PSY 100) (Prerequisites: PSY 340A and PSY340B) MGT 422 Team Building, Interpersonal Dynamics and PSY 439 Counseling Diverse Populations Empowerment (Prerequisites: PSY 340A, PSY340B and PSY438) or SOC 344 Marriage, Sex and Family HUB 400 Group Structure and Dynamics (Prerequisites: ENG 100/101) (Prerequisites: ENG 100/101 and PSY 100) or HRM 438 Performance Management and Motivation HUB 420 Human Communication or (Prerequisites: ENG 100/101 and PSY 100) HRM 437 Human Resources Development MGT 400 Ethics in Law, Business and Management L Minor in History HUB 401 Conflict Resolution (181) (Prerequisites: ENG 100/101 and PSY 100) or Program Requirements HUB 420 Human Communication (Prerequisites: ENG 100/101 and PSY 100) (6 courses, 27 quarter units) HUB 441 Analysis of Research (Prerequisites: ENG 100/101 and PSY 100) Please choose any six of the following: HUB 480 Senior Project in Organizational Behavior (Two-month, 4.5 unit course) HIS 360 The American Colonial Experience, 1584-1783 (Prerequisite: HUB 441) (Prerequisites: ENG 100/101 and HIS 220A HIS 361 The Making and Sundering of the United States, 1783- Upper Division Electives 1865 (Prerequisites: ENG 100/101 and HIS 220A (7 courses, 31.5 quarter units) HIS 362 The United States Between Wars, 1865- 1917 (Prerequisites: ENG 100/101 and HIS 20B) Students can select from the following course prefixes to meet HIS 363 The United States since World War I elective requirements: HUB, PSY, SOC, CJA, HCA, HRM, MGT and (Prerequisites: ENG 100/101 and HIS 220B) COM. HIS 431 The Ancient World School of Arts and Sciences Minors (Prerequisites: ENG 100/101 and HIS 233) HIS 432 The Classical World L (Prerequisites: ENG 100/101 and HIS 233) Minor in Addictive Disorders HIS 433 The Post-Classical World (156) (Prerequisites: ENG 100/101 and HIS 233) HIS 434 The Modern World, 1500 to the Present This program is designed for students who plan to work in agencies (Prerequisites: ENG 100/101 and HIS 234) that treat single or multiple addictions. It is also an excellent L Minor in Global Studies undergraduate program for students planning to pursue a Master of Arts in Counseling Psychology. Students with a Minor in Addictive (180) Disorders are waived from CHD 440 in the Behavioral Science Major. Program Requirements Program Requirements (6 courses, 27 quarter units) (6 courses, 27 quarter units) Please choose any six of the following: PSY 460 Introduction to Addictive Disorders PSY 461 Group Counseling with Addictive Disorders COM 385 Tale, Text, and Hypertext PSY 462 Etiology and Treatment of Chemical Dependency* (Prerequisites: ENG 100/101) 106 School of Arts and Sciences
GLS 410 Gender Identity in a Global Context (Prerequisite: ILR 260) GLS 420 Ecological Revolutions: Economics, Technology and the Global Environment (Prerequisite: ILR 260) GLS 430 The Global Economy (Prerequisite: ILR 260) HIS 320 Culture, Capitalism, and Technology in Modern World History (Prerequisites: ENG 100/101 and HIS 234) PHL 320 Comparative Religion (Prerequisite: ENG 240) LIT 342 World Literature (Prerequisites: ENG 100/101) SCI 300 Geography: Mapping the World L Minor in Mathematics
(153) Program Requirements (6 courses, 27 quarter units)
To achieve a minor in Mathematics, students should select six courses in mathematics beyond MTH 221. They can complete this minor to fulfill requirements for a Bachelor of Arts with a Major in Interdisciplinary Studies. L Minor in Multimedia Arts
(176) Program Requirements (6 courses, 27 quarter units)
MUL 330 Communication Tools MUL 331 Principles of Graphic Design (Prerequisites: ENG 100/101 and COM 100) MUL 332 Electronic Design and Layout (Prerequisites: ENG 100/101 and COM 100)
Please choose any three of the following:
MUL 335 Desktop Publishing (Prerequisite: MUL 332) MUL 340 Principles of Web Design (Prerequisite: ENG 100/101 and COM100) MUL 440 Multimedia Design for the Web (Prerequisite: MUL 340) MUL 350 Web Presentations (Prerequisites:COM 100/200) MUL 450 Advanced Web Presentations (Prerequisites: MUL 350 and MUL 340) MUL 360 Digital Audio and Video (Prerequisites:ENG 100/101 and COM 100) MUL 460 Advanced digital Audio and Video (Prerequisite: MUL 360) MUL 370 Digital Interactivity (Prerequisite: COM 100/200)
L Minor in Psychological Research
(352)
This minor offers a comprehensive introduction to the area of research in psychology (May not be offered at all campuses.). Prerequisites for the Minor (2 courses, 9 quarter units)
PSY 100 Introduction to Psychology ILR 260 Information Literacy and Report Writing 107 School of Arts and Sciences
Program Requirements • Entry level competence in case presentations, oral reports, and (6 courses, 27 quarter units) written reports. • Theoretical and clinical knowledge. PSY 426 History of Psychology • Graduate level competency in theoretical research and written (Prerequisites: ENG 100/101 and PSY 100) reports. PSY 432 Social Psychology • Competency in psychopharmacology. (Prerequisites: ENG 100/101 and PSY 100) • Competency in multi-cultural awareness and diversity as it PSY 433 Cognitive Psychology pertains to clinical situations of assessment and treatment. (Prerequisites: ENG 100/101 and PSY 100) • Competency in knowledge of human development (child, PSY 435 Analysis of Data in Psychological Research adolescent, and adult). (Prerequisite: MTH 210) • Entry level competency in a broad range of clinical orientations PSY 434 Psychological Research and therapies. (Prerequisite: PSY 435) PSY 436 Computer Applications in Psychology Application Requirements (Prerequisites: ILR 260 and PSY 435) L Minor in Video Gaming Students interested in enrolling in this program should contact the appropriate academic center for further information regarding the (183) application process.
A Minor in Video Gaming provides comprehensive instruction in To be considered for admission, applicants must meet the University video game design and development. graduate admission requirements listed in the general information Program Requirements for graduate degrees as well as the MAC program criteria. All applicants are evaluated for the psychotherapy profession, regardless (7 courses, 28.5 quarter units) of career goals. Students must submit an application packet, pass a personal interview and attend the program orientation before they MUL 380 3-D Modeling & Rendering may begin classes. (Prerequisites: ENG 100/101; COM 100 or COM 200) Note: BA Multimedia students may not use this course as fulfillment of Students should consult the regional faculty to determine at what minor in Video Gaming because it is already a Core course in BA point in the sequence they may enter the program. Entrance points Multimedia. Please choose any MM elective course instead. may differ in each region. MUL 385 Video Game Animation (Prerequisite: MUL 380) Degree Requirements MUL 325 Psychology of Video Games (Prerequisite: PSY 100) (18 courses, 78 quarter units) MUL 310 Introduction to Video Gaming (Prerequisite: ENG 100/101) To receive the Master of Arts in Counseling Psychology, students MUL 315 Video Game Design must complete at least 78 quarter units of graduate work. A total of (Prerequisites: MUL 310) 13.5 quarter units of graduate credit may be granted for equivalent MUL 318 Video Game Production graduate work completed at another institution, as it applies to this (Prerequisite: MUL 315) degree and if the units were not used in earning another advanced MUL 318A Video Game Production Lab (1.5 units) degree. Students should refer to the section on graduate admission (Prerequisite: MUL 315) requirements for specific information regarding application and matriculation. In addition: Graduate Degrees • Students must complete all course work with a grade of “B” or I better. Students who receive a grade of “C+” or lower in two (2) MASTER OF ARTS (M.A.) IN or more courses must repeat all such courses before being COUNSELING PSYCHOLOGY allowed to continue in the program. • Students must complete a minimum of 20 hours of individual, (710-500) marital, family, or group psychotherapy before taking PSY 631A Faculty Advisor: Jan Parker • (858) 642-8348 • [email protected] and another 20 hours before graduation for a total of 40 hours. • Students must obtain a total of 200 hours of counseling The Master of Arts in Counseling Psychology emphasizes marriage experience at a designated practicum site with an approved and family therapy and is designed for students who are committed practicum site supervisor during PSY 631B. One-hundred-fifty of to the practice of individual, couples, family, adolescent and child the 200 hours must involve face-to-face psychotherapy with psychotherapy. This degree meets the academic requirements clients. necessary to sit for the Marriage and Family Therapist (MFT) License • Independent studies are not allowed in this program. mandated by the Board of Behavioral Science in the state of • Students may not take more than one course per month. California. The degree may not meet requirements in other states. Students seeking licensure must register with the Board of Students should consult the licensing boards of the appropriate states Behavioral Science Examiners (BBS) after graduation and fulfill all for information about the MFT outside of California. It also prepares BBS licensing requirements. students for the pursuit of doctoral studies in practitioner-oriented programs such as counseling or clinical psychology. The primary Students are also urged to join the California Association of Marriage program outcomes and competencies are: and Family Therapy and the American Association of Marriage and Family Therapists. Students must obtain malpractice insurance • Entry level expertise in the diagnosis of mental disorders. through C.A.M.F.T. or another professional organization. • Entry level expertise in development of a treatment plan. Students must complete all course work within seven years. Any • Entry level expertise in the implementation of treatment plans. courses taken more than seven years ago must be repeated. • Professional integrity and legal and ethical standards with clients and staff. 108 School of Arts and Sciences
Program Prerequisite Recommended Preparation may be granted for equivalent graduate work completed at another (1 course, 4.5 quarter units) institution, as it applies to this degree and provided the units were not used in earning another advanced degree. Students should refer PSY 429 Introduction to Personality Theory to the General Catalog section on graduate admission requirements for specific information regarding admission and matriculation. Candidates who have not previously completed this course or its Writing Across the Curriculum Assistantships and equivalent are strongly urged to do so. PSY429 can be taken either online or in a classroom. Internships Program Core Requirements A number of Writing Center Assistantships are available for degree (18 courses, 78 quarter units) candidates in the M.A. in English program who want to have hands- on experience in tutoring students at National University’s onsite These courses are scheduled on a limited basis. Students are and on-line writing centers. Contact Shareen Grogan, Director of encouraged to consult the regional faculty for the course sequence Writing Centers, at [email protected]. requirement, which may differ in each region. Enrollment in these courses is limited to MA Counseling Psychology students unless the The University’s Writing Across the Curriculum Program offers course is specifically listed in another degree. additional opportunities for students to participate in meaningful projects that will enhance their career development. These projects PSY 635 Development Contexts in Psychotherapy: Childhood include editing and producing the student literary journal, The GNU and Adolescence and working on the WHACK, the Writing Across the Curriculum PSY 629A Development Contexts in Psychotherapy: Adulthood Newsletter. Contact Karen Offitzer, Director of Writing Across the and Aging Curriculum, at [email protected], for additional information. PSY 619 Research: Paradigms and Critiques (3 quarter units) PSY 623A Perspectives on Psychopathology Individual In addition, various departmental faculty have opportunities for Psychotherapy and Clinical Assessment I students to assist them with teaching, scholarly projects, or other PSY 623B Principles of Psychotherapy I: Assessment and activities and students can receive valuable experience and Interventions Individual Psychotherapy and Clinical mentoring from working with them. Contact individual faculty Assessment II members for information. PSY 636 Principles of Psychotherapy II: Child and Adolescent PSY 632A Couples/Family Therapy A Core Courses PSY 632B Couples/Family Therapy B (6 courses, 27 quarter units) PSY 628 Principles of Psychotherapy III: Group Approaches Select from the following list of courses: PSY 627 Legal and Ethical Issues in Marriage and Family Therapy ENG 600 Seminar in Literary Theory PSY 631A Principles of Psychotherapy IV: Integration and ENG 610 Seminar in Multicultural Literature of North America Application ENG 620A Seminar in a Literary Period or Movement I (Prerequisite: Department approval) or PSY 631B Practicum for MFT Trainees* ENG 620B Seminar in a Literary Period or Movement II (Prerequisites: PSY 631A and Department approval) ENG 640 Seminar in Poetry PSY 637 Principles of Psychotherapy V: Cultural Competencies ENG 690A Seminar in a Major Author I PSY 624 Assessment Techniques for Marriage and Family or Therapists ENG 690B Seminar in a Major Author II PSY 642 Relational Violence ENG 699 English Capstone course CHD 640 Addictions: Contexts and Treatments (Prerequisite: All other program requirements must be completed before PSY 626 Human Sexuality in Psychotherapy enrolling in this course. Exceptions may be made if student is within two PSY 652 Psychopharmacology (3 quarter units) courses of program completion, only with the approval of the Program *This seminar meets once a week for two hours during six Director.) consecutive months in addition to the onsite practicum requirements. This seminar may meet in the late afternoon. Electives I MASTER OF ARTS (M.A.) IN ENGLISH (4 courses, 18 quarter units) Select from the following list of courses: (710-504) Faculty Advisor: Janet Baker • (858) 642-8472 • [email protected] ENG 620A or ENG 620B Seminar in a Literary Period or Movement I or II (if not The Master of Arts in English provides a balanced and used to fulfill another program requirement) comprehensive program of graduate study in literature and writing. MCW 630 Seminar in Fiction The program is ideal for teachers who desire a content M.A. beyond MCW 650 Seminar in Creative Non-Fiction the credential. It is also excellent preparation for doctoral studies in ENG 660 Seminar in Literary Hypermedia English, teaching in the two-year college, or other careers requiring a ENG 665 Film Theory high degree of literacy. ENG 666 Film History: The Silents ENG 667 Film History: American Film The curriculum offers a balanced coverage of major approaches to ENG 668 Film Genre Studies literature, including theoretical, historical, comparative, thematic, ENG 669 World Film multicultural and genre studies. It provides students with the tools ENG 670 Seminar in Comparative Literary Studies and skills to produce literary scholarship of professional quality and ENG 690A or ENG 690B to participate in the ongoing scholarly discussions of issues in the Seminar in a Major Author I or II (if not used to fulfill field of literary study. another program requirement) Degree Requirements ENG 680A Seminar in a Theme I ENG 680B Seminar in a Theme II (10 courses, 45 quarter units) (other courses may be used for elective credit with permission from the program director.) To receive the Master of Arts in English, students must complete at least 45 quarter units. A total of 4.5 quarter units of graduate credit 109 School of Arts and Sciences
I MASTER OF ARTS (M.A.) IN HUMAN and SOC 604 are highly recommended). In addition, some education BEHAVIOR and psychology courses are acceptable with the approval of the Chair of the Department of Psychology. (Note: Due to enrollment (710-501) restrictions, special permission by the Chair of the Department of Faculty Advisor: Charles Tatum • (858) 642-8476 • [email protected] Psychology is required to take CHD 640, or any courses designated PSY 600 or above). The Master of Arts in Human Behavior is designed for people desiring greater knowledge of the behavioral sciences. The degree I MASTER OF FINE ARTS IN CREATIVE exposes the student to a wide array of behavioral topics covering WRITING personal, social and organizational issues. The program is intended (715-505) for students who have specific ambitions in the fields of supervision, Faculty Advisor: Karen Offitzer • (818) 817-2481 • [email protected] management and administration, but should also appeal to students undergoing life transitions, seeking personal or career growth, or The Master of Fine Arts in Creative Writing offers students the requiring preparation for doctoral-level training. The primary opportunity to master advanced skills in carrying out independent program outcomes and competencies are: and sustained activity in creative writing in the areas of fiction, literary nonfiction, poetry, and screenwriting. Guided development of • Synthesize and apply communication theory and practice in each writer’s talents culminates in a final project, a publishable- real-world situations. quality thesis in the area of specialty. This final project should • Develop a personal and professional code of ethics based on demonstrate a critical application of specialist knowledge in the knowledge and understanding of moral and ethical principles chosen specialty and should make an independent contribution to and values. existing work in that area. This program is excellent preparation for a • Assimilate adult development and human sexuality theories and professional career in writing, working in the areas of publishing or principles into personal and interpersonal growth. filmmaking, and is the minimal academic qualification appropriate for those who desire to teach writing at the college or university • Analyze and apply behavioral and organizational change level. processes to personal, social and organizational settings. • Integrate theories of leadership into applied areas of Faculty in the MFA in Creative Writing program maintain a strong supervision, management and administration. commitment to scholarly value and the active support of students in • Demonstrate practical competence in the use of behavioral their passion for literature, film and writing. Creative writing theory, research and assessment. students are expected to make important contributions to the • Produce written materials (papers, essays, projects, journals, publication of the student literary journal (GNU) and actively etc.) that analyze, integrate and critique critical theories, participate in seminars designed to foster creative and critical debate. issues and research in human behavior. Courses are directed to the refinement of creative practice and • Demonstrate oral fluency (class debates, group discussions, academic excellence. Faculty are experienced and published writers individual presentations, etc.) in articulation of the theory in their fields and offer supervision in the areas of fiction, poetry, and practice of behavioral science. literary nonfiction, and screenwriting. • Demonstrate multi-cultural awareness and appreciation of Application Requirements human diversity.
Degree Requirements To be considered for admission, applicants must meet the University (12 courses, 54 quarter units) graduate admission requirements listed in the general information for graduate degrees. In addition, applicants in creative writing should submit portfolios of their writing directly to the following To receive the Master of Arts in Human Behavior, students must address: Karen Offitzer, Lead Faculty, Graduate Program in Creative complete at least 54 quarter units of graduate work. A total of 13.5 Writing, Department of Writing and Communication, National quarter units of graduate credit may be granted for equivalent University, 14724 Ventura Boulevard, Suite 801, Sherman Oaks, CA graduate work completed at another institution, as it applies to this 91403-3501. degree and provided the units were not used in earning another advanced degree. Students should refer to the section on graduate The portfolio should include 20-40 pages of fiction or literary admission requirements for specific information regarding nonfiction (usually 2-3 short stories or essays), or 10-20 pages of application and matriculation. poetry, or a completed screenplay, or a substantial sample of work in several forms. Core Requirements (10 courses, 45 quarter units) Based on the portfolio, applicants may be advised to complete one or more of the following undergraduate courses prior to enrolling in the HUB 648 Personal Growth and Communication advanced writing workshops: HUB 646 Personal and Professional Ethics HUB 641 Stages of Adult Development ENG 365 Creative Writing HUB 639 Contemporary Issues in Sexuality LIT 443 World of the Short Story HUB 601A Organizational Behavior LIT 446 Studies in Poetry HUB 642 Theories of Behavior Change LIT 450 Studies in the Novel LIT 456 Studies in Drama HUB 601D Creative Leadership HUB 650 Foundations of Behavioral Research Degree Requirements HUB 660 Assessment in Organizations (Prerequisite: HUB 650) (10 courses, 45 quarter units) HUB 680 Integrative Project in Human Behavior To receive the MFA in Creative Writing, students must complete at (Capstone course) least 45-quarter units; a total of 4.5 quarter units may be granted for (Prerequisite: HUB 650) equivalent work completed at another institution, as it applies to this Electives degree, and provided the units were not used in earning another advanced degree. Students should refer to the General Catalog (2 courses, 9 quarter units) section on graduate admission requirements for specific information regarding admission and matriculation. Students can select graduate elective courses from the following Advancement to Candidacy 110 course prefixes: CHD, HRM, HUB, MKT, MGT and SOC (CHD 601 School of Arts and Sciences
Elective Requirements A student is advanced to candidacy for the Master of Fine Arts (2 courses, 9 quarter units) degree after successful completion of MCW 600 and two core courses. Grades below “B” must be repeated. At that time, the Students choose 2 electives in form and technique specific to student selects or is assigned a thesis mentor. specialty; courses must constitute a coherent program of study. It is possible to pursue a course in another discipline when such study is Career Development Opportunities demonstrably essential to the student’s creative work. Students are encouraged to choose electives to strengthen areas of weakness; pursue technical or theoretical knowledge essential to the student’s A number of career development opportunities are available for creative work, or to otherwise enrich the degree program. The degree candidates who plan to teach, work in film, or pursue careers candidate must work out a specific program in conjunction with the in writing or publishing. lead program faculty. Candidates who want to gain hands-on experience in peer tutoring Approved courses (other courses may be approved by lead program can apply for an internship at NU’s onsite and on-line writing faculty) centers. Contact Shareen Grogan, Director of the Writing Centers, for more information. ENG 610 Seminar in Multicultural Literature of North America ENG 620A Seminar in a Literary Period or Movement I Candidates who want hands-on experience in editing and publishing ENG 620B Seminar in a Literary Period or Movement II can apply for an internship at NU’s student literary journal, THE ENG 660 Seminar in Literary Hypermedia GNU. Contact Professor Karen Offitzer, Program Lead, MFA in ENG 670 Seminar in Comparative Literary Studies Creative Writing, for more information. ENG 680A Seminar in a Theme I ENG 680B Seminar in a Theme II Candidates who want hands-on experience in filmmaking can apply ENG 699A Seminar in a Major Author I to work as a crew member on graduate student films, working with ENG 699B Seminar in a Major Author II students in our MA and MFA in Digital Cinema programs. Contact ENG 665 Film Theory Professor Karen Offitzer, Program Lead, MFA in Creative Writing, for ENG 666 Film History: The Silents more information. ENG 667 Film History: American Film ENG 685 Great Directors: American In addition, various departmental faculty have opportunities for ENG 686 Great Directors: International students to assist them with teaching, scholarly projects, or other activities and students can receive valuable experience and Thesis Courses mentoring from working with them. Contact individual faculty members for information. (2 courses, 9 quarter units)
Core Requirements MCW 660 Thesis I ( Draft) MCW 670 Thesis II (Revision) (4 courses, 18 quarter units) Thesis: The thesis must be a mature, substantial body of work e.g. a Students are required to take MCW600, and are required to take one collection of stories, essays, or poems, a novel, or a full-length seminar in their chosen specialty, and must choose two additional screenplay (minimum 120 pages). The thesis will include a preface courses in different areas. MCW600 is 4 weeks; all other writing (minimum 1000 words) in which the writer discusses her/his workshops and seminars are 8 weeks in duration. evolution as an artist and the evolution of the work. The student will choose a mentor for the thesis, and will work with the mentor in an MCW 600 Pedagogy of Creative Writing individualized manner, decided upon through conference with the MCW 630 Seminar in Fiction Writing mentor. MCW 645 Seminar in Poetry Writing MCW 650 Seminar in Creative Nonfiction Language Requirement MDC 680 Seminar in Screenwriting
Specialized Study There is no language requirement for this program. It is possible, however, to pursue a series of electives in a particular language (2 courses, 9 quarter units) when such study is demonstrably essential to the student’s creative work. The candidate must work out a specific program in Students are expected to take a minimum of two (2) seminars in their conjunction with the lead program faculty. specialty. All advanced creative writing courses are conducted by teachers who are accomplished creative writers sensitive to the I MASTER OF FINE ARTS IN DIGITAL efforts of writing. Classes are conducted as workshops, with student CINEMA (MFA-DC) work comprising much of the text for the course. MCW 630A Advanced Workshop in Fiction I (715-506) and Faculty Advisor: Edward Alyn Warren III • (714) 429-5131 • MCW 630B Advanced Workshop in Fiction II [email protected] or MCW 640A Advanced Workshop in Poetry I The Master of Fine Arts in Digital Cinema (MFA-DC) provides and graduates with a foundation in film history and theory and in- MCW 640B Advanced Workshop in Poetry II concentration study of digital motion picture production and post- or production. The program focuses on developing well-round MCW 650A Advanced Workshop in Literary Nonfiction I filmmakers versed in all aspects of film production and and screenwriting with the ability to work on low budget, independent MCW 650B Advanced Workshop in Literary Nonfiction II and documentary style filmmaking. Students produce a professional or digital cinema portfolio tailored to the student’s interests, needs and MCW 680A Advanced Workshop in Screenwriting I desire for self-development. The program prepares graduates to and work in a variety of production capacities in the following fields: MCW 680B Advanced Workshop in Screenwriting II commercial or industrial film and television, digital entertainment media, and communication, educational or instructional media production. The goal of the program is to develop both the critical acumen and technical abilities of students in the area of visual 111 School of Arts and Sciences
communication and media. Graduates will develop the ability to • Conduct independent research and apply relevant criticism in generate screenplays, to plan and produce film and video projects, sustained analyses and interpretations of specific films. and to critically evaluate film and video projects based on theoretical • Engage in informed critical discussion, both oral and written, of models in communication, media, information design and film theoretical issues pertaining to the study of film. aesthetics. • Engage in informed critical discussion, both oral and written, of the works and criticism of a specific film director, period or The MFA-DC program is composed of eight online courses and three genre. courses offered in an accelerated one-month onsite residency format. • Evaluate films from the theoretical perspective of cinemagraphic In the area of film theory and criticism, students take two online techniques. courses, one in film theory and an elective course in film studies. Three additional on-line courses cover cinematography, digital • Evaluate films from the theoretical perspective of cinema editing editing and film production from development to release. Two online techniques. screenwriting workshops provide students the opportunity to • Generate a screenplay that is original, significant and complex generate a screenplay for a thesis project. Together these courses enough to engage and sustain the interest of a discriminating provide the theoretical and practical foundations for the art of digital audience. filmmaking. • Participate in rigorous critiques of the creative works of others. • Participate in the planning, production and editing of a short Onsite Residency Classes digital motion picture in a graduate level workshop setting. • Synthesize current theory and practice by integrating In preparation for the production of the thesis project, students take professional cinematography and visual and sound editing three accelerated production courses during a one-month techniques in the production of digital motion pictures. “residency” held onsite at a National University learning center. The • Create an original short motion picture that is significant and residency courses function as pre-thesis practica, providing students complex enough to engage and sustain the interest of a with hands-on production experience in a collaborative environment discriminating audience and is suitable for submission to a film using professional equipment. Students gain relevant skills in festival. directing and production management, digital cinematography, and digital post-production. An equipment fee for digital production Application Requirements equipment is an additional cost of these courses. The residency class MDC683 (one month) runs concurrently with MDC688 (first two To be considered for admission, applicants must meet the University weeks) and MDC689 (second two weeks). The costs for graduate admission requirements listed in the general information accommodations and transportation are not included in the tuition or for graduate degrees. fees and are the responsibility of each student. For more information contact the program faculty advisor. Students are expected to possess or have access to a computer and Digital Portfolio Internet connection including an email account outside of National University for course projects and assignments. Given the nature of digital video production and editing the computer should be at least The MFA-DC digital portfolio functions as a digital cinema résumé. a Pentium IV or Macintosh G4, with a minimum of 1.4 GHz, 128 MB Student products from all the courses that are featured in the video processor, 40 GB HD. In addition students will need to possess professional digital portfolio include short samples of editing and or have access to a 35mm still camera, a digital video camera (with cinematography assignments, a production budget and storyboards, still image capabilities and/or a digital still camera) for MDC651 and a screenplay, artist’s self-reflections and other production and post- 652. Software required for these courses includes Microsoft Office production documentation. (Word, Excel, PowerPoint, Internet Explorer), a variety of standard Thesis browser plug-ins (i.e. JavaScript, Flash, Shockwave, QuickTime, etc.), Adobe Photoshop ( or equivalent photo image processing program) and a digital video/audio editing software package like Adobe To Receive a Master of Fine Arts in Digital Cinema, candidates must Premiere Pro (or a Macintosh equivalent). A digital scanner is also enroll in the online course MDC691, Thesis Production, with the recommended. thesis advisor. Students will keep in regular communication with their thesis advisor through the online course interface, Internet and Students are responsible for arranging their own accommodations telephone conferencing. The program advisor will assist the student and transportation during the month-long onsite intensive. in assembling a three-person committee to evaluate the thesis and Production/Lab fees for digital film production equipment rental digital portfolio collection of previous work. To graduate a student and supplies are in addition to the course tuition. Production/Lab must submit the thesis project and digital portfolio for evaluation by fees must be paid in advance for MDC683, 688 and 689. For more the thesis committee within one year of the start of MDC691. information contact the program advisor.
The thesis project consists of a short subject digital motion picture Degree Requirements and a critical evaluative summary included in the digital portfolio. In (11 courses, 49.5 quarter units) the evaluative summary, the writer discusses her/his evolution as an artist and evaluates the work to demonstrate the student’s ability to To receive a Master of Fine Arts in Digital Cinema, students must communicate coherently, critically, and creatively. The thesis complete at least 49.5 quarter units of graduate work, of which a committee evaluates the digital portfolio and short subject motion minimum of 40.5 quarter units must be taken in residence at picture project to determine whether the student has met the National University. Students can transfer up to 9 quarter units at the requirements for the MFA in Digital Cinema. graduate level from a regionally accredited institution in the areas of Program Learning Outcomes film, communication or media studies, provided the units have not been used to satisfy the requirements of an awarded degree. Students wishing to transfer credits into the program should contact the At the completion of the Master of Fine Arts in Digital Cinema, program faculty advisor. Refer to the section in the graduate students will possess the knowledge and skills needed to produce a admission requirements for additional specific information regarding professional quality digital motion picture and to participate in the application and matriculation. ongoing scholarly and critical discussions of issues in the field of film, film theory and criticism. Specifically, by the end of this program, students will be able to:
112 School of Arts and Sciences
Program Prerequisite should refer to the section on graduate admission requirements for specific information regarding application and matriculation. It is recommended that students have had undergraduate courses or experience in some of the following areas: communication, film, Students are expected to possess or to have access to a computer literature, media studies, graphic design, multimedia arts, history, outside of National University to work on projects both on and off philosophy, psychology or sociology. campus.
Advancement to Candidacy Given the nature of instructional technology, the off-campus computer should be at least a Pentium III with 128 MG RAM. In addition students should have access to MS Office (Word, A student is advanced to candidacy for the Master of Fine Arts Powerpoint, Excel, and Internet Explorer), as well as Macromedia degree after successful completion of MDC 650, 651 and 652.. MX Suite (Dreamweaver, Fireworks, and Flash). Courses with a grade lower than “B” must be repeated. At that time, the student selects or is assigned a thesis advisor. Core Requirements Core Requirements (8 courses, 36 quarter units)
(10 courses, 45 quarter units) ITC 600 Instructional Design ITC 601 Advanced Instructional Design ENG 665 Film Theory (Prerequisite: ITC 600) MDC 650 Digital Film Production ITC 610 Multimedia in Instruction MDC 651 Digital Cinematography (Prerequisite:ITC 601) (Prerequisite: MDC650) ITC 615 Distance Learning MDC 652 Digital Video Editing (Prerequisite: ITC 610) (Prerequisite: MDC651) ITC 620 Web-based Instruction MDC 680 Screenwriting (Prerequisite: ITC 615) MCW 680A Advanced Workshop in Screenwriting I ITC 625 Simulations and Virtual Reality (Prerequisite: MDC 680) (Prerequisite: ITC 620) MDC 683 Directing and Production Management ITC 634 Seminar in Performance Technology (Prerequisites: MDC 650, MDC 651, MDC 652, MDC 680) (Prerequisite: ITC 625) MDC 688 Digital Cinematography and Production ITC 641 Evaluating and Improving Instructional Programs (Prerequisites: MDC 650, MDC 651, MDC 652, MDC 680) (Prerequisite: ITC 634) MDC 689 Digital Cinema Post-Production (Prerequisites: MDC 650, MDC 651, MDC 652, MDC 688) Integration Seminars and Project MDC 691 Thesis Production (2 courses, 9 quarter units) (Prerequisites: all other MDC core courses) Electives ITC 645 Current Issues in Instructional Technology (Prerequisite: ITC 641) (1 course, 4.5 quarter units) ITC 650 Instructional Technology Project To complete the program, students can select electives from any of (Prerequisites: All other courses in the program) the following Film Studies courses. I MASTER OF SCIENCE IN INDUSTRIAL- ENG 666 Film History: The Silents ORGANIZATIONAL PSYCHOLOGY ENG 667 Film History: American Film ENG 668 Film Genre Studies (720-610) ENG 669 World Film Faculty Advisors: Richard C. Sorenson • (858) 642-8397 • I MASTER OF SCIENCE (M.S.) IN [email protected] and Delbert M. Nebeker • (858) 642-8398 • INSTRUCTIONAL TECHNOLOGY [email protected] (720-502) The Master of Science in Industrial-Organizational Psychology Faculty Advisor: Michael McAnear • (858) 642-8466 • [email protected] program (MSIOP) provides accredited graduate level training and education in industrial-organizational psychology. It prepares The Master of Science in Instructional Technology is a professionals to manage programs dealing with work analysis and multidisciplinary program designed to prepare students for rapidly design, fairness and utility of employee selection and placement, growing employment opportunities that involve the training and employee productivity, employee satisfaction and retention, and instruction of information and telecommunication technologies. organizational design and development. The program design follows Graduates with master degrees in Instructional Technology are in the Guidelines for Education and Training of the Division 14 of the high demand because they possess a combination of skills and American Psychological Association: the Society of Industrial- knowledge that can be applied to instructional problems in a wide Organizational Psychology. It is practice-oriented, research-based, range of settings. These settings may include training departments of and advocates the highest levels of personal and professional large businesses, software development companies, military training integrity. The MSIOP is particularly appropriate for those working in programs, health-care education programs, publishing houses, Human Resources Management, Employee Development and multimedia development companies, social service agencies and General Management who would benefit from graduate level governmental agencies. education in the people/organizational side of management. This Degree Requirements program is appropriate also for those nearing completion of their military career. (10 courses, 45 quarter units) Student goals for the Master of Science in I-O Psychology are: To obtain a Master of Science in Instructional Technology, students must complete 45 quarter units of graduate work. Where • Develop master’s level student competencies in the areas appropriate, students can transfer a maximum of 13.5 quarter units specified in the Society for Industrial and Organizational of graduate work completed at another regionally accredited Psychology (SIOP) guidelines for Master’s level education and institution to meet stated requirements in the program. Students training in Industrial and Organizational Psychology. 113 School of Arts and Sciences
Elective Requirement • Develop students’ ability to critically analyze and evaluate literature in general psychology and I-O psychology. (1 course, 4.5 quarter units) • Develop students’ ability to apply the competencies learned in the program to the benefit of organizations and their employees. IOP 690 Advanced Seminar in I/O Psychology • Prepare students for further study of I-O Psychology at the HUB 601B Communication for Managers doctoral level. HUB 601D Creative Leadership HUB 641 Stages of Adult Development Application Requirements HUB 642 Theories of Behavior Change HRM 667 Compensation and Benefits HRM 633A Seminar in Employee Relations, Labor Relations and To be considered for admission, applicants must meet the University Union Management graduate admission requirements listed in the general information ODV 610 Advanced Studies in Organizational Behavior in a for graduate degrees. Recent graduates of undergraduate programs Diverse Society as well as bachelor degree holders who have substantial employment ODV 601 Integrating Performance Management, Technology, and experience in organizations are welcome to apply. Qualified Organizational Communication applicants will be interviewed by faculty to determine suitability of PAD 620 Foundations of Public Administration background, motivation, and career objectives. Students interested in PAD 626 Public Personnel Policy this program should contact the appropriate academic center or one of the faculty advisors for further information regarding the Field Placement Requirement application process.
Degree Requirements The field placement experience is an integral part of the graduate program in I-O Psychology. It will occur toward the end of the (13 courses, 58.5 quarter units) program after the student has mastered the basic principles, and has acquired the knowledge, skills, and abilities related to the practice of To receive the Master of Science in I-O Psychology, students must I-O Psychology. The field placement experience may occur in the complete at least 58.5-quarter units; a total of 13.5 units may be same organization where the student is employed if the duties granted for equivalent work completed at another institution. In involved are different from the duties performed in the past and are addition the student must pass two examinations for completion of representative of the content of I-O Psychology. If such an the MS in I-O Psychology. The first is the Prelim Exam and deals arrangement is not possible, students may select a placement from with the history of psychology and the scientific fields of psychology. those developed by the faculty. The field placement requirement is This examination must be passed before the student takes the for 160 hours of experience approved in advance. seventh course in the program. The second examination is the Competency Exam and demonstrates mastery of the program in I-O Alternative Scheduling Psychology. This exam may be taken any time after the eighth course in the program and must be passed before enrolling in the IO 695: Field Placement in I-O Psychology. These examinations may be This program will be taught with the first 5 courses in the traditional repeated until passed. A fee of $100 is charged for each one month format and the remaining courses taught in a two-month administration of these exams. Preparation for the first exam will be per course format. Under the two-month format the classes will meet done external to the graduate program— within the student’s once a week for 8 weeks in the current time configuration (5:30 to undergraduate program and/or by a program of reading sources 10:00 pm). The courses in the two month format will be staggered suggested by the faculty. Preparation for the second exam will occur and beginning with the second two-month class they will overlap. within the graduate program and by mastering the required series of This means that during the second month of each two-month class courses and a program of reading sources suggested by the faculty. the student will also be in the first month of the next course. In this way the student will be enrolled in two courses at the same time. The Independent studies are not allowed in this program. two month format is necessary for some courses because they will require projects involving research or experience in operating Core Requirements organizations which will be difficult if not impossible to accomplish in the single month format. (12 courses, 54 quarter units)
IOP 620 Organizational Psychology IOP 610 Industrial and Work Psychology IOP 630 Research and Statistics I IOP 631 Research and Statistics II (Prerequisite: IOP 630) IOP 640 Work Motivation (Prerequisite: IOP 620) IOP 635 Psychological Measurement (Prerequisite: IOP 631) IOP 650 Organizational Development (Prerequisite: IOP 620) IOP 645 Training in Organizations (Prerequisite: IOP 610 or IOP 620) IOP 655 Attitude Theory and Measurement (Prerequisite: IOP 635) IOP 665 Performance Appraisal and Feedback (Prerequisites: IOP 635 and IOP 610) HUB 660 Assessment in Organizations (Prerequisite: IOP 635 or HUB 650) IOP 695 Field Placement in I/O Psychology (Prerequisites: Completion of Prelim and Competency Exams)
114 School of Business and Management
Dean, Thomas Green Ph.D., Sociology University of Hawaii
116 Degrees Offered 117 Faculty 118 Undergraduate Degree Programs 130 Graduate Degree Programs 139 Certificate Programs
The University of Values
TM Degree Programs Offered
Undergraduate Degrees Graduate Degrees
Bachelor of Arts Executive Master of Business Administration 8 with Majors in: Legal Studies with Areas of Specialization in: 8 Management Electronic Business 8 International Business Relations Bachelor of Business Administration 8 8 Marketing with Concentrations in: Organizational Leadership 8 Accountancy Executive Master of Business Administration (Spanish Economics 8 Version) 8 Finance Hospitality and Casino Management 8 Master of Arts Human Resource Management with Fields of Study in: 8 Marketing Human Resource Management and Organizational 8 8 Sports Management Development with Areas of Specialization in: 8 Human Capital and Labor Relations Management Bachelor of Science 8 with Majors in: Human Resource Development and Change Management 8 8 Accountancy Management with an Area of Specialization in: 8 Criminal Justice Administration Organizational Leadership Financial Management Master of Business Administration 8 Minors with Areas of Specialization in: 8 8 Accountancy Accountancy 8 Business Administration Electronic Business 8 Business Studies Financial Management 8 Criminal Justice Administration Health Care Administration 8 Economics Human Resource Management 8 Legal Studies International Business 8 Marketing Transition Programs Organizational Leadership Technology Management Master of Forensic Sciences 8 BA MGT/MA MGT Transition Program BBA/MBA Transition Program with Areas of Specialization in: BSC/MFS Transition Program Criminalistics 8 BSC/MPA Transition Programs Investigation BBA/MSEB Transition Program Master of Health Care Administration BSITM/MSEB Transition Program BSIS/MSEB Transition Program Master of Public Administration BBA/MSTM Transition Program with Areas of Specialization in: 8 Public Finance 8 Human Resource Management Organizational Leadership Master of Science with Fields of Study in: 8 Electronic Business Finance 8 denotes program also offered or partially offered online. Organizational Leadership Taxation Note: Not all online programs or courses are offered in entirety via Internet. Certificate Programs Note: Not all courses or programs listed in this catalog are available at 8 every learning facility. Accountancy 8 Criminal Justice Administration 8 Various undergraduate minors are available in some degree Electronic Business 8 programs. Finance Health Care Administration Hospitality and Casino Management FOR FURTHER INFORMATION 8 Human Resource Management 8 International Business 8 contact The School of Business and Marketing 8 Management in San Diego at Sports Management (858) 642-8400 or [email protected]
116 Faculty
Faculty
Department of Thomas J. Karnowski Susan P. Silverstone Reza Fadaei-Tehrani Management, Assistant Professor Assistant Professor Associate Professor Marketing, and San Diego Main Campus San Diego Main Campus San Diego Main Campus E-Business D.B.A., International M.B.A., Business Ph.D., Economics, University of Management and Marketing Administration Nebraska George J. Drops, Jr. United States International University of Colorado Phone: (858) 642-8423 Professor and Chair University Phone: (858) 642-8430 E-mail: [email protected] San Diego Main Campus Phone: (858) 642-8449 E-mail: [email protected] Consolacion L. Fajardo Ph.D., Psychology, Union E-mail: [email protected] David E. Smith Institute Iraj Mahdavi Associate Professor Phone: (858) 642-8438 Associate Professor Sacramento Academic Center E-mail: [email protected] Assistant Professor Costa Mesa Academic Center D.P.A., Public Administration; Los Angeles Campus D.B.A., International Business CPA Michelle Browning Ph.D., Political Science United States International University of Southern Assistant Professor University of Michigan University California Los Angeles Academic Center Phone: 310-258-6607 Phone: (714) 429-5142 Phone: (916) 855-4137 Ph.D., Education E-Mail: [email protected] E-mail: [email protected] E-mail: [email protected] University of Southern Lynn McCann Mona Yousry Gregory Merrill California Phone: (310) 258-6643 Assistant Professor Assistant Professor Professor E-mail: [email protected] Costa Mesa Campus San Diego Main Campus San Diego Main Campus Ph.D., Communications Ph.D., Mathematics Ph.D., Financial and Julia Buchanan University of Southern Ohio State University Managerial Accounting Instructor California Phone: (858) 642-8428 Texas A & M San Diego Main Campus Phone: (714) 429-5409 E-mail: [email protected] Phone: (858) 642-8411 M.A., Leadership Studies E-mail: [email protected] Gary Zucca E-mail: [email protected] University of San Diego Mohammed Nadeem Wali Mondal Phone: (858) 642-8453 Assistant Professor E-mail: [email protected] Assistant Professor Stockton Academic Center Professor San Jose Campus Ph.D., Sociology San Diego Main Campus Ramon Corona Ph.D., E-Business University of Florida Ph.D., Economics Associate Professor Union Institute and University Phone: (209) 475-1441 The Ohio State University San Diego Main Campus Phone: (408) 236-1150 E-mail: [email protected] Phone: (858) 642-8415 Ph.D., Education E-mail: [email protected] Department of Finance, E-mail: [email protected] Universidad Iberoamericana, Gary Glen Parks Accounting, and Farhang Mossavar- Mexico Economics Rahmani Phone: (858) 642-8427 Assistant Professor E-mail: [email protected] San Diego Main Campus Associate Professor M.S., Technology and Learning Donald A. Schwartz San Diego Main Campus Christopher Chaves United States International Associate Professor and Chair D.B.A., Financial Management Instructor University San Diego Main Campus United States International Redding Academic Center Phone: (858) 642-8414 J.D., New York University; CPA University M.B.A., Management E-mail: [email protected] Phone: (858) 642-8420 Phone: (858) 642-8409 Western International Michael Pickett E-mail: [email protected] E-mail: [email protected] University Gurdeep Kumar Chawla Chang G. Park Phone: (530) 226-4005 Assistant Professor E-mail: [email protected] San Diego Main Campus Associate Professor Assistant Professor Ed.D., Educational Technology San Diego Main Campus Juan España San Jose Academic Center Pepperdine University D.B.A., Finance Ph.D. Finance Associate Professor Phone: (858) 642-8374 Golden Gate University Kent State University San Diego Main Campus E-mail: [email protected] Phone: (916) 855-4145 Phone: (858) 642-8402 Ph.D., Economics Oliver Schlake E-mail: [email protected] E-mail: [email protected] University of California, Santa Muhannad Ali El-Mefleh S. Thomas Rim Barbara Assistant Professor Phone: (858) 642-8448 San Diego Main Campus Professor Assistant Professor E-mail: [email protected] Ph.D. Engineering San Diego Main Campus Los Angeles Academic Center Universitat-Gesamthochschule, Ph.D., Economics, D.B.A., Accounting Germany Florida State University Argosy University Phone: (858) 642-8417 Phone: (858) 642-8421 Phone: (310) 258-6718 E-mail: [email protected] E-mail: [email protected] E-mail: [email protected]
117 Faculty
Brian P. Simpson Deborah Le Blanc Assistant Professor Associate Professor San Diego Main Campus Los Angeles Academic Center Ph.D., Economics D.P.A., Public Administration, George Mason University University of La Verne Phone: (858) 642-8431 Phone: (310) 258-6700 E-mail: [email protected] E-mail: [email protected] Forrest E. Young Ismail Sebetan Assistant Professor Professor Costa Mesa Academic Center San Diego Main Campus D.B.A., Accounting Ph.D., Forensic Science Argosy University Tohoku University, Japan Phone: (714) 429-5404 Phone: (858) 642-8419 E-mail: [email protected] E-mail: [email protected] Department of Janice Taylor Professional Studies Assistant Professor San Diego Main Campus Chandrika M. Kelso J.D., Thomas Jefferson School Assistant Professor and Interim of Law Chair Phone: (858) 642-8441 San Diego Main Campus E-mail: [email protected] J.D., Osmania University Loren Zimmerman College of Law, India Phone: (858) 642-8433 Instructor E-mail: [email protected] Costa Mesa Academic Center M.F.S., Forensic Science Kenneth I. Goldberg National University Assistant Professor Phone: (714) 429-5193 San Diego Main Campus E-mail: [email protected] D.P.A., Public Administration University of LaVerne Phone: (858) 642-8478 E-mail: [email protected] James Guffey Assistant Professor Sacramento Academic Center Ph.D., Public Administration Golden Gate University Phone: (916) 855-4109 E-mail: [email protected] LeCostel Hailey Instructor Bakersfield Campus M.A., History California State University, Bakersfield Phone: (661) 864-2382 E-mail: [email protected] James G. Larson Assistant Professor San Diego Main Campus JD, Thomas Jefferson School of Law Phone: (858) 642-8418 E-mail: [email protected]
118 School of Business and Management
Mission Statement quarter units of computer languages, such as C, C++, Java, and Visual Basic. Students who satisfy competency by examination must THE MISSION OF THE SCHOOL OF BUSINESS AND still meet the overall general education unit requirement. Students enrolled in a degree program under the School of Business and Management is to provide learners the skills and knowledge they Management can elect to take general education electives to fulfill need to advance in their careers in public and private organizations. this requirement.) The school’s primary emphasis is teaching. Its curriculum, faculty selection, methods of instruction, and research reflect this emphasis. AREA A-G: GENERAL EDUCATION Additionally, the school is guided by the following principles: (minimum 4.5 quarter units) • Instructional formats are convenient and efficient, without compromising academic quality. Courses taken to achieve minimum levels of collegiate-level • Teaching is the first priority of the faculty. competency in the areas of writing and mathematical concepts and • Teaching methods are centered on the learner rather than the systems do not satisfy any portion of the general education faculty. requirement. • The school provides service to local community organizations by applying the theoretical concepts taught in the classroom. N Major in Legal Studies • The school continually strives to advance the currency and relevancy of its academic programs. (610 - 407) The maturity of National University’s student body and the Faculty Advisor: Janice Taylor • (858) 642-8441 • [email protected] professional experience of the faculty, in addition to their academic preparation, provide a real-world atmosphere to augment the The Major in Legal Studies gives students an opportunity to develop theoretical basis of the courses. the verbal and analytical skills needed to succeed as a law student or attorney. Students prepare to undertake the civic responsibility of Undergraduate Degree practicing law through exposure to the law’s ethical and social implications. This major also allows students interested in a career in Programs business or government to gain an understanding of the complex legal issues they will face in their professions. Degree Requirements I BACHELOR OF ARTS (B.A.) (610) General Education Program Requirements To receive a Bachelor of Arts with a Major in Legal Studies, students must complete at least 180 quarter units as described below. 76.5 quarter units must be completed at the upper division level and 45 The general education program consists of a minimum of 70.5 must be completed in residence at National University. (In the quarter units. Of the 70.5 units, students must complete at least 4.5 absence of transfer credit, students may need to take additional units at the upper division level and 4.5 units in diversity enriched general electives to satisfy the total units for the degree.) course work. A plus [+] indicates a diversity enriched offering. All undergraduate students working toward any associate or bachelor’s The 70.5 quarter unit general education program is the same for most degree must meet the University diversity requirement. degrees. Students completing this major are also strongly encouraged to take the history, law and political science category under area “D.” National University has general education requirements in the following eight areas: Preparation for the Major AREA A: ENGLISH COMMUNICATION (1 course, 4.5 quarter units)
(minimum 15 quarter units) CIS 301 Management Information Systems*
AREA B: MATHEMATICAL CONCEPTS AND QUANTITATIVE *May be used to satisfy general education requirements REASONING Requirements for the Major (minimum 4.5 quarter units) (9 courses, 40.5 quarter units) AREA C: INFORMATION LITERACY LAW 304 Legal Aspects of Business I (minimum 4.5 quarter units) LAW 305 Legal Aspects of Business II (Prerequisite: LAW 304) AREA D: ARTS AND HUMANITIES LAW 310 Litigation (minimum 13.5 quarter units) LAW 400 Current Legal Issues LAW 402 The Art of Negotiation AREA E: SOCIAL AND BEHAVIORAL SCIENCES MGT 400 Ethics in Law, Business and Management LAW 410 Introduction to Law and Legal Analysis (minimum 13.5 quarter units) AREA F: PHYSICAL AND BIOLOGICAL SCIENCES Either CJA 451 Court Systems and the Judicial Process (minimum 6 quarter units required [Note: one science lab is or required]) LAW 311 Legal Research and Writing
AREA G: MODERN LANGUAGE Capstone – must be taken as the last of these upper division (minimum 9 quarter units) requirements: (Students may satisfy this area by passing a competency test in any second language. They also may satisfy this requirement with 9 LAW 420 Advocacy (Capstone course) 119 School of Business and Management
Upper Division Electives Degree Requirements
(7 courses, 31.5 quarter units) To receive a Bachelor of Arts with a Major in Management, students HRM 409B Survey in Human Resource Management and must complete at least 180 quarter units as described below, 76.5 of Organization Development which must be completed at the upper division level and 45 of which HRM 436 Introduction to Legal, Regulatory, and Labor Relations must be completed in residence at National University. (In absence of (Prerequisite: HRM 409B) transfer credit, students may need to take additional general electives MGT 420 Introduction to TQM in the Context of Management and to satisfy the total units for the degree.) Refer to the section of Leadership undergraduate admission requirements for specific information MGT 430 Survey of Global Business regarding admission and matriculation. (Prerequisites: ECO203 and ECO204) COM 380 Democracy in the Information Age Preparation for the Major (Prerequisite: ENG 100/101) (6 courses, 27 quarter units) COM 460 Media Ethics and the Law (Prerequisite: ENG 100/101) CIS 301 Management Information Systems* POL 320 Politics of Social Movements MTH 210 Introduction to Probability and Statistics * (Prerequisite: ENG 100/101) ECO 203 Principles of Microeconomics * SOC 445 Contemporary Social Problems ECO 204 Principles of Macroeconomics * (Prerequisites: ENG100/101) (Prerequisite: ECO 203) ACC 410A Intermediate Accounting I [ALL} ACC 201 Financial Accounting Fundamentals (Prerequisite: ACC 201) ACC 202 Managerial Accounting Fundamentals ACC 410B Intermediate Accounting II [ALL} (Prerequisite: ACC 201) (Prerequisite: ACC 410A) ACC 410C Intermediate Accounting III [ALL} *May be used to satisfy general education requirements (Prerequisite: ACC 410B) Any 400-level Criminal Justice (CJA) course excluding CJA 451 Requirements for the Major Any 400-level English (ENG) course Any 400-level Management (MGT) course (9 courses, 40.5 quarter units) Any 400-level Sociology (SOC) course LAW 304 Legal Aspects of Business I MGT 400 Ethics in Law, Business and Management In the absence of transfer credit, students may need to take MGT 409C Principles of Management and Organization MGT 430 Survey of Global Business additional general electives to satisfy the total units for the degree. (Prerequisites: ECO203 and ECO204) N Major in Management HRM 409B Survey in Human Resource Management and Organization Development (610-413) MKT 402A Marketing Fundamentals Faculty Advisor: George Drops • (858) 642-8438 • [email protected] HUB 420 Human Communications or The Bachelor of Arts with a Major in Management provides students HUB 500 Crosscultural Dynamics of Human Behavior a business-related degree with an emphasis on managing HUB 440 Organizational Development organizations and personnel in a multicultural and global setting. To or achieve maximum flexibility, the Major in Management program ODV 420 Introduction to Organizational Behavior minimizes prerequisites, enabling students to take the required (Prerequisite: HRM 409B) courses in any sequence. FIN 310 Business Finance (Prerequisites ACC 201 and ACC 202) Bachelor of Arts in Management / Master of Arts in Management Upper Division Electives (BA MGT / MA MGT) Transition Program (7 courses, 31.5 quarter units) Students who are currently enrolled in the Bachelor of Arts in Management program, have at least a GPA of 3.0 and are within six Students are encouraged to take any minors or electives in the courses of graduation, may register for the Bachelor of Arts in following prefix areas: ACC, ITM, CIS, FIN, HCA, HRM, LAW, MGT, Management / Master of Arts in Management (BA MGT / MA MGT) MKT and MNS. The following recommended courses are pre- Transition Program by taking two MA Management classes as approved minors or electives, including those with prefixes other electives during the BA Management Program. Students choose any than those listed above: two of the following: MGT 601, LED 601, ELB 620, or HRM 640. To be eligible, students must apply for and begin the MA Management CJA 441 Organized and White Collar Crime Program within six months of completing their BA Management HIS 410 California Experience Program. The number of courses required to earn an MA/MGT HRM 432 Recruiting, Selection, Promotion, and Retention degree for Transition Program students is reduced from 12 to 10 (Prerequisite: HRM 409B) courses. LAW 305 Legal Aspects of Business II (Prerequisite: LAW304) Students must complete graduate-level course work taken as part of LAW 400 Current Legal Issues the BA MGT degree with a grade of B or better. This course work LAW 402 The Art of Negotiation will not transfer as graduate-level credit to National University or MGT 420 Introduction to TQM in the Context of Management any other institution as it is part of an undergraduate degree Leadership program. Grades earned in graduate-level courses will be calculated MNS 407 Management Science as part of the student’s undergraduate Grade Point Average. (Prerequisite: MNS 205) PHL 375 Environmental Ethics (Prerequisites: ENG100/101) 120 School of Business and Management
General Education Program Requirements PHL 437 Ethics (Prerequisites: ENG100/101) PSY 401 Psychology for Managers The general education program consists of a minimum of 70.5 (Prerequisites: ENG100/101) quarter units. Of the 70.5 units, students must complete at least 4.5 PSY 432 Social Psychology units at the upper division level and 4.5 units in diversity enriched (Prerequisites: ENG100/101) course work. A plus [+] indicates a diversity enriched offering. All SOC 310 Cultural Dynamics in the Work Place undergraduate students working toward any associate or bachelor’s SOC 430 Culture, Technology and Society degree must meet the University diversity requirement. (Prerequisites: ENG100/101) SOC 445 Contemporary Social Problems National University has general education requirements in the (Prerequisites: ENG100/101) following eight areas: SOC 500 Understanding Cultural Pluralism in American Society (Prerequisites: ENG100/101) AREA A: ENGLISH COMMUNICATION SOC 540 Power and Social Change (Prerequisites: ENG100/101) (minimum 15 quarter units) AREA B: MATHEMATICAL CONCEPTS AND QUANTITATIVE In the absence of transfer credit, students may need to take REASONING additional general electives to satisfy the total units for the degree. I BACHELOR OF BUSINESS (minimum 4.5 quarter units) ADMINISTRATION (B.B.A.) AREA C: INFORMATION LITERACY
(630) (minimum 4.5 quarter units) Faculty Advisor: Brian P. Simpson • (858) 642-8431 • [email protected] AREA D: ARTS AND HUMANITIES The Bachelor of Business Administration (BBA) degree prepares (minimum 13.5 quarter units) students for career opportunities and advancement in business and industry. Successful completion of lower- and upper division BBA AREA E: SOCIAL AND BEHAVIORAL SCIENCES requirements ensures that graduates comprehend the relationships among marketing, quantitative theory, accountancy, economic (minimum 13.5 quarter units) principles and financial, human and organizational management. AREA F: PHYSICAL AND BIOLOGICAL SCIENCES The Bachelor of Business Administration degree gives students an opportunity to specialize in designated fields by pursuing (minimum 6 quarter units required [Note: one science lab is concentrations and minors, or to choose an individualized set of required]) general BBA electives. AREA G: MODERN LANGUAGE BBA/MBA Transition Program (minimum 9 quarter units) (Students may satisfy this area by passing a competency test in any Students who are currently enrolled in the Bachelor of Business second language. They also may satisfy this requirement with 9 Administration program and have at least a GPA of 3.0 and are quarter units of computer languages, such as C, C++, Java, and within six courses of graduation, may register for the BBA/MBA Visual Basic. Students who satisfy competency by examination must Transition Program by taking two MBA classes as electives during still meet the overall general education unit requirement. Students the BBA Program. To be eligible, students must apply for and begin enrolled in a degree program under the School of Business and the MBA Program within six months of completing their BBA Management can elect to take general education electives to fulfill Program. Students may choose up to three of the following courses: this requirement.) MKT 602, LED 601, or ELB 620. The number of courses required to earn an MBA degree for Transition Program students is reduced from AREA A-G: GENERAL EDUCATION 13 to 10 courses. (minimum 4.5 quarter units) Students must complete graduate-level course work taken as part of the BBA degree with a grade of B or better. This course work will not Courses taken to achieve minimum levels of collegiate-level transfer as graduate-level credit to National University or any other competency in the areas of writing and mathematical concepts and institution as it is part of an undergraduate degree program. Grades systems do not satisfy any portion of the general education earned in graduate level courses will be calculated as part of the requirement. student’s undergraduate Grade Point Average. Preparation for the Major
Degree Requirements (7 courses, 31.5 quarter units)
To receive a Bachelor of Business Administration, students must CIS 301 Management Information Systems MNS 205 Introduction to Quantitative Methods for Business* complete at least 180 quarter units as described below, 76.5 of which ECO 203 Principles of Microeconomics* must be completed at the upper division level and 45 of which must ECO 204 Principles of Macroeconomics* be completed in residence at National University. (In the absence of (Prerequisite: ECO 203) transfer credit, students may need to take additional general electives ACC 201 Financial Accounting Fundamentals to satisfy the total units for the degree.) Refer to the section of ACC 202 Managerial Accounting Fundamentals undergraduate admission requirements for specific information (Prerequisite: ACC 201) regarding admission and matriculation. LAW 304 Legal Aspects of Business I
* May be used to satisfy general education requirements
121 School of Business and Management
Requirements for the Major Students are encouraged to seek a nationally recognized accounting (7 courses, 31.5 quarter units) designation such as the CMA (Certified Management Accountant) or CFM (Certified in Financial Management). Those who are MGT 409C Principles of Management and Organization considering a CPA designation (Certified Public Accountant) are best FIN 310 Business Finance served by enrolling in the B.S. in Accountancy degree program and (Prerequisites: ACC 201 and ACC 202) selecting the CPA track electives. MNS 407 Management Science (Prerequisite: MNS 205) Students are strongly advised to contact the above-named faculty MKT 402A Marketing Fundamentals advisor for guidance and recommendations as to academic MGT 430 Survey of Global Business preparation that will best meet their career objectives. (Prerequisites: ECO 203 and ECO 204) MGT 451 Production and Operations Management Students must successfully complete the following courses for a BUS 480 Integrated Business Policy (Capstone Course) Concentration in Accountancy and must have successfully completed (Prerequisites: At least four BBA preparation and core ACC 201 before enrolling in any of these courses: courses) Requirements for the Concentration Upper Division Electives (6 courses, 27 quarter units) (8 courses, 36 quarter units) ACC 410A Intermediate Accounting I [ALL} The elective courses listed below provide students with a well- ACC 410B Intermediate Accounting II [ALL} rounded business education and are directly applicable to today’s (Prerequisite: ACC 201) business world. Students are strongly encouraged to select electives Plus any four of the following courses: from the following list of recommended courses. Substitutions must ACC 410C Intermediate Accounting III [ALL} be from among courses with the following prefixes: ACC, CIS, ITM, (Prerequisite: ACC 201) FIN, HCA, HRM, MGT, MKT, or HUB. Students may choose to take ACC 431 Advanced Accounting a concentration of six upper division elective courses. ACC 432A Taxation – Individual ACC 432B Taxation II Recommended Courses ACC 433A Managerial Accounting I (Prerequisite: ACC 201) CIS 446 Data Modeling in Information Technology Environment ACC 433B Managerial Accounting II FIN 446 International Financial Management (Prerequisite: ACC 433A) (Prerequisites: FIN 310 and FIN 440) ACC 434 Government and Nonprofit Accounting FIN 440 Financial Institutions ACC 435A Auditing I (Prerequisite: FIN 310) (Prerequisite: ACC 201) HRM 409B Survey in Human Resource Management and ACC 435B Auditing II Organization Development (Prerequisite: ACC 435A) HRM 432 Recruiting, Selection, Promotion, and Retention L (Prerequisite: HRM 409B) Concentration in Economics HRM 439 Legal, Regulatory, and Labor Relations Concerns in (480) HRM Faculty Advisor: Brian P. Simpson • (858) 642-8431 • [email protected] (Prerequisite: HRM 409B) LAW 305 Legal Aspects of Business II This concentration is designed for those students who seek to gain (Prerequisite: LAW304) specialized knowledge in the field of economics. This concentration MGT 420 Introduction to TQM in the Context of Management and emphasizes market process (or free market) economics. Economics Leadership prepares students for careers in business, government, and non- MGT 442 Strategic Business Management profit organizations. Economics also provides very good preparation MGT 490 Guided Study for graduate level work, including in business (MBA), law, public MKT 430 Introduction to Global Marketing (Prerequisite: MKT402A) policy, and public administration. MKT 434 Introduction to Market Research (Prerequisite: MKT402A) Knowledge of economics can increase one’s earning potential relative MKT 443 Introduction to Advertising to other academic fields (including business and management). (Prerequisite: MKT 402A) According to a U.S. Department of Commerce report, those with undergraduate economic degrees are among the highest paid In the absence of transfer credit, students may need to take workers. They place third out of fifteen academic fields (behind only additional general electives to satisfy the total units for the degree. engineering and agriculture/forestry). By concentrating in economics, students can take advantage of some of the increased Bachelor of Business Administration Concentrations earnings potential that economics makes possible.
L Concentration in Accountancy For guidance and recommendations concerning the Concentration in Economics, please contact the above-named faculty advisor. (472) Faculty Advisor: Gregory Merrill • (858) 642-8411 • [email protected] Requirements for the Concentration (4 courses, 18 quarter units) This concentration is designed for those majoring in Business Administration with its broad base of business-related disciplines, Students must successfully complete four of the following courses but who also wish to gain the intermediate-level accounting for a Concentration in Economics. Students must complete at least knowledge and skills appropriate for careers in the accounting and three of the courses in residence at National University. Two of the finance departments of a business, non-profit or government entity. four courses completed for the Concentration must be ECO 401 and 122 School of Business and Management
L 402. It is recommended that students take the courses needed for the Concentration in Human Resource Concentration in Economics at or near the end of their program. Management
ECO 401 Market Process Economics I (468) ECO 402 Market Process Economics II Faculty Advisor: Michael Pickett • (858) 642- 8374 • [email protected]
Plus any two of the following This concentration provides education, knowledge and skills that apply to every level of an organization. This degree program is excellent preparation for students attracted to a career in the ECO 447 Money and Banking increasingly important field of Human Resource Management. (Prerequisite: ECO 203 and 204) ECO 415 Labor Economics Requirements for the Concentration (Prerequisite: ECO 203 and 204) ECO 420 International Economics (6 courses, 27 quarter units) (Prerequisite: ECO 203 and 204) ECO 430 Economics and Philosophy Students must successfully complete the following courses for a Concentration in Human Resource Management. Students must L Concentration in Finance complete at least four of the courses in residence at National University. It is recommended that students take these courses in the (467) order listed below at or near the end of their program after Faculty Advisor: Chang G. Park • (858) 642-8402 • [email protected] completing the upper division BBA core courses.
Career opportunities in finance are in three interrelated areas: HRM 409B Survey in Human Resource Management and financial institutions, including banks, insurance companies, credit Organization Development unions and similar organizations; investments, including the sale of HRM 432 Recruiting, Selection, Promotion, and Retention securities or security analysis; and financial management in all types (Prerequisite: HRM 409B) of commercial and not-for-profit organizations. This concentration HRM 433 Pay and Benefit Administration, and HR Technology prepares students for future managerial responsibilities in these areas (Prerequisite: HRM 409B) with an emphasis on the financial management of organizations. HRM 439 Legal, Regulatory, and Labor Relation Concerns in HRM (Prerequisite: HRM 409B) Students must successfully complete the following courses for a ODV 410 Organizational Development, Career Systems, and Concentration in Finance. Students must complete at least four of the Training and Development courses in residence at National University. It is recommended that (Prerequisite: HRM 409B) students take these courses at or near the end of their program after ODV 420 Introduction to Organizational Behavior (Prerequisite: HRM 409B) completing the upper division BBA core courses. L Requirements for the Concentration Concentration in Marketing (6 courses, 27 quarter units) (469) Faculty Advisor: Susan Silverstone• (858) 642-8430 • [email protected] FIN 440 Financial Institutions FIN 442 Investments This concentration is organized around a managerial framework that FIN 443 Working Capital Management gives students an understanding of the concepts of marketing as well FIN 446 International Financial Management as the application of these concepts in making decisions and FIN 447 Financial Planning managing marketing activities. There is a wide range of (Prerequisite: FIN 442) opportunities in marketing, including marketing management, FIN 444 Risk Management and Insurance marketing research, purchasing manager/buyer, market analysis, L product/branch manager, retailing, sales promotion and Concentration in Hospitality and Casino international marketing. Management Students must successfully complete the following courses for a (479) Concentration in Marketing. Students must complete at least four of the courses in residence at National University. It is recommended Faculty Advisor: Michael Pickett • (858) 642- 8374 • [email protected] that students take these courses at or near the end of their program after completing the upper division BBA core courses. This concentration is designed for those majoring in Business Administration who seek entry or advancement in the management Requirements for the Concentration of hospitality and casino industries. There is a wide and growing (6 courses, 27 quarter units) range of opportunities for graduates including management, marketing and community relations in hotels, restaurants, tourism MKT 420 Principles of Consumer Behavior facilities and visitor’s bureaus. (Prerequisite: MKT 402A) Requirements for the Concentration MKT 430 Introduction to Global Marketing (Prerequisite: MKT 402A) (7 courses, 31.5 quarter units) MKT 434 Introduction to Marketing Research (Prerequisite: MKT 402A) SMG 432 Principles of Leisure Services Management MKT 443 Introduction to Advertising HCM 400 Hospitality and Casino Accounting (Prerequisite: MKT 402A) HCM 430 Hospitality and Casino Staffing Plus any two of the following courses: HCM 450 Native American Tribal Community Development MKT 440A Personal Selling HCM 440 Cultural Diversity and Hospitality Management (Prerequisite: MKT 402A) HCM 420 Hospitality and Casino Marketing MKT 441 Channel Value Networks (Prerequisite:_MKT 402A) (Prerequisite: MKT 402A) HCM 410 Hospitality and Gaming Law MKT 442A Public Relations and Ethics (Prerequisite: MKT 402A) 123
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MKT 445 Direct Marketing Basics (Students may satisfy this area by passing a competency test in any (Prerequisite: MKT 402A) second language. They also may satisfy this requirement with 9 MKT 446 Introduction to Services Marketing quarter units of computer languages, such as C, C++, Java, and (Prerequisite: MKT 402A) Visual Basic. Students who satisfy competency by examination must MKT 447 Marketing for Entrepreneurs still meet the overall general education unit requirement. Students (Prerequisite: MKT 402A) enrolled in a degree program under the School of Business and L Concentration in Sports Management Management can elect to take general education electives to fulfill this requirement.) (259) Faculty Advisor: George Drops • (858) 642-8438 • [email protected] AREA A-G: GENERAL EDUCATION (minimum 4.5 quarter units) This concentration is designed for those students majoring in Business Administration who may seek entry into management and Courses taken to achieve minimum levels of collegiate-level marketing in the specialized fields of the sports and fitness competency in the areas of writing and mathematical concepts and industries. There is a wide range of opportunities in sports systems do not satisfy any portion of the general education management including professional sports, university and college requirement. athletic programs, high school athletics, fitness centers, golf and tennis clubs, sports instruction centers, leisure and recreational N Major in Accountancy facilities and allied businesses. Requirements for the Concentration (620-411) Faculty Advisor: Gregory Merrill • (858) 642-8411 • [email protected] (6 courses, 27 quarter units) This major is designed to prepare students for entry into the SMG 430 Introduction to Sports Management accounting profession In addition to a series of required core SMG 432 Principles of Leisure Services Management business and accounting courses, students can elect courses in one of SMG 433 Sports Financial Management two professional accounting tracks: (Prerequisites: FIN 310 and CIS 301) SMG 434 Principles and Problems of Coaching CPA Certified Public Accountant Track SMG 435 Legal Aspects of Sports Administration CMA/CFM Certified Management Accountant Track SMG 436 Sports Marketing and Promotions (Prerequisites: MKT 402A and SMG 430) I BACHELOR OF SCIENCE (B.S.) Students who elect the CPA track will be prepared to sit for the CPA Exam upon earning this baccalaureate degree. Students should then (620) consider enrolling in the MBA program in order to meet the 150 semester units of higher education required by California and most The general education program consists of a minimum of 70.5 other states. (See also BS/MBA Transition Program, below) quarter units. Of the 70.5 units, students must complete at least 4.5 BS/MBA Transition Program units at the upper division level and 4.5 units in diversity enriched course work. A plus [+] indicates a diversity enriched offering. All undergraduate students working toward any associate or bachelor’s The BS in Accountancy / MBA Transition Program allows currently degree must meet the University diversity requirement. enrolled BS in Accountancy students with a cumulative grade point average of at least 3.0 who are within completing their last six National University has general education requirements in the courses to register for two MBA courses as electives for their following eight areas: baccalaureate degree. Students can select any two graduate-level AREA A: ENGLISH COMMUNICATION accounting or tax courses for which required course prerequisites (if any) have been met, or may select from the following MBA core (minimum 15 quarter units) courses: ELB 620, MKT 602 and LED 601. The number of courses required to earn an MBA degree for Transition Program students is AREA B: MATHEMATICAL CONCEPTS AND QUANTITATIVE reduced from 13 to 10 courses. To be eligible for the Transition REASONING Program, students must apply for the MBA and begin their program (minimum 4.5 quarter units) of study within six months after completing their final baccalaureate degree course. Students must complete their 10-course MBA AREA C: INFORMATION LITERACY program within four years with no break exceeding 12 months. (minimum 4.5 quarter units) Students must complete graduate-level coursework taken as part of AREA D: ARTS AND HUMANITIES the BS Accountancy degree with a grade of B or better. This coursework will not transfer as graduate-level credit to National (minimum 13.5 quarter units) University or any other institution as it is part of an undergraduate AREA E: SOCIAL AND BEHAVIORAL SCIENCES degree program. Grades earned in graduate-level courses will be calculated as part of the students’ undergraduate Grade Point (minimum 13.5 quarter units) Average. AREA F: PHYSICAL AND BIOLOGICAL SCIENCES Degree Requirements (minimum 6 quarter units required [Note: one science lab is required]) To receive a Bachelor of Science with a Major in Accountancy, students must complete at least 180 quarter units as described below, AREA G: MODERN LANGUAGE 76.5 of which must be completed at the upper division level and 45 (minimum 9 quarter units) of which must be completed in residence at National University. In the absence of transfer credit, students may need to take additional 124
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general electives to satisfy the total units for the degree. Refer to the ACC 300 Applied Technology for Accounting** section of undergraduate admission requirements for specific (Prerequisite: ACC 201) information regarding admission and matriculation. ACC 433A Managerial Accounting I (Prerequisite: ACC 201) Preparation for the Major ACC 433B Managerial Accounting II (4 courses, 18 quarter units) (Prerequisite: ACC 433A) ACC 434 Government and Nonprofit Accounting MNS 205 Introduction to Quantitative Methods for Business * (Prerequisite: ACC 201) ECO 203 Principals of Microeconomics* ACC 435A Auditing I ECO 204 Principles of Macroeconomics* (Prerequisite: ACC 410A) ACC 201 Financial Accounting Fundamentals** * May be used to satisfy general education requirements **Eligible for Credit-By-Exam waiver: contact faculty advisor ** Eligible for Credit-By-Exam waiver: contact faculty advisor Upper Division Electives
Requirements for the Major (3 courses, 13.5 quarter units) (13 courses, 58.5 quarter units) Recommended Electives for CPA Track
To receive a Bachelor of Science with a Major in Accountancy, students must successfully complete the courses listed below. ACC 435B Auditing II Students can request waivers of any of the courses if they have (Prerequisite: ACC 435A) completed an upper division undergraduate or graduate course of ACC 410C Intermediate Accounting III [ALL} similar content at a regionally-accredited college or university with a (Prerequisite: ACC 410B) grade of “C” or better. Students must take at least six of the courses ACC 431 Advanced Accounting in the major in residence at National University. ACC 432A Taxation – Individual Core Business Requirements Recommended Electives for CMA/CFM (Corporate Accounting) Track (5 courses, 22.5 quarter units)
CIS 301 Management Information Systems It is recommended that students considering the CMA (Certified LAW 304 Legal Aspects of Business I Management Accountant) designation and/or the CFM (Certified MGT 409C Principles of Management and Organization Financial Manager) designation select courses in Information FIN 310 Business Finance Systems and/or Finance. (Prerequisite: ACC 201) N and Major in Criminal Justice Administration MGT 430 Survey of Global Business (620-405) (Prerequisites: ECO 203 and ECO 204) Faculty Advisor: James Larson • (858) 642-8418 • [email protected] or MKT 402A Marketing Fundamentals The Major in Criminal Justice Administration is designed to meet the or MNS 407 Management Science educational and professional needs of individuals in law (Prerequisite: MNS 205) enforcement who are interested in professional development or (Recommended for students considering the CMA or CFM career advancement. It also prepares individuals for challenging and designation) dynamic careers in the justice system at the local, state and federal levels. Individuals completing the program are prepared for entry- Prerequisite for All Accounting Courses and advanced-level positions, teaching or training assignments, private security employment, research, or employment as consultants within the field. Students must have completed ACC 201 or its equivalent with a minimum grade of “C” within two years of taking any of the The core program consists of upper division courses that include following accounting courses, unless an equivalent grade is received research methods, juvenile justice, corrections, criminology, on the Accounting Aptitude Exam. leadership and management, civil and criminal investigations, court Accounting Core systems, criminal law and a senior research project supervised by full-time, associate and select core adjunct faculty. Additionally, (8 courses, 36 quarter units) students select elective courses from psychology, sociology, addictive disorders, behavioral science, legal studies, information technology To be adequately prepared for the accounting courses listed below, and human resource management to provide a broader perspective students should take ACC 410A first since it starts with a review of in human behavior. the fundamentals upon which much of the subsequent material is based. Students who wish to start at a later point in the program are BS in Criminal Justice Administration/ Master of Forensic advised to test their retention of accounting fundamentals by Science Transition Program working the end-of-chapter exercises in the first five chapters of an and Intermediate Accounting text. Students also have the option of taking BS in Criminal Justice Administration/ Master of Public the free self-study online course BUS 501A as a refresher. Administration Transition Programs
ACC 410A Intermediate Accounting I [ALL} (Prerequisite: ACC 201) The Criminal Justice Administration/Forensic Science Transition ACC 410B Intermediate Accounting II [ALL} Program and Criminal Justice Administration/Public Administration (Prerequisite: ACC 201) Transition Program allow students who are enrolled in the BS in ACC 432B Taxation Business Criminal Justice Administration with a cumulative grade point (Prerequisite: ACC 201) average of at least 3.0 and who are within completing their last six 125 School of Business and Management
Upper Division Electives courses to register for two courses in the Master of Forensic Sciences program or the Master of Public Administration program as electives (6 courses, 27 quarter units) for the bachelor’s degree. The two graduate courses are restricted to those that do not require a prerequisite and must be completed with Recommended Courses a grade of B or better for the Forensics Sciences program. Students pursuing the Public Administration program can take any two CJA 434 Survey of Forensic Sciences courses with the exception of PAD 631. The number of courses CJA 443 Current Issues in Law Enforcement required to earn an MFS or MPA degree for Transition Program CJA 441 Organized and White Collar Crime students is reduced from 12 to 10 courses. Graduate-level course CJA 448 Violence in Society work taken as part of the Criminal Justice Administration program CJA 456 Criminal Evidence cannot be applied to the Master of Forensic Science program or the CJA 457 Minorities, Crime and Social Justice Master of Public Administration program, nor will it transfer as CJA 464 Constitutional Law for Criminal Justice graduate level credit to any other university because it becomes part CJA 465 Practicum in Criminal Justice of the undergraduate degree program. (1.5-9 quarter units) CJA 467 International and Domestic Terrorism Requirements for the Major HUB 420 Human Communication HRM 409B Survey in Human Resource Management and To receive a Bachelor of Science in Criminal Justice Administration, Organization Development students must complete at least 180 quarter units as articulated HRM 432 Recruiting, Selection, Promotion, and Retention below, 76.5 of which must be completed at the upper division level (Prerequisite: HRM 409B) and 45 of which must be completed in residence at National ODV 420 Introduction to Organizational Behavior (Prerequisite: HRM 409B) University. The following courses are specific Degree Requirements. PSY 401 Psychology for Managers In the absence of transfer credit, students may need to take PSY 437 Theories of Psychotherapy additional general electives to satisfy the total units for the degree. SOC 445 Contemporary Social Problems Refer to the section on undergraduate admission requirements for (Prerequisites: ENG 100/101) specific information regarding application and matriculation. General Elective Requirements Prerequisite for the Major
(1 course, 4.5 quarter units) Students can use courses from any area to fulfill total unit requirements for the degree based on the results of matriculation. PSY 100 Introduction to Psychology* or N Major in Financial Management SOC 100 Principles of Sociology* (Prerequisite: ENG 100/101) (620-409) Faculty Advisor: Chang G. Park • (858) 642-8402 • [email protected] *May be used to satisfy a general education requirement. Requirements for the Major The Major in Financial Management combines major elements of finance and accounting with the objective of preparing students for (10 courses, 45 quarter units) positions in the field of corporate financial management. The program differs from a traditional finance major by including CJA 427 Introduction to Criminal Justice accounting courses in cost accounting and taxation, two topics that CJA 449 Research Methods are very useful to corporate financial managers. The program differs CJA 431 Criminology from an accounting major by including finance courses such as CJA 437 The Juvenile Offender investments, working capital management, international finance and CJA 446 Criminal Justice Management and Leadership financial institutions, which enable students to understand advanced CJA 460 Principles of Investigation financial concepts. In lieu of courses in intermediate accounting, CJA 451 Court Systems and the Judicial Process students take a financial statement analysis course that gives them CJA 452 Criminal Law the ability to analyze and interpret a firm’s financial statements as CJA 440 Corrections well as an understanding of how accounting values are derived. CJA 470 Supervised Criminal Justice Senior Project* (Prerequisite: CJA 449) With some minor exceptions, this program prepares students to take the exams for the Certified in Financial Management (CFM) * A two-month course that meets once per week for 4.5 quarter units. professional designation administered by the Institute of Grading is by “H” (for Honors, “B” or better work), “S” (for Management Accounting. This relatively new designation signifies to Marginal, “C” level work), or “U” (Unsatisfactory, “D” or below). employers that an individual has attained a high degree of technical Accelerated study is not permitted with CJA 470. competence in the field of financial management. In addition, the program also prepares students to take the exam for the Certified Students who do not complete the Senior Project within the two- Cash Manager (CCM) professional designation. The CCM month period are eligible, at the discretion of the instructor, to designation signifies a high degree of expertise in the field of cash receive a grade of “K” with a maximum of a one-time six month and treasury management. extension. Students who do not complete the project at the end of the extension period will need to retake CJA 470. No grade of “I” Requirements for the Degree (Incomplete) can be given for this course. To receive a Bachelor of Science with a Major in Financial Management, students must complete at least 180 quarter units as articulated below, 76.5 of which must be completed at the upper division level and 45 of which must be completed in residence at National University. The following are specific Degree 126 Requirements.
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Prerequisites for the Major L Minor in Business Administration
(6 courses, 27 quarter units) (463)
CIS 301 Management Information Systems* Requirements for the Minor MNS 205 Introduction to Quantitative Methods for Business * (11 courses, 49.5 quarter units) ECO 203 Principles of Microeconomics * ECO 204 Principles of Macroeconomics * Prerequisites for the Minor (Prerequisite: ECO 203) (5 courses, 22.5 quarter units) ACC 201 Financial Accounting Fundamentals ACC 202 Managerial Accounting Fundamentals ACC 201 Financial Accounting Fundamentals (Prerequisite: ACC 201) ACC 202 Managerial Accounting Fundamentals * May be used to satisfy general education requirements. (Prerequisite: ACC 201) Requirements for the Major ECO 203 Principles of Microeconomics* ECO 204 Principles of Macroeconomics* (16 courses, 72 quarter units) (Prerequisite: ECO 203) Core Business Requirements MNS 205 Introduction for Quantitative Methods for Business* (Prerequisite: Placement Evaluation) (6 courses, 27 quarter units) *May be used to satisfy general education requirements
MNS 407 Management Science Core Requirements (Prerequisite: MNS 205) (6 courses, 27 quarter units) MGT 409C Principles of Management and Organization FIN 310 Business Finance FIN 310 Business Finance (Prerequisites: ACC 201 and ACC 202) (Prerequisite: ACC 201 and ACC 202) MKT 402A Marketing Fundamentals MGT 409C Principles of Management LAW 304 Legal Aspects of Business I MNS 407 Management Science ACC 432A Taxation-Individual (Prerequisite: MNS 205) (Prerequisite: ACC 201) HRM 409B Survey in Human Resource Management and Finance and Accounting Requirements Organization Development MKT 402A Marketing Fundamentals (10 courses, 45 quarter units) MGT 430 Survey of Global Business (Prerequisites ECO 203 and ECO 204) FIN 440 Financial Institutions L (Prerequisite: FIN 310) Minor in Business Studies FIN 442 Investments (451) (Prerequisites: FIN 310 and FIN 440) Requirements for the Minor FIN 443 Working Capital Management (11 courses, 49.5 quarter units) (Prerequisites: FIN 310 and FIN 440) FIN 444 Risk Management and Insurance Prerequisites for the Minor (Prerequisites: FIN 310 and FIN 440) FIN 446 International Financial Management (5 courses, 22.5 quarter units) (Prerequisites: FIN 310 and FIN 440) FIN 448 Seminar in Finance ACC 201 Financial Accounting Fundamentals (Prerequisites: FIN 310, FIN 440, FIN 442, FIN 443 and FIN ACC 202 Managerial Accounting Fundamentals (Prerequisite: ACC 201) 446) ECO 203 Principles of Microeconomics* FIN 449 Analysis of Financial Statements MNS 205 Introduction for Quantitative Methods for Business* (Prerequisite: FIN 310) ECO 204 Macroeconomics ACC 433A Managerial Accounting I (Prerequisite: ECO 203) (Prerequisite: ACC 201) *May be used to satisfy general education requirements ACC 433B Managerial Accounting II (Prerequisite: ACC 433A) Core Requirements ACC 432B Taxation - Business (Prerequisite: ACC 201) (6 courses, 27 quarter units)
MGT 409C Principles of Management and Organization School of Business and FIN 310 Business Finance (Prerequisites: ACC 201 and ACC 202) Management Minors LAW 410 Introduction to Law and Legal Analysis MGT 430 Survey of Global Business L Minor in Accountancy (Prerequisites: ECO 203 and ECO 204) MKT 402A Marketing Fundamentals (450) Requirements for the Minor MNS 407 Management Science (Prerequisites: MNS 205) (6 courses, 27 quarter units)
Students can earn a Minor in Accountancy if they have successfully completed ACC 410A and at least five of the upper division accounting courses required in the major. See “Major in Accountancy.” Prerequisites may be required depending on courses chosen. 127 School of Business and Management
L Minor in Criminal Justice Administration Graduate Degree Programs (466) Requirements for the Minor I EXECUTIVE MASTER IN BUSINESS (6 courses, 27 quarter units) ADMINISTRATION (EMBA) The Minor in Criminal Justice Administration is designed to provide students with a selective overview of the criminal justice system. To (737) fulfill the requirements for the minor, students can take any six Faculty Advisor: Muhannad A. El-Mefleh • (858) 642-8421 • courses listed as upper division requirements for the major and [email protected] beginning with CJA prefixes. Prerequisites may be required (738) Spanish Version depending on courses chosen. Faculty Advisor: Ramon Corona • (858) 642-8427 • [email protected] L Minor in Economics The Executive Master in Business Administration (EMBA) program (481) provides adult learners with the theories and the skills needed for Requirements for the Minor executive decision-making and negotiation. The focus of this (8 courses, 36 quarter units) program is on multidisciplinary approaches, such as economic, political, and cultural analyses in strategic planning and This minor is designed for those students who seek to gain development in national and international business. Moreover, the specialized knowledge in the field of economics. It emphasizes ethical application for executives in organizations is emphasized. market process (or free market) economics. Economics prepares Foundation for Success students for careers in business, government, and non-profit organizations. Economics also provides very good preparation for graduate level work, including in business (MBA), law, public policy, To maximize student learning and performance, a series of non- and public administration. credit, self-paced foundation courses are offered on-line free of charge to registered EMBA students. Faculty advisors will be Knowledge of economics can increase one’s earning potential relative available on-line and via phone to provide guidance and answer to other academic fields (including business and management). questions. While students may elect to complete the foundation According to a U.S. Department of Commerce report, those with courses at any time, all foundation courses for a particular core undergraduate economic degrees are among the highest paid course must meet the competency requirements. Self-assessment tests workers. They place third out of fifteen academic fields (behind only engineering and agriculture/forestry). By minoring in economics, are available for students to ascertain their level of competency. students can take advantage of some of the increased earnings potential that economics makes possible. Students must successfully BUS 500A Intermediate Algebra (foundation for MNS 601) complete the following courses for a Minor in Economics. BUS 500B Introduction to Quantitative Methods (foundation for MNS 601) Prerequisites for the Minor BUS 500C Macro and Microeconomics (foundation for EMB 683) BUS 501A Accounting Fundamentals (foundation for EMB 682) (2 courses, 9 quarter units) BUS 501B Finance Fundamentals (foundation for EMB 683) ECO 203 Principles of Microeconomics Degree Requirements ECO 204 Principles of Macroeconomics (12 courses, 54 quarter units) Core Requirements Core Requirements (6 courses, 27 quarter units) (8 courses, 36 quarter units) ECO 401 Market Process Economics I ECO 402 Market Process Economics II ELB 620 Principles of Electronic Business ECO 447 Money and Banking MNS 601 Statistics for Business (Prerequisite: ECO 203 and 204) EMB 682 Accounting for Managers ECO 415 Labor Economics EMB 683 International Economic Strategies (Prerequisite: ECO 203 and 204) EMB 684 Executive Issues in Marketing and Ethics ECO 420 International Economics (Prerequisite: ECO 203 and 204) MGT 602 Strategic Decision-Making in Global Business ECO 430 Economics and Philosophy EMB 689 Leadership and Negotiation EMB 696 EMBA Project L Minor in Legal Studies (Prerequisite: 27 quarter units of EMBA Core course work) (455) Requirements for the Minor Courses Approved for Substitution (6 courses, 27 quarter units) MBA EMBA ACC 604 EMB 682 A Minor in Legal Studies helps prepare business professionals for the MKT 602 EMB 684 increasing legal implications of business in a global environment. MGT 610C EMB 696
LAW 304 Legal Aspects of Business I EMBA General Electives LAW 305 Legal Aspects of Business II (4 courses, 18 quarter units) (Prerequisite: LAW 304) LAW 410 Introduction to Law and Legal Analysis Students can select any four electives from graduate courses in the LAW 400 Current Legal Issues LAW 402 The Art of Negotiation following areas: marketing, health care, public administration, MGT 400 Ethics in Law, Business and Management leadership, accounting, finance, and e-business. They can also take a combination of courses available as part of an E.M.B.A. area of Students should consult with faculty before selecting a minor. They specialization. 128 must also meet prerequisite requirements.
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EMBA Areas of Specialization The area of specialization in Organizational Leadership is ideal for individuals who desire to understand the technical and reflective L Specialization in Electronic Business processes that often accompany opportunities to exercise leadership (874) in profit and not-for-profit organizations. Faculty Advisor: Oliver Schlake • (858) 642-8412 • [email protected] Program Requirements
Program Requirements (4 courses, 18 quarter units) (4 courses, 18 quarter units) LED 602 Developing and Implementing Groups and Teams LED 603 Organizational Leadership ELB 621 E-Strategies and Business Models (Prerequisite: ELB 620) LED 604 Change and Adaptation within Organizations LED 605 Negotiation, Bargaining, Conflict Resolution ELB 624 Internet Marketing (Prerequisite: ELB 620) I MASTER OF ARTS IN HUMAN RESOURCE ELB 625 Electronic Payment Systems and Internet Security (Prerequisite: ELB 620) MANAGEMENT AND ORGANIZATIONAL ELB 638 E-Business Information and Knowledge Systems DEVELOPMENT (Prerequisite: ELB 620) (710-817) L Specialization in International Business Faculty Advisor: Michael Pickett • (858) 642-8374 • mpickett @nu.edu Relations The Master of Arts in Human Resource Management and (885) Organizational Development provides students with both critical Faculty Advisor: Juan España • (858) 642-8448 • [email protected] skills and knowledge required to be effective in this continuously Program Requirements growing domain through case study, experiential learning opportunities, and best practices. This program serves to increase (4 courses, 18 quarter units) skills and abilities for a professional to either serve as a senior management team member or as a consultant to organization EMB 671 Global Business Simulation leadership on human resource management and organizational EMB 672 International Risk Management change issues. EMB 673 International Strategic Alliances EMB 674 Global Competitive Strategies The program integrates the many facets of human resource management and organizational development in the 21st century L Specialization in Marketing through concept, theory, critical analysis and application of recruitment, staffing, training and development, organizational (855) behavior, performance improvement, compensation, benefits, Faculty Advisor: Susan Silverstone • (858) 642-8430 • [email protected] insurance, technology, legal aspects, labor relations, work groups and Program Requirements teams, organizational change and adaptation, ethical issues, and safety concerns in the workplace. The curriculum, incorporating (4 courses, 18 quarter units) relevant HRM and ODV technology and best practices for both consultants and internal practitioners, is much more in-depth and MKT 634 Market Research geared toward those already in the field of practice (HRM and ODV) (Prerequisite MKT 602 or MKT 402A) and for business professionals who want to extend their knowledge MGT 600 Ethical Concerns in Business and Management beyond operations management. This cutting edge program is designed to offer an innovative multi-disciplinary approach to the Select two from the following courses: growing field of human resource management and the continuum of MKT 620 Consumer Behavior organizational change in the 21st century. (Prerequisite: MKT 402A or MKT 602) Tracks MKT 631 Global Marketing (Prerequisite: MKT 402A or MKT 602 or EMB 684) MKT 633 Sales Management It is highly recommended that students complete the field of study (Prerequisite: MKT 402A or MKT 602) core courses prior to moving into the areas of specialization tracks. MKT 635 Advertising Management and Marketing This will help ensure the students have a solid foundation in HRM Communications and OD. Operating outside of this recommendation is at the (Prerequisite: MKT 402A or MKT 602) student’s own discretion and he or she should seek advisement from MKT 670 Selected Topics in Marketing a counselor and/or lead faculty of the HRM and OD Program. (Prerequisite: MKT 402A or MKT 602) Degree Requirements L Specialization in Organizational Leadership (12 courses, 54 quarter units) (888) Faculty Advisor: Julia Buchanan • (858) 642-8453 • [email protected] To receive a Master of Arts in Human Resource Management and Organizational Development, students must complete at least 54 The purpose of the area of specialization in Organizational quarter units of graduate work. A total of 13.5 quarter units of Leadership is to provide students with the skills and theoretical graduate credit may be granted for equivalent graduate work concepts that will assist them when seeking promotions or positions competed at another institution, as it applies to this degree and in management and supervision. This area of specialization is provided the units were not used in earning another advanced designed to prepare diverse adult learners to become effective, degree. It is recommended that students take the project course as change-oriented leaders in an international society by adding their last course in the sequence of the program. distinctive and challenging curricula.
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Program Requirements Refer to the section on graduate admission requirements for specific (7 courses, 31.5 quarter units) information regarding application and matriculation. Bachelor of Arts in Management/Master of Arts in HRM 660 Theory and Practice of Human Resource Management ODV 600 Theory and Practice of Organizational Development Management Transition Program FIN 600 Finance for Non-Financial Managers ODV 601 Integrating Performance Management, Technology and The Bachelor of Arts in Management/Master of Arts in Management Organizational Communication (BAM/MAM) Transition Program allows currently enrolled BAM ODV 610 Advanced Studies in Organizational Behavior in a students with a cumulative grade point average of at least a 3.0 who Diverse Society are within completing their last six courses to register for two MAM LED 604 Change and Adaptation in Organizations courses as electives for their BAM degree. Students can select any HRM 667 Compensation and Benefits two of the following three courses: LED601, ODV610 and ELB 620. L Specialization in Human Capital and Labor The number of courses required to earn an MAM degree for Relations Management Transition Program students is reduced from 12 to 10 courses. To be eligible for the Transition Program, students must apply for the (889) MAM and begin their program of study within six months after (4 courses, 18 quarter units) completing their final BAM course. Students must complete the 12- course MAM program within four years with no break exceeding 12 HRM 637 Workforce Planning, Development, and Outsourcing months. Students must complete graduate-level course work taken HRM 630 Legal, Ethical and Safety Issues in Human Resource as part of the BAM degree with a grade of B or better. The course Management work will not transfer as graduate-level credit to National University HRM 633A Seminar in Employee and Labor Relations, and Union or any other institution as it is part of an undergraduate degree Management program. HRM 669 Research Seminar in Human Resource Management Core Requirements Corporate Strategy L Specialization in Human Resource (9 courses, 40.5 quarter units) Development and Change Management Students can take the following courses in any order.
(890) LED601 Theories, Practices, and ethics of Leadership (4 courses, 18 quarter units) LED 602 Developing and Implementing Groups and Teams ELB 620 Principles of E-Business LED 602 Developing and Implementing Groups and Teams ODV 610 Advanced Studies in Organizational Behavior in a MGT 635 The Organizational Consulting Process Diverse Society ODV 606 Seminar in Training and Development ODV 600 Theory and Practice of Organizational Development ODV 608 Research Seminar in current issues/trends in applied MGT 630 Global Business Environment Organizational Development MGT 600 Ethical Concerns in Business and Management Project Course Requirement MGT 635 The Organization Consulting Process ODV 606 Seminar in Training and Development (1 course, 4.5 quarter units) (Prerequisites: All Core Courses) Program Elective HRM 670 Project/Thesis I MASTER OF ARTS (M.A.) IN (3 courses, 13.5 quarter units) MANAGEMENT To complete their program, students can select electives from any graduate course with appropriate prefixes (ACC, CIS, ITM, ECO, (710-804) FIN, HCA, HRM, MKT, MGT, EMB, LED, ODV and MNS), if they Faculty Advisor: George Drops • (858) 642-8438 • [email protected] have met all the necessary prerequisites.
The Master of Arts in Management gives students in professional MA in Management Area of Specialization and mid-management careers the opportunity to obtain decision- making skills through a sequence of core courses in basic L Specialization in Organizational Leadership management and business subjects. Open electives allow students to achieve individual program design and to focus their studies on their (888) professional disciplines. Faculty Advisor: Julia Buchanan • (858) 642-8453 • [email protected]
This program is designed primarily for students who have The purpose of the area of specialization in Organizational undergraduate degrees in fields other than business, desire a flexible Leadership is to provide students with the skills and theoretical program, and are seeking graduate work in management. concepts that will assist them when seeking promotions or positions in management and supervision. This area of specialization is Degree Requirements designed to prepare diverse adult learners to become effective, (12 courses, 54 quarter units) change-oriented leaders in an international society by adding distinctive and challenging curricula. To receive a Master of Arts in Management, students must complete at least 54 quarter units of graduate work. A total of 13.5 quarter The area of specialization in Organizational Leadership is ideal for units of graduate credit may be granted for equivalent graduate individuals who desire to understand the technical and reflective work completed at another institution, as it applies to this degree processes that often accompany opportunities to exercise leadership and provided the units were not used in earning another advanced in profit and not-for-profit organizations. degree. 130 School of Business and Management
Program Requirements Degree Requirements
(4 courses, 18 quarter units) (13 courses, 58.5 quarter units)
LED 602 Developing and Implementing Groups and Teams To receive an MBA, students must complete at least 58.5 quarter LED 603 Organizational Leadership units of graduate credit. A total of 13.5 quarter units of graduate LED 604 Change and Adaptation within Organizations credit may be granted for equivalent graduate work completed at LED 605 Negotiation, Bargaining, Conflict Resolution another institution, as it applies to this degree and provided the units I MASTER OF SCIENCE (M.S). IN were not used in earning another advanced degree. ORGANIZATIONAL LEADERSHIP Refer to the section on graduate admission requirements for specific information regarding application and matriculation. (720-815) Faculty Advisor: Julia Buchanan • (858) 642-8453 • [email protected] MBA Transition Program
The mission of the MSOL program is to prepare diverse adult National University students who complete graduate courses as part learners to become effective, change-oriented leaders in an of their undergraduate degree program and who satisfy the other international society. The program uses distinctive and challenging MBA Transition Program requirements described in the catalog must curriculum that integrates theory with practice, university with complete at least 45 quarter units for their MBA degree. community, personal success with ethical service to others, and information technology with creativity, empathy, and democracy. Foundations for Success Degree Requirements To maximize student learning and performance, a series of non- (12 courses, 54 quarter units) credit, self-paced foundation courses are offered on-line free of charge to registered MBA students. Faculty advisors will be available To receive a Master of Science in Organizational Leadership, students on-line and via phone to provide guidance and answer questions. must complete 10 courses (45 quarter units) of the MSOL core While students may elect to complete the foundation courses at any curriculum and 2 courses (9 quarter units) of the designated elective time, all foundation courses for a particular core course must meet courses. the competency requirements. Self-assessment tests are available for Program Requirements students to ascertain their level of competency.
(10 courses, 45 quarter units) BUS 500A Intermediate Algebra Foundation for MNS 601) BUS 500B Introduction to Quantitative Methods (Foundation for LED 601 Theories, Practices, and Ethics of Leadership MNS 601) MNS 601 Statistics for Business BUS 500C Macro and Microeconomics Foundation for ECO 607) LED 602 Developing and Implementing Groups and Teams BUS 501A Accounting Fundamentals Foundation for ACC 604) LED 603 Organizational Leadership BUS 501B Finance Fundamentals Foundation for FIN 609A) LED 604 Change and Adaptation within Organizations LED 605 Negotiation, Bargaining, and Conflict Resolution Core Requirements LED 606 Information Management for Leaders (9 courses, 40.5 quarter units) FIN600 Finance for Non-Financial Managers LED 608 Seminars in Leadership LED 601 Theories, Practices, and Ethics of Leadership (Prerequisite: completion of 6 of the preceding core courses) ELB 620 Principles of E-Business LED 609 Capstone Project Course MKT 602 Marketing Management (Prerequisite: completion of 6 of the preceding core courses) MNS 601 Statistics for Business Program Electives ECO 607 Economics for Managerial Decision-Making ACC 604 Managerial Accounting (2 courses, 9 quarter units) FIN 609A Seminar in Financial Management MGT 602 Strategic Decision-Making in Global Business Each student must complete two graduate courses from the School MGT 610C* MBA Project of Business Management to meet the electives requirement. (Prerequisites: completion of 27 quarter units of MBA core course work) I MASTER OF BUSINESS ADMINISTRATION (M.B.A.) * MBA project course MGT 610C is conducted in the manner described below (see “The MBA Project”). MGT 610C is two months (730) in length. Faculty Advisor: Muhannad A. El-Mefleh • (858) 642-8424 • [email protected] Courses Approved for Substitution MBA EMBA The Master of Business Administration (MBA) provides learners with ACC 604 EMB 682 a comprehensive foundation for business decision-making and MKT 602 EMB 684 prepares them to lead effectively in a rapidly changing business MGT 610C EMB 696 environment. The MBA enables graduates to manage challenges including globalization, diversity, social and ethical responsibility MBA General Electives and technology and to anticipate and adapt to the challenges of (4 courses, 18 quarter units) tomorrow. The degree encompasses the theoretical concepts and practical applications for business practitioners. Special emphasis is Students can select any four electives from graduate courses in the placed on the role of management in the formulation and following areas: marketing, health care, public administration, administration of corporate policy and strategic plans. information systems, leadership, finance, e-business and information 131
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Program Requirements technology. They can also take a combination of courses available as part of an M.B.A. area of specialization. (4 courses, 18 quarter units) The MBA Project ACC 650 Financial Accounting Theory* ACC 652 Taxation for Investors and Managers The MBA Project is designed to be a comprehensive project. ACC 655 Auditing and Internal Control Therefore, students should schedule MGT 610C toward the end of ACC 657 Accounting Information Systems their degree program. The minimum requirements are the * For a more in-depth study of intermediate level financial completion of at least 27 quarter units of core requirements in the accounting topics, students may wish to consider taking two MBA program. undergraduate Intermediate Accounting courses, ACC 410A and To complete the project satisfactorily, students apply extensive effort ACC 410B, in which case ACC 650 will be waived as a required in research and writing over a period of two months. Due to the time course but must be replaced by a graduate level course in and effort required for this project, it is recommended that students Accounting, Tax, or Finance. ACC 690 Guided Study is dedicate themselves to the completion of this project without recommended for CPA Exam candidates. distraction. L Specialization in Electronic Business MBA Areas of Specialization (874) Faculty Advisor: Oliver Schlake • (858) 642-8417 • [email protected] Requirements for Areas of Specialization
In lieu of general electives, student can choose an area of This specialization enables MBA students to become familiar with specialization. In order to qualify for graduation with an area of the principles and theories of electronic business, defined as business specialization, students must complete all courses specified in the conducted on the Internet and/or the World Wide Web. Online desired area in addition to all of the MBA program requirements. marketing, websites and programming languages are some of the Students must take at least three-fourths of the courses in the area of topics covered in the curriculum. specialization while in residence at National University. Program Requirements L Specialization in Accountancy (4 courses, 18 quarter units) (850) ELB 621 E-Strategies and Business Models Faculty Advisor: Gregory Merrill • (858) 642-8411 • [email protected] (Prerequisite: ELB 620) ELB 624 Internet Marketing Designed for those whose undergraduate degree is not in accounting, (Prerequisite: ELB 620) the goals of this program are to provide students with the accounting ELB 625 Electronic Payment Systems and Internet Security knowledge and skills needed to pursue a career in the financial (Prerequisite: ELB 620) management of a commercial or nonprofit organization and to help ELB 638 E-Business Information and Knowledge Systems prepare students for national certification examinations. Relevant (Prerequisite: ELB 620) professional designations include Certified Public Accountant (CPA), Certified Management Accounting (CMA) and Certified in Financial L Specialization in Financial Management Management (CFM). (851) Note that the specialization courses listed below provide content in Faculty Advisor: Chang G. Park • (858) 642-8402 • [email protected] accounting subjects other than managerial accounting, since the latter is contained in the required MBA core course, ACC 604 Managerial The field of finance has undergone great changes in the last decade Accounting. Students who plan to sit for the CPA Exam should and now represents one of the most dynamic activities within consider taking the more comprehensive intermediate-level financial companies of all sizes, as well as within nonprofit and governmental accounting courses ACC 410A and ACC 410B instead of ACC 650 organizations. Executives with a background in finance head about and replace ACC 650 with another graduate-level accounting, tax or one out of three corporations today. finance course (see footnote, below). In order to sit for the CPA Exam in California, candidates are required to have a baccalaureate degree The financial management program is designed to provide both a in any discipline and to have completed 24 semester units (8 courses, sound theoretical and a conceptual framework for financial 36 quarter units) in accounting, plus 24 semester units (8 courses, 36 managers. Special emphasis is placed on growth and diversification quarter units) in business which includes business law, mathematics, policies, evaluation and management of securities portfolios, statistics, computer science and information systems. investment banking and merger strategies, analysis of foreign exchange rate movements, formulation of plans to reduce foreign Before taking any of the courses in the Area of Specialization, exchange risk exposure and case and/or research projects dealing students are advised to contact a full-time faculty person in the with contemporary financial issues. department for a brief interview by phone or personal visit. The Program Requirements purpose of this visit is to review the student’s career objectives and educational requirements. (4 courses, 18 quarter units)
Prerequisite for Specialization FIN 631 Security Analysis and Portfolio Management (1 course; 4.5 quarter units) (Prerequisite: FIN 609A) FIN 632 Managing Financial Resource (Prerequisite: FIN 609A) ACC 201 Financial Accounting Fundamentals FIN 633 Financing Capital Requirements (Prerequisite: FIN 609A) FIN 635 International Finance (Prerequisite: FIN 609A)
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L Specialization in Health Care Administration L Specialization in International Business (858) (853) Faculty Advisor: Chandrika Kelso • (858) 642-8433 • [email protected] Faculty Advisor: Juan España • (858) 642-8448 • [email protected]
This area of specialization is designed for students who want to This area of specialization is designed for students who want to complete an MBA program while focusing their graduate studies in complete an MBA program but also focus their graduate studies in health care, one of the largest and fastest growing industries in the international business. Expertise in international business is in high U.S. The program teaches students how to apply general business demand throughout the world. The program gives students a broad and management skills in the specialized field of health care. The yet comprehensive knowledge of international trade and investment required and elective courses provide students with a broad issues, and helps students understand and apply different knowledge of health care and the unique management and techniques to penetrate foreign markets such as exporting, organizational issues inherent to health care. Students must take the franchising licensing, direct investment, etc. Students develop skills capstone course in the general MBA program, but they can take the in the fields of matching markets and products/services and capstone in Health Care Administration as well. The residency managing global operations. portion of the health care administration program is not required, Program Requirements but is suggested by the health care faculty, health care leaders and recruiters. (4 courses, 18 quarter units) Program Requirements Students electing to specialize in international business can select (4 courses, 18 quarter units) four of the following courses.
Students can select any four of the following courses: ECO 630 Global Economic Geography (Prerequisite: ECO 203) HCA 620A Health Care Management or HCA 636 Ambulatory Care Continuum EMB 683 International Economic Strategies HCA 640 Biostatistics and Research MGT 637 Comparative International Management HCA 641 Eldercare – Issues into Practice or HCA 634 Program Planning, Strategic Planning and Evaluation ECO 631 Global Trade Policy and Procedure HCA 629 Health Care Finance, Budget and Managed Care (Prerequisite: ECO 630) HCA 609A Health Care Law, Policy and Politics or EMB 673 International Strategic Alliances L Specialization in Human Resource MGT 680 Topics in International Business Management MKT 631 Global Marketing (Prerequisite: MKT 402A or MKT 602 or EMB 684) (852) or Faculty Advisor: Michael Pickett • (858) 642-8374 • [email protected] EMB 672 International Risk Management
This area of specialization focuses on managing people, the human L Specialization in Marketing resource of the organization. Moving beyond common sense and (855) good interpersonal skills, these courses provide students with the Faculty Advisor: Susan Silverstone • (858) 642-8430• [email protected] knowledge to recruit, select, train, evaluate and compensate employees. Students learn how changes in the workplace, such as This area of specialization prepares students with the knowledge and governmental regulations, global competition, developing tools they need to perform as a marketing department director or technologies and organizational transformations, influence the officer. The program emphasizes the global aspects of marketing, the performance and productivity of workers. Technical knowledge and preparation of various specialized plans for marketing, sales and practical skills for dealing with a multicultural workforce offer advertising and the relationship between the marketing department students new ideas on leadership and effective tools for managing and other departments of the firm. human resource. Program Requirements Students with upper division credit in marketing management equivalent to MKT 402A can elect to take the following program (4 courses, 18 quarter units) prerequisite and program requirements in the order they desire. Students electing to specialize in human resource management must Program Requirements select four of the following courses. (4 courses, 18 quarter units) HRM 630 Legal, Ethical, and Safety Issues in Human Resource Management MKT 634 Market Research HRM 633A Seminar in Employee Relations, Labor Relations and (Prerequisite MKT 602 or MKT 402A) Union Management MGT 600 Ethical Concerns in Business and Management ODV 600 Theory and Practice of Organizational Development ODV 601 Integrating Performance Management, Technology, and Select two from the following courses: Organizational Communication ODV 606 Seminar in Training and Development MKT 620 Consumer Behavior ODV 610 Advanced Studies in Organizational Behavior in a (Prerequisite: MKT 402A or MKT 602) Diverse Society MKT 631 Global Marketing HRM 637 Workforce Planning, Development, and Outsourcing (Prerequisite: MKT 402A or MKT 602 or EMB 684) HRM 667 Compensation and Benefits MKT 633 Sales Management MGT 651 Managing Safety Issues and Regulations (Prerequisite: MKT 402A or MKT 602)
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Degree Requirements MKT 635 Advertising Management and Marketing Communications (Prerequisite: MKT 402A or MKT 602) (12 courses, 54 quarter units) MKT 670 Selected Topics in Marketing (Prerequisite: MKT 402A or MKT 602) For students in the BS in Criminal Justice Administration/MFS L Transition Program, the University will waive the two Forensic Specialization in Organizational Leadership Sciences courses taken as part of the bachelor’s degree (see BS in (888) Criminal Justice Transition Program), but these students must still Faculty Advisor: Julia Buchanan • (858) 642- 8453 • [email protected] meet the residency requirements for the MFS.
The purpose of the area of specialization in Organizational To receive an MFS, students must complete at least 54 quarter units Leadership is to provide students with the skills and theoretical of graduate course work. A total of 13.5 quarter units of graduate concepts that will assist them when seeking promotions or positions credit may be granted for equivalent graduate work completed at in management and supervision. This area of specialization is another institution, as it applies to this degree and provided the units designed to prepare diverse adult learners to become effective, were not used in earning another advanced degree. Students should change-oriented leaders in an international society by adding refer to the section on graduate admission requirements for specific distinctive and challenging curricula. The area of specialization in information regarding application and matriculation. Organizational Leadership is ideal for individuals who desire to understand the technical and reflective processes that often Students must have an undergraduate degree in a laboratory science accompany opportunities to exercise leadership in profit and not-for- in order to enroll in the Master of Forensic Sciences with a profit organizations. Specialization in Criminalistics. The Master of Forensic Sciences with a Specialization in Investigation does not have a specific major Program Requirements requirement for the undergraduate degree. (4 courses, 18 quarter units) Core Requirements
LED 602 Developing and Implementing Groups and Teams (8 courses, 36 quarter units) LED 603 Organizational Leadership LED 604 Change and Adaptation within Organizations FSC 630 Principles of Forensic Medicine LED 605 Negotiation, Bargaining, Conflict Resolution FSC 642 Forensic Pathology (Prerequisite: FSC 630) L Specialization in Technology Management FSC 643 Forensic Psychology, Psychiatry and the Law FSC 648 Forensic and Crime Scene Photography (857) FSC 631 Major Case Investigation Faculty Advisor: John Bugado • (858) 642-8407 • [email protected] FSC 647 Crime Scene Investigation FSC 654 Criminal Investigation Analysis: Profiling The field of technology management provides students with the FSC 662 Supervised Graduate Research Project* essential management skills and understanding to take a proactive *This is a two-month, one-meeting-per week course with a significant role in developing strategies to fully employ technology within their research component. Grading is by “H” (for Honors, “B” or better organization. work), “S” (for marginal, “C” level work), or “U”(Unsatisfactory, “D” Program Requirements or below).
(4 courses; 18 quarter units) Students who do not complete the Research Project within the two- month period are eligible, at the discretion of the instructor, to TMG 601 Data Mining Tools: Managing Technology for receive a grade of “K” with a maximum of a one time six-month Competitive Advantage extension. Students who do not complete the project at the end of the TMG 602 Emerging Trends in E-Business Implementation extension period will need to retake FSC 662. No grade of “I” Management (Incomplete) can be given for this course. TMG 603 Information Security by Risk Analysis TMG 604 Competitive Intelligence Techniques and Methodologies MFS Areas of Specialization
Consult Faculty Advisor or the Chair of the Department of L Specialization in Criminalistics Management Science and Information Systems for course replacements. (886)
I MASTER OF FORENSIC SCIENCES (M.F.S.) The AOS is a Specialization in Criminalistics and requires that students have an undergraduate degree in physical science. The (760) specialization courses include Trace Evidence, Advanced Forensic Faculty Advisor: Ismail Sebetan • (858) 642-8419 • [email protected] Toxicology, Advanced Forensic Serology and DNA, and Forensic Anthropology and Archeology, as well as coursework in: Forensic The Master of Forensic Sciences (MFS) is a specialized professional Medicine and Pathology; Psychology, Psychiatry, and the Law; Major degree designed for law enforcement, lab personnel, attorneys, Case Investigation; Crime Scene Investigation; and Criminal investigators and other professionals seeking to upgrade their Investigation Analysis (Profiling). The program culminates in a existing skills, as well as individuals who are interested in pursuing supervised master’s research project directed by full-time faculty and a career in the forensic sciences, law, law enforcement, private or a committee of associate and core adjunct faculty selected by governmental laboratories, jails and corrections and Medical students from their program. Examiner’s Office. The field of forensics focuses on the application of scientific methods to the resolution of legal problems.
The Master of Forensic Sciences degree program offers two areas of specialization (AOS). It is required that the student take one AOS. 134 School of Business and Management
Program Requirements Health Care Management Program Handbook. Graduates also (4 courses, 18 quarter units) enhance their opportunities for professional growth and job placement in this prestigious field through carefully planned FSC 632 Trace Evidence residencies. Students also participate in scholastic research focusing FSC 633 Advanced Forensic Toxicology on specific health care issues as the current delivery system FSC 634 Advanced Forensic Serology and DNA undergoes reform. FSC 635 Forensic Anthropology and Archeology Degree Requirements L Specialization in Investigation (12 courses, 54 quarter units) (887) To receive an MHCA degree, students must complete at least 54 This AOS is a Specialization in Investigation. This program is quarter units of graduate work. A total of 13.5 quarter units of designed to provide graduate education in the most current and graduate credit may be granted for equivalent graduate work advanced forensic investigative techniques available in the field, with completed at another institution, as it applies to this degree and a wide understanding of the concepts underlying the forensic provided the units were not used in earning another advanced sciences. This program is suitable for those students who are degree. Refer to the section on graduate admission requirements for interested in pursuing a career in forensic crime and death specific information regarding application and matriculation. investigations. The program also allows individuals who are Core Requirements currently working in forensic investigation areas to develop and upgrade their individual educational skills. The specialization (12 courses, 54 quarter units) courses include Advanced Criminalistics, Electronic Crime Scene Investigation: Computer Forensics, Constitution and Criminal It is recommended that students take the following courses in Procedure, and Advanced Fingerprint Analysis. The program also sequence: includes forensic-related writing and research. The program culminates in a supervised master’s research project directed by full- ODV 610 Advanced Studies in Organizational Behavior in a time faculty and a committee of associate and core adjunct faculty Diverse Society selected by students from their program. MKT 602 Marketing Management TMG 620 Principles of Technology Management Program Requirements HCA 620A Health Care Management (4 courses, 18 quarter units) HCA 636 Ambulatory Care Continuum HCA 634 Program Planning, Strategic Planning and Evaluation FSC 620 Advanced Criminalistics HCA 629 Health Care Finance, Budget and Managed Care FSC 621 Electronic Crime Scene Investigation: Computer HCA 609A Health Care Law, Policy, Politics and Ethics Forensics HCA 640 Biostatistics and Research FSC 622 Constitution and Criminal Procedure HCA 641 Eldercare – Issues into Practice FSC 623 Advanced Fingerprint Analysis HCA 691A Internship Internship = 500 clock hours of onsite work Program Electives or HCA 691B Research Practicum Research Practicum = formal academic master level written work For electives, students can take courses with prefixes from the School of Business and Management, or they can take: Students must have completed five courses in the health care sequence before taking the capstone. Students are strongly FSC 661 Internship in Forensic Sciences encouraged to take HCA 640, Biostatistics, before beginning any (1.5-4.5 quarter units) FSC 651 Selected Topics in Forensic Sciences quantitative research project, regardless of the number of courses completed in the sequence. I MASTER OF HEALTH CARE The lead faculty for the MHCA Program may make exceptions and ADMINISTRATION (M.H.C.A.) allow students who have completed at least three courses in the (732) health care sequence to take the capstone. In making this decision, Faculty Advisor: Chandrika Kelso • (858) 642-8433 • [email protected] the following criteria will be used:
The field of health care administration offers students an excellent • The student’s background in health care and research methods opportunity to focus their graduate business study in one of the • Topic of the research or focus of the internship largest industries in the United States. Major changes are occurring • Any compelling reasons related to timing (for example, the within the U.S. health delivery system. Population growth continues desired internship opportunity will not be available at a later in all age groups. These demographics have increased the demand time) for graduates with an academic foundation in health care Program Elective management. Opportunities are noted in government at all levels, public health, professional agencies at multiple levels and in the (1 course, 4.5 quarter units) direct delivery system. For the elective, students should select a 600 level course offered in This unique and rewarding professional program provides students the School of Business and Management. with a carefully structured range of health care administration courses and enhances students’ understanding of the U.S. health Note: It is recommended that students use ACC604 as the elective for the delivery system. This field of study focuses on the emergence of our MHCA program. health care system and its various components as outlined in the
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I MASTER OF PUBLIC ADMINISTRATION Program Requirements (M.P.A.) (4 courses, 18 quarter units)
(740) PAD 640 Public Finance Faculty Advisor: Kenneth Goldberg • (858) 642-8478 • [email protected] PAD 641 Local Government Budgeting PAD 642 Seminar in Public-Private Financing The Master of Public Administration is designed for students who PAD 643 Contract Negotiation in the Public Sector want to pursue the challenging career of government management at the federal, state, or local level. With an emphasis on new public L Specialization in Human Resource management, for those public administrators who aspire to top-level Management positions, this degree provides a wide range of skills in budgeting, quantitative methods, public relations, personnel policies, politics (852) and media relations. Faculty Advisor: Michael Pickett • (858) 642-8374 • [email protected] Degree Requirements This area of specialization focuses on managing people, the human (12 courses, 54 quarter units) resource of the organization. Moving beyond common sense and good interpersonal skills, these courses provide students with the For students in the BS in Criminal Justice Administration/MPA knowledge to recruit, select, train, evaluate and compensate Transition Program, the University will waive two Public employees. Students learn how changes in the workplace, such as Administration courses taken as part of the bachelor’s degree (see BS governmental regulations, global competition, developing in Criminal Justice Administration Transition Program), but these technologies and organizational transformations, influence the students must still meet the residency requirements for the MPA. performance and productivity of workers. Technical knowledge and practical skills for dealing with a multicultural workforce offer To receive a Master of Public Administration, students must students new ideas on leadership and effective tools for managing complete at least 54 quarter units of graduate work. A total of 13.5 human resource. quarter units of graduate credit may be granted for equivalent Program Requirements graduate work completed at another institution, as it applies to this degree and provided the units were not used in earning another (4 courses, 18 quarter units) advanced degree. Students should refer to the section on graduate admission requirements for specific information regarding Students electing to specialize in human resource management must application and matriculation. select four of the following courses. HRM 630 Legal, Ethical, and Safety Issues in Human Resource Core Requirements Management (9 courses, 40.5 quarter units) HRM 633A Seminar in Employee Relations, Labor Relations and Union Management ODV 600 Theory and Practice of Organizational Development ODV 600 Theory and Practice of Organizational Development PAD 620 Foundations of Public Administration ODV 601 Integrating Performance Management, Technology, and PAD 622 Seminar in Urban Affairs Organizational Communication PAD 626 Public Personnel Policy ODV 606 Seminar in Training and Development PAD 633 Media Relations ODV 610 Advanced Studies in Organizational Behavior in a PAD 627 Quantitative Methods in Public Administration Diverse Society PAD 630 Government Community Relations HRM 637 Workforce Planning, Development, and Outsourcing PAD 632 Financial Management and Grant Administration HRM 667 Compensation and Benefits PAD 631 Urban Planning and Redevelopment * MGT 651 Managing Safety Issues and Regulations Program Elective L Specialization in Organizational Leadership
(3 courses, 13.5 quarter units) (888) Faculty Advisor: Julia Buchanan • (858) 642- 8453 • [email protected] For electives, students should select a general set of 600-level courses offered in the School of Business and Management, or those offered The purpose of the area of specialization in Organizational in other schools with the approval of the dean of the School of Leadership is to provide students with the skills and theoretical Business and Management. concepts that will assist them when seeking promotions or positions in management and supervision. This area of specialization is MPA Areas of Specialization designed to prepare diverse adult learners to become effective, change-oriented leaders in an international society by adding L Specialization in Public Finance distinctive and challenging curricula.
(882) The area of specialization in Organizational Leadership is ideal for Faculty Advisor: Kenneth Goldberg • (858) 642-8478 • [email protected] individuals who desire to understand the technical and reflective processes that often accompany opportunities to exercise leadership In lieu of general electives, a student can choose a specialization in in profit and not-for-profit organizations. Public Finance. This area of specialization provides an opportunity for students to acquire specific knowledge and develop practical Program Requirements skills in public finance. It particularly emphasizes the areas of (4 courses, 18 quarter units) public/private partnerships and contract bargaining and negotiation – critical areas in public administration today. LED 602 Developing and Implementing Groups and Teams The population served is that of public employees working in the LED 603 Organizational Leadership areas of public finance and/or human resource management or those LED 604 Change and Adaptation within Organizations interested in working in these particular areas. LED 605 Negotiation, Bargaining, Conflict Resolution 136 School of Business and Management
I MASTER OF SCIENCE (M.S.) IN BSIS/MSEB Transition Program ELECTRONIC BUSINESS The BSIS/MSEB Transition Program allows currently enrolled BSIS (720-811) students with a grade point average of at least 3.0 who are within Faculty Advisor: Oliver Schlake • (858) 642-8417 • [email protected] completing their last six courses to register for two MSEB courses as electives for their BSIS degree. Students can select ELB 620 and one Internet enabled business transactions are making their way into every organization and industry. Today’s E-Business environment of the following two courses: ELB 621 or ELB 624. The number of functions with a changed set of success factors compared to its courses required to earn an MSEB degree for Transition Program infancy stage a few years ago. It is not sufficient enough today to students is reduced from 12 to 10 courses. To be eligible for the design a visually appealing website. E-Business highly complex and multidisciplinary field that requires flexible, innovate and creative Transition Program, students must apply for the MSEB and begin skills both in business and Internet technology. Tomorrow’s E- their program of study within six months after completing their final Business leaders need to be able to take a holistic and strategic BSIS course. Students must complete the 10-course MSEB program approach to transform their organization and its business processes within four years with no break exceeding 12 months. for E-Business. Students must complete graduate-level course work taken as part of The revised National University Master of E-Business program is the BSIS degree with a grade of B or better. This course work will not built upon future robust expertise in the E-Business field and is transfer as graduate-level credit to National University or any other focused on a promising outlook in a field that will soon become the institution as it is part of an undergraduate degree program. Grades pillar for the majority of business related transactions. earned in graduate level courses will be calculated as part of the student’s undergraduate Grade Point Average. The new program has a strong managerial and business focus but still expects students to be very familiar with the Internet Degree Requirements Technology, Web-authoring tools and Internet applications (12 courses, 54 quarter units) MS IN E-BUSINESS TRANSITION PROGRAMS To receive a Master of Science in Electronic Business, students must BBA/MSEB Transition Program complete 54 quarter units of graduate work. A total of 13.5 quarter units of graduate credit may be granted for equivalent graduate work completed at another institution, as it applies to this degree The BBA/MSEB Transition Program allows currently enrolled BBA and provided the units were not used in earning another advanced students with a grade point average of at least 3.0 who are within degree. Students should refer to the section in graduate admission completing their last six courses to register for two MSTM courses as requirements for specific information regarding application and electives for their BBA degree. Students can select ELB 620 and one matriculation. of the following two courses: ELB 621 or ELB 624. The number of courses required to earn an MSEB degree for Transition Program Core Requirements students is reduced from 12 to 10 courses. To be eligible for the (12 courses, 54 quarter units) Transition Program, students must apply for the MSEB and begin their program of study within six months after completing their final ELB 620 Principles of E-Business BBA course. Students must complete the 10-course MSEB program ELB 621 E-Strategies and Business Models within four years with no break exceeding 12 months. (Prerequisite: ELB 620) ELB 622 E-Business Systems Development Students must complete graduate-level course work taken as part of (Prerequisite: ELB 620) the BBA degree with a grade of B or better. This course work will not transfer as graduate-level credit to National University or any other ELB 623 Advanced Web Design institution as it is part of an undergraduate degree program. Grades (Prerequisite: ELB 620) earned in graduate level courses will be calculated as part of the ELB 624 Internet Marketing student’s undergraduate Grade Point Average. (Prerequisite: ELB 620) ELB 625 Electronic Payment Systems and Internet Security BSITM/MSEB Transition Program (Prerequisite: ELB 620) ELB 635 E-Logistic and Supply-Chain-Management (Prerequisite: ELB 620) The BSITM/MSEB Transition Program allows currently enrolled ELB 638 E-Business Information and Knowledge Systems BSITM students with a grade point average of at least 3.0 who are (Prerequisite: ELB 620) within completing their last six courses to register for two MSEB courses as electives for their BSITM degree. Students can select ELB ELB 640 Emerging Communication Technologies in E-Business (Prerequisite: ELB 620) 620 and one of the following two courses: ELB 621 or ELB 624. The number of courses required to earn an MSEB degree for Transition ELB 656 Cyber Law and E-Public Policies Program students is reduced from 12 to 10 courses. To be eligible for ELB 650A Master’s Research Project I the Transition Program, students must apply for the MSEB and begin (Prerequisite: All core requirements) their program of study within six months after completing their final ELB 650B Master’s Research Project II BSITM course. Students must complete the 10-course MSEB program (Prerequisite: ELB 650A) within four years with no break exceeding 12 months. I MASTER OF SCIENCE (M.S.) IN FINANCE
Students must complete graduate-level course work taken as part of (720-814) the BSITM degree with a grade of B or better. This course work will Faculty Advisor: Chang G. Park • (858) 642-8402 • [email protected] not transfer as graduate-level credit to National University or any other institution as it is part of an undergraduate degree program. The Master of Science in Finance will seek to provide adult learners Grades earned in graduate level courses will be calculated as part of with professional knowledge and analytic skills required to function the student’s undergraduate Grade Point Average. effectively in the fast changing and ever evolving financial world. Students with MS in Finance degree will be able to enter into one of 137 School of Business and Management
four careers: (1) a financial position in a private corporate setting; (2) ECO 631 Global Trade Policy and Procedure an investment strategist position; (3) a managerial position in (Prerequisite: ECO 603) financial institutions; and (4) a treasurer position in various governmental organizations. With an added emphasis on the global Note: Electives from outside these courses may be taken with the approval of concerns of financial managers, this program is structured to enable the lead faculty in Finance. a graduate to attain one of the above career objectives. The students will also be able to sit for CFA and/or CFP exams at the conclusion I MASTER OF SCIENCE (M.S.) IN of the program. TAXATION
Degree Requirements (720-805) (12 courses, 54 quarter units) Faculty Advisor: Forrest Young • (714) 429-5404 • [email protected]
To receive a Master in Finance, students must complete at least 12 The goal of this program is to provide students with the advanced courses for 54 quarter units as described below. A total of 13.5 level of knowledge and skills needed for a professional career in tax quarter units of graduate credit may be granted for equivalent return preparation and tax planning and consulting for individuals, graduate work completed at other institutions, as they apply to this business and nonprofit entities. It is recommended that candidates Program and provided the units were not used in earning another possess an undergraduate degree in accounting or finance. advanced degree. Degree Requirements
Program Prerequisites (12 courses, 54 quarter units) (4 courses, 18 quarter units) To receive a Master of Science in Taxation, students must complete at Students who do not have an undergraduate business degree must least 54 quarter units of graduate work. A total of 13.5 quarter units satisfactorily complete the courses listed below or equivalent before of graduate credit may be granted for equivalent graduate work undertaking the program’s core courses. completed at another institution, as it applies to this degree and provided the units were not used in earning another advanced ACC 201 Financial Accounting Fundamentals degree. Students should refer to the section on graduate admission ACC 202 Managerial Accounting Fundamentals requirements for specific information regarding application and (Prerequisite: ACC 201) matriculation. FIN310 Business Finance Program Prerequisite (Prerequisites: ACC 201 and ACC 202) ECO203 Microeconomics (1 course, 4.5 quarter units) Core Requirements ACC 201 Financial Accounting Fundamentals (11 courses, 49.5 quarter units) Core Requirements
FIN 609A Seminar in Financial Management (12 courses, 54 quarter units) (Prerequisite: ACC 201) FIN 630 Financial Institutions TAX 601 Tax Research and Decision Making (Prerequisite: FIN 609A) (Prerequisite: ACC 201) FIN 631 Security Analysis and Portfolio Management TAX 602 Federal Tax Procedure (Prerequisite: FIN 609A) (Prerequisite: ACC 201) FIN 635 International Finance TAX 603A Federal Income Taxation Theory for Individuals (Prerequisite: FIN 609A) (Prerequisite: ACC 201) FIN 641 Advanced Security Analysis and Portfolio Management TAX 603B Technological and Practical Aspects of Federal Taxation (Prerequisite: FIN 609A and FIN 631) for Individuals FIN 650 Global Financing for Trade (Prerequisite: TAX 603A) FIN 651 Commercial Bank Management TAX 605A Federal Taxation of Partners and Partnerships FIN 652 Real Estate Finance (Prerequisite: ACC 201) FIN 653 Financial Engineering and Derivatives TAX 605B Federal Taxation Theory of Corporations and FIN 654 Cases in Finance (Capstone Course) Shareholders (Prerequisites: 27 quarter units of the FIN courses, not (Prerequisite: ACC 201) including FIN 655) TAX 605C Technological and Practical Aspects of Federal Taxation FIN 655 MS in Finance Project for Partnerships and Corporations (Prerequisites: completion of FIN 609A and at least 27 quarter (Prerequisites: TAX 605A and 605B) units in the program) TAX 608A Estate, Gift and Trust Taxation (Prerequisite: ACC 201) Program Elective TAX 611 Taxation of Exempt Organizations (1 course, 4.5 quarter units) (Prerequisite: ACC 201) TAX 612 Retirement Plans and Deferred Compensation Select one course from the following: (Prerequisite: ACC 201) FIN 600 Managerial Finance TAX 614 Taxation of International Transactions (Prerequisite: FIN 609A) TAX 619 Master’s Project FIN 632 Managing Financial Resources (Prerequisite: 27 quarter units of required core courses, (Prerequisite: FIN 609A) including TAX 601) FIN 633 Financing Capital Requirements (Prerequisite: FIN 609A) ACC 604 Managerial Accounting (Prerequisite: ACC 201) 138 School of Business and Management
Certificate Programs Undergraduate Series (670-000-450)
(670-770) Available to both undergraduate and graduate students.
Students who are pursuing a bachelors or masters degree may ACC 202 Managerial Accounting Fundamentals [CPA] qualify for one of the certificates listed below provided that the LAW 304 Legal Aspects of Business I [CPA] student requests the certificate prior to the completion of their degree ACC 410A Intermediate Accounting I [ALL] program. Certificates will not be issued once a degree has been (Prerequisite: ACC 201) awarded. ACC 410B Intermediate Accounting II [ALL] (Prerequisite: ACC 201) Note: For further information regarding certificate programs, please see an ACC 432B Taxation-Business [ALL] admissions advisor. (Prerequisite: ACC 201) ACC 433A Managerial Accounting I [CMA] G Certificate in Accountancy (Prerequisite: ACC 201) Faculty Advisor: Gregory Merrill • (858) 642-8411 • [email protected] ACC 433B Managerial Accounting II [CMA] (Prerequisite: ACC 433A) Designed for students who wish to prepare for entry into the ACC 434 Government and Nonprofit Accounting [CPA] accounting profession and have as an objective one of the recognized ACC 435A Auditing I [ALL] professional accounting designations, including Certified Public (Prerequisite: ACC 201) Accountant (CPA), Certified Management Accounting (CMA) and ACC 435B Auditing II [CPA] Certified in Financial Management (CFM). All three designations (Prerequisite: ACC 435A) require a baccalaureate degree. Though the degree can be in any ACC 410C Intermediate Accounting III [CPA] (Prerequisite: ACC 201) discipline, CPA exam candidates in California must have completed ACC 431 Advanced Accounting [CPA] 24 semester units (8 courses, 36 quarter units) in accounting or tax ACC 432A Taxation – Individual [CPA] and 24 semester units (8 courses, 36 quarter units) in business which includes business law, mathematics, statistics, computer science and Graduate Series information systems. (770-000-850) Students who wish to pursue a baccalaureate degree, or a second Certificate Prerequisite baccalaureate degree, or a master’s degree can apply some or all of the academic credits awarded in the certificate program toward that (1 course, 4.5 quarter units) degree, depending upon the requirements of that degree program. ACC 201 Financial Accounting Fundamentals Before taking any of the courses in the Certificate in Accountancy program, students are strongly advised to contact a full-time (Before taking any other accounting courses in this program, students must accounting faculty person for a brief interview by phone or personal complete ACC 201 or its equivalent within two years with a grade of “C” visit to review the student’s career objectives and provide guidance or better, unless they receive an equivalent grade on an accounting aptitude as to the courses to be selected. exam). Certificate Prerequisite Certificate Requirements
(1 course, 4.5 quarter units) (6 courses, 27 quarter units)
ACC 201 Financial Accounting Fundamentals ACC 604 Managerial Accounting [ALL] (Prerequisite: ACC 201) (Before taking any other accounting courses in this program, students must ACC 650 Financial Accounting Theory [ALL] complete ACC 201 or its equivalent within two years with a grade of “C” (Prerequisite: ACC 201) or better, unless they receive an equivalent grade on an accounting aptitude ACC 652 Taxation for Investors and Managers [CPA] exam). (Prerequisite: ACC 201) ACC 654 Accounting for Not For Profit Entities [CPA] Certificate Requirements (Prerequisite: ACC 201) ACC 655 Auditing and Internal Control [ALL] (6 courses, 27 quarter units) (Prerequisite: ACC 201) ACC 657 Accounting Information Systems [ALL] To receive a Certificate in Accountancy, students must complete six (Prerequisite: ACC 201) of the courses listed below. To assist students in selecting the six courses, the abbreviations in brackets, e.g. [CPA], indicate the G Certificate in Criminal Justice Administration professional exam(s) for which that course is most beneficial. “ALL” (670-000-466) refers to all three exams: CPA, CMA and CFM. It should be noted Faculty Advisor: James Larson • (858) 642-8418 • [email protected]@nu.edu that six courses may not provide all the subject matter covered by these exams. It is strongly recommended that students consult with This coursework and the accompanying credits may be transferred to full-time accounting faculty before enrolling in the Certificate in appropriate degree programs if all other requirements for admission Accountancy. to a degree program are met.
This certificate provides students with an overview of some of the most important pillars of the criminal justice field. Students will gain insight into the principles, problems and solutions of supervision and management of personnel in the criminal justice agencies, the issues and theories surrounding the field of Corrections, an 139 School of Business and Management
understanding of the behavioral, psychological, sociological Upon successful completion, students will have acquired critical motivational factors of criminality and finally, a study of the skills in the analysis of accounting, market and economic data. This intricacies within the judicial process of criminal justice. will prepare them for expanded opportunities in diverse industries. Certificate Requirements Certificate Prerequisites
(4 courses, 18 quarter units) (5 courses, 22.5 quarter units)
CJA 446 Criminal Justice Management and Leadership ACC 201 Financial Accounting Fundamentals CJA 440 Corrections ACC 202 Managerial Accounting Fundamentals (Prerequisite: ACC 202) CJA 431 Criminology FIN 310 Business Finance CJA 451 Court Systems and the Judicial Process (Prerequisites: ACC 201 and ACC 202) G Certificate in Electronic Business FIN 442 Investments (Prerequisites: FIN 310 and FIN 440) (770-000-874) FIN 443 Working Capital Management Faculty Advisor: Oliver Schlake • (858) 642-8417 • [email protected] (Prerequisites: FIN 310 and FIN 440)
Students may take the Certificate Program in Electronic Business. Certificate Requirements This coursework and the accompanying credits may be transferred to (4 courses, 18 quarter units) appropriate degree programs if all other requirements for admission to a degree program are met. To receive certification, students are FIN 440 Financial Institutions required to successfully complete four courses and to achieve a (Prerequisite: FIN 310) passing grade on a comprehensive test covering these four areas. No FIN 444 Risk Management and Insurance credit is offered for courses taken in this format. This certificate (Prerequisites: FIN 310 and FIN 440) program is designed for individuals who want to become proficient FIN 446 International Financial Management in the new business models and technology involved in conducting (Prerequisites: FIN 310 and FIN 440) business on the Internet and/or the World Wide Web. Qualified FIN 448 Seminar in Finance people in electronic business are needed as this field of study has (Prerequisites: FIN 310, FIN 440, FIN 442, FIN 443, and FIN 446) matured. E-Business is a complex area of study that requires the G Certificate in Human Resource Management ability to integrate managerial, technical and strategic knowledge. Students who later want to pursue a master’s degree can apply some (670-000-475) or all of the academic credits awarded in the certificate program Faculty Advisor: Michael Pickett • (858) 642-8374 • [email protected] toward their degrees. To apply these credits to a degree program, students must meet the GPA and other requirements of that degree This certificate is designed for those who wish to gain the knowledge program. and skills in HRM which are appropriate for professional and Certificate Requirements supervisory careers in the field of Human Resource Management. (5 courses, 22.5 quarter units) Certificate Requirements (4 courses, 18 quarter units) ELB 620 Principles of E-Business ELB 621 E-Strategies and Business Models HRM 409B Survey in Human Resource Management and (Prerequisite: EB 620) Organization Development ELB 622 E-Business Systems Development HRM 432 Recruiting, Selection, Promotion, and Retention (Prerequisite: EB 620) (Prerequisite: HRM 409B) ELB 624 Internet Marketing HRM 433 Pay and Benefit Administration, and HR Technology (Prerequisite: EB 620) (Prerequisite: HRM 409B) ELB 625 Electronic Payment Systems and Internet Security (Prerequisite: EB 620) HRM 439 Legal, Regulatory and Labor Relation Concerns in HRM (Prerequisite: HRM 409B) G Certificate in Finance G Certificate in International Business (670-000-474) Faculty Advisor: Chang C. Park • (858) 642-8402 • [email protected] (770-000-883) Faculty Advisor: Juan España • (858) 642-8448 • [email protected] This coursework and the accompanying credits may be transferred to appropriate degree programs if all other requirements for admission This coursework and the accompanying credits may be transferred to to a degree program are met. appropriate degree programs if all other requirements for admission to a degree program are met. A Certificate in Finance is designed for students who are interested in buttressing their business acumen, in acquiring analytical skills, or This certificate program is designed for students who are either who may desire to supplement their financial background. Career employed by a multinational company or interested in pursuing a opportunities include three interrelated areas: financial institutions, career in International Business. Expertise in International Business is investments and financial management. in high demand throughout the world. The four courses included in this certificate provide a comprehensive overview of trade principles Expertise in finance is a sought after and unique skill. This certificate and practices as well as a broad knowledge of global markets. Upon prepares students for managerial responsibilities in organizations successful completion, students will have developed skills enabling such as banks, insurance companies, securities firms, commercial and them to match markets with goods and services from a global not-for-profit organizations. The four courses that comprise this perspective. certificate provide a broad yet comprehensive knowledge of financial management.
140 School of Business and Management
Certificate Prerequisites G Certificate in Hospitality and Casino Management
(3 courses, 13.5 quarter units) (670-000-178) Faculty Advisor: Michael Pickett • (858) 642- 8374 • [email protected] ECO 203 Principles of Microeconomics MKT 402A Marketing Fundamentals This coursework and the accompanying credits may be transferred to or the BBA programs if all other requirements for admission to a degree MKT 602A Marketing Management program are met. ECO 630 Global Economic Geography (Prerequisites: ECO 203 or BUS 500C) Certificate Prerequisite Certificate Requirements (1 course, 4.5 quarter units)
(4 courses, 18 quarter units) MKT 402A Marketing Fundamentals
MGT 630 Global Business Environment Certificate Requirements MGT 637 Comparative International Management (6 courses, 27 quarter units) MKT 631 Global Marketing (Prerequisites: MKT 402A or MKT 602 or EMB 684) HCM 400 Principles of Hospitality and Casino Accounting ECO 631 Global Trade Policy and Procedures HCM 410 Hospitality and Gaming Law (Prerequisite: ECO 630) HCM 420 Hospitality and Casino Marketing G Certificate in Marketing (Prerequisite:_MKT_402A) HCM 430 Principles of Hospitality and Casino Staffing (670-000-476) HCM 440 Cultural Diversity and Hospitality Management Faculty Advisor: Susan Silverstone • (858) 642-8430 • [email protected] HCM 450 Native American Tribal Community Development G This coursework and the accompanying credits may be transferred to Certificate in Sports Management appropriate degree programs if all other requirements for admission (670-000-179) to a degree program are met. To receive certification, students are Faculty Advisor: George Drops • (858) 642-8438 • [email protected] required to successfully complete four courses and achieve a passing grade on a comprehensive test covering these four areas. This coursework and the accompanying credits may be transferred to Certificate Requirements the BBA programs if all other requirements for admission to a degree program are met. (4 courses, 18 quarter units) Certificate Prerequisite MKT 402A Marketing Fundamentals (1 course, 4.5 quarter units) MKT 420 Consumer Behavior (Prerequisite: MKT 402A) MKT 402A Fundamentals MKT 434 Market Research (Prerequisite: MKT 402A) Certificate Requirements MKT 443 Introduction to Advertising (Prerequisite: MKT 402A) (6 courses, 27 quarter units)
G Certificate in Health Care Administration SMG 430 Introduction to Sports Management SMG 432 Principles of Leisure Services Management (670-000-177) SMG 433 Sports Financial Management Faculty Advisor: Chandrika Kelso • (858) 642-8433 • [email protected] SMG 434 Principles and Problems of Coaching SMG 435 Legal Aspects of Sports Administration This coursework and the accompanying credits may be transferred to SMG 436 Sports Marketing and Promotions appropriate degree programs if all other requirements for admission (Prerequisite: MKT 402A) to a degree program are met. Students must successfully complete all four courses to achieve the Certificate. The certificate program is designed for individuals who are working in the health care area and wish to strengthen their professional knowledge and skills, as well as for professionals in related areas (such as management, finance, information technology, and other areas of business) who want to learn more about the rapidly growing health care industry. Certificate Requirements
(4 courses, 18 quarter units)
HCA 620A Health Care Management HCA 609A Health Care Law, Policy, Politics, and Ethics HCA 629 Health Care Finance, Budget and Managed Care HCA 636 Ambulatory Care Continuum
141
School of Education
Dean, Sandra Spence Tracy Ed.D., Educational Leadership Vanderbilt University
Associate Dean, Lynne Anderson Ph.D., Educational Administration University of Minnesota
144 Degrees Offered 149 Faculty 148 Undergraduate Degree Programs 149 Graduate Degree Programs 157 Credential Programs, Internships 176 Certificate Programs
The University of Values
TM Degree Programs Offered
Undergraduate Degrees
Bachelor of Arts with a Major in: Early Childhood Development Graduate Degrees
Master of Arts in Teaching 8 with Areas of Specialization in: Best Practices and Preparation for National Board Certification Educational Technology Reading Special Education Teaching and Learning Master of Education (M.Ed.) in Cross-Cultural Teaching with a Single or Multiple Subject Credential with BCLAD Option and Internship Option 8 Master of Science (M.S.) in Educational Administration 8 Master of Science (M.S.) in Educational Counseling Master of Science (M.S.) in Educational Technology 8 Master of Science (M.S.) in School Psychology Master of Science (M.S.) in Special Education 8
Credential Programs (Listed alphabetically) (Approved by the California Commission on Teacher Credentialing)
Advanced Studies 2042 MS/SS Teaching Credential Intern Credential Program for Multiple or Single Subject Teaching 8 Internship – Preliminary Administrative Services Credential – Tier I 8 Out-of-State Candidate Requirements for Professional Clear Preliminary Multiple Subject Teaching Credential Program with BCLAD Option 8 Preliminary Single Subject Credential Program with BCLAD Option 8 Preliminary Level I Education Specialist Credential: Mild/Moderate Disabilities with CLAD Certificate 8 Preliminary Level I Education Specialist: Mild/Moderate Disabilities with Multiple or Single Subject Credential Concurrent with BCLAD option 8 Preliminary Level I Education Specialist Credential: Moderate/Severe Disabilities with CLAD Certificate 8 Preliminary Level I Education Specialist: Moderate/Severe Disabilities with Multiple or Single Subject Credential Concurrent with BCLAD option 8 Preliminary Tier I Administrative Services Certificate/Credential 8 Professional Level Multiple or Single Subject Teaching Credential Professional (Tier II) Administrative Services Credential 8 Professional Level II Education Specialist: Mild/Moderate Disabilities 8 Professional Level II Education Specialist: Moderate/Severe Disabilities 8 Pupil Personnel Services Credential School Counseling (PPSC) Pupil Personnel Services Credential School Psychology (PPSP) Ryan Credential CLAD and AB 1059
Special Education Internships: Preliminary Level I Education Specialist Credential: Mild/Moderate or Moderate/Severe Disabilities with CLAD Certificate 8 Preliminary Level I Education Specialist: Mild/Moderate Disabilities with Multiple or Single Subject Credential Concurrent with BCLAD option 8 Professional Level II Education Specialist Credential Certificate Programs
8 Early Childhood Special Education denotes program also offered or partially offered online. CLAD 8 Educational Technology 8 Note: Not all online programs or courses are offered in entirety via Internet. CA Reading 8 Behavioral Analysis Note: Not all courses or programs listed in this catalog are available at every learning facility.
Various undergraduate minors are available in some degree programs.
FOR FURTHER INFORMATION contact The School of Education in San Diego at (858) 642-8320 e-mail: [email protected]
144 Faculty
Department of John Nicoll Joseph E. Cunha Department of Special Educational Associate Professor and co-chair Associate Professor Education and Administration Costa Mesa Academic Center Sacramento Academic Center Technology Ed.D., Education Ed.D., Counseling and Sidney R. Castle Administration Guidance Jane M. Duckett Columbia University Brigham Young University Associate Professor Associate Professor and Chair Phone: (714) 429-5148 Phone: (916) 855-4303 San Diego Main Campus San Diego Main Campus E-mail: [email protected] E-mail: [email protected] Ph.D., Educational Ph.D., Learning Disorders Administration Wayne Padover Diane Donaldson University of Texas Arizona State University Phone: (858) 642-8346 Assistant Professor Associate Professor Phone: (858) 642-8351 E-mail: [email protected] E-mail: [email protected] Los Angeles Academic Center Costa Mesa Academic Center Ph.D, Educational Leadership Ph.D., Educational Psychology Everett G. Beckwith Everett G. Beckwith University of Oregon University of Southern Assistant Professor Phone: (310) 258-6627 California Assistant Professor San Bernardino Academic E-mail: [email protected] Phone: (714) 429-5129 San Bernardino Academic Center E-mail: [email protected] Center Robert Gayle Scharf Ed.D., United States Ed.D., United States Harvey Hoyo International University Assistant Professor International University Phone: (909) 806-3300 Los Angeles Academic Center Assistant Professor Phone: (909) 806-3300 E-mail: [email protected] E-mail: [email protected] Ed.D., Administrative Studies Costa Mesa Academic Center University of California, Los Ed.D., Educational Leadership Kathryn Ann Brown Daniel Cunniff Angeles University of California, Los Instructor Phone: (310) 258-6725 Angeles Assistant Professor Sacramento Academic Center E-mail: [email protected] Phone: (714) 429-5143 Fresno Academic Center M.A., Special Education E-mail: [email protected] Ph.D., Educational Clifford E. Tyler California State University, Administration Robert Murray Sacramento Assistant Professor Walden University Phone: (916) 855-4312 San Jose Academic Center Assistant Professor Phone: (559) 256-4930 E-mail: [email protected] Ed.D., Administration Fresno Academic Center E-mail: [email protected] University of the Pacific Ed.D., Education KayDee Caywood Anne S. Elder Phone: (408) 236-1135 California State University, Associate Professor E-mail: [email protected] Fresno Assistant Professor Los Angeles Academic Center Phone: (559) 256-4949 Los Angeles Academic Center Ph.D., Special Education E-mail: [email protected] Ph.D., Educational Policy Department of School University of California at Los University of Southern Counseling and School Robert Gregory Nunn Angeles California Phone: (310) 258-6672 Associate Professor Phone: (310) 258-6617 Psychology E-mail: [email protected] San Diego Main Campus E-mail: [email protected] Susan Eldred Ph.D., Educational Psychology Blanche Cook Augustine Herrera Southern Illinois University Instructor Associate Professor and Chair Phone: (858) 642-8363 Associate Faculty Los Angeles Academic Center San Diego Main Campus E-mail: [email protected] Los Angeles Academic Center Ed.D., Educational Psychology Masters in Public M.A., School Administration M.A., United States Linda Smedley Admininistrations California State University California State International University Assistant Professor Phone: (310) 358-6642 University,Long Beach Phone: (858) 642-8372 Los Angeles Academic Center E-mail: [email protected] Phone: (310) 258-6615 E-mail: [email protected] Ed.D., Educational Psychology Robert W. Kibby Michael G. Anderson University of Southern Mary E. Hazzard California Associate Professor Professor Assistant Professor Phone: (310) 258-6711 Sacramento Academic Center San Diego Main Campus San Diego Main Campus E-mail: [email protected] Ed.D., Educational Psy.D., Psychology Ph.D., Nursing Administration Wisconsin School of Lisa Spencer New York University University of Southern Phone: (858) 642-8361 Professional Psychology Assistant Professor California E-mail: [email protected] Phone: (858) 642-8353 San Diego Main Campus Phone: (916) 855-4209 E-mail: [email protected] Ed.D., Educational Psychology Dwight Heirendt E-mail: [email protected] Seattle Pacific University Ormand Randall Braman Associate Faculty Charles Menoher Phone: (858) 642-8379 Fresno Academic Center Assistant Professor E-mail: [email protected] Associate Faculty Los Angeles Academic Center M.S., Computer Science Redding Academic Center Ph.D., Education Education Ed.D., Elementary Curriculum University of Southern University of Oregon and Instruction Mississippi Phone: (559) 855-8311 Brigham Young University Phone: (310) 258-6621 E-mail: [email protected] Phone: (530) 226-4020 E-mail: [email protected] E-mail: [email protected]
145 Faculty
Denise Hexom Torrie Norton Denise Tolbert Beate Baltes Assistant Professor Associate Faculty Assistant Professor Associate Professor Sacramento Academic Center San Diego Main Campus Costa Mesa Academic Center Los Angeles Academic Center Ed.D., Education M.Ed., School Management Ph.D., Educational Technology Ed.D., Educational Administration University of La Verne University of Northern Administration University of Southern Phone: (858) 642-8341 Colorado United States International California E-mail: [email protected] Phone: (714) 429-5410 University Phone: (209) 475-1448 Suecarol Robinson E-mail: [email protected] Phone: (310) 258-6713 E-mail: [email protected] Gerald White E-mail: [email protected] Gail Johnson Assistant Professor Gary K. Barton Costa Mesa Academic Center Assistant Professor Associate Faculty Ed.D., Education San Bernardino Academic Assistant Professor Fresno Academic Center Administration Center Fresno Academic Center M.A., Special Education University of Utah Ph.D., Rehabilitation Ph.D., Education Fresno Pacific College Phone: (714) 429-5100 Counseling Claremont Graduate University Phone: (559) 283-4212 E-mail: [email protected] University of Arkansas Phone: (559) 294-4946 E-mail: [email protected] Ronald Saltinski Phone: (909) 806-3346 E-mail: [email protected] Lucinda Kramer E-mail: [email protected] Edward H. Behrman Assistant Professor Assistant Professor Los Angeles Academic Center Associate Professor Costa Mesa Academic Center Ph.D., Science Education Department of Teacher Los Angeles Regional Ph.D., Special Education University of Michigan Education Academic Center University of New Mexico Phone: (858) 258-6628 Ed.D., Educational Phone: (714) 429-5132 E-mail: [email protected] Ronarae Adams Administration E-mail: [email protected] University of Pennsylvania Stuart Schwartz Faculty Phone: (310) 258-6719 Joy Kutaka-Kennedy San Diego Main Campus Professor E-mail: [email protected] M.Ed., Education Assistant Professor San Diego Main Campus Administration Margaret Louise Berry San Jose Academic Center Ed.D., Special Education Azusa Pacific University Ph.D., Special Education University of Kansas Field Services Coordinator Phone: (858) 642-8352 University of San Francisco Phone: (858) 642-8371 Costa Mesa Academic Center E-mail: [email protected] Phone: (408) 236-1100 E-mail: [email protected] M.A., Education E-mail: [email protected] Joan P. Sebastian Enid Acosta-Tello California State University, Long Beach Linda Loyd Assistant Professor Professor Phone: (714) 429-5130 Costa Mesa Academic Center Associate Faculty San Diego Main Campus E-mail: [email protected] Ed.D., Educational Fresno Academic Center Ed.D., Education Administration John Carta-Falsa M.A., Special Education University of Utah University of California, Irvine California State University, Phone: (858) 642-8006 Professor Phone: (714) 429-5127 Fresno E-mail: [email protected] E-mail: [email protected] Costa Mesa Academic Center Phone: (559) 256-4943 Glee Shaddock Ph.D., Professional Psychology E-mail: [email protected] Madelon Alpert United States International Field Experience Coordinator Bill McGrath Instructor University San Diego Main Campus Costa Mesa Academic Center Ph.D., Communicative Associate Faculty M.A., United States M.A., Reading Specialist Disorders San Diego Main Campus International University University of Arizona University of Southern Ph.D., Education Phone: (858) 642-8317 Phone: (714) 429-5100 California La Salle University E-mail: [email protected] E-mail: [email protected] Phone: (714) 429-5135 Phone: (858) 642-8352 Dorothy Lee Singleton E-mail: [email protected]. Clara Amador-Watson E-mail: [email protected] Assistant Professor Nedra A. Crow Judith Menoher Contract Faculty Field Experience Coordinator Los Angeles Academic Center Associate Faculty San Jose Academic Center Professor Ph.D., Education Redding Academic Center Ed.D., Curriculum and San Diego Main Campus University of Southern Ed.D., Elementary,Curriculum Instruction Ph.D., Cultural Foundations of California & Instruction University of San Francisco Education Phone: (310) 258-6625 Brigham Young University Phone: (408) 236-1133 University of Utah E-mail: [email protected] Phone: (530) 225-0012 E-mail: [email protected] Phone: (858) 642-8004 Valerie K. Amber E-mail: [email protected] E-mail: [email protected] Jean Swenk Brenda Czech Caroline A. Miller Assistant Professor Associate Professor Costa Mesa Academic Center Instructor San Diego Main Campus Assistant Professor Ed.D., Education Sacramento Academic Center Ph.D., Education San Jose Academic Center University of San Francisco Ed.D. Candidate Stanford University Ph.D., Educational Psychology Phone: (714) 429-5128 Texas Tech University, Lubbock Phone: (858) 642-8338 University of Southern E-mail: [email protected] Phone: (916) 855-4110 E-mail: [email protected] California E-mail: [email protected] Phone: (408) 236-1100 E-mail: [email protected]
146 Faculty
Prem S. Dean Margot Kinberg Maria Ortega Peter I. Serdyukov Assistant Professor Associate Professor Instructor Professor Sacramento Academic Center San Diego Academic Center Los Angeles Academic Center San Diego Main Campus Ph.D., Leadership and Human Ph.D., University of Delaware M.S., Education Ph.D., Kiev State Pedagogic Behavior Phone: (858) 642-8335 University of Southern Institute of Foreign Language United States International E-mail: [email protected] California Phone: (858) 642-8332 University Marilyn Joan Koeller Phone: (310) 258-6723 E-mail: [email protected] Phone: (916) 855-4308 E-mail: [email protected] Carol M. Shepherd E-mail: [email protected] Assistant Professor Thomas H. Reynolds Norman Douglass Costa Mesa Academic Center Assistant Professor Ph.D., Education Associate Professor Sacramento Academic Center Assistant Professor University of Southern San Diego Main Campus Ed.D., Education and San Jose Academic Center California Ph.D., Curriculum and Supervision Ed.D., Organization, Phone: (714) 429-5100 Instruction Seton Hall University Leadership E-mail: [email protected] University of Wisconsin, Phone: (918) 855-4115(661) 864- University of San Francisco Lorraine Leavitt Madison 2383 Phone: (408) 236-1140 Phone: (858) 642-8358 E-mail: [email protected] E-mail: [email protected] Assistant Professor E-mail: [email protected] Gwendolyn Stowers Ron Germaine Costa Mesa Academic Center Janet Richards Ed.D., Educational Associate Professor Assistant Professor Administration Assistant Professor San Diego Main Campus San Diego Main Campus University of Southern San Bernardino Academic Ph.D., Curriculum and Ed.D., Leadership California Center Instruction University of San Diego Phone: (714) 429-5316 Ph.D., Educational Leadership New Mexico State University Phone: (858) 642-8316 E-mail: [email protected] Azusa Pacific University Phone: (858) 642-8333 E-mail: [email protected] Karin Mae Phone: (909) 806-3313 E-mail: [email protected] Ines Gomez E-mail: [email protected] Joseph Tranchina Assistant Professor Clifford Russell Assistant Professor San Diego Main Campus Associate Faculty San Jose Academic Center Ed.D, Education Professor San Jose Academic Center Ed.D., International and University of San Francisco San Diego Main Campus M.A., Education Multicultural Education Phone: (858) 642-8322 Ed.D., Curriculum and University of California, University of San Francisco E-mail: [email protected] Instruction Berkeley Phone: (408) 236-1307 Shannon Maveety Brigham Young University Phone: (408) 236-1143 E-mail: [email protected] Phone: (858) 642-8356 E-mail: [email protected] Jo Ann Hammer Assistant Professor E-mail: [email protected] Susan A. Vanburen Stockton Academic Center Mark Edward Ryan Associate Professor Ed.D., International and Associate Faculty Sacramento Academic Center Multicultural Education Associate Professor Los Angeles Academic Center Ed.D., Policy University of San Francisco San Diego Main Campus M.A., Curriculum Analysis/Curriculum & Phone: (209) 475-1446 Ph.D., Education California State University, Instruction E-mail: [email protected] Arizona State University Dominguez Hills University of Southern James Mbuva Phone: (858) 642-8339 Phone: (310) 258-6600 California E-mail: [email protected] E-mail: [email protected] Phone: (916) 855-4302 Associate Professor Alberto Sanchez Linda Ventriglia-Nava E-mail: [email protected] San Bernardino Academic Lydia Hernandez Center Associate Faculty Associate Faculty Ph.D., Intercultural Education San Diego Main Campus Sacramento Academic Center Associate Faculty Biola University M.Ed., Iberoamericana Ph.D., Education San Jose Academic Center Phone: (909) 806-3329 University Clairemont Graduate M.S. Educational E-mail: [email protected] Phone: (858) 642-8376 University Administration Mary T. Mercier E-mail: [email protected] Phone: (916) 855-4100 National University Cynthia Schubert-Irastorza E-mail: [email protected] Phone: (408) 236-1141 Associate Professor Mary Anne Weegar E-mail: [email protected] Costa Mesa Academic Center Associate Faculty Robyn Hill Ph.D., Education San Diego Main Campus Field Services Coordinator University of Wisconsin, Ed.D., Educational San Diego Main Campus Assistant Professor Madison Administration M.A., San Diego State San Diego Main Campus Phone: (714) 429-5311 United States International University Ph.D., Education, Culture and E-mail: [email protected] University Phone: (858) 642-8322 Society Marilyn Moore Phone: (858) 642-8395 E-mail: [email protected] University of Utah E-mail: [email protected] Phone: (858) 642-8000 Associate Professor Jo-Ann Leavell Scott E-mail: [email protected] San Diego Main Campus Paul Weston Johnson Ed.D., Instruction and Instructor Administration Los Angeles Academic Center Associate Professor University of Kentucky, M.A., School Administration Fresno Academic Center Lexington California State University, Los Ed.D., Education/Management Phone: (88) 642-8301 Angeles University of LaVerne E-mail: [email protected] Phone: (310) 258-6629 Phone: (559) 256-4945 E-mail: [email protected] E-mail: [email protected]
147 School of Education
Mission Statement • National Association for the Education of Young Children (NAEYC) • California Child Development Permit Matrix The mission of the School of Education is to prepare educators as • California Pre-Kindergarten Learning Development Guidelines lifelong learners, reflective practitioners, and ethical professionals. The program provides a broad-based foundation of normal and The mission is accomplished in a learning community through challenged child development in the areas of learning, cognition, professional preparation programs, partnerships with schools, and language, and social/ emotional development. Professional courses educational research. are intended to develop knowledge and competence in key areas: child development, curriculum, family and community, assessment, Professional Ethics special needs, health and professionalism. Field experiences support and enhance professional development in each of these domains. Students are expected to conduct themselves in a responsible manner Students are required to think critically, write clearly, and speak that reflects ethics, honor, and good citizenship. They are also articulately. expected to abide by the regulations of the University. It is the student’s responsibility to maintain academic honesty and integrity, The BA degree will prepare students to work in a variety of settings and to manifest their commitment to the mission of the University involving young children. California law requires that teachers in state through their conduct and behavior. Online students are bound to funded child care development programs possess a Child Development the same policies, rules, and regulations of the University. Permit. The National Head Start Act proposes that Head Start teachers and classroom aides enroll in and pursue a degree in Early Childhood The California Commission on Teacher Credentialing is charged by Development. law with evaluation of the moral character and fitness of all persons who wish to teach or perform certified services in the public schools. Degree Requirements Every person who is an applicant for, or who now holds, any credential, certificate, permit, or license authorizing service in To receive a Bachelor of Arts degree with a Major in Early Childhood California public schools is answerable to the CCTC and the Development, students must complete at least 180 quarter units as Committee of Credentials for his or her fitness related conduct. articulated below, 45 of which must be completed in residence at California Laws and Rules Pertaining to the Discipline of National University and 76.5 of which must be completed at the Professional Certificated Personnel is available on the CCTC website upper division level. In the absence of transfer credit, additional at www.ctc.ca.gov. Please reference the “Credential Programs: general electives may be necessary to satisfy total units for the Student Agreement” regarding procedures for Student Assistance, degree. Notice of Need to Improve, and Dismissal from School of Education programs, as this is applicable for all students enrolled in a credential Refer to the section on undergraduate admission requirements for or Master’s/Credential combination program. specific information regarding admission and matriculation. Transfer Courses/Course Equivalency Information for Masters Prerequisites for the Major and Credential Programs (2 courses, 9 quarter units)
Students with coursework from another institution that applies PSY 100 Introduction to Psychology toward a credential should use the online Credential Coursework PSY 301 Child and Adolescent Development Equivalency form to submit a request for transfer of credit or waiver. This form is available at www.nu.edu/mynu. Requirements for the Major (9 courses, 40.5 quarter units) If coursework from another institution is not listed on the Pre- Approved equivalency form, students should see a credential ECD 310 Child, Family, School and Community advisor or admissions advisor to submit an Open Equivalency form. (Prerequisites: PSY 100 and 301) HED 320 Health, Nutrition and Safety • National University reserves the right to accept up to a maximum (Prerequisites: PSY 100 and 301) of three courses in transfer. ECD 330 Early Cognition • Coursework must be completed within the past seven years. (Prerequisite: PSY 301) • Coursework must be at graduate level. ECD 410 Language Acquisition • Candidates must earn a grade of “B” or better in the course (Prerequisite: ECD 330) • The coursework must cover all of the competencies contained in ECD 415 Meaningful Curriculum: Creative and Integrative Arts National University’s equivalent course. (Prerequisite: ECD 330) • Course equivalency will not be granted for life experiences. ECD 420 Nature and Numbers • Course equivalency for Teacher Education Credential – 2042- must (Prerequisite: ECD 330) be from an approved 2042 institution and meet all of National ECD 430 Play: Early Social-Emotional Development University’s course objectives ECD 440 Observation and Assessment of Young Children I (Prerequisites: PSY 301 and ECD 310) BACHELOR OF ARTS (BA) ECD 450 Seminar/Practicum in Early Childhood Development MAJOR IN EARLY CHILDHOOD (Prerequisite: Student must have successfully completed all DEVELOPMENT core courses with an average grade of “C” (2.0) or better in the core and have approval from his/her faculty mentor.) (610-444) Upper Division Electives Requirements Lead Faculty: John Carta-Falsa, Ph.D. (6 courses, 27 quarter units) The Bachelor of Arts with a Major in Early Childhood Development degree program is structured according to the national and state Students may choose one or the other concentration or a combination requirements for degree programs in early childhood education. The of approved elective courses within the concentrations. program is based on the competencies and guidelines established by the following: 148 School of Education
L Concentration in Administering Early Childhood ENG 350 Fundamentals of Linguistics Programs (Prerequisites: ENG 100/ 101) (353) ART 400 Expressive and Integrative Art (Prerequisites: ART 200, MUS 100, MSM 301, PSY 301) Students must successfully complete the following courses for a Concentration in Administering Early Childhood Programs. It is Graduate Degree Programs recommended that students take these classes at or near the end of their program after completing the upper division major I MASTER OF ARTS IN TEACHING requirements. Program Prerequisites (710-716) Program Faculty Advisor: Nedra A. Crow • (858) 642-8004 • (1 course, 4.5 quarter units) [email protected] Regional Lead Faculty Advisors: PSY 460 Introduction to Addictive Disorders Bakersfield • (661) 864-4946 (Prerequisites: ENG 100/101 and PSY 100) Costa Mesa • Terry Bastilos • (714) 429-5311 • [email protected] Program Requirements Fresno • Gary Barton • (559) 256-4946 • [email protected] Los Angeles • Clara Amador-Watson • (310) 258-6625 • (6 courses, 27 quarter units) [email protected] Redding • Laura McCollum • (530) 226-4021 • [email protected] ECD 460 Administering Early Childhood Programs Sacramento • Jo Ann Hammer • (906) 855-4302 • [email protected] ECD 462 Volunteer Management and Financial Resources San Bernardino • James Mbuva • (909) 806-3329 • [email protected] Management San Diego • Nedra Crow • (858) 642-8004 • [email protected] (Prerequisite: PSY 460) San Jose • Norman Douglass • (408) 236-1131 • [email protected] ECD 464 Legal and Ethical Issues in Early Childhood Stockton • Shannon Maveety • (209) 475-1446 • [email protected] (Prerequisite: HED 320) ECD 466 Planning the Physical Environment for the Young Child The Master of Arts in Teaching is designed for practicing and PSY 401 Psychology for Managers potential educators who want to enhance their teaching skills, (Prerequisites: ENG 100/101 and PSY100) broaden their intellectual and professional understanding by HB 401 Conflict Resolution interrelating educational theory and practice for the purposes of (Prerequisites: ENG 100/101 and PSY100) promoting their lifelong learning efforts as well as sustaining their L Concentration in Teaching in Early Childhood Programs commitment as instructional leaders in the K-12 settings.
(354) National Board Certification Lead Faculty Advisor: Ronarae Adams • (858) 642-8352 • [email protected] Students must successfully complete the following courses for a Concentration in Teaching in Early Childhood Programs. It is National University embraces the mission and vision of the National recommended that students take these classes at or near the end of Board for Professional Teaching Standards and we encourage and their program after completing the upper division major support teachers in their efforts to pursue certification as part of their requirements and when they are within six (6) months of completing professional journey. their degree program. National University’s School of Education and National Board This concentration allows currently enrolled students who are completing their last six courses to register for three SOE prerequisite Certified Teacher Center provide the following services, courses for the teaching credential program as electives for their opportunities and program enhancements for new, practicing, and BAECD degree. Students can select HED 502, EDT 608 and EXC 625. retired practitioners. Students must complete graduate level coursework taken as part of • Support and Assistance for Candidates and School Districts the BAECD degree with a grade of “B” or better. This coursework • Access to Resources will not transfer as graduate level credit to National University or • Teacher Leader and Administrator Opportunities any other University as it is part of an undergraduate degree • University Credit program. • Celebration and Sharing of Accomplishments. Program Goals Grades earned in graduate level courses will be calculated as part of the student’s undergraduate Grade Point Average. National University’s Masters of Arts in Teaching degree supports Program Prerequisites and activates the following goals: (4 courses, 18 quarter units) • Teachers focus on student learning through systematic study and reflection of their own teaching practices and share their LIT 100 Introduction to Literature knowledge to form local learning communities. (Prerequisites: ENG 100/101) • Teachers are committed to educating all students by examining MUS 100 Fundamentals of Music cross-cultural educational issues and relating those to enhancing ART 200 Visual Arts student learning. MSM 301 Teaching Elementary Physical Education • Teachers know how to teach their subjects by effectively accessing Program Requirements and using research based learning theories, assessment strategies, teaching models, technology and classroom management (6 courses, 27 quarter units) strategies to educate all learners. LIT 430 Children’s Literature and Literacy Degree Requirements (Prerequisites: ENG 101, LIT 100, ENG 350, PSY 301) HED 502 Health Education Across the Curriculum (10 courses, 45 quarter units) EDT 608 Computer-Based Technology in the Classroom To receive a Master of Arts in Teaching, students must complete 45 EXC 625 Exceptional Children in the Classroom 149 School of Education
quarter units of graduate work (49.5 for those with a Best Practices MAT 647B Field Study: Language Arts Assessment and specialization). A total of 4.5 quarter units of graduate credit may be Instruction II granted for equivalent graduate work completed, as it applies to this (Prerequisites: MAT 645, MAT 646, MAT 647A) degree and if the units were not used in earning another advanced degree. Completion of the Reading Specialization qualifies the student for a State of California Reading Certificate. Upon successful completion, Those holding National Board Certification qualify for a one-course the student should contact their Credential Advisor for the reading equivalency for MAT 641, MAT 642, MAT 643, or MAT 644. certification application procedures. L Specialization in Special Education Note: Students must have access to Microsoft Office on either a PC or Mac platform. (747) Core Requirements (5 courses, 18 quarter units)
(6 courses, 27 quarter units) This area of specialization was primarily designed for Level II Education Specialist majors. Other interested students should contact EDT 612 Creating Meaningful Learning with Technology the Chair of Special Education. MAT 641 Cultural Democracy: Contemporary, Local and Global Issues EXC 655A Professional Induction Seminar (3 quarter units) MAT 642 Program Design: Curriculum Theory, Design and EXC 656 Best Practices for Special Needs Students Assessment EXC 657 Community Resources and Transition MAT 643 Models of Teaching, Theories, Applications and Practice EXC 658 Advanced Specialization in Mild/Moderate Disabilities MAT 644 Foundations and Principles of Curriculum or MAT 640 Applications of Research for the Art of Teaching EXC 659 Advanced Specialization in Moderate/Severe (To be taken as the last course in the MAT program Disabilities except in the Reading Specialization) EXC 655B Exit Seminar (1.5 quarter units) L Specialization in Best Practices and Preparation for L Specialization in Teaching and Learning National Board Certification (746) (744) (4 courses, 18 quarter units) (5 courses, 22.5 quarter units) Requirements include a combination of any four courses from any of In Sacramento, Best Practices enrollment is for students who enroll as the described Specialization Areas including the four courses listed part of the school district’s Best Practices Program. below.
MAT 670 The Theory of Research-Based Best Practice Instruction TED 665 Cognition, Language and Culture MAT 671 Applied Best Practice Strategies in Classroom Instruction TED 666 The Cultural Foundations of Linguistics MAT 672 Integrating Multimedia-Interactive Technology in Best TED 667 Diversity and Change: A Critical Pedagogy Practice Instruction TED 668 Survey of Children’s Multicultural Literature MAT 673 Differentiated Instruction and Target Teaching I MASTER OF EDUCATION (M.ED.) IN MAT 674 The Theory of Research-Based Practice Instruction CROSS-CULTURAL TEACHING WITH A L Specialization in Educational Technology SINGLE OR MULTIPLE SUBJECT (745) CREDENTIAL WITH BCLAD OPTION AND (4 courses, 18 quarter units) INTERNSHIP OPTION (750-710-362/363) The MAT Program is designed for students who want to specialize in (753-710-362/363)-Internship Codes the integration of all types of technologies in the teaching and Lead Faculty Advisors: learning process. The program emphasizes the strategic use of Bakersfield • (661) 864-4946 technology to support the classroom instruction of K-12 students. Costa Mesa • Mary Mercier • (714) 429-5311 • [email protected] Students develop expertise in all types of technologies, from Internet Fresno • Gary Barton • (559) 256-4946 • [email protected] sites to software programs, to adaptive and hand-held devices, and Los Angeles • Clara Amador-Watson • (310) 258-6625 • [email protected] become experts in selecting and using those technologies Redding • Laura McCollum • (530) 226-4021 • [email protected] strategically with specific student populations in specific curriculum Sacramento • Jo Ann Hammer • (906) 855-4302 • [email protected] areas. Students are recommended to follow the sequence listed San Bernardino • James Mbuva • (909) 806-3329 • [email protected] below: San Diego • Gwen Stowers • (858) 642-8333 • [email protected] San Jose • Norman Douglass • (408) 236-1131 • [email protected] EDT 605 Technology and Educational Theories and Practices Stockton • Shannon Maveety • (209) 475-1446 • [email protected] EDT 610 Teaching Online EDT 660 Multimedia and Interactive Technologies EDT 671 Curriculum Design for Online Learning (20 courses, 88.5 quarter units TED) (21 courses, 93 quarter units BCLAD) L Specialization in Reading The Master of Education in Cross-Cultural Teaching is designed for (740) students who are committed to being instructional leaders in the K- (4 courses, 18 quarter units) 12 setting. Courses for this degree meet the California Commission on Teacher Credentialing requirements for a preliminary credential MAT 645 Developing Fluency in Reading as well as meet requirements for a master’s degree that interrelates MAT 646 Comprehension Strategies and Procedures theory and practice and promotes lifelong learning. The program, MAT 647A Field Study: Language Arts Assessment and Instruction I which has an internship option, is intended for students who want to (Prerequisites: MAT 645, MAT 646) 150 obtain a preliminary credential and master’s degree at the same time. School of Education
Students seeking to complete only a master’s degree should enroll in TED/BTE 625B Instruction and Classroom Management for the Master of Arts in Teaching. Students who are pursuing a Secondary and Middle Schools credential and who want to make a program change to the M.Ed. in (Prerequisites: TED 615 and TED 625A or BCLAD625A and Cross-Cultural Teaching may do so under these conditions: TED 623) TED/BTE 624 Content Area Literacy for the Secondary and Middle • The student must make the program change before beginning Schools student teaching, (Prerequisites: TED 615 and TED 623) • The student must pass the subject matter competency exam before Co-requisites enrolling in student teaching and bilingual emphasis students must pass language proficiency examinations. (3 courses, 13.5 quarter units)
Note: Students must have access to Microsoft Office on either a PC or Mac These courses can be taken at any time in their program but are platform. preferred prior to student teaching. These courses are required prior Degree Requirements to applying for the credential.
HED 502 Health Education Across the Curriculum To receive a Master of Education in Cross-Cultural Teaching, EXC 625 Exceptional Children in the Classroom students must complete at least 57 quarter units of graduate work, 48 EDT 608 Computer-Based Technology in the Classroom of which must be taken in residence at National University. Students enrolled in the joint degree-credential program will not be awarded Student Teaching the master’s degree until they complete all graduate and credential coursework, including student teaching. The student teaching courses are required for the preliminary Core Requirements credential, but do not grant graduate credit, except for TED 629 or (4 courses, 18 quarter units TED) TED 629I, which carries 3.0 quarter units of graduate credit.). (5 courses, 22.5 quarter units BCLAD) (Students in the Internship program do not take the four student teaching Recommended Sequence modules. Interns that are not funded by Alt. Cert. grant, will register for TED628 A-D, the full year of field experience required for interns.) TED 615 Foundations of Education TED 605 The Diverse Classroom Note: Students must have met subject matter competency prior to student TED 611 Educational Psychology teaching. Single subject teacher candidates may meet subject matter either BTE 612 History and Culture of Latinos (taught in language of by passing the appropriate Commission-approved examinations or by emphasis) (BCLAD students only) obtaining a subject matter equivalency letter from a regionally accredited MAT 640 Applications of Research for the Art of Teaching CCTC-approved program verifying completion of the appropriate subject (must be taken as the last course in the program) matter program. The California Commission on Teacher Credentialing Methods Courses (CCTC) requires that all multiple subject teacher candidates who enroll in a teacher preparation program on or after July 1, 2004, demonstrate subject (4 courses, 18 quarter units) matter competency by passing a Commission-approved examination, currently the California Subject Examination for Teachers: Multiple (Prerequisites: HED 502, EXC 625, EDT 608, TED 615, TED 605, TED 611, and BCLAD 612 for BCLAD students) Subjects (CSET). (CCTC coded correspondence 03-0025) Multiple Subject Student Teaching Requirements (363/365) (5 courses, 21 quarter units) TED 621A Language Development Methods for the Elementary (1 course, 3 quarter units)-Internship only School (Prerequisites: TED 615 or BCLAD 612 for BCLAD students (Prerequisites: HED 502, EXC 625, EDT 608, TED 615, TED 605, TED only) 611 and TED 621A, TED 621B, TED 622A, TED 622B; or TED 623, TED TED/BTE 621B 624, TED 625A, TED 625B) Reading and Language Arts Methods for the Elementary School TED 629 Student Teaching Seminar* (Prerequisites: TED 615 and TED 621A) (3.0 quarter units) TED/BTE 622A Curriculum and Instruction I: History, Social Studies, or Physical Education and Visual and Performing Arts TED 629 I Intern Student Teaching Seminar (Prerequisites: TED 615 and TED 621A) (3.0 quarter units)-(Intern students only) TED/BTE 622B BTE/TED 630A Beginning Student Teaching Curriculum and Instruction II: Mathematics and Science BTE/TED 630B Student Teaching (Prerequisites: TED 615 and TED 621A) BTE/TED 630C Student Teaching or Single Subject BTE/TED 630D Student Teaching (362/364) *TED 629 Student Teaching Seminar must be taken concurrently with TED 630A-D or BCLAD 630A-D TED 623 Language Development Methods for Secondary and Middle Schools An electronic portfolio is required for the assessment of all teacher (Prerequisite: TED 615) credential candidates. The purpose of the portfolio is for candidates TED/BTE 625A Curriculum Development for Secondary and to show how their work in teacher education is linked to their own Middle Schools (Prerequisites: TED 615 and TED 623) competency in the TPE Domains. A fee of $45.00 will be charged to students for the portfolio.
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The portfolio must be reviewed and approved by an NU faculty EDA 619A Financial Aspects of Education** member prior to exiting the credential program. EDA 614A Theories, Assessment and Application of Educational Leadership** Note: Courses TED 615, TED 605, TED 611, BCLAD 612, TED 621A, ILD 680 Research in Education BCLAD 621B, TED 621B, TED 622A, BCLAD 622A, TED 622B, BCLAD EDA 620B Preliminary Administrative Field Experience** 622B, TED 623, TED 624, BCLAD 624, TED 625A, BCLAD 625A, TED (May be taken concurrently with another class or scheduled in an open 625B, BCLAD 625B all require four hours of fieldwork in K-12 schools. month. This course takes 3-12 months to complete. It must be completed within 12 months of the course being scheduled. Students must complete Note: Candidates must obtain a Certificate of Clearance from the California three courses in the credential sequence — EDA 618A, EDA 619A, EDA Commission on Teacher Credentialing prior to beginning fieldwork in K-12 614A, EDA615A, EDA 616A, EDA 620A, EDA 670C, EDA 624A — schools. before taking this course. This course must be completed in residence.) or Candidates must meet all State of California requirements for the EDA 620C Field Experience (non-credential) This course must be multiple and single subject credential to be recommended to the completed in residence. Commission on Teacher Credentialing. (See Credential Program EDA 615A School-Community Relations in a Diverse Society** Requirements) EDA 616A Management of Educational Personnel: Social and Political Issues** Accelerated Credential Program EDA 620A Seminar in Educational Administration** (At least two other credential courses, not including EDA 620B or EDA Students may be eligible to apply to accelerate their credential 620C and EDA 670C, must be completed before taking this course.) program by taking designated courses during student teaching. EDA 624A Supervision of Instruction: Curricula Evaluation and Eligible candidates must meet minimum qualifications for Staff Development** accelerated studies and will be restricted to the provisions outlined EDA 670C Leadership Technology and Its Application** in the Policies and Procedures section. Students approved to EDA 617 Philosophy, Theory and Governance of Educational accelerate their studies will be limited to register for two courses Leadership concurrently while student teaching. ILD 603 Curriculum Alignment and Evaluation EDA 694 Thesis Cross-Cultural Emphasis or (4 courses, 18 quarter units) EDA 637 Action Research
TED 665 Cognition, Language and Culture ** Required for the Preliminary Administrative Services Certificate/ TED 666 The Cultural Foundation of Linguistics Credential. This credential is required for most administrative positions in TED 667 Diversity and Change: A Critical Pedagogy California, such as school principals, assistant principals, educational TED 668 Survey of Multicultural Literature directors and assistant superintendents. I MASTER OF SCIENCE (M.S.) IN I MASTER OF SCIENCE (M.S.) IN EDUCATIONAL ADMINISTRATION EDUCATIONAL COUNSELING (720-700) (720-701) Regional Lead Faculty Advisors: Program Chair: Susan Eldred • (858) 642-8372 • [email protected] Costa Mesa • John Nicoll • (714) 429-5148 • [email protected] Regional Lead Faculty Advisors: Fresno • Daniel Cunniff • (559) 256-4930 • [email protected] Costa Mesa • Harvey Hoyo • (714) 429-5143 • [email protected] Los Angeles • Robert Scharf • (310) 258-6725 • [email protected] Fresno • Robert Murray • (559) 256-4949 • [email protected] Redding • Charles Menoher • (530) 226-4020 • [email protected] Los Angeles • O. Randall Braman • (310) 258-6621 • [email protected] Sacramento • Robert Kibby • (906) 855-4209 • [email protected] Sacramento • Joe Cunha • (906) 855-4303 • [email protected] San Bernardino • Everett G. Beckwith • (909) 806-3347 • [email protected] San Diego • Lisa Spencer • (858) 642-8379 • [email protected] San Diego • Sidney Castle • (858) 642-8351 • [email protected] Internship Coordinator • Greg Nunn (858)642-8363 • [email protected] San Jose • Clifford Tyler • (408) 236-1135 • [email protected] Stockton • Robert Kibby • (916) 855-4209 • [email protected] The Department of Pupil Personnel Services–School Counseling offers a graduate degree leading to the Master of Science in This program is designed for students who are committed to Educational Counseling. This program is aligned with national improving education and who are interested in advancing their standards and prepares students for the position of school counselor. careers by becoming school site or district administrators. It can be Graduates of this program generally seek employment as school completed with or without a credential option for those pursuing a counselors in K-12 school districts only and must hold a PPSC career in the nonpublic education sector. credential for public school employment. Degree Requirements A total of 13.5 quarter units of graduate credit may be granted for (13 courses, 58.5 quarter units) equivalent graduate work completed at another institution, as it applies to this degree and if the units were not used in earning To receive a Master of Science in Educational Administration, another advanced degree. Students enrolled in the degree and students must complete at least 58.5 quarter units of graduate work. credential program are not awarded the master’s degree until they A total of 13.5 quarter units of graduate credit may be granted for have completed all coursework including practicum and internship. equivalent graduate work completed at another institution, as it Course equivalence cannot be granted for life experiences. applies to this degree and if the units were not used in earning Admission Requirements another advanced degree. Core Requirements • Possess an appropriate master’s degree in Educational (13 courses, 58.5 quarter units) Counseling, Social Work or Psychology if entering the credential ONLY program. All students need to have their previous work EDA 618A Legal Aspects of Education** evaluated by the PPS lead faculty advisor. 152 School of Education
• Attend CED 604, (Orientation and Field Experience in School PSY 301 Child and Adolescent Development Counseling). Attendance to all sessions are mandatory and PSY 100 Introduction to Psychology/Counseling completion of required assignments are necessary. Candidacy Requirements • Receive a credential packet and complete a “candidate statement” that is reviewed and signed by faculty advisor for admission to (5 courses, 22.5 quarter units) School of Education. • Return the credential packet to the credential advisor by the end CED 604 Orientation and Field Experience in School Counseling of the course, otherwise students will receive an “I” for the course. TED 611 Educational Psychology CED 600 Student Diversity in Development and Learning See a credential advisor for specific information regarding any of CED 602 Contemporary Issues in School Counseling these requirements. Students are not eligible for financial aid until CED 606 Development and Evaluation of School Counseling matriculation is complete. Programs and Services Program Advisement Core Requirements (9 courses, 40.5 quarter units) Students who are absent for a period of 12 months or more must re- enroll and re-matriculate under a new catalog. All coursework must CED 610 Advanced Counseling Theories and Techniques be completed within seven years with a 3.0 GPA. CED 611 Group Counseling (Prerequisite: CED 610) All PPSC students will be assigned a faculty advisor. All students CED 603 Multicultural Counseling are expected to meet with their assigned faculty advisor at the (Prerequisite: CED 611) following times: (1) upon admission into the program, (2) throughout CED 601 Consultation in the Schools (Prerequisite: CED 603) the program coursework, (3) before starting their internship, (4) after CED 612 Career and Academic Counseling completion of coursework and (5) at completion of internship hours. ILD 680 Research in Education Choose either: Students must maintain a 3.0 GPA. Students who receive a grade of CED 694 Thesis a “C” or lower in more than two courses will be evaluated by the (Prerequisite: ILD 680) faculty and will be required to repeat the coursework at their own or expense before being allowed to continue in the program. A grade CED 637 School Counseling Action Research lower than a B- is not accepted in CED 610, CED 611, CED 603, and (Prerequisite: ILD 680) CED 601. CED 613 Psycho-educational Assessment CED 614 Legal and Ethical Practices for School Counselors Students will meet with a faculty advisor for evaluation of prior coursework to meet program prerequisites. Only CED 604 and ****Checkpoint with Faculty Advisor prerequisites can be taken prior to admission. Program Elective Requirement
It is strongly recommended, but not required, that applicants have (1 course, 4.5 quarter units) one year of related professional experience working with school age Please select one of the following: children, preferably in a school or other institutional setting. EXC 604 Exceptionality and Diversity in the Classroom Before being formally admitted into this program, students must EXC 625 Exceptional Children in the Classroom complete the prerequisite coursework or equivalent. EXC 620 Positive Behavioral Support Degree Requirements PED 667 Behavior Pathology in the Schools Pre-Internship (22 courses, 97.5 quarter units)
To receive a Master of Science in Educational Counseling, a total of Students are required to complete 100 hours of pre-internship prior three graduate courses (13.5 quarter units) may be transferred for to starting their internship. Students must complete the pre- equivalent graduate work completed at another institution, as it internship experience under the supervision of a credentialed and applies to this degree and if the units were not used in earning experienced (two years) school counselor. National University another advanced degree. Students must complete all coursework school counseling students will complete the 100 hours during with a GPA of 3.0 or better within seven years. school-based practicum experiences that are imbedded within all Advancement to Candidacy CED courses. Student performance will be evaluated by course instructor and a school site school counselor through completion of course requirements. After admission as a degree and credential seeking student, a student Internship Prerequisites must also advance to candidacy. To qualify for candidacy, a student must: Before student scan begin internship, they must: • Complete prerequisite coursework or equivalent • Provide proof of Certificate of Clearance • Complete CED 604, TED 611 and three other CED courses. • Provide verification of a TB Clearance • Candidacy review is one of several evaluative steps to help ensure • Complete prerequisite coursework, 10 CED courses (including that program objectives are met and that student outcomes are CED 610, CED 611, CED 603, CED 601) attained. • Complete 100 hours of logged, approved practicum • Submit an Internship application to the Internship Program Prerequisites Coordinator/Lead faculty and be assigned a University (3 courses, 13.5 quarter units) Supervisor. • Pass CBEST MTH 210 Introduction to Probability and Statistics Internships are then scheduled by the Placement Specialist. 153 School of Education
Degree Requirements Students should refer to the PPS Internship Handbook for School Counseling for specific information about the practicum and (12 courses, 54 quarter units) internship requirements. To receive a Master of Science in Educational Technology, students Internship must complete at least 54 quarter units of graduate work. A total of (4 courses, 16.5 quarter units) 13.5 quarter units of graduate credit may be granted for equivalent graduate work completed at another institution, as it applies to this CED 620 Best Practices Seminar in School Counseling degree and provided the units were not used in earning another (Must be taken concurrently with internship) advanced degree. CED 616 School Counseling Internship Part I CED 617 School Counseling Internship Part II Note: Students in this program must have access to Microsoft Office on CED 618 School Counseling Internship Part III either a PC or MAC platform. Core Requirements ****Exit Interview with Faculty Advisor and University Supervisor (9 courses, 40.5 quarter units) Masters Degree Only Requirements Recommended Sequence (4 courses, 16.5 quarter units) For students that are only pursuing the MS degree in Educational Counseling (without the PPSC credential). Other electives may be chosen EDT 612 Creating Meaningful Learning with Technology with approval from lead faculty. EDT 655 Issues and Trends in Educational Technology (a challenge exam is available for students who believe CED 619 School Counseling Internship Experience they have the knowledge to waive this requirement) EDT 605 Technology and Educational Theories and Practices CED 620 Best Practices Seminar in School Counseling EDT 610 Teaching Online (3 quarter units) EDT 660 Multimedia and Interactive Technologies and any two of the following courses: EDT 671 Curriculum Design for Online Learning EDT 606 Effective Instructional Design Strategies EDA 615A School-Community Relations in a Diverse Society ILD 680 Research in Education TED 605 The Diverse Classroom EDT 694 Thesis EDT 660 Multimedia and Interactive Technologies (Prerequisite: ILD 680) (Must be taken as one of last 3 classes) Exit Requirements or EDT 637 Action Research (Prerequisite: ILD 680) (Must be taken as one of last 3 classes) In order to receive a Master’s degree and PPSC credential, students must complete courses within seven years and do the following: Electives • Successful completion of coursework, portfolio, practicum and (3 courses, 13.5 quarter units) internship. • Successful completion of thesis or action research project. EDT 602 Human Learning and Individual Differences • Successful completion of the ETS National Praxis examination in EDT 614 The Effect of the Internet on the Meaning of Schooling School Counseling (passage score is 570). EDT 616 Motivating Learners Through Gaming and Simulation • Submit written evaluations of performance in internship EDT 617 Technical Writing for Grants and Technology Plans experiences by Site Supervisor to University Supervisor. EDT 618 Introduction to Technologies for Information Specialists • Schedule and pass an Exit interview with faculty advisor and EDT 619 Technologies for Information Specialists in Business University Supervisor. EDT 621 Technologies for Information Specialists in K-16 • Complete Program Evaluation form-School Counseling and Education submit to credential advisor. EDT 640 Networking EXC 615 Technology for Persons with Disabilities • Schedule an exit appointment with credential advisor for final or clearance and credential documents. Students may also take any 600-level course with a CIS, CST, CIS, or • Have a zero account balance. ITC prefix. I MASTER OF SCIENCE (M.S.) IN I MASTER OF SCIENCE (M.S.) IN SCHOOL EDUCATIONAL TECHNOLOGY PSYCHOLOGY (720-702) Lead Faculty Advisor: Jean Swenk • (858) 642-8338 • [email protected] (720-709) Program Chair: Susan Eldred • (858) 642-8372 • [email protected] Regional Lead Faculty Advisors: The Master of Science in Educational Technology is designed for Costa Mesa • Diane Donaldson • (714) 429-5129 • [email protected] students who want to participate in the paradigm changes that Fresno • Robert Murray • (559) 256-4949 • [email protected] technology is precipitating in both education and training, as human Los Angeles • Linda Smedley • (310) 258-6711 • [email protected] learning moves from print and classroom-based instruction to digital Sacramento • Joe Cunha • (906) 855-4303 • [email protected] media. The history and effectiveness of change processes and the role San Diego • Michael Anderson • (858) 642-8353 • [email protected] of technology in human learning are key components to the Internship Coordinator • Greg Nunn • (858) 642-8363 • [email protected] program. Students will develop expertise in both designing Internet lessons and conducting Internet facilitated instruction and will The Department of Pupil Personnel Services–School Psychology design several multimedia instructional units. Graduates of this offers a graduate degree leading to the Master of Science in School program will enter education and industry careers such as K-16 Psychology. This program is aligned with national standards and technology coordination, site administration, home school and prepares students for the position of school psychologist. Graduates virtual school instruction, instructional media design, etc. of this program generally seek employment as a school psychologist in K-12 school districts and must hold a PPSP credential for public school employment. A total of 13.5 quarter units of graduate credit 154 may be granted for equivalent graduate work completed at another School of Education
Program Prerequisites institution, as it applies to this degree and if the units were not used in earning another advanced degree. Students enrolled in the degree (4 courses, 18.0 quarter units) and credential program are not awarded the master’s degree until they have completed all coursework including practicum and Only PED 604 and prerequisites can be taken prior to admission. internship. Course equivalence cannot be granted for life experiences. MTH 210 Introduction to Probability and Statistics PSY 430 Abnormal Psychology/Psychopathology Admission Requirements PSY 301 Child and Adolescent Development EXC 625 Exceptional Children in the Classroom • Possess an appropriate master’s degree in Educational Counseling Candidacy Requirements or Psychology if entering the credential ONLY program. All students need to have their previous work evaluated by the PPS (5 courses, 19.5 quarter units) lead faculty advisor. • Attend PED 604, (Orientation and Field Experience in School PED 604 Orientation and Field Experience in School Psychology Psychology). (1.5 quarter units) • Attendance to all sessions and completion of all required CED 600 Student Diversity in Development and Learning assignments is mandatory. PED 665 Tests and Measurements • Receive a credential packet and complete a “candidate statement” PED 666 Graduate Seminar in Human Neuropsychology that is reviewed and signed by the faculty advisor for admission PED 667 Behavior Pathology in the Schools to the School of Education. Core Requirements • Return the credential packet to the credential advisor by the end of the course, otherwise students will receive an “I” for the course. (15 courses, 67.5 quarter units)
Program Advisement CED 610 Advanced Counseling Theories and Techniques (Prerequisites: CED 600, PED 604) All PPSP students will be assigned a faculty advisor. All students are PED 680 Roles, Issues and Ethics in School Psychology expected to meet with their assigned faculty advisor at the following (Prerequisite: PED 667) CED 601 Consultation in the Schools times: (1) upon admission into the program, (2) throughout the (Prerequisite: CED 610) program coursework, (3) before starting their internship, (4) after PED 683 Wellness Advocacy and Interventions through Program completion of coursework and (5) at the completion of internship hours. Evaluation (Prerequisite: PED 680) All coursework must be completed within seven years with a 3.0 ILD 680 Research in Education GPA. Students who are absent for a period of 12 months or more Choose either: must re-enroll and re-matriculate under a new catalog. PED 694 Thesis (Prerequisite: ILD 680) Students must maintain a 3.0 GPA. Students who receive a grade of a or “C” in two or more courses will be evaluated by the faculty and will PED 637 School Psychology Action Research be required to repeat the coursework at their own expense before (Prerequisite: ILD 680) being allowed to continue in the program. A grade lower than B- is PED 668A Behavior Research: Design and Analysis not accepted in CED 600, PED 665, PED 666 and PED 667. (Prerequisite: PED 667) PED 668B Basic Behavioral Analytic Principles It is strongly recommended, but not required, that applicants have (Prerequisite: PED 668A) one year of related professional experience working with school age PED 670 Social Psychology in Educational Settings (advancement children, preferably in a public school setting. to candidacy) PED 671 Assessment of Cognitive Abilities Degree Requirements (Prerequisite: PED 670) PED 672 Advanced Psycho-educational Assessment (29 courses, 126 quarter units) (Prerequisite: PED 671) PED 673 Emotional/Behavioral Assessment of Children and To receive a Master of Science in School Psychology, A total of three Adolescents graduate courses (13.5 quarter units) may be transferred for (Prerequisite: PED 672) equivalent graduate work completed at another institution, as it PED 674 Preschool/Low Incidence Assessment applies to this degree and if the units were not used in earning (Prerequisite: PED 673) another advanced degree. PED 675 Alternative Assessment for Multicultural Populations Advancement to Candidacy (Prerequisite: PED 674) ****Checkpoint with Faculty Advisor
After admission as a degree and credential seeking student, a student Pre-Internship must advance to candidacy. To qualify for candidacy, a student must: Students should refer to the current PPS Internship Handbook for School Psychology for specific information about the practicum • Complete prerequisite coursework or equivalent and internship requirements. • Complete PED 604, CED 600, PED 665, PED 666, and PED 667 courses successfully. Students are required to complete 450 hours of pre-internship prior to starting their internship. Students must complete the pre- Candidacy review is one of several evaluative steps to help ensure internship experience under the supervision of a credentialed and that program objectives are met and that student outcomes are experienced (two years) school psychologist. National University attained. school psychology students will complete school-based pre- internship experiences imbedded within the following courses: CED 600, CED 610, CED 601,PED 671, PED 672, PED 674, and PED 675, 155 School of Education
Exit Requirements and complete the remaining hours during the PED 678. In PED 678 (Practicum in School Psychology) students will culminate their practicum hours and experiences through self-analysis, In order to receive a M.S. degree in School Psychology and a PPSP feedback, group activities and video critiques. Student performance credential, students must complete courses within seven years and will be evaluated by program faculty and a school site psychologist do the following: through completion of course requirements. • Successful completion of graduate coursework, portfolio, Internship Prerequisite practicum and internship • Successful completion of thesis or action research project Before students can begin the internship, they must: • Successful completion of the ETS National Praxis examination in School Psychology (passage score is 590) • Provide proof of Certificate of Clearance • Submit written evaluations of performance in internship • Provide verification of a TB Clearance experiences by site supervisor to university supervisor • Complete prerequisite coursework, all PED courses (except PED • Schedule an exit appointment with credential advisor for final 685) clearance and credential documents • Complete 450 hours of logged, approved practicum • Have a zero account balance • Submit an Internship application to the Internship I MASTER OF SCIENCE (M.S.) IN SPECIAL Coordinator/Lead faculty and be assigned a University Supervisor. EDUCATION • Pass the CBEST (720-708) Program Faculty Advisor: Jane Duckett • (858) 642-8346 • Internship is then scheduled by the Placement Specialist. [email protected] Internship (1200 hours/2 levels) Regional Lead Faculty Advisors: Bakersfield • Maude Taylor • (661) 864-2385 • [email protected] (5 courses, 21 quarter units) Costa Mesa • Lucinda Kramer • (714) 429-5132 • [email protected] Fresno • Linda Loyd • (559) 256-4943 • [email protected] PED 685 Best Practices Seminar in School Psychology Los Angeles • KayDee Caywood • (310) 258-6672 • [email protected] (To be taken concurrently with PED 687, PED 688, PED Sacramento • Denise Hexom • (209) 475-1448 • [email protected] 689, and PED 690)(3 quarter units) San Bernardino • Gerald White • (909) 806-3346 • [email protected] PED 687 School Psychology Internship Part I (300 hours) San Diego • Joan Sebastian • (858) 642-8137• [email protected] (Prerequisites: students must have completed all program San Jose • Joy Kutaka-Kennedy • (650) 594-1334 • [email protected] coursework, must be enrolled in their internship and have Stockton • Denise Hexom • (209) 475-1448 • [email protected] permission of the faculty advisor) PED 688 School Psychology Internship Part II (300 hours) The Master of Science in Special Education is designed for educators (Prerequisites: students must have completed all program and other professionals who want to become knowledgeable about coursework, must be enrolled in their internship and have educational learning problems and teaching strategies to enhance permission of the faculty advisor) student performance. To receive a Master of Science in Special PED 689 School Psychology Internship Part III (300 hours) (Prerequisites: students must have completed all program Education, students must complete at least 66 quarter units of coursework, must be enrolled in their internship and have graduate work. permission of the faculty advisor) PED 690 School Psychology Internship Part IV (300 hours) A total of 13.5 quarter units of graduate credit may be granted for (Prerequisites: students must have completed all program equivalent graduate work completed at another institution, as it coursework, must be enrolled in their internship and have applies to this degree and if the units were not used in earning permission of the faculty advisor) another advanced degree. Students enrolled in the joint degree credential program are not awarded the master’s degree until they ****Exit Interview with Faculty Advisor and University Supervisor have completed all graduate and credential coursework, including student teaching. Course equivalence cannot be granted for life Masters Degree Only Requirements experience. Although many of the following courses are available online, EXC 630 and certain field experiences must be taken on site. (5 courses, 21 quarter units) Degree Requirements For students that are only pursuing the MS degree in School Psychology (17 courses, 64.5 quarter units) (without the PPSP credential) Core Requirements PED 685 Best Practices Seminar in School Psychology (3 quarter units) (9 courses, 37.5 quarter units) and any four of the following: EXC 630 Assessment and Instructional Planning for Special Field experience courses must be taken at the beginning of the Needs Students program and may be taken concurrently with other courses. EDT 660 Multimedia and Interactive Technology PSY 652 Psychopharmacology EXC 602A Field Experience: Special Education EDA 615A School-Community Relations in a Diverse Society (3 quarter units) TED 605 The Diverse Classroom EXC 602B Field Experience: Inclusive Settings TED 611 Educational Psychology (3 quarter units) EXC 604 Exceptionality and Diversity in the Classroom ILD 680 Research in Education Note: students who complete a M.S. School Psychology can also complete a TED 611 Educational Psychology certificate in behavior analysis with successful completion of PED TED 621A Language Development Methods for the Elementary 669A/PED 669B. School (Prerequisite: Masters only students are exempt from TED 615) 156 School of Education
Admission Requirements or TED 623 Language Development Methods for Secondary and Middle Schools Students seeking a California Credential at National University must (Prerequisite: Masters only students are exempt from TED possess a conferred or completed bachelor’s degree, with a minimum 615) 2.5 GPA from a regionally accredited U.S. university. EXC 620 Positive Behavior Support EXC 630 Assessment and Instructional Planning for Special- Students with international degrees who do not hold a U.S.- Needs Students approved bachelor’s degree must receive an evaluation from a EXC 650 Collaboration and Consultation for Special Education CCTC-approved international evaluation agency before being Generic Core Exam admitted to the University and starting the first course. Advanced Specialist Requirements Students seeking entry into the Multiple or Single Subject Teacher (7 courses, 23.5 quarter Units) Education or Special Education Credential program who hold a California Emergency Teaching Permit are reminded that National EXC 644 Reading and Language Arts Methods for Special University cannot issue a CL-469 if the student has not taken nine Education (one night per week over two months) quarter units between issuance and expiration dates of the EXC 644A Field Study: Reading and Language Arts Methods for emergency permit. Special Education (1.5 quarter unit) Admission Process EXC 660 Instruction of Learners with Mild/Moderate Disabilities EXC 660A Field Study: Instruction of Learners with Mild/Moderate In addition to the admission requirements listed in the “General Disabilities Admission Procedures” section of this catalog, applicants to all of (1.5 quarter unit) National University’s credential programs must proceed through the or following admissions procedure: EXC 665 Instruction of Learners with Moderate/Severe Disabilities Stage 1: Students meet with an admission advisor and complete an EXC 665A Field Study: Instruction of Learners with admissions packet. Students who meet the listed criteria are admitted Moderate/Severe Disabilities (1.5 quarter unit) on a “provisional” basis with an estimated program of study. plus EXC 615 Technology for Persons with Disabilities Graduate students, see “Graduate Admission Standards.” EXC 615A Field Study: Technology for Persons with Disabilities (1.5 quarter unit) Stage 2: All credential students must attend a Faculty/Credential EXC 694 Thesis Advisement orientation seminar and complete a candidate (Prerequisite: ILD 680) statement within 30 days of starting their first course or pre-requisite or course. The candidate statement must be reviewed and signed by the EXC 637 Action Research faculty advisor for admission to the School of Education. Exit Exam Stage 3: Students must complete the credential packet and return this Program Elective to the credential advisor within 30 days to avoid matriculation or scheduling errors. Candidates enrolled in both master’s degree and (1 course, 4.5 quarter units) credential programs are matriculated after the credential packet is returned to the credential advisor. To complete the Special Education Program, students can select one elective from the SOE graduate course offerings approved by the Students are not eligible for financial aid until the matriculation is Special Education faculty. Students who plan to teach at the complete. secondary level are encouraged to take TED 624. Students transferring from a teacher education program at another Students seeking the Preliminary Level I Education Specialist: university must provide a letter of good standing. A maximum of Mild/Moderate Disabilities credential must take: 13.5 quarter units may be accepted for unit credit and/or course EXC 685A Student Teaching - Mild/Moderate Disabilities content. EXC 685B Student Teaching - Mild/Moderate Disabilities Students must obtain a Certificate of Clearance from the California Students seeking the Preliminary Level I Education Specialist: Commission of Teacher Certification before entering schools for Moderate/Severe Disabilities credential must take: fieldwork. EXC 690A Student Teaching - Moderate/Severe Disabilities Program Advisement EXC 690B Student Teaching - Moderate/Severe Disabilities
EXC 685A, EXC 685B, EXC 690A and EXC 690B do not fulfill elective All students will be assigned a faculty advisor at the required requirements. Faculty/Credential Advisement orientation that is required for admission to the School of Education. Students are expected to meet periodically with the faculty advisor and credential advisor Credential Programs throughout the program.
Credential Information Applicable to all Programs Credential Residency Requirements
Certain credential programs may require enrollment into an Credential candidates must complete a minimum of 31.5 quarter electronic portfolio. Please see your credential advisor for further units in residence at National University to be recommended for a information. credential to the Commission on Teacher Credentialing. Courses 157 School of Education
taken online are considered to be in-residence. Professional Performance Evaluation form. The form will indicate The resident requirement does not apply to candidates in the one of three possible actions that the instructor/supervisor intends to following programs: recommend to the lead faculty in the program:
• CLAD certificate 1. The student is identified as needing improvement in designated • Level II Special Education areas. A plan of improvement, with an expected date of • California Reading Certificate completion, is attached to the form. The student will be permitted • Early Childhood Special Education Certificate to continue taking classes or continue in his/her fieldwork • Professional (Tier II) Administrative Services Credential assignment while completing the plan. • An additional credential if one is previously held 2. The student is identified as needing improvement in designated areas. A plan of improvement, with an expected date of All credential programs must be completed with a GPA of 3.0 (“D” completion, is attached to the form. The student receives a failing and “F” grades are not accepted). grade in the class or an unsatisfactory grade in the fieldwork assignment. The student will not be permitted to continue taking Students who are absent for a period of 12 months or more must re- classes or continue in his/her fieldwork assignment until the plan enroll and re-matriculate under a new catalog. is completed and the class or fieldwork assignment is re-taken, at the student’s expense. All credential courses are valid for seven years. 3. The student is identified as being unsuited for the education profession and is recommended for dismissal from the program. The Student Agreement Upon receiving a Professional Performance Evaluation form, the To ensure that graduates of National University’s teaching and student will meet with his/her instructor of record or University services credential programs are able to meet the legal requirements supervisor, along with the regional lead faculty and/or the lead of the California Commission on Teacher Credentialing (CCTC), all supervisor. This Faculty Assistance Team will discuss any applicants for admission to education credential programs must recommended plan of improvement with the student and will later enter into a student agreement. A copy of the student agreement is meet with the student to evaluate the student’s performance of the contained in the credential information packet that is available from expectations listed on the plan. a credential advisor in the advisement orientation meeting. If the candidate is allowed to continue in the program and receives a The student agreement gives National University the right to second unsatisfactory grade in a practicum or student teaching suspend or terminate the student’s participation in the credential assignment, the student will be recommended for dismissal from the program upon a showing that the student has: program. The process for a hearing and appeal, upon • committed acts or engaged in conduct that could constitute recommendation for dismissal from a program, is outlined in the grounds for denial of a credential; Academic Dismissal Procedure under the Academic Information for • failed to demonstrate the requisite skills and qualifications to Graduate Degrees section of this catalog. satisfy the requirements for a credential; or Credential Candidate Placement File Service • demonstrated other qualities or behaviors enumerated in the student agreement inconsistent with National University’s recommendation of the student for an education credential. The When requested, the School of Education provides a placement file student agreement also authorizes National University to release service for credential candidates. A placement file contains a to the Commission all pertinent information pertaining to the standardized resume form, two student teacher evaluations and student’s qualification or fitness for a credential. three letters of recommendation. Placement files are prepared and sent to school districts upon written authorization from the student. Student Assistance, Notice of Need to Improve, and Dismissal from School of Education Programs State of California Requirements for Multiple and Single Subject Teacher Credential Programs
National University is committed to maintaining quality standards throughout its credential and masters programs and to graduating In California, the multiple subject credential authorizes the holder to competent professional educators. As required by the California teach in a self-contained classroom, typically in grades K-8. The Commission on Teacher Credentialing (CCTC), National University single subject credential authorizes the holder to teach in a identifies and assists students who need special assistance, and departmentalized situation, typically at the junior high or high retains in its programs only those students who are suited for entry school level. The multiple subject credential and the single subject to or advancement in the education profession. The CCTC is charged credential will carry an AB 1059 authorization to teach English by the State with evaluating the moral character and fitness of all learners both in the general education classroom and in designated persons who wish to teach or perform certified services in California classes. public schools. Every person who is an applicant for, or who now holds, any credential, certificate, permit, or license authorizing The BCLAD (BCLAD) credential authorizes teachers to teach service in California public schools is answerable to the CCTC and academic subjects to English Learners in their primary language and the Committee on Credentials for his or her fitness-related conduct. in English. California’s Laws and Rules Pertaining to the Discipline of Professional Certificated Personnel (2002), available on the CCTC All initial multiple subject and single subject credentials are granted website at www.ctc.ca.gov, address legal, ethical, and behavioral as preliminary credentials under Commission SB 2042 standards. standards to which all such persons must adhere. 1) Candidates for the multiple subject and single subject credentials If a student is identified as being deficient or needing assistance to who complete their teacher preparation through a Commission- meet program standards at any point during his or her program, the approved program in California must be recommended for the student’s instructor of record during coursework or University credential by their college or university. Teachers who completed supervisor during a fieldwork assignment will issue the student a their professional preparation outside of California must apply 158 School of Education
Admission Requirements directly to the commission for their initial credentials. 2) Candidates with six or more years of accredited private school experience may apply directly to the California Commission on Candidates requesting to be admitted for Teacher Education must Teacher Credentialing (CCTC) under SB 57 by submitting follow the steps listed under Admission Process for all Credential application form 41-4, fingerprint clearance materials, transcripts, Students. other requested materials and current applicable fees. See CCTC Attendance is required at the Faculty/Credential Advisement (NU1) website at www.ctc.ca.gov/credentialinfo/credinfo.html or call orientation in order to be admitted to the Teacher Education 888-921-2682 (toll free). Credential Program; this must be done within 30 days of enrollment in the first course or prerequisite. Candidates with three or more years of accredited private school experience may be able to waive student teaching under SB 57. See a The candidate statement must be completed, reviewed, and signed credential advisor for details. by the faculty advisor for formal admission into SOE.
3) In order to be recommended for a California Preliminary Teaching Candidates must complete the Credential Packet and return it to the Credential by National University, students must have: credential advisor within 30 days.
• Proof of a conferred bachelor’s degree from a regionally Highly Recommended Before Admission accredited institution of higher education (IHE) or an international degree of U.S. equivalence • A passing score on CBEST (must be completed prior to student • Successful completion of the NU admission process teaching and internships). • Successful completion of the teacher education program within • Proof of having met subject matter competence requirement seven years. through a passing score on the approved state exam. (Must be • Proof of passing with grade of “C” or better coursework or an completed prior to student teaching.) Multiple subject teacher examination covering the U.S. Constitution • Official transcripts from all colleges/universities attended on file candidates who enroll in a teacher preparation program on or at National University after July 1, 2004, must demonstrate subject matter competency by • Proof of passage of CBEST (highly recommended prior to passing a Commission-approved examination, currently the admission. Must be taken at first available date after enrollment) California Subject Examination for Teachers: Multiple Subjects • Proof of meeting the subject matter competency requirement. (CSET). CCTC policy, in compliance with the No Child Left Single subject teacher candidates may meet subject matter either Behind Act, prohibits colleges and universities from accepting by passing the appropriate Commission-approved examinations subject matter equivalency letters for multiple subject teacher or by obtaining a subject matter equivalency letter from a candidates who enroll into a credential program on or after July 1, regionally accredited CCTC-approved program verifying 2004. completion of the appropriate subject matter program. Multiple • With the exception of student teaching (TED 630A, TED 630B, subject teacher candidates who enroll in a teacher preparation TED 630C, TED 630D), all courses are scheduled by an admission program on or after July 1, 2004, must demonstrate subject matter advisor. Student teaching is scheduled by a placement specialist. competency by passing a Commission-approved examination, currently the California Subject Examination for Teachers: Note: All TED courses include a four hour field experience component that Multiple Subjects (CSET). requires students to complete activities in K-12 schools. A Certificate of • Completion of a minimum of 31.5 TED or 36 BCLAD quarter units Clearance is necessary prior to field activities in the schools. in residence • Maintenance of a GPA of 3.0 in credential program coursework, Note: Students must have access to Microsoft Office on either a PC or Mac (“D” and “F” grades are not accepted). platform. • Successful completion of the exit process, including portfolio Recommended Sequence requirements • Proof of passing the Reading Instruction Competence Assessment (RICA). (Initial Multiple Subject and Education Specialist teacher Foundation and Methods candidates only) (7 courses, 31.5 quarter units TED) • CPR certification for Infant, Child, and Adult (must be valid when (8 courses, 36 quarter units BCLAD) candidate applies for teaching credential)
Note: A letter of completion is issued from the processing center in San BTE 612 History and Culture of Latinos in the U.S. (taught in the Diego following receipt of all documents in San Diego. language of emphasis) (BCLAD students only) TED 615 Foundations of Education I PRELIMINARY MULTIPLE SUBJECT TED 605 The Diverse Classroom TEACHING CREDENTIAL PROGRAM WITH TED 611 Educational Psychology BCLAD OPTION TED621A Language Development Methods for the Elementary School (780-363/365) (Prerequisite: TED 615) (15 courses, 66 quarter units TED) BTE/TED 621B** Reading and Language Arts Methods for the (16 courses, 70.5 quarter units BCLAD) Elementary School (Prerequisites: TED 615 and TED 621A) A preliminary multiple subject credential is valid for a maximum of BTE/TED 622A Curriculum and Instruction I: History, Social five years. During this five-year period, students must complete the Science, Physical Education, Visual and Performing Arts induction requirements for a clear credential. The multiple subject (Prerequisites: TED 615 and TED 621A) credential enables the candidate to teach in a self-contained BTE/TED 622B Curriculum and Instruction II: Mathematics and classroom, typically at the elementary level. Students should see Science “Admission to Credential Programs” for specific admission (Prerequisites: TED 615 and TED 621A) information.
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All TED courses include a four hour field experience component • Certificate of Clearance which requires students to complete activities in K-12 schools. • Passing grade on grammar, reading and composition qualifying exam (BCLAD only). Note: BTE courses are taught in the language of emphasis: Spanish. • Passing grade on oral interview with level 3 or above (BCLAD only). Co-requisites • Successful completion of the exit process, including passing (3 courses, 13.5 quarter units) portfolio review. • Passing score on the CBEST. These courses can be taken at any time in their program but are • Passing score on the appropriate subject matter exam. required prior to student teaching. These courses are required prior • Proof of passing the Reading Instruction Competence Assessment to applying for the credential. (RICA). • Zero account balance prior to student teaching and completion. HED 502 Health Education Across the Curriculum • Completion of a minimum of 31 quarter units in residence. EXC 625 Exceptional Children in the Classroom • Completion of credential program within seven years. EDT 608 Computer-Based Technology in the Classroom • Grades “D” and “F” are not accepted. CPR certification for Infant, Child, and Adult (must be valid when Student Teaching candidate applies for teaching credential) (5 courses, 21 quarter units) I PRELIMINARY SINGLE SUBJECT CREDENTIAL PROGRAM WITH BCLAD (Prerequisites: HED 502, EXC 625, EDT 608, TED 615, TED 605, TED 611, TED 621A, BCLAD/TED 621B, BCLAD/TED 622A and OPTION BCLAD/TED 622B with a 3.0 GPA) (780-362/364) (15 courses, 66 quarter units TED) • Certificate of Clearance (16 courses, 70.5 quarter units BCLAD) • Grades of “D” are not accepted. • Prior to student teaching, students must pass the CBEST and meet A preliminary single subject credential is valid for a maximum of five Subject Matter Competence by passing the approved subject years. During this five-year period, students must complete the matter exam. induction requirements for a clear credential. The single subject • Prior to student teaching, students must have a zero account balance. credential enables the candidate to teach in a departmentalized • TB test. situation, typically at the secondary level. Students should see “Admission to Credential Programs” for specific admission information. TED 629 Student Teaching Seminar* (3.0 quarter units) Prerequisite Admission Requirements BTE/TED 630A Beginning Student Teaching BTE/TED 630B Student Teaching A conferred or completed bachelor’s degree from an accredited BTE/TED 630C Student Teaching university or college with a minimum 2.5 GPA is required for BTE/TED 630D Student Teaching admission. International students with a non-U.S. bachelor’s degree * TED 629 must be taken concurrently with TED 630A-D. must have the degree evaluated by a CCTC-approved international evaluation agency before being admitted and starting the first course. **Students must pass Reading Instruction Competency Assessment (RICA) before being recommended to the CCTC for a Multiple Bilingual emphasis students must pass the oral language, grammar, Subject credential. It is recommended that candidates take this exam reading and writing proficiency examinations prior to methods courses. after completion of TED/BTE 621B. Highly Recommended Before Admission Accelerated Credential Program
• A passing score on CBEST (must be completed prior to student Students may be eligible to apply to accelerate their credential teaching). program by taking designated courses during student teaching. • Proof of having met subject matter competence requirement (must Eligible candidates must meet minimum qualifications for be completed prior to student teaching). accelerated studies and will be restricted to the provisions outlined in the Policies and Procedures section. Students approved to Note: Students must have access to Microsoft Office on either a PC or Mac accelerate their studies will be limited to register for two courses platform. concurrently while student teaching. Recommended Sequence Students must pass Reading Instruction Competence Assessment (RICA) before being recommended to the CCTC for the credential. Foundation and Methods
The Teacher Education Emphasis and the Teacher Education with (7 courses, 31.5 quarter units TED) BCLAD credentials authorize the holder to teach in a self-contained (8 courses, 36 quarter units BCLAD) classroom, such as the classrooms in most elementary schools. BTE 612 History and Culture of Latinos in the U.S. (taught in the The following must be in student’s file prior to filing for a credential: language of emphasis) (BCLAD students only) TED 615 Foundations of Education • Proof of a bachelor’s degree from a regionally accredited IHE with TED 605 The Diverse Classroom a GPA of 2.5. TED 611 Educational Psychology • Copy of evaluation (if a non- U.S. degree) by a CCTC-approved TED 623 Language Development Methods for Secondary and international evaluation agency. Middle Schools • Proof of passing the U.S. Constitution exam or transcript verifying (Prerequisite: TED 615) 160 completed U.S. Constitution coursework School of Education
BTE/TED 625A Curriculum and Development for Secondary and completed U.S. Constitution coursework Middle Schools • Certificate of Clearance (Prerequisites: TED 615 and TED 623) • Passing grade on grammar, reading and composition qualifying BTE/TED 625B Instruction and Classroom Management for exam (BCLAD only). Secondary and Middle Schools • Passing grade on oral interview with level 3 or above (BCLAD (Prerequisites: TED 615, TED 623 and TED 625A) only). BTE/TED 624 Reading in the Content Areas in Secondary and • Successful completion of the exit process, including passing Middle-Level Classrooms portfolio review. (Prerequisites: TED 615 and TED 623) • Passing grade on the CBEST. • Passing grade on the appropriate subject matter exam or All TED courses include a four hour field experience component equivalency letter from a regionally accredited CCTC-approved which requires students to complete activities in K-12 schools. program verifying completion of the appropriate subject matter program. Note: BTE courses are taught in the language of emphasis: Spanish. • Zero account balance prior to student teaching and completion. Co-requisites • Completion of a minimum of 31 quarter units in residence. • Completion of credential program within seven years. (3 courses, 13.5 quarter units) • Grades “D” and “F” are not accepted. • CPR certification for Infant, Child, and Adult (must be valid when These courses can be taken at any time in their program but are candidate applies for teaching credential) required prior to student teaching. These courses are required prior Student Teaching Requirements to applying for the credential.
HED 502 Health Education Across the Curriculum Applicable to all Multiple Subject and Single Subject Credentials and EXC 625 Exceptional Children in the Classroom Special Education Credentials EDT 608 Computer-Based Technology in the Classroom Before beginning any part of student teaching, candidates must: Student Teaching • Return the completed credentials packet within 30 days of (5 courses, 21 quarter units) admission and orientation • Provide proof of passage of the CBEST (Prerequisites: HED 502, EXC 625, EDT 608, TED 615, TED 605, TED • Demonstrate subject matter competency 611, TED 623, BCLAD/TED 625A, BCLAD/TED 625B and BCLAD/TED • Provide proof of possession of a Certificate of Clearance 624 with a 3.0 GPA. • Provide verification of a negative tuberculin examination within Prior to Student Teaching four years of student teaching • Interview with a School of Education faculty member • Attend student teacher interview and orientation • Certificate of Clearance • Complete the prerequisite coursework with a 3.0 GPA; “D” and • Students must pass the CBEST. “F” grades are not accepted • Grades of “D” or “F” are not accepted. • Complete a minimum of 31.5 quarter units in residence. • Students must have proof of meeting the Subject Matter • Have a zero account balance. competency exam (CSET), or have a letter of completion from an See a credential advisor or placement specialist for specific approved California subject matter program. information regarding any of these requirements. • Students must have a zero account balance. Multiple and Single Subject Student Teaching Placements • TB test
TED 629* Student Teaching Seminar (3.0 quarter units) Candidates are placed in their student teaching assignment by the BTE/TED 630A Beginning Student Teaching University. BTE/TED 630B Student Teaching BTE/TED 630C Student Teaching Detailed requirements for student teaching are listed in the Student BTE/TED 630D Student Teaching Teaching Handbook for Multiple Subject/Single Subject and Special *TED 629 is taken concurrently with TED 630A-D. Education and in the NU1 for Teacher Education and EXC 602A for Accelerated Credential Program Special Education packets.
Note: Teacher Education Candidates may apply for equivalency (see form in Students may be eligible to apply to accelerate their credential Student Teaching Handbook) of one half of this requirement if they can program by taking designated courses during student teaching. document appropriate experience and meet other specified criteria. Special Eligible candidates must meet minimum qualifications for Education student teaching is nine weeks and no equivalency is granted for accelerated studies and will be restricted to the provisions outlined Special Education student teaching. in the Policies and Procedures section. Students approved to accelerate their studies will be limited to register for two courses Candidates will be placed: concurrently while student teaching. The Following Must be in Student’s File Prior to Filing for a • By the University in their student teaching school under the supervision of a University Supervisor and Supervising Credential Teacher(s). • For at least one-half of their student teaching, in approved public, • Proof of a bachelor’s degree from a regionally accredited IHE with charter or private schools that implement state adopted core a GPA of 2.5. curriculum content standards within the state of California. • Copy of evaluation (if a non-U.S. degree) by a CCTC-approved Summer school, after-school programs, and outdoor education international evaluation agency. programs will be reviewed to determine if they meet criteria for a student teaching assignment. Court schools or community • Proof of passing the U.S. Constitution exam or transcript verifying 161 School of Education
alternative schools may be acceptable placements for one-half of • A zero account balance the student teaching experience. • Official transcripts from all colleges/universities attended • Out-of-state courtesy placements in state-accredited schools • Proof of passing the Reading Instruction Competence Assessment outside California may be considered if the candidate moves out (RICA). (Multiple Subject Teacher Education/BCLAD and Special of state. Prior approval must be given by the field experience Education candidates only.) coordinator in San Diego. • BCLAD only – verification of passing scores on oral and written • In a supervised full-time student teaching assignment within the language proficiency examinations. appropriate credential area for one full academic semester. • Verification of subject matter competency with score reports or • In two different teaching settings. BCLAD candidates must be in cards from CSET, PRAXIS, MSAT, or SSAT. (Single subject teacher classrooms that provide literacy and academic content taught in candidates may submit a subject matter equivalency letter from a the language of emphasis for at least one extended teaching regionally accredited CCTC-approved program verifying assignment. completion of the appropriate subject matter program to verify • In two different grade spans. this requirement.) Multiple Subject Candidates will be placed: • Proof of passing with a grade of “C” or better coursework or an • In classrooms to observe and participate at two or more of the examination covering the U.S. Constitution following grade spans: K-2, 3-5, and 6-9. A K-2 class experience is • Certificate of Clearance or Emergency Substitute Permit required unless there is documented fieldwork experience with • CPR card for Infant, Child, and Adult (must be valid at time of beginning readers. credential application) (multiple/single subject candidates only) Single Subject Candidates will be placed: • Written evaluations of performance in field experiences, • In two or more subject-specific teaching assignments that differ in internships, educational projects, student teaching and other content and/or grade level. practica • In a teaching experience of a minimum of four academic periods a day in two classroom settings. All candidates are expected to participate in the evaluation of programs including follow-up studies after being employed in the Credential Candidates Teaching Under Contract field. I ADDITIONAL REQUIREMENTS FOR National University provides a program whereby actively employed teachers can complete the requirements for their teaching credential PROFESSIONAL LEVEL MULTIPLE OR while employed. All of the student teaching may be conducted in the SINGLE SUBJECT TEACHING CREDENTIAL candidate’s classroom, assuming that the contract position is a match for the credential sought. Credential candidates teaching under It is the candidates’ responsibility to familiarize themselves with the contract: renewal requirements listed on their credential and enroll in the appropriate program. • In an approved multiple subject assignment can complete the assignment in their own classroom. There must be documented All Professional Level Candidates must have: experience with K-2 or beginning readers, otherwise candidates • Zero Account balance must complete four weeks in an alternate setting with a certified Plus: teacher. • In an approved single subject assignment (within the credential I HOLDERS OF A RYAN CREDENTIAL WITH area) can complete the full semester in their own assignment CLAD AND AB 1059 provided that they are teaching four periods in two grade levels, or can document prior experience at other grade levels. (751) • In a regionally (WASC) approved non-public school setting must (4 courses, 18 quarter units) complete a minimum of one course of the four-course sequence student teaching experience in a public school. Holders of a Ryan Credential issued after January 1, 1999 may • Teach under the supervision of a University Supervisor and complete one of the following options to qualify for the professional Supervising Teacher who model effective teaching, implement clear credential: state-adopted academic core curriculum, mentor the candidate, 1) A Commission accredited SB 2042 Professional Teacher Induction and work with the University Supervisor. Program, if available, and the CPR component of the health education requirement if it was not already completed for the Recommendation for a California Credential preliminary credential or 2) District BTSA Program and Health, including appropriate CPR To be formally recommended for California credentials, students certification, Special Education, Computer Requirements (if not must meet the following requirements: completed for preliminary- plus Advanced Computer Education.) • Successful completion of the coursework with a minimum grade HED 502 Health Education Across the Curriculum point average of 3.0 for graduate coursework. (Grades of “D” and EXC 625 Exceptional Children in the Classroom “F” are not accepted.) All coursework must be completed within EDT 608 Computer-Based Technology in the Classroom (Level 1 seven years to be accepted. Technology Requirement) • Fulfillment of all financial obligations to the University before EDT 655 Issues and Trends in Educational Technology (Level II applying for the credential. Technology Requirement)* • Passing a portfolio review that covers the objectives of the or particular program pursued. Contact your local credential advisor 3) Fifth Year of Study (may be completed prior to the for deadline and review dates. issuance of the Preliminary MS/SS Teaching Credential.)** Each candidate must have on file: and (Health, including appropriate CPR certification,Special Education, • A completed CCTC credential application with current CCTC Computer Education, if not completed for preliminary plus application fee 162 Advanced Computer Education) School of Education
I HED 502 Health Education Across the Curriculum INTERN CREDENTIAL PROGRAM FOR EXC 625 Exceptional Children in the Classroom MULTIPLE SUBJECT/SINGLE SUBJECT EDT 608 Computer-Based Technology in the Classroom (Level 1 TEACHING Technology Requirement) EDT 655 Issues and Trends in Educational Technology (Level II (781) Technology Requirement)* This credential option has different prerequisites than those for the * Candidates who earned a Preliminary Credential prior to July 1, Preliminary Teaching Credential. The Intern Program is on a contract 2002, are not required to fulfill the Level II technology requirement. basis between an individual school district, the local teachers’ union and National University. Intern Programs may not begin, nor may I HOLDERS OF A PRELIMINARY 2042 students be enrolled in the program, without prior approval of lead MS/SS TEACHING CREDENTIAL faculty.
(749) Interns are salaried credentialed employees of the districts or have an (3 courses, 13.5 quarter units) offer of employment from a school district. (4 courses, 18 quarter units after July 1st, 2005) Intern programs provide opportunities for students to assume the 1) A Commission accredited SB 2042 Professional Teacher Induction responsibilities of full-time teachers while they pursue their Program, if available, (may have started in the BTSA Program) AND professional studies on an Intern Credential that is valid for two advanced study of health education, special populations, and years at the site of hire. advanced technology. or Qualifications for applicants for admission to an Internship: 2) Completion of an approved Fifth-Year of Study * • Possess a baccalaureate degree from a regionally accredited and college or university advanced study of Health Education, Special Populations, and Computer Education • Proof of subject matter competence . • Proof of passing with a grade “ C “ or better coursework or an HED 620 Comprehensive School Health Programs examination covering the U.S. Constitution. EXC 604 Exceptionality and Diversity in the Classroom • Provide proof of possession of a CCTC document verifying EDT 655 Issues and Trends in Educational Technology fingerprint clearance. *MAT 650 Teaching English Language Learners • Offer of employment as a full time intern teacher. • Passage of the CBEST *Candidates who will have an issuance date on their Professional Clear • Prior to assuming intern responsibilities, intern candidates must SB2042 credential of July 1, 2005, or later, will also be required to complete complete pre-service coursework. Interns complete the same an Advanced English Language Learner class per the California coursework required of non-interns but the sequence is re-ordered Commission on Teacher Credentialing (CCTC). to assist the intern in his/her teaching role. I OUT-OF-STATE TRAINED CANDIDATE Intern Program Sequence REQUIREMENTS FOR PROFESSIONAL CLEAR Pre-service Requirements Coursework (748) TED 605 The Diverse Classroom (MS/SS) TED 621B Reading and Language Arts Methods for the Elementary • Under three years of experience – see information for Ryan School (MS) Credential holders or • Three to four years of experience – BTSA OR approved SB 2042 TED 624 Reading in the Content Areas in Secondary and Middle Professional Teacher Induction program Schools (SS) • Five years or more of teaching experience- 150 clock hours aligned IN1 National University Orientation with Faculty and Staff with the CSTP Collaborative Planning Meeting with Intern, Support Plus any additional requirements listed on their document including Providers (Site and University) but not limited to U.S. Constitution, teaching of reading, subject- Suggested First Semester of Intern Teaching Coursework matter competence, and CBEST TED 610 Introduction to the Intern Teaching Experience (MS/SS) ** Fifth Year of Study: Masters degree or coursework consisting of 45 TED 629I Intern Teaching Seminar (MS/SS) quarter units beyond the BA degree completed at a regionally EDT 608 Computer-Based Technology in the Classroom (MS/SS) accredited IHE in a defined field of study designed to improve the TED 615 Educational Foundations (MS/SS) teacher’s competence and skills. (may be completed prior to the TED 611 Educational Psychology (MS/SS) issuance of the Preliminary MS/SS Teaching Credential) Attend and participate in school district’s regular workshops and • This fifth year course of study must be accredited by a California hold collaborative monthly meeting with intern, support supervisors teacher preparation institution and may be used for one or more (site and university) of the following purposes: • Additional subject-matter preparation, including, but not limited Suggested Second Semester of Intern Teaching Coursework to, pursuit of a master’s or higher degree • Completion of an accredited program for an advanced or specialized credential TED 629I Intern Teaching Seminar continued (MS/SS) (continued) • In-service training for which college or university credit is given TED 621A Language Development Methods for the Elementary • Study undertaken to complete an accredited program of School (MS) professional preparation or TED 623 Language Development Methods for Secondary and All courses must be completed with a grade of “C” or better. Middle Schools (SS) Students must maintain a cumulative GPA of 3.0. and 163 School of Education
TED 622A Curriculum and Instruction I: History, Social Science, PE, Students apply for the IIC through participating districts. The Visual and Performing Arts (MS) document is valid for up to two years. or TED 625A Curriculum and Development for Secondary and Middle The application must be signed by both the District representative Schools (SS) and by a CCTC authorized signer. The student must meet with a and faculty advisor within 90 days to complete an Individualized Teacher TED 622B Curriculum and Instruction: Math and Science (MS) Preparation Plan (ITPP), to be filed with the District. Students on an or IIC complete the regular Teacher Education or Education Specialist TED 625B Instruction and Classroom Management for Secondary program, including student teaching. and Middle Schools (SS) The IIC meets the Fully Qualified requirement of No Child Left • Attend and participate in School District’s Regular Workshops Behind. and I • Collaborative Monthly Meetings with Intern, Support Supervisors PRELIMINARY TIER I ADMINISTRATIVE (Site and University) SERVICES CERTIFICATE/CREDENTIAL Suggested Third and Fourth Semester Intern Teaching (780-000-752) Coursework (10 courses, 45 quarter units)
This program is designed for students who are committed to HED 502 Health Education Across the Curriculum (MS/SS) improving education and who want to advance their careers by EXC 625 Exceptional Children in the Classroom (MS/SS) becoming public school administrators.
• Interns that are not funded by Alt. Cert. grant, will register for Scheduling TED628 A-D, the full year of field experience required for interns. • Application for the preliminary credential. All courses, with the exception of field experience EDA 620B, are • Intern Credential students meet the requirements of NCLB. scheduled by an advisor. The field experience coursework, EDA Early Completion Option (ECO) 620B, is scheduled by a placement specialist once students submit a completed credential packet and after approval by a designated full- time or associate faculty member. (Students must submit the • Candidates must meet all intern qualifications and meet with a completed packet within 30 days of attending a credential orientation faculty advisor prior to choosing this option and they must pass meeting.) the foundations exam. • Students on a Multiple Subject or Single Subject Internship Admission Requirements Credential may choose an Early Completion Option. This option requires that the student satisfactorily completes the Teacher • Formal application to the University and to the Credentials Performance Expectations portfolio assessment and passes HED Department. See “Admission to Credential Programs.” 502, EDT 608, and EXC 625. Multiple subject candidates must also • Meet all requirements for admission to credential program, pass the RICA and it is recommended that they take TED 621B including attendance at mandatory Faculty/Credential (NU3) prior to taking the exam. Advisement orientation. • Complete a candidate statement to be reviewed and signed by The ECO meets the Fully Qualified Requirements of No Child Left faculty advisor for admission to the School of Education. Behind. • Appointment with credential advisor within 30 days of admission G Individual Internship Certificate (IIC) to return packet and to be cleared for EDA 620B. EDA 620B is administered by local faculty members and must be completed in residence. The Individualized Internship Certificate is an option for individuals • An overall grade point average of 3.0 in previous graduate work. who have met subject matter competency to be compliant with the • A bachelor’s degree from a regionally accredited institution or a requirements of the federal No Child Left Behind Act of 2001, yet are complete evaluation from a CCTC-approved international not enrolled in an existing district or university internship program. evaluation agency The IIC is available only at the request of an employing agency. • Possession of a valid preliminary, professional clear, life, general, Applicants must be enrolled in a Commission-accredited teacher or service credential. An emergency teaching permit does not preparation program at the time of application. The IIC is available qualify as an accepted credential for admission. in the areas of Multiple Subject, Single Subject and Education • Passing of CBEST verified or proof of CBEST to be taken at next Specialist. available date In order to avoid matriculation or scheduling errors, students must Note: If a contract has been agreed upon by the University and school meet with a credential advisor within 30 days of enrollment. district, candidates are encouraged to pursue the University Intern Program. Completion Requirements
Candidates must meet the following criteria: • Three years of experience while in possession of a valid California • Possess a baccalaureate degree from a regionally accredited emergency permit and/or teaching credential issued under the college or university law, rules and regulations in effect on or before December 31, • Meet subject matter competency requirements 1971, requiring the possession of a baccalaureate degree. Two • Provide proof of passage of the CBEST years experience may be accepted with an emergency teaching • Verify Certificate of Clearance, Emergency Substitute Permit, or permit. One year experience must be verified while holding a Pre-Intern Certificate valid credential. Substitute teaching does not qualify for full-time • Proof of passing the U.S. Constitution exam or transcript verifying experience. completed U.S. Constitution coursework or 164 • Three years of experience appropriate to the possession of a School of Education
Certificate/Credential services credential with a specialization, while holding the appropriate credential for the entire three years • An approved program of professional education Students are issued a Certificate of Eligibility upon completion of the • A passing score on the CBEST. Highly recommended prior to program. The certificate is required for entry-level administrative admission. positions and before the student is eligible to pursue the professional • A minimum grade point average of 2.5. Grades of “D” and “F” are administrative services credential unless student provides a not accepted. completed “Verification of Employment as an Administrator” (CL- • Verification of meeting the requirement of EXC 625 or equivalent 777) form with the credential application, in which case the course of study. candidate will be recommended for the credential. • Completion of a minimum 27 quarter units in residence I INTERNSHIP – PRELIMINARY • Field experience, EDA 620B must be completed in residence • Successful completion of final exit exam and exit process. (See ADMINISTRATIVE SERVICES CREDENTIAL – “Final Recommendation for the Credential.”) The University TIER I issues an official letter of completion from San Diego. (781-000-752) • Zero account balance Program Prerequisite The preliminary administrative services intern credential program allows students who meet the admissions requirements to begin (1 course, 4.5 quarter units) service as an administrator in their sponsoring district while completing their formal coursework preparation. Students who EXC 625 Exceptional Children in the Classroom* qualify for admission may begin the program upon starting an administrative position, either at the beginning of their program or *Note: EXC 625 may be met with experience working with students with while currently enrolled in the regular preliminary administrative disabilities in a less-restricted environment. services credential program. Intern students participate in the Core Requirements standard coursework with intern addenda and complete an alternative field work experience directly related to their (9 courses, 40.5 quarter units) administrative responsibilities. State of California Requirements Students must complete all coursework with a GPA of 3.0 within seven years. Grades of “D” and “F” are not accepted. • Passage of the CBEST EDA 618A Legal Aspects of Education • Possession of a bachelor’s degree from a regionally accredited EDA 619A Financial Aspects of Education college or university EDA 614A Theories, Assessment and Application of Educational • Possession of a valid preliminary, professional clear, life, general, Leadership or service credential. An emergency permit does not qualify as an EDA 620B Preliminary Administrative Field Experience * accepted credential for admission. EDA 615A School Community Relations in a Diverse Society • Three years of experience while in the possession of a valid EDA 616A Management of Education Personnel: Social, Political California emergency permit and/or teaching credential issued and Policy Issues under the laws, rules, and regulations in effect on or before EDA 620A Seminar in Educational Leadership** December 31, 1971, requiring the possession of a baccalaureate EDA 624A Supervision of Instruction: Curricula Evaluation and degree. Two years experience may be accepted with an emergency Staff Development teaching permit. EDA 670C Leadership Technology and Its Applications • One year experience must be verified while holding a valid credential. Substitute teaching does not qualify for full-time * (May be taken concurrently with another class or scheduled in an open experience. month. This course takes 3-12 months to complete. It must be completed or within 12 months of the course being scheduled. Students must complete • Three years of experience appropriate to the possession of a three courses in the credential sequence-EDA 618A, EDA 619A, EDA services credential with a specialization, while holding the 615A, EDA 616A, EDA 620A, EDA 624A, EDA 670C- before taking this appropriate credential for the entire three years. course. The course must be completed in residence.) • Verification of support from the intern candidate’s sponsoring district, including verification of a willingness to enter into an ** (At least two other credential courses, not including EDA 620B or EDA intern partnership with National University and a signed 670C must be completed before taking the course) Memorandum of Agreement between the sponsoring district and the University that assures that the intern will be provided the Students can earn the preliminary administrative services certificate services of a site mentor and that relevant stipulations of as part of the Master of Science in Educational Administration. Education Code and California Commission on Teacher Exit Requirements Credentialing regulations are followed. Admissions Requirements • Verification of passing CBEST and mainstreaming requirements • Verification of three years of experience as a credentialed person • All candidates for the intern program must have a GPA of 3.0 in in schools their previous graduate work. • Copy of valid teaching or services credential with at least 12 • All candidates must furnish three letters of recommendation from months remaining before expiration their district discussing their prospects for success in the program. • Exit interview with credential advisor to obtain and submit One of the letters must be from their superintendent or the necessary application and CCTC fee superintendent’s designee pledging district support of the • Exit exam candidate. • Zero account balance • The candidate must submit a letter of application stating his or her qualifications for admission to the intern program, why he or 165 School of Education
she wants to enter the intern program, and his or her philosophy examination will be completed over the duration of the intern of education. program and presented as a research based essay during the • The candidate must participate in an in-depth interview assessing intern’s final month of participation in EDA 620I. his or her prospects for success in meeting his or her • All interns will be required to participate in an oral exit administrative responsibilities. The interviewers will be a examination. The oral examiners will represent both National University faculty member and a representative of the candidate’s University and the sponsoring site/district. The examination will site or district. be conducted the last month the intern is in the program. • The University will secure an intern administrative credential • Verification of meeting the requirement of EXC 625 or equivalent authorizing service permitted by the preliminary administrative course of study or in lieu of experience. services credential once the student has been formally admitted to • Exit interview with credential advisor the intern program. • Zero account balance Required Coursework I PROFESSIONAL (TIER II) ADMINISTRATIVE SERVICES CREDENTIAL (10 courses, 45 quarter units) (780-000-753) Students must complete all coursework with a GPA of 3.0 within (3 courses, 13.5 quarter units) seven years. Grades of “D” and “F” are not accepted. The intern credential, however, is valid for a maximum of two years and all Admission Requirements work leading to a regular preliminary administrative services credential must be completed within that time for the student to be • Formal application to the University and to the Credentials able to retain a position requiring a preliminary administrative Department. See “Admission to Credential Programs” services credential. • Appointment with credential advisor within 30 days of admission Program Prerequisite in order to obtain necessary credential information documents and to avoid matriculation or scheduling errors (1 course, 4.5 quarter units) • Possession of a bachelor’s degree with a GPA of 2.5 or a complete evaluation from a CCTC-approved international evaluation EXC 625 Exceptional Children in the Classroom* agency. • Possession of a valid preliminary administrative services *Note: EXC 625 may be met with experience working with students with credential disabilities in a less-restricted environment. Scheduling Core Requirements
(9 courses, 40.5 quarter units) All courses are scheduled by an advisor.
EDA 624A Supervision of Instruction Completion Requirements EDA 620I Intern Induction Seminar* EDA 618A Legal Aspects of Education • A minimum of two years of successful, full-time school EDA 619A Financial Aspects of Education administrative experience in the public schools, or private schools EDA 614A Theories, Assessment, and Application of Educational of equivalent status. Students must work under contract while Leadership holding a valid preliminary administrative services credential for EDA 615A School Community Relations in a Diverse Society the entire two years. EDA 616A Management of Educational Personnel: Social, Political, and Policy Issues • Completion of a commission-approved program for the EDA 620A Seminar in Educational Leadership** professional administrative services credential EDA 670C Leadership Technology and its Applications • Grades are “S” (Satisfactory) or “U” (Unsatisfactory). All grades must be “S”. *This course is taken in place of EDA 620B, the practicum/field work • Zero account balance required in the regular preliminary administrative services credential Program Requirements program. Interns register once for this course, at the beginning of their work in the intern program, and meet monthly with the instructor over the (3 courses, 13.5 quarter units) duration of their intern program. Students must complete all coursework with a grade of “S” within **At least two other credential courses, not including EDA 620I or EDA the time allowed by CCTC for the granting of the Tier II credential. 670C, must be completed before taking the course. EDA 607 Induction Seminar Interns may elect to take some courses online. They must, however, EDA 608 Professional Development Seminar participate in EDA 620I on site in accordance with the schedule of the EDA 609 Assessment Seminar University. Courses must be completed in the above sequence. Completion Requirements Exit Requirements
• Completion of a minimum of 27 quarter hours in residence. Units • Copy of valid Preliminary Level I Administrative Services from the regular National University preliminary administrative credential services credential program, successfully completed within the • Verification of two years of experience in an educational past seven years, are acceptable. administrative position • EDA 620I, the Intern Induction Seminar, must be taken in • Exit interview with credentials advisor to obtain and submit residence onsite. application and current CCTC fee • All interns complete an extensive comprehensive written • Exit interview with full-time faculty examination addressing major competencies of the program. The • Zero account balance 166 School of Education
I PUPIL PERSONNEL SERVICES Students will meet with a faculty advisor for evaluation of prior CREDENTIAL SCHOOL COUNSELING (PPSC) coursework to meet program prerequisites. Only CED 604 and prerequisites can be taken prior to formal admission. (780-700-758) (20 courses, 88.5 quarter units) Required Coursework
This credential authorizes the holder to serve as an educational (13 courses, 58.5 quarter units) counselor in a school setting at any grade level K-12. This credential is valid for a maximum of five years, student should see CED 604 Orientation and Field Experience in School Counseling “Admissions to Credential Programs” for specific admission TED 611 Educational Psychology information. CED 600 Student Diversity in Development and Learning CED 602 Contemporary Issues in School Counseling Students who have completed an appropriate master’s degree in CED 606 Development and Evaluation of School Counseling counseling or psychology from National University or another Programs and Services regionally-accredited institution can work toward a Pupil Personnel CED 610 Advanced Counseling Theories and Techniques Services Credential with a School Counseling Specialization (PPSC) CED 611 Group Counseling (i.e. without receiving another master’s degree). To meet state- (Prerequisite: CED 610) required competencies for the credential, students must complete CED 603 Multicultural Counseling either the entire Master of Science in Educational Counseling or the (Prerequisite: CED 611) prerequisites and requirements for the MS in Educational Counseling CED 601 Consultation in the Schools not already met in previous graduate coursework. CED 612 Career and Academic Counseling CED 613 Psycho-Educational Assessment Students must maintain a 3.0 GPA. Grades of “D” and “F” are not CED 614 Legal and Ethical Practices for School Counselors accepted. Course equivalence cannot be granted for life experience. Electives Students who received a grade less than B- in CED 610, CED 611, CED 603 and CED 601 must repeat the course. Any grades of “C” in (choose one of the following) two or more classes must be repeated. Students who are absent for a period of 12 months or more must re-enroll and re-matriculate under EXC 604 Exceptionality and Diversity in the Classroom a new catalog. GPA of lower than 3.0 may be evaluated by the faculty EXC 625 Exceptional Children in the Classroom and may be required to repeat the course at their own expense before EXC 620 Positive Behavioral Support being allowed to continue in the program. PED 667 Behavior Pathology in the Schools Admission Requirements Pre-Internship (100 hours)
Students seeking a Pupil Personnel Services Credential in School Students are required to complete 100 hours of pre-internship prior Counseling (PPSC) must: to starting internship. These hours will be completed throughout CED coursework. • Possess an appropriate master’s degree in Educational Counseling, Psychology, or Social Work if entering the credential • Proof of Certificate of Clearance or Teaching Credential ONLY program. All students need to have previous coursework • Provide verification of TB clearance evaluated by the PPS lead faculty advisor. • Complete all prerequisite coursework • Attend CED 604, Orientation and Field Experience in School • CED 604 plus 10 CED courses including CED 610, CED 611, CED Counseling. Students may take prerequisites only while taking 603 and CED 601) CED 604. • Complete 100 hours of approved logged practicum • Students will receive a credential packet, and complete a • Submit an Internship Application to the Internship Coordinator/ “candidate statement” that is reviewed and signed by the faculty Lead Faculty and be assigned a University Fieldwork Supervisor. advisor for admission into the program. • Internship is then scheduled by Placement Specialist. • Students must return their credential packet to the credential • Proof of CBEST advisor by the end of the course otherwise students will receive an “I” for CED 604. Students should refer to the current PPS Internship Handbook for Program Advisement School Counseling for specific information about the practicum and internship requirements.
All PPSC students will be assigned a faculty advisor. All students are Internship expected to meet with their assigned faculty advisor upon admission (4 courses, 16.5 quarter units) to the program and throughout the program, before starting their internship and after completion of coursework and internship hours. Note: Internship must be completed in residence/600 hours Program Prerequisites Each 4.5 units of fieldwork requires 200 direct service hours. A (3 course, 13.5 quarter units) minimum of 600 clock hours is required. The student will draft a plan with the Site Supervisor and University Supervisor, meet It is strongly recommended, but not required, that applicants have weekly with the Site Supervisor for supervision, keep weekly logs of one year of related professional experience working with school-age each 200 hours of internship, and submit logs to the University children, preferably in a school or other institutional setting. Supervisor. The internship consists of the following:
Before being admitted to this program, students must complete the • No more than two sites at one time with no more than two Site following coursework (or equivalent): Supervisors at one time • Includes two levels MTH 210 Introduction to Probability and Statistics PSY 301 Child and Adolescent Development PSY 100 Introduction to Psychology/Counseling 167 School of Education
Students must attend CED 620 sessions concurrently with internship. • Attend PED 604, Orientation and Field Experience in School Psychology. Students may take prerequisites only while taking Students will complete (13.5 quarter units) from the following PED 604. courses (Elementary and Secondary): • Students will receive a credential packet, and complete a “candidate statement” that is reviewed and signed by the faculty CED 620 Best Practices Seminar in School Counseling advisor for admission into the program. (3 quarter units) • Students must return their credential packet to the credential CED 616 School Counseling Internship Part I (200 hours) advisor by the end of the course otherwise students will receive CED 617 School Counseling Internship Part II (200 hours) an “I” for PED 604. CED 618 School Counseling Internship Part III (200 hours) Program Advisement Exit Requirements
All PPSP students will be assigned a faculty advisor. All students are In order to receive a PPSC credential, students must complete expected to meet with their assigned faculty advisor upon admission courses within seven years and do the following: into the program and throughout the program, before starting their • Successful completion of coursework, portfolio, practicum, internship and after completion of coursework and internship hours. internship and the exit process. Program Prerequisites • Schedule and pass an exit interview with faculty advisor and University Supervisor (4 courses, 18 quarter units) • Pass ETS National Praxis examination-School Counseling (passage score is 570) It is strongly recommended that applicants have one year of related • Complete Program Evaluation Form—School Counseling and professional experience working with school-age children, preferably submit to credential advisor in a school or other institutional setting. Before being admitted to • Submit written evaluations of performance in Internship this program, students must complete the following coursework (or experiences by Site Supervisor to University Supervisor equivalent). • Schedule and attend exit appointment with credential advisor to receive final clearance and credential documents MTH 210 Introduction to Probability and Statistics • Have a zero account balance PSY 301 Child Development Credential Application Information PSY 430 Abnormal Psychology/Psychopathology EXC 625 Exceptional Children in the Classroom
Upon successful completion of the coursework and internship, Students will meet with a faculty advisor for evaluation of prior students must meet with a credential advisor to receive, complete coursework to meet program prerequisites. Only PED 604 and and submit the Commission on Teacher Credentialing application prerequisites can be taken concurrently prior to admission form for the PPSC school counseling credential. I PUPIL PERSONNEL SERVICES Required Coursework CREDENTIAL SCHOOL PSYCHOLOGY (PPSP) (17 courses, 73.5 quarter units) (780-000-760) Candidacy Requirements (27 courses, 117 quarter units) (5 courses, 19.5 quarter units) This credential authorizes the holder to serve as a school psychologist in a school setting at any grade level K-12. This PED 604 Orientation and Field Experience in School Psychology credential is valid for a maximum of five years. Students should see (1.5 quarter units) “Admissions to Credential Programs” for specific admission CED 600 Student Diversity in Development Learning information. PED 665 Tests and Measurements PED 666 Graduate Seminar in Human Neuropsychology Students who have completed an appropriate master’s degree in PED 667 Behavior Pathology in the Schools counseling, social work or psychology from this or another Advancement to Candidacy regionally-accredited institution can work toward a Pupil Personnel Core Requirements Services Credential with a School Psychology Specialization (i.e. without receiving another master’s degree). To meet state-required (13 courses, 57 quarter units) competencies for the credential, students must complete either the entire Master of Science in School Psychology or the prerequisites CED 610 Advanced Counseling Theories and Techniques and requirements for the MS in School Psychology not already met (Prerequisites: CED 600 and PED 604) in graduate coursework. PED 680 Roles, Issues and Ethics in School Psychology (Prerequisite: PED 667) Students must maintain a 3.0 GPA. Students who receive a grade of a CED 601 Consultation in the Schools “C” in two or more courses will be evaluated by the faculty and will (Prerequisite: CED 610) be required to repeat the coursework at their own expense before PED 683 Wellness Advocacy and Interventions through Program being allowed to continue in the program. A grade less than B- is not Evaluation accepted in CED 600, PED 665, PED 666 and PED 667 (Prerequisite: PED 680) PED 668A Behavioral Research: Design Analysis Admission Requirements PED 668B Basic Behavioral Analytic Principles (Prerequisite: PED 668A) Students seeking a Pupil Personnel Services Credential in School PED 670 Social Psychology in Educational Setting Psychology (PPSP) must: PED 671 Assessment of Cognitive Abilities (Prerequisite: PED 670) • Possess an appropriate master’s degree in Educational Counseling PED 672 Advanced Psycho-educational Assessment 168 or Psychology if entering the credential ONLY program. (Prerequisite: PED 671) School of Education
PED 673 Emotional/ Behavior Assessment of Children and PED 689 School Psychology Internship Part III (300 hours) Adolescents (Prerequisites: students must have completed all program (Prerequisite: PED 672) coursework, must be enrolled in their internship and have PED 674 Preschool/Low Incidence Assessment permission of the faculty advisor) (Prerequisite: PED 673) PED 690 School Psychology Internship Part IV (300 hours) PED 675 Alternative Assessment for Multicultural Populations (Prerequisites: students must have completed all program (Prerequisite: PED 674) coursework, must be enrolled in their internship and have PED 678 Practicum in School Psychology (can be taken permission of the faculty advisor) concurrently with PED 675) Exit Requirements Students are required to complete 450 hours of pre-internship prior to starting their internship. Students must complete the pre- In order to receive a PPSP credential, students must complete courses internship experience under the supervision of a credentialed (two within seven years and do the following requirements: years) school psychologist. National University school psychology students will complete school based practicum experiences in each of • Successful completion of coursework, portfolio, practicum, the following courses: CED 600, CED 610, CED 601, PED 671, PED internship and the exit process. 672, PED 674, PED 675 and complete the remaining hours during • Schedule and pass an exit interview with faculty advisor and PED 678. University Supervisor • Pass ETS National Praxis examination-School Psychology In PED 678 (Practicum in School Psychology) students will culminate (passage score is 590) their practicum hours and experiences through self-analysis, • Complete Program Evaluation Form—School Psychology and feedback, group activities and video critiques. Student performance submit to credential advisor will be evaluated by program faculty and a school site psychologist • Submit written evaluations of performance in Internship through completion of course requirements. experiences by Site Supervisor and University Supervisor Internship Prerequisites • Schedule and attend exit appointment with credential advisor to receive final clearance and credential documents • Return portfolio to their University Supervisor Before beginning internship, students must: • Attend exit appointment with credential advisor to receive final clearance and credential documents • Provide Proof of Certificate of Clearance or a Teaching Credential • Have a zero account balance • Provide verification of TB clearance Credential Application Information • Complete prerequisite coursework and all PED courses (except PED 685) • Complete 450 hours of approved, logged practicum Candidates are supposed to complete their internship within 18 • Submit a Internship Application to the Internship months. Upon successful completion of the coursework and Coordinator/Lead Faculty and be assigned a University internship, students must meet with a credential advisor to complete Supervisor. and submit the Commission on Teacher Credentialing application • Internship is then scheduled by Placement Specialist form for the PPSP School Psychology credential. • Pass CBEST I PRELIMINARY LEVEL I EDUCATION Students should refer to the current PPS Internship Handbook for SPECIALIST CREDENTIALS: School Psychology for specific information about the practicum MILD/MODERATE DISABILITIES OR and internship requirements. MODERATE/SEVERE DISABILITIES WITH Internship CLAD CERTIFICATE OR CONCURRENT MULTIPLE OR SINGLE SUBJECT (5 courses, 21 quarter units) CREDENTIAL (Must be completed in residence/1200 hours)
Each 4.5 units of internship 300 direct service hours. A minimum of In California, Preliminary Level I Education Specialist Credentials in 1200 clock hours is required. The student will draft a plan with the Mild/Moderate Disabilities and Moderate/Severe Disabilities Site Supervisor and University Supervisor, meet weekly with Site authorize the provision of services to individuals in grades K Supervisor for supervision, keep weekly logs of each 300 hours of through 12, including adults. The Mild/Moderate Disabilities internship, submit logs to University Supervisor. The internship credential authorizes the teaching of individuals with specific consists of the following: learning disabilities, mental retardation, other health impairments and emotional disturbance. The Moderate/Severe Disabilities • No more than two sites at one time with no more than two Site credential authorizes the teaching of individuals with autism, mental Supervisors at one time retardation, deaf-blindness, emotional disturbance and multiple • Includes two levels (Elementary and Secondary) disabilities.
PED 685 Best Practices Seminar in School Psychology For students enrolled in the Level I Education Specialist credential (Taken concurrently with internship) (3 quarter units) with a CLAD certificate, please note that classes have been approved PED 687 School Psychology Internship Part I (300 hours) as a set by the CCTC. No coursework is accepted in transfer from (Prerequisites: students must have completed all program another university for this program and no substitutions are allowed. coursework, must be enrolled in their internship and have permission of the faculty advisor) Although many of the courses in this credential program are offered PED 688 School Psychology Internship Part II (300 hours) online, certain testing courses and internship in the Advanced (Prerequisites: students must have completed all program Specialization program must be taken on-site. coursework, must be enrolled in their internship and have permission of the faculty advisor) 169 School of Education
Admission Requirements • Provide verification of a negative tuberculin examination within four years of student teaching Before being accepted to the credential program, students must • Interview with a School of Education faculty member possess a bachelor’s degree from a regionally-accredited college or • Complete all other coursework in the Education Specialist university and be enrolled in the University. Students with a non- program U.S. degree must receive an evaluation from a CCTC-approved • Complete the prerequisite coursework with a 3.0 GPA. “D” and international evaluation agency prior to admission and starting the “F” grades are not accepted. first course. Students are admitted to the credential program when * Highly recommended prior to admission and at the first available they attend the credential orientation meeting (EXC 602A) and return test date after enrollment. Must be passed prior to advanced the completed credential packet. (See Admission to Credential specialization classes. Programs in the previous section.) See a credential advisor for specific information regarding any of National University recognizes its responsibility to exercise judgment these requirements. in recommending persons for California teaching credentials. Field Experience Requirements Students must submit a completed credentials packet and be interviewed by a credential advisor and a School of Education faculty member. The credentials packet is available from a credential Note: Detailed requirements for field experiences are listed in the Student advisor at the credential orientation (EXC 602A) meeting and must Teaching Handbook and in the Credential Packet. be completed and submitted before the end of course EXC 602A, within the first 30 days of enrollment. Course equivalence is not • Before beginning field experience (student teaching), students granted for life experience. must complete all prerequisite courses with a 3.0 GPA. Grades of Recommendation for Preliminary Level I Education “D” and “F” are not accepted. • Students should see a credential advisor for specific information Specialist Credential regarding any of these requirements. I PRELIMINARY LEVEL I EDUCATION In order to be recommended for a California Preliminary Level I SPECIALIST CREDENTIAL: MILD/MODERATE Education Specialist credential in Mild/Moderate or Moderate/Severe Disabilities, students must show: DISABILITIES WITH CLAD CERTIFICATE • Successful completion of the admission process (780-356) • Successful completion of the field experience activities, including (22 courses, 84 quarter units) Student Teaching • Successful completion of the program within seven years Program Prerequisites • Proof of passing with a grade of “C” or better coursework or an These courses are required prior to student teaching. examination on the U.S. Constitution (2 courses, 9 quarter units) • Official transcripts of all colleges/universities attended on file at National University HED 502 Health Education Across the Curriculum • Proof of passing CBEST. Highly recommended taking before EDT 608 Computer-Based Technology in the Classroom admission to program. • Proof of meeting the appropriate subject matter competence Core Requirements • Completion of 31 quarter units in residence (10 courses, 42 quarter units) • Valid CPR certification for Infant, Child and Adult • Maintenance of a GPA of 3.0 in credential program coursework; Field experience courses must be taken at the beginning of the “D” and “F” grades are not accepted. program and may be taken concurrently with other courses. • Receipt of a Certificate of Clearance before student teaching EXC 602A Field Experience: Special Education • Successful completion of the generic core and advanced (3 quarter units) specialization requirements EXC 602B Field Experience: Inclusive Settings • Proof of passing the Reading Instruction Competence Assessment (3 quarter units) (RICA) (Required for initial Multiple Subject, and Education EXC 604 Exceptionality and Diversity in the Classroom Specialist teacher candidates.) TED 615 Foundations of Education • Verification of passing scores (BCLAD only) on the oral and TED 611 Educational Psychology written language proficiency examinations. EXC 620 Positive Behavior Support Scheduling EXC 630 Assessment and Instructional Planning for Special Needs Students (Meets one night per week over two months) All generic courses are scheduled by an advisor. A member of the TED 621A Language Development Methods for the Elementary credential department will schedule the advanced specialization School courses and student teaching when students complete generic core (Prerequisite: TED 615) exam and submit a completed credential packet during EXC 602A. or TED 623 Language Development Methods for Secondary and Admission to Field Experiences Middle Schools (Prerequisite: TED 615) Before beginning any part of the Student Teaching, students must: TED 621B Reading and Language Arts for the Elementary School (Prerequisites: TED 615 and TED 621A) • Return the completed credentials packet within 30 days of EXC 650 Consultation and Collaboration for Special Education admission and orientation • Provide proof of passing the CBEST* Generic Core Exam • Demonstrate subject-matter competency* Note: The subject matter examination and CBEST must be taken and • Provide proof of possession of a Certificate of Clearance passed before the candidate can register for the Advanced Specialization 170 courses. School of Education
Advanced Specialization Requirements EXC 602A Field Experience: Special Education (10 courses, 33 quarter units) (3 quarter units) EXC 602B Field Experience: Inclusive Settings EXC 644 Reading and Language Arts Methods for Special (3 quarter units) Education (one night per week over two months) EXC 604 Exceptionality and Diversity in the Classroom EXC 644A Field Study: Reading and Language Arts Methods for TED 615 Foundations of Education Special Education TED 611 Educational Psychology (1.5 quarter units) EXC 620 Positive Behavior Support EXC 660 Instruction of Learners with Mild/Moderate Disabilities EXC 630 Assessment and Instructional Planning for Special EXC 660A Field Study: Instruction of Learners with Mild/Moderate Needs Students (One night per week over two months) Disabilities TED 621A Language Development Methods for the Elementary (1.5 quarter units) School EXC 615 Technology for Persons with Disabilities (Prerequisite: TED 615) EXC 615A Field Study: Technology for Persons with Disabilities or (1.5 quarter units) TED 623 Language Development Methods for Secondary and and Middle Schools EXC 603A Student Teaching Seminar TED 621B Reading and Language Arts Methods for the Elementary (Note. Must be taken concurrently with Student Teaching) (1.5 quarter School units) (Prerequisites: TED 615 and TED 621A) EXC 685A Student Teaching: Mild/Moderate Disabilities - I EXC 650 Consultation and Collaboration for Special Education EXC 685B Student Teaching: Mild/Moderate Disabilities – II Generic Core Exam Exit Portfolio Note: The subject matter examination and CBEST must be taken and passed Exit Exam Apply for Mild/Moderate Level Credential before the candidate can register for the Advanced Specialization courses. Must obtain Clearance to take CLAD 627 to apply for Advanced Specialization Requirements CLAD Certificate. CLD 627 Methods for Cross-Cultural Instruction (10 courses, 33 quarter units) (taken after completion of student teaching) Apply for CLAD Certificate. EXC 644 Reading and Language Arts Methods for Special CLAD certificate classes have been approved as a set by the CCTC. No Education (one night per week over two months) coursework is accepted in transfer from another university for this program EXC 644A Field Study: Reading and Language Arts Methods for and no substitutions are allowed. Students must hold a valid credential to Special Education be granted a certificate (1.5 quarter units) EXC 665 Instruction of Learners with Moderate/Severe The following must be in student’s file prior to filing for a credential: Disabilities EXC 665A Field Study: Instruction of Learners with • Proof of passing the U.S. Constitution exam or transcript verifying Moderate/Severe Disabilities completed U.S. Constitution coursework (1.5 quarter units) • Certificate of Clearance EXC 615 Technology for Persons with Disabilities • Successful completion of the exit process, including passing the EXC 615A Field Study: Technology for Persons with Disabilities Exit Exam. (1.5 quarter units) • Passing grade on the CBEST. and • Verification of subject matter competency. EXC 603A Student Teaching Seminar • Proof of passing the Reading Instruction Competence Assessment (Must be taken concurrently with student teaching)(1.5 quarter units) EXC 690A Student Teaching: Moderate/Severe Disabilities - I (RICA). EXC 690B Student Teaching: Moderate/Severe Disabilities – II • Zero account balance prior to student teaching and completion. Exit Exam Apply for Moderate/Severe Level Credential • Completion of a minimum of 31 quarter units in residence. Must obtain Clearance to take CLD 627 to apply for • Completion of credential program within seven years. CLAD Certificate. • Grades “D” and “F” are not accepted. CLD 627 Methods for Cross-Cultural Instruction • Attend exit appointment with credential advisor to receive final (taken after completion of student teaching) clearance and credential documents Apply for CLAD Certificate I PRELIMINARY LEVEL I EDUCATION SPECIALIST CREDENTIAL: The following must be in student’s file prior to filing for a credential: MODERATE/SEVERE DISABILITIES WITH • Proof of passing the U.S. Constitution exam or transcript verifying CLAD CERTIFICATE completed U.S. Constitution coursework (780-357) • Certificate of Clearance (22 courses, 84 quarter units) • Successful completion of the exit process, including passing the Exit Exam. Program Prerequisites • Passing grade on the CBEST. • Verification of subject matter competency. These courses are required prior to student teaching. • Proof of passing the Reading Instruction Competence Assessment (2 courses, 9 quarter units) (RICA). HED 502 Health Education Across the Curriculum • Zero account balance prior to student teaching and completion. EDT 608 Computer-Based Technology in the Classroom • Completion of a minimum of 31 quarter units in residence. • Completion of credential program within seven years. Core Requirements • Grades “D” and “F” are not accepted. • Attend exit appointment with credential advisor to receive final (10 courses, 42 quarter units) clearance and credential documents Field experience courses must be taken at the beginning of the program and may be taken concurrently with other courses. 171 School of Education
I PRELIMINARY LEVEL I EDUCATION Single Subject SPECIALIST: MILD/MODERATE DISABILITIES (2 courses, 9 quarter units) WITH MULTIPLE OR SINGLE SUBJECT CREDENTIAL CONCURRENT WITH BCLAD TED 625A Curriculum and Development for Secondary and Middle OPTION Schools (Prerequisites: TED 615 and TED 623) (26 courses, 100.5 quarter units TED) and (780-356) (-362 Single) (-363 Multiple) TED 625B Instruction and Classroom Management for Secondary (27 courses, 105 quarter units BCLAD) and Middle Schools (780-356) (-364 B Single) (-365 B Multiple) (Prerequisites: TED 615, TED 623 and TED 625A) or Program Prerequisites BTE 625A Curriculum and Development for Secondary and Middle These courses are required prior to student teaching. Schools (taught in language of emphasis) (2 courses, 9 quarter units) (Prerequisites: TED 615 and TED 623) and HED 502 Health Education Across the Curriculum BTE 625B Instruction and Classroom Management for EDT 608 Computer-Based Technology in the Classroom Secondary and Middle Schools (taught in language of emphasis) BCLAD students must pass the oral language, grammar, reading and (Prerequisites: TED 615, TED 623 and BCLAD 625A) writing proficiency examinations prior to methods courses. Note: Proof of subject matter competence and CBEST are required before Core Requirements the candidate can register for the Advanced Specialization courses. (TED 10 courses, 42 quarter units) Advanced Specialization Requirements (BCLAD 11 courses, 46.5 quarter units) (12 courses, 40.5 quarter units) Field experience courses must be taken at the beginning of the program and may be taken concurrently with other courses. EXC 644 Reading and Language Arts Methods for Special Education (one night per week over two months) EXC 602A Field Experience: Special Education (3 quarter units) EXC 644A Field Study: Reading and Language Arts Methods for EXC 602B Field Experience: Inclusive Settings (3 quarter units) Special Education EXC 604 Exceptionality and Diversity in the Classroom (1.5 quarter units) BTE 612 History and Culture of Latinos in the United States EXC 660 Instruction of Learners with Mild/Moderate Disabilities (BCLAD only, taught in language of emphasis) EXC 660A Field Study: Instruction of Learners with Mild/Moderate TED 615 Foundations of Education Disabilities (1.5 quarter units) TED 611 Educational Psychology EXC 615 Technology for Persons with Disabilities EXC 620 Positive Behavior Support EXC 615A Field Study: Technology for Persons with Disabilities (1.5 EXC 630 Assessment and Instructional Planning for Special quarter units) Needs Students TED 629 Student Teaching Seminar (3 quarter units) TED 621A Language Development Methods for the Elementary TED or BTE 630A Beginning Student Teaching School TED or BTE 630B Student Teaching (General Education) (Prerequisite: TED 615) EXC 685A Student Teaching: Mild/Moderate Disabilities - I or and TED 623 Language Development Methods for Secondary and EXC 603A Student Teaching Seminar Middle Schools (Must be taken concurrently with student teaching)(1.5 quarter units) (Prerequisite: TED 615) EXC 685B Student Teaching: Mild/Moderate Disabilities – II TED or BTE 621B Reading and Language Arts Methods for the Exit Portfolio - Multiple or Single Subject Credential, Special Elementary School Education (Prerequisites: TED 615 and TED 621A) Exit Exam - Mild/Moderate Level I Credential EXC 650 Consultation and Collaboration for Special Education Generic Core Exam The following must be in student’s file prior to filing for a credential:
Multiple Subject • Proof of a bachelor’s degree from a regionally accredited IHE with a GPA of 2.5. (2 courses, 9 quarter units) • Copy of evaluation (if a non- U.S. degree) by a CCTC-approved international evaluation agency. TED 622A Curriculum and Instruction I: History, Social Science, P.E., Visual and Performing Arts • Proof of passing the U.S. Constitution exam or transcript verifying (Prerequisites: TED 615 and TED 621A) completed U.S. Constitution coursework and • Certificate of Clearance TED 622B Curriculum and Instruction II: Math and Science • Successful completion of the exit process, including passing the (Prerequisites: TED 615 and TED 621A) Exit Exam. or • Passing grade on the CBEST. BTE 622A Curriculum and Instruction I: History, Social Science, • Verification of subject matter competency. P.E., Visual and Performing Arts (taught in language of • Proof of passing the Reading Instruction Competence Assessment emphasis) (RICA). (Prerequisites: TED 615 and TED 621A) • Zero account balance prior to student teaching and completion. and • Completion of a minimum of 31 quarter units in residence. BTE 622B Curriculum and Instruction II: Math and Science (taught • Completion of credential program within seven years. in language of emphasis) • Grades “D” and “F” are not accepted. (Prerequisites: TED 615 and TED 621A) • Attend exit appointment with credential advisor to receive final 172 or clearance and credential documents School of Education
I PRELIMINARY LEVEL I EDUCATION or SPECIALIST: MODERATE/SEVERE DISABILITIES WITH MULTIPLE OR SINGLE Single Subject SUBJECT CONCURRENT CREDENTIAL WITH (2 courses, 9 quarter units) BCLAD OPTION TED 625A Curriculum and Development for Secondary and Middle (26 courses, 100.5 quarter units TED) Schools (780-357) (-362 Single) (-363 Multiple) (Prerequisites: TED 615 and TED 623) (27 courses, 105 quarter units BCLAD) and (780-357) (-364 B Single) (-365 B Multiple) TED 625B Instruction and Classroom Management for Secondary Program Prerequisites and Middle Schools (Prerequisites: TED 615, TED 623 and TED 625A) These courses are required prior to student teaching. or (2 courses, 9 quarter units) BTE 625A Curriculum and Development for Secondary and Middle Schools (taught in language of emphasis) HED 502 Health Education Across the Curriculum (Prerequisites: TED 615 and TED 623) EDT 608 Computer-Based Technology in the Classroom and BTE 625B Instruction and Classroom Management for Secondary BCLAD students must pass the oral language, grammar, reading and and Middle Schools (taught in language of emphasis) writing proficiency examinations prior to methods courses. (Prerequisites: TED 615, TED 623 and BCLAD 625A) Note: Proof of subject matter competence and CBEST are required before the Core Requirements candidate can register for the Advanced Specialization courses. (TED 10 courses, 42 quarter units) Advanced Specialization Requirements (BCLAD 11 courses, 46.5 quarter units) (12 courses, 40.5 quarter units) Field experience courses must be taken at the beginning of the program and may be taken concurrently with other courses. EXC 644 Reading and Language Arts Methods for Special Education (one night per week over two months) EXC 644A Field Study: Reading and Language Arts Methods for EXC 602A Field Experience: Special Education (3 quarter units) Special Education EXC 602B Field Experience: Inclusive Settings (3 quarter units) (1.5 quarter units) EXC 604 Exceptionality and Diversity in the Classroom EXC 665 Instruction of Learners with Moderate/Severe BTE 612 History and Culture of Latinos in the United States Disabilities (BCLAD only) (taught in language of emphasis) EXC 665A Field Study: Instruction of Learners with TED 615 Foundations of Education Moderate/Severe Disabilities TED 611 Educational Psychology (1.5 quarter units) EXC 620 Positive Behavior Support EXC 615 Technology for Persons with Disabilities EXC 630 Assessment and Instructional Planning for Special EXC 615A Field Study: Technology for Persons with Disabilities Needs Students (1.5 quarter units) TED 621A Language Development Methods for the Elementary TED 629 Student Teaching Seminar School (3 quarter units) (Prerequisite: TED 615) TED or BTE 630A Beginning Student Teaching or and TED 623 Language Development Methods for Secondary and EXC 603A Student Teaching Seminar Middle Schools (1.5 quarter units) (Prerequisite: TED 615) TED or BTE 630B Student Teaching (General Education) TED or BTE 621B EXC 690A Student Teaching: Moderate/Severe Disabilities - I Reading and Language Arts Methods for the Elementary EXC 690B Student Teaching: Moderate/Severe Disabilities - II School Exit Portfolio - Multiple or Single Subject Credential (Prerequisites: TED 615 and TED 621A) Exit Exam - Moderate/Severe Level I Credential EXC 650 Consultation and Collaboration for Special Education Generic Core Exam The following must be in student’s file prior to filing for a credential: Multiple Subject • Proof of passing the U.S. Constitution exam or transcript verifying (2 courses, 9 quarter units) completed U.S. Constitution coursework • Certificate of Clearance TED 622A Curriculum and Instruction I: History, Social Science, • Successful completion of the exit process, including passing the P.E., Visual and Performing Arts Exit Exam. (Prerequisites: TED 615 and TED 621A) • Passing grade on the CBEST. and • Verification of subject matter competency. TED 622B Curriculum and Instruction II: Math and Science • Proof of passing the Reading Instruction Competence Assessment (Prerequisites: TED 615 and TED 621A) (RICA). • Zero account balance prior to student teaching and completion. or • Completion of a minimum of 31.5 quarter units in residence. BTE 622A Curriculum and Instruction I: History, Social Science, • Completion of credential program within seven years. P.E., Visual and Performing Arts (taught in language of • Grades “D” and “F” are not accepted. emphasis) • Attend exit appointment with credential advisor to receive final (Prerequisites: TED 615 and TED 621A) clearance and credential documents and BTE 622B Curriculum and Instruction II: Mathematics and Science (taught in language of emphasis) (Prerequisites: TED 615 and TED 621A) 173 School of Education
SPECIAL EDUCATION INTERNSHIPS Advanced Specialization Requirements (721) (7 courses, 19.5 quarter units) A limited number of special education internships are available through partnerships with public school districts and approved non- EXC 644 Reading and Language Arts Methods for Special public agencies. The internship program is intense and students must Education (one night per week over two months) be selected to participate. Contact your regional special education EXC 644A Field Study-Reading and Language Arts Methods for lead faculty for inquiries about available internships. Special Education (1.5 quarter units) Special Education Internship EXC 660 Instruction of Learners with Mild/Moderate Disabilities EXC 660A Field Study: Instruction of Learns with Mild/Moderate Qualifications for applicants for admission to an Internship: Disabilities (1.5 quarter units) • Proof of subject matter competence. or • Proof of passing with a grade “C” or better coursework or an EXC 665 Instruction of Learners with Moderate/Severe examination covering the U.S. Constitution. Disabilities • Provide proof of possession of a CCTC document verifying EXC 665A Field Study: Instruction of Learners with fingerprint clearance. Moderate/Severe Disabilities • Offer of employment as a full time teacher. EXC 615 Technology for Persons with Disabilities • Passage of the CBEST EXC 615A Field Study: Technology for Persons with Disabilities • Prior to assuming intern responsibilities, intern candidates must (1.5 quarter units) complete pre-service coursework. Interns complete the same EXC 603A Student Teaching Seminar coursework required of non-interns but the sequence is re-ordered (Note. Concurrent with Student Teaching)(1.5 quarter units) to assist the intern in his/her teaching role. *At this point students must successfully complete the exit exam, the Candidates for this program must meet with a credential advisor to intern teaching experience and the RICA exam. Then an application apply for the Intern Credential. can be filed for the Preliminary Education Specialist Credential. I PRELIMINARY LEVEL I Post-Internship Coursework EDUCATION SPECIALIST CREDENTIAL: MILD/MODERATE OR MODERATE/SEVERE (1 course, 4.5 quarter units) DISABILITIES WITH CLAD CERTIFICATE CLD 627 Methods for Cross-Cultural Instruction (21 courses, 78 quarter units) *At this point the application for the CLAD Certificate may be filed. Pre-service Coursework TOTAL OF 78 QUARTER UNITS FOR COMPLETION. (3 courses, 10.5 quarter units) The following must be in student’s file prior to filing for a credential: EXC 602A Field Experience: Special Education • Successful completion of the exit process, including passing the (3 quarter units) EXC 602B Field Experience: Inclusive Settings Exit Exam. (3 quarter units) • Proof of passing the Reading Instruction Competence Assessment EXC 604 Exceptionality and Diversity in the Classroom (RICA). • Zero account balance Internship Coursework Generic Core • Completion of a minimum of 31 quarter units in residence. • Completion of credential program within seven years. (10 courses, 43.5 quarter units) • Grades “D” and “F” are not accepted. • Attend exit appointment with credential advisor to receive final HED 502 Health Education Across the Curriculum clearance and credential documents and EDT 608 Computer-Based Technology in the Classroom I PRELIMINARY LEVEL I EDUCATION EXC 655I Professional Induction Seminar for Internship Program SPECIALIST CREDENTIAL MILD/MODERATE (3 quarter units) OR MODERATE/SEVERE DISABILITIES WITH TED 615 Foundations of Education TED 611 Educational Psychology CONCURRENT MULTIPLE OR SINGLE SUBJECT EXC 620 Positive Behavior Support CREDENTIAL WITH BCLAD OPTION EXC 630 Assessment and Instructional Planning for Special (TED 25 courses, 94.5 quarter units) Needs Students (BCLAD 26 courses, 99 quarter units) TED 621A Language Development Methods for the Elementary School (Prerequisite: TED 615) BCLAD students must pass the oral language, grammar, reading and or writing proficiency examinations prior to methods courses. TED 623 Language Development Methods for Secondary and Pre-service Coursework Middle Schools (Prerequisite: TED 615) (3 courses, 10.5 quarter units) TED 621B Reading and Language Arts Methods for the Elementary School EXC 602A Field Experience: Special Education EXC 650 Consultation and Collaboration for Special Education (3 quarter units) *At this point the generic core exam must be successfully completed EXC 602B Field Experience: Inclusive Settings for advancement in the program. (3 quarter units) EXC 604 Exceptionality and Diversity in the Classroom
174 School of Education
Core Requirements BTE 612 History and Culture of Latinos in the United States (11 courses, 48 quarter units) (BCLAD students only) TED 615 Educational Foundations TED 621B Reading and Language Arts Methods for the Elementary TED 629 Student Teaching Seminar School TED or BTE 630A Beginning Student Teaching (Prerequisites: TED 615 and TED 621A) TED or BTE 630B Student Teaching (General Education) HED 502 Health Education Across the Curriculum EXC 655I Professional Induction Seminar *At this point the student must successfully pass the multiple or (3 quarter units) single subject exit portfolio. An application can be filed for the EDT 608 Computer-Based Technology in the Classroom multiple or single subject credential and the Preliminary Education TED 611 Educational Psychology Specialist Credential. EXC 620 Positive Behavior Support EXC 630 Assessment and Instructional Planning for Special The following must be in student’s file prior to filing for a credential: Needs Students TED 621A Language Development Methods for the Elementary • Successful completion of the exit process, including passing the School Exit Exam. (Prerequisite: TED 615) • Proof of passing the Reading Instruction Competence Assessment or (RICA). TED 623 Language Development Methods for Secondary and • Zero account balance Middle Schools • Completion of a minimum of 31 quarter units in residence. (Prerequisite: TED 615) • Completion of credential program within seven years. TED or BTE 622B Curriculum and Instruction II: Mathematics and • Grades “D” and “F” are not accepted. Science (MS) • Attend exit appointment with credential advisor to receive final (Prerequisites: TED 615 and TED 621A) clearance and credential documents. or I PROFESSIONAL LEVEL II EDUCATION TED or BTE 625A Curriculum and Development for Secondary and SPECIALIST CREDENTIAL Middle Schools (SS) (Prerequisites: TED 615 and TED 623) TED or BTE 622A Curriculum and Instruction I: History, Social In California’s credential structure, Professional Level II preparation Science, PE, Visual and Performing Arts (MS) is intended to enable new teachers to apply their Preliminary Level I (Prerequisites: TED 615 and TED 621A) preparation to the demands of professional positions while also or fostering advanced skills and knowledge. The emphasis of the TED or BTE 625B Instruction and Classroom Management for professional preparation program is to move special educators Secondary and Middle Schools (SS) beyond the functional aspects of teaching to more advanced (Prerequisites: TED 615, TED 623 and TED 625A) knowledge and reflective thinking about their roles in providing EXC 650 Consultation and Collaboration for Special Education effective instruction and an environment for student success. Admission Requirements *At this point the generic core exam must be successfully completed for advancement in the program. All applicants for admission must provide National University with Advanced Specialization Requirements the following documents: (7 courses, 19.5 quarter units) • Formal application to the University EXC 644 Reading and Language Arts Methods for Special • Valid Preliminary Level I Education Specialist Credential Education (one night per week over two months) • CTC form CL777.1 from the applicant’s employer verifying that EXC 644A Field Study-Reading and Language Arts Methods for the applicant is employed in a full-time special education position Special Education • Verification from the applicant’s employer that the current (1.5 quarter units) position has a probable duration of two years EXC 660 Instruction of Learners with Mild/Moderate Disabilities • Verification that the student has maintained a minimum of a 2.5 EXC 660A Field Study: Instruction of Learners with Mild/Moderate grade point average on a 4.0 scale for graduate work Disabilities • All students must complete a credentials packet and be (1.5 quarter units) interviewed by a credential advisor within the first 30 days of or enrollment. EXC 665 Instruction of Learners with Moderate/Severe • All students must enroll in electronic portfolio. Disabilities EXC 665A Field Study: Instruction of Learners with Recommendation for Professional Level II Education Moderate/Severe Disabilities Specialist Credentials EXC 615 Technology for Persons with Disabilities EXC 615A Field Study: Technology for Persons with Disabilities (1.5 quarter units) In order to be recommended for a California Professional Level II EXC 603A Student Teaching Seminar Education Specialist Credential in Mild/Moderate or *At this point students must successfully complete the special Moderate/Severe Disabilities, student must show: education exit exam. The special education intern teaching • A minimum of two years of successful, full-time teaching experience and the RICA exam. experience in the public schools or private schools of equivalent status, as verified by the applicant’s employer Post-Internship Coursework • Successful completion of the program (coursework and approved (TED 4 courses, 16.5 quarter units) non-University activities) for the Professional Level II credential (BCLAD 5 courses, 21 quarter units) within five years. Students must maintain a 3.0 grade point average 175 School of Education
• Successful completion of the exit process with assigned University Certificate Programs supervisor, including examination of electronic portfolio and passing grade on exit exam. (770) • Submission of any required applications and fees. G Early Childhood Special Education Certificate • Completion of any needed credential clearing courses. All Professional Level II Education Specialist credential candidates are (770-000-788) required to have successfully completed coursework in Level I Educational Technology and Health Education, including valid This certificate is designed for individuals who have completed CPR Certification for Infant, Child and Adult. Candidates will be Level II coursework in special education and hold a Professional matriculated for these courses. If these classes have been Specialist Credential, Mild/Moderate or Moderate/Severe completed in a Level I program or at another university, the disabilities. Completion of the certificate extends teaching student should meet with an Admissions or Credential Advisor to authorization from birth through 22. Although designed for those submit an online equivalency request. with credentials in Mild/Moderate or Moderate/Severe disabilities, it can also be added to credentials in Deaf and Hard-of-Hearing, Scheduling Physical and Health Impairments, and Visual Impairments for professional growth. In addition, person with Learning, All courses are scheduled by an advisor. EXC 656 can be waived only Handicapped or Severely Handicapped credentials may add this with the approval of a full-time faculty member. EXC 655A must be certificate. the first course taken in the program without exception. Professionals in other fields, such as social work, nursing, and child I PROFESSIONAL LEVEL II EDUCATION development can also complete the coursework for professional SPECIALIST: MILD/MODERATE DISABILITIES growth units or an NU certificate.
(780-358) Prerequisites: Completion of Level II coursework in either (5 courses, 18 quarter units) Mild/Moderate, Moderate/Severe Education Specialist credential, Learning, Handicapped or Severely Handicapped credentials and EXC 655A Professional Induction Seminar (3 quarter units) experience in early childhood development with a concentration in EXC 656 Best Practices for Special Needs Students infants, toddlers, and preschoolers. Professionals in other fields (Students may substitute approved non-University activities for this should schedule an appointment with lead regional faculty in special class. Only full-time faculty members may approve course education for admission. equivalence.) EXC 657 Community Resources and Transition Program Requirements EXC 658 Advanced Specialization in Mild/Moderate Disabilities EXC 655B Exit Seminar (Portfolio required) (6 courses, 27 quarter units) (1.5 quarter units) Exit Process - Exam EXC 603 Typical and Atypical Development in Young Children Apply for Mild/Moderate Level II Credential with Credential EXC 605 Assessment in Young Children Advisor EXC 606 Family Systems & Partnership EXC 607 IFSP Process: Collaboration & Consultation I PROFESSIONAL LEVEL II EDUCATION EXC 608 Interventions for Young Children with Disabilities SPECIALIST: MODERATE/SEVERE EXC 609 Field Experience DISABILITIES Additional Requirements for the Certificate (780-359) and Application Information (5 courses, 18 quarter units) After completing their coursework successfully, students must meet EXC 655A Professional Induction Seminar Plan (3 quarter units) with a credential advisor to complete and submit to the Commission EXC 656 Best Practices for Special Needs Students on Teacher Credentialing application form for the certificate. The (Students may substitute approved non-University activities for this University issues an official C-19 letter of completion. class. Only full-time faculty members may approve the course equivalence.) G CLAD Certificate EXC 657 Community Resources and Transition EXC 659 Advanced Specialization in Moderate/Severe (767) (768) Disabilities (770-000-767 or 768) EXC 655B Exit Seminar (Portfolio required) (1.5 quarter units) Previously credentialed teachers who want to become authorized to Exit Process - Exam teach English Language Development and Specially-Designed Apply for Moderate/Severe Level II Credential with Credential Academic Instruction delivered in English can earn a CLAD Advisor certificate by meeting the state of California requirements.
CLAD certificate classes have been approved as a set by the CCTC. No coursework is accepted in transfer from another university for this program and no substitutions are allowed. Students must hold a valid credential to be granted a certificate Requirements for the Certificate
(4 courses, 18 quarter units)
To receive a CLAD certificate, students must complete at least 18 quarter units at National University. They must also: 176 School of Education
• Possess an appropriate prerequisite credential • Meet with Admission Advisor to enroll in the CA Reading • Complete the four courses listed below Certificate Program. • Meet with Credential Advisor to obtain verification forms Required Courses • Complete the required coursework at National University. (4 courses, 18 quarter units) Required Courses
To receive a CLAD certificate, students must complete all (4 courses, 18 quarter units) coursework within seven years with a 3.0 GPA. Grades of “D” and “F” are not accepted. MAT 645 Developing Fluency in Reading MAT 646 Comprehension Strategies and Procedures TED 615 Foundations of Education MAT 647A Language Arts Assessment and Instruction I TED 605 The Diverse Classroom MAT 647B Field Study: Language Arts Assessment and Instruction II TED 621A Language Development Methods for the Elementary (Candidates must maintain a 3.0 GPA. “D” and “F” grades are not School accepted.) (Prerequisite: TED 615) Additional Requirements for the Certificate or TED 623 Language Development Methods for Secondary and Middle Schools • After completing the required coursework successfully, candidates (Prerequisite: TED 615) apply for the certificate through a Credential Advisor. CLD 627 Methods for Cross-Cultural Instruction * • Candidates must have all necessary verification forms completed (Prerequisites: TED 615; TED 621A or TED 623) and pay the current CCTC fee with a non-expiring money order. * Applicable only for CLAD certificate. • Provide verification of three years successful, full-time teaching Additional Requirements for the Certificate experience in any grade or subject, preschool through adults. A and Application Information letter or other appropriate documentation by the candidate’s employer may provide verification. (Acceptable experience does NOT include student teaching internship teaching, or teaching while holding After completing their coursework successfully, students must meet an emergency credential permit.) This experience may also be gained with a credential advisor to complete and submit the Commission on outside of California. Teacher Credentialing application form for the multiple/single • Also provide a copy of a teaching credential valid for a minimum subject certificate. The University issues an official C-19 letter of of 12 months and have a non-delinquent student account balance. completion from San Diego. • A letter of completion is issued from San Diego following receipt of all documents in San Diego. In order to avoid matriculation or scheduling errors, students must G meet with a credential advisor within 30 days of enrollment. Certificate in Behavioral Analysis G Educational Technology Certificate (891) (770-000-891) (778) (5 courses, 22.5 quarter units) (770-000-778) (5 courses, 22.5 quarter units) The five course sequence in applied behavior analysis is designed to prepare students for the national certification examination sponsored These courses can be applied to the MS in Educational Technology by the Behavior Analyst Certification Board. Applicants for the and include credential clearing courses (EDT 608 and 655). Certification as a Behavior Analyst will have to meet additional requirements to qualify. All five ABA courses must be taken from EDT 608 Computer-Based Technology in the Classroom National University in order to earn this Certificate. EDT 610 Teaching Online EDT 655 Issues and Trends in Educational Technology Note: Upon successful completion of National University’s five course EDT 660 Multimedia and Interactive Technologies sequence, the student will receive a Certificate of Completion from National EDT 612 Creating Meaningful Learning with Technology University. This is NOT professional certification by the Behavior Analyst G CA Reading Certificate Certification Board, Inc. (BACB) and does NOT entitle the student to claim that they are certified behavior analysts or Board Certified Behavior (770-740) Analysts. Students must take the national certification exam and apply for (770-000-740) the professional certificate.
The CA Reading Certificate authorizes the holder to assess student Students who are pursuing a Masters degree or a PPS credential in reading and provide reading instruction in response to those Educational Counseling or School Psychology may qualify for the assessments. Reading Certificate holders are also authorized to Certificate in Behavioral Analysis provided that the student requests develop, implement, and adapt the reading content curriculum and the certificate prior to the completion of their degree program. This assist classroom teachers in these areas. Holders of the Certificate coursework and the accompanying credits may be transferred to may perform the above services at one or more school sites at the appropriate degree programs if all other requirements for admission grade levels authorized by their prerequisite teaching credential. to a degree program are met. Requirements for the Certificate Students who already possess a master’s degree may also take the listed coursework to obtain the Certificate in Behavioral Analysis. • Hold a bachelor’s or master’s degree from a regionally accredited This certificate provides students with an overview of some of the college or university with an overall grade point average of 2.5 or most important concepts in behavioral analysis. better was achieved, or where a grade point average of 2.75 or higher was achieved in the last 90-quarter units. Before taking any of the courses for the Certificate in Behavioral • Possession of a valid teaching credential. Analysis students are strongly advised to contact a full time faculty person. 177 School of Education
Certificate Requirements
(5 courses, 22.5 quarter units)
PED 668A Behavioral Research: Design and Analysis PED 668B Basic Behavioral Analytic Principles (Prerequisite: PED 668A) PED 669A Advanced Applied Behavior Analysis: Application of Behavioral Principles in Classroom Settings (Prerequisite: PED 668A, PED 668B) PED 669B Advanced Applied Behavior Analysis: Application of Behavioral Principles in the Technology of Teaching (Prerequisites: PED 668A, PED 668B,PED 669A) PED 673 Emotional/Behavioral Assessment for Children and Adolescents
178
School of Engineering and Technology
Dean, Howard E. Evans Ph.D., Chemical Engineering Science California Institute of Technology
180 Degrees Offered 180 Faculty 181 Undergraduate Degree Programs 185 Graduate Degree Programs 194 Certificate Programs
The University of Values
TM Degree Programs Offered and Faculty
Degrees Offered Undergraduate Degrees Graduate Degrees Minors
Bachelor of Science Master of Science with Majors in: with Fields of Study in: Computer Science Computer Science Computer Science Construction Engineering Engineering Management with Areas of Certificate Programs Design Engineering Specialization in: Information Systems Industrial Engineering Industrial Engineering Information Technology Management Project Management Information Technology Management Software Engineering Safety and Security Engineering Project Management Supply Chain Management & eLogistics Security and Safety Engineering Environmental Engineering Supply Chain Management Homeland Security and Safety Engineering and eLogistics Information Systems Software Engineering 8 Technology Management Wireless Communications
8 denotes program also offered or partially offered online. Note: Not all online programs or courses are offered in entirety via Internet. Note: Not all courses or programs listed in this catalog are available at every learning facility. Various undergraduate minors are available in some degree programs.
FOR FURTHER INFORMATION contact The School of Engineering and Technology in San Diego at (858) 642-8482 E-mail [email protected] fax 8489
Faculty
Department of Alireza Farahani Department of Christos J. Kolonis Computer Science Associate Professor Applied Associate Faculty and Information San Diego Main Campus Engineering Sacramento Academic Center Ph.D., Applied Mathematics M.S., Software Engineering Systems University of Rhode Island National University Thomas M. Gatton Phone: (858) 642-8408 Phone: (916) 855-4140 Leonid Preiser E-mail: [email protected] Associate Professor and Interim E-mail: [email protected] Professor and Chair Jon M. Inouye Chair Shekar Viswanathan San Diego Main Campus San Diego Main Campus Assistant Professor Ph.D., Civil Engineering Associate Professor Ph.D., Communications San Diego Main Campus University of Illinois San Diego Main Campus Technology Ph.D., Computer Science Phone: (858) 642-8484 Ph.D., Chemical Engineering Electrotechnical Institute of Nova Southeastern University E-mail: [email protected] University of Windsor, Canada Communications, Ukraine Phone: (858) 642-8412 Phone: (858) 642-8416 Phone: (858) 642-8483 Mohammad Nurul Amin E-mail: [email protected] E-mail: [email protected] E-mail: [email protected] Ronald J. Norman Associate Professor John Bugado San Diego Main Campus Professor Instructor Ph.D., Electrical & Computer San Diego Main Campus San Diego Main Campus Engineering Ph.D., Management quette University M.B.A., San Diego State Mar Information Systems University Phone: (858) 642-8485 University of Arizona Phone: (858)642-8407 E-mail: [email protected] Phone: (858) 642-8481 E-mail: [email protected] Hassan Badkoobehi E-mail: [email protected] Pradip Peter Dey Rell Snyder Associate Professor Professor San Diego Main Campus Assistant Professor Ph.D., Engineering, San Diego Main Campus Costa Mesa Academic Center University of Oklahoma Ph.D., Computer Science M.B.A., City University, Phone: (858) 642-8487 University of Pennsylvania Bellevue, WA E-mail: [email protected] Phone: Phone: (858) 642-8486 Phone: (714) 429-5282 E-mail: [email protected] E-mail: [email protected] 180 School of Engineering and Technology
Mission Statement competency in the areas of writing and mathematical concepts and systems do not satisfy any portion of the general education THE MISSION OF THE SCHOOL OF ENGINEERING AND requirement. I Technology is to provide women and men with the skills and Major in Computer Science foundations for life-long learning and growth to prepare them for (620-201) careers and advancement in engineering, technology, and related Faculty Advisor: Alireza Farahani • (858) 642-8408 • [email protected] fields. The School of Engineering and Technology seeks to educate graduates who demonstrate leadership, innovation, and service to The Computer Science Major prepares students for a career in the global community. software development. A rigorous academic foundation is complemented by realistic programming assignments. Emphasis is placed on developing both the technical and design skills necessary Undergraduate Degree to begin and enhance an individual’s career. Programs Requirements for the Major I BACHELOR OF SCIENCE (B.S.) To receive a Bachelor of Science in Computer Science, students must (620) complete at least 180 quarter units. 76.5 quarter units must be completed at the upper division level, and 45, including the senior General Education Program Requirements project courses (CSC 425A, B, C), must be taken in residence at National University. In the absence of transfer credit, students may need to take additional general electives to satisfy the total units for The general education program consists of a minimum of 70.5 the degree. quarter units. Of the 70.5 units, students must complete at least 4.5 units at the upper division level and 4.5 units in diversity enriched Preparation for the Major course work. A plus [+] indicates a diversity enriched offering. All undergraduate students working toward any associate or bachelor’s (5 courses, 22.5 quarter units) degree must meet the University diversity requirement. CST 208B Calculus for Computer Science National University has general education requirements in the (Cross-listed with MTH 220) following seven areas: (Prerequisite: MTH 215) CST 206B Discrete Structures and Logic Design AREA A: ENGLISH COMMUNICATION (Cross-listed with MTH 325) (Prerequisite: MTH 215) (minimum 15 quarter units) CST 341 Introduction to Computer Architecture AREA B: MATHEMATICAL CONCEPTS AND QUANTITATIVE (Prerequisite: CST 206B or permission of the instructor) CST 342 Computer Architecture REASONING (Prerequisite: CST 341) (minimum 4.5 quarter units) CST 242 Introduction to Programming Concepts and Methods AREA C: INFORMATION LITERACY Requirements for the Major
(minimum 4.5 quarter units) (15 courses, 67.5 quarter units)
AREA D: ARTS AND HUMANITIES CST 317 Programming in C++ (Prerequisite: CST 242) (minimum 13.5 quarter units) CST 330C Object Oriented Programming in C++ AREA E: SOCIAL AND BEHAVIORAL SCIENCES (Prerequisite: CST 317) CST 335 Data Structures and Algorithms (minimum 13.5 quarter units) (Prerequisite: CST 330C) CSC 422C Principles of Database Design AREA F: PHYSICAL AND BIOLOGICAL SCIENCES CST 427 Programming in Java (minimum 6 quarter units required [Note: one science lab is CIS 443 Local Area Network Technologies CST 430 Programming Languages required]) (Prerequisite: CST 330C) AREA G: MODERN LANGUAGE CST 350 Computer Ethics CST 400 Operating System Theory and Design (minimum 9 quarter units) (Prerequisite: CST 330C) (Students may satisfy this area by passing a competency test in any second language. They also may satisfy this requirement with 9 Select any three from the following eight courses: quarter units of computer languages, such as C, C++, Java, and Visual Basic. Students who satisfy competency by examination must CSC 421A Compiler Design still meet the overall general education unit requirement. Students (Prerequisite: CST 330C) enrolled in a degree program under the School of Engineering and CST 450 Artificial Intelligence Technology can elect to take general education electives to fulfill this CST 452 Human-Computer Interaction requirement.) CST 440 Advanced Programming in Java (Prerequisite: CST 427) AREA A-G: GENERAL EDUCATION CST 451 Artificial Intelligence Programming (minimum 4.5 quarter units) (Prerequisite: CST 450) CST 454 Computer Graphics (Prerequisites: CST 450, CST 451 and CST 427) Courses taken to achieve minimum levels of collegiate-level 181 School of Engineering and Technology
CST 455 Game Programming CEN 323 Structural Analysis (Prerequisite: CST 450) (Prerequisites: EGR 301 and EGR 304) CST 456 Advanced Game Programming CEN 410 Construction Materials and Methods (Prerequisites: CST 450 and CST 455) (Prerequisite: EGR 304) Project CEN 413 Plans and Specifications Note: Students cannot enroll in CSC 425A without completing all major (Prerequisite: EGR 319) courses and maintaining a 2.5 GPA. CEN 416 Mechanical and Electrical Systems (Prerequisite: EGR 313) CSC 425A Computer Science Laboratory I CEN 419 Estimating, Scheduling and Control (Prerequisite: All previous major courses and 2.5 GPA) (Prerequisites: CEN 410, CEN 416 and CEN 413) CSC 425B Computer Science Laboratory II CEN 422 Field Inspection and Safety (Prerequisite: CS 425A) (Prerequisite: CEN 419) CSC 425C Computer Science Laboratory III EGR 440 Project Management Fundamentals (Prerequisite: CS 425B) (Prerequisite: MTH 210) I Major in Construction Engineering Engineering Senior Project (620-441) (2 courses, 9 quarter units) Faculty Advisor: Dr. Thomas Gatton • (858) 642-8484 • [email protected] EGR 486A Engineering Senior Project I The Construction Engineering Program provides students with a (Prerequisite: Completion of 12 BSCE or 14 BSDE core well rounded education in construction, principles and practices in courses) preparation for a career in the construction industry. Upon EGR 486B Engineering Senior Project II completion of this degree, students will be prepared for careers such (Prerequisite: EGR 486A) as construction superintendent, field engineer, assistant project I Major in Design Engineering manager, project coordinator, facilities engineer, junior cost estimator, CAD drafter and quality and safety controller. Additionally, (620-442) graduates of the Construction Engineering Program, with experience, Faculty Advisor: Dr. Leonid Preiser • (858) 642-8483 • [email protected] interest and/or knowledge about specific construction trades, will be capable of performing in a large number of positions within those The Bachelor of Science in Design Engineering is designed to provide respective subcontracting firms. students with the theoretical foundations, hands-on experience and teaming skills required for effective conceptual, logistical and Requirements for the Degree developmental approach leading to interdisciplinary design of the complex engineering devices, product life cycles and engineering To receive a Bachelor of Science in Construction Engineering, systems through integration of the state-of-the-art computer-aided students must complete at least 180 quarter units, 76.5 of which must tools, concurrent engineering standards and simulation modeling be completed at the upper division level and 45 of which must be techniques. taken in residence, including the research project classes. In the absence of transfer credit, students may need to take additional Upon completion of this degree, students will be prepared to hold general electives to satisfy the total units for the degree. positions such as System Design Engineer, Design Supervisor for Concurrent Engineering Projects, and Product Design Engineer. Prerequisites for the Major Program blends together professional components from the traditional engineering curricula with the practical aspects of (8 courses, 30 quarter units) programming applications, engineering project management standards, and simulation modeling techniques and combines SCI 101 General Chemistry knowledge and practices needed for professionals working on the SCI 101A General Chemistry Laboratory engineering projects that require innovative and interdisciplinary (1.5 quarter units) background, skills and experience. MTH 210 Introduction to Probability and Statistics SCI 104 General Physics Requirements for the Degree SCI 104A General Physics Laboratory (1.5 quarter units) CST 208B Calculus for Computer Science To receive a Bachelor Science in Design Engineering, students must EGR 301 Engineering Mathematics complete at least 180 quarter units, 76.5 of which must be completed (Prerequisite: CST 208B) at the upper division level and 45 of which must be taken in EGR 304 Statics and Strength of Materials residence, including the research project classes. In the absence of (Prerequisite: EGR 301) transfer credit, students may need to take additional general electives to satisfy the total units for the degree. Requirements for the Major Prerequisites for the Major (13 courses, 58.5 quarter units) (8 courses, 30 quarter units) EGR 307 Introduction to Software, Engineering and Ethics EGR 310 Engineering Economics SCI 101 General Chemistry (Prerequisite: MTH 210) SCI 101A General Chemistry Laboratory EGR 313 Electrical Circuits and Systems (1.5 quarter units) (Prerequisites: SCI 104 and SCI 104A) MTH 210 Introduction to Probability and Statistics EGR 316 Legal Aspects of Engineering SCI 104 General Physics EGR 319 Introduction to Engineering Graphics and Auto CAD SCI 104A General Physics Laboratory (Prerequisite: EGR 301) (1.5 quarter units) CEN 320 Surveying, Metrics and GIS CST 208B Calculus for Computer Science (Prerequisite: EGR 319) 182 School of Engineering and Technology
EGR 301 Engineering Mathematics Note: The BSIS program is offered in a 16 course template. It is highly (Prerequisite: CST 208B) recommended to meet with your faculty advisor for more information EGR 304 Statics and Strength of Materials regarding this string of course work to ensure maximum success. (Prerequisite: EGR 301) Preparation for the Major Requirements for the Major (2 courses, 9 quarter units) (16 courses, 72 quarter units) CST 242 Introduction to Programming Concepts and Methods* EGR 307 Introduction to Software, Engineering and Ethics MNS 205 Introduction to Quantitative Methods for Business* EGR 310 Engineering Economics (Prerequisite: MTH 210) * May be used to satisfy a general education requirement. EGR 313 Electrical Circuits and Systems (Prerequisites: SCI 104 and SCI 104A) Requirements for the Major EGR 316 Legal Aspects of Engineering (8 courses, 36 quarter units) EGR 319 Introduction to Engineering Graphics and Auto CAD (Prerequisite: EGR 301) CIS 301 Management Information Systems DEN 408 Computer Aided Engineering I: Simulation Modeling CIS 443 Local Area Network Technologies and Analysis CIS 446 Data Modeling in an Information Technology (Prerequisite: EGR 319) Environment DEN 411 Computer Aided Engineering II: ProEngineer Modeling CIS 425 Programming for an Information Technology Software Environment (Prerequisite: EGR 319) CIS 302 Data Mining DEN 414 Computer Aided Engineering III: LabVIEW Graphical (Prerequisite: CIS 446) Programming MGT 409C Principles of Management and Organization (Prerequisite: EGR 319) CIS 420A Information Systems and Technology Project I DEN 417 Computer Aided Engineering IV: Graphics and GUI (Prerequisite: All preparation and core courses) with MATLAB CIS 420B Information Systems and Technology Project II (Prerequisite: EGR 319) (Prerequisite: CIS 420A) DEN 420 Computer Aided Engineering V: SolidWorks 3D Mechanical Design Tools Upper Division Electives (Prerequisite: EGR 319) DEN 423 Human Factors in Engineering and Design (8 courses, 36 quarter units) DEN 426 Reliability Engineering Prerequisite: EGR 301) Select at least four courses from the concentrations below, plus four DEN 429 Product Design Optimization additional upper division courses from the School of Engineering (Prerequisite: EGR 301) and Technology (SOET) or the School of Business and Management DEN 432 Concurrent Design of Products, Manufacturing (SOBM). Processes and Systems (Prerequisite: DEN 408) Concentrations DEN 435 Design and Analysis of Experiments EGR 440 Project Management Fundamentals (4 courses, 18 quarter units) (Prerequisite: MTH 210) In lieu of the upper division electives, students may complete one of Engineering Senior Project the concentrations described below plus four upper division courses from the Departments of Business and/or the Department of (2 courses, 9 quarter units) Management Science and Information Systems. EGR 486A Engineering Senior Project I L Concentration in Database Administration (Prerequisite: Completion of 12 BSCE or 14 BSDE core courses) (258) EGR 486B Engineering Senior Project II (Prerequisite: EGR 486A) CIS 414 Data Warehousing (Prerequisites: CIS 302, CIS 446) I Major in Information Systems CIS 415 PL/SQL – Visual Basic Database Object Development (Prerequisites: CIS 302, CIS 446, CIS 414) (620-416) CIS 416 Database Administration Faculty Advisor: Ronald Norman • (858) 642-8481 • [email protected] (Prerequisites: CIS 302, CIS 446, CIS 414) CIS 418 Database Network Administration The School of Engineering and Technology has added an industry (Prerequisites: CIS 302, CIS 446, CIS 414) current IS program that will link business and technology. There is great demand in the corporate world for people who can integrate all L Concentration in Electronic Business elements of the enterprise into a comprehensive network of (257) responsive, proactive information delivery systems. The BS in Information Systems (BSIS), requires coursework in: CIS 406 Multimedia Applications on the Internet Telecommunications (TC), Electronic Commerce (EC) and Database CIS 407 Website Management Administration (DBA). (Prerequisite: CIS 406) Requirements for the Degree CIS 408 Java Coding for Internet (Prerequisite: CIS 406) CIS 409 Internet/Intranet Application Development for E- To receive a Bachelor of Science with a Major in Information Systems, Commerce students must complete at least 180 quarter units, 76.5 of which must (Prerequisites: CIS 407 and CIS 408) be completed at the upper division level and 45, including the senior project courses, must be taken in residence at National University. 183 School of Engineering and Technology
L Concentration in Telecommunications Upper Division Electives
(256) (4 courses, 18 quarter units)
CIS 444 Wide Area Networking Concepts and Services Students can choose any upper division degree related electives from (Prerequisite: CIS 443) SOET or SOBM. CIS 404 Remote Access and Wireless Networking I (Prerequisites: CIS 443, CIS 444) Major in Software Engineering CIS 414 Data Warehousing (620-205) (Prerequisites: CIS 302 and CIS 406) Faculty Advisor: Dr. Thomas Gatton • (858) 642-8484 • [email protected] CIS 418 Database Network Administration (Prerequisites: CIS 302, CIS 446, CIS 414) The Major in Software Engineering gives students the opportunity to I Major In Information Technology develop basic skills in the Software Engineering Body of Knowledge Management (SWEBOK) defined by the Software Engineering Institute of Carnegie Melon University. Students receive core competency courses in the (620-408) areas of software requirements, design, construction, project Faculty Advisor: John Bugado • (858) 642-8407 • [email protected] management and evolution. Foundation courses in computing fundamentals, human factors and application domains prepares the The Bachelor of Science with a Major in Information Technology student for later courses providing skills in software ethics, Management Program is designed to meet the increasing demand for processes, quality, modeling metrics, tools and development technology expertise in consulting, marketing and sales support, environments and documentation. The student is prepared for this customer services and support, information and library science and major with a general education of courses in mathematics, natural general management. This program is designed to provide students sciences, social sciences and business studies. with understanding of basic Information Technology Management concepts and practical technology skills. Graduates are prepared for Upon completion of this degree, students will be prepared to hold positions in the areas of (1) Information Desktop Management and positions such as software engineer, computer programmer, software Administration, (2) Database Management Systems (DBMS) developer, internet programmer, database administrator and Development, Administration and Support, (3) Network computer analyst. They will have the knowledge and skills to Management and Support. evaluate the competencies and performance of themselves and other team members and assume a leadership position in the software Degree Requirements development organization. Degree Requirements To receive a Bachelor of Science with a Major in Information Technology Management, students must complete at least 180 quarter units, 76.5 of which must be completed at the upper division To receive a Bachelor of Science degree with a Major in Software level and 45 of which must be taken in residence, including the Engineering, students must complete at least 180 quarter units as research project classes (ITM 490 A/B). In the absence of transfer shown below, 45 of which must be completed in residence at credit, students may need to take additional general electives to National University, and 76.5 of which must be completed at the satisfy the total units for the degree. upper division level. The following courses are specific Degree Requirements. In the absence of transfer credit, additional general Preparation for the Major electives may be necessary to satisfy the total units for the degree.
The following courses must be completed in the General Education Students should be computer literate and have a basic understanding Program Requirements of computer usage. Preparation for the Major Requirements for the Major (8 courses, 30 quarter units) (12 courses, 54 quarter units) MTH 210 Introduction to Probability and Statistics ITM 310 Introduction to Information Technology (Prerequisite: Placement Evaluation) ITM 320 Information Technology Management SCI 101 General Chemistry (Prerequisite: ITM 310) SCI 101A General Chemistry Lab ITM 330 Desktop Applications and Information Processing (1.5 quarter units) ITM 340 Information Technology Desktop Support (Prerequisite: SCI 101) (Prerequisite: ITM 340) CST 208B Calculus for Computer Science ITM 410 Computer Network Technologies Overview (Prerequisite: MTH 215) ITM 420 Data Communications, Internet and Local Area CST 206B Discrete Structures and Logic Design Networks (Prerequisite: MTH 215) ITM 430 Network Management and Security CST 242 Introduction to Programming Concepts and Methods (Prerequisite: ITM 410) SCI 104 General Physics ITM 440 Database Systems Concepts and Data Modeling SCI 104A General Physics Lab ITM 450 Database Processing and Administration (1.5 quarter units) (Prerequisite: ITM 440) (Prerequisite: SCI 104) CIS 404 Remote Access and Wireless Networking Upper Division Requirements for the Major ITM 490A Information Technology Project I (Hands On) ITM 490B Information Technology Project I (Hands On) (13 courses, 58.5 quarter units) (Prerequisite: ITM 490A) CST 341 Introduction to Computer Architecture SEN 410 Introduction to Software, Engineering and Ethics CST 317 Programming in C++ (Prerequisite: CST 242) 184 School of Engineering and Technology
CST 330C Object Oriented Programming in C++ CST 206B Discrete Structures and Logic Design (Prerequisite: CST 317) (Cross-listed with MTH 325) CSC 422C Principles of Database Design (Prerequisite: MTH 215) CST 427 Programming in Java CST 242 Introduction to Programming Concepts and Methods SEN 420 Software Processes and Management Required Courses SEN 421 Introduction to the Unified Process and Modeling Language (UML) (6 courses, 27 quarter units) (Prerequisite: CST 242) SEN 425 Software Architecture and Development CST 317 Programming in C++ (Prerequisite: CST 331C) (Prerequisite: CST 242) SEN 445 Database and Applications Development CST 330C Advanced Programming in C++ (Prerequisite: CST 422C) (Prerequisite: CST 317) SEN 450 Human-Computer Interface Engineering CST 335 Data Structures and Algorithms (Prerequisite: CST 427) (Prerequisite: CST 330C) SEN 460 Software Quality and Testing CST 341 Introduction to Computer Architecture (Prerequisite: CST 330C) (Prerequisite: CST 206B or permission of the instructor) SEN 465 Introduction to UNIX/LINUX Project In addition, students can take any two Computer Science courses provided that they have met the required prerequisites, except the (2 courses, 9 quarter units) project sequence CSC 425A/B/C. L SEN 486A Software Engineering Laboratory I Minor in Information Technology Management SEN 486B Software Engineering Laboratory II (462) (Prerequisite: SE 486A) Requirements for the Minor
Upper Division Electives (6 courses, 27 quarter units)
(1 course, 4.5 quarter units) A Minor in Information Technology Management is available to students in any bachelor’s degree program other than the BS with a To fulfill unit requirements, students may select from the upper Major in Information Technology Management. To fulfill the division electives below: requirements for the minor, students can take any six courses listed as upper division requirements for the major and beginning with Note: It is strongly recommended that students take CST 335 to fulfill the ITM prefixes. See “Bachelor of Science with a Major in Information upper division elective requirement. Technology Management.” Prerequisites may be required depending on courses chosen. CST 335 Data Structures and Algorithms (Prerequisite: CST 330C) L Minor in Technology CST 342 Computer Architecture (461) (Prerequisite: CST 341) Requirements for the Minor CST 430 Programming Languages (Prerequisite: CST 330C) (6 courses, 27 quarter units) CST 400 Operating System Theory and Design (Prerequisite: CST 330C) To constitute a Technology Minor, students must select six upper CSC 421A Compiler Design division courses from the following technology areas. (Prerequisite: CST 335) • Information Technology Management CST 450 Artificial Intelligence • Information Systems CST 440 Advanced Programming in Java (Prerequisite: CST 427) Graduate Degree Programs SOET Minors I MASTER OF SCIENCE (M.S). IN L Minor in Computer Science COMPUTER SCIENCE
(460) (720-609) Requirements for the Minor Faculty Advisor: Pradip Peter Dey • (858) 642-8486 • [email protected] (6 courses, 27 quarter units) The Master of Science in Computer Science (MSCS) program will provide students with the mathematical foundations and information Students can complete a Minor in Computer Science to fulfill processing skills required for solving real world problems. requirements for a bachelor’s degree with a major other than computer science. Prior to enrolling in the minor, students must National University’s MSCS program not only prepares students in complete the prerequisite courses listed below or waive them the theoretical and practical aspects of solving complex computing through challenge exams. problems but we also develop other essential communication skills. Program Prerequisites MSCS graduates are able to clearly discuss issues and answers with both technical and non-technical audiences. In addition to those (4 courses, 18 quarter units) communication skills, every part of our curriculum develops “people skills,” ethics and standards of professionalism. MTH 215 College Algebra and Trigonometry (Prerequisite: Placement Evaluation) The curriculum is built upon mathematical foundations, CST 208B Calculus for Computer Science programming techniques and problem solving skills. The unique (Cross-listed with MTH 220) combination of these skills enables graduates of National’s MSCS (Prerequisite: MTH 215) program to be of immediate benefit in the computing industry. The 185
School of Engineering and Technology
rigorous mathematical foundations of the proposed MSCS program program. The degree program consists of ten courses plus the two- has 4 primary goals: (1) to provide a clear understanding of scope part MSCS graduate project (two courses; 4.5 quarter units each) that and limitations of computational models, (2) to facilitate acquisition cannot be taken until all other courses have been completed. of skills in subsequent courses of the program, (3) to facilitate logical Program Prerequisites discussion of concepts underlying problem solving skills, (4) to facilitate acquisition and employment of new skills required by the (8 courses, 36 quarter units) introduction of new technology. National University’s approach to teaching in the MSCS program allows our graduates to immediately Students with non-computer baccalaureate degrees can qualify for become highly productive members of a real-world computing team. admission to the program by choosing one or a combination of the Mathematical Foundations following options:
Complete the following prerequisite courses: The MSCS curriculum provides models of computation that remain appropriate over long periods of time. Our foundation courses equip MTH 215 College Algebra and Trigonometry students from a wide variety of backgrounds with the essential and (Prerequisite: Placement Evaluation) necessary tools to be successful in the computing industry. CST 208B Calculus for Computer Science (Prerequisite: MTH 215) Skill Courses CST 206B Discrete Structures and logic Design (Prerequisite: MTH 215) CST 242 Introduction to Programming Concepts and Methods The set of primary courses are designed for acquisition of marketable CST 317 Programming in C++ skills. These courses reflect the demands in the computer industry: (Prerequisite: CST 242) • Analysis, modeling, design, and development CST 330C Object Oriented Programming in C++ • Computational tools and processes (Prerequisite: CST 317) • Operating Systems and Languages CST 335 Data Structures and Algorithms • Data Base Systems (Prerequisite: CST 330C) • Applications Systems and Graphical User Interfaces CSC 422C Principles of Data Base Design • Artificial Intelligence • Computational Problem Solving or Integration Gain permission of the lead faculty of the MSCS program based on equivalent coursework supported by verifiable documented proof.
The capstone project class is an integrating mechanism to provide Core Requirements realistic experience for the student. It is a two-month project solving (12 courses, 54 quarter units) a real problem for a real client against a time deadline using all available tools and resources as students work together in teams. Students are encouraged to take the following 12 courses in the order This component addresses the need to integrate a broad range of of presentation. technologies and skills. Students are given the opportunity to crystallize the ideas learned earlier and to implement comprehensive CSC 610 Mathematical Foundations systems across an organization. SEN 620 Principles of Software Engineering Career Tracks SEN 621 Software Tools and Processes SEN 625 Basic Software Architecture CSC 630 Operating Systems With National’s MSCS program, faculty, students, and employers CSC 640 Database Systems will be assured that our graduates are proficient in analytical and CSC 650 Programming Languages critical thinking skills, they have a sense of professionalism, and are (Prerequisite: CSC 610) instilled with a strong set of values essential for success in the CSC 655 Compilers and Interpreters computer science field. This program reflects current and future (Prerequisite: CSC 610) industry needs and graduates from the MSCS program are trained CSC 660 Artificial Intelligence and prepared to assume a leadership role in the field. (Prerequisite: CSC 610) CSC 670 User Interface Engineering Admission Requirements (Prerequisites: CSC 610, CSC 630, SEN 620, CSC 650) CSC 686 Computer Science Project I (Prerequisites: All core requirements) It is assumed that candidates seeking admission to the program CSC 687 Computer Science Project II possess a baccalaureate degree in Computer Science (CS) or a closely (Prerequisite: CSC 686) related area. Non-CS students should fulfill the program prerequisites either through additional equivalent coursework or I MASTER OF SCIENCE (M.S.) IN waiver through a course challenge exam in order to satisfy the ENGINEERING MANAGEMENT program prerequisites. (720-810-893, 894, 895) Degree Requirements Faculty Advisor: Shekar Viswanathan • (858)642-8416 • [email protected] (20 courses, 90 quarter units) The Master of Science in Engineering Management program (M.S.) is Curriculum Requirements for MSCS Degree Program designed to bring the benefits of modern technology and high quality graduate-level instruction to engineers/scientists/ technologists interested in furthering their skills in engineering The MSCS program requires the completion of 54 quarter units of management with specialization in any of the following areas: graduate course work. Where appropriate, a maximum of 13.5- quarter units of graduate work completed at another accredited Project / Program Management, so as to become effective future 186 institution may be transferred to meet stated requirements in the project/program managers; Security and Safety Engineering in the School of Engineering and Technology
Program Requirements effective direction of planning and implementation of security and safety; Industrial Engineering so as to develop their management (6 courses, 27 quarter units) skills in the operations environment; and Supply Chain Management and eLogistics, so as to become experts in warehousing, transport, Students enrolled in this program are advised to take the courses in materials planning, inventory control, order cycle management, the order specified below. purchasing, and customer service. ENM 600 Introduction to Engineering Management These M.S. programs offer practical business perspectives necessary ENM 601 Engineering Project Management for engineering management. Unlike traditional MBA programs, ENM 602 Management of Risk, Contracts, and Legal Issues these programs emphasize required management skills that are ENM 603 Managing Projects in Operations Management specifically built on the students’ technical backgrounds and (Prerequisite: ENM 600) experience. The custom-designed mix of management concepts and ENM 607A Engineering Management Capstone Course technical expertise will help prepare professionals to direct major (Prerequisite: ENM 600, ENM 601, ENM 602, ENM 603 public and private organizations in the increasingly complicated and all pertinent Specialization courses) managerial environment of today’s competitive global, technical ENM 607B Engineering Management Capstone Course environment. In this program, engineering management principles (Prerequisite: ENM 607A) are broadly based and draw from many different disciplines such as: Requirements for the Areas of Specialization applied sciences, engineering, natural sciences, mathematics, economics, business and social sciences. (4 courses, 18 quarter units) Relevance to the Real World Students must select one of the following Areas of Specialization G Area of Specialization: Industrial Engineering Engineering Management leadership has become a highly sought skill in today’s competitive global technological marketplace. It is (895) now a well recognized profession in most industries. Within this curriculum are the following areas of specializations: More sophisticated and demanding consumers, along with an project/program management, safety/security engineering, emerging global economy, are causing organizations of all types to industrial engineering, and supply chain management and improve quality and productivity. To meet those goals, more and eLogistics. These four curricula provide a broad perspective of more organizations require the problem-solving expertise of engineering management careers that are of current interest and industrial engineers (IE’s). Industrial engineers design the systems need. that organizations use to produce goods and services. In addition to working in manufacturing industries, IE’s are vital links to quality Degree Requirements and productivity in places such as medical centers, communication (17 courses, 72 quarter units) companies, food service, education systems, government, transportation companies, banks, urban planning departments and To receive a Master of Science in Engineering Management, students an array of consulting firms. IE’s educate and direct these groups in must complete 54 quarter units involving twelve courses. A total of the implementation of Total Quality Management (TQM) principles 13.5 quarter units of graduate credit may be granted for equivalent especially in “hot areas” such as manufacturing, health care, graduate work completed at another institution, as it applies to this occupational safety, and environmental management. degree, and provided the units were not used in earning another advanced degree. Students should refer to the section in the graduate IEM 601 Engineering Economics admission requirements for specific information regarding (Prerequisites: ENM 600, ENM 601, ENM 602, and ENM application and matriculation. 603) IEM 602 Managing Production Planning and Control Since this program is defined for various areas of specialization, (Prerequisites: ENM 600, ENM 601, ENM 602, and ENM there are specific requirements for the type of courses to be taken as 603) defined in this catalog. IEM 603 Managing Facilities and Planning Layout (Prerequisites: ENM 600, ENM 601, ENM 602, and ENM Program Prerequisites 603) IEM 604 Ergonomics and Occupational Safety (5 courses, 18 quarter units) (Prerequisites: ENM 600, ENM 601, ENM 602, and ENM 603) Candidates for the program must possess a Bachelor’s degree in engineering, engineering technology, or physical sciences or a G Area of Specialization: Project Management closely related area from an accredited university. Interested students (893) from other disciplines may be admitted to the program but may be required to complete additional courses. Non-degree students will From small companies to giant global institutions, project managers not be allowed to enter this program. For those who have a general are fueling much of the successful development of exciting technical non-science and non-engineering degree, admission would be based enterprises. Talented and knowledgeable project managers command on relevant experience and the following program prerequisites: the best assignments, salaries, other compensation and bonuses. They are the future leaders and entrepreneurs. Good project MGT 409 C Principles of Management and Organization managers are not born, but are nurtured from a combination of MNS 205 Introduction to Quantitative Methods and Statistics experience, time, talent, and training. Successful projects don’t BUS 500C Macro and Microeconomics happen spontaneously; they require preparation, planning, and SCI 101 General Chemistry SCI 335 Environmental Science organization. This program is designed to provide systematic training to those would like to pursue an engineering project These courses may be waived if their equivalents have been management career. This program is designed in such a way that completed at the undergraduate level with a grade of “C” or better. anyone successfully completing this program would be academically trained to appear for Project Management Professional (PMP) 187 School of Engineering and Technology
Program Electives Courses certification administered by Project Management Institute. (2 courses, 9 quarter units) PME 601 Planning, Performing and Controlling Projects (Prerequisite: ENM 600, ENM 601, ENM 602, and ENM For electives, students should select two of the following 600 level 603) courses. Some of these courses are more relevant to a given discipline PME 602 Managing Engineering Competencies and Skills than others and hence students are asked to consult the lead faculty (Prerequisite: ENM 600, ENM 601, ENM 602, and ENM regarding the courses. 603) PME 603 Product Management ENM 604 Quality Management (Prerequisite: ENM 600, ENM 601, ENM 602, and ENM ENM 605 Infrastructure Management 603) TMG 655 Management of R & D and Innovation Processes PME 604 Project Financing and Associated Financial Management SSE 606 Managing Information Security (Prerequisite: ENM 600, ENM 601, ENM 602, and ENM SSE 608 Science of Explosives and Biological Threat Materials 603) SSE 609 Planning and Response for Terrorism G MNS 601 Statistics for Business Area of Specialization: Safety and Security Engineering IEM 605 Engineering Applications of Operations Research (894) (Prerequisite: MNS 601) SCL 605 Technology and Infrastructure Requirements for Supply Chain Management and eLogistics / IS 607 System The 9/11 events and increased business transactions through the Integration and Client Server Computing world wide web have highlighted the national and international need for highly educated and experienced professionals in the area I MASTER OF SCIENCE (M.S.) IN of security and safety engineering. Security and safety engineering is ENVIRONMENTAL ENGINEERING about assessment and building systems to remain dependable in the face of malice, error, or mischance. As a discipline, it focuses on the (720-813) tools, processes and methods needed to design, implement and test Faculty Advisor: Hassan Badkoobehi • (858) 642-8487 • [email protected] complete systems, and to adapt existing systems as their environment evolves. This academic program combines the The Master of Science in Environmental Engineering (MSENE) engineering management area with the field of security and safety. program is designed to provide participants with the requisite This curriculum identifies the common fundamentals and practices mathematical foundations and environmental processing skills for that define the theory and effective practice of asset and people solving real world problems. protection, and communicates these principles by relying on a sound academic forum. The highlight of the program includes problem Environmental Engineers are the technical professionals who identify identification, assessment, risk reduction, and control engineering. and design solutions for environmental projects. Environmental engineers provide safe drinking water, treat and properly dispose SSE 601 Introduction to Safety Engineering wastes, maintain air quality, control water pollution, and remediate (Prerequisite: ENM 600, ENM 601, ENM 602, and ENM sites contaminated due to spills or improper disposal of hazardous 603) substances. Environmental Engineers monitor the quality of the air, SSE 602 Design and Evaluation of a Modern Safety Program water, and land as well as develop new and improved means to (Prerequisite: ENM 600, ENM 601, ENM 602, ENM 603, protect the environment. SSE 601) SSE 603 Introduction to Security Engineering Although many people are concerned about the state of our (Prerequisite: ENM 600, ENM 601, ENM 602, and ENM environment, environmental engineers are the people who do things 603) to protect it from damage and to correct existing problems. SSE 604 Security Engineering - Planning and Design Environmental engineers possess the scientific and technical (Prerequisite: ENM 600, ENM 601, ENM 602, ENM 603, knowledge to identify, design, build, and operate systems that make SSE 603) modern society possible. G Area of Specialization: Supply Chain Management and This discipline involves traditional engineering components such as eLogistics mathematics, physics, chemistry, and engineering design. (892) Environmental engineering education and practice also includes a range of other disciplines, such as biology, microbiology, ecology, From small companies to giant global institutions, the concept of public health, geology, meteorology, economics, political science, and integration within business and between businesses has gained computer science. To address the spectrum of issues facing the increased validity. There has been a growing recognition that supply environment, environmental engineers are broadly educated, as well chain management and eLogistics help achieve the twin goals of cost as technically trained. reduction and service enhancement. Supply Chain Management and Program Description eLogistics have in turn been impacted and driven by e-business strategies and technologies. This program is designed to provide comprehensive academic training on supply chain management and Environmental Engineering today addresses problems in the water, eLogistics. air and soil environments. The following subjects are now SCL 601 Supply Chain Management Fundamentals considered essential in the background of an environmental (Prerequisite: ENM 600, and ENM 602) engineer: ecology, microbiology, ground water, solid waste, farm SCL 602 Supply Chain Management - Strategies, Design and waste, noise pollution, environmental impact assessment, Implementation (Prerequisite: ENM 600, ENM 602, and environmental legislation and environmental modeling and SCL 601) remediation of site contamination with spills or improper disposal of SCL 603 Logistics Management Fundamentals hazardous materials. Environmental engineers are technical (Prerequisite: ENM 600, and ENM 602) professionals who possess the scientific knowledge to identify, SCL 604 Advanced Supply Chain Logistics Management design, build and operate systems that protect the environment from (Prerequisite: ENM 600, ENM 602, and SCL 603) the impact of human activities, and as such, make modern society 188 possible. School of Engineering and Technology
Core Requirements Environmental engineers are needed in both the private and public sectors. They are employed by engineering consulting firms that (10 courses, 45 quarter units) work in environmental pollution control, industries that need to comply with pollution emission and discharge regulation, private ENE 601 Environmental Engineering Laboratory and municipal agencies that supply drinking water, and treat and (Prerequisite: SCI 101 or SCI 101A) dispose wastes, government agencies that monitor and regulate ENE 602 Environmental Microbiology and Biological Treatment waste discharges and air emissions, private and government (Prerequisite: SCI 330 or SCI 335) laboratories, and universities that conduct environmental research, ENE 603 unit Processes of Environmental Engineering international agencies that transfer knowledge to developing (Prerequisite: MNS 205 or CST 208B) countries, and public-interest groups that advocate environmental ENE 604 Engineering Aspects of Environmental Engineering protection. Quality Control ENE 605 Foundation of Air Pollution Engineering and Equipment Admission Requirements Design ENE 606 Principles of Water and Wastewater Engineering and Candidates seeking admission to the program must possess a Treatment (Prerequisite: MNS 205 or CST 208B) baccalaureate degree in good academic standing from a regionally ENE 607 Toxic and Hazardous Waste Remediation Analysis and accredited institution. The non-engineering student will find the Solid Waste Recovery technical focus of many courses challenging but essential for an (Prerequisite: SCI 101 or SCI 101A) increasing number of functional technical positions in environmental ENE 608 Site Assessment and Environmental Remediation engineering organizations. These students should fulfill the program Methodologies prerequisites or waive them through a course challenge exam. ENE 609A Master’s Research Project I Students considering this program should contact the program lead (Prerequisites: All core requirements) faculty prior to enrollment. ENE 609B Master’s Research Project II Degree Requirements (Prerequisite: ENE 609A)
(15 courses, 64.5 quarter units) Program Electives Curriculum Requirements (2 courses, 9 quarter units)
For electives, students should select two of the following 600 level The Master of Science in Environmental Engineering requires courses offered in the School of Business and Management or those completion of 54 quarter units of graduate course work. Where offered in the School Engineering and Technology: appropriate, students can transfer a maximum of 13.5 quarter units of graduate work completed at another regionally accredited institution to meet stated requirements in the program. Students MNS 601 Statistics and Business Research Methodology should refer to the section on graduate admission requirements for TMG 601 Data Mining Tools: Managing Technology for specific information regarding application and matriculation. Competitive Advantage TMG 602 Emerging Trends in E-Business Implementation Students are expected to possess or to have access to a computer Management outside of National University to work on projects both on and off HRM 640 Managing Human Resources campus. Given the nature of instructional technology, the following ELB 620 Principles of Electronic Commerce courses are not required, but highly recommended for students who MGT 630 Global Business Environment need basic skills in computer technology and electronic research: SEN 620 Principles of Software Engineering I MASTER OF SCIENCE (M.S.) IN CIS 301 Management Information Systems HOMELAND SECURITY AND SAFETY Program Prerequisites ENGINEERING (5 courses, 19.5 quarter units) (720-818)
Applicants with a Bachelor of Arts or Bachelor of Science degree Faculty Advisor: Shekar Viswanathan • (858)642-8416 • [email protected] from non-engineering curriculum should make up the deficiencies. Students will be required to take prerequisite courses based on The 9/11 events have highlighted the national (and to some extent undergraduate major and deficiencies from the following list: international) need for highly educated and experienced professionals in the area of Homeland Security and Safety SCI 101 General Chemistry Engineering. This program, due to its special nature, represents an SCI 101A General Chemistry Laboratory interdisciplinary area of research and application that brings together MNS 205 Introduction to Quantitative Methods For Business all fields of engineering, and science from the most traditional to the CST 208B Calculus for Computer Science most technologically advanced and novel. A well developed SCI 335 Environmental Science curriculum with, emphasis on fundamentals and practices that or define the theory and effective practice of asset and people SCI 330 Ecology protection, provides the focus for the Homeland Security and Safety Engineering degree. These courses may be waived if their equivalents have been completed at the undergraduate level with a grade of “C” or better, There are two well known external certifications related to security or if applicants have successfully passed a challenge exam. Students and safety professionals. The CPP program is the product of the who have a Bachelor of Science in Engineering or related field are American Society for Industrial Security (ASIS), an international exempt from the prerequisite courses. organization for professionals responsible for security. This includes managers and directors of security departments or organizations, as well as full-time security practitioners. With more than 32,000 189 School of Engineering and Technology
members worldwide, ASIS draws from corporate and organizational SSE 606 Managing Information Security executive and management ranks, plus security consultants and SSE 607 Fire and Explosion Engineering architects, attorneys, and law enforcement professionals. The CPP SSE 608 Science of explosives and biological threat materials program was officially launched in 1977, making it the longest- (Prerequisite: SSE 603) running security certification program. Today, more than 9,500 SSE 609 Planning and Response for Terrorism individuals are CPP-certified, representing one of the largest certified SSE 610 A Safety and Security Engineering Capstone Course groups of security professionals in existence. (Prerequisites: SSE 600 through SSE 609) SSE 610 B Safety and Security Engineering Capstone Course (Prerequisite: SSE 610A) The Certified Safety Professional (CSP) designation has become the mark of the professional within the safety field. This certification is I MASTER OF SCIENCE (M.S.) IN administered by the American Society of Safety Engineers. The INFORMATION SYSTEMS importance of this designation as a measure of professional standing and competence is accepted not only by the profession but is also (720-812) gaining acceptance by federal, state, and local governments; by Faculty Advisor: Jon Inouye • (858) 642-8412 • [email protected] employers; and by the public. The Master of Science in Information Systems (MSIS) program is The Homeland Security and Safety Engineering program is designed designed to provide participants with the requisite management, in such a way that anyone successfully completing this program business, strategic and technical skills needed to help their would be academically trained to appear for Certified Safety companies apply information systems technology more efficiently Professional (CSP) certification administered by the American Society and effectively. Although the higher education system produces large of Safety Engineers and for the American Society of Industrial numbers of highly educated people in both information systems Security (ASIS) Certified Protection Professional (CPP) exam. (CIS) and computer science (CSC), skilled information systems people are in short supply in industry. Even scarcer are talented Degree Requirements people with advanced knowledge for managing information systems. It is the objective of the MSIS program to fill this gap by (15 courses, 67.5 quarter units) providing the needed education. Essential career development skills including oral, written and presentation skills; people and business To receive a Master of Science in Homeland Security and Safety skills; and ethics and professionalism are integrated throughout the Engineering, students must complete 54 quarter units involving curriculum and its individual courses. The curriculum is designed as twelve courses. A total of 13.5 quarter units of graduate credit may a set of interrelated building blocks consisting of foundations, core, be granted for equivalent graduate work completed at another integration and career tracks. institution, as it applies to this degree, and provided the units were not used in earning another advanced degree. Students should refer MS in Information Systems Transition to the section in the graduate admission requirements for specific information regarding application and matriculation. Programs Program Prerequisites BSIS/MSIS Transition Program (3 courses, 13.5 quarter units) The BSIS/MSIS Transition Program allows currently enrolled BSIS Candidates for the program must possess a Bachelor’s degree students with a grade point average of at least 3.0 who are within in engineering, engineering technology, physical sciences, or a closely completing their last six courses to register for two MSIS courses as related area from an accredited university. Interested students from electives for their BSIS degree. Students can select CIS 601 and one of other disciplines may be admitted to the program but may be the following two courses: CIS 602 or CIS 603. The number of courses required to complete additional courses. Non-degree students will required to earn an MSIS degree for Transition Program students is not be allowed to enter this program. For those who have a general reduced from 12 to 10 courses. To be eligible for the Transition non-science and non-engineering degree, admission is based on Program, students must apply for the MSIS and begin their program relevant experience and the following minimum program of study within six months after completing their final BSIS course. prerequisites: Students must complete the 10-course MSIS program within four years with no break exceeding 12 months. SCI 101 General Chemistry SCI 335 Environmental Science Students must complete graduate-level course work taken as part of MNS 205 Introduction to Quantitative Methods and Statistics the BSIS degree with a grade of B or better. This course work will not transfer as graduate-level credit to National University or any other These courses may be waived if their equivalents have been institution as it is part of an undergraduate degree program. Grades completed at the undergraduate level with a grade of “C” or better. earned in graduate level courses will be calculated as part of the Program Requirements student’s undergraduate Grade Point Average.
(12 courses; 54 quarter units) BSITM/MSIS Transition Program
Students enrolled this program are advised to take the courses in the The BSITM/MSIS Transition Program allows currently enrolled order specified below. BSITM students with a grade point average of at least 3.0 who are within completing their last six courses to register for two MSIS SSE 600 Statistics for Safety and Security Professionals courses as electives for their BSITM degree. Students can select CIS SSE 601 Introduction to Safety Engineering 601 and one of the following two courses: CIS 602 or CIS 603. The SSE 602 Design and Evaluation of a Modern Safety Program number of courses required to earn an MSIS degree for Transition (Prerequisites: SSE 600 and SSE 601) Program students is reduced from 12 to 10 courses. To be eligible for SSE 603 Introduction to Security Engineering SSE 604 Security Engineering - Planning and Design the Transition Program, students must apply for the MSIS and begin (Prerequisite: SSE 603) their program of study within six months after completing their final SSE 605 Chemical Process Safety Engineering BSIS course. Students must complete the 10-course MSIS program 190 (Prerequisite: SSE 602) within four years with no break exceeding 12 months. School of Engineering and Technology
Students must complete graduate-level course work taken as part of the practical application of computer systems knowledge in the the BSITM degree with a grade of B or better. This course work will design and development of software, and the required associated not transfer as graduate-level credit to National University or any documentation, operation, and maintenance. The computer industry other institution as it is part of an undergraduate degree program. is in desperate need of technically qualified people in software Grades earned in graduate level courses will be calculated as part of engineering. The Master of Science in Software Engineering is the student’s undergraduate Grade Point Average. designed to prepare graduates to be pioneers and leaders in software engineering. They are trained to be practitioners in the essential areas Admission Requirements of software architecture, computer system engineering, computer- based media, common object-oriented engineering, database design, Candidates seeking admission to the program must possess a and software development and project management. baccalaureate degree in Information Systems or closely related areas. The Master of Science in Software Engineering program provides Degree Requirements professional education in both system and software development using state-of-the-art design and development methods in (15 courses, 67.5 quarter units) compliance with standards set by IEEE, Department of Defense, and the Software Engineering Institute at Carnegie Mellon University. The MSIS program requires the completion of 54-quarter units of This program is designed to provide students with the management graduate course work. Where appropriate, a maximum of 13.5- and technology skills in the discipline of software engineering. quarter units of graduate work completed at another regionally Graduates are prepared for positions in (1) database management accredited institution may be transferred to meet stated requirements systems (DBMS), (2) software project management, (3) software in the program. The degree program consists of ten courses plus the development, and (4) software quality assurance. two-part MSIS graduate project (two courses; 4.5 quarter units each) that cannot be taken until all other core courses have been Degree Requirements completed. Prior to beginning any graduate level course, students who do not possess a baccalaureate degree in Information Systems or To receive a Master of Science in Software Engineering, students closely related areas must complete the program prerequisites. must complete at least 54 quarter units of graduate work. A total of Program Prerequisites 13.5 quarter units of graduate credit may be granted for equivalent graduate work completed at another institution, as it applies to this (3 courses, 13.5 quarter units) degree, and provided the units were not used in earning another advanced degree. Students should refer to the section in the graduate CIS 302 Data Mining admission requirements for specific information regarding CIS 446 Data Modeling in an Information Technology application and matriculation. Environment ELB 620 Principles of E-Business Program Prerequisites Program Core Requirements (5 courses, 22.5 quarter units)
(12 courses, 54 quarter units) Candidates for the program must possess a Bachelor of Science with a Major in Computer Science. Students holding non-computer CIS 601 Information Systems Strategies, Policies and Ethics baccalaureate degrees can qualify for admission to the program by CIS 602 Network Services and Protocols choosing any one or a combination of the following options. (Prerequisite: CIS 601) CIS 603 Database Management for Decision Support Systems Complete all prerequisite courses (Prerequisites: CIS 302, CIS 446, and ELB 620) or CIS 604 Organizational Management and Information Security Gain permission of the lead faculty of the MSSE program based on (Prerequisite: CIS 601) an interview and supported by verifiable documented proof of CIS 606 End User Information Systems proficiency in each specific area of the prerequisite courses. (Prerequisite: CIS 601) CIS 607 Systems Integration and Client/Server Computing The five prerequisite courses prepare students in the areas of (Prerequisite: CIS 601) programming, database design, and operating systems. CIS 608 Knowledge Management-Knowledge-Based Systems (Prerequisites: CIS 302, CIS 446, and CIS 601) CST 242 Introduction to Programming Concepts and Methods CIS 609 Automated Knowledge Management Systems CST 317 Programming in C++ (Prerequisite: CIS 608) (Prerequisite: CST 242 or verifiable programming experience ELB 625 Electronic Payment Systems/Internet Security and permission of the instructor) (Prerequisite: ELB 620) CST 330C Object Oriented Programming in C++ ELB 635 E-Logistic and Supply-Chain-Management (Prerequisite: CST317) (Prerequisite: ELB 620) CST 335 Data Structures and Algorithms CIS 620A Master’s Research Project I (Prerequisite: CST330C) (Prerequisites: All core requirements) CSC 422C Principles of Database Design CIS 620B Master’s Research Project II Program Requirements (Prerequisite: CIS 620A) (12 courses, 54 quarter units) I MASTER OF SCIENCE (M.S.) IN SOFTWARE ENGINEERING Students enrolled or seeking admission to the program can start any course with the exception of SEN 660, SEN 686A, and SEN 686B; (720-603) however, it is recommended that they take the courses in the order Faculty Advisor: Thomas Gatton • (858) 642-8484 • [email protected] specified below.
Software Engineering is a discipline that offers tools, processes, SEN 620 Principles of Software Engineering methods, and techniques to develop and maintain quality software SEN 621 Software Tools and Processes to solve problems. Software engineering can very well be considered 191 School of Engineering and Technology
SEN 625 Basic Software Architecture courses as electives for their BSITM degree. Students can select any SEN 630 Applied Software Architecture two of the following three courses: TMG 620, TMG 601, or TMG 604. SEN 650 Human Computer Interface The number of courses required to earn an MSTM degree for SEN 651 User Interfaces and Software Engineering Transition Program students is reduced from 12 to 10 courses. To be SEN 645 Designing Database Applications eligible for the Transition Program, students must apply for the SEN 655 Application Software Development MSTM and begin their program of study within six months after SEN 635 Software Testing Strategies and Metrics completing their final BSITM course. SEN 660 Software Quality Engineering (Prerequisites: All core requirements) Students must complete graduate-level coursework as part of the SEN 686A Software Engineering Project I BSITM degree with a grade of B or better. This coursework will not (Prerequisite: SEN 660) transfer as graduate-level credit to National University or any other SEN 686B Software Engineering Project II institution as it is part of an undergraduate degree program. Grades (Prerequisite: SEN 686A) earned in graduate level courses will be calculated as part of the I MASTER OF SCIENCE (M.S.) IN student’s undergraduate Grade Point Average. TECHNOLOGY MANAGEMENT BSIS/MSTM Transition Program (720-806) Faculty Advisor: Michael Pickett • (858) 642-8374 • [email protected] The BSIS/MSTM Transition Program allows currently enrolled BSIS students with a grade point average of at least 3.0 who are within The Master of Science in Technology Management (MSTM) degree is completing their last six courses to register for two MSTM courses as designed to provide the knowledge and skills required to manage electives for their BSIS degree. Students can select any two of the successfully in today’s complex, technology-oriented organizations. following three courses: TMG 620, TMG 601, or CIS 601. The The MSTM is unique in emphasizing the technology tools for number of courses required to earn an MSTM degree for Transition management and maintenance of enterprise business environment, Program students is reduced from 12 to 10 courses. To be eligible for and provides the organizational and analytical skills required for the Transition Program, students must apply for the MSTM and managing change in technological arenas. This degree provides a begin their program of study within six months after completing broad intellectual base upon which a modern manager can continue to build competencies over the long-term of a career and through the their final BSIS course. continuing rapid progress in technologies relevant to business and public organizations coupled with a rich foundation of academic Students must complete graduate-level coursework taken as part of research. the BSIS degree with a grade of B or better. This coursework will not transfer as graduate-level credit to National University or any other The Master of Science in Technology Management addresses the institution as it is part of an undergraduate degree program. Grades needs and interests of individuals already employed in technical earned in graduate level courses will be calculated as part of the student’s undergraduate Grade Point Average. areas who wish to pursue or enhance a management career and Degree Requirements those who wish to begin a career in a technology-oriented organization as well as those in other fields wishing to develop a (12 courses, 54 quarter units) firmer grounding in the managerial and leadership issues facing today’s complex organizations, thereby creating an ideal opportunity To receive a Master of Science in Technology Management, students to develop practical inter-discipline leadership and managerial skills. must complete at least 54 quarter units of graduate coursework. A total of 13.5 quarter units of graduate credit may be granted for MS in Technology Management Transition equivalent work completed at another institution, as it applies to this Programs degree and provided the units were not used in earning another advanced degree. Refer to the section on graduate admission requirements for specific information regarding application and BBA/MSTM Transition Program matriculation. Program Requirements The BBA/MSTM Transition Program allows currently enrolled BBA students with a grade point average of at least 3.0 who are within (11 courses, 49.5 quarter units) completing their last six courses to register for two MSTM courses as electives for their BBA degree. Students can select any two of the CIS 601 Information Systems, Strategies, Policies and Ethics following three courses: TMG 620, TMG 603, or TMG 604. The TMG 601 Data-Mining Tools: Managing Technology for number of courses required to earn an MSTM degree for Transition Competitive Advantage Program students is reduced from 12 to 10 courses. To be eligible for TMG 603 Information Security Risk Analysis the Transition Program, students must apply for the MSTM and TMG 604 Competitive Intelligence Techniques and Methodologies begin their program of study within six months after completing TMG 620 Principles of Technology Management their final BBA course. TMG 625 Systems Analysis and Design TMG 635 Strategic Management of Technology and Innovation Students must complete graduate-level coursework taken as part of TMG 655 Management of R&D and Innovation Processes the BBA degree with a grade of B or better. This coursework will not TMG 640 Managing Technological Change transfer as graduate-level credit to National University or any other MNS 601 Statistics for Business institution as it is part of an undergraduate degree program. Grades TMG 650 Master’s Research Project* earned in graduate level courses will be calculated as part of the (Prerequisite: MNS 601 and 27 quarter units of core student’s undergraduate Grade Point Average. requirements) Elective BSITM/MSTM Transition Program (1 course, 4.5 quarter units)
The BSITM/MSTM Transition Program allows currently enrolled One 600-level course taken from TMG, ELB, CIS, HRM, MGT, FIN, BSITM students with a grade point average of at least 3.0 who are ACC, LED, or MKT within completing their last six courses to register for two MSTM 192 School of Engineering and Technology
*This is a two-month, one meeting per week course with a significant WCM 302 Probability and Random Processes in Engineering research component. Grading is by “H” (for Honors, “B” or better or work), “S” (for marginal, “C” level work), or “U” (unsatisfactory, Gain permission of the lead faculty of the MSWC program based on “D” or below). Students are required to complete MNS 601 in equivalent coursework supported with verifiable documented proof. addition to at least 27-quarter units of the program required courses Foundation Courses before beginning TMG 650. I MASTER OF SCIENCE IN WIRELESS (2 courses, 9 quarter units) COMMUNICATIONS (MSWC) WCM 601 Analog and Digital Communications Fundamentals (720-816) WCM 602 Wireless Communications: Principles and Practice Faculty Advisor: Dr. Mohammad Amin • (858) 642-8485 • [email protected] (Prerequisite: WCM 601) Skill Courses The Master of Science in Wireless Communications (MSWC) program is a professional degree that integrates communication (8 courses, 36 quarter units) techniques, problem solving strategies, simulations skills and mathematical foundations with hands-on training required to solve WCM 603 Wireless Networking: Architectures, Protocols and real world problems in telecommunications. Standards (Prerequisite: WCM 602) The program is designed for professionals and managers to facilitate WCM 604 Coding and Modulation for Wireless Communications the learning and application of skills in the field of wireless (Prerequisite: WCM 602) communications. The program uses a distinctive and challenging WCM 605 Information, Privacy, and Security in Wireless Systems curriculum that emphasizes multidisciplinary knowledge and (Prerequisite: WCM 602) integrates theory throughout applications and design concepts. WCM 606 CDMA Wireless Standards and Applications (Prerequisite: WCM 602) Classes combine lectures, case and hands-on studies, individual and WCM 607 Third-Generation (3G) Wireless Networks team projects, research papers and participant presentations. (Prerequisite: WCM 602) WCM 608 Engineering Software for Wireless System Development Careers (Prerequisite: WCM 602) WCM 609 Communication Systems Modeling with Wireless Applications With National’s MSWC program, faculty, students, and employers (Prerequisite: WCM 602) will be assured that our graduates are proficient in analytical, WCM 610 Next-Generation Wireless Infrastructures and Standards technical and critical thinking skills, they have a sense of (Prerequisite: WCM 602) professionalism, and are instilled with a strong set of values essential for success in the wireless communications field. This program Integration Courses reflects current and future industry needs, and graduates from the MSWC program are trained and prepared to assume a leadership (2 courses, 9 quarter units) role in the field. WCM 611A Master’s Research Project I (Prerequisites: All core requirements) The MSWC arms students with the tools necessary to achieve WCM 611B Master’s Research Project II professional success in both theoretical and practical aspects of (Prerequisite: WCM 611A) communication fields. Graduates are equipped to seek employment in research organizations, computer centers, or wireless communications businesses and enterprises. This program also Certificate Programs prepares students for further education in wireless communications enabling graduates to pursue Ph.D. studies, if they desire. (670-000-465) Degree Requirements G Certificate in Industrial Engineering
(12 courses, 54 quarter units) (770-000-895) (5 courses, 22.5 quarter units) The MSWC program requires the completion of 54-quarter units of graduate course work. Where appropriate, a maximum of 13.5- The industrial engineering certificate program prepares engineering quarter units of graduate work completed at another accredited graduates for positions in several areas that require problem-solving institution may be transferred to meet stated requirements in the expertise to improve manufacturing processes, quality, productivity, program. The degree program consists of ten courses plus the two- and customer service. Students completing 22.5 quarter units of the part MSWC Master’s Research Project. following courses earn an Industrial Engineering certificate and the specialty is recorded on the students’ permanent university Program Core Requirements transcript. This specialty would be administered through the office of (12 courses, 54 quarter units) the Dean of Engineering and Technology. The lead faculty would review each student’s course work prior to permitting a student in to Students are encouraged to take the following 12 courses (54 quarter this certification program; based on the student’s performance, both units) in the order of presentation. Courses WCM 601 and WCM 602 the coordinator and the dean would determine if the student ought are foundation courses that must be completed before taking any to be awarded with a certificate of achievement. other courses and the project courses. IEM 602 Managing Production Planning and Control Program Prerequisites IEM 603 Managing Facilities and Planning Layout IEM 604 Ergonomics and Occupational Safety (2 courses, 9 quarter units) MNS 601 Statistics for Business IEM 605 Engineering Applications of Operations Research WCM 301 Linear Systems and Signals (Prerequisite: MNS 601) 193 School of Engineering and Technology
G Certificate in Information Technology Management G Certificate in Security and Safety Engineering
(670-000-465) (770-000-894) Faculty Advisor: John Bugado • (858) 642-8407 • [email protected] (5 courses, 22.5 quarter units)
This certificate program offers students interested in technology- The Security and Safety Engineering certificate program prepares related careers the opportunity to develop the professional expertise graduates for positions in several areas of Security and Safety to apply and manage technology in a variety of situations. With this Engineering. Students completing 22.5 quarter units of the following certificate, students can pursue careers in fields such as marketing, courses can earn a Security and Safety Engineering certificate and the information management, customer service, data management and specialty would be recorded on the students’ permanent university sales. Students who later want to pursue a baccalaureate degree can transcript. This program is designed in such a way that anyone going apply some or all of the credits awarded in the certificate program through this program would be academically trained to appear for toward their degree assuming they meet the GPA and other “Certified Safety Professional (CSP)” certification administered by requirements of that program. the American Society of Safety Engineers’ and the American Society of Industrial Security’s (ASIS) Certified Protection Professional (CPP) Certificate Prerequisite exam. This specialty would be administered through the office of the (1 course, 4.5 quarter units) Dean of Engineering and Technology. The lead faculty of the program would review each student’s course work prior to CIS 301 Management Information Systems permitting him/her into this certification program. Based on the student’s performance, the coordinator and the dean would Certificate Requirements determine whether the student is eligible to receive a certificate of (5 courses, 22.5 quarter units) achievement.
ITM 310 Introduction to Information Technology SSE 601 Introduction to Safety Engineering (Prerequisite: CIS 301) SSE 602 Design and Evaluation of a Modern Safety Program ITM 410 Computer Network Technologies Overview (Prerequisite: SSE 601) ITM 420 Network Management Principles and Practices SSE 603 Introduction to Security Engineering ITM 440 Database Systems Concepts and Data Modeling SSE 604 Security Engineering - Planning and Design (Prerequisite: SSE 603) Elective SSE 609 Planning and Responding to Terrorism (1 course, 4.5 quarter units) G Certificate in Supply Chain Management and eLogistics Choose one of the following: (770-000-892) ITM 320 Information Technology Management (5 courses, 22.5 quarter units) (Prerequisite: ITM 310) ITM 330 Desktop Applications and Information Processing From small companies to giant global institutions, the concept of ITM 450 Database Processing and Administration integration within a business and between businesses has gained (Prerequisite: ITM 440) increased validity. There has been a growing recognition that supply chain management and eLogistics help achieve the twin goals of cost G Certificate in Project Management reduction and service enhancement. Supply Chain Management and (770-000-893) eLogistics have in turn been impacted and driven by e-business (5 courses, 22.5 quarter units) strategies and technologies. This program is designed to provide comprehensive academic training on best practices in a dynamic and From small companies to giant global institutions, project managers increasingly global economic business environment. are fueling much of the successful development of exciting business SCL 601 Supply Chain Management Fundamentals enterprises. Talented and knowledgeable project managers command SCL 602 Supply Chain Management - Strategies, Design and the best assignments, salaries, other compensation, and bonuses. Implementation (Prerequisite: SCL 601) They are the future leaders and entrepreneurs. Good project SCL 603 Logistics Management Fundamentals managers are not born but are nurtured from a combination of SCL 604 Advanced Supply Chain Logistics Management experience, time, talent, and training. Successful projects don’t (Prerequisite: SCL 603) happen spontaneously; they require preparation, planning, and SCL 605 Technology and Infrastructure Requirements for Supply organization. This certificate program is designed to provide Chain Management and eLogistics systematic training to those would like to pursue a project Or management certification offered by Project Management Institute. CIS 607 System Integration and Client Server Computing To earn this certificate, students are required to take the following courses in the order specified below.
ENM 601 Engineering Project Management ENM 602 Management of Risk, Contracts, and Legal Issues PME 601 Planning, Performing and Controlling Projects (Prerequisites: ENM 601, and ENM 602) PME 602 Managing Engineering Competencies and Skills (Prerequisites: ENM 601, and ENM 602) PME 604 Project Financing and Associated Financial Management (Prerequisites: ENM 601, and ENM 602)
194 Course Descriptions
196 Prefix/Subject Area by NU School 196 Course Numbering System 197 Course Descriptions
The University of Values
TM Prefix/Subject Area by NU School
School of Arts and Sciences School of Education
Prefix Subject Area ...... Page Prefix Subject Area ...... Page ART Art ...... 197 BTE Bilingual Teacher Education ...... 198 BIS Interdisciplinary Studies...... 198 CED Counselor Education...... 199 CAL Center for Adult Learner ...... 199 CLD Cross-Cultural, Language and Academic Development. . . . 203 CHD Chemical Dependency...... 200 CUR Curriculum and Instruction ...... 204 COM Communications...... 203 EDA Educational Administration...... 206 ECD Early Childhood Development ...... 205 EDT Educational Technology ...... 207 ENG English ...... 210 EXC Special Education ...... 212 ESM Elementary Subject Matter ...... 212 HED Health Education...... 217 GLS Global Studies ...... 216 ILD Instructional Leadership...... 221 HIS History ...... 217 MAT Master of Arts in Teaching ...... 225 HUB Human Behavior ...... 220 PED School Psychology...... 234 HUM Humanities ...... 220 TED Teacher Education ...... 243 ILR Information Literacy ...... 221 IOP Industrial Organization ...... 221 School of Engineering and Technology ITC Instructional Technology ...... 222 Prefix Subject Area ...... Page LAS Language Arts ...... 223 CEN Construction Engineering ...... 200 LIT Literature...... 224 CIS Information Systems ...... 200 MCW Creative Writing...... 225 CSC Computer Science ...... 203 MDC Digital Cinema ...... 226 CST Computer Sciences and Technology...... 204 MSM Multiple Subject Matter ...... 228 DEN Design Engineering ...... 204 MTH Mathematics ...... 229 EGR Engineering...... 208 MUL Multimedia ...... 231 ENE Environmental Engineering...... 209 MUS Music ...... 232 ENM Engineering Management ...... 211 NSG Nursing ...... 232 IEM Industrial Engineering ...... 221 PHL Philosophy ...... 235 ITM Information Technology Management...... 222 POL Political Science ...... 236 PME Project Management ...... 236 PSY Psychology...... 236 SCL Supply Chain Logistics...... 240 SCI Natural Sciences...... 238 SEN Software Engineering ...... 240 SOC Sociology...... 241 SSE Safety and Security Engineering ...... 242 THR Theater...... 245 TMG Technology Management ...... 245 School of Business and Management WCM Wireless Communications ...... 245
Prefix Subject Area ...... Page National University Course Numbering System ACC Accounting ...... 197 BUS Business ...... 199 0- to 99- Level Courses: CJA Criminal Justice...... 202 Remedial courses that do not grant collegiate credit. ECO Economics ...... 205 ELB Electronic Business ...... 208 100- to 200- Level Courses: EMB Executive Master in Business...... 209 Lower-Division courses applicable to Associate degrees. FIN Finance ...... 214 FSC Forensic Sciences ...... 215 300- to 400- Level Courses: HCA Health Care...... 216 Upper-Division courses applicable to Bachelor degrees. HCM Hospitality Management ...... 217 500-Level Courses: HRM Human Resources Management ...... 219 LAW Law ...... 223 Courses which may be applicable as advanced upper-division LED Organizational Leadership...... 224 credit or as graduate credit, as specified by the requirements of MGT Management...... 226 each degree program. MKT Marketing ...... 227 600-Level Courses: MNS Management Science...... 228 ODV Organizational Development...... 233 Master’s level courses. PAD Public Administration...... 234 SMG Sports Management ...... 241 Note: All courses are 4.5 quarter units unless otherwise specified. TAX Taxation...... 242
196 Course Descriptions
ACC 650 eral income taxation of individuals, including ACC – Accounting Financial Accounting Theory income, deductions, exemptions, credits, capital ACC 201 gains, depreciation and deferred compensation (Prerequisite: ACC 201) Financial Accounting Fundamentals plans. As a course requirement, students prepare This course is an examination of financial account- Form 1040 income tax returns. A survey of basic accounting theory and the appli- ing concepts, including accounting standards cation of accounting principles, this course ACC 432B known as Generally Accepted Accounting includes the recording and summarization of busi- Taxation-Business Principles (GAAP) as practiced in the U.S., with ness transactions in the form of financial state- emphasis on revenue recognition, asset valuation, ments under the rules of “generally accepted (Prerequisite: ACC 201) financial statement presentation and disclosure. accounting principals” (GAAP). It is designed for An introduction to the theory and practice of fed- ACC 652 eral income taxation of partnerships, subchapter S students who have little or no prior knowledge of Taxation for Investors and Managers financial accounting, this course corresponds to and subchapter C corporations. Students learn the “Principles of Accounting I” at other colleges. use of tax research publications. (Prerequisite: ACC 201) Theory and practice of federal income taxation of ACC 202 ACC 433A Managerial Accounting I individuals, partnerships and corporations, includ- Managerial Accounting Fundamentals ing capital gains, depreciation, and deferred com- (Prerequisite: ACC 201) (Prerequisite: ACC 201) pensation rules and regulations are covered. This course is an overview of the use of financial A study of cost accounting principles and proce- ACC 655 dures, including job order costing, process costing, accounting and cost accounting data for the design Auditing and Internal Control and preparation of reports to aid management in standard cost, variance analysis and variable and organizing, directing, controlling, and decision- absorption costing. Covers managerial accounting (Prerequisite: ACC 201) making functions. The topics include the funda- topics including break-even analysis and budget- Financial statement audits and other assurance ser- mentals of cost accounting, budgeting and respon- ing. vices performed by independent auditors in accor- sibility accounting for cost and profit centers. ACC 433B dance with AICPA generally accepted auditing standards are examined, with emphasis on internal ACC 300 Managerial Accounting II control principles and procedures. Applied Technology for Accountants (Prerequisite: ACC 433A) ACC 657 A continuation of Managerial Accounting I, this (Prerequisite: ACC 201) Accounting Information Systems This course familiarizes accounting majors with course covers additional managerial accounting the technological tools and resources needed for topics, including cost behavior using linear pro- (Prerequisite: ACC 201) career opportunities in both financial and manage- gramming models, regression analysis, transfer The design and internal control perspectives of rial accounting areas. Emphasized are the adapta- pricing, performance measurement and capital accounting information systems, including systems tion of computer accounting software to the specif- budgeting techniques. analysis, decision support systems, system imple- ic needs of an enterprise, as well as the design and ACC 434 mentation, and the audit of management informa- use of spreadsheet models to perform specialized Government and Non-Profit Accounting tion systems are studied. accounting and finance-related tasks. ACC 690 (Prerequisite: ACC 201) ACC 410A Guided Study A study of the specialized accounting principles Intermediate Accounting I applicable to state and local governments and This course is individual study under the direction (Prerequisite: ACC 201) other non-profit organizations, with an emphasis of an instructor. It requires prior approval of the Often referred to as “Intermediate Accounting,” on fund accounting principles used in the record- appropriate academic department. ACC 410A, B, and C cover a substantial portion of ing of assets, liabilities, equity, revenues and expenditures. Also covers the analysis and inter- the U.S. accounting standards known as GAAP ART – Art (generally accepted accounting principles). In par- pretation of financial statements of such govern- mental and nonprofit entities. ticular, ACC 410A provides an in-depth review of ART 100 the accounting process and of the four principal ACC 435A Introduction to Art History financial statements. This course emphasizes rev- Auditing I enue and expense recognition, along with the (Prerequisites: ENG 100/101) accounting for cash and receivables. (Prerequisite: ACC 201) A survey of the main periods and traditions in art ACC 410B A study of financial statement audits by CPAs per- history, with emphasis on the complex relationship formed in accordance with AICPA generally Intermediate Accounting II between art and society. Explores traditions includ- accepted auditing standards. Topics include profes- ing the Renaissance, Gothic, Baroque, Rococo, clas- (Prerequisite: ACC 201) sional ethics, legal liabilities, the planning of audit sical, Neoclassicism, impressionism, expressionism, Often referred to as “Intermediate Accounting,” engagements, internal control and its relationship realism, fantasy, environment art, architecture, for- (See ACC 410A for a series description.) ACC 410B to the nature, timing and extent of evidence-gath- malism and contemporary avant-garde forms. covers accounting for inventory, plant, property ering procedures, EDP controls and audit sam- pling. ART 200 and equipment, intangible assets, intangible assets, Visual Arts investments, and current and long-term liabilities. ACC 435B ACC 410C Auditing II Fundamentals of visual and applied arts presented through painting, photography, video, or other Intermediate Accounting III (Prerequisite: ACC 435A) media. Emphasis is determined by instructor. (Prerequisite: ACC 201) A continuation of ACC 435A, this course focuses Students develop an awareness of aesthetic values, Often referred to as “Intermediate Accounting,” on the auditing procedures of individual financial learn how to handle materials and develop an (See ACC 410A for a series description.) ACC 410C statement line items including cash, receivables, understanding of formal, technical and conceptual covers accounting for leases, pensions, income inventory, payables, long-term debt, equity bal- issues. Students supply some laboratory materials. ances and related income statement accounts. Also taxes, contributed and retained capital, earnings ART 200A per share, and the statement of cash flows. emphasizes the writing of auditor’s reports, special reports and review and compilation reports in Visual Arts Laboratory ACC 431 accordance with AICPA standards. (Prerequisite: ART 200) Advanced Accounting ACC 604 The laboratory portion of Visual Arts, in which stu- (Prerequisite: ACC 201) Managerial Accounting dents focus on hands-on work. An examination of advanced concepts of account- A study of accounting concepts and reporting tech- ART 315 ing for business combinations, with emphasis on Film as Art the consolidation of parent/subsidiary balance niques applied in a management decision-making context, Students analyze accounting data from sheet and income statement reporting. Also covers (Prerequisites: ENG 100/101) real-world case studies and present their analysis, accounting for the formation, operation and liqui- A survey of the art of cinema from the silent period conclusions, and recommendations. Managerial dation of partnerships, as well as special reporting to the present, with emphasis on the social con- accounting models used by diverse enterprises in requirements for multinational entities. struction, distribution and consumption of film in virtually all industrialized nations include cost historical context. Examines basic film techniques ACC 432A accounting and the behavior of costs, budgeting, and theories and systematically explores diverse differential analysis, and responsibility accounting Taxation-Individual film styles and genres. Focuses on elements of film are examined. Reporting techniques involving the such as lighting, editing and cinematography. (Prerequisite: ACC 201) use of current spreadsheet and graphic presenta- Develops awareness of film as a complex artistic An introduction to the theory and practice of fed- tion technology are presented. 197 Course Descriptions
text. Establishes a basis by which students can cational status of Latinos in the U.S. Taught in lan- well-designed lesson plan, instructional strategies make their own aesthetic judgments. In addition to guage of emphasis. and related classroom management principles. The contemporary mainstream films, students view class also provides strategies for dealing with BTE 621B classic, independent, experimental and foreign unproductive student behavior. Taught in language films. Reading and Language Arts Methods for of emphasis. Elementary Schools ART 323 BTE 630A Modern Art (Prerequisites: TED 615, TED 621A) Beginning Student Teaching This course provides Multiple Subject Candidates (Prerequisites: ENG 100/101) with research-based methods and strategies for (Note: Does not grant graduate level credit) An introduction to the major movements, styles designing and implementing a balanced and com- TED 630A comprises the first month of the full- and artists from Impressionism to Post prehensive program of systematic instruction in day, full-time, semester-long Student Teaching Modernism. Examines how themes of Modern Art reading, writing and related language arts aligned experience, in which candidates are placed with reflect the social, historical and cultural events of with the state adopted English Language Arts certified field supervisors. Candidates must suc- the period. Academic Content Standards for Students and the cessfully complete four components in their super- vised Beginning Student Teaching: (1) school-site ART 329 Reading/Language Arts Framework. Course con- tent is organized into four Reading Instruction and classroom orientation including school person- World Art + Competence Assessment (RICA) domains. Taught nel interviews, (2) onsite classroom observations, (3) lesson plan design and presentation, each com- (Prerequisites: ENG 100/101) in language of emphasis. ponent within the context of fulfilling (4) profes- The fundamentals of visual and applied arts from BTE 622A sional responsibilities. Candidates also attend TED a global perspective. Focuses on the art of India, Curriculum and Instruction I: History, Social 629 Student Teaching Seminar, which integrates China, Japan, Pre-Columbian Central and South Science, Physical Education, Visual and theory and practical approaches to real-life situa- America, Native North America, Oceania and tions experienced by candidates during TED 630A. Australia, Africa and the Middle East. Also covers Performing Arts Note: The grade assigned for the course will be the accelerated changes in world art since 1945 and (Prerequisites: TED 615, TED 621A) either satisfactory or unsatisfactory. diversity issues related to world art. BTE 622A focuses on multiple subject curriculum BTE 630B, BTE 630C, BTE 630D ART 400 development and teaching History, Social Science, Student Teaching Expressive and Integrative Arts Physical Education, Visual and Performing Arts using State of California content standards. (Prerequisite: BTE 630A) (Prerequisites: ART 200, MUS 100, MSM 301, PSY Content-specific teaching practices, lesson design, (Note: Does not grant graduate level credit) learning environments and assessment of student 301 or equivalents) Student Teaching BTE 630 B, C, D comprises the learning are emphasized to provide access to the Emphasizes the California Standards in the areas second, third and fourth months of the full-day, curriculum for all students. Taught in language of of dance and theater and builds on prior learning full-time semester-long Student Teaching experi- emphasis. in music and the visual arts. The course prepares ence. Candidates are placed with certified teacher the student to integrate all these areas into daily BTE 622B supervisors and are required to successfully com- instruction in grades K-8. The course emphasizes Curriculum and Instruction II: Mathematics and plete four components: (1) Classroom responsibili- recognition of cultural diversity through activities Science ties, (2) lesson plan design and presentation, (3) in the arts as well as a basic knowledge of content off-site classroom observations, each component areas for planning appropriate cross-curricular (Prerequisites: TED 615, TED 621A) within the context of fulfilling (4) professional activities. BTE 622B focuses on multiple subject curriculum responsibilities. development and teaching math and science using BIS – Interdisciplinary Studies State of California content standards. Content-spe- Multiple-subject candidates spend eight weeks in cific teaching practices, lesson design and assess- both a K-2 and a 3-6 classroom (non-traditional BIS 490 ment of student learning are emphasized to pro- programs may vary). One of the two assignments Interdisciplinary Studies Seminar vide access to the curriculum for all students. is with a certified Field Supervisor. Single-subject Taught in language of emphasis. candidates experience teaching a minimum of four This eight week capstone course compares and academic periods a day in two grade levels; a min- BTE 624 analyzes how knowledge is produced across disci- imum of three of four periods must be in their des- plinary boundaries by integrating primary areas of Content Area Literacy for Secondary and Middle ignated academic area. Candidates complete BTE study within the program: language and literature, Schools 629 Student Teaching Seminar (as begun in BTE history and the social sciences, the sciences, and 630A), which integrates theory and practical (Prerequisites: TED 615, TED 623) fine and performing arts. Students come together approaches to real-life situations experienced by This course is aligned with the California Board of having taken six upper-division electives from candidates during BTE 630 B,C,D. Note: The grade Education adopted academic content standards in these areas to compare and analyze the different assigned for the course will be either satisfactory English Language Arts and the Reading/Language approaches, modes of inquiries, historical perspec- or unsatisfactory. tives and methodologies that define the academic Arts Framework for students who are speakers of disciplines they have been exposed to. The English, English language learners (ELLs) and stu- BTE 660 instructor determines the seminar topic. Students dents with special needs and is designed to assist The Bilingual Child choose a topic, which may be new or may derive Single Subject Credential Candidates in developing (Prerequisite: Passing competency test with a score of from a paper project/topic from a previous disci- the background and skills necessary to teach litera- pline-specific course that intersects with the semi- cy in the content areas to middle/junior and/or 3.5 or above in the language of emphasis) nar theme, and expand it to an integrated research senior high school students in the culturally and An introduction to research, theory and practices project that addresses the topic from the perspec- linguistically diverse classrooms in the California related to the learning and development of the tives of at least three disciplinary vantage points. public schools. Taught in language of emphasis. bilingual, bi-cognitive child. Examines theories on culture, cognition, bilingualism, biculturation and This course develops skills that are relevant to a BTE 625A wide variety of academic and professional environ- psychological dynamics of a positive self-esteem Curriculum Development for Secondary and and academic development. Gives candidates the ments: (1) effective reading and research at college Middle Schools level; (2) argument development and logical rea- skills necessary to understand and assess the cog- nitive and linguistic developmental stages of bilin- soning; and (3) clearly structured and organized (Prerequisites: TED 615, TED 623) gual, bicultural children. Raises consciousness and writing of a substantive nature. This course integrates the California K-12 academic sensitivity to the effects of culture conflict on the content standards with effective curriculum devel- academic achievement of bilingual children. opment principles for diverse learners. Through BTE – Bilingual Teacher Education guided field activities, teacher candidates will BTE 661 BTE 612 access student background information for the Sociolinguistics purpose of designing and reflecting upon long and History and Culture of Latinos in the U.S. short term planning that enables engaged student (Prerequisites: BTE 662 and passing competency test An examination of historical, cultural and social learning and provides access to the curriculum for with 3.5 or above in the language of emphasis) characteristics of major Latino groups in the U.S. all learners. Taught in language of emphasis. An examination of the development of language Reviews the following issues: contributions Latinos within the socio-cultural context. Covers the signif- BTE 625B have made to American society, the cultural con- icant role of language in culture transmission and flict experienced by these groups, the implications Instruction and Classroom Management for social/political control and the role of code-mixing of such conflict on American society and the effects Secondary and Middle Schools and code-switching as a communication system in of changing demographic, migration and immigra- a multilingual, multicultural society and linguistic (Prerequisites: TED 615, TED 623 and BTE 625A) tion patterns. Analyzes the legal, political and registers. Examines the social factors of language This course builds on the curricular principles social movements that influenced the social/edu- and its importance in social interaction. Also pro- established in TED 625A by incorporating within a 198 Course Descriptions
CED 601 vides the necessary skills to teach in a cross-cultur- learned in each of their BBA program core courses Consultation in the Schools al and linguistically diverse classroom. Assists stu- to real world business situations . Students’ ability dents in analyzing language proficiency and to integrate this knowledge and to apply and artic- (Prerequisites: CED 610, CED 611, CED 603 and understanding the variations found in languages. ulate critical analysis to cases and other assign- Advancement to Candidacy.) ments are among the key objectives of this course. BTE 662 This course introduces students to specific tech- Students must complete all BBA preparation and Comparative Linguistics niques including communication and interpersonal upper-division core courses before starting this skills necessary towards effective consultation at (Prerequisite: Passing competency test with a score of capstone course. the individual, group and systems levels. 3.5 or above in the language of emphasis) BUS 500A Emphasis is on team building and on the provision An examination of the structure, phonology and Intermediate Algebra of indirect services by school counselors and morphology of the language of emphasis and school psychologists including program develop- English. Compares and contrasts the structure of An introduction to quantitative methods for busi- ment, staff development, and written communica- the two languages and addresses the linguistic ness graduate students with no previous exposure tion skills. Practicum experience is required. problems in the transfer of errors from L1 to L2. to the subject, it covers topics including algebraic CED 602 Includes strategies for teaching English as a second operations, equations, graphs and functions, expo- language. Prepares candidates to understand both nential and logarithmic functions, and an introduc- Contemporary Issues in School Counseling tion to linear programming. No credit is awarded. first and second language acquisition. Also pro- Introduces students to topical social issues related vides candidates with the skills necessary to BUS 500B to counseling. It is meant to expose students to understand the structure and form of the two lan- Statistics critical issues, their possible solutions and the most guages and to predict the transfer of linguistic current thinking and research. Practicum experi- problems in the transition period of language An introduction to statistics for business graduate ence required. acquisition. students with no previous exposure to the subject. It covers topics that include arranging data, con- CED 603 BTE 664 structing a frequency distribution, measures of cen- Multicultural Counseling Advanced Theory and Research in Bilingual tral tendency, measures of variability, and probabil- Education ity distribution. No credit is awarded. (Prerequisites: CED 610, CED611 and Advancement to Candidacy) (Prerequisite: Passing competency test with a score of BUS 500C Emphasis is on the building on skills developed in 3.5 or above in the language of emphasis) Macro and Microeconomics the individual and group counseling course A seminar in research and studies that have been including culture conflict, personal identity, man- An introduction to economics for business gradu- conducted on bilingual students. Assesses and aging gender and racial issues as well as lifestyle ate students with no previous exposure to the sub- evaluates models of bilingual programs. Also pro- concerns; cooping vs. personal empowerment; ject, it covers topics including microeconomics, vides an opportunity to compare and contrast effective intervention models when working with macroeconomics, and an introduction to manage- research conducted on bilingual education. ethnic and linguistic minorities including building ment. No credit is awarded. Students critique the strengths and weaknesses of effective parent involvement programs. Principles research studies. BUS 501A of effective cross-cultural counseling including BTE 665 Accounting Fundamentals applicable theories, goals, skills and techniques Advanced Grammar and Composition will be reviewed. Case examples, current regula- An introduction to accounting for graduate stu- tions, and issues in counseling culturally diverse dents with no previous exposure to the subject, it (Prerequisite: Passing competency test with a score of students are explored. Practicum experience is covers accounting terminology and concepts and required. 3.5 or above in the language of emphasis) procedures used for preparing financial statements Teaches advanced skills in composition and gram- in accordance with U.S. accounting standards. No CED 604 mar, including writing skills, through the use of credit is awarded. Orientation and Field Experience in School the computer lab. Provides the opportunity to use Counseling word processing programs in English and in the BUS 501B language of emphasis to compose and edit work. Finance Fundamentals An exploration of the field of school counseling Students acquire the necessary skills to write their and its suitability as a personal career choice. term papers or thesis in the language of emphasis. (Prerequisite: BUS 501A or ACC 201) Emphasis is on an understanding of the multiple Taught in the language of emphasis. This course is an introduction to finance for gradu- roles of school counselors that includes counseling, ate students with knowledge of accounting funda- BTE 667 coordination and collaboration. Field experiences, mentals but with no previous exposure to the sub- using interviews and observations will give stu- Socio-Cultural Issues in Bilingual Education ject of finance. Students learn how to analyze dents insight into their future vocations. Emphasis financial statements for decision-making. Also cov- (Prerequisite: Passing competency test with 3.5 or above is place on oral and written communication, and ers topics including time value of money concepts, observational skills. Practicum experience is in the language of emphasis) working capital policy and short-term credit, and required. A seminar in issues that affect the socialization and current asset management. No credit is awarded. enculturation of children in a multicultural society. CED 606 Examines factors that affect the learning process, Development and Evaluation of School the role of the teacher as a change agent and insti- CAL – Center for Adult Learner Counseling Programs and Services tutional change in education. Provides the oppor- tunity to critically analyze current political and CAL 600 (Prerequisite: CED 604) social issues that affect the bilingual classroom. Introduction to Adult Learning This course will focus on the designing, develop- Helps students develop a personal philosophy of ing, implementing, and evaluating a contemporary This course examines the fundamentals of andra- education. school counseling program in accordance with the gogy, a theory of learning and methodological National Standards. Foundations of school coun- BTE 668 approach which is applicable to adults and their seling programs are covered, as are results based Survey of Children’s Bilingual Literature idiosyncratic lifestyles within a societal context guidance. Finally, students will learn the leader- ever more culturally and linguistically diverse. ship skills necessary to implement the program (Prerequisite: Passing competency test with 3.5 or above Graduate students analyze theory, research, and and counseling services to meet needs of the com- in the language of emphasis) practice as a basis for improving the learning envi- munity they are servicing. Practicum experience is A survey of children’s literature in both English ronments of formal and non-formal adult educa- required. and the language of emphasis. Provides effective tion programs. strategies for fostering reading for enjoyment and CED 610 understanding as well as critical skills for assessing Advanced Counseling Theories and Techniques literature for bicultural, bilingual students. Teaches CED – Counselor Education a variety of ways to encourage students to read. (Prerequisites: CED 604 or PED 604) CED 600 Also gives teachers an opportunity to read and An examination of the major theories of individual evaluate the books that are age- and grade-appro- Student Diversity in Development and Learning counseling and their application for school coun- priate. The counseling process, interventions, and strate- selors and school psychologists. The focus is on BUS – Business building the theoretical knowledge and practical BUS 480 gies will address cultural, ethnic, issues presented skills required for expert counseling. Issues of Integrated Business Policy in class. The course analyzes and conceptualizes human development themes from the perspective social and cultural diversity in the context of help- (Capstone course) of various learning and personality theorists. ing relationships are addressed. Practicum Experience is required. This course provides students with the opportuni- Practicum experience is required. ty to apply the principal concepts and skills
199 Course Descriptions
CED 611 CEN 422 emphasized throughout the course as students pro- Group Counseling Field Inspection and Safety duce a major professional writing while remaining (Prerequisites: CED 610) focused on the practical needs of educators who (Prerequisite: CEN 419) Application of basic knowledge of the roles, func- wish to join the larger professional community in Integration of safety and productivity into daily tions, and dynamics among group leaders and their field of specialty. Maximum length of time is field operations through inspection and account- group participants: covers group process theory 12 months. ability. Examines accident costs and contributing and the research pertaining to group process; stu- (Note. Grading is by H (honors ), S (satisfactory), factors and techniques for risk minimization. dents analyze the interaction within a group. or U (unsatisfactory). Presents the relationship between safety and quali- Practicum experience is required. CED 694 ty and techniques for site, structure, general and mechanical and electrical system inspections. CED 612 Thesis Career and Academic Counseling (Prerequisite: ILD 680) CHD – Chemical Dependency (Prerequisite: CED 601) Provides supervised experience culminating in the This course provides a general examination of cur- completion of a thesis project that was designed in CHD 440 rent career development/ career education litera- ILD 680. Maximum length of time in 12 months. Drugs, Values and Society ture including theories and major concepts, career (Note. Grading is H (honors), S (satisfactory), or U education programs and practices, resource materi- (unsatisfactory). Class size is 5. An examination of the history of substance use and als, academic and career counseling skills, and the abuse in the United States. Examines individual use of computerized career information systems. and institutional values that underpin chemically Practicum experience is required. CEN – Construction Engineering dependent behavior as well as socio-cultural fac- CEN 320 tors, including media images, consumer product CED 613 advertising, myths and stereotypes and subcul- Surveying, Metrics and GIS Psycho-Educational Assessment ture/life-style issues. Provides an overview of the social services structure, including outreach, edu- (Prerequisite: CED 604) (Prerequisite: EGR 319) cation, prevention and treatment models. An overview of the counselor’s role in the use and Land and topographic surveying with global posi- interpretation of individual and group assessment tion systems and geographic information systems CHD 601 instruments and the implications of assessment (GIS). Fundamentals of distance, leveling angles, Drugs in American Society results on instructional and support programs in theodolites, transverse surveys and computations. schools. Diversity issues, limitations of standard- Hands-on with ArcView GIS to understand the A survey course intended for a general audience ized testing and alternatives to traditional assess- basic GIS concepts and applications in land plan- with diverse interests in the phenomenon of drug ment are explored. ning. use and abuse. Topics include pharmacology, histo- ry, theories of drug abuse, treatment methods, spe- CED 614 CEN 323 cial populations, education and prevention models Legal and Ethical Practices for School Structural Analysis and ethical, political, social and legal considera- Counselors tions. Open to any graduate students with (Prerequisites: EGR 301 and EGR 304) approval of their school except those who have (Prerequisite: CED 604) Introduction to analysis of wood, steel and con- completed CD 640. Provides an introduction to professional, ethical, crete structures. Basic structural loads, forces and legal , theoretical, and practical aspects of counsel- moments in beams, columns and trussed systems. CHD 640 ing. Students will examine the roles and responsi- Internal reactions and method of sections. Stress, Addictions: Contexts and Treatment sheer and deformation in beams and columns. bilities of counselors, professional organizations, A comprehensive study of the theories, etiology, and associations. Historical and social context Properties of soils and foundations. Basic design fundamentals. assessment, diagnosis and treatment of addictions. along with emerging professional issues and direc- Also covers medical and legal aspects, education tions are included. National Standards and ethical CEN 410 and prevention strategies; and HIV/AIDS issues guidelines fro practice are examined. Construction Materials and Methods for chemically dependent clients and their families. CED 616 (Prerequisite: EGR 304) School Counseling Internship I An overview of the basic materials and methods CIS – Information Systems CED 617 utilized in construction projects. Wood, steel, School Counseling Internship II masonry, glass, and concrete and other material are CIS 301 CED 617 introduced along with their associated construction Management Information Systems School Counseling Internship II systems in foundations, framing, cladding, win- An overview of core concepts related to the emerg- dows, doors, finishes and roofing. Students are placed in a school setting and expect- ing interconnections between technology, the orga- ed to perform a variety of counseling related activ- CEN 413 nization and information management. ities for a minimum of 600 hours. Plans and Specifications CIS 302 (Prerequisites: a record of a passing score on the CBEST, (Prerequisite: EGR 319) Data Mining completion of all program prerequisites, completion of Drawing and interpretation of plans, sections, (Prerequisite: CIS 446) ten (10) courses, 100 hours of practicum, have permis- details, symbols, notes and details in architectural, An introduction to the concepts of data mining as sion of faculty advisor and approval of internship site by construction and shop drawings. Coordination it applies to the data warehouse system environ- Placement Specialist. and reference between drawings. Specification cre- ment. Data mining models, methodologies, tech- ation incorporating material properties, construc- CED 620 niques and common operational issues will be cov- tion techniques and legal factors. Industry stan- Best Practices Seminars in School Counseling ered. dards from AIA and CSI are presented. CIS 404 (Prerequisites: students must have completed all pro- CEN 416 Remote Access and Wireless Networking gram coursework, must be enrolled in their internship Mechanical and Electrical Systems and have permission of the faculty advisor.) (Prerequisites: CIS 443 and CIS 444) Students will review the knowledge, skills, and (Prerequisite: EGR 313) The course provides an introduction to the funda- standards of the graduate program in counseling The impact of M/E systems on the design and con- mental concepts of remote access and wireless net- in final preparation for their employment as pro- struction process including energy considerations. working. The focus is on standard and proprietary fessional counselors. Leadership opportunities Fundamentals of HVAC, plumbing, fire protection, wireless solutions including: 802.11, HiPER LAN within the counseling role are identified and devel- electrical distribution, lighting, information sys- and major proprietary technologies including oped. Students will prepare for the ETS Praxis tems, and vibrations in the building system. Medium Access Control (MAC) Layer, Frequency examination, complete their program portfolios, CEN 419 Hopping Spread Spectrum (FHSS) Physical Layer, and present their school project as part of this Estimating, Scheduling and Control Direct Sequence Spread Spectrum (DSSS) Physical course. Layer, Infrared (IR) Physical Layer and Roaming CED 637 (Prerequisites: CEN 410 and CEN 413) Standards. Introduces the fundamentals of construction man- School Counseling Action Research CIS 406 agement, estimating, scheduling and control. Multimedia Applications on the Internet (Prerequisite: ILD 680) Quantity takeoff estimations for material, time, This course is designed to provide the knowledge equipment and overhead are presented. Activity Presents different multimedia technologies and and skills required to understand, interpret, gener- durations, scheduling and project updating for provides the students with basic skills to integrate ate and evaluate research relevant to school coun- control are covered. various multimedia technologies into a website seling. The work of the school counselor will be environment, as well as an introduction to HTML. 200 Course Descriptions
CIS 407 CIS 420A CIS 602 Website Management Information Systems and Technology Project I Network Services and Protocols
(Prerequisite: CIS 406) (Prerequisite: 80 percent of courses in the major, except (Prerequisite: CIS 601) Focuses on two aspects of website management: CIS 420B) An in-depth study, from a managerial perspective, technical and business aspects. An introduction to A precursor to the final IS/IT product develop- of the principles and applications of telecommuni- Web languages and technologies is made with ment capstone course. Students research their area cations in organizations. Examination of voice, some in-depth coverage of HTML and CSS. How of interest and learn how to apply project manage- data, analog and digital transmission in local area to manage people, content and suppliers is covered ment tools in the preliminary development process and wide area networks will be explored and the in the business focus. of their final project product. Grading is by “H” related existing and emerging communications protocols. Through lectures, readings, case analysis CIS 408 (for Honors, “B” or better work), “S” (for Marginal, “C” level work, or “U” (for Unsatisfactory, “D” or and projects the student will learn the strategic role Java Coding for Internet below). telecommunications plays in the modern work place, networked environment. (Prerequisite: CIS 406) CIS 420B An examination of JavaScript and the JAVA pro- Information Systems and Technology Project II CIS 603 gramming language. Development of Web-based Database Management for Decision Support applications using JavaScript and JAVA control (Prerequisite: CIS 420A) Systems structures, methods, arrays, graphics, graphical A capstone hands-on project in the student’s area user interface components and multimedia appli- of interest. Students apply skills learned, princi- (Prerequisite CIS 601, CST436, CIS 302) cations. ples, topics and tools that have been taught An overview course in the development, deploy- CIS 409 throughout the program to develop an IS/IT spe- ment and management of decision support sys- cific product. Grading is by “H” (for Honors, “B” tems and its components. Topics covered will Internet/Intranet Application Development for or better work), “S” (for Marginal, “C” level work, include relational database management systems, E-Commerce or “U” (for Unsatisfactory, “D” or below). the planning, design, implementation, documenta- tion and maintenance of DSSs following standard (Prerequisites: CIS 407, CIS 408) CIS 425 Provides students with the basic skills and under- methodologies. Through lectures, readings, case Programming for Information Technology analysis and projects the student will learn the standing to build Internet and intranet Web-based Environment applications for the electronic commerce environ- strategic role decision support systems play as a ment. An introduction to programming concepts in an pivotal tool in the modern work place for executive integrated computing environment. Examines con- decision-making and strategic planning. CIS 414 temporary programming design techniques includ- CIS 604 Data Warehousing ing event-oriented approaches. Students develop Organizational Management and Information (Prerequisites: CIS 302, CIS 446) applications using Microsoft Visual Basic in a Systems An in-depth exploration of data warehousing graphical user interface (GUI) environment. using Oracle 8, as well as technical instructions on CIS 443 (Prerequisite: CIS 601) An in-depth study of organizational management, how to select the appropriate hardware architec- Local Area Network Technologies ture, design the warehouse for optimum perfor- network infrastructures and information security mance, techniques for distributing and mining An introduction to emerging local area network in the modern organization. Topics covered will data and building and running the database. (LAN) technologies. Includes topics such as inte- include information risk analysis, threats, vulnera- gration of hardware and software elements, net- bilities and protection methods in the business CIS 415 work architecture and protocols enterprise. Through lectures, readings, case analy- PL/SQL – Database Administration sis and projects the student will learn how to ana- CIS 444 lyze a business enterprises information manage- (Prerequisites: CIS 302, CIS 446, CIS 414) Wide Area Networking Concepts and Services ment security risks and vulnerabilities and prepare Offers students an extensive introduction to data a comprehensive security plan for Intranet, (Prerequisite: CIS 443) server technology. The class covers the concepts of Extranet and Internet infrastructures. relational databases and the powerful SQL and Review of the latest telecommunications technolo- PL/SQL programming languages. Students are gy developments, such as ATM, Gigabit, and CIS 606 taught to create and maintain database objects and Ethernet and Fiber Optic connections. Builds on End User Information Systems to store, retrieve and manipulate data. In addition, LAN basics from IS 443, including how to imple- students learn to create PL/SCL blocks of applica- ment LAN solutions such as FDDI, Fiber Channel (Prerequisite: CIS 601) tion code that can be shared by multiple forms, and Gigabit Ethernet and WAN technology, such An in-depth study of the end-user approach to sys- reports and data management applications. as Switched Multi-Megabit Data Service and tems analysis, addressing the links between infor- Frame Relay. Also covers integrated high-perfor- mation systems technology, people and organiza- CIS 416 mance router and switch technologies from Cisco, tional goals. The course provides a comprehensive, Database Administration Bay and 3Com. thoroughly up-to-date treatment of IS design, analysis and implementation, with a practical (Prerequisites: CIS 302, CIS 446, CIS 414) CIS 446 focus on shaping information systems to enhance Designed to give the Oracle database administrator Data Modeling in Information Technology employee performance and carry out “real-world” (DBA) a firm foundation in basic administrative Environments business strategies. There is a strong emphasis on tasks. Through instructor-led learning, structured workgroup (collaborative) technologies, knowl- An introduction to the concepts of data modeling hands-on practices and challenge-level exercise edge management and change leadership. labs, the DBA will gain the necessary knowledge and relational databases. Covers the methodologies and skills to set up, maintain and troubleshoot an for building a logical model, techniques for orga- CIS 607 Oracle7 or Oracle8 database. nizing and designing relational databases and Systems Integration and Client/Server practical approaches to transform logical models to Computing CIS 418 a stable relational database. Database Network Administration (Prerequisite: CIS 601) CIS 601 An in-depth study of information systems technol- (Prerequisites: CIS 302, CIS 446, CIS 414) Information Systems Strategies, Policies and ogy through systems integration and distributed Introduces students to the trends and problems Ethics computing, to maximize efficiencies to meet orga- associated with business networking and presents An in-depth analysis of strategies, policies and eth- nizational goals. The course provides a compre- the various solutions required to tackle these prob- hensive, thoroughly up-to-date treatment of IS lems. The class prepares participants to implement ical issues facing the Information Systems manager in today’s business organization. This course also design, analysis and implementation, with a practi- the solutions in a classroom environment, explains cal focus on client server computing and the inte- in detail the architecture of Net8 and describes the explores the merger of information Systems with legal, ethical, cultural, human resources, business gration of legacy systems with newer applications steps in which connections are established between to meet changing business needs. peers. Students then implement a basic connection philosophies and organizational structures. between a client and server node using various Through lectures, readings, case analysis and pro- CIS 608 naming methods. As an integral part of this class, jects the student will learn the strategic role IS pro- Knowledge Management – Knowledge Based students configure and simulate middle-tier sys- fessionals play in the modern work-place environ- Systems tems such as a names server and connection man- ment. Through analysis, and projects the student ager. will learn the strategic role telecommunications (Prerequisites: CIS 601, CIS 302, CIS 446) plays in the modern work place, networked envi- An in-depth study of decision support systems, ronment. inclusive of knowledge based systems, expert sys- tems and artificial intelligence and its practical application in the organization. The course pro- vides a comprehensive, thoroughly up-to-date 201 Course Descriptions
treatment of IS design, analysis and implementa- justice system. Students also learn policies and pro- understanding of the various issues facing prose- tion, with a practical focus on shaping information cedures in treatment and prevention. cutors, criminal justice practitioners and law systems to enhance executive decision making to enforcement agents. This course will explore the CJA 441 meet the changing internal and external environ- application of evidentiary issues and its relation- ment facing business’s today. There is a strong Organized and White Collar Crime ship to investigations and criminal conduct. emphasis on data mining, knowledge management This course will expose the students to elite and CJA 457 and management decision tools and skills. corporate deviance, the incidence and prevalence Minorities, Crime and Social Justice CIS 609 of white collar and organized crimes. The course Automated Knowledge Management Systems explores the theoretical foundations of all types of A review of the criminological literature and theo- occupational crimes, with a comparative, analytical retical applications of the law and criminal justice (Prerequisites: CIS 607 and CIS 608) global look at these crimes. It also exposes the stu- as seen from a racial, gender specific, class and eth- An in-depth study of knowledge management dents to the forms and causes of these crimes, the nic orientation. legal and law enforcement and societal responses through project implementation. The course pro- CJA 460 vides a comprehensive hands-on application of to such crimes. Principles of Investigation business systems analysis, database integration CJA 440 and creation of decision support systems. There is Corrections An introduction to the practices and procedures a strong emphasis on individual and team project involved in conducting civil and criminal investi- development using the acquired knowledge and An introduction to the field of corrections and the gations. Topics include learning about crimes and skills from previous courses. This class represents a corrections continuum. Topics include contempo- their elements, modus operandi, major goals of cumulative effort of acquired learning. rary theories of punishment, corrections and reha- investigations, primary functions and responsibili- CIS 620A bilitation, local, state, federal and military confine- ties of investigating officers/agents and the inves- ment facilities and community alternatives to tigator’s relationship with other individuals and Master’s Research Project I incarceration. agencies involved in an investigation. (Prerequisite: Completion of all program core require- CJA 443 CJA 464 ments with a GPA of 3.0 or better) Current Issues in Law Enforcement Constitutional Law for Criminal Justice This course is the first part of the master’s research project. It focuses on the research and selection of Using a seminar approach, this course focuses on A study of the fundamentals of the U.S. an appropriate topic related to information sys- current specific problems and issues within the law Constitution, the rights and protections of the tems. Students develop the project in a three-to- enforcement community. Topics may include police accused; an exploration of the case law and the five member group and utilize skills previously morale, the retention of sworn personnel and judicial system, the rights and responsibilities of acquired in their respective core curriculum. This is future trends in law enforcement. the police and citizenry a regular one-month course. Grading is by “H” (for CJA 446 CJA 465 Honors, “B” or better work), “S” (for Marginal, Criminal Justice Management and Leadership Practicum in Criminal Justice “C” level work), or “U” (Unsatisfactory, “D”D or below). An analysis of the organization and management (1.5-9 quarter units) CIS 620B of criminal justice agencies. Discusses principles of A practicum designed for students seeking field supervision and motivation of personnel, manage- experience in law enforcement. Students receive Master’s Research Project II ment problems and solutions, decision-making and academic guidance from criminal justice faculty (Prerequisite: Completion of CIS 620A) administration of policies and procedures. and supervision at the field placement site. Typically, the practicum requires students to work A continuation of CIS 620A. Students develop the CJA 448 a minimum of 100-150 hours under supervision. At project in a three-to-five member group. Students Violence and Society complete a detailed analysis and design of the pro- the completion of the practicum, students are ject within the first two weeks of the course. After An exploration of methods, patterns and meanings required to write an in-depth research paper about completing the project, students formally present of individual and collective violence. Focuses on their experiences during their placements with their final product to a review panel for evaluation gangs, terrorists and the assaultive individual. coordination and support from their faculty advi- and grading. Grading is by “H” (for Honors, “B” Students analyze the causes of violence, attitudes sor and field supervisor. Units are arranged and or better work), “S” (for Marginal, “C” level work), toward violence and methods of controlling vio- determined based on assignment and number of or “U” (Unsatisfactory, “D” less than C level lence as well as the impact of gun control. hours prearranged at the placement site. Students work). are evaluated on a satisfactory/unsatisfactory basis CJA 449 by the faculty and placement supervisor. Research Methods CJA – Criminal Justice CJA 467 An introduction to conducting research in criminal International and Domestic Terrorism CJA 427 justice-related fields. Students learn how to identi- This course exposes the students to the basics of Introduction to Criminal Justice fy current problems in criminal justice, develop a practical research question, formulate hypotheses, terrorism and its global impact This course describes and introduces the basic con- identify appropriate resources to answer the CJA 470 cepts and components of the criminal justice sys- research question and describe an appropriate Supervised Criminal Justice Senior Project tems in the United States; provides a general con- research method to answer the research question. sensus and summary of the CJ system, including (Prerequisite: CJA 449) CJA 451 the factors of crime, judicial process, police per- Supervised senior project undertaken by students spectives, corrections, probation and parole. Court Systems and the Judicial Process of criminal justice when they have completed all CJA 431 A study of concepts and theories regarding the uti- core courses in the program. Coordinated by full- time faculty and chaired by a criminal justice facul- Criminology lization, organization and management of the judi- cial process. Critically reviews the issues of fair ty member chosen by the student from previous This course exposes the students to the basic tenets trial, speedy trial, free press, calendar control, judi- courses taken within the program. Students select of criminal behavior, the causative and contributo- cial responsibility and new technology. Students a committee and a viable topic in criminal justice ry factors of behavior. It explores the general per- analyze the roles of the legal actors, problems of to research and then meet with a committee mem- sonality, intellectual and social perspectives of lower, trial and appellate courts and the distribu- ber once a week for two months. Upon completion, criminal behavior. tion of judicial powers. students present their project to the committee, other faculty and peers in an open forum. Grading CJA 434 CJA 452 is by “H” (for Honors, “B” or better work), “S” (for Survey of Forensic Sciences Criminal Law and Procedure Marginal, “C” level work) or “U” (Unsatisfactory, “D” or below). Accelerated study is not permitted An introduction to the forensic sciences. Includes A survey of jurisprudential philosophy and case with CJA 470. CJA 470 is two months in length. topics such as forensic photography, firearms and study of common law and statutory crimes. Students who do not complete the Senior Project tool mark identification, the examination of ques- Discusses historical development, theory, princi- within the two-month period are eligible, at the tioned documents, hair and fiber analysis, serology, ples and functions of criminal law. Also covers ele- discretion of the instructor, to receive a grade of instrumental analysis, forensic pathology and ments of due process, rule of law and the role of “K” with a maximum of a one-time, six-month odontology and forensic psychology. the constitution in protecting rights. extension. Students who do not complete the pro- CJA 437 CJA 456 ject at the end of the extension period will need to The Juvenile Offender Criminal Evidence retake CJA 470. No grade of “I” can be given for this course. A study of the nature and control of juvenile delin- A study of the elements of criminal law as applied quency. Examines patterns of delinquent behavior, to various theories of criminal evidence to enhance factors of causation, juvenile law and the juvenile 202 Course Descriptions
CJA 490 CSC 610 and effects of networked texts and hypertexts. Guided Study Mathematical Foundations Includes a project where students prepare hyper- (1.5-9 quarter units) texts that can be “published” on the Internet. A study of mathematical models of computation Individual study under direction of instructor. COM 422 and theoretical foundations of computer science. Requires prior approval of appropriate academic Technical Writing and Presentation Proof techniques, automata theory, Chomsky hier- department. archy, decidability and computational complexity (Prerequisite: ENG 334A) are emphasized. CLD – Cross-cultural, Language and An advanced workshop for technical writers, that CSC 630 applies the principles covered in COM 200 and Operating Systems Academic Development (CLAD) ENG 334A specifically to technical presentations for non-technical audiences. Focuses on writing A study of relation between architectures and sys- styles appropriate for user manuals as well as oral tem software. Topics include process and memory CLD 627 presentations and offers training in platform skills, management issues, multiprogramming, timeshar- Methodology for Cross-Cultural Instruction audio-visual techniques and other strategies need- ing, multiprocessing, inter-process communication, (CLAD Certificate Course only) ed to make technical information understood by synchronization, distributed systems and real time (Prerequisites: Possession of a credential approved by business managers, end-users and the public. systems. Resource allocation, computer security and related problems are considered. Scope and the California Commission on Teacher TED 621A or COM 490 limitations of current Operating Systems. TED 623) Independent Study An examination of content-area instruction for CSC 640 English language learners. Covers strategies that (1.5-4.5 quarter units) Database Systems foster English Language Development (ELD) les- (Prerequisite: Approval of Instructor and Department son development, adaptation, and delivery. Also Chair) Design and implementation of database and covers Specially Designed Academic Instruction in Individual study under direction of instructor. knowledge based systems are studied using vari- English (SDAIE) and “instructional scaffolds” as Requires prior approval of appropriate academic ous data models, principles, structures, analysis well as “instructional conversations” to support department. and modern techniques. Topics include physical ELD. and logical design, normalization, security, integri- ty and models such as relational, entity-relation- CSC – Computer Science ship, object oriented and semi-structured models. COM – Communications Scope and limitations of current database models. CSC 421A COM 100 Compiler Design CSC 650 Introduction to Communications Programming Languages (Prerequisite: CST 330C) An examination of the cultural, linguistic and insti- An introduction to theory of programming lan- (Prerequisite: CSC 610 or permission of the instructor) tutional factors that shape even the most everyday guage processors focusing on lexical analysis, syn- A study of programming language syntax, seman- communications. Through readings and course tax analysis and compile-time mechanics, includ- tics and pragmatics. Principles of data types and projects, introduces students to semiology, rhetori- ing code generation and optimization, execution of structures are discussed. Programming language cal analysis and mass media theory. interpretive representations and management of design and implementation issues are emphasized data structures. Scope and limitations of programming language COM 200 theories will be studied. Effective Communication CSC 422C Principles of Database Design CSC 655 An introduction to the principles and practices of Compilers and Interpreters spoken communication, with special emphasis on A survey of principles, structure, analysis and tech- the skills needed to communicate effectively in the niques of database design and implementation. (Prerequisite: CSC 610 or permission of the instructor.) workplace. Topics include platform techniques, Topics include physical and logical design, normal- A study of design and development of program- interpersonal communication strategies, cross-cul- ization, database models, security and integrity. ming language translators. Study of lexical analy- tural approaches and small group methods. CSC 425A sis, syntax, semantics, code generation and opti- mization. Scope and limitations of compiler theo- COM 360 Computer Science Laboratory I ries will be studied. Representation and Diversity in the Media (Prerequisite: All the computer science course require- CSC 660 (Prerequisites: ENG 100/101) ments with a GPA of 2.5) Artificial Intelligence An exploration of the ways in which popular A study of the software development life cycle. media represents our diverse and dynamic culture. Emphasizes logical organization of system and (Prerequisite: CSC 610 or permission of the instructor) Focuses particularly on images and narratives of communicating design through documentation A study of problem solving using modern artificial race and gender on television, in the movies and in suitable for generating a concrete implementation. intelligence techniques. Examines the role of popular culture. Also examines the cultural forces Students construct an original project with practi- knowledge in problem solving. Concepts such as that influence how such representations are pro- cal applications applying software engineering agents, search, production systems and natural lan- duced and perceived, their political and behavioral concepts. This project includes program specifica- guage communication are studied. Experimental consequences and various methods for tions, test plans and user documentation. Grading artificial intelligence systems are developed. Scope analyzing and critiquing popular media. is by “H” (for Honors, “B” or better work), “S” (for and limitations of artificial intelligence theories will be studied. COM 380 Marginal, “C” level work) or “U” (Unsatisfactory, “D” or below). Democracy in the Information Age + CSC 670 CSC 425B User Interface Engineering (Prerequisites: ENG 100/101) Computer Science Laboratory II A critical examination of the distribution of infor- (Prerequisite: CSC 610, SEN 620, CSC 630, CSC 650 mation and power in modern democracies. Covers (Prerequisite: CSC 425A) or permission of the instructor) the various theories of democratic participation A continuation of the student project. Student A study of techniques in design and implementa- and media responsibility and how they are mea- teams complete the internal specification and test tion of user interfaces. Emphasis will be on effec- sured against contemporary practices around the plan in this course. Grading is by H (for Honors, B tive human computer interaction strategies that world. Explores the effect of such developments as or better work), S (for Marginal, C level work) or U meet human cognitive capabilities and organiza- television “news,” popular access to video and (Unsatisfactory, D or below). tional practices and processes. . electronic technologies and global electronic net- work on contemporary political and cultural dis- CSC 425C CSC 686 course. Computer Science Laboratory III Computer Science Project I COM 385 (Prerequisite: CSC 425B) (Prerequisite: Completion of all MSCS core courses or Tale, Text and Hypertext A continuation of the student project. Student permission of the instructor) teams complete the project in this phase. The pro- A study of the software development practices. (Prerequisites: ENG 100/101) ject is coded, module-tested, system-tested and all Emphasizes logical organization of system and An introduction to the range of theories analyzing documentation is completed. Grading is by “H” communicating design through documentation the evolution of linguistic communication tech- (for Honors, “B” or better work), “S” (for Marginal, suitable for generating a concrete implementation. nologies, from oral to written to computer-based. “C” level work) or “U” (Unsatisfactory, “D” or Students construct an original project with practi- Examines the consequences of these developments below). cal applications utilizing software engineering con- for culture, literature, science, politics, pedagogy cepts. This project includes requirements engineer- and identity. Pays particular attention to the uses ing, design, test plans and user documentation. 203 Course Descriptions
CST 335 CST 451 Grading is by “H” (for Honors, “B” or better Data Structures and Algorithms Artificial Intelligence Programming work), “S” (for Marginal, “C” level work), or “U” (Unsatisfactory, “D” or below). (Prerequisite: CST 330C) A study of artificial intelligence programming tech- CSC 687 An overview of data structure concepts, arrays, niques. The role of heuristic programming in pat- Computer Science Project II stack, queues, trees and graphs. Discusses various tern matching and search problems is examined. implementations of these data objects, program- Introduction to intelligent agents, and decision (Prerequisite: CSC 686) ming styles and run-time representations. Also game trees. Implementation strategies for comput- A continuation of the student project. Student examines algorithms, graphics, algorithmic analy- ing systems underlying the concepts such as pro- teams complete the project in this phase. The pro- sis and implementation of advanced data struc- duction systems, heuristic search and natural lan- ject is coded, module-tested, system-tested and all tures primarily utilizing C++. guage communications are examined. documentation is completed. Grading is by “H” CST 341 CST 452 (for Honors, “B” or better work), “S” (for Marginal, Introduction to Computer Architecture Human-Computer Interaction “C” level work), or “U” (Unsatisfactory, “D”D or below). (Prerequisite: CST 206B or permission of the instructor) An introduction to human-computer interaction A survey of modern digital computing. models. A study of the techniques used in human- computer interface systems. Graphical User CST – Computer Sciences and CST 342 Interface systems and natural language processing Technology Computer Architecture will be considered. (Prerequisite: CST 341) CST 205 An examination of advanced hardware design, CUR – Curriculum and Instruction Computer Applications I analysis and programming with emphasis on the structure and function of the computer. CUR 604 An introduction to the use of microcomputers with Global Perspectives in Curriculum the emphasis on word processing, spreadsheets, CST 350 presentation and Internet browser software in the Computer Ethics A basic foundation in the development and imple- mentation of global programs and activities. Windows operating system environment. This An analysis of the values, ethics and ideologies in course offers a foundation for efficient use of Includes an overview of the purpose, scope and computing and their applications to current issues approaches to global education and demonstrates microcomputer software in the business and edu- in computer industry within the contemporary cational environments. how teachers can use current electronic communi- socio-cultural setting. Focuses on ethical decision- cation technology to globalize existing curriculum CST 206B making in computing matters. Through lectures, and instructional materials. Discrete Structures and Logic Design case study, debate and readings, students are helped to develop an ethical outlook on a wide CUR 606 (Prerequisite: MTH 215) (Cross-listed with MTH 325) variety of workplace issues in computing. Issues and Trends in Curriculum A theoretical foundation for computer science, CST 400 including sets, counting techniques, functions, rela- Examines current curriculum practices from the tions, ordering and equivalences, propositional Operating System Theory and Design point of view of an interdependent paradigm of global concerns, local needs and the development logic, Boolean algebra and graph theory with (Prerequisite: CST 330C) application to trees. of the individual in a complex society. Curriculum An introduction to operating system concepts is responsive to current issues in education and CST 208B including implementation, processes, deadlocks, society, rather than of predetermined content. Calculus for Computer Science communication, multi-processing, multilevel mem- ory management, file systems, protection, resource (Prerequisite: MTH 215) (Cross-listed with MTH 220) allocation and scheduling. DEN – Design Engineering Differential and integral calculus of one variable CST 423 with applications. Topics include: origin and struc- DEN 408 ture of the derivative, derivatives from first princi- Graphic User Interface Design Computer Aided Engineering I: Simulation ples, standard differentiation including chain rule, (Prerequisite: CST 317) Modeling and Analysis exponential and log forms, graphing with deriva- A study of the fundamental techniques used in cre- Prerequisite: EGR 319 tives, origin and structure of anti-derivative, indef- ating and manipulating computer images. inite integral, standard integration including sub- Introduction to simulation modeling and analysis, Demonstrates the practical use of theories through model development, intermediate and detailed stitution and parts, rectangle rule and numeric several computer graphic applications projects. integration. modeling, modeling issues and techniques. CST 427 CST 242 DEN 411 Programming in Java Introduction to Programming Concepts and Computer Aided Engineering II: ProEngineer Methods Development of Java applications using control Modeling Software structures, graphical user interface components An introduction to modern programming design and multimedia applications. Prerequisite: EGR 319 techniques. Examines problem decomposition, Introduction to the powerful computer aided modern programming paradigms and CST 430 design package ProEngineer 2001 for mechanical methods.Emphasizes design methodologies, mod- Programming Languages design applications, modeling and analysis. ular programming, software independence, DEN 414 abstract data types and fundamental control struc- (Prerequisites: CST 330C) tures. A comparative study of programming languages. Computer Aided Engineering III: LabVIEW Syntax, semantics and pragmatics are considered. Graphical Programming CST 317 Language features that support software engineer- Programming in C++ ing are emphasized. Recent trends in programming Prerequisite: EGR 319 language design and type theories are studied. Introduction to the LabVIEW essential techniques (Prerequisite: CST 242 or verifiable programming expe- for designing virtual instrument configurations rience and permission of the instructor) CST 440 and controls. A developmental course in programming using the Advanced Programming in Java DEN 417 C++ language, including syntax and methodolo- (Prerequisite: CST 427) gies, program development, debugging functions, Computer Aided Engineering IV: Graphics and A treatment of advanced programming techniques arrays structures and pointers. GUI with MATLAB in Java using abstraction, encapsulation and inheri- CST 330C tance. Development of applets and applications Prerequisite: EGR 319 Object Oriented Programming in C++ using client server technology, multithreading, Introduction to the industry-standard engineering event-driven programming techniques and multi- language provided by MATLAB latest versions for (Prerequisite: CST 317) media. computation, analysis, and visualization, with An introduction to the object-oriented program- emphasis on engineering graphics applications. ming (OOP) paradigm and advanced techniques of CST 450 the C++ language. Provides an overview of object- Artificial Intelligence DEN 420 Computer Aided Engineering V: SolidWorks 3D oriented problem solving as well as OOP concepts An introduction to problem solving using modern Mechanical Design Tools such as abstract data types and classes, type hierar- artificial intelligence techniques. Examines the role chies (subclasses), inheritance and polymorphism. of heuristics in problem solving. Concepts such as Prerequisite: EGR 319 agents, production systems and natural language Introduction to the three-dimensional parametric communication are studied. Experimental artificial modeling tools, features and functions supported 204 intelligence systems are developed. Course Descriptions
ECD 464 by the latest version of the SolidWorks software guistic, ethnic, social and cognitive differences, as Legal and Ethical Issues in Early Childhood with emphasis on mechanical design solutions, well as abilities and disabilities. standards and techniques. ECD 415 (Prerequisite: HED 320) DEN 423 Meaningful Curriculum: Creative and Integrative Focuses on the legal and ethical practices in early childhood care. Local, state, and federal laws and Human Factors in Engineering and Design Arts regulations, National Health and Safety Standards, Consideration of human characteristics in the (Prerequisite: ECD 330) professional ethics and the National Association requirements for design of the systems, products Focuses on the role and value of the arts in class- for the Education of Young Children’s (NAEYC) and devices. Human-centered design with focus rooms for young children. Stresses the importance Code of Ethics will be explored. on human abilities, limitations and interface. of high-quality, developmentally appropriate expe- ECD 466 DEN 426 riences in music, artistic media, movement and Planning the Physical Environment for the dramatic play. Reliability Engineering Young Child ECD 420 Prerequisite: EGR 301 Examines the planning, design, and organization Nature and Numbers An introduction to reliability engineering with of the physical environment in early childhood emphasis on practical applications and the mathe- (Prerequisite: ECD 330) classroom. Field experiences and hands-on activi- matical concepts. Cover mechanical, electronic and Exploration and inquiry related to the young ties will familiarize the student with the physical software failure mechanisms, design and testing. child’s emerging notions of mathematical and sci- environment of the young child. The student will DEN 429 entific processes. Focus will be on experiential lean how to design a well-protected environment Product Design Optimization learning dealing with symbols, shapes and pat- for the safety and welfare of the children. This terns. Encourages the development of questioning course will integrate four philosophical/theoretical Prerequisite: EGR 301 skills and finding answers. frameworks and their impact on early childhood This course focuses on analytical and empirical environments. The student will directly observe tools that allow designers and manufacturing engi- ECD 430 children at play and document their interactions in neers to predict the manufacturing and assembly Play: Early Social-Emotional Development their physical environment. cost estimates for optimized design. Designed to develop an understanding of the DEN 432 major theories of young children’s social, emotion- ECO – Economics Concurrent Design of Products, Manufacturing al and moral/ethical development and how to plan ECO 203 Processes and Systems play so as to facilitate young children’s social, emo- tional and moral development. Principles of Microeconomics Prerequisite: DEN 408 A study of price systems and market Structures, An introduction to the concepts, methodologies ECD 440 this course includes public policy, income distribu- and practices of the concurrent engineering design Observation and Assessment of Young Children tion, the theory of the firm, forms of competition, environment for effective and efficient integration (Prerequisites: PSY 301 and ECD 310) and efficient resource allocation. of products, systems and manufacturing processes. Observe, record, and assess young children’s ECO 204 DEN 435 development and learning for the purpose of plan- Principles of Macroeconomics Design and Analysis of Experiments ning appropriate programs, environment, interac- tions and adapting for individual differences (Prerequisite: ECO 203) Introduction to the concepts of making the design including special needs within a multicultural set- and analysis of engineering experiments more This course is an examination of the scope and ting. Use of formal and informal assessment instru- method of economic analysis. It includes economic effective and efficient. Coverage includes ments and strategies to diagnose and assess young advanced techniques to analyze experimental resources, monetary system, income determination, children’s learning and development, using the and economic growth and stability. results, Taguchi’s robust design strategy, combina- assessment information to plan developmentally tion designs, and Qualitek-4 software for automatic appropriate experiences for young children and ECO 401 experiment design and analysis. develop IEPs. Market Process Economics I ECD 450 This course is designed to provide a basic under- ECD – Early Childhood Development Seminar/Practicum in Early Childhood standing of market process economics. Students will learn about the nature and importance of eco- ECD 310 Development nomics, capitalism, wealth and its role in human Child, Family, School, and Community (Prerequisites: Student must have successfully complet- life, natural resources and the environment, the division of labor and production, the dependence (Prerequisites: PSY 100 and 301) ed all core courses with an average of the division of labor on capitalism, the price sys- The focus is on the interrelationship between grade of “C” (2.0) or better and have approval tem, and economic coordination, price controls, home, society and culture and their influence on from his/her faculty mentor.) A one-month course socialism, the institutions of private property, eco- the typically and atypically developing child. in which students participate in a collaborative nomic inequality, economic competition, and Designed to develop an understanding of: the experience at both a designated community site monopoly and the freedom of competition. socialization process; the influence of family, and in a University seminar. The seminar will meet school, media, and community; and the impact of twice a week for two-hour sessions for a period of ECO 402 four weeks while the collaborative experience will poverty, violence, child abuse, and substance abuse Market Process Economics II on the young child’s development and learning. occur at the designated site for eight hours per The importance of nourishing home and family week for a period of four weeks. Approved sites This course is a continuation of ECO 401 and is relationships and of involving the family and the will be in a Head Start or a preschool setting. designed to provide students further understand- community in the education of young children will Specific activities will include, but are not limited ing of market process economics. Students will be explored. to, onsite observations, behavioral assessments, les- learn about the concept of productive activity, the son plan designs and implementation, parent con- productive role of businessmen and capitalists, ECD 330 ferences, and other professional responsibilities. money and spending, productionism and unem- Early Cognition ECD 460 ployment, the productivity theory of wages, alter- native approaches to aggregate economic account- Administering Early Childhood Programs (Prerequisite: PSY 301) ing, the role of saving in spending, Keynesian eco- Explores the nature and tasks of early cognition Management and administration of Early nomics, and inflation. including: the social, cultural, and biological foun- Childhood Programs includes providing a quality dations of early cognitive development (from pre- ECO 415 program; working with parents, staff, volunteers, natal through age five). Particular attention will be Labor Economics and the board; hiring, supervising and evaluating paid to recent brain research regarding individual staff; designing staff development; planning for Students will engage in a detailed study of the differences, cultural representations, Piaget’s stage staffing, materials, equipment; developing a bud- labor market. Students will learn about the rela- theory, and Vygotsky’s socio-cultural theory. get; and conducting and interpreting evaluations tion of the labor market to other markets. Students ECD 410 of the Early Childhood program. will study the demand for and supply of labor, the causes of unemployment, labor market discrimina- Language Acquisition ECD462 tion, what influences the productivity of labor, the (Prerequisite: ECD 330) Volunteer and Financial Resource Management effects of labor unions, and the determinants of An examination of the process of early language wages, among other topics. (Prerequisite: ECD 460) acquisition and development within the first four Focuses on effective strategies for recruiting, utiliz- years of life. Study will focus on diverse contexts ing and retaining volunteers. including: the influence of individual, cultural, lin- 205 Course Descriptions
ECO 420 EDA 616A ing, including the legal options available to facili- International Economics Management of Educational Personnel: Social, tate and overcome difficulties and disputes in for- Political and Policy Issues Students will apply what they have learned in pre- eign trade. vious economics courses to analyze the global eco- An examination of the total operation of personnel nomic environment. They will learn and apply the and school management functions and staff devel- law of comparative advantage to understand how EDA – Educational Administration opment. Provides knowledge and understanding all people can gain from international trade. Trade EDA 607 of personnel management and administration, per- sonnel relations, personnel laws and procedures agreements, such as GATT and NAFTA will be dis- Induction Seminar cussed and analyzed. Students will learn about and collective bargaining. the currency markets and the different types of This is the initial course in the professional admin- EDA 617 monetary systems. istrative services credential program. Students Philosophy, Theory and Governance of ECO 430 meet in a group setting and individually with the Educational Leadership instructor. The group setting consists of four semi- Economics & Philosophy nars of 4.5 hours per seminar. Individualized An overview of educational philosophies and theo- Students will learn about the relationship between meetings will be with the candidate’s mentor at the ries as they relate to instructional leadership, effec- philosophy and economics. They will study the candidate’s site. The major focus of the course is tive schools and the curriculum. Surveys the histo- philosophic foundations of market process eco- the development of the candidate’s individualized ry of public education in the United States, the nomics, as well as other economic ideas. They will professional development plan which will guide organizational structure of public schools and cur- learn about the link between ethics and economics, the choice of activities and content for the remain- rent issues and trends in public education. as well as about the important role businesses play der of the program. Candidates design and begin EDA 618A in the economy. Students will study topics such as a field based project which is to be based on the Legal Aspects of Education why businessmen should be honest, the nature of total curriculum of the program. Candidates are antitrust laws, the virtue of integrity, the nature of also introduced to the mentoring process and An introductory, overview course in educational government and rights, among others. choose mentors for the program. In addition, the law designed for those seeking the preliminary course reviews the key competencies of the prelim- administrative services credential. The course ECO 447 inary administrative services credential; provides focuses on those areas of school law most likely to Money & Banking an overview of the issues facing administrators in be used by beginning school administrators. Students will study the U.S. monetary & financial today’s schools; and integrates advanced knowl- EDA 619A edge regarding business, the superintendency, systems. They will learn about the important role Financial Aspects of Education these systems play in facilitating the production of facilities, and technology into contemporary school wealth in the economy. This class covers the prin- administration. Examines the financial policies and practices used ciples of money; the Federal Reserve System; the EDA 608 in schools and districts. Emphasizes federal, state and local revenue sources as well as district and determinants of interest rates, bond prices, and Professional Development Seminar stock prices; the different types of financial institu- school budgeting and financial management proce- tions; monetary theory; and monetary policy. This is the professional development course in the dures. professional administrative services credential pro- ECO 490 EDA 620A gram. Students meet in a group setting once a Seminar in Educational Leadership Guided Study month for 4.5 hours per seminar over a four month Addresses organizational development, the bene- This is individual study under direction of the period and individually with the instructor. fits of mobilizing human and fiscal resources, instructor. It requires prior approval of appropriate Students report on their progress in implementing restructuring, creating a school environment that academic department. the professional development of public policy; organizational and cultural environment; and man- identifies institutional needs for diversity and the ECO 607 agement of information systems, and human and administrative tasks uniquely the domain of a vice- Economics for Managerial Decision-Making fiscal resources. A discussion of related ethical principal or principal. Students participate in con- issues is included in each seminar. sensus building and evaluate, analyze and develop (Prerequisite: ECO 203) new school programs and paradigms originating An overview of the fundamental concepts in EDA 609 from the belief that organizations are political sys- microeconomics as they apply to managers in a Assessment Seminar tems focusing on the improvement of instruction. global environment, this course covers the use of Student must complete at least two courses in the This is the capstone course for the professional quantitative and computer applications to deter- preliminary administrative services credential administrative services credential program. It is a mine optimal levels of output, resource usage and prior to this seminar. summative experience which will be conducted in capacity planning, application of appropriate deci- group and individualized settings. The project EDA 620B sion-making models, and mathematical tools for designed in the induction seminar will be Preliminary Administrative Field Experience optimal business decisions. reviewed. Activities developed during the Supervised application of theoretical concepts in ECO 630 Professional Development Seminar will be summa- practical settings. Candidates complete a portfolio rized and presented. Projects developed through- Global Economic Geography of administrative activities demonstrating compe- out the program will be presented and the course tency in those areas of school administration (Prerequisite: ECO 203) work will be integrated into the context of contem- required by the Commission on Teacher A survey of the global economy, this course porary problem solving administrative work. Credentialing for awarding of the preliminary Examines how organizations identifying and There will be an emphasis on applying the knowl- administrative services credential. Stresses day-to inventorying resources in terms of manpower edge and experience gained in the program to the day administrative functions as well as policy (demographics), industrial organization and devel- future challenges facing education. analysis and implementation. opment, sources of raw materials, and the current EDA 614A means of connectivity (e.g., language as well as EDA 620C telecommunication and transportation infrastruc- Theories, Assessment and Application of Field Experience tures). It includes exposure to various sources of Educational Leadership global economic information, such as the “Country A required field-experience course for candidates A survey of theories, principles and concepts relat- and Industry Report,” U.S. government reports, who are seeking only the MS in Educational ed to leadership, administration and management Administration. Concentrates on eight educational online computer information, and various private and ways to apply them to the field of education. categories and functions as an independent study. sources such as banks and credit card bureaus. Emphasizes application and implications for the Note: This course does not meet the requirements Students compile reports that focus on country, educational leader/manager. for the preliminary administrative services creden- region, and industry analysis of opportunity and tial in California. Candidates for the credential EDA 615A prospects. must take EDA 620B. Grading is on a satisfacto- ECO 631 School-Community Relations in a Diverse ry/unsatisfactory basis. Society Global Trade Policy and Procedure EDA 620I An analysis of the various social and political Intern Induction Seminar (Prerequisite: ECO 630) forces that impact effective school-community rela- An examination of the development and current tions with an emphasis on diversity. Covers meth- Students in the preliminary Tier I Administrative status of U.S. and foreign trade policies and proce- ods of implementing educational change by mobi- Services Credential program take this course in dures, this course focuses on GATT, NAFTA, lizing community support. Also covers cultural place of EDA 620B, the practicum/field work European Integration, and other emerging regional pluralism and its effect on school-community required in the regular preliminary administrative trading blocks. Examines the impact of trade and dynamics. services credential program. Interns register once foreign operations caused by national and regional for this course, at the beginning of their work in antitrust laws. It surveys the procedures necessary the intern program. for government approval of importing and export- 206 Course Descriptions
EDA 624A technology stimulates change in teaching method- across time and space. Learning theories are Supervision of Instruction: Curricula, Evaluation ology within the classroom. Topics focus on using defined and the ways that the Internet supports and Staff Development technology to support constructivist learning, and challenges these theories are explored. The An examination of how to improve educational building technology-supported learning communi- course explores the changing role of the teacher as programs in diverse classrooms. A study of human ties on the Internet, student-directed research pro- well as of the educational institution, in both K-12 development as it relates to the curriculum. Covers jects, collaborative communication both among and higher education. E-schools, virtual schools, basic concepts of curriculum development and students and between students and their mentors, online instruction, web-supported class room measurement as well as policies of inclusion, and constructing personal hypermedia tools and instruction, and other technology-supported mod- examining the effects of culture and cultural con- resources. els are defined and are explored. Challenges to society are explored and current models and cur- tact. Discusses various methods of evaluating EDT 606 rent examples of online instruction is researched. instruction and pedagogical approaches as well as Effective Instructional Design Strategies interrelationships among curricula, school organi- EDT 616 zation and society. Also discusses administrative This course introduces students to effective strate- Motivating Learners Through Gaming and gies of instructional design for a wide range of skills that promote equal learning opportunities in Simulation the classroom, including effective approaches to audiences, including K-12, higher education and working with faculty, staff, parents and students business. Students survey careers and roles within Introduces students to the use of video games, sim- who are culturally, ethnically and socio-economi- the diverse field of instructional design. ulations and computer games in educational and cally diverse. Instructional design principles are covered, includ- training environments. The primary focus is to ing learning theories, needs assessment, analysis of EDA 637 increase students’ “games literacy” and demon- subject matter content, development of goals and strate, through hands-on exploration, how games Educational Administration Action Research objectives, design of instructional strategies, selec- and simulations can be highly-effective learning (Prerequisite: ILD 680) tion of media-based delivery systems, design of tools. Students will play and analyze a variety of A supervised experience culminating in the com- print and multimedia instruction, and evaluation different games, examine games in relation to tra- pletion of an educational administration research strategies. Students also explore current issues, ditional learning and motivational theories, inves- project that was designed in ILD 680. This course is trends, and opportunities in instructional technolo- tigate the various issues surrounding games and designed to provide the knowledge and skills gy and instructional design. look to see what is in store for games in education required to understand, interpret, generate and EDT 608 in the future. Students will also learn how to build games to use in their classroom as well use soft- evaluate research relevant to various areas of edu- Computer-Based Technology in the Classroom cational administration. ware that helps their students understand new A comprehensive overview of the use of computer- concepts by creating games themselves. EDA 670C based technology in the educational environment EDT 617 Leadership, Technology and Its Applications and integration of computer-based applications Technical Writing for Grants and Technology into instruction in the classroom. Includes study An administrative perspective on instructional Plans technology. Surveys methods of using technology and hands-on experience of such topics as the com- to improve administrative functions, funding puter as a tool, tutor and tutee. Addresses the A course which teaches strategies for clear, effec- sources for educational technology, knowledge and impact of the different computer modalities used tive technical writing, with a focus on how to use it sensitivity of cultural pluralism as it impacts tech- in education, terminology, classroom technology for writing successful grants and technology plans. nological considerations and legal and ethical management, introduction to the Internet and inte- Students will investigate technical writing princi- issues surrounding educational technology. gration issues of educational technology. Also ples, develop strategies for locating and pursuing includes hands-on practice of productivity tools for grants, and culminate the course by creating a EDA 690 word processing, spreadsheet and database man- grant proposal and a technology plan. Guided Study agement. EDT 618 EDT 610 (1.5-9 quarter units) Introduction to Technologies for Information Teaching Online Individual study under direction of instructor. Specialists Requires prior approval of appropriate academic This comprehensive course covers principles and department. This course introduces students to technologies strategies for conducting online lessons in a variety used in the library sciences. Students will learn EDA 694 of online teaching environments,including hybrid how to transfer, maintain, retrieve and share infor- Thesis courses, with a primary focus on how teaching mation using various library technologies includ- strategies have evolved in order to fit the new ing various electronic databases, microfiche, micro- This course is a supervised experience culminating medium of online learning. Students survey theo- film, CD-Roms, video, and general computer main- in the completion of a thesis that was designed in ries and applications of online learning and teach- tenance, while investigating the evolving field of ILD 680. Maximum length of time is 12 months. ing. Special focus is given on the use of the digital librarianship—the roles of the librarians Note: Grading is by H (for honors), S (for Internet for implementing distance education sys- and other information specialists in the digital age. satisfactory work), or U (unsatisfactory work). tems for adult learners. The course covers hands- Class size 5. on tools such as web page design authoring tools EDT 619 EDA 695 and videoconferencing technology. Career paths in Technologies for Information Specialists in Educational Project the arena of online teaching will also be investigat- Business ed. (1.5-9 quarter units) This course delves into the policies and procedures EDT 612 An opportunity for students to gain practical expe- of managing information in a corporate setting, rience in designing, implementing and evaluating Creating Meaningful Learning With Technology while providing advanced database searching programs in an area of interest pertinent to their This course focuses on ways to integrate technolo- skills and a survey of databases relevant to various professional development. gy as a tool for communication, inquiry, and con- businesses. Students will also investigate issues struction for meaningful learning in K-16 and cor- relevant to managing information for businesses, EDT – Educational Technology porate classrooms. Students apply traditional such as the management of databases, budgets, learning theories to new technology-based meth- permissions policies, copyright law, and ethics. EDT 602 ods and techniques, including lesson-based Web EDT 621 Human Learning and Individual Differences projects, chat sessions, and virtual learning com- Technologies for Information Specialists in K-16 munities. Students attain a working knowledge of Education Focuses on the domain of learning and individual how to evaluate and operate selected software, differences. Designed as a graduate course, design web pages and WebQuests, download files, This course investigates information technologies involves extended discussion of the textbook and use listservs, manage school servers, and utilize used in the K-16 arena, with a particular focus on additional materials. Emphasizes critical reading, firewalls. Students wrestle with contemporary methods and ways to successfully teach learners analysis and synthesis of the reading material as a issues involving the protection of children on the how to access information. Students will practice means of understanding the interrelationship as Internet, copyright law, netiquette, censorship, and methods of instruction, and design dynamic well as the impact of individual differences on the future of the Internet. lessons that particularly engage students to utilize thinking and learning. information technologies in meaningful ways. EDT 614 EDT 605 Ethical issues including copyright law, licensing The Effect of the Internet on the Meaning of agreements, and child Internet protection legisla- Technology and Educational Theories and Schooling tion will be investigated. The course focuses on Practices In this course students explore the paradigm shift the changing roles and responsibilities of the effec- This course provides a comprehensive view of cur- in the definition of education as the Internet makes tive and proactive school library media specialist. ricular issues facing the K-12 teacher as the role of information, teachers and other students available 207 Course Descriptions
EDT 637 EGR 486B Action Research EGR – Engineering Engineering Senior Project II
(Prerequisite: ILD 680) EGR 301 Prerequisite: EGR 486A This course is designed to provide the knowledge Engineering Mathematics A continuation of EGR 486A. In this second part of and skills required to understand, interpret, gener- the Engineering Senior Project, students finalize Prerequisite: CST 208B ate and evaluate research relevant to various areas the project, prepare the final project paper and pre- An examination of the major mathematical tools of professional education. The work of the educa- sent project results to faculty and outside experts. for engineers and scientists. tor, from various areas, will be emphasized throughout the course as students produce a major EGR 304 action research and writing project. This course Statics and Strength of Materials ELB – Electronic Business will include relevant aspects of professional writ- ELB 620 ing while remaining focused on the practical needs Prerequisite: EGR 301 of `educators who wish to join the larger profes- Introduction to the key topics in strength of materi- ELB 620S-Spanish Version sional community in their field of specialty. als with focus on applications, problem solving Principles of Electronic Business and design of structural members, mechanical Maximum class size 15. Introduction and overview of Internet enabled devices, and engineering systems. EDT 640 business transactions from a managerial perspec- Network System Design and Funding Strategies EGR 307 tive. The course serves as foundation for the E- Introduction to Software, Engineering and Business program and addresses E-Business strate- An examination of the theory and application of Ethics gies, Cyberlaw, Internet marketing, Internet infra- effective networking schemes for use in the educa- structure and security, E-Business applications and tional environment. Studies local- (LAN) and This is an introductory course for students enrolled highly relevant emerging Internet business models. wide-area (WAN) networking methodologies, as in a bachelor’s degree program in the School of ELB 621 well as practical methods for designing an effective Engineering and Technology. Students are intro- E-Strategies and Business Models school computer lab. Additional topics include duced to the important aspects of engineering, technology grants and small networking systems. computer hardware and software and ethics. Team (Prerequisite: ELB 620) EDT 655 skills and the scientific approach to problem solv- This course provides an in-depth analysis of ing through analysis and design are presented. Issues and Trends in Educational Technology Internet Business Models and E-Business Computer tools and programming are introduced. Strategies. The course enables students to analyze A survey of a wide range of state-of-the-art issues EGR 310 the value and components of E-Business Models and trends that have an impact on the field of edu- Engineering Economics and the concept of strategic planning within the cational technology at local, state, national and context of E-Business. international levels. Also addresses the basic prin- Prerequisite: MTH 210 ciples of professional behavior and ethics with ELB 622 Economic Analysis for decision making with E-Business Systems Development respect to students, peers, administrators and emphasis on rate of return, net present value, bene- teachers from other disciplines, as well as parents fit-cost and multi-objective evaluation methods. (Prerequisite: ELB 620) and families. Cost estimation and alternative analysis. The course discusses the business and computing EDT 660 EGR 313 issues and activities essential to developing suc- Multimedia and Interactive Technologies Electrical Circuits and Systems cessful e-Business systems from a combination of user, business and computing viewpoints to identi- An overview of the use of multimedia and interac- Prerequisite: SCI 104 and SCI 104A fy the range of commerce and computing issues tive technologies in the educational environment, A study of fundamentals of direct and alternating that need to be resolved together to ensure a suc- this course focuses on the design and production current, basic circuit theory, three-phase circuits, cessful result. The course provides ample guidance of multimedia products, with an emphasis on the transformers, electrical generators, and motors. on applying this approach within organizations. appropriate application of learning theories to the designing process. Students will develop media lit- EGR 316 ELB 623 eracy via exposure to video conferencing, art pro- Legal Aspects of Engineering Advanced Web Design grams, PowerPoint, Dreamweaver MX, image Course focuses on basic principles and new devel- (Prerequisite: ELB 620, ELB 622) scanning and editing, as well as video and sound opments in the legal aspects of architectural, engi- This course introduces current principles of digitization. Students will also gain competence in neering and construction processes. Coverage Internet Application Development beyond visually desktop publishing skills and teacher efficiency includes contractor licensing, professional design appealing user-interfaces. Specific design concepts tools like Excel for grade sheets and web pages to services, liability, intellectual property, and compet- will be applied to an advanced web-design or web- enhancing parent-teacher communication. itive bidding. conceptualization during a class project. The EDT 671 course focuses on the principles of HTML, JAVA EGR 319 Curriculum Design for Online Learning and XML application programming. Practical exer- Introduction to Engineering Graphics and Auto cises will be conducted throughout the course. (Prerequisite: ILD 680) CAD A comprehensive view providing the student with ELB 624 information designing curriculum that will be Prerequisite: EGR 301 Internet Marketing implemented in an online teaching environment. Introduction to the latest version of Auto CAD (Prerequisite: ELB 620) Specific online learner methodologies will be dis- software for two- and three-dimensional modeling, The course represents an in-depth analysis of mar- cussed. Online course authoring systems for use in engineering graphics and technical drawings. keting and advertising components of E-Business, K-16 and corporate education will be surveyed. EGR 440 strategic marketing decisions in the digital age and Students also get hands-on experience with web Project Management Fundamentals a study of successful marketing models. During design software, productivity software and data the course, students create a strategic marketing collection tools. Issues in online curriculum design Prerequisite: MTH 210 plan for an Internet business. will be explored, such as Internet resource citing, This course focuses on project management con- technology trends in learning environments, cepts and definitions, network scheduling tech- ELB 625 Internet resources for exceptional children, profes- niques, strategic planning, risk management, cost Electronic Payment Systems and Internet sional development skills, and popular uses for control, and project implementation. Security technology in various subject areas. EGR 486A EDT 694 (Prerequisite: ELB 620) Engineering Senior Project I The course introduces the various concepts of digi- Thesis Prerequisite: Completion of 12 BSCE or 14 BSDE core tal money and alternative electronic payment sys- tems. Students explore the role of the banking sys- (Prerequisite: ILD 680) courses tem and the global monetary system from a man- This course is a supervised experience culminating A culminating experience for BSDE and BSCE agerial perspective. The course includes studies of in the completion of a thesis or other major project majors involving a substantive project that demon- security methods and systems including access initially designed in IL 680. The maximum length strates a synthesis of learning accumulated in each control, firewalls, encryption, public key infrastruc- of time to complete the capstone is 12 months. major. This is the first part of a two-part ture, digital signatures, authentication and non- Note: Grading is by H (for honors), S (for satisfac- Engineering Senior Project sequence. Students will repudiation. tory work), or U (for unsatisfactory work). be working in teams of two to four students and Maximum class size 5. (Must be taken as one of doing research leading to preliminary develop- last three classes) ment of the final project product.
208 Course Descriptions
ELB 635 Internet research to highlight the multidisciplinary E-Logistic and Supply-Chain-Management EMB – Executive Master in Business impacts of issues faced by executives in developing (Prerequisite: ELB 620) EMB 671 international marketing strategies within the con- The course offers a thorough introduction to pri- Global Business Simulation text of an ethical business model. The material will develop an understanding of market assessment vate and public E-Marketplaces, demand chain This course provides the student with the opportu- structures and Supply Chain Management, pro- and market entry issues. The course addresses the nity to apply concepts and theories learned in their constructs and theories of business ethics and mar- curement and fulfillment. Student will explore the life experiences and academic program to virtual associated digital infrastructure from an E-Business keting to provide students with the ability to make organizations and competitive environments. ethical business decisions. perspective. A special focus will be on current Students make strategic and functional decisions industry applications in this field. The course will for virtual organizations that change the internal EMB 686 offer processes and strategies for evaluation, and external business environments and perfor- Data and Research Analysis for Decision-Making design and implementation of those highly com- mance results of the companies. Students are able plex applications. to “see” the effects of alternative selections in exec- This course focuses on applied statistics, research methodology, and problem-solving through the ELB 638 utive decision making. integration of computer technology with quantita- ELB 638S – Spanish Version EMB 672 tive techniques. The course is taught using lec- E-Business Information and Knowledge EMB 672S – Spanish Version tures, case studies, and statistical computer pack- Systems International Risk Management ages. (Prerequisite: ELB 620) This course presents theories of risk management EMB 689 The course introduces the data-information-knowl- in international business and situations that will EMB 689S – Spanish Version edge-intelligence chain and its relevance to E- allow students to apply these concepts and inte- Leadership and Negotiation Business profitability and growth. It includes a grate them with their own experiences and those study of the role and deployment of data models, of classmates. In developing alternative potential This course examines the nature and process of database systems, data warehouses and business action plans, the student is encouraged to analyze leadership and developing negotiation strategies in intelligence. a wide range of risk related situations and to eval- executive environments. It surveys theories of leadership, negotiations, bargaining and conflict ELB 640 uate short-term and long-term ramifications of decisions in risk management. resolution. The course emphasizes case studies and Emerging Communication Technologies in E- problem solving employing ethical business mod- Business EMB 673 els. International Strategic Alliances (Prerequisite: ELB 620) EMB 696 The course provides a study of telecommunica- This course examines new market opportunities, EMB 696S – Spanish Version tions networks that support the digital global econ- competitive threats and diffusion of business mod- EMBA_Project omy and E-Business. Networks are evaluated as els associated with international business. Students enablers of strategy, growth and financial success. develop the ability to evaluate the strategic use of Working in teams or as individuals under the The course will also examine the impact of wireless alliances within broad competitive strategies. The guidance of their assigned faculty advisor, students communications and other emergent technologies formation of strategic alliances as a tool among clarify research topics and identify sources from on business management, operations and plan- multinational and international organizations are which data is gathered in preparation for the pro- ning. discussed in order to maximize the efficient and ject. Students then gather data and present their effective allocation of resources in pursuit of com- research in written form to the client organization, ELB 650A petitive advantage. if applicable, and to the instructor. Master’s Research Project I EMB 674 (Prerequisite: Completion of all program core course EMB 674S – Spanish Version ENE – Environmental Engineering requirements with a GPA of 3.0 or better.) Global Competitive Strategies ENE 601 This course is the first part of the master’s research project. It focuses on the research and selection of This course uses economic and strategy theories to Environmental Engineering Laboratory an appropriate topic on one of the analyze the competitive behavior of organizations. (Prerequisites SCI 101 or SCI 101A) research or applications of electronic business. It is intended to enable the student to assess the This course is dedicated to exploring the contem- Students develop the project in a three- to five- strategic choices made by organizations in the porary Environmental Engineering experience. An member group and utilize skills previously dynamic competitive environment of international in-depth study of standard methods for analysis of acquired in their respective core curriculum. This is business. The course examines the impacts that water and wastewater, sampling techniques and a regular one-month course. Grading is by “H” (for business choices have on the survival and prof- preservation of samples, and interpretation of ana- Honors, “B” or better work), “S” (for Marginal, itability of an organization. The competitive envi- lytical data related to biosolids, nitrogen and phos- “C” level work) or “U” (Unsatisfactory, “D” or ronment is analyzed in terms of cultural, economic, phorous treatments. Through lectures, demonstra- below). societal, political-legal, and technological factors. tions, readings, student will also learn the strategic ELB 650B EMB 682 role of the environmental lab in the modern work- Master’s Research Project II EMB 682S - Spanish Version place. Accounting for Managers (Prerequisite: ELB 650A) ENE 602 A continuation of ELB 650A. Students develop the This focus of this course is on the content, analysis, Environmental Microbiology and Biological project in a three- to five-member group. Students and interpretation of the financial and managerial Treatment complete a detailed analysis and design of the pro- accounting information used by managers in mak- ject within the first two weeks of the course. After ing the strategic decisions necessary to achieve (Prerequisites SCI 330 or SCI 335) completing the project, students formally present organizational goals. The course also includes This course provides a comprehensive introduction their final product to a review panel for evaluation international accounting issues and the ethical to the design, analysis and implementation of and grading. Grading is by “H” (for Honors, “B”or impacts of such issues. microbiology and biological treatment. There is strong emphasis on biology of microorganisms and better work), “S” (for Marginal, “C” level work) or EMB 683 “U” (Unsatisfactory, “D” or below). general bacteriology, microbiology of aerobic and EMB 683S - Spanish Version anaerobic bacteria as well as physical and chemical ELB 656 International Economic Strategies properties of water. Cyberlaw and E-Legal Issues This course introduces students to the conceptual ENE 603 (Prerequisite: ELB 620) framework within which the key financial deci- Unit Processes of Environmental Engineering The course focuses on the global level and regula- sions of multinational corporations can be ana- tory framework in which E-Business operates. It lyzed. It covers the international balance of pay- (Prerequisites MNS 205 or CST 208A) provides a study of current and proposed laws and ments, foreign exchange rate determination, This course emphasizes the application of physical regulations and their impact on E-Business. exchange risk, hedging, and interest arbitrage, and chemical methods applied for water and Emphasis is put on current legal issues relevant to international money and capital markets, interna- wastewater treatment, filtration and sedimentation, start and operate various E-Businesses. Further tional financing, and international portfolio man- options, absorption, ion exchange, aeration, soften- emphasis lies on legal case studies from a business agement. ing and disinfecting as combined with review of prospective. atmospheric science aspects such as water, air and EMB 684 soil. EMB 684S - Spanish Version Executive Issues in Marketing and Ethics Executive Issues in Marketing and Ethics uses a mixture of cases, textbook assignments, and 209 Course Descriptions
ENE 604 to contaminated sites in different regions of the erature, composition, language and linguistics. Engineering Aspects of Environmental world. Students observe a full range of activities common Engineering Quality Control to English classrooms in public middle schools or ENE 609A high schools. In addition, the course gives instruc- This course introduces application of environmen- Applied Research Project #1 tal science and engineering toward remediation of tion in the requirements of the English portfolio. environmental pollution, analysis of water, air and (Prerequisites: Completion of all program core course Grading is on a Satisfactory/Unsatisfactory basis. land pollution, including hazardous waste and requirements with a GPA of 3.0 or better.) ENG 333 engineering of mitigation measures as well as This course is the first part of the master’s research Written Business Communication water and wastewater pollution prevention. It project. It focuses on the research and selection of addresses the current pollution prevention proce- an appropriate topic on one of the research or (Prerequisites: ENG 100/101) dures outlined by the EPA for industry that include applications of environmental engineering. A continuation of the kinds of expository writing source reduction, recycling/reuse treatment, ulti- Students develop the project and utilize skills pre- that began in ENG 100/101. This more advanced mate disposal and combinations of these preven- viously acquired in their respective core curricu- course stresses applications and models in business tive measures. lum. This is a regular one-month course. Grading communications: letters, memos, sales, research and marketing reports. ENE 605 is by “H” (for Honors, “B” or better work), “S” (for Marginal, “C” level work) or “U” (Unsatisfactory, Foundation of Air Pollution Engineering and ENG 334A “D” or below). Equipment Design Technical Writing ENE 609B This course provides an overview of the field of air Applied Research Project #2 (Prerequisites: ENG 100/101) quality management with an emphasis on the A workshop to help students whose careers will sources of air pollution and how they affect the (Prerequisites: ENE 609A) involve communicating technical information environment, including the effects on humankind, This is a continuation of ENE 609A. Students com- clearly. Students are encouraged to practice on pro- plants and animals. Students will study federal, plete a detailed analysis and design of the project. fessional models in their own disciplines while state and local regulatory requirements and air pol- This course is a two-month, one session per week learning those attributes common to all effective lution law, including the California and federal course. After completing the project, students for- technical writing. clean air acts, ambient air quality standards and mally present their final product to a review panel ENG 350 government policies on pollution prevention. This for evaluation and grading. Grading is by “H” (for Fundamentals of Linguistics course includes an introduction to air pollution Honors, “B” or better work), “S” (for Marginal, meteorology, climatology, chemistry, atmospheric “C” level work) or “U” (Unsatisfactory, “D” or (Prerequisites: ENG 100/101) pollutants, air quality and emissions assessment, below). An introduction to contemporary linguistics. control of emissions from stationary sources, pre- Covers the phonology, morphology and syntax of vention and control measures and design. ENG – English the English language with an emphasis on lan- ENE 606 guage acquisition as related to the developmental Principles of Water and Wastewater ENG 013 stages of childhood. The course is especially Engineering and Treatment Strategies for Writing designed for students intending to teach elemen- tary school students. This course provides the tools and practice stu- (Prerequisites MNS 205 or CST208A) ENG 352 dents need to write successful college-level essays. This course focuses on the concept of water quality Origins of English standards, physical, chemical and biological treat- It emphasizes the development of clear and logical ment processes of water and wastewater; trans- writing through a focus on the basics of sentences, Examines the origins of language both within a portation, storage and distribution of water sys- paragraphs, and essays. S/U grading. (This course person and within culture. Covers language acqui- tems; wastewater collection; sanitary sewers and is considered developmental in nature and does sition and the history of the English language Governmental Regulatory Water Act; storm drain not award collegiate credit) through its own developmental stages, including and advanced water and wastewater treatment. ENG 100 the evolution of standard American English and its Effect of Federal Regulation on water treatment Effective College English I major dialect communities. plant design, design and application of potable ENG 365 water and wastewater systems, chemical condi- (3 quarter units) (45 class hours of instruction) Creative Writing tioning for water softening and corrosion control. (Prerequisite: Satisfactory performance on Accuplacer) ENE 607 The first of a two-course sequence designed to pro- (Prerequisites: ENG 100/101) Toxic and Hazardous Waste Remediation vide incoming students with the expository and An advanced course for students who want to argumentative writing and critical thinking skills Analysis and Solid Waste Recovery explore more sophisticated writing genres. The required for college course work. Emphasizing course surveys techniques in writing one or more (Prerequisites SCI 101 or SCI 101A) essay-length compositions, the course covers criti- genres, at the discretion of the instructor: short fic- The intent of this course is to give students an cal reading and analysis, thesis formation and tion, drama, poetry and screen writing. essay organization and basic research and revision understanding of solid waste; its characterization, ENG 375 production, storage, collection and transportation. techniques. Nature Writing The student will also review statutes and regula- ENG 101 tions for the management of hazardous Effective College English II (Prerequisites: ENG 100/101) material/waste; its identification, transportation, An advanced course for students interested in monitoring, storage, minimization, treatment and (3 quarter units) (45 class hours of instruction) using writing as a means of exploring the natural disposal. This course introduces and explores (Prerequisite: ENG 100) world. This course surveys nature writing in its Toxicology from multiple functional levels, mea- The second of a two-course sequence designed to various forms (essays, articles, poetry, journals, suring toxicity and assessing risk, respiratory toxi- provide incoming students with expository and etc.) as well as effective nature writing strategies. cology, ecological toxicology and toxic wastes and argumentative writing skills. Examines the ways that individuals, as thinkers remediation technologies. Statuary and regulatory ENG 240 and writers, interact with their local and global basis for toxic and hazardous waste remediation, environments. identification, transportation, monitoring, storage, Advanced Composition treatment and disposal. ENG 432 (Prerequisites: ENG 100/101) Report and Research Paper Writing ENE 608 An advanced course in expository and argumenta- Site Assessment and Environmental tive writing that continues the work of Effective (Prerequisites: ENG 100/101) Remediation Methodologies College English. While Effective College English I An advanced, cross-discipline workshop that and II focus on essay formulation and research, focuses on the requirements of effective report and (Prerequisites SCI 330 or SCI 335) Advanced Composition emphasizes textual analy- research paper writing. Emphasizes effective orga- This course introduces the issues relevant to the sis. Students continue to practice the construction nization, clear writing, critical thinking, appropri- investigation and management of contaminated of arguments based on analytical reasoning, critical ate source citation and both library and Internet sites, emphasizing problem diagnosis/characteri- thinking and research skills. research. Introduces students to all of the major zation and the development of site restoration/cor- ENG 300 citation formats, including MLA, APA, CBE and rective action clean up programs. This includes English Practicum and Portfolio Chicago Manual. Techniques learned are appropri- methods for the development site restoration tasks, ate to any academic discipline or vocation that methods for evaluating the progress of corrective A practicum that exposes students to a variety of requires reports or research papers. action programs and application of risk assessment experiences in English and language classrooms. methods as a decision-making tool. The focus of Through such experience, students are able to ana- this course is to synthesize technically sound prin- lyze the importance of their academic studies in lit- ciples and techniques that can be applied globally 210 Course Descriptions
ENG 490 Guided Study nology, psychoanalysis, transcendentalism; instructor. Special attention will be given to biog- focussing on such thinkers as Althusser, Bazin, raphy, culture, and literary context. (May not (1.5-4.5 quarter units) Deleuze, Derrida, Sobchack, and Truffaut. (Essays duplicate content of ENG 690B.) Individual study under direction of instructor. are included as a part of the MFA digital portfolio.) ENG 690B Requires prior approval of appropriate academic ENG 666 Seminar in a Major Author II department. Film History: The Silents ENG 600 A critical study of the work of a single author, such Seminar in Literary Theory A survey of films produced before the advent of as Shakespeare, Cervantes, Whitman, Dostoyevsky, recorded sound, this course focuses on the early Neruda, Morrison. Variable topic selected by the This graduate level course examines historical and national cinemas of French, Germany, the Soviet instructor. Special attention will be given to biog- current issues in literary criticism and theory with Union and the United States; attention is directed raphy, culture, and literary context. (May not particular attention to the developments of the last to concepts of visual narratology, montage and the duplicate content of ENG 690A.) fifty years. Through an examination of the histori- conventions of acting, set design, lighting and ENG 699 movement. cal and theoretical background of contemporary English Capstone Course: literary criticism, students learn to identify and ENG 667 evaluate assumptions about how we read and Film History: American Film The capstone project consists of a critical essay understand literature. The course emphasizes both publishable quality that will serve as the Master’s reading and writing literary criticism in order to A study of the development of cinema in the thesis. Proposals must be approved by the cap- develop the vocabulary and skills necessary to par- United States, this course is a broad overview of stone advisor with whom the degree candidate ticipate in scholarly literary debate. American film making; topics include genre, the will be working as well as by the program director. ENG 610 relationship of film to art, politics, religion and Program assessment also takes place during this Seminar in Multicultural Literature of North society and the treatment of ethnic groups, women course. Assessment consists of an exit exam and and class by Hollywood. submission of a portfolio of student essays, to America ENG 668 include projects from the modular courses (ENG 620A or 620B; ENG 680A or 680B, and ENG 690A This graduate level course examines the core con- Film Genre Studies cepts of race, ethnicity, culture, and multicultural- or ENG 690B). Students will take ENG 699 as the ism from the standpoint of recent developments in A course in a specific genre of film in an interna- last course in the M.A. in English program. American literary canon formation. Students will tional or American historical context, including the Exceptions may be made if the student is within analyze these concepts and trace their application western, the epic, the Biblical epic, film noir, the two courses of program completion, with the in a variety of American literatures such as Asian crime story, science-fiction adventure, agitprop, or approval of the program director. (S/U grading) American, African American, Latino American, other film genres; an intensive study of the con- and Native American. Students will synthesize ventions, artists, styles associated with specific ENM – Engineering Management current multicultural literary theories with a cor- genres and the historical conjuncture and circum- pus of significant literary texts. stances in which the genre appeared. ENM 600 ENG 620A ENG 669 Introduction to Engineering Management Seminar in a Literary Period or Movement I World Film This practical course is designed to equip the stu- An advanced, historically oriented study of a liter- A study of the film tradition of a specific nation or dents with all the skills and management related ary period, such as the English Renaissance, or of a group of nations other than the United States, this topics covered in a graduate course in engineering movement such as Romanticism or course is an intensive study of contrasting visual management. This course which offers its gradu- Postmodernism. Variable topic selected by the styles of filmmaking, directors, artists and themes ate engineers management skills, presenting them instructor. (May not duplicate content of ENG prominent in that tradition; a survey of the ele- with the most recent management concepts and 620B.) ments of film making and theory as developed covering such issues as management of quality, materials and new product development, human ENG 620B with one country; discussion of transcultural and transcendental film categories, universals, values resource management and communication, project Seminar in a Literary Period or Movement II and the essence of film art. management and critical path networks and man- agement of the supply system and inventory con- An advanced, historically oriented study of a liter- ENG 670 trol. ary period, such as the English Renaissance, or of a Seminar in Comparative Literary Studies movement such as Romanticism or ENM 601 Postmodernism. Variable topic selected by the This graduate level course examines the history Engineering Project Management instructor. (May not duplicate content of ENG and practice of comparative literary studies. 620A.) Students analyze literary texts across national and This course focuses on the fundamentals of engi- linguistic as well as temporal, cultural, and disci- neering project management and tools, in particu- ENG 640 lar, Microsoft Project and provides guidelines for Seminar in Poetry plinary lines. The course juxtaposes texts and cul- tural artifacts, both literary and nonliterary, of dif- what project managers need to have in order to succeed. The emphasis is on project/team man- An advanced study of the history and practice of ferent cultures, disciplines, and genres in a variety agement techniques and hands-on training on poetry through an understanding of poetic forms of ways in order to develop new perspectives on using MS Project to manage various tasks in a typi- such as the sonnet, villanelle, haiku, ballad, etc. themes, forms, and contexts. The first part of the cal project. This course provides an introduction to The focus is on defining the genre through close course focuses on comparisons across languages project negotiation, project manager selection and reading of a rich selection of both traditional and and cultures; the second part focuses on compar- project auditing and terminating. In addition, this contemporary exemplars of the various forms, isons across genres and disciplines. course also provides technical expertise of how to including free verse ENG 680A manage projects on the web. In addition, several ENG 660 Seminar in a Theme I software packages available commercially for the Seminar in Literary Hypermedia management of projects will be discussed. This Study of a literary motif or theme over time course will be conducted as a computer laboratory This graduate level course examines the history and/or across cultures. Variable topic chosen by course. and current practice of literary hypermedia. the instructor. Examples of themes might be: Through the close reading of primary stand-alone exile and return, human maturation and aging, ENM 602 and Web-based hypermedia installations, the utopia/distopia, or self-reflexivity in literature. Management of Risk, Contracts, and Legal course examines hypermedia as a specific literary (May not duplicate content of ENG 680B.) Issues genre but also contextualizes the practice of hyper- ENG 680B This course focuses on risks, contracts and legal media in relation to work in related fields, such as Seminar in a Theme II print media, graphic design, film, and performance issues related to engineering management. This course provides an understanding of basic princi- art. The course also examines the historical Study of a literary motif or theme over time ples of contract law. In addition, this course sum- antecedents to computer-based literary forms, sur- and/or across cultures. Variable topic chosen by marizes a survey of contracts, sales, agencies, per- veying pre-digital experiments in visual-textual the instructor. Examples of themes might be: sonal property, commercial paper, and associated hybrids from the Middle Ages to Modernity. exile and return, human maturation and aging, topics. The course also covers materials on the the- utopia/distopia, or self-reflexivity in literature. ENG 665 ories and principles of risk management. In addi- (May not duplicate content of ENG 680A.) Film Theory tion, it explores a range of issues including cost ENG 690A estimation, pricing competitive bids, risk alloca- An overview of film theory designed to give stu- Seminar in a Major Author I tion, and incentive contract design, evaluation of dents the critical tools necessary to describe and threats and opportunities, buffer management in a evaluate various aspects of cinema art. This course A critical study of the work of a single author, such supply chain, investment appraisal, portfolio man- introduces concepts from a wide range of as Shakespeare, Cervantes, Whitman, Dostoyevsky, agement and safety formula. approaches, including Deconstruction, Neruda, Morrison. Variable topic selected by the Existentialism, Marxism, Post-Theory, phenome- 211 Course Descriptions
ENM 603 coordination. Culturally responsive practice, the Managing Projects in Operation Management EXC – Special Education influence of disability on the family, family-to-fam- This course examines the design and management EXC 602A ily support, and the appreciation of families as a of internal capacity as it applies to all organiza- Field Experience: Special Education dynamic unit with a wide range of strengths, con- tions. It examines the principles and techniques (3 quarter units) cerns, and aspirations beyond their need for spe- for designing, analyzing, and managing operations cialized health and developmental services and processes. It addresses how all operations and A special education field experience that orients support. behavior components fit together and how to iden- students to all types of exceptionalities and service delivery options in the field of special education. EXC 607 tify and resolve the right problem. Topics include IFSP Process: Collaboration & Consultation statistical process control, supply chain manage- Emphasizes the role of the special education teacher and parent involvement. Students must ment, safety and security issues, and total quality Student will develop skills in writing take the field experience concurrently with their management. This course also reinforces the con- Individualized Family Service Plans. This course first and second classes. Note: Grading is on a sat- cept of project management engineering within introduces relevant special education legislation, isfactory/unsatisfactory basis. operation settings. Topics covered would include: laws and policies. Students will develop skills in overview of operations management, problem EXC 602B matching intervention strategies to the strengths identification and resolution, process design, Field Experience: Inclusive Settings and needs of young children with disabilities and development, and management, applications of their families. Students will acquire skills in the technology and knowledge management, integra- (3 quarter units) development and implementation of tion and application and evaluation. A field experience that orients students to all types Individualized Family Service Plan in a variety of of exceptionalities and service delivery options for ENM 604 settings. special needs students served in general education Quality Management settings. Emphasizes the roles of general education EXC 608 Interventions for Young Children with This course focuses on quality aspects related to and special education teachers and parent involve- Disabilities project management, operations and other aspects ment. Students must take the field experience con- of engineering. The course covers materials on the currently with their third and fourth classes. Note: Grading is on a satisfactory/unsatisfactory basis. This course focuses on the development of teacher theories and principles of total quality manage- competencies as related to design, management, ment required for a successful organization. In EXC 603 and implementation of ECSE environments and addition, key global trends, strengths and weak- Typical and Atypical Development in Young interventions appropriate for young children with nesses of U.S. companies in the global market- Children special needs. The students will explore, plan, and place, costs of poor quality, and ethical dilemmas implement developmentally supportive activities will be discussed. In addition, concepts related to An overview of typical and atypical development with infants and toddlers and their families. This six sigma, benchmarking, SPC, quality tools, and pathways from birth to five including major theo- course takes a family-centered perspective and ISO 9000-2000 will be discussed. ries, principles, concepts, and current research and emphasizes the role of collaborative planning with ENM 607A practice dealing with the impact of delays, disabili- families and caregivers in preparing developmen- Engineering Management Capstone Course I ties or chronic health impairments on the young tally supportive environments maximizing interac- child’s growth and development are examined. tions with nondisabled peers ENM 607B Implications of atypical development on play and EXC 609 Engineering Management Capstone Course II learning within an ecological framework are Field Experience These project courses focus on the application of addressed. engineering process learned through this program. EXC 603A This Field Experience is designed as a culminating The students are to select research topics under the Student Training Seminar experience in the Early Childhood Special guidance of the instructor and conduct research Education Certificate Program. Specifically, stu- and write a detailed report. Working in teams or Integrates theory and practical approaches to real- dents will be required to assess, plan, teach and as individuals under the guidance of their assigned life situations experienced by candidates during evaluate the progress of young children with dis- faculty advisor, students clarify research topics and student teaching. Content areas include portfolio abilities. Each candidate will have at least two in- identify sources from which data is gathered in preparation, reflection, collaboration and legal and depth experiences, one in a program for infants preparation for the project. This project may ethical issues related to the teaching profession. and toddlers and their families and one in a require detailed implementation of computer tools preschool program that includes children with dis- EXC 604 such as Microsoft Project 2002. Students then gath- abilities. Students must complete a total of 100 er data and present their research in both written Exceptionality and Diversity in the Classroom clock hours. and oral form to the client organization, if applica- A survey of the history and definition of special EXC 615 ble, and to other students and faculty. The dura- education, theoretical orientations and develop- Technology for the Disabled Person with tion of each project course is one month. mental characteristics of special needs students Disabilities who manifest various types of disabilities, includ- ESM – Elementary Subject Matter ing mild/moderate and moderate/severe disabili- (Prerequisite: Completion of Generic Core ties. Examines the history of racial and ethnic Requirements) ESM 302 groups in the U.S. In addition to exceptionality, An investigation of the current technologies that Pre-professional Practicum and General Studies explores cultural and linguistic factors along with can empower disabled individuals to access their Portfolio Project issues that impact academic success, critical topics total environment throughout life. Focuses on tech- of cross-cultural understanding and awareness, nology applications in the school, home, communi- A pre-professional practicum that acquaints candi- policies of inclusion and the effects of culture and ty and workplace. dates with the activities of the public elementary culture contact. EXC 615A school teacher and familiarizes candidates with the EXC 605 assessment portfolio. To meet the first objective, Field Study: Technology for the Disabled Person Assessment in Young Children students volunteer thirty hours in a public elemen- with Disabilities tary school classroom and attend a school meeting. This course is designed to develop a student’s (1.5 quarter units) Candidates analyze, evaluate and compare their familiarity with a wide variety of assessment tech- (Prerequisite: Completion of Generic Core field experiences with their peers. To meet the sec- niques and instruments for infants, toddlers, and ond objective, students plan the production of their young children with special needs. Instruments Requirements) assessment portfolio and begin to draft a “Well- include formal and informal assessments, curricu- Practical field activities designed to promote and Educated Teacher” essay, which is required of the lum-based instruments, observation and data col- supplement the course goals and outcomes of EXC portfolio. (Note: The observation may not be lection methods, evaluations of preschool and 615. Students are encouraged to take the field waived. It must be started and finished during the infant/ toddler environments and family inter- study concurrently with EXC 615. Note: Grading is period of enrollment in the class and must take viewing techniques. Students complete several on a satisfactory/unsatisfactory basis. place in a school selected or approved by the screening and assessment projects. Issues related to EXC 620 instructor. Candidates spend 31.5 hours in observa- cultural linguistic diversity and the family’s role in Supporting Positive Behavior tion during school hours; night class meets three assessment and evaluation are addressed. times; day class meets four times.) Grading is on a An examination of behavioral, psychodynamic, EXC 606 satisfactory/ unsatisfactory basis. biophysical and environmental theories of behav- Family Systems & Partnerships ior management. Emphasizes practical approaches Families and family-centered practice in early and strategies useful for managing student behav- intervention is explored from a family systems the- ior in educational settings. ory model, with a focus on strategies for promot- ing parent/ professional partnerships in service 212 Course Descriptions
EXC 625 EXC 655B EXC 665 Exceptional Children in the Classroom Exit Seminar Instruction of Learners with Moderate/Severe Disabilities An examination of four major types of learners: (1.5 quarter units) special education, multicultural, gifted/talented The last course in the Level II program. Student (Prerequisite: Completion of Generic Core and students at risk. Explores how those groups of presentation of electronic portfolio to University Requirements) learners can be best served in general education Supervisor and District Support Provider. An overview of the characteristics of using effective instructional and behavior manage- EXC 655I moderate/severe disabilities. Discusses the plan- ment strategies. Professional Induction Seminar for the ning and evaluation of curriculum, methods, tech- EXC 630 Internship Program niques, basic strategies, materials and media used Assessment and Instructional Planning for for teaching students who manifest Special Needs Students This is a required course for credential students moderate/severe disabilities. Addresses positive participating in an approved Internship program. behavior support, communication and social net- An overview of informal assessment, curriculum- An Individual Induction Plan, an action research works, as well as movement, mobility, sensory and based assessment and a variety of diagnostic tests project, and a portfolio are developed as part of specialized health care. Stresses linkages to educa- related to academic performance. Provides proce- this course. tional assessment as well as interactive teaming dures for developing the IEP and methods for and parent involvement as they relate to IEP devel- EXC 656 implementing programs to meet the objectives opment and evaluation of instruction. specified in the IEP case study. Note: This course Best Practices for Special Needs Students EXC 665A meets one night per week during a two-month Development of an understanding of the philo- Field Study: Instruction of Learners with period. sophical, political, legal and fiscal variables that Moderate/Severe Disabilities EXC 637 impact contemporary issues, trends and practices Action Research in the field of special education. Basic principles of (1.5 quarter units) professional behavior with respect to pupils, peers, (Prerequisite: Generic Core Requirements) (Prerequisite: ILD 680) administrators, teachers, parents, families and Practical field activities designed to promote and This course is designed to provide the knowledge community agencies. supplement the course goals and outcomes of EXC and skills required to understand, interpret, gener- EXC 657 665. Students are encouraged to take this field ate and evaluate research relevant to various areas study concurrently with EXC 665. Note: Grading is Community Resources and Transition of professional education. The work of the educa- on a satisfactory/unsatisfactory basis. tor, from various areas, will be emphasized A comprehensive course designed to equip educa- EXC 685A throughout the course as students produce a major tors with the ability to plan and implement suc- Student Teaching - Mild/Moderate Disabilities action research and writing project. This course cessful transitional life experiences for students will include relevant aspects of professional writ- with disabilities. Emphasis on collaboration with (Prerequisite: All other course work in the Level I ing while remaining focused on the practical needs other educational and community agencies Mild/Moderate credential program) of educators who wish to join the larger profes- involved in the transition process. sional community in their field of specialty. The first month of the full day, full-time supervised EXC 658 student teaching experience with mildly and mod- EXC 644 Advanced Specialization in Mild/Moderate erately disabled students. Candidates work with Reading Methods for Special Education Disabilities certified master teachers providing special educa- tion services to students with mild/moderate dis- (Prerequisite: Completion of Generic Core An advanced course in skills needed for effective abilities. Consists of a minimum of 100 hours. Requirements) collaboration, curriculum design and modification Note: Grading is on a satisfactory/unsatisfactory A survey of theories about teaching reading and and assessment processes for students with basis. the language arts to the disabled student. mild/moderate disabilities. Discusses various assessment instruments relevant EXC 685B to the language arts, selection and administration EXC 659 Student Teaching -Mild/Moderate Disabilities of instruments and the interpretation and commu- Advanced Specialization in Moderate/Severe (Prerequisite: All other course work in the Level I nication of results. Through the use of case studies, Disabilities students learn how to develop, implement and Mild/Moderate credential program) Advanced methodology designed to ensure that evaluate prescriptive plans based on diagnostic The second month of a full-day, full-time super- candidates are instructional leaders. Effective com- procedures. Class will meet one night per week for vised student teaching and experience with mildly munication skills and transdisciplinary relation- two months. and moderately disabled students. Candidates ships with families, caregivers and paraprofession- work with certified master teachers providing spe- EXC 644A als stressed. cial education services to students with mild/mod- Field Study: Reading and Language Arts EXC 660 erate disabilities. Consists of 100 hours. Note: Grading is on a satisfactory/unsatisfactory basis. Methods for Special Education Instruction of Learners with Mild/Moderate (1.5 quarter units) Disabilities EXC 690A (Prerequisite: Completion of Generic Core Student Teaching - Moderate/Severe Disabilities (Prerequisite: Completion of Generic Core Program) Requirements) Overview of the characteristics of mild/moderate (Prerequisite: All other course work in the Level I Practical field activities designed to promote and disabilities. Discusses the planning and evaluation Moderate/Severe credential program) supplement the course goals and outcomes of EXC of curriculum, methods, techniques, basic strate- The first month of the full-day, full-time super- 644. Students are encouraged to take this field gies, materials and media used for teaching stu- vised teaching experience with moderately/severe- study concurrently with EXC 644. Note: Grading is dents who manifest mild/moderate disabilities ly disabled students. Candidates work with certi- on a satisfactory/unsatisfactory basis. Class will across the content areas. Addresses positive behav- fied master teachers providing special education meet the first and last class session of a two-month ior support. Emphasizes learning strategies, study services to students with moderate/severe disabili- format. skills, critical-thinking skills, educational assess- ties. Consists of a minimum of 100 hours. Note: EXC 650 ment, interactive teaming and parent involvement Grading is on a satisfactory/unsatisfactory basis. Consultation and Collaboration for Special as they relate to IEP development and evaluation of instruction. EXC 690B Education Student Teaching - Moderate/Severe Disabilities EXC 660A A discussion of the spectrum of interpersonal and (Prerequisite: All other course work in the Level I interactive learning skills required of the special Field Study: Instruction of Learners with education teacher. Emphasizes counseling with Mild/Moderate Disabilities Moderate/Severe credential program) The second month of the full-day, full-time student parents to enhance the parent-professional partner- (1.5 quarter units) ship. Stresses the sharing of knowledge and mutu- teaching experience with moderately/ severely (Prerequisite: Generic Core Requirements) al efforts between professionals and parents to disabled students. Candidates work with certified Practical field activities designed to promote and meet the special needs of exceptional students. master teachers providing special education ser- supplement the course goals and outcomes of EXC vices to students with moderate/severe disabili- EXC 655A 660. Students are encouraged to take this field ties. Consists of a minimum of 100 hours. Note: Professional Induction Seminar study concurrently with EXC 660. Note: Grading is Grading is on a satisfactory/unsatisfactory basis. on a satisfactory/unsatisfactory basis. (3 quarter units) EXC 694 The first course in the Level II program. An Thesis Individual Induction Plan, an action research pro- ject, an electronic portfolio and approved non-uni- (Prerequisite: ILD 680) versity professional development activities initiat- This course is a supervised experience culminating ed. in the completion of a thesis. Maximum length of 213 Course Descriptions
FIN 633 time is 12 months. Note: Grading is by H (for hon- data. It also acquaints students with the impor- Financing Capital Requirements ors), S (for satisfactory work), or U (unsatisfactory tance of retirement and estate planning and tax work). Class size 5. management. (Prerequisite: FIN 609A) FIN 448 A discussion of how to establish capital structure Seminar in Finance policies and determine the best methods for raising FIN – Finance required capital, the course covers formulation of FIN 310 (Prerequisites: FIN 310, FIN 440, FIN 442, FIN 443 debt, dividend and equity policies, selection of appropriate financing vehicle, and selection of cap- Business Finance and FIN 446) This is a capstone course for students specializing ital market. (Prerequisites: ACC 201 and ACC 202) in the area of finance. It exposes students to a wide FIN 635 This course is a survey of the basic principles and range of finance related topics, including issues International Finance concepts used in the financial management of a affecting the current financial environment of busi- business enterprise addressed from both theoreti- ness firms. The course integrates material from (Prerequisite: FIN 609A) cal and practical standpoints. Topics include previous courses taken in the finance concentration An examination of the international aspects of cor- money and capital markets, financial management and introduces the topics of capital budgeting and porate finance and investing, this course covers the of working capital, capital budgeting and fixed the process of obtaining long-term funds. international balance of payments and foreign asset management, cost of capital, and short-term FIN 449 exchange. It emphasizes exchange rate determina- and long-term financing by means of debt and Analysis of Financial Statements tion, exchange risk, hedging, and interest arbitrage, equity capital. international money and capital markets, interna- FIN 440 (Prerequisite: FIN 310) tional financing, and international portfolio man- agement. Financial Institutions An examination of U.S. accounting principles, the course emphasizes the analysis and interpretation FIN 641 (Prerequisite: FIN 310) of financial statements for management and invest- Advanced Security Analysis and Portfolio ment purposes. Students evaluate financial state- An examination of the nature and role of financial Management institutions in the economy, topics include money ments of actual publicly traded firms. Course markets and capital markets, the Federal Reserve material is applicable to credit policy, investment (Prerequisites: FIN 631 and FIN 609A) System and monetary policy, the commercial bank- analysis, and other operating and financial policy An in-depth look at several of the advanced topics ing system, thrift institutions, insurance compa- decisions. surveyed in FIN 631, this course includes bond nies, pension funds, investment companies, and FIN 600 portfolio management strategies, bond betas and other major financial institutions. FIN 442 Finance for Non-Financial Managers their portfolio impact, option valuation models Investments and hedging, practical use of portfolio insurance This course examines the financial reports that aid and hedging, problems with model-dependent (Prerequisites: FIN 310 and FIN 440) managers in making business decisions. In doing hedging, and the use of futures contracts and their A survey of principles and practices in the field of so, this course covers issues such as long- and objectives. It covers problems faced by corporate investments, the course covers the valuation of cor- short-term budgeting, key financial statements, the and professional investment managers in their porate securities of multinational and domestic role of the outside auditor, reporting financial effort to hedge portfolio risks and improve portfo- corporations, portfolio theory, and the measure- information, and valuation of assets and equities. lio returns. ment of portfolio performance. Emphasizes the FIN 609A FIN 650 role of return and risk in valuing stocks, bonds, Seminar in Financial Management Global Financing for Trade options, and in constructing portfolios. FIN 443 A study of corporate financial management, An examination of the basic financial problems fac- through case studies and/or term projects, this ing an internationally oriented company, this Working Capital Management course covers issues such as sources of long-term course includes the structure and operations of the (Prerequisites: FIN 310 and FIN 440) financing, cost of capital, capital budgeting, divi- international financial system, foreign exchange A course emphasizing the management of current dend policy, mergers and acquisitions, bankruptcy rates, foreign exchange risks and their manage- assets and current liabilities, it covers planning a and reorganization, the globalization of finance, ment, international sources of funds, international firm’s overall level of liquidity, stressing cash man- ethical standards, information technology, and cash management, and basic instruments of inter- agement and credit policies. Also discussed are financial strategy. national financial transactions (e.g., letters of cred- it, foreign currency contracts, foreign currency selected topics such as bank relations, factoring, FIN 630 and secured inventory financing. accounts, and banking facilities). Note: Students Financial Institutions specializing in financial management may not take FIN 444 this course. (Prerequisite: FIN 609A) Risk Management and Insurance This course is an examination of the financial poli- FIN 651 (Prerequisites: FIN 310 and FIN 440) cies and practices of commercial banks, savings Commercial Bank Management An analysis of the risk management problems in and loan associations, pension funds, insurance This course is a detailed analysis of the functional the business enterprise, the course emphasizes companies, and other major financial management areas of banking including the management of methodology for risk analysis, insurance principles institutions. It discusses sources and uses of funds, deposits, cash, loans, and other asset accounts. and practices, techniques for risk and loss control, their cost and return, and government regulation Current problem areas in banking such as liquidity, insurance underwriting, and rating. It also includes of the financial sector. capital adequacy, and problem loans are explored, product liability, property damage, and bodily FIN 631 as well as bank investment accounts and their rela- injury in business situations. Security Analysis and Portfolio Management tionship to profitability and liquidity. FIN 446 (Prerequisite: FIN 609A) FIN 652 International Financial Management This course is an analysis leading to the appraisal Real Estate Finance and pricing of securities. It discusses the income (Prerequisites: FIN 310 and FIN 440 ) This course presents Real Estate Finance and An examination of the international aspects of cor- generating ability of securities, forecasts of trends in the stock and bond markets, fundamental and Investment issues from a portfolio perspective. It porate finance and investing, the course covers bal- provides a complete analysis of real estate partner- ance of payments, foreign exchange with emphasis technical analysis, application of Modern Portfolio Theory (MPT), analysis of active and passive ships, secondary mortgage markets, adjustable rate on exchange rate determination, exchange risk, mortgages. It also includes the applied topics of hedging, and interest arbitrage, international investment strategies, and measurement of portfo- lio performance. corporate real estate, including lease versus own money and capital markets, international financ- analysis, sale and leaseback decisions, and the role ing, and international banking. FIN 632 of real estate in corporate restructuring. Managing Financial Resources FIN 447 FIN 653 Financial Planning (Prerequisite: FIN 609A) Financial Engineering and Derivatives An instruction on how to deploy available capital (Prerequisites: FIN 319, FIN 440 and FIN 442) This course provides an introduction to futures resources to gain maximum advantage, students The course is an overview of the broad spectrum of and options markets and outlines the different study capital budgeting policies and procedures, financial planning, including activities such as pro- ways in which they can be used. It covers futures formulation of growth and diversification policies, ducing a comprehensive plan to meet the client’s and forward contracts, pricing of forward and appraisal of income and risk, and establishment of needs and goals for sound financial management, futures, hedging techniques, swaps, options mar- decision-making guidelines. gathering of client information, analyzing client kets, trading strategies, option pricing models, objectives, and using communication skills essen- volatility smiles, and a detailed treatment of hedge tial to obtaining quantitative and qualitative client parameters such as delta, gamma, and vega. Also 214 Course Descriptions
FSC 647 discussed is portfolio insurance, value-at-risk mea- the brain prone to hemorrhagic lesions following Crime Scene Investigation sure, multistep binomial trees to value American trauma. options, interest rate options, and other exotic FSC 631 Designed to help students understand techniques options. Major Case Investigation and procedures used for approaching and protect- FIN 654 ing the crime scene. Covers crime scene survey Cases in Financial Studies A study of investigative techniques that are uti- and documentation, collection of fragile and easily lized in felony crimes of violence and crimes destroyed evidence, detailed search of the scene, Reflecting the fact the Finance has gone through against property, including homicide, rape, arson, packaging of initial evidence collected, processing dramatic changes in the last 20 years, this case assault and battery, robbery, burglary and grand the scene for latent prints, maintenance of the study course will expose students to the revolu- theft. Examines the completion of such cases from chain of custody and transportation or mail evi- tionary transformation in markets and organiza- initial crime scene through investigation and dence. tion we have seen the financial industry milieu. adjunction. FSC 648 FIN 655 FSC 641 Forensic and Crime Scene Photography Research Project Physical Aspects of Forensic Science An examination of the basic principles and funda- Students, under the guidance of their assigned fac- Survey of forensic physical sciences, fingerprints mentals of using photography, video and other ulty advisor, clarify topics, identify sources from and other patterned evidence, such as tire marks visual procedures in forensics with the legal which data will be gathered, and complete and and shoe prints, firearms and tool marks. Covers aspects and photographic presentations in court or present their research in written form. document examination and examinations of trace trial. evidence, such as the following: soil, paint, glass, FIN 690 FSC 651 wood, hairs and fibers, grease, cosmetics, arson Selected Topics in Forensic Sciences Guided Study and explosive residues, blood-pattern analysis, (Prerequisite: FIN 609A) qualifications and preparation of expert witnesses A project-based course where students work under This course is individual study under direction of and operation and functioning of a forensic science close faculty guidance and supervision on particu- the instructor. It requires prior approval of appro- laboratory. lar topics of interest. Grading is by “H” (for priate academic department. FSC 642 Honors, “B” or better work), “S” (for Marginal, Forensic Pathology (Medico-legal Investigation “C” level work) or “U” (Unsatisfactory, “D” or below). FSC – Forensic Sciences of Death) FSC 652 Survey of the scientific techniques used in medico- FSC 620 Personal Identification/Forensic Anthropology legal investigations, time, cause and manner of Advanced Criminalistics death (homicide, suicide and accidental deaths), A study of the methods of personal identification A survey of trace evidence, physiological fluid evi- injury and death, firearm injuries, transportation based on sketches, tattooing, personal effects, occu- dence (blood, semen, etc.), impression evidence injuries, physical injuries, trauma and disease, bat- pational marks, birth marks, scars, photo superim- (shoe, tire, etc.), question documents, firearms, tool tered baby syndrome (child abuse) and shaken position, finger prints, voice prints, odontology, marks, and toxicological evidence with an intro- baby syndrome, sexual assault, asphyxial deaths, radiographs and facial reconstruction. Also studies duction to the operation of a forensic science labo- drowning, infanticide, medical malpractice and skeletal remains (physical and biological anthro- ratory; principles of chain of custody; and requisite medical ethics. Also discusses forensic evidence pology) including species, sex, age, race, stature, qualifications and preparation of the expert wit- and records for court. congenital abnormality, trauma, cause, manner and ness for the courtroom. FSC 643 time of death. FSC 621 Forensic Psychology, Psychiatry and the Law FSC 654 Criminal Investigation Analysis: Profiling Electronic Crime Scene Investigation: Computer An examination of the nomenclature of mental dis- Forensics orders, diminished capacity and insanity defenses, Designed to help students acquire skills and A study of investigative techniques that are uti- involuntary commitment, mental competency to knowledge in criminal investigation analysis. lized in processing digital evidence. Students in stand trial, mentally disordered sex offenders, psy- Students are introduced to various techniques used the course will study cases related to expert testi- chological and psychiatric testing and assessment by criminologists and behavioral scientists to pro- mony, chain-of-custody issues, and methods for of criminal offenders, psychodynamic formulation, file individuals that typically commit violent proper procedures of seizing, imaging, and exam- organic brain dysfunction and forensic neu- crimes. Includes study of victimology and crime ining digital computer evidence. ropathology. scene analysis. FSC 622 FSC 644 FSC 661 Constitution and Criminal Procedure Forensic Toxicology and Drug Analysis Internship in Forensic Sciences An introduction to the foundation for understand- A comprehensive study of the general principles (1.5-9 quarter units ) ing Constitutional laws, the guarantees of the and fundamentals of forensic toxicology, poisons, An internship for students looking for field experi- Constitution to citizens of their civil right and civil action, toxicity, postmortem characteristics, sam- ence in the law enforcement field. Students receive liberties, and how the Constitution and its amend- ples required for toxicological analysis and meth- academic guidance from forensic science faculty ments influence the criminal justice system. This ods of collection, methods of collection, methods of and supervision at the field placement site. The course covers the constitutional rules, established preservation and analysis. Discusses chemical, tox- internship requires students to work a minimum of by Supreme Court, for collecting evidence at crime icological and pathological characteristics of com- 300 hours under faculty and field supervision. scene, questioning witnesses/suspects, arresting monly abused drugs, including the following: Students must write an in-depth research paper on suspects, and seizing evidence as well as the con- ethanol, barbiturates, narcotics, stimulants and hal- their experiences during the placement. This paper stitutional rights of the accused at trial. lucinogens. Details the methods used for analysis, is coordinated and supported by the students’ fac- such as color test, micro diffusion, chromatography ulty advisor and field supervisor. Units are FSC 623 (GC, GLC, HPLC), mass spectrometry (MS), GC- arranged and determined based on assignment Advanced Fingerprint Analysis MS and radioimmunoassay (RIA). Covers the toxi- and the number of hours at the placement site. cologist as expert witness. Grading is by H (for Honors, B or better work), S As introduction to basic principles and techniques (for Marginal, C level work) or U (Unsatisfactory, of fingerprints as applied to crime scenes, forensic FSC 645 D or below). evidence, identification, and court presentation. Forensic Serology and DNA Emphasis is on the science of fingerprints, history, FSC 662 A study of the principles of forensic identification, pattern recognition, and the application of the Supervised Graduate Research Project Henry Classification System. Additional subjects analysis and comparison of biological evidentiary explored include the proper method of collecting samples such as blood, semen, saliva and all other Forensic science students can undertake a research both known and latent prints. biological samples and tissues. Examines elec- project once they have completed all courses in the trophoresis, Isoelectric focusing, DNA extraction program. The project is coordinated by full-time FSC 630 procedures, polymerase chain reaction (PCR), faculty and chaired by a FS faculty member chosen Principles of Forensic Medicine DNA typing, sex and race determination and by the student from previous courses taken within methods of genetics and DNA analysis and detec- the program. Students select a committee and a A study in forensic terminology, anatomy and tion (i.e., immunofixation and immunoblotting). viable forensic science topic to research. Students physiology of the human body. Emphasizes the Covers forensic applications of enzyme-linked meet once a week for two months with a commit- underlying pathology of traumatic and sudden immunosorbent assay (ELISA) as well as laborato- tee member. Upon completion, students present unexpected deaths encountered in forensics. Also ry safety, quality assurance and quality control. the projects to the committee in an open forum that discusses bone growth and repair as it relates to Includes case work training and internship. is open to peers. Grading is by “H” (for Honors, child abuse, structure and functions of the heart Students obtain hands-on experience. “B” or better work), “S” (for Marginal, “C” level relating to sudden deaths and anatomic areas of work) or “U” (Unsatisfactory, “D” or below). 215 Course Descriptions
Students who do not complete the Research Project representation of gender in the media and the arts, HCA – Health Care within the two-month period are eligible, at the struggles for equality between the sexes and the discretion of the instructor, to receive a grade of historical transformations of gender related to HCA 609A “K” with a maximum of a one-time six month global political and economic factors. Health Care Law, Policy, Politics and Ethics extension. Students who do not complete the pro- GLS 420 ject at the end of the extension period will need to An examination of current health care public poli- retake FS 662. No grade of “I” (Incomplete) can be Ecological Revolutions: Economics, Technology cy and politics in the United States. Studies the role given for this course. and the Global Environment of federal, state and county government in the development of health care public policy and its FSC 690 (Prerequisite: ENG 240) impact upon health care facilities. An analysis of Guided Study This course places contemporary ecological con- current legal issues that affect health care cerns in a global and historical context revealing providers, administrators and other health care (1.5-9 quarter units ) how humans have fundamentally altered their personnel. Reviews contract law as it relates to Individual study under direction of the instructor. relationship to the natural environment in the last health care facilities. Requires prior approval of appropriate academic 500 years. Topics include cultural conceptions of department. nature and non-human species, the value and use HCA 620A of resources in different societies, the consequences Health Care Management GLS – Global Studies of various kinds of economic organization (particu- An overview of health care management, including larly capitalism) on the environment and the current issues in health care and theoretical basis GLS 310 impact of technological revolutions on the world’s for these current issues. Discussions of health care Global Communications and Information ecology. administration emphasizing organization, manage- Technology GLS 430 ment, planning, communication, directing and con- The Global Economy trolling the practice of health care management. (Prerequisite: ENG 240) HCA 629 An analysis of the history, growth, use and future (Prerequisite: ENG 240) development of global communications and infor- Since World War II, the nature of international eco- Health Care Finance, Budget and Managed Care mation systems. Examines the technological, social, nomic exchanges has changed significantly. A study of effective management of the limited political and economic forces that impact the evo- Enormous changes in technology, urbanization, financial resources in health care industry. Focuses lution of electronic communications and informa- finance, markets, lending, the internationalization on the basic concepts and techniques of cost tion technology across the world (global) and of both production and multidivisional firms, the accounting, financial reporting, reimbursement, around the world (regional and local). organization of work, power relations between budgeting and financial controls and strategic GLS 320 nations and world cultures are currently going by financial planning. Also includes an examination of Technologies of Culture the name “globalization.” This course examines the managed care structures including Health nature of those changes and the theories that try to Maintenance Organizations (HMOs), Preferred (Prerequisite: ENG 240) explain them. Also looks at the consequences of Provider Organizations (PPOs) and Independent An examination of the international U.S. culture and popular responses to, the new global economy. Practice Associations (IPAs). industry, which includes —the increasingly preva- GLS 440 lent positioning of American culture abroad, from HCA 634 Study Abroad Hollywood films and television programs to the Program Planning, Strategic Planning and stuff of the great American lifestyle (toys, clothes, (Prerequisite: HIS 320) Evaluation cars, food, images, attitudes, dreams and desires). During this one month elective course, students A survey of basic program planning from the con- The course is organized around several examples will travel as a class and spend two weeks study- ception of an idea to the implementation of the of international cross-pollination between the U.S. ing in a foreign country. While the course topics program. Explores the various program evaluation and other cultures in the film industry, the televi- will vary depending upon the country of destina- techniques. Emphasizes the value of teamwork in sion media, and/or the computer gaming software tion and the instructor, the course offers focused the learning process, as specific individuals will industry. study so students develop a genuine appreciation have responsibility for development of specific GLS 330 of another culture. Through exercises, readings, aspects of an actual program plan for a health care and field trips, the course invites learners to take Film in an International Context program in an organization. an active role not only in their own preparation for HCA 636 (Prerequisite: ENG 240) the study abroad experience, but for their personal, An examination of how the international cinema academic, and professional growth. This course Ambulatory Care Continuum demands from them a critical exploration of their portrays various aspects of the societies and cul- A study of various ambulatory care service compo- beliefs, goals, and behaviors. The course covers tures represented in film. Emphasizes the film nents. With a shift from inpatient to outpatient ser- personal development, learning about one’s own industries of a variety of countries outside the U.S. vices, this is the fastest growing component of the culture, learning about another culture, profession- For example, representative films of Asia, Africa, present non-integrated health care systems. al development, and the rudiments of learning a Europe, Latin America, Australia and Oceania and Focuses on standards of accreditation and the foreign language. Each strand of development is Canada may be studied. issues involved in monitoring these proliferating addressed at the three crucial phases of the experi- services. GLS 331 ence: before, during and after the sojourn abroad. American Film in an International Context The course lasts one month. It is the student’s HCA 640 responsibility to find out about any additional fees, Biostatistics and Research (Prerequisite: ENG 240) waivers, passports, immunizations and other Discusses the role of American film within a global requirements that may need to be fulfilled depend- An introduction to the use of statistical analysis in perspective. Deals with questions in American ing on the destination. health care management. Provides an understand- society that place it in an international context and ing of the basic methods and underlying concepts with specific American attitudes towards those GLS 450 of statistics and research that are used in manage- questions as expressed and reflected in American Global Studies Seminar and Portfolio Project ment decision-making. Among topics explored are films: the relationship of the sexes, war, labor, descriptive statistics, probability, sampling, (Capstone course. To be taken as the final course in nuclear holocaust and marriage and divorce. hypothesis testing and non-parametric statistics. the major.) Emphasis in this discussion is placed not only on Applications in health-related management and A seminar course that puts students in close con- transnational concerns of sex, race, nationality and research are featured. class, but also on universal human experiences and tact with key faculty and with each other in forg- ideological and ethical values. ing connections between global culture, business HCA 641 economics and technology. Seminar topics vary. Eldercare – Issues into Practice GLS 410 Students need to save all graded essays from Gender Studies: Gender Identity in a Global required courses in the major for possible inclusion The aging of America continues to be an issue in Context in their portfolio. The portfolio project is the cap- the delivery of health care. This course is designed stone for the Global Studies major and should be to explore the issues of eldercare, gerontology, (Prerequisite: ENG 240) of such quality that it can be shown to prospective legal implications (including patient’s rights), sys- An investigation into how the formation of gender employers or clients. Students can enroll only if tems delivery and ambulatory care management. identity is the building block for family life, social they have completed more than half of their degree Discusses the role of administration in eldercare. roles, political and economic participation and a requirements. An exploration into the physical, psychological host of other factors that influence any group’s and sociological aspects of caring for the elderly. participation in a global community. Topics include This course is designed to provide the student with the distinction between sex and gender, the ways the option to sit for the State of California in which gender impacts education and work, the Licensing Examination for Administrators. 216 Course Descriptions
HCA 691A, B HCM 450 HIS 233 Internship or Research Practicum Native American Tribal Community World Civilizations I Development Module A: Internship (Prerequisites: ENG 100/101) Module A includes a two-day seminar covering the This course is an introduction to the issues and A discussion of how the distinctive cultures, preceptor role, the internship handbook, resume concepts of the Native American community and economies and societies of the world developed writing and other pertinent information to help the economic development. Discussion of the positive from prehistoric times up to the European con- student be successful in their internship placement. and negative impacts of casinos on the lives of trib- quest of the Americas (ca. 1500 C.E.). Explores Students will then be under contract with a al members, as well as on the community relations issues of gender, class, personal identity, love, war, University approved preceptor for their field with the non-tribal community will be examined. imperialism, sexuality, citizenship, religion, urban health care management experience. The hours of life and ecology as they pertain to the ancient civi- these experiences vary depending on the needs lizations, classic civilizations and post-classical and career focus of the student. Students will pre- HED – Health Education (medieval) civilizations in Asia, Africa, the sent a written report on their internships. At the Americas and Europe. end of the internship, the preceptor completes for- HED 320 mal written evaluation of the students as defined Health, Nutrition and Safety HIS 234 in the preceptor’s manual. Grading is by “H” for World Civilizations II (Prerequisites: PSY 100 and PSY 301) honors, “S” for satisfactory, or “U” for unsatisfacto- Focuses on the eight components for coordinated (Prerequisites: ENG 100/101) ry. health for young children in out-of-home care. An explanation of how the cultures, economies Module B: Research Practicum Health and physical education, health services, and societies of the world developed through the nutrition services, health promotion for the staff, interaction of diverse peoples and civilizations Module B includes a two-day seminar reviewing counseling and psychological services, a safe since 1500 C.E. Examines the era of the European the research process, APA style and other pertinent healthy environment, and family/community Renaissance and such civilizations as Ming China, information to help the student be successful in involvement, children with special needs and legal Mughal India, Ottoman Turkey and Aztec Mexico. their research practicum. The student, with faculty and ethical issues will be explored. Explores issues of class and class conflict, personal advice, will select a topic of current issue in the and cultural identity, race, work, industrial devel- HED 502 health care field. The research practicum may be opment, colonialism, ecology and political and eco- qualitative, quantitative, or both. Students will pre- Health Education Across the Curriculum nomic life to explain the development of the mod- sent both a formal written and oral presentation on ern world. their topic. Grading is by “H” for honors, “S” for An exploration of the new California state frame- satisfactory, or “U” for unsatisfactory. work for health education. Provides an integrated HIS 300 curricula approach to health by infusing the com- Foundations of Western Civilization ponents of nutrition, sexually-transmitted diseases HCM – Hospitality Management and substance abuse (including alcohol, drugs, (Prerequisites: ENG 100/101) tobacco and narcotics) into the general curriculum. Explores the important social, material, cultural, HCM 400 Emphasizes promoting an overall healthy life style and intellectual bases of European civilization and Principles of Hospitality and Casino Accounting that encourages life-long practices in students. situates them in relation to other major Afro- Satisfies the CTC requirements for a clear creden- Eurasian civilizations. Examines hunting-gather- This course encompasses financial reporting sys- tial. Does not grant graduate credit and cannot be ing and early agricultural societies, Mesopotamian tems, internal controls, managerial reporting and used as an elective in a graduate program. and Egyptian civilizations, the Hebrew, Greek and federal and state regulations that impact the Roman worlds, the origins and spread of accounting in a hotel, resort or casino environment. HED 620 Christianity, the nomadic invasions of Europe, Students will gain hands-on experience in comply- Comprehensive School Health Programs Europe’s Byzantine and Islamic legacies, and the ing with GAAP and legal requirements of financial medieval European synthesis of Greco-Roman and reporting in the hospitality and casino industries. An advanced health education course focusing on coordinated school health, comprehensive school Germanic heritages. HCM 410 health programs, and how to plan, implement, HIS 320 Hospitality and Gaming Law coordinate, and evaluate a health education cur- Culture, Capitalism and Technology in Modern riculum within a comprehensive school health sys- This course will examine the role that differing tem. A comprehensive school health system World History state and federal laws and regulations will play in includes health and physical education, health ser- (Prerequisites: ENG 100/101) the operation of hotels, resorts and casinos. The vices, nutrition services, psychological and coun- limitations and exceptions to these laws they apply Places contemporary cultural, economic and tech- seling services, a safe and healthy environment, nological issues in a global and historical perspec- to Tribal Lands will be assessed. It provides the and health promotion for staff, parents, and com- essential information that managers need to com- tive. Shows how major issues that concern us munity. Meets the CCTC requirements for today are rooted in the experiences of world civi- ply with the law and to develop preventative tac- advanced health education for the professional tics to avoid lawsuits. lizations since 1500. These issues include the rise of clear credential. capitalism, industrialization and commodity pro- HCM 420 duction and their diffusion over the world; the Hospitality and Casino Marketing HIS – History pace and nature of technological change; the role of culture in directing economic and technological (Prerequisite: MKT 402A) HIS 220A change; and the impact of capitalism on working This course will examine the application of the tra- History of the United States I + life, the natural world, cultural diversity and cul- ditional marketing functions to the areas of the tural identity. Examines the ways that capitalism, hospitality and casino industries. Students will (Prerequisites: ENG 100/101) culture and technology have interacted over the develop plans for the use of convention and pro- A survey of American historical development from past 500 years to shape the places, peoples and motional events as marketing tools. pre-colonial times through Reconstruction. societies that have come to exist in the modern HCM 430 Explores the wide variety of economic, political, world. social and cultural factors that shaped the origins Principles of Hospitality and Casino Staffing HIS 325 of the nation, including the Revolution, the This course addresses the planning for the man- Constitution and the Civil War. Special attention is Peoples and Places:Migration in Modern World agement of personnel, including the recruitment, paid to issues of race, class, gender and ethnicity. History selection, and evaluation of employees in the hos- Includes study of the Constitution. pitality industry. Job analyses and descriptions (Prerequisites: ENG 100/101) developed and government regulations examined. HIS 220B Human migration is the story of individual lives History of the United States II + enmeshed in larger historical issues of identity, cul- HCM 440 ture, work, social institutions and various forms of Cultural Diversity and Hospitality Management (Prerequisites: ENG 100/101) coercion. Explores how work and migration have A survey of American historical development from intersected in the last 500 years to shape the world This course is designed to discuss the importance the Reconstruction era to the present. Explores the in which we live today. of cultural awareness and sensitivity in effective wide variety of economic, political, social and cul- human resources management practices in the hos- tural factors that shaped the development of the HIS 341 pitality industry. The course examines the increas- nation, including industrialization, America’s History Through Theater ing cultural diversity found in both the consumer emergence as a world power and the challenges of (Prerequisites: ENG 100/101) and employee populations and how managers can the late 20th century. Pays special attention to An exploration of history through the complex address different cultural needs of the relevant issues of race, class, gender and ethnicity. May medium of theater. Focuses on a variety of dramat- populations. involve work in oral history. ic and theatrical techniques, including readers’ the- ater, role-playing debates, improvisation and for- 217 Course Descriptions
HIS 400 mal dramatizations. Scripts historical literature into and change throughout the colonial era and History and Historians: Theories & Methods performance. Studies various plays in order to gain explores the economic and political problems that a broader understanding of key historical issues in contributed to rebellion and the drive for indepen- (Prerequisite: ENG 240) diverse cultures. dence. Major emphasis will be given to the recur- This course investigates the important methodolo- rent movement of people as a defining characteris- HIS 345 gies and theories of history that buttress contempo- tic of American experience. Latin American Studies + rary historical scholarship. Instead of being a gen- HIS 361 eral introduction to historiography, the course (Prerequisites: ENG 100/101) The Making and Sundering of the United focuses on the philosophical foundations of histori- An introduction to important issues in Latin States, 1783-1865 cal practice today. We will read historians who American history and culture focusing on the reflect critically on their historical assumptions and diversity of Latin American societies and their (Prerequisites: English 100/101 and History 220A) the historical framework of their interpretations. multicultural heritage. Topics may include the This upper-division course considers the develop- In the process of reading these historians, this sem- impact of colonialism on indigenous societies, the ment of American society from the early national inar will examine four major theoretical frames growth of plantation and mining economies, the period through the Civil War. It will begin with an that powerfully influence contemporary historical capture and enslavement of Africans, the struggle analysis of the problems of creating a national gov- scholarship. for independence, the distribution of political ernment and the relationship between economics HIS 410 power, the recurrence of popular rebellion and the and politics in framing the United States The California Experience + creativity of artistic and cultural life. Constitution. It will explore the process and logic HIS 348 of westward expansion to the Pacific and the con- (Prerequisites: ENG 100/101) flicts that occurred as affected peoples and soci- Asian Studies + Through an historical and literary approach, this eties responded in a defense of their cultures. A course examines the interaction of the hopes and (Prerequisites: ENG 100/101) prominent element will be an examination of U.S. dreams of the peoples of California from the A critical overview of contemporary Asian history economic development and its meaning for the arrival of the first peoples to the post-World War II and culture focusing on the diversity of Asian soci- growth of sectional identities and distinctiveness. boom. May involve work in oral history. eties. Emphasis is determined by the instructor and It will also explore the growth of the plantation HIS 420 will include an in-depth examination of one of the system and slavery and the corresponding political following countries or areas: China, Japan, India, empowerment of planter capitalists. It will evalu- The Civil War Korea, Taiwan, Southeast Asia, Thailand, Tibet and ate the social, political, and military problems faced by the contending sides in the Civil War. (Prerequisites: ENG 100/101) the Philippines, among others. Topics may include An examination of the dynamic convergence of the distribution of political power throughout the HIS 362 economic, geopolitical and racial factors that con- regions, ideological and structural stratification The Remaking of America, 1865-1920 tributed to the most explosive conflict in U.S. histo- between the east and the west, the impact of ry. Focuses on the consequences of the war for sub- “Orientalism” in a global context, the impact of (Prerequisite: English 100/101 and History 220B) sequent American historical development. Imperialism on indigenous communities, the This upper-division course investigates the trans- effects of sexual and religious stratification, the formation and expansion of America and American HIS 431 impact of sex tourism and the repression of ethnic, influence from the end of the Civil War through The Ancient World political and religious differences throughout and World War I. The issues evaluated include the within different regions of Asia. problems of postwar reconstruction; demographic (Prerequisite: English 100/101 and History 233) This upper-division course investigates major HIS 349 and economic expansion into the western territo- ries; the process of industrialization and the atten- issues in ancient world history from roughly 5000 African Studies + dant consequences for labor and social relations; B.C.E. to roughly 500 B.C.E. Topics examined mass immigration; the growth of American imperi- include the Neolithic revolution; the rise of settled (Prerequisites: ENG 100/101) agriculture; complex societies and organized states A critical introduction to the study of African soci- alism; the socialist, populist and progressive move- ments; and World War I and Wilsonianism. It in Mesopotamia, the Nile Valley, the Indus Valley, ety, culture and history. Explains the sources of the Yellow River Valley, the highlands and low- African culture, politics and intellectual develop- includes an evaluation of the strains upon laissez faire capitalism with the growth of economies of lands of Mesoamerica, and the Andes; the Indo- ment, as well as modernization and social change European and Bantu migrations; the rise and in contemporary African societies. Examines social, scale and the resultant expansion of international financial and market networks decline of great powers in North Africa, Southwest economic and intellectual movements including Asia, and East Asia; and the formation of Aegean issues of colonialism, post-colonial independence, HIS 363 civilization in Greece. Examining these topics, the underdevelopment, genocide, gender inequality, The United States Since 1920 course will stress issues of gender, class, religion, AIDS and the politics of international relief agen- as well as urban life and rural social relations in cies, as well as new cultural forms of art and litera- (Prerequisites: English 100/101 and History 220B) Asia, Europe, Africa, and the Americas. One of the ture. Provides an overview of Africa both as a geo- This upper-division course explores the social, eco- chief emphases of the course will be the interpreta- graphic location and as a Western idea, with addi- nomic, cultural and political contours of modern tion of primary sources. tional emphasis on regional variations and multi- America from 1920 to the present. Major attention cultural differences within the continent. is given to the factors and developments contribut- HIS 432 The Classical World HIS 350 ing to economic disorder, cultural shift, and social transformation. These include the crisis, collapse, Cultural Diversity + and restructuring of the capitalist order in the (Prerequisites: English 100/101 and History 233) 1930s, the social fluidity that accompanied mobi- This upper-division course focuses on important (Prerequisites: ENG 100/101) issues in world history from roughly 500 B.C.E. to An examination of race, gender, ethnicity and class lization for World War II, the affluence and anxi- eties of the early postwar period, the civil rights roughly 500 C.E., a seminal period called the in 20th century American society. Introduces stu- Classical Age. Topics examined include Classical dents to methods for studying the changing nature and protest movements of the 1960s, and the inter- national and domestic challenges the U.S. faced as Greek culture and influence; the Hellenistic world of our society and explores ways in which our ecumene; religious and philosophical innovation increasingly urbanized and technological culture it attempted to structure a new global political economy in the 1970s and after. The course (Socrates, Confucius, Buddha, Zoroaster, Christ); affects all aspects of professional and unskilled the unification of the Mediterranean world under work. May involve work in oral history. includes an evaluation of the role of American interest and power in establishing an international the Roman Empire; the unification of China under HIS 360 system in the aftermath of Cold War bi-polarism. the Qin and Han dynasties; the unification of India The American Colonial Experience, 1584-1783 under the Mauryan Empire; the culture of Roman, HIS 370 Han and Mauryan societies; the decay and fall of (Prerequisites: English 100/101 and History 220A) Cultures and History of the American the Roman, Han, and Mauryan empires; and the This upper-division course examines the various Southwest rise of important regional states like Meroe and peoples and the economic, environmental, cultural, Aksum in northeast Africa, Angkor in Cambodia, and political forces that shaped American develop- (Prerequisites: ENG 100/101) and Teotihuacán and the classical Maya city-states ment from the period before Europeans settled An examination of what has attracted people to the in Mesoamerica. Major emphases of the course through the American Revolution. It evaluates key Southwestern United States over the last thousand will be the seminal nature of classical civilizations ecological changes after 1500 and the shaping of years and how people have changed and enriched and the construction of historical interpretation North American colonial society by mercantilism, the region with their diverse cultural, social and through the analysis of primary sources. merchant capitalism, and the slave trade. In addi- economic contributions. Places race relations, HIS 433 tion, the course analyses the results of the immigration issues and environmental concerns, encounter between peoples of the old and new resource use, cultural beliefs, gender roles, public The Post-Classical World order and working life into historical perspective. worlds, the regional patterns and cultures of colo- (Prerequisite: English 100/101 and History 233) May involve work in oral history. nial society, and their implications for the future The post-classical world (ca. 500 C.E. to ca. 1500 American nation. It identifies sources of conflict C.E.) laid the foundations for our modern world. 218 Course Descriptions
A list of those foundations include the expansion training, organizational change, performance eval- day realm of common and complex issues related and subsequent collapse of Byzantium; the uation, discipline and employee assistance, labor to human behavior in the workplace as it relates to nomadic invasions of western Europe and the relations, affirmative action and equal employment employee relations, and an examination of rela- development of feudalism; the rise of a militant opportunity considerations, and health and safety. tionships among unions, workers, management an Christianity under Charlemagne and the later the government. The course assesses legal HRM 432 Crusades; the rapid geographic dispersion of a mil- restraints (i.e., negotiation, contract administration, itant Islam; the diffusion of Indian classical culture Recruiting, Selection, Promotion, and Retention decertification) and preparations and techniques to Persia and Southeast Asia; the reunification of (Prerequisite: HRM 409B) for dealing with negotiations, strikes, and lock China under the Sui and Tang dynasties, the com- This course is designed to explore all aspects of outs, as well as grievance handling and arbitration. mercial revolution of the Sung dynasty, and the reviewing the strategic direction of an organization HRM 637 cultural revival of the Ming dynasty; the warfare and how it relates to assessing and filling jobs, and territorial organization that characterized Workforce Planning, Development and from initial hiring through subsequent placement, Outsourcing Japanese feudalism; the development of states in promotion, and retention. It will include tech- eastern and southern Africa; the urban civilizations niques for determining staffing needs, recruiting, A comparison and evaluation of planning, organiz- of Mesoamerica; and the settlement of the screening, assigning, evaluating, assessing, and ing, directing and monitoring of human resources Polynesian peoples throughout the Pacific. promoting. An exploration of options for employ- planning processes, including recruiting, selecting, Examining these topics, the course will stress ee development and retention in changing econo- placing and integrating individuals within organi- issues of gender, class, religion, and social change my is provided. Also reviewed are special con- zations. A key aspect of the course is the selection in Asia, Europe, Africa, the Americas and Oceana. cerns regarding regulations, employee attitudes, process (testing and assessment of skills and traits The course will explore the historiography of the and union representation. that influence work performance), employee orien- era in depth. tation and integration (employee development and HRM 433 HIS 434 career planning), and aspects of performance man- Pay and Benefit Administration, and HR The Modern World, 1500 to the Present agement. The course also covers current trends in Technology employee outsourcing. (Prerequisite: English 100/101 and History 234) HRM 660 The world has changed remarkably since 1500. In (Prerequisite: HRM 409B) this course we will explore some of the more This course reviews the fundamentals of wage and Theory and Practice of Human Resource important transformations. They include the colo- salary programs, including the development of job Management nial expansion of Europe from 1500 to 1750; the descriptions, performing job evaluations, conduct- ing salary surveys, adjusting pay structures, con- A comprehensive management/practitioner-level transformation of Europe and the Atlantic world overview and appraisal of current practices, from 1500 to 1770 under the impact of the slave sidering are differentials, and relating pay to per- formance. Benefit programs and related employee trends, and applied theory in the era of strategic trade and the later triangular trade; the rise and alignment between employees, jobs, systems, tech- fall of Islamic empires of South and Southwest incentive and service programs are also covered. Ways to link performance to both monetary and nology, policies, procedures, training, and organi- Asia; the emergence of new regional powers in zational development. Students will evaluate and Eurasia (Russia and Japan); the political and social non-monetary rewards will be reviewed, including profit sharing, bonus plans, stock options, awards analyze theory as it relates to practical application revolutions in the Atlantic world from 1770 to in the workplace. 1825; the industrial revolution and the creation of a and special rewards for managerial personnel. new imperial order around the globe after 1825; Legislative restraints and tax treatments are dis- HRM 667 political and social revolutions in Eurasia and cussed and behavioral theories are highlighted as Compensation and Benefits Latin America from 1900 to 1949; global wars and they apply in this area. The incorporation of tech- their political, social and economic consequences; nology as it relates to Human Resource This course provides an overview of the latest national liberation movements and the decoloniza- Management Systems that increases efficiency in technology as it applies to the human resources tion of Africa and Asia; the rise and fall of a bi- pay, benefits administration, and aligning HR with function and its impact of human resource man- polar world; and the crises and realignments of the organizational activities are also covered. The syn- agement administration and organizational devel- post-Cold War world. The course will highlight thesis of pay, benefits administration and HR tech- opment. The course also integrates and assesses questions of race, class, and gender in these trans- nology integrates the selection, development and fundamental aspects of wage, salary, benefit formations and it will emphasize the integration of administration of practical programs and systems administration, and employee rewards and incen- primary sources into an interpretive framework for attracting, motivating, and retaining human tives as they are becoming increasingly supported created by students. resources. by automated systems. HIS 490 HRM 439 HRM 669 Guided Study Legal, Regulatory, and Labor Relation Concerns Research Seminar in Human Resource in HRM Management Corporate Strategy (1.5-4.5 quarter units) Individual study under direction of instructor. (Prerequisite: HRM 409B) This course is focused on a selected combination of Requires prior approval of appropriate academic An introduction to the wide spectrum of legal and published empirical research and current topics in department. regulatory concerns that human resources man- corporate strategy and human resource manage- agers face in the workplace (EEO laws, affirmative ment. Articles for evaluation, comparison, and HIS 499 action, compliance requirements, prevention of analysis will be drawn from journals and popular Capstone Research Project employment-related liability). The course ties in press in several fields, including economics, the the development, aims, structure and function of behavioral sciences, management science, business (Prerequisite: ENG 240 or equivalent and completion of labor and employer organizations, examines the administration, and elsewhere as they relate to the all other courses in the major) relationship of labor and management, and bar- field of Human Resource Management. Faculty This seminar is the capstone course for the history gaining and resolution of employer-employee will guide students through written review of major. The objective of the capstone course is to issues. research and current practices, and seminar discus- produce a paper or creative project that is exempli- sions in order assist the HRM Professional serve as fied by extensive research, critical thought, and HRM 630 a consultant to company management. intellectual engagement. The project should excite Legal, Ethical, and Safety Issues in Human students and deepen their historical understand- Resource Management HRM 670 ing. As a “senior project,” it will combine primary Project/Thesis sources with secondary interpretations in an origi- A comprehensive analysis of the laws and regula- The project course offers an opportunity to work nal and interesting way. tions, both federal and state, that impact human resources management. The course emphasizes individually or with a team under the guidance of equal employment opportunity affirmative action, an assigned faculty member. Students clarify HRM – Human Resources health and safety, privacy of information and research topics and identify data sources in prepa- Management methods of liability prevention in employment ration for the project. Students gather data and matters. Integrated into the course are aspects of present their research in both written and oral ethical considerations as related to Human form to faculty and classmates. This course lasts HRM 409B Resources Management, including employer use of two months and encompasses integrating critical Survey in Human Resources Management and power, organizational business practices, and safe- components and learning experience into a deliver- able that meets academic guidelines for program Organization Development ty concerns. completion and may be applicable to the work- The course provides an overview of human HRM 633A place to build a student’s portfolio. resources management and organizational devel- Seminar in Employee Relations, Labor Relations opment activities including employment, inter- and Union Management viewing, career systems, compensation, benefits, The course provides students with both the day-to- 219 Course Descriptions
HUB 500 program (Integrative Project in Human Behavior, HUB – Human Behavior Cross-Cultural Dynamics of Human Behavior HUB 680). HUB 301 (Prerequisites: ENG 100/101 and PSY 100) HUB 660 Behavioral Science A curriculum-wide elective that studies the psy- Organizational Assessment cho-socio-cultural aspects of human differences (Prerequisites: ENG 100/101 and PSY 100) and the enhancement of interpersonal/ intercultur- (Prerequisite: HUB 650) A study of the application of human behavior and al communication skills. Increases the knowledge behavioral science principles to the practice of As study of the organizational assessments of and understanding of differences in people and management. human attributes (abilities, personality and voca- perspectives, enhances learning and performance tional interests) and their role in behavioral deter- HUB 400 in multicultural environments and fosters interac- minants in school, work and interpersonal settings. Group Structure and Dynamics tive diversity as a socio-cultural imperative and Methodological issues encountered in the assess- behavioral norm. ment of psychological traits (construct validity) (Prerequisites: ENG 100/101 and PSY 100) HUB 601A and the developmental etiology will be covered. An analysis of behavior, perspectives and practices The course reviews the literature in organizational Organizational Behavior as applied to group dynamics. Focus on approach- assessment, career development and personnel es and skills in group dynamics as they relate to An in-depth study of various types of organiza- psychology applied to work. Topics include job performance and enhancement of cooperative/col- tional structures, both formal and informal, with analysis, performance appraisal, testing and assess- laborative effectiveness. Uses practice through role- special emphasis on behavior of people within ment, employee selection, equal opportunity playing of effective techniques in dealing with a those structures. guidelines, development and evaluation of training variety of cooperative/collaborative situations. programs. HUB 601B HUB 401 Communication for Managers HUB 680 Conflict Resolution Integrative Project in Human Behavior An analysis of interpersonal communications as (Prerequisites: ENG 100/101 and PSY 100) related to organizational effectiveness. Covers the (Prerequisite: HUB 650) A focus on the process of negotiation and conflict practical application of communication theory to The course is the capstone project for the MAHB resolution. Gives special attention to conflict with- work-related situations. program. Each student conducts a major project in and between persons in organizations and that integrates a topic of special interest. The pro- HUB 601D industry. Emphasizes application of techniques to ject will analyze and synthesize theoretical and conflict resolution situations via role-playing. Creative Leadership applied concepts from a specialized area selected HUB 420 A study of the qualities of leadership required by the student. Specific course requirements will Human Communication today and in the future. Emphasizes historical as vary depending upon the instructor, but the stu- well as contemporary leaders. dent should expect to produce a 20–30 page paper (Prerequisites: ENG 100/101 and PSY 100) (APA style) that will be evaluated on clarity, thor- HUB 639 A study of the theoretical and practical aspects of oughness, style, format and creativity. An oral pre- interpersonal and group communication. Contemporary Issues in Sexuality sentation of the student’s work is also expected. Literature reviews and empirically-based studies An examination of the personal, interpersonal and HUB 440 are the norm, but other formats are acceptable with social dimensions of human sexuality. Covers top- Organizational Development the approval of the instructor. The project is con- ics such as anatomy and physiology of human sex- ducted for a two-month period and the student (Prerequisites: ENG 100/101 and PSY 100) uality, contemporary American sexual behavior, may take other courses concurrently if approved A study of human relations and its relationship to sexual myths, sex-role socialization, sexual dys- by the Committee for the Application of Standards organizational effectiveness through planned functions and sexual-social issues. (CAS). The student will normally be required to change and technological development. HUB 641 develop a project proposal during HUB 650 HUB 441 Stages of Adult Development (Foundations of Behavioral Research) or HUB 660 Analysis of Research (Organizational Assessment) that can then be com- An examination of the adult stages of human bio- pleted during the capstone course. This course (Prerequisites: ENG 100/101 and PSY 100) logical, psychological and social development. may not be taken as an independent study. An evaluation of research in psychology and the Discusses classical as well as contemporary theo- Students must earn a grade of B or better or must behavioral sciences. Includes work on research ries. repeat the course. design, statistical interpretation and research HUB 642 HUB 690 methodology. Theories of Behavior Change Guided Study HUB 480 A survey of social psychological theories of behav- Senior Project in Organizational Behavior (1.5-4.5 quarter units) ior change and resistance to change. An individual study under direction of the instruc- (Two-month, 4.5 quarter unit course) HUB 646 tor. Requires prior approval of appropriate acade- mic department. (Prerequisites: ENG 100/101, PSY 100, HUB 441) Personal and Professional Ethics Designed as a capstone, integrative project, in the BSOB program (previously numbered as HUB A study of normative judgments as applied to con- HUM – Humanities 402). Each student develops a major project temporary human problems such as the uses of (agreed upon by the student and the course power, business practices and the right to live and HUM 490 instructor) that integrates several areas in organiza- to die. Examines varied ethical systems using a Guided Study tional behavior. The project may take many forms case study format. (1.5-4.5 quarter units) including, but not limited to, an empirical research HUB 648 study, a comprehensive review of the literature, a Personal Growth and Communication Individual study under direction of instructor. program evaluation, or a position/policy paper. Requires prior approval of appropriate academic Specific course requirements will vary depending An examination of the meaning and importance of department. upon the instructor, but the student should expect personal growth and human communication in HUM 499 to produce a 20-30 page paper (APA style) that will human life and relationships. Development of criti- Portfolio Project be evaluated on clarity, thoroughness, style, for- cal communication skills, self-awareness and self- mat, and creativity. An oral presentation of the stu- understanding to enhance personal and profession- (Prerequisite: Completion of other major requirements) dent’s work is also expected. Students meet in a al relationships. Presents a variety of models and seminar format to present work in progress. The In the portfolio project, students submit work from methodologies in the exploration of physical, men- all courses within and related to their major, as project is conducted for a two-month period, and tal, emotional, social and spiritual growth. the student may take other courses concurrently if well as a final creative and/or scholarly project approved by the Committee for the Application of HUB 650 developed with the approval of a faculty advisor. Standards (CAS). This course may not be taken as Foundations of Behavioral Research Students enroll in the Portfolio Project after com- an independent study. pleting all other requirements for the major. Behavioral research is a way to examine and HUM 501 HUB 490 understand individual and social behavior through Guided Study measurement and interpretation. This course Civic Culture and Global Awareness investigates the theoretical principles that underlie (Prerequisite: ENG100/101) (1.5-4.5 quarter units) behavioral research and the application of current Covers the relationship between knowledge and Individual study under the direction of an instruc- research techniques. The course forms the founda- the interdependence of people and focuses on such tor. Requires prior approval of appropriate acade- tion for practical application of behavioral science concepts as citizenship, change and the challenges mic department. and continued study in the human behavior and is of migration/immigration patterns, cultural shifts 220 essential to completing the capstone course in the Course Descriptions
IOP 631 and transnational positioning in our global econo- ILD – Instructional Leadership Research and Statistics II my. Also covers the major trends shaping our emerging future and explores the role of citizen- ILD 603 (Prerequisite: IOP 630) ship education in perpetuating the value systems Curriculum Alignment and Evaluation for School A continuation of the study of the methods, proce- that provide the requisite knowledge, skills, atti- Administrators dures, and techniques used in the conduct of tudes and behaviors for a civil global society. empirical research on phenomena of interest in School administrator’s perspective of instructional Addresses the needs of the future workplace and Industrial, Organization and Work Psychology or theory, curriculum development and methods for marketplace demands and provides a framework Ergonomics. Design of research will be covered aligning course content to articulated goals and for dealing with global citizenship issues and the including consideration of threats to internal and evaluation procedures. Student understanding of collaborative enterprise of community-building, external validity and qualitative analysis. course content will be developed through class dis- economic development, social responsibility and Emphases will be given to the use of SPSS in mul- cussions, curriculum projects, presentations and service. tiple regression, analysis of variance, factor analy- reflective analysis. sis, and testing models of mediation and modera- IEM – Industrial Engineering ILD 680 tion. Statistical approaches to meta-analysis, Research in Education causal modeling, and measuring change will be IEM 601 covered. Designed to provide knowledge and skills required Engineering Economy for students to plan and complete a thesis propos- IOP 635 Economic decisions making for engineering pro- al. This course requires that students utilize a high Psychological Measurement jects and capital expenditure proposals. Concepts level of library skills and computer technology to (Prerequisite: IOP 631) of time, value of money, cash flow, and capital locate relevant research and literature. Students This course provides graduate students in psychol- rationing. Basic comparative models for evalua- must design a project related to one of the “core” ogy and human behavior with an understanding of tion alternatives, sensitivity and probability analy- courses, justify the problem statement(s), provide and ability to evaluate various psychometric theo- sis, depreciation and tax consequences, replace- literature review and map out the methodology to ries and methods and apply them in practical situ- ment studies, consideration of intangibles. implement the project utilizing APA format. ations. In addition, the student will be able to ana- Economic analysis under conditions of risk and lyze, integrate and evaluate the classic articles in uncertainty with particular emphasis on economet- ILR – Information Literacy psychological measurement and apply them to ric models applied to engineering systems. dealing with current issues related to measurement IEM 602 ILR 260 in psychology. Information Literacy and Report Writing Managing Production Planning and Control IOP 640 Analysis of research literature for topics including (Prerequisite: ENG 100/101) Work Motivation scheduling capacity planning and lot sizing A cross-disciplinary course that teaches effective applied to manufacturing and production. report and research paper writing through the use (Prerequisite: IOP 620) Advanced quality assurance and control topics of key computer technologies. The course includes This course provides the student the initial back- including multivariate quality control methods, Internet research, MLA and APA style formats, ground necessary to begin dealing with the issues machine control, flexible communications net- computer technologies, spreadsheets and the appli- of motivation and behavior at work. It covers both works, forecasting to develop master production cation of multimedia software and graphics for contemporary and classic theories of work motiva- schedules, coordinate inventory ordering policies, report presentation. ILR 260 offers refinement in tion including need, cognitive, and reinforcement periodic review, sequencing and scheduling meth- the use of the microcomputer for effective report theories. It examines the sources and conse- ods of flow and job shops, principles and methods writing and presentation. quences of job satisfaction. It also analyzes and of analyzing and solving production problems. evaluates goal setting, VIE theories, job enrich- ment, reward systems and worker participation. IEM 603 IOP – Industrial Organization Finally, it evaluates current applications of motiva- Managing Facilities Planning Layout tional principles in business and industry and IOP 610 compares research approaches to the study of Systematic plant layout methods, analytical and Industrial and Work Psychology motivation in the workplace. computer-aided approaches for the layout pro- gram, location models and analysis, material han- Students will examine and analyze the literature, IOP 645 dling concepts, models, and equipment, warehous- methods and practice of industrial and work psy- Training in Organizations ing and storage principles and models-automation chology. Personnel assessment, recruitment, selec- in facilities design, study of facilities location, tion, assignment, performance evaluation, training, (Prerequisites: IOP 610 or IOP 620) structure, and planning for efficient layout and career development, motivation, compensation, job A study of the theory and techniques used to material handling systems. Planning and design- analysis, labor relations, and the legal constraints design, conduct, and evaluate instructional pro- ing facilities, layouts, and material handling sys- on personnel practices will be covered. grams. The basic phenomena of learning such as tem. modern learning theory, principles of adult learn- IOP 620 ing, and conditioning as well as the different IEM 604 Organizational Psychology approaches to training such as computer assisted Ergonomics and Occupational Safety This course introduces the student to graduate instruction, simulation, behavior modification will be covered. Training in a multicultural context and Overview and introduction to ergonomics; intro- study in the field of Organizational Psychology. It training evaluation will be emphasized. duction to physiology; man and the environment; provides an overview of several domains central to biomechanics; occupational and industrial psychol- Organizational Psychology. It covers Productivity, IOP 650 ogy; introduction to occupational medicine; human Organization Theory, Attitudes and Job satisfac- Organizational Development attention, vigilance and error; introduction to tion, Work Motivation, Leadership, Group Theory anthropometry; presentation and display of infor- and Processes, Organizational Culture, and (Prerequisite: IOP 620) mation; mental workload; respiratory protection; Organizational Change and Development. This course encompasses theory and research about facilitating change in individuals, groups, survival in extreme conditions introduction to IOP 630 occupational hygiene; introduction to epidemiolo- and organizations to improve their effectiveness Research and Statistics I gy; analyzing work and work station design; man- (e.g., productivity, quality, service, employee satis- ual handling; upper limb and back disorders. (Prerequisites: If taken after the sixth course in the pro- faction). The course focuses on understanding OD, how to diagnose an organization and then create IEM 605 gram, the Prelim Exam must have been passed.) an intervention to improve it. The course covers A study of the methods, procedures, and tech- Engineering Applications of Operations many organizational development theories, diag- niques used in the conduct of empirical research Research nostic techniques, and consulting skills needed to on phenomena of interest in Industrial, use the information to create change. Specific inter- Application of linear programming and non-linear Organization and Work Psychology or Ergonomics. ventions will be examined in detail including programming queuing theory, development and Design of research will be covered including phi- structural interventions (e.g., organizational application of planning and inventory models, net- losophy of science, forming research questions, design, job design), interpersonal process interven- works, and graph techniques, stochastic processes, ethics in psychological research, psychological con- tions (e.g., process consultation, team building), waiting lines, simulation, and sequencing and structs, operational definitions, and strategies for and human resource interventions (e.g., perfor- scheduling algorithms to problems encountered in experimental, quasi-experimental, and survey mance management, career development). The industry and business. research. Descriptive and inferential statistics will course builds knowledge and provides practical be covered including hypothesis testing, sampling application in the some of the techniques. distributions, confidence interval estimates, non- parametric statistics, and correlation and regres- sion. 221 Course Descriptions
IOP 655 change strategies from the organizational develop- Attitude Theory and Measurement ITC – Instructional Technology ment (OD), human resource development (HRD), (Prerequisite: IOP 635) ITC 600 human resource management (HRM), environmen- This course focuses on the attitudes, opinions, and Instructional Design tal engineering (ENG) and electronic performance support systems (EPSS). beliefs important in organizational settings. An overview of the instructional design process. Principles of questionnaire and rating scale devel- Topics include learning theories, needs assessment, ITC 641 opment for attitude and opinion measurement will analysis of subject matter content, development of Evaluating and Improving Instructional be covered. The determinants, consequences, and goals and objectives, classification and sequencing Programs measurement of job satisfaction and related con- of objectives, design of instructional strategies, structs such as involvement and commitment are selection and integration of media-based delivery (Prerequisite: ITC 634) included. The practical skills of designing, admin- systems, design of print and multimedia instruc- An exploration of alternative theories and strate- istering, analyzing, and reporting survey results of tion and formative evaluation strategies. gies for evaluating the effectiveness of instructional employee attitudes and behavior will be also cov- programs. Introduces qualitative and quantitative ered. ITC 601 approaches to student outcome assessment, portfo- Advanced Instructional Design IOP 665 lio evaluation and continuous quality improve- ment strategies as they apply to the design and Performance Appraisal and Feedback (Prerequisite: ITC 600) improvement of instructional systems. A graduate seminar/practicum focusing on four (Prerequisites: IOP 635 and IOP 610) aspects of the instructional design process: (1) ITC 645 This course centers on the methods of measuring establishing and maintaining effective relation- Current Issues in Instructional Technology and evaluating individuals as they perform organi- ships with clients and subject-matter experts; (2) zational tasks and on taking action (administrative analyzing an education/ training problem and (Prerequisites: ITC 641) and/or developmental) with individuals based on developing potential instructional solutions; (3) A topical seminar exploring the most current issues such appraisals. The course focuses on both knowl- developing effective strategies and materials to in instructional technology design. Topics might edge and skills. The knowledge base includes a implement an instructional solution; and (4) exam- include new developments in CD- or Web-based thorough understanding of rating scale construc- ining theories and practical issues involving authoring tools, privacy and/or copyright issues, tion and use, as well as understanding of the rela- instruction, information, cognition and technolo- international standards or emerging training/edu- tive advantages of different rating sources (e.g., gies as they relate to the instructional design cational approaches based on enhanced informa- supervisory vs. peer). Also relevant are the areas of process. tion technologies (e.g., voice or visual pattern measurement theory, data analysis, criterion theory recognition, intelligent agents, improved compres- and development, motivation theory, and the fac- ITC 610 sion algorithms). tors that underlie interpersonal perception and Multimedia in Instruction judgment. The skill base includes procedures for ITC 650 communicating performance evaluations to job (Prerequisite: ITC 601) Instructional Technology Project incumbents and counseling them in appropriate A comprehensive exploration of current techniques means of improving their performance. Also, skill for designing multimedia instructional packages. (Prerequisites: All other courses in the program) in designing a complete performance appraisal and Topics include pattern languages, object-oriented The final required component of the MS in feedback system that meets organizational needs programming, user-task analysis, visualization, 3D Instructional Technology. In this course, students while maintaining and/or enhancing worker moti- modeling, interaction design, multimedia project complete an instructional design/multimedia cap- vation and/or performance is addressed. management and style guides. stone project under the supervision of a faculty member. The scope of the project must be such that ITC 615 IOP 690 students work a minimum of 40 hours. Students Advanced Seminar in I/O Psychology Distance Learning meet weekly with a faculty supervisor to make a progress report and discuss issues or problems This seminar will address various advanced topics (Prerequisite: ITC 610) related to their project. in I-O Psychology consistent with student interest An exploration of the central issues involved in and faculty availability. Topics may include distance education from print-based correspon- ITC 690 Consumer Behavior, Compensation and Benefits, dence courses to more contemporary, digital Guided Study Industrial and Labor Relations, and Employment approaches. Focuses primarily on the use of Regulation. As a seminar the instructor and stu- Internet e-mail, the World Wide Web, electronic (1.5-4.5 quarter units) dents will select the most current research and bulletin boards and conferencing systems and Individual study under direction of instructor. application literature material on the topic and will video teleconferencing to provide educational Requires prior approval of appropriate academic then analyze and critically evaluate it for potential opportunities that are time- and place-indepen- department. research and application. Students may also take dent. courses in the Human Factors/Ergonomics pro- ITC 620 gram to meet this requirement. ITM – Information Technology Web-based Instruction IOP 695 Management Field Placement in I/O Psychology (Prerequisite: ITC 615) An examination of the most current approaches to ITM 310 (Prerequisites: Completion of Prelim and Competency using the World Wide Web as a platform for Introduction to Information Technology Exams) instruction. Review of existing Web-based cours- The student will be actively engaged in projects es/programs as well as hands-on experience with An introduction to information technology infra- under the supervision of a qualified supervisor at current design/editing systems including HTML, structure concepts and applications in an integrat- the site and of an assigned faculty member. The VRML, Java and CGI scripts. ed information system environment. Focuses on projects will be aimed at fulfilling specific training ITC 625 understanding the importance of IT for various types of IT applications within an organization. objectives mutually agreed to by the student, Simulations and Virtual Reality supervisor, and faculty member with special Topics will include: overview of hardware, soft- emphasis given to the acquisition and application (Prerequisite: ITC 620) ware, data resources, telecommunications and net- of skills. The student will accumulate 200 hours of Introduction to the use of simulated environments works. The course provides an overview of “what” applied experience in I-O Psychology over a period as a component of education/training programs. Information Technology is and how to apply IT in of from 2 to 6 months. During the period that the Topics include a historical review of simulation, various organizations. Field Placement is active the student will meet for instructional design principles applied to virtual ITM 320 3 hours per month in group supervision experience reality as a tool for instruction, current constraints Information Technology Management with a faculty member. This group supervision in both stand-alone and networked systems and will deal with ethical problems encountered by the future possibilities for simulated learning environ- (Prerequisite: ITM 310) student and will give the student an opportunity ments. An integrated perspective on how to manage, plan to report on the activities of the placement and dis- ITC 634 and integrate information technology resources. cuss the knowledge, skill, and abilities being Provides an overview of the concepts of managing Seminar in Performance Technology acquired within the placement assignment. At the information technologies and covers the topics of end of the placement the student presents a written (Prerequisite: ITC 625) information technologies planning, information report on the placement. An examination of performance technology as a forecasting and information processing. Project tool for improving organizational effectiveness and management concepts and processes are also applying educational interventions. Reviews litera- reviewed and applied to specific information tech- ture on performance technology models, approach- nology initiatives and tasks related to (1) Desktop es to organizational needs analysis, theories and technology, processing and administration, (2) net- work information technology, processing and 222 Course Descriptions
administration and (3) database systems technolo- cation requirements, students design, construct reading and writing in a cultural studies context. gy, processing and administration. and test a personal computer database and associ- Gives students information about Spanish-speak- ated application components. ing cultures in the Americas, particularly the ITM 330 United States. Topics may include history of local ITM 450 Desktop Applications and Information communities, labor and educational issues and Technology Processing Database Processing and Administration issues of identity. This course provides the solid framework into the (Prerequisite: ITM 440) LAS 340A concepts and actual implementation of Window This course will provide students with the knowl- Spanish in the Professional Work Place for 2000/XP. Topics include understanding of the edge and skills necessary to install configure and English Speakers + desktop processing of information to support orga- administer Database Management Systems. Topics nizational decision-making and strategic planning. included in this course are conceptual understand- An introduction to Spanish grammar structures, Introduces the client server architecture and focus- ing of data storage architecture, creation and man- vocabulary and information in cultural interaction. es on the desktop role as the client connected to agement of files, groups, databases, tables, queries, Gives English-speaking students an effective tool database systems and network systems that are locking options, indexes and data views. for communication with Spanish speakers in the required to meet and support the real-world pro- work place. ITM 490 A jects and various IT initiatives. Hands-on labs are LAS 341 included. Information Technology Project I Applications of Cross-cultural Communication in ITM 340 (Prerequisite: 9 of the 10 ITM courses must be success- the Work Place + Information Technology Desktop Support fully completed) A capstone project for information technology An examination of the basic cultural differences (Prerequisite: ITM 330) application. Students work on an original and sig- generally encountered in the workplace. Gives stu- As a follow-up to ITM 330, this course will intro- nificant project that integrates concepts, principles dents strong experience and clear perspectives on duce the critical role of desktop administration, and tools that are taught throughout the program. cross-cultural communication in the work place. application installation and desktop support. Grading is by “H” (for Honors, “B” or better Covers modes of teaching including theatrical rep- Topics include security, file backup and recovery, work), “S” (for Marginal, “C” level work, or “U” resentation, lectures, videos, guest speakers and information sharing, user authentication, an intro- (for Unsatisfactory, “D” or below). oral presentation. duction to website programming concepts using LAS 490 tools such as Microsoft Systems Management ITM 490 B Software. The emphasis of this course is on Information Technology Project II Guided Study in Spanish installing, monitoring and the administration of (Prerequisite: ITM 490A) (1.5-4.5 quarter units) desktop technologies within the client / server A capstone project for information technology Individual study under direction of instructor. architecture for organizational use. Hands-on labs application. Students complete their projects and Requires prior approval of appropriate academic are included. present their original and significant projects to a department. ITM 410 panel of academic and business professionals. Computer Network Technologies Overview Grading is by “H” (for Honors, “B” or better LAW – Law work), “S” (for Marginal, “C” level work, or “U” Emphasizes the network operational concepts and (for Unsatisfactory, “D” or below). LAW 304 implementation. Provides a basic understanding of Legal Aspects of Business I network basics and emerging local area network technologies. Includes topics such as integration of LAS – Language Arts A survey of contracts, sales, agencies, personal hardware and software components, network property, commercial paper and associated topics. LAS 100 architecture, protocols, interconnection of networks Emphasizes prevention of litigation and liability using bridges and routers, network links using Spanish I arising from business operations. cable modems and DSL and IEEE 802 network An introduction to elementary Spanish conversa- access standards. TCP/IP will also be reviewed LAW 305 tion, reading and writing in a comfortable environ- Legal Aspects of Business II within the context of networking protocols. ment. Gives students insight into the Spanish- ITM 420 speaking world, including the United States. (Prerequisite: LAW 304. A sequential course to LAW Data Communications, Internet, and Local Area LAS 101 304.) Networks Spanish for Native Speakers I A survey of business organizations (partnerships, corporations, government regulations), property This course covers the network management prin- The first of a two-course sequence. Spanish for (real property and leasing, estates, community ciples, practices and technologies for managing Native Speakers is designed for bilingual students property), business torts, business crimes and asso- networks, systems, applications and services. seeking to become bi-literate. Reading and writing ciated topics. Emphasizes prevention of litigation Review of the latest computer network technolo- skills are stressed with special emphasis on and liability arising from business operations. gies, such as ATM, Gigabit, Ethernet and Fiber improvement of written expression, vocabulary LAW 310 Optic connections. Build on LAN basics from ITM development and problems of grammar and 410, including how to implement LAN solutions orthography. This course seeks to prepare native Litigation such as FDDI, Fiber Channel and Gigabit Ethernet speakers with little or no formal training in A broad-based overview of the various stages of and WAN technology, such as Switched Multi- Spanish for more advanced courses. the civil/criminal litigation process. Covers the Megabit Data Service and Frame Relay. Also covers complete litigation process starting from the initial integrated high-performance router and switch LAS 200 filing of the criminal information and/or civil com- technologies. Spanish II plaint, progressing through the client interview, ITM 430 (Prerequisite: LAS 100) motion and trial phase. Explores the process of Network Management and Security A presentation of intermediate Spanish conversa- court pleading and discovery, including interroga- tion, reading and writing in a comfortable environ- tions, depositions and the voir dire process. Also (Prerequisite: ITM 410 and ITM 420) ment. Gives students insight into the Spanish- covers heavy strategies and the role of the law An overview of the management tools necessary to speaking world, including the United States. office assistant. Students must demonstrate their understand the LAN hardware and software for legal knowledge and understanding of the material client server architecture technology. Focuses on LAS 201 through the drafting of a civil complaint, accompa- the installation and management of the LAN and Spanish for Native Speakers II nying forms, summons and depositions. the connectivity to other systems and networks. Spanish for Native Speakers II is the second of a The emphasis of this course is on Hands-on learn- LAW 311 two-course sequence designed for bilingual stu- ing “how to install, configure and implement the Legal Research and Writing dents seeking to become bi-literate. Reading, writ- network. ing and critical thinking skills are stressed with A comprehensive overview of legal research using ITM 440 special emphasis on improvement of written primary/secondary, federal and state legal authori- Database Systems Concepts and Data Modeling expression, vocabulary development and problems ties. Emphasizes use of both manual and comput- of grammar and orthography. This course seeks to er-assisted legal research strategies for actual prob- An introduction to the concepts of data modeling prepare native speakers for college-level communi- lem-solving applications. Introduces legal writing and relational databases. Covers the methodologies cation, comprehension and written expression. skills through class instruction and practical exer- for building a logical model, techniques for orga- cises to develop a systematic approach to concise nizing and designing relational databases and LAS 300 legal writing. practical approaches to transform logical models to Spanish III a stable relational database. Introduces fundamen- tal database and application development concepts (Prerequisite: LAS 200) and techniques. Given database design and appli- A presentation of advanced Spanish conversation, 223 Course Descriptions
LAW 400 LED 605 States. Includes study of major works and move- Current Legal Issues Negotiation, Bargaining, and Conflict ments in a variety of genres. Resolution A study in the use of our legal system to resolve LIT 338 societal and individual problems. Reviews contem- This course focuses on the knowledge, skills, and Shakespeare porary issues including minority rights, abortion, abilities required to design, conduct, and evaluate free speech and criminal justice. effective conflict resolution practices. Course topics (Prerequisites: LIT 100) LAW 402 include interpersonal and intra-group conflict reso- An examination of major works of William lution; persuasion, problem solving techniques and The Art of Negotiation Shakespeare. decision-making in conflict resolution; overcoming LIT 342 A workshop course for pre-legal and pre-profes- bias, anger, and retaliation. Students examine con- World Literature + sional students to develop the verbal and analyti- flicts in diverse organizations and develop specific plans that could be used to address those conflicts. cal skills needed to be effective negotiators in the (Prerequisites: ENG 100/101) practice of law and business. Examines general LED 606 An introduction to the literary arts of Africa, the negotiating principles and uses practical student Information Management for Leaders Middle East, Asia, Latin America, the Caribbean exercises. and Native North America. Presents a variety of This course focuses on the strategic role of infor- LAW 410 genres, as well as both classical and contemporary mation technology in today’s learning organiza- works. Introduction to Law and Legal Analysis tions. Emphasis is placed on the application of LIT 345 An introduction to case brief writing and legal information technology strategies to strategic plan- Mythology problem analysis. The classroom discussions ning, client/customer analysis, rapid decision- making, and problem solving. Topics include the employs the Socratic method used in law school (Prerequisites: ENG 100/101) classes. use of information as an organizational resource; integration of information into the vision, mission, An examination of mythology. This course recog- LAW 420 goals, and assessment practices of organizations; nizes that myth-making is a creative activity cen- Advocacy the use of advanced information technologies to tral to all cultures, including our own society. implement change; and analysis of information to Students analyze and compare mythological narra- A capstone course that requires students to partici- achieve competitive advantage. Emphasis is placed tives from a variety of cultures. pate in a mock trial. Students write trial briefs, cre- on the technical skills needed in storing, updating, LIT 360 ate pre-trial discovery strategies, give oral argu- and retrieving information; building and using ments and examine witnesses in a simulated civil Literary Theory Web-based applications and business forecasting. case. Students participate in a classroom/laboratory (Prerequisite: ENG 101) environment to facilitate application of theory to A survey of major classical and contemporary LED – Organizational Leadership real world situations. arguments about the nature of literature, literary expression, and literary experience. LED 608 LED 601 Seminars in Leadership LIT 430 Theories, Practices, and Ethics of Leadership Children’s Literature and Literacy This course is an in-depth, integrative study of In this course, students construct an understanding four topics from a leadership perspective: of the theories and practices of ethical leadership. (Prerequisites: ENG 101, LIT 100, ENG 350, PSY 301) (1) Negotiation and conflict management; (2) Students assess their own leadership philosophy Provides students with the foundations necessary human resource policies and procedures (3) project and analyze the relationship between their leader- for teaching children to read and learn through management; and (4) performance management. ship style and selected theories of leadership. reading. It emphasizes the role of literature in liter- Students develop two research papers of at least acy development and learning across the curricu- LED 602 ten pages in length demonstrating mastery of two lum from K-8. Students learn to identify the stages Developing and Implementing Groups and of the four topics and the ability to effectively inte- in reading development, to select appropriate liter- Teams grate knowledge of key business disciplines. In ary texts for diverse learners at each stage, analyze addition, students give a short presentation of children’s literary texts and assess the developing This course compares and contrasts strategies for approximately 10 minutes on one of their research literacy and language development of young learn- group formation and development through leader- paper topics utilizing the appropriate technology. ers. ship. Team communication styles and roles within teams are examined. Strategies that foster creativi- LED 609 LIT 443 ty in groups are used in case studies. The impact of Capstone Project Course World of the Short Story technology on teams and communication styles is (Prerequisite: completion of 6 of the preceding core evaluated. Students learn experientially about (Prerequisites: ENG 100/101) groups and teams and the impact of diverse ethical courses) A look at short stories. The reading list includes perspectives by participating in group activities The fundamental prerequisite of this course is varieties of form and style in short fiction drawn and observing leadership in small groups. MNS 601 Nevertheless, students should be aware from world literature and focuses on contemporary that the school considers the project course to be a writing. LED 603 capstone experience and therefore students should LIT 446 Organizational Leadership complete the course after they have completed a minimum of six of the other nine core courses, and Studies in Poetry The role of organizations and organizational lead- they may take it concurrently with other core (Prerequisite: LIT100) ership in a society characterized by technological courses or with elective courses. Each student An examination of the formal and thematic con- integration, geographic decentralization, and works closely with a faculty member, who will act cerns of representative works of poetry of the instant communication are compared. Topics to be as the supervisor of the project. LED609 is three Renaissance, Romantic, and Modern eras. covered include situational leadership and organi- months in length. Grading is by “H” (for Honors, zational change. The course takes into account “B” or better work), “S” (for Satisfactory, “C” LIT 450 organizations within the private and public sectors, work), or “U” (Unsatisfactory, “D” or below). Studies in the Novel varied levels of society, and draws upon diverse perspectives and ethical points of view. (Prerequisites: ENG 100/101) LED 604 LIT – Literature A look at the novel as a dominant literary form in the 18th, 19th and 20th centuries in both the Change and Adaptation within Organizations LIT 100 English and non-English traditions. Examines vari- This course analyzes today’s business environment Introduction to Literature + eties of plot construction and character portrayal. and the pervasiveness of change. Course topics (Prerequisites: ENG 100/101) LIT 456 focus on continuous and discontinuous change, An overview of the main genres of literature, organizational redesign, and the essential skills Studies in Drama including fiction, poetry and drama. Examines lit- necessary for leaders to initiate corporate and orga- erary language and different approaches to literary (Prerequisite: ENG 101) nization transformations, mergers and acquisitions. criticism designed to increase student confidence An examination of the conventions and varieties of Students strengthen the skills and strategies neces- when responding to literature. dramatic texts and performance, focusing on sary to initiate and implement change within orga- drama of the 20th century. Includes discussion of nizations. LIT 337 both Western and non-Western traditions. American Literature +
(Prerequisites: ENG 100/101) An examination of literary heritage of the United
224 Course Descriptions
LIT 460 MAT 646 Gender and Literature Comprehension Strategies and Procedures MCW – Creative Writing
(Prerequisites: ENG 100/101) An investigation of meaning-making at both the MCW 630 A study of the representations of gender in litera- local (discourse) and global (general knowledge) Seminar in Fiction levels. Covers research-based models of discourse ture to better understand changing literary aesthet- Students will write and critique each other’s origi- processing and representation construction. ics. Discusses assumptions about the ways gender nal work in this advanced fiction workshop. In a Introduces strategies to promote guided reading, permeates language and discourse. workshop-style format, students will explicate and independent reading and study skills in all content critique how the elements of fiction - details, areas, using the concepts of connecting back- action, structure, theme, language, setting, rhythm, MAT – Teaching ground experience and applying self-monitoring narration and style - are utilized in published and strategies. MAT 640 student-generated works. Through reading and Applications of Research for the Art of Teaching MAT 647A and B critical analysis, students will further define the Language Arts Assessment and Instruction I and II genre, examine its many forms, and analyze the This course is designed to provide classroom edu- trends and patterns in literary fiction. cators with the knowledge and skills required to (Prerequisites: MAT 645, MAT 646) MCW 630A understand, interpret, generate and evaluate A two-course series that develops the ability to research relevant to their lives as professional edu- assess the strengths and needs of students in read- Advanced Workshop in Fiction cators. The work of the classroom educator will be ing, writing and oral expression through multiple In this intensive writing workshop, students will emphasized throughout the course as students pro- measures. Includes classroom-based formal and work closely with an established writer to further duce a major educational writing project. This informal, group and individual assessment. Also their development as a creative writer and critical course will include relevant aspects of professional emphasizes assessment–based instruction, particu- thinker. Students will read classic and contempo- writing, while remaining focused on the practical larly early intervention strategies using flexible rary works of fiction in order to more fully under- needs of the classroom educator who wishes to grouping, small groups and one-on-one tutoring. stand concepts such as narrative structure, charac- join the larger professional community in their Candidates must complete a field experience ter development, point of view, tone, and theme. field of specialty. Must be taken as the last course requiring assessment and instruction of students, Students will submit original manuscripts, critique in the MAT program. including non-readers and English language learn- the manuscripts of peers, and will submit revised ers. Grades will be assigned at the end of the sec- MAT 641 work for peer and faculty review. (May not dupli- ond course. Cultural Democracy: Contemporary, Local and cate content of MCW630B) Global Issues MAT 650 MCW 630B Teaching English Language Learners Advanced Workshop in Fiction The course content examines the ways in which individuals in institutional roles operate on cultur- The course focuses on and applies current theories, In this intensive writing workshop, students will ally democratic policies and practices, including research, and strategies in language structure and work closely with an established writer to further how formal and informal political forces influence use, as well as in ESL teaching and learning. their development as a creative writer and critical culturally democratic programs and culturally rele- Factors such as social, political, cultural, legal, psy- thinker. Students will read classic and contempo- vant curriculum development and implementation. chological, and pedagogical are addressed within rary works of fiction in order to more fully under- The course emphasizes successes in systemic mul- the context of elementary, middle and secondary stand concepts such as narrative structure, charac- ticultural competency development and examines schools. ter development, point of view, tone, and theme. the observable and hidden evidence of organiza- MAT 670 Students will submit original manuscripts, critique tional transformation. The Theory of Research-Based Best Practice the manuscripts of peers, and will submit revised MAT 642 Instruction: An Overview work for peer and faculty review. (May not dupli- Program Design: Curriculum Theory, Design and cate content of MCW630A) Covers theories and research on Best Practices in Assessment MCW 640A education. Best Practice research on effective Advanced Workshop in Poetry This course examines the underlying principles schools emphasizes: classroom instructional prac- that have shaped outcome based learning; content tices, classroom management, school organization This intensive workshop on the practice of poetry based standards, accountability and need for edu- and planning, strategies for linguistically and cul- includes reading a selection of contemporary cation reform. The course will emphasize evalua- turally diverse students to access the core curricu- poems, doing exercises to generate original poems, tion of school programs, student assessment and lum, instructional leadership, teaching environ- critiquing each other’s writing in a workshop set- program design using the California Coordinated ment, teaching strategies, peer assistance, peer ting, and creating a portfolio of original poetry. Compliance Review guidelines. review process and parent and community sup- (May not duplicate content of MCW640B) port. MAT 643 MCW 640B Models of Teaching, Theories, Applications and MAT 671 Advanced Workshop in Poetry Practice Applied Best Practice Strategies in Classroom Instruction This intensive writing workshop on the practice of This course explores how a variety of teaching poetry includes reading a selection of contempo- models and learning theories are applied in Upon completion of this course, participants will rary poems, doing exercises to generate original instructional contexts. Specific application of some possess the knowledge, skills and abilities identi- poems, critiquing each other’s writing in a work- models and theories will be discussed in class and fied in the California Standards for the Teaching shop setting, and creating a portfolio of original presented in student-designed curriculum projects. Profession. The emphasis is on developing a reper- poetry. (May not duplicate content of MCW640A) toire of Best Practice Teaching Strategies that can MCW 650 MAT 644 be applied to classroom instruction and assessment Foundations and Principles of Curriculum of diverse learners. Seminar in Creative Nonfiction This course surveys the field of curriculum with MAT 672 An advanced study of the forms of creative nonfic- specific emphasis on foundations, principles and Integrating Multimedia Interactive Technology tion, such as memoir, autobiography, nature writ- issues for public educators in California’s linguisti- in Best Practice Instruction ing, literary journalism, and the personal essay. cally and culturally diverse society. The course Through reading, critical analysis and writing in a identifies various approaches to curriculum and Students in this course will learn how to integrate, workshop-style format, students will further their the development, design, implementation and differentiate, align and individualize instruction understanding of the features of creative nonfic- evaluation of curriculum. Application of curricu- using technology and multimedia technologies. tion, will strengthen their own writing in all gen- res, and will broaden their understanding of litera- lum approaches is provided through student- MAT 673 designed analyses of curriculum. ture and various modes of literary writing. Differentiated Instruction and Target Teaching MAT 645 MCW 650A Participants in this course learn how to increase Developing Fluency in Reading Advanced Workshop in Literary Nonfiction student achievement by improving the match Provides a research-based analysis of the phonolo- between the learner’s unique characteristics and This intensive writing workshop will explore the gy, morphology and orthography of English, with various curriculum components; how differentia- artist’s quest for truth and address the question: attention to teaching students at all grade levels to tion involves changes in the depth or breadth of how do we as writers in a post-modern age where memory, image and testimony are all suspect, become proficient readers through recognizing student learning; and how differentiation is know what we know? This course includes reading sound-print relationships. Candidates will incorpo- enhanced through the use of appropriate class- a selection of classic and contemporary literary rate current approaches to phonemic awareness, room management, pre-testing, flexible small nonfiction with selections from memoir, personal explicit phonics instruction, recognition of high- groups, tiered assignments, target teaching and the availability of appropriate resources. essay, travel writing, and literary journalism. frequency words and spelling patterns for both Students will submit original manuscripts, critique English language speakers and English language the manuscripts of peers, and will submit revised learners. work for peer and faculty review. 225 Course Descriptions
(May not duplicate content of MCW50B) 35 mm. still cameras, students also apply cinema- duction techniques in a postproduction lab using MCW 650B graphic and lighting techniques in controlled stud- digital video and audio editing software. Edited ies of digital and film image capabilities. (The sequences are included as a part of the MFA-DC Advanced Workshop in Literary Nonfiction results of studies are included as a part of the digital portfolio. (For onsite residency details see This intensive writing workshop will explore the MFA-DC digital portfolio.) the program catalog description.) artist’s quest for truth and address the question: MDC 652 MDC 691 how do we as writers in a post-modern age where Digital Video Editing Thesis Production memory, image and testimony are all suspect, know what we know? This course includes reading (Prerequisite: MDC 651) (Prerequisites: all other core courses in the program) a selection of classic and contemporary literary This is a two-month online course that examines The MFA in Digital Cinema thesis consists of an nonfiction with selections from memoir, personal the history, aesthetics and theories of motion pic- original short subject digital motion picture, a criti- essay, travel writing, and literary journalism. ture editing and the technical aspects of digital cal evaluative summary of that project and the dig- Students will submit original manuscripts, critique video editing. Students examine and evaluate edit- ital portfolio of previous work. While enrolled in the manuscripts of peers, and will submit revised ing techniques by watching select films and engag- this online course, an MFA candidate uses the work for peer and faculty review. (May not dupli- ing in critical discourse on topics such as linkage, online course interface, Internet and telephone con- cate content of MCW650A) montage, rhythm, timing and continuity. Using ferencing to consult with the thesis advisor and MCW 680A still photographic images, students also apply edit- plan, develop and create a digital cinema project. ing techniques using digital video software to con- To be considered for graduation a candidate must Advanced Workshop in Screenwriting structing short videos. (Video shorts are included submit the motion picture short, thesis evaluative This intensive writing workshop is designed for as a part of the MFA-DC digital portfolio.) summary and digital portfolio to a thesis commit- students to use professional screenwriting tech- MDC 680 tee within one year of the start of MDC 691. The thesis committee evaluates the digital portfolio and niques in the creation of their own original screen- Screenwriting play. Building on skills learned in MCW680, stu- short subject project to determine whether the stu- dents will take one of their own ideas and expand MDC 680 is an intensive writing workshop dent has met the requirements for the MFA in it into a short treatment, a detailed scene outline designed to enable students to complete the first 30 Digital Cinema as specified in the program out- and, at minimum, 60 pages (one-half) of a full- pages of a full-length feature screenplay. It will comes. (For details see the program catalog length screenplay. Course assignments, readings provide advanced study of the theory and practice description.) and online discussions of both classic and contem- of writing fiction material for production on film. porary films are devised to reinforce students’ (The screenplay excerpt is included as a part of the MGT – Management knowledge of three-act structure and provide them MFA-DC digital portfolio.) with new ways to best tell the idea of their choice. MDC 683 MGT 400 Peer review of works-in-progress will be used to Ethics in Law, Business, and Management provide writers a mode of creative support. Directing and Production Management Instructor feedback will offer new strategies on (Prerequisites: MDC 650, MDC 651, MDC 652, MDC This course is an exploration of values and ethics how to surmount possible stumbling blocks in the 680) in American business utilizing debate and written creative process. (May not duplicate content of exercises. It also considers ethical issues arising in Directing and Production Management is an onsite MCW 680B) the global business environment. course where students receive practical production MCW 680B experience working in production teams. This one- MGT 409C Advanced Workshop in Screenwriting month course is held at a National University Principles of Management and Organization Learning Center and must be taken concurrently This intensive writing workshop is designed for with MDC 688 and 689. During the month stu- This course is a survey of the theories, techniques, students to use professional screenwriting tech- dents work in a collaborative environment using and concepts of management in organizations and niques in the creation of their own original screen- professional equipment to gain relevant produc- the role of the manager in a technologically-orient- play. Building on skills learned in MCW 680, stu- tion skills necessary to direct a digital motion pic- ed society. dents will take one of their own ideas and expand ture. The course covers the pre-production and MGT 420 it into a short treatment, a detailed scene outline production aspects of directing as well as the nec- Introduction to Total Quality Management in and, at minimum, 60 pages (one-half) of a full- essary planning and logistical requirements of pro- the Context of Management and Leadership length screenplay. Course assignments, readings duction management. Documents produced for and online discussions of both classic and contem- this course are included as a part of the MFA digi- The foundation and orientation course for the porary films are devised to reinforce students’ tal portfolio. (An equipment rental fee applies to TQM certificate program, it surveys the history knowledge of three-act structure and provide them this course. For onsite residency details see the and development of total quality management with new ways to best tell the idea of their choice. program catalog description.) within the general context of organizational man- Peer review of works-in-progress will be used to agement theory. It orients students to the philoso- provide writers a mode of creative support. MDC 688 Digital Cinematography and Production phy of TQM, the impact of TQM on the manage- Instructor feedback will offer new strategies on ment’s orientation towards supplier and customer how to surmount possible stumbling blocks in the (Prerequisites: MDC 650, MDC 651, MDC 652, MDC relations, the importance of written communica- creative process. (May not duplicate content of tions, the impact of technology in the workplace, MCW680A) 680) This intensive, onsite course is a pre-thesis and the importance of quantitative analysis in the practicum in the art and techniques of digital cine- implementation of TQM/TQL. The class also MDC -Digital Cinema matography. This two-week course is held at a explores the effect that striving for quality has had National University Learning Center and must be on the globalization of markets and the competi- MDC 650 taken concurrently with MDC 683. Students work tive emergence of world-class standards, including Digital Film Production in production teams with digital cameras and the Deming Prize and the Malcolm Baldrige lighting equipment in a variety of studio and exte- National Quality Award. This one-month online course explores the four rior settings. During this course students apply stages of film production: development, pre-pro- MGT 421 such cinemagraphic techniques as camera move- duction, production, and postproduction. This TQM Tools of Continuous Process Improvement ment, camera angles, continuity, and composition overview of the digital and traditional components to shoot raw footage and make sound recordings (Prerequisite: MTH 210) of film production provides students with the criti- that will be edited in the subsequent MDC 689 A survey of the basic statistical skills and research cal tools and terminology necessary to navigate the course. Footage shot during this course is included methods used to analyze organizational systems, complexities inherent in the collaborative process as a part of the MDC-DC digital portfolio. (An topics include levels of data and statistical mea- of filmmaking. (Documents produced in this equipment rental fee applies to this course. For surement, analytical approaches to problem solv- course are included as a part of the MFA-DC digi- onsite residency details see the program catalog ing, Pareto charts, run charts, attribute and vari- tal portfolio.) description.) able control charts, flow charts, cause-effect dia- MDC 651 MDC 689 grams, is/is not analysis, histograms, and scatter Digital Cinematography diagrams. Students take a set of data that represent Digital Cinema Post-Production the analysis of an organizational process and apply (Prerequisite: MDC 650) (Prerequisites: MDC 650, MDC 651, MDC 652, MDC the appropriate statistical procedure, analyze the This two-month online course examines the history 688) results of the procedure, and develop a recommen- of film and digital cinematography, the compara- dation based on the analysis. tive technical differences of the two methods, and This is an intensive, onsite pre-thesis practicum the aesthetic aspects of cinematic practices. course on the postproduction process of digital MGT 422 Students examine and evaluate cinemagraphic motion pictures. This two-week course is held at a Team Building, Interpersonal Dynamics, techniques by watching select films and engaging National University Learning Center and must be and Empowerment in critical discourse on topics such as lighting, taken concurrently with MDC 683. Students con- camera movement, camera angles, continuity, cut- struct short motion picture sequences from footage An overview of the issues of quality applied to ting, close-ups, and composition. Using digital and shot in MDC 688 by applying editing and post-pro- human resources management, topics include the 226 Course Descriptions
MGT 451 delegation of authority and empowerment, work Production and Operations Management I the global financial environment, and the role of groups, team building, and employee involvement, the multinational corporation. It analyzes interna- reward/recognition programs and employee A survey of the fundamental concepts of produc- tional sourcing, marketing, and strategic manage- morale, and the importance of written and oral tion and operations management, the course cov- ment for global business. communication skill in the delegation, sharing, and ers the use of quantitative methods and computer MGT 635 execution of work. Students gain a clearer under- applications for forecasting, resource allocation, The Organization Consulting Process standing of the ways the workplace is changing to decision theory, capacity planning, project manage- improve productivity and profitability. ment, inventory management, and quality assur- A survey of the history, values, assumptions, meth- MGT 423 ance. ods, and limitations of the organization consulting process, the course discusses both internal and Organization and Planning for Customer MGT 490 external consulting as well as roles of managers as Satisfaction Guided Study both consultants and administrators of the consult- ing process. This course is an examination of (1) the organiza- This course is individual study under direction of tion and development of TQM teams in both prod- instructor. It requires prior approval of appropriate MGT 637 uct and service organizations, and (2) the applica- academic department. Comparative International Management tion of continuous process improvement measure- MGT 600 ments on customer satisfaction in both product This course is a study of the impressive gains reg- and service organizations. It presents the major Ethical Concerns in Business and Management istered by business in various non-American cul- tural and geographic settings (e.g., in Europe, Latin concepts and approaches to leadership develop- An analysis of the values, ethics, and ideologies in America, and Asia). It examines the reasons for ment and strategic planning for TQM. Topics American business and their applications to cur- these gains, the exportability, if any, of foreign include methods used to determine customer rent issues in management and business within the requirements and expectations, meeting customer management practices and skills, and the feasibili- contemporary socio-cultural setting, it focuses on ty of adapting and combining different national expectations, setting standards and managing rela- corporate behavior and decision making. Through tionships, incorporating customer satisfaction mea- management styles in the operations of domestic lecture, case study, debate, and readings, students and multinational corporations. surements, leadership involvement, quality value develop an ethical outlook on a wide variety of creation, promotion of quality, quality strategic workplace issues, such as discrimination, toxic MGT 651 planning, and organizational assessment. Students wastes, advertising, product safety, and interna- Managing Safety Issues and Regulations learn how to use the framework of customer satis- tional operations. faction concepts and measurement methods in the An analysis of current issues manifested by major quality management process. They also learn how MGT 601 legislation and the significant health and hygiene senior management can create a quality culture Leadership and Ethics regulations faced by health safety managers, the within an organization and provide visible guid- course covers safety program models including ance to employees. An examination of the leadership imperatives for workers compensation insurance, fire protection, the new century, this course analyzes current and product liability, and other casualty risks involved MGT 424 evolving theories of leadership, individual and in safety and health programs. TQM and Operational Results group behavior, and organizational theory within MGT 680 the context of the highly competitive global mar- Topics in International Business An examination of the process of Benchmarking, ketplace. It also analyzes the social and ethical topics include planning for improved quality on responsibilities to organizational stakeholders A graduate seminar in topics of emerging trends feedback drawn from internal process measures, using ethical decision-making frameworks, applies and areas of interest in international business, the the role of customer feedback comparisons with leadership principles in the management of topics might include marketing and doing business similar organizations (benchmarking), using infor- change, innovation, and diversity, and assesses in Eastern Europe, implications and opportunities mation from suppliers, and supplying information skills in creative thinking, innovating, and leading created by NAFTA, emerging markets for high- to users. Students learn to benchmark and factor a creative work force. tech industries, and the progress of European mar- the outcomes with summaries of other data into ket integration. quality operational planning. MGT 602 MGT 602S – Spanish Version MGT 690 MGT 425 Strategic Decision-Making in Global Business Guided Study TQM Capstone: Implementing the Quality Process (A capstone course for MBA students. To enroll in This is individual study under direction of instruc- MGT 602, MBA students must first complete at tor. It requires prior approval of appropriate acade- A capstone course covering the total systems least 30 quarter units of the MBA program require- mic department. approach to assure quality services and goods, top- ments, other than MGT 610C.) ics include product/service design, quality func- An in-depth study of general management func- MKT – Marketing tion deployment, process quality control, continu- tions as organizations adapt to the global environ- ous improvement methodologies, quality assess- ment, this course emphasizes environmental char- MKT 402A ment, documentation, quality of business and sup- acteristics that make strategic management critical Marketing Fundamentals port services, and supplier quality assurance. to organizational success, including assessment of Students use real workplace situations to apply all organizational strengths and weaknesses, identifi- This course is the introduction to contemporary the concepts learned in this program to a TQM cation of opportunities and threats, optimum marketing theory and its application in the market- project. Grading is by “H” (for Honors, “B” or bet- response to unanticipated events, and strategic ing implementation process. It places special focus ter work), “S” (for Marginal, “C” level work) or analysis in turbulent environments. It also analyzes on identifying market opportunity, product devel- “U” (Unsatisfactory, “D” or below). the sociocultural, political, economic, ethical, tech- opment, promotion planning, pricing decisions, MGT 430 nological, and regulatory environments that have and channels of distribution. an impact on businesses in multicultural settings. Survey of Global Business MKT 420 The course places special focus on the impact of Principles of Consumer Behavior (Prerequisites: ECO 203 and ECO 204) NAFTA and GATT upon the strategic management A study of the accelerating internationalization of of business enterprises. Explores global business (Prerequisite: MKT 402A) all business, this course introduces upper-division opportunities provided through new technologies A study of the dynamics of human behavior and undergraduate students to all facets of internation- for both small firms and large corporations. how it relates to the purchase decision, the course al business within three broad subject areas: (1) the MGT 610C provides an in-depth view of the many factors that economic framework of international business, (2) MBA Project influence the consumer’s decision-making process the operating frameworks of multinational corpo- including personality, social groups, culture, values rations, and (3) a framework for global strategic A project where students work in teams or as indi- structure, perception, and learning. Course materi- management. It uses case studies to illustrate con- viduals under the guidance of an assigned faculty al is related to market strategy development cepts and methods. advisor. Students clarify research topics and identi- through lecture, case, and field study. fy data sources in preparation for the project. MGT 442 Students then gather data and present their MKT 430 Strategic Business Management research in both written and oral form to faculty Introduction to Global Marketing and classmates. Grading is by “H” (for Honors, A study of the application of strategic management “B” or better work), “S” (for Marginal, “C” level (Prerequisite: MKT 402A) principles to the development, organization, work) or “U” (Unsatisfactory, “D” or below). MGT An introduction to the fundamentals of trade, financing, and operation of a business enterprise, 610C is two months in length. finance, and investment in the international con- this course integrates and applies skills and knowl- text, the course discusses the international mone- edge gained in other business courses, especially MGT 630 tary framework and foreign exchange in detail. It those in management, marketing, accounting, and Global Business Environment reviews theory and history of international trade, finance. To enroll in MGT 442, students must first An analysis of the global economic, political, and including exporting and importing, regional eco- complete all “Preparation for the Degree” courses cultural patterns affecting international business, nomic integration, and international marketing. and at least four of the courses listed as upper- this course provides an overview of international division BBA requirements. trade theory, the pros and cons of protectionism, 227 Course Descriptions
MKT 434 designing and developing service market strategies methodologies, secondary research, internal mar- Introduction to Market Research for segmented populations. Emphasis is placed on ket intelligence systems, and data analysis. positioning various types of services through (Prerequisite: MKT 402A) MKT 635 A course that gives the student an overview and added value and immediate response using tech- nology to communicate effectively in a global mar- Advertising Management and Marketing practical application of contemporary methods for Communications gathering, analyzing, and preparing market ket. research for use in marketing decision making. It MKT 447 (Prerequisite: MKT 402A or MKT 602 or EMB 684) focuses on defining organizational information Marketing for Entrepreneurs An analysis of marketing communications from needs and designing appropriate research methods business, social, economic, and political perspec- to obtain it. Specific topic areas include qualitative (Prerequisite: MKT 402A) tives, this course provides an in-depth discussion and quantitative research methods, secondary A discussion of the strategies and ideas for build- of advertising and promotion as key tools in mar- research, internal market intelligence systems, and ing a business in the global economy for the entre- keting new and established products. It examines data analysis. preneurial business owner taking a hands on advertising planning and management, research, MKT 440A approach to managing a company. This course creative development, media selection, direct focuses on innovation and creativity, global think- Personal Selling response, and advertising agencies. Emphasis is on ing, service support, and the importance of the new media technologies and the growing use of (Prerequisite: MKT 402A) internet in developing marketing strategy in both alternative media in communicating with selected A survey of the essential principles of salesman- large and small companies. publics. ship and selling techniques, the course includes the MKT 602 MKT 670 approach to non-manipulative selling and benefit Marketing Management Selected Topics in Marketing identification. Also covered is how to identify the right market segment, prospect, and plan for per- An in-depth examination of marketing environ- (Prerequisite: MKT 402A or MKT 602 or EMB 684) sonal selling. It introduces direct selling and pro- ments and the impact marketing activities have on This course that is developed on request from vides exercises that enhance the direct selling organizational operations in competitive, global, regional centers to serve specific regional educa- process. multicultural business settings, the course discuss- tional and business needs. Potentially it covers top- es both domestic and international frameworks of MKT 441 ics such as telecommunications, computers, health the fundamental marketing functions of product, Channel and Value Networks care services, marketing communications, retail pricing, distribution, and promotion. It explores management, and/or industrial marketing. (Prerequisite: MKT 402A) and analyzes modern marketing problems and A study of all phases of management skills in the solutions from conceptual, legal, and ethical per- field of physical distribution with emphasis on cus- spectives. It explains marketing information sys- MNS – Management Science tomer service and international distribution strate- tems and the use of advanced technologies in mar- keting decision making. MNS 205 gies, the course covers distribution strategies for Introduction to Quantitative Methods for products and services. It pays specific attention to MKT 620 Business direct distribution (from manufacturing to retail), Consumer Behavior indirect distribution (agents, independent repre- An examination of advanced algebra techniques in sentatives, and VARs), and direct marketing (ful- (Prerequisite: MKT 402A or MKT 602 or EMB 684) the business setting, including linear systems, fillment centers). An in-depth study of how psychological, sociologi- polynomials, exponential and logarithmic func- cal, and cultural variables influence buying behav- MKT 442A tions, as well as introduction to probability and ior and marketing strategy development. It focuses Public Relations statistics. The primary quantitative course required on identifying the relevant behavioral variables in for MNS 407. (Students who have taken college (Prerequisite: MKT 402A) a given product purchase situation and determin- algebra (MTH 215) within the last three years are A discussion of how to plan and implement a pub- ing how marketing strategy can be adapted to exempt from this course.) lic relations campaign, the course examines public meet the ways in which consumers perceive, select, and buy. It uses advanced cases and a field study MNS 407 relations, publicity, editorials, and relationship Management Science with the press. Specifically, it investigates how to project. prepare and implement public relations campaigns MKT 631 (Prerequisite: MNS 205) for individuals as well as private and public enter- MKT 631S – Spanish Version A survey of the fundamentals of management sci- prises, and how to choose and work with public Global Marketing ence. Emphasizes the concepts and mathematical relation firms. techniques most useful in business and finance. MKT 443 (Prerequisite: MKT 402A or MKT 602 or EMB 684) A study of strategic planning and organizing for MNS 601 Introduction to Advertising international marketing, researching global mar- Statistics for Business (Prerequisite: MKT 402A) kets, marketing consumer products, industrial An examination of the increasing complexity of An introduction to the principles of Advertising, products, and services in the world market, the business problem-solving confronting today’s the course discusses targeting, positioning, and course explores the international advertising and managers, this course covers the role statistics and consumer purchasing motivations as necessary promotion effort, personal selling and personnel forecasting play in the business decision-making tools to designing effective advertising. Students management, pricing, distribution systems, export process, as well as the principles and steps learn how to select and use various advertising trade mechanics and logistics, financial require- involved in planning and conducting business media to meet specific marketing problems and ments for international marketing, and coordinat- research. Within the context of this course, students opportunities. It examines radio, television, print ing and controlling global operations. It also dis- propose to study a situation that exists within an media, outdoor advertising, and media budgeting cusses the effect of trade agreements on interna- organizational setting and identify a faculty in detail. tional business. research advisor with knowledge in the focus area. MKT 445 MKT 633 Direct Marketing Basics Sales Management MSM – Multiple Subject Matter (Prerequisite: MKT 402A or MKT 602 or EMB 684) (Prerequisite: MKT 402A) MSM 301 This course is a survey of all facets of sales man- A survey of direct marketing principles and tech- Teaching Elementary Physical Education niques, this course includes direct mail, catalogs, agement, including estimating sales potential and telemarketing, direct response print and broadcast forecasting sales, manning territories, selecting, A content course covering fundamental move- media, Internet marketing, database marketing, training, motivating, supervising and compensat- ments and movement concepts, fitness and move- and interactive marketing. It discusses in detail the ing the sales force, and interfacing with other com- ment forms. Also addresses issues of childhood emerging direct marketing technologies that bring pany functions. Also covered are typical sales man- growth and development, motor learning, nutri- direct marketing out of the back room and into the agement problems and potential solutions. tion, basic principles of movement and strategies marketing mainstream. MKT 634 of injury prevention. MKT 446 Market Research MSM 499 Introduction to Services Multiple Subject Matter Capstone (Prerequisite: MKT 402A or MKT 602 or EMB 684) Marketing An examination of principles and techniques of (Prerequisites: LIT 342 or SCI 335 or HIS 341) (Prerequisite: MKT 402A) market research with emphasis on quantitative This capstone course compares and analyzes how This course examines services marketing as dis- applications, this course focuses on defining orga- knowledge is produced across disciplinary bound- tinct and separate from product marketing. nizational information needs and designing appro- aries by integrating the major areas of study in the Discussions focus on the theory and practice of priate research methods to obtain information. It Multiple Subject Matter program: language and lit- covers qualitative and quantitative research 228 Course Descriptions
MTH 215 erature, history and the social sciences, fine and series, tests for convergence and the power series. College Algebra and Trigonometry performing arts, and sciences. Students produce a An overview of ordinary differential equations; the thematic unit that can be used in a particular K-8 (Accelerated Course) initial-value problem; exactness and integrating curriculum; another course unit helps students (Prerequisite: Placement Evaluation) factors; and Bernoulli and higher-order equations prepare for the CSET exam. MSM 499 provides the A continuation course in intermediate algebra. with forcing functions. Also looks at undetermined scaffolding for students to complete the entire Examines higher degree polynomials, rational coefficients and variation of parameter methodolo- summative assessment project for the Multiple functions, trigonometry and matrix algebra needed gies; the basis for solution space and applications Subject Matter program. for more specialized study in mathematics, com- to mechanical and electrical engineering. Provides puter science, engineering and other related fields. an introduction to numerical solutions by Euler, MTH – Mathematics Computer usage is encouraged. This course satis- Milne and Runge-Kutta. Highlights ideas and con- fies computer science prerequisites. Graphing cal- tributions of L’Hopital, Fourier, Srinivasa Ramanujan, Wronski and Sophie Germain. MTH 012A culator is required. Graphing calculator is required. Beginning Algebra I MTH 216A MTH 301 First of a two-course sequence covering methods of College Algebra and Trigonometry I Structure and Concepts of Mathematical simplifying formulas and expressions, solving equations and inequalities, operating with expo- (Prerequisite: Placement Evaluation) Fundamentals II The first month of a comprehensive two-month nents, and translating statements to symbols. (Prerequisite: MTH 209A) Calculator use is highly recommended. treatment of algebra and trigonometry preliminary to more specialized study in mathematics, comput- This continuation of MTH 209A includes concepts (This course is remedial in nature and does not of measurement, geometry, probability and statis- award collegiate credit) er science, business, or other scientific fields requir- ing advanced mathematics. The course is a contin- tics, elementary synthetic and Euclidean Geometry. MTH 012B uation of intermediate algebra and covers higher Computer programming in BASIC is introduced. Beginning Algebra II degree polynomials, rational functions transforma- Methods are incorporated whenever possible. tions and the algebra of functions, matrix algebra However, both MTH 209A and MTH 301 are con- Second of a two-course sequence extending skills and basic arithmetic of complex numbers. tent/concept courses as prescribed by State regula- and logical analysis begun in MTH012A. Course Graphing calculator is required. tions, not methods courses. Calculator may be covers rational expressions, linear equations in two required. variables, algebraic and graphical solutions of sys- MTH 216B MTH 311 tems of equations, scaling and variations, quadratic College Algebra and Trigonometry II and rational equations with emphasis on practical Topics from Geometry applications. Calculator use is highly recommend- (Prerequisite: Placement Evaluation) The second month of a comprehensive two-month (Prerequisites: MTH 215) ed. (This course is remedial in nature and does not Survey of main concepts of Euclidean geometry award collegiate credit) treatment of algebra and trigonometry; this course is a continuation of MTH 216A. Topics include with the emphasis on the axiomatic approach, con- MTH 204 trigonometric functions, analytic trigonometry and structions, logic of proof and some ideas from non- Mathematics for Business and Science application, parametric equations, matrix algebra, Euclidean geometry including historical aspects. A sequences and series; and applied problems. study of axioms of Euclidean Geometry, inference (Prerequisite: MTH 012A & MTH 012B) Graphing calculator is required. rule, some basic theorems of Euclidean geometry A review of basic mathematics principles for busi- and rigorous proofs. Examines congruence and ness, probability and statistics, physical, natural, MTH 220 similarity of triangles, Pythagorean Theorem, the and social sciences for non-mathematics majors. Calculus I circle, construction of straight edge and compass This course provides the necessary skills to be suc- (Cross listed with CST 208B) and geometrical loci problems. cessful in MTH210, MTH215, SCI104 & SCI104A, MTH 317 SCI101 & SCI101A, SCI102, SOC100 and SOC260. (Prerequisite: MTH 215, or placement evaluation) An introduction to limits and continuity. Examines Mathematical Modeling MTH 209A differentiation and integration concepts with appli- Structure and Concepts of Mathematical cations to related rates, curve sketching, engineer- (Prerequisites: MTH 215 or MTH 216A/B and MTH Fundamentals I ing optimization problems and business applica- 210) tions. The fundamental theorem of calculus is pre- A first course in mathematical modeling utilizing a (Prerequisites: Placement evaluation) sented with related techniques for numerical variety of interesting, useful and diverse applica- A study of the real number system and its subsys- approximation. Looks at the ideas and contribu- tions from the physical, biological, business, social tems, ancient and modern numeration systems, tions of Newton, Leibniz, Lagrange, Maria Agnesi and computer sciences. Discusses the limitations, problem-solving and simple number theory. and Riemann. Graphing calculator is required. as well as the capabilities, of mathematics as Includes teaching materials and discussion of applied to understanding our world and its inhabi- today’s professional organizations. This is a con- MTH 221 tants. Teaches problem identification, models of tent course, not a methods course. Calculus II solutions, model implementation, modification and maintenance using a case-study approach. Chooses MTH 210 (Prerequisite: MTH 220) case studies that are interesting, useful applica- Introduction to Probability and Statistics A discussion of differentiation and integration con- tions. Graphing calculator is required. cepts of the natural logarithm, exponential and (Prerequisites: Placement Evaluation) inverse trigonometric functions and applications to MTH 325 An introduction to probability theory. Covers sim- volumes of revolution, work and arc length. Discrete Structures and Logic Design ple probability distributions, conditional probabili- Covers improper integrals and highlights ideas (Cross listed with CST 206B) ty (Bayes Rule), independence, expected value, and contributions of Natpier, Huygens and Pascal. binomial distributions, the Central Limit Theorem, Graphing calculator is required. (Prerequisites: MTH 215 or MTH 216A/B) hypothesis testing, sampling and analysis of vari- Discrete mathematics forms the theoretical founda- ance. Assignments may utilize the MiniTab soft- MTH 222 tion for much of today’s advanced technology in ware, or text-accompanying course-ware STAT- Calculus III computer systems communications, digital signal DISK for DOS PCs. Computers are available at the processing, neural networks, control systems and (Prerequisite: MTH 221) University’s computer lab. Calculator with statisti- information theory. This course studies combina- A study of functions of several variables; extrema cal functions is required. torics and graph theory. Also analyzes algorithms, and Lagrange Multipliers as they apply to today’s logic, circuits, number bases and proofs. Ample MTH 214 optimization-problems in engineering, business applications (graphs, counting problems, Turing Modeling of the Environment and ecology; Vector algebra and space geometry; machines, codes) examine the ideas of Euler, Boole, and Kepler’s Laws with application to satellite Floyd, Warshall, Dijkstra, Church and Turing, (Prerequisites: Placement evaluation) orbital velocity problems and the rendezvous phe- Shannon and Bernoulli. Graphing calculator is A course offering a thorough and useful beginning- nomenon. Also examines integrated integrals and required. level understanding of mathematical modeling. applications, the Jacobian transformation. Examines diverse applications from the physical, Highlights contributions by Mary Fairfax MTH 410 biological, business, social and computer sciences. Somerville, Sonya Kovalevsky, d’Alembert, Computer Technology in the Mathematics Teaches how to characterize data, select an appro- Laplace and Caroline Herschel. Graphing calcula- Classroom priate model, solve for model parameters and use tor is required. the model to predict. Discusses limitations, as well (Prerequisite: MTH 215 or MTH 216A/B or MTH MTH 223 as the capabilities, of models as applied to under- 209A) Calculus IV standing the real world and its inhabitants. Case An overview of the use of computer-based technol- studies are chosen to demonstrate useful applica- ogy in mathematics educational environments. tions. Graphing calculator is required. (Prerequisite: MTH 222) A study of sequences, Taylor Polynomials, infinite Evaluates graphing calculators and computer soft- ware such as LOGO, Geometric Supposer, Rocky’s 229 Course Descriptions
MTH 432 Boots, LOTUS, function plotters, MU Math, oped. Finite permutation groups (Cayley’s Advanced Calculus Calculus Pad and DERIVE to determine their value Theorem) and their applications in science and arts in illuminating concepts in the curriculum. (Prerequisite: MTH 223) are studied. Students compare generic or textbook software A look at sets, functions and the real numbers as MTH 442 versus the process of writing programs. Discusses an ordered set. Topics include the Completeness Functions of Complex Variables and its the impact of fast computations and graphics on axiom, cardinality and Cantor’s Theorem; Applications the choice of topics in the mathematics curriculum. sequences, subsequences, monitonicity and bound- Addresses equity issues related to usage of com- edness; the Bolzano-Weierstrass Theorem, LimSup (Prerequisite: MTH 416) puters and labs. Requires access to the National and LimInf; topology of R1 and R2; open sets and This course is a study of functions of complex vari- University computer lab. limit points. Also discusses compactness and the ables and their applications to other mathematics MTH 411 Heine-Borel Theorem; the properties of continuous branches, sciences, and engineering. The following functions, uniform continuity, the mean-value Number Theory topics will be examined: the complex plane, analyt- Theorem, inverse functions and differentiability; ic functions, integration and Cauchy’s Theorem, (Prerequisite: MTH 215 or MTH 216A/B or MTH the Riemann integral and the Lebesgue Measure. sequences and series, residue calculus, Fourier and 209A) MTH 433 Laplace transforms, and applications. An examination of fundamental concepts of num- Differential Equations MTH 450A bers, including divisibility, congruencies, the distri- Mathematics Project Course I bution of primes, Pythagorean triples, the (Prerequisite: MTH 223) Euclidean Algorithm, the Fundamental Theorem of An analysis of the existence and uniqueness of (Prerequisites: Completion of Mathematics Core for B.S. solutions of ordinary differential equations with Arithmetic, Diophantine equations, Goldbach’s in Mathematics and interview with Department Chair) conjecture and other unsolved problems of number initial conditions. Examines linear systems of ordi- The project courses are not independent study. theory. Emphasizes active student involvement in nary differential equations and the geometry of They are directed student team projects or intern- posing and testing conjectures, formulating solutions of homogeneous linear ordinary differen- ships in mathematics. Requires utilization of previ- counter examples, logical arguments and proofs. tial equations. Discusses applications to electro- mechanical systems and the design of control sys- ously acquired skills and knowledge to complete MTH 412 tems. Graphing calculator is required. the project. Students can select project topics from History of Mathematics industry, government, business, education, or MTH 435 research. (Prerequisites: MTH 215, MTH 216A/B, or MTH Linear Algebra MTH 460 209A) Problem Solving Strategies An examination of the history of mathematics. (Prerequisites: MTH 325 and MTH 220 ) Throughout history, mathematics has changed the An examination of systems of linear equations and matrices, elementary vector-space concepts and (Prerequisites: MTH 416 and MTH 417) way people view the world. This course examines Students will learn about the science and art of currents in the development of mathematics geometric interpretations. Discusses finite dimen- sional vector spaces, linear functions and their problem solving. The course will develop student’s throughout ancient Egypt, Babylon, China and the abilities to solve mathematics problems. The aim in Middle East. It studies math’s influence on society matrix representations, determinants, similarity of matrices, inner product, rant, eigenvalues and the course is not to impart any specific body of through the major events of Europe, contemporary knowledge, but rather to foster the students’ developments and some projections into the eigenvectors, canonical form and Gram-Schmidt. Computer software demonstrates computational under-standing that mathematics is a science of future, including the women and men who played identifying, solving problems and generalizing. the key roles in evolution. Readings and problems are techniques with larger matrices. Graphing calcula- course helps prospective mathematics teachers to taken from original as well as secondary sources. tor or appropriate software may be required. acquire their professional skills in the teaching of MTH 416 MTH 438 mathematics in secondary school to teach and Algebraic Structures Applied Mathematical Modeling assess problem solving. The survey of most famous math problems will be given. Most popular prob- (Prerequisites: MTH 325 and MTH 435) (Prerequisite: MTH 325) lems from the secondary school mathematics A capstone course for the B.S. in Mathematics, this A look at groups, rings and fields, as well as appli- course will be considered. The course includes the course culminates the mathematics major studies cations of these systems. Discusses equivalence description of main approaches to solving stan- and should be taken at or near the end of the pro- relations, Lagrange’s Theorem, homomorphisms, dard and challenge math problems. Students will gram. Addresses important problem areas such as isomorphisms, Cayley’s Theorem and quaternions. learn strategies most widely used: pattern recogni- political science, ecology, psychology, sociology, Also examines error correcting codes and issues of tion, working backwards, guess and test, experi- economics, anthropology, business and institution- cryptography. Graphing calculator may be mentation or simulation, reduction expansion, al planning using mathematical techniques from required. organized listing and exhaustive listing, logical areas such as calculus, geometry, probability and MTH 417 statistics, linear and matrix algebra and linear pro- deduction, mathematics induction, divide and con- Foundations of Geometry gramming. Discusses principles and methods of quer, writing equations, producing fruitful sketch- constructing, analyzing, interpreting, evaluating es. (Prerequisites: MTH 216B and MTH 325) and refining models. Compares mathematical MTH 461 A discussion of fundamental ideas and processes models, including analytic and simulation, discrete Methods of Teaching Mathematics common to Euclidean and non-Euclidean and continuous and deterministic and stochastic. Geometries, including projective, affine and metric Graphing calculator is required. (Prerequisites MTH 307, MTH 325, MTH 412, MTH geometry. Examines the interplay between induc- 460) tive and deductive reasoning and formal and infor- MTH 440 Designed as a critical inquiry into present-day ten- mal proof. Addresses uses in areas such as science Numerical Analysis dencies in teaching mathematics in order to help (transformations, scaling), art (Escher-type tessella- prospective mathematics teachers to acquire their tions, projections), architecture (three-dimensional (Prerequisite: MTH 220) professional skills in the teaching of mathematics figures) and computer science (fractals, computer- An introduction to numerical computation in secondary school. Fundamental concepts of aided design). employed so widely in industry and research. Discusses errors in numerical computation, trunca- mathematics teaching, main teaching strategies, MTH 418 tion and discretization and machine storage restric- methods and forms of organization of students Statistical Analysis tions. Examines function approximation, roots of learning, survey of concepts of basic mathematics, nonlinear equations, systems of linear equations, algebra, geometry, trigonometry, functions, discrete (Prerequisites: MTH 210 and MTH 220 ) algebraic eigenvalue problems, polynomial inter- mathematics, probability, statistics, beginning cal- An examination of statistical applications to busi- polation and cubic spline interpolations, quadra- culus will be studied. Effective approaches to the ness, computer science, psychology, education, tures, numerical differentiation, initial and bound- teaching of main mathematics will be discussed. social sciences and mathematics. Covers funda- ary-value problems. May utilize programmed algo- Graphics calculators, computer mathematics learn- mental concepts of probability distributions, math- rithms. Graphing calculator is required. ing and tutorial software, different kinds of manip- ematical models relating independent and depen- ulation and their used in classroom also will be dent random variables, hypothesis testing and MTH 441 considered. experimental design. Study includes fundamental Abstract Algebra with Applications analysis of variance, various distributions and MTH 490 methods of regression, analysis and scaling. (Prerequisite: MTH 416) Guided Study Popular software such as SPSS or Minitab may This course continues and advances the work done illustrate examples and concrete problems. in MTH 416 Algebraic Structures, discussing select- (1.5-4.5 quarter units) Graphing calculator is required. ed fundamental algebraic structures and their Individual study under direction of a faculty mem- applications to computations. The main concepts ber. Requires prior approval of appropriate acade- of Sylow Theory of finite groups, Galois Theory, mic department and school dean. Requests should Lattices Theory, Coding Theory and Cryptography, be made well in advance. Boolean Algebra and Switching Theory are devel- 230 Course Descriptions
MUL 350 and social behavior. Covers human-computer MUL – Multimedia Web Presentation interaction issues specific to video gaming, such as MUL 310 cognitive processing, reaction time, idiosyncratic (Prerequisites: MUL 332 and MUL 340) Introduction to Video Gaming navigation, and non-traditional interface design. Provides a hands-on introduction to the basics of Topics include motivation, addiction, fantasy Web presentation. Students apply aesthetic and (Prerequisite: ENG 100/101 and COM 100 or COM escapism, conflict, aggression, reward, player pres- usability criteria to produce Web presentations, 200) tige, and alienation. “movies” and other animated components for An overview of video gaming and its applications: placement into websites. Covers technological con- the current soft- and hardware tools used to build MUL 330 Communication Tools straints of Web presentation and animation, appro- and deliver video games; the history and evolution priate uses of motion in a Web page and digital of the field; and its social and ethical implications. (Prerequisites: ENG 100/101 and COM 100) asset management for optimal delivery of animat- Students learn the fundamentals of how a video An overview of digital communication tools and ed content. Software instruction is in Macromedia game is created from its inception to release and Flash. become familiar with the roles of programmers, techniques used in today’s workplace, as well as designers, artists, and writers in developing the an introduction to message design and the social MUL 360 product. Includes an overview of the basics of and ethical responsibilities attending the digital Digital Audio and Video mathematics and physics used in video game communication field. Through intensive practice, development, as well as the computer languages students learn how to write for various business (Prerequisites: ENG 100/101 and COM 100) appropriate for the various game genres: action, purposes, such as analytical, descriptive, procedur- Provides a hands-on introduction to the basics of role-playing, adventure, simulation, etc. al, summative and technical. They learn copy edit- digital audio and video. Students produce and edit ing and formatting techniques in conjunction with a/v clips and apply aesthetic and usability criteria MUL 315 traditional and online research skills. Software to their placement in websites and CD-ROM pre- Video Game Design instruction includes MS Word, PowerPoint, sentations. Covers technological constraints of Internet browsers, compression utilities and FTP video and sound files; appropriate uses of sound (Prerequisite: MUL 310) programs. and video to enhance message delivery; and the An in-depth review of video game development, MUL 331 management of digital assets for optimal delivery with emphasis on game design theory and prac- Principles of Graphic Design of media. Software instruction is in Adobe tice. Students learn from fundamental principles Premiere, Sonic Foundry Sound Forge and Acid and strategies of game design to transform a story (Prerequisites: ENG 100/101 and COM 100) Pro. or game vision into a virtual environment proto- A hands-on introduction to the principles and tech- type that integrates player activity, interface, and MUL 370 niques of graphic design for print and digital graphics. They become familiar with basic algo- Digital Interactivity media that covers print vs. digital production; res- rithms that control interactivity and representation, olution and size considerations; vector vs. raster and learn about the various tools available to (Prerequisites: MUL 332 or MUL 336) formats; color theory and layout principles; typog- designers, such as prototyping software and game Provides a hands-on introduction to the basics of raphy; file formats, output and management. engines. Software instructions is in Anark and Web interactivity and its potential for e-business, Software instruction is in Adobe Photoshop. Genesis3D. entertainment and education. Students apply aes- MUL 332 thetic and usability criteria to visual, textual and MUL 318 Electronic Design and Layout aural components integrated into interactive pre- Video Game Production sentations, games and instructional media. Covers (Prerequisites: ENG 100/101 and COM 100) technological constraints of Web delivery, interac- (Prerequisite: MUL 315) An introduction to layout design for print and Web tive design and composition and media integration A survey course in the fundamental principles and publishing that covers typography, layout theory, techniques. Software instruction is in Macromedia strategies of video game production. Students prepress production methods and project manage- Director. assume the role of producer, as they learn game ment. Emphasizes practical development tech- assembly, project management and tracking. The MUL 380 niques to produce digital visual images efficiently. course introduces the challenges posed by the ever 3-D Modeling and Rendering Software instruction is in Adobe Illustrator. changing technologies used to make and deliver video games, and students become familiar with MUL 335 (Prerequisites: ENG 100/101 and COM 100) the many different game engines available to Desktop Publishing Provides a hands-on introduction to the basics of developers. Software instruction is in Anark, 3-D graphics in still and animated formats. Genesis3D, MS Project, and Concurrent Version (Prerequisite: MUL 332) Students produce basic 3D elements and apply aes- System/Revision Control System (CVS/RCS). This course covers the stages of publishing in print thetic and usability criteria to their placement in Taken concurrently with MUL 318A. media from the inception of a project through to digital and print media applications. Covers tech- the distribution of a finished product. It provides nological constraints of 3D applications; appropri- MUL 318A students with the opportunity to put their theoreti- ate uses of still and motion 3D elements to enhance Video Game Production Lab cal and classroom knowledge to practical use in message delivery; and the management of digital the design, creation and printing of a project. assets for optimal delivery of media. Software (Prerequisite: MUL 315) Topics include: typography, layout theory, pre- instruction is in 3-D Studio Max. This laboratory course provides students with an press production and project management. opportunity to use tools and methods of video MUL 385 Students learn through intensive practice layout game production. While not intended to be an Video Game Animation techniques for digital and print delivery. Software extensive and comprehensive course on the game instruction is in QuarkXPress. production process, the lab introduces the student (Prerequisite: MUL 380) to the basic tools while providing hands-on experi- MUL 336 Provides a hands-on introduction to the basics of ence on how they are used to produce the final 2-D Graphic Imaging 3D and character animation for video game devel- product. This will include teaching the student the opment. Students produce basic 3D environments fundamental parts of video game engine and pro- (Prerequisites: MUL 331 and MUL 332) and animation, as well as animated characters for viding examples of how the professional commu- An intermediate course in computer-aided photo- use in video games and simulations. They apply nity makes modifications to these engines to graphic manipulation and the merging of vector aesthetic and usability criteria specific to video achieve specific objectives. The student will also and raster graphic files used in web authoring and games. The course covers technological constraints use tracking software during game production. print design. Students produce images in a variety of 3D and character animation; appropriate uses of Software instruction is in Anark, Genesis3D, MS of digital formats, applying aesthetic and composi- animated 3D characters and elements to enhance Project, and Concurrent Version System/Revision tion design principles. Covers technological limita- game message delivery and interactivity; and the Control System (CVS/RCS). Taken concurrently tions of Internet graphics. Software instruction is in management of digital assets for optimal delivery with MUL 318. Adobe Photoshop and Illustrator. of media. Software instruction is in 3D Studio Max. MUL 325 MUL 340 MUL 410 Psychology of Games Principles of Web Design Authoring Corporate Training I
(Prerequisite: PSY 100) (Prerequisites: ENG 100/101 and COM 100) (Prerequisites: ENG 100/101 and COM 100) An overview of the psychological aspects of game Introduces the terminology, history and evolution Provides an introduction to instructional design for playing, with particular emphasis on video gam- of web design and the use of hypertext. Provides corporate training through e-learning and multi- ing. The course presents the historical foundations an overview of effective web page design and effi- media. Students evaluate digital training packages of research into human play activity, as well as cur- cient site architecture. Covers content develop- according to instructional design theory and learn rent research into video gaming and its impact on ment, navigation and usability. Software instruc- multimedia authoring skills to apply to instruc- individuals and society. Students learn about the tion is in Dreamweaver. Certified Internet tional modules they produce. Covers learning the- interaction between people and video games in Webmaster CIW curriculum included, ories, authoring tools, multimedia development terms of individual sensory response, personality, and usability criteria applied to instructional 231 Course Descriptions
MUL 460 MUS 100A media. Software instruction is in Macromedia Advanced Digital Audio and Video Fundamentals of Music: Creation and Authorware. Performance MUL 411 (Prerequisite: MUL 360) Authoring Corporate Training II Advanced digital audio and video production (Prerequisite: MUS 100) techniques. Students write scripts, create story- A hands-on laboratory course. Students devote (Prerequisite: MUL 410) boards and program a/v clips for business, enter- workshop time to creation and performance of Provides an overview of advanced techniques of tainment and educational purposes. Covers music. instructional design and development for corpo- advanced Web casting techniques and strategies to MUS 326 rate training through e-learning and multimedia. overcome technological limitations of Web video Students develop and conduct in-depth needs and sound. Software instruction is in Sonic Survey of American Music History assessment procedures to determine instructional Foundry Sound Forge, Adobe Premiere and Terran A survey of the evolution of American music from content and delivery style of digital training mod- Media Cleaner. the Colonial period to the present. Emphasizes ules they produce—organizing, editing and pro- MUL 470 political, social and economic developments as gramming content for Web and CD-ROM delivery. Interactive Multimedia related to the evolution of American music. Styles Covers project management, message design and of music may include colonial hymns and psalters, usability testing for performance. Software instruc- (Prerequisite: MUL 370) American Indian music, African slave music, min- tion is in Macromedia Authorware. Provides hands-on training in the production of strel/sentimental songs, spirituals, folk/country MUL 420 interactive products for e-business, entertainment music, brass bands, ragtime, jazz, blues and con- Multimedia Arts Portfolio Project and education. Students conduct needs temporary music. assessments for a variety of potential interactive MUS 327 (Prerequisites: All Multimedia Arts Core Courses) presentations, games and instructional media and In this two-month capstone course, students apply project management skills to a product they World Music + produce. Covers strategies to overcome the techno- assemble a portfolio of their best work from previ- (Prerequisites: ENG 100/101 ) logical constraints of Web and CD-ROM delivery; ous Multimedia Arts courses and edit and/or An exploration of musical traditions and tech- interactive design theory and practice; needs improve those pieces. Suitable to show a prospec- niques in a variety of contexts, including China, assessment procedures; and methods of project tive employer, the portfolio will include digital Japan, India, Bali, Ethiopia, Iran, the Arabic Near management. Software instruction is in presentations—graphics, websites and anima- East and South America. Broadens students’ cul- Macromedia Director. tions—and printed samples, as well as multimedia tural understanding of music. documentation, such as creative briefs, proposals, MUL 471 flow charts, executive summaries and descriptive Advanced Interactivity for 3-D critiques. NSG – Nursing (Prerequisite: MUL 470) MUL 430 NSG 211 Advanced 2-D Imaging Provides advanced training in the production of interactive products using 3-D for e-business, Health Assessment (Prerequisite: MUL 336) entertainment and education. Students conduct (Prerequisite: admission to nursing program and com- An advanced course in computer-aided graphic extensive reviews of interactive presentations, pletion of required general education preparation with a manipulations as used in Web authoring. Students games and instructional media and apply lessons minimum GPA 2.75) produce images in Web-standard formats, applying learned to programming 3-D models in interactive aesthetic and composition design principles. environments. Covers advanced techniques to NSG 200 Covers strategies to overcome technological limita- overcome the technological constraints of Web and Foundations of Nursing Practice tions of intent graphics; software add-ons and CD-ROM delivery; interactive 3-D design theory extensions to aid graphic design; and digital and practice; and methods of project management. (Prerequisite: C or better in NSG 211) design project management theory and practice to Software instruction is in Macromedia Director. NSG 200A produce graphics efficiently. Software instruction is MUL 480 Foundations of Nursing Practice Clinical in Adobe Photoshop. 3-D Animation Laboratory MUL 440 (Prerequisite: C or better in NSG 211 Multimedia Design for the Web (Prerequisite: MUL 380) Provides a hands-on introduction to the basics of NSG 205 (Prerequisite: MUL 340) 3D animation. Students produce basic 3D anima- Nursing Process I: Medical-Surgical Nursing Intermediate Web page authoring and site design. tion and apply aesthetic and usability criteria for Students compile graphics, animation and text to appropriate and effective use. Covers technological (Prerequisite: C or better in NSG 200 and Pass 200A produce sites that demonstrate e-business, enter- constraints of 3-D animation; appropriate uses of tainment and distance education uses of the animated 3-D elements to enhance message deliv- NSG 205A Internet. Students apply aesthetic and usability cri- ery; and the management of digital assets for opti- Nursing Process I: Medical-Surgical Nursing teria to websites developed according to industry mal delivery of media. Software instruction is in Clinical Laboratory practice. Software instruction is in Macromedia 3D Studio Max. (Prerequisite: C or better in NSG 200 and Pass 200A Dreamweaver. MUL 481 MUL 445 Character Animation NSG 300 Management of Web Projects Making the Transition to the Role of the (Prerequisite: MUL 480) Professional Nurse (Prerequisite: MUL 440) Provides a hands-on introduction to the basics of Advanced course in managing the development of 3-D character animation. Students produce basic 3- An exploration of the role of the professional nurse Web-based products. Students use project manage- D character animation and apply aesthetic and for the independent duty corpsman (IDC). ment tools as they produce websites for e-business, usability criteria for appropriate and effective use. Compares the role of the professional nurse with entertainment and distance education. Covers Covers technological constraints of 3-D character other health care roles. Focuses on nursing assess- product life cycle planning, risk analysis and animation; appropriate uses of animated 3-D char- ment, nursing diagnosis, nursing intervention and client-oriented rapid development. Software acters to enhance message deliver; and the man- evaluation. Includes a required clinical practicum. instruction is in MS Project, Excel and Word. agement of digital assets for optimal delivery of NSG 301 media. Software instruction is in 3-D Studio Max. MUL 450 Practicing the Role of the Professional Nurse Advanced Web Presentation MUS – Music An overview of the practicing role of the profes- (Prerequisites: MUL 350 and MUL 340) sional nurse. Focuses on assuming responsibility Provides hands-on training in advanced Web pre- MUS 100 for the nursing care of complex clients in an acute care setting. Includes a required clinical practicum. sentation techniques. Students learn media integra- Fundamentals of Music tion techniques for quick-loading websites that use NSG 310 An examination of the basic structure of Western streaming vector animation and sound. Covers Professional Nursing Values conceptual approaches to building interactivity music, musical styles, form, different periods and into Web presentations; advanced usability testing their chief representatives and the dynamics of An introduction to fundamental values as a foun- for user satisfaction; and digital asset management musical expression and appreciation. Introduces dation for professional nursing practice. This theory and practice. Software instruction is in students to the music of many cultures and to vari- course provides registered nurses with an under- Macromedia Flash. ous techniques of creating compositions. standing of key components necessary for demon- stration of professional value-based behaviors. The concept of caring will be examined through the 232 Course Descriptions
NSG 430 values of altruism, autonomy, human dignity, practice. Includes simulated application of selected Case Management and integrity and social justice. frameworks to nursing practice. Patient Care Management NSG 311 NSG 402 Health Assessment Knowledge-Based Practice: (Prerequisites: NSG 400, NSG 401 and NSG 402) Linking Scholarship to Professional Practice An exploration of the changes in patterns of nurs- Holistic health assessment as the basis for nursing ing care delivery and management of delivery sys- intervention and practice. Interviewing skills, An application of nursing knowledge to the prac- tems. Emphasizes leadership and skills required health history, physical examination, cultural varia- tice of professional nursing. Emphasizes the link for a leader. Examines management decisions tions and laboratory and diagnostic procedures between knowledge development, evolving nurs- using decision making theory. This course includes throughout the lifespan of clients. ing care standards and regulation of nursing prac- a required clinical practicum. tice. Develops clinical standards, care pathways NSG 314 NSG 431 and guidelines. Nursing Process II: Child-Bearing Family Nursing Health Service Systems Management NSG 403 (Prerequisite: C or better in NSG 205 and Pass 205A NSG 314A Theoretical Models and Conceptual Frameworks (Prerequisites: NSG 400, NSG 401, NSG 402 and NSG Nursing Process II: Child-Bearing Family Nursing as a Basis for Nursing Practice 430) Clinical Laboratory An exploration of decision-making, hospital infor- NSG 404 mation systems and the organizational climate of a (Prerequisite: C or better in NSG 205 and Pass 205A selected health-care delivery system. Helps devel- Pharmacology for Nurses op a broad understanding of the complexity of NSG 315 health care management. This course includes a Nursing Process III: Pediatric Nursing** NSG 410 required clinical practicum. Nursing in the Community: Population-Focused (Prerequisite: C or better in NSG 314 and Pass 314A NSG 433 Practice NSG 315A Nursing Leadership and Management Nursing Process III: Pediatric Nursing Clinical (Prerequisites: NSG 400, NSG 401, NSG 402 and NSG (Prerequisite: Completion of all 300-level nursing courses) Laboratory 411) A study of community health nursing concepts as NSG 433A (Prerequisite: C or better in NSG 314 and Pass 314A they apply to the health of individuals. Explores Nursing Leadership and Management Clinical the nursing care of individuals in the community NSG 320 Laboratory using primary, secondary and tertiary models of Nursing Process IV: Medical-Surgical Nursing II therapeutic intervention. This course includes a (1.5 quarter units) (Prerequisite: Completion of all 300-level nursing courses) (Prerequisite: C or better in NSG 315 and Pass 315A required clinical practicum. NSG 411 NSG 440 NSG 320A Issues in Professional Nursing Nursing Process IV: Medical-Surgical Nursing II Nursing in the Community: Frameworks for Clinical Laboratory Practice (Prerequisites: NSG 400, NSG 401 and NSG 402) A capstone course that explores the historical roots (Prerequisites: NSG 400, NSG 401, NSG 402 and NSG (Prerequisite: C or better in NSG 315 and Pass 315A and current catalysts of complex issues of nursing 412) NSG 322 education, practice and scholarship. Also analyzes A study of providing nursing care to families in the multiple interpretations of selected issues and Introduction to Biomedical Statistics community. Explores nursing care using primary, strategies for resolving issues. secondary and tertiary models of intervention. This An introduction to statistical procedures common- course includes a required clinical practicum. ly used in the analysis of nursing research data. ODV – Organizational Development Teaches the utilization of computers and statistical NSG 412 software in the analysis of data. Nursing in the Community: Health Care Delivery ODV 410 Organizational Development, Career Systems, NSG 325 (Prerequisites: NSG 400, NSG 401 and NSG 402) and Training and Development Nursing Process V: Psychosocial Nursing** A study of community health nursing concepts as (Prerequisite: C or better in NSG 320 and Pass 320A they apply to the health of groups and the commu- (Prerequisite: HRM 409B) nity at large. Explores nursing care using primary, A survey of organizational development, career NSG 325A secondary and tertiary models of intervention. This systems, and training and development practices. Nursing Process V: Psychosocial Nursing Clinical course includes a required clinical practicum. The course explores and defines the origin and Laboratory NSG 420 interrelationship of the three areas under the aus- Introduction to Quantitative Research pice of Human Resource Development. The explo- (Prerequisite: C or better in NSG 320 and Pass 320A ration examines these areas as they relate to help- NSG 340 (Prerequisites: NSG 400, NSG 401, NSG 402 and ing practitioners achieve organizational goals and Nursing Role Transitions: Introductory Nursing MTH 210 or NSG 322) increase effectiveness. Students learn about both theory and practice as it relates to their ability to Management and Leadership (1.5 quarter units) A study of quantitative research in nursing. Evaluates current research using descriptive, corre- assist individuals while seeking greater conso- (Prerequisite: C or better in NSG 325 and Pass 325A lational and experimental designs. Critiques perti- nance between individual, group, and organiza- nent research for use in nursing practice. tional change and growth. NSG 340A ODV 420 Nursing Role Transitions: Introductory Nursing NSG 421 Introduction to Organizational Behavior Management and Leadership Clinical Introduction to Qualitative Research Laboratory (Prerequisites: NSG 400, NSG 401, NSG 402 and (Prerequisite: HRM 409B) An introduction to the impact that individuals, (Prerequisite: C or better in NSG 325 and Pass 325A MTH 210 or NSG 322) groups, and structure have on behavior within A study of qualitative research in nursing. organizations for the purpose of applying such NSG 400 Evaluates current research using selected qualita- knowledge toward improving an organizations Theory Based Nursing: tive methods. Critiques pertinent research for use effectiveness. The course will focus on work-relat- Introduction to Transcultural Nursing in nursing practice. ed behavior with an emphasis on individual and A study of Leininger’s theory of culture care diver- NSG 422 group performance as it relates to organizational sity and universality. Focuses on strategies for Introduction to Nursing Research productivity and processes. A central theme will assessing and intervening with sensitivity to differ- be the development of “people” skills to help all ences in patients from many cultures. Develops a NSG 429 employees- staff, front-line supervision, and man- theoretical framework for practice that is sensitive agement- improve their effectiveness. Health Economics to culturally diverse individuals. ODV 600 NSG 401 An economic approach to the study of health care Theory and Practice of Organizational services provision. Illustrates the usefulness of eco- Model Based Practice: Development nomic and strategic analysis to the study of public Exploring Conceptual Frameworks policy issues in health care. The course overviews how, why, and when to inte- A survey comparing and contrasting nursing con- grate the behavioral sciences with human resource ceptual frameworks. Explores different worldviews management principles to increase individual and inherent in paradigms and the impact on nursing organizational effectiveness. Students will analyze, 233 Course Descriptions
PAD 626 PAD 643 evaluate, and design relevant theories as they Public Personnel Policy Bargaining and Negotiation in the Public Sector relate to practical application in the workplace. ODV 601 An examination of the important aspects of per- An analysis of bargaining and negotiation princi- sonnel management in government, including civil ples and practices in the public sector. The course Integrating Performance Management, service procedures, affirmative action, employee focuses on the financial issues of contract negotia- Technology, and Organizational Communication motivation and organizational development. tions and labor relations. Case studies, simulation exercises, research projects and group discussions This course examines and assesses how technology PAD 627 complement the presentation of theory and practi- can best be integrated into and utilized in the Quantitative Methods in Public Administration workplace to maximize human performance. cal experience in developing effective negotiation Implications for information management and A practical study of graphical methods and statisti- skills. organizational communication are investigated cal procedures specifically aimed at presenting, and classified. A key aspect is how the two com- interpreting and solving problems related to public PED – School Psychology ponents are impacted by organizational communi- administration. (This course cannot be substituted cation. It examines current trends in enterprise- where MS 601 is required.) wide technology solutions, specifically as they PED 604 relate to HRM and OD, implementation of technol- PAD 630 Orientation and Field Experience in School ogy, productivity as it relates to use and misuse, Government Community Relations Psychology and how it facilitates change in human perfor- An exploration of how to communicate with citi- mance and organizational growth. An exploration of the field of School Psychology zens in a positive and helpful fashion. Discusses and its suitability as a personal career choice. ODV 606 how to interact with community groups and the Emphasis is on an understanding of the multiple Seminar in Training and Development press and how to promote public understanding of roles of school psychologists that includes counsel- and support for, government activities. Employee development is the responsibility of the ing, coordination and collaboration. Field experi- line manager, the human resources professional, PAD 631 ences, using interviews and observations, will give and the employee. This course provides essential Urban Planning and Redevelopment students insight into their future vocations. managerial-level comprehension of training theory Emphasis is placed on oral and written communi- and its practical applications in the business and An examination of historical development of urban cation, and observational skills. Practicum experi- management environment. Students learn the planning practices and concepts, general plans and ence is required. functions and duties of training: trainer/developer, their elements in the urban community. Also dis- the identification and assessment of training needs, cusses the use of technology in planning. Students PED 637 program design and development, selection of must complete a minimum of five Public School Psychology Action Research delivery methods and means of instruction, the Administration courses prior to taking this course. implementation of training programs, and evalua- PAD 632 (Prerequisite: ILD 680) This course is designed to provide the knowledge tion. The course integrates training and develop- Financial Management and Grant and skills required to understand, interpret, gener- ment, organizational development and career Administration development, critical components of Human ate and evaluate research relevant to school psy- Resource Development. An exploration of current governmental fiscal chology. The work of the school psychologist will ODV 608 management techniques and issues. Examines vari- be emphasized throughout the course as students Research Seminar in Current Issues/Trends in ous types of financial and technical assistance to produce a major action research and writing pro- ject.This course will include relevant aspects of Applied Organizational Development quasi-governmental and non-profit management organizations. professional writing while remaining focused on This course is focused on a selected combination of PAD 633 the practical needs of educators who wish to join published empirical research and current issues in the larger professional community in their field of Media Relations organizational development interventions and specialty. Maximum length of time is 12 months. strategies. Articles for discussion will be drawn A study of the process for developing a strategy (Note. Grading is gy H (honors), S (satisfactory), or from journals and popular press in several fields, and designing a plan of action for working with U (unsatisfactory). Class size is 5. including economics, the behavioral sciences, man- the media. Discusses approaches for generating PED 665 agement science, business administration, and else- publicity, enhancing fundraising, building mem- where as they relate to the practice of organization- bership, developing relationships, changing public Test and Measurements al development interventions and techniques. policy and handling crises. Focuses on the needs of (Prerequisite: PED 604 ) Faculty will guide students through written review society and strategic communications plans that of research and current practices, and seminar dis- promote social and public policy change. Covers concepts of validity, reliability, norms, item cussions in order assist the HRM and ODV analysis, and standardization; selection, adminis- Professional in their service as a change agent to PAD 640 tration, and interpretation of published psychologi- company management. Public Finance cal and educational tests; development of measur- able goals by decision makers for various evalua- ODV 610 An overview of the fundamental microeconomic tion purpose, and the development and /or selec- Advanced Studies in Organizational Behavior in analysis of policy issues in public finance, empha- a Diverse Society sizing taxation. Major topics include public good tion of tests, and collection of data. An in-depth review of current organizational and externalities, tax incidence and equity and fis- PED 666 behavior issues in the areas of workforce planning cal federalism. Graduate Seminar in Human Neuropsychology and performance management is covered as it PAD 641 (Prerequisite: PED 604) relates to employee diversity. Using case studies, Local Government Budgeting the course provides an integrated perspective of Explores the theories and analysis of brain func- theory and practical aspects of interpersonal and A comprehensive, straightforward look at local tion, structure, and brain behavior relationships. group communication, organizational structures government budgeting. Topics deal with include PED 667 and system, and employee performance in the the advantages and disadvantages of various diverse workplace. approaches to revenue projection, the collection Behavior Pathology in the Schools and review of departmental proposals, the devel- (Prerequisite: PED 604) opment of capital budgeting policy and other bud- Examines the developmental, biological, psychoso- PAD – Public Administration geting tasks. Also considered are budget imple- cial, and cultural variables in the etiology of behav- PAD 620 mentation, accounting and financial reporting. A variety of methods for maintaining budgetary bal- ioral disorders. Students will become familiar with Foundations of Public Administration ance, preventing overspending and dealing with characteristics, classification and diagnosis of behavioral disorders that are encountered in school A general survey course covering the role of the contingencies are presented and discussed. settings. public sector manager in American society today. PAD 642 Studies current issues and leading concepts in the Seminar in Public-Private Financing Partnerships PED 668A field of non-profit management. Behavioral Research: Design and Analysis PAD 622 An examination of financing partnerships between Seminar in Urban Affairs private businesses and public agencies such as (Prerequisite: Advancement to Candidacy, PED 667 school districts, college and university institutions and PED 670) An examination of influences affecting decisions in and city and state governments. The course focuses Focuses on behavioral principles and their applica- the urban political arena. Covers segments of the on the design and construction of needed public tions to diverse populations. Students will investi- community that impact the decision-making facilities and the sponsoring of commercial rede- gate the philosophy of behaviorism, experimental process (i.e., employee groups, labor influences, velopment projects. Case studies provide detailed and applied behavior analysis. community groups, media and other special inter- coverage of the complex process involve in taking ests). Examines the relationship between intergov- a real estate project from conceptualization ernmental agencies. through construction.
234 Course Descriptions
PED 668B PED 690 Spectrum Disorders, Physically Impaired, Basic Behavioral Analystic Principles School Psychology Internship IV Traumatic Brain Injured and Dual Sensory (Prerequisite: Advancement to Candidacy and PED Impaired. (Prerequisites: students must have completed all pro- 668A) PED 675 gram coursework, must be enrolled in their internship Provides a philosophy of behaviorism as well as Alternative Assessment for Multicultural and have permission of the faculty advisor) experimental and applied behavior analysis. This Populations Students are placed in a school setting and expect- class is a continuation of 668A and continues to ed to perform a variety of school psychology relat- focus on behavioral principles and the applications (Prerequisite: PED 674) ed activities for a minimum of 1200 hours. to diverse populations. This is an advanced course that focuses on selec- PED 694 tion, educational implications, use of alternative PED669A Thesis assessment techniques, eligibility for special educa- Advanced Applied Behavior Anaylsis: tion, diagnosis of disabling conditions, recommen- (Prerequisite: ILD 680) Application of Behavioral Principles in School dations for remedial techniques and IEP develop- Provides supervised experience culminating in the Settings ment. Students will discuss the role of primary lan- completion of a thesis project that was designed in guage and soci-cultural variables on (Prerequisite: Advancement to Candidacy, PED 668A ILD 680. Maximum length of time is 12 months. cognitive/educational development, the implica- Class size is 5. (Note. Grading is by H (honors), S and PED 668B) tions of psycho-educational assessment on least (satisfactory), or U (unsatisfactory).) Examines functional assessment procedures. restrictive placement and integrating assessment Emphasis is placed on providing students with an materials for the purpose of writing psychological understanding of both procedural and conceptual test reports. PHL – Philosophy issues surrounding intervention for children with severe behavior problems following functional PED 678 PHL 100 assessments. Practicum in School Psychology Introduction to Philosophy PED669B (Prerequisites: PED 671,PED 672, PED 673, PED 674, (Prerequisites: ENG 100/101) Advanced Applied Behavior Analysis: and PED 675) A study of the variety of ways of thinking about Application of Behavioral Principles in the The purpose of the school-based practicum is to such fundamental issues as knowledge and belief, Technology of Teaching provide students with an orientation to school and human nature, the nature of reality, the existence of community professional as well as to clarify the supernatural being(s) and the relationship between (Prerequisites: PED 668A, PED 668B and PED 669A ) role of the school psychologist. The student will self, mind and the body. Develops philosophical Examines advanced issues related to designing and have the opportunity to observe school psycholo- thinking skills and awareness of world philoso- evaluating behavioral assessment and instructional gists conduct psycho-educational assessments, phies. interventions in school and educational systems. develop behavioral interventions, participate in PHL 238 Students will examine assessment instruments child study team meetings, and provide feedback developed to support functional academic assess- to parents. Students are expected to gain experi- Critical Thinking in Everyday Life ence working with children in a multitude of set- ments. (Prerequisites: ENG 100/101) tings, including preschool, elementary, middle and PED 670 senior high school as well as special education cen- An introduction to the skills needed to rationally Social Psychology in Educational Settings ters. Students are placed in a school setting and and critically evaluate common forms of illogical attend a university-based seminar. reasoning, verbal sleights of hand and the use of (Prerequisite: Advancement to Candidacy and PED language to distort and confuse. Emphasizes criti- 668B) PED 680 cal thinking in real-world applications involving Focuses on how individuals are affected by, an in Roles, Issues and Ethics in School Psychology advertising, politics, claims of the paranormal and turn affect social processes. Topics include social controversial issues like abortion. Also covers the cognition; social influences on beliefs, attitudes, (Prerequisite: Advancement to Candidacy) basics of deductive and inductive reasoning. Introduction to professional, ethical, legal, theoreti- and identity; conformity and persuasion; culture PHL 320 and gender; small group influences and processes; cal,and practical aspects of School Psychology. Comparative Religion + prejudice, aggression and conflict; interpersonal Students will examine the roles and responsibilities of school psychologists, professional organizations, attraction and love. Application of relevant theory (Prerequisites: ENG 100/101) and research to educational concern and settings is and associations. Historical and social context along with emerging professional issues and direc- A survey of major world religions in cross-cultural made. tions are included. National Standards and ethical and historical perspective. Explores several tradi- PED 671 guidelines for practice are examined. tions, including Hinduism, Buddhism, Assessment of Cognitive Abilities Confucianism, Taoism, Judaism, Islam and PED 683 Christianity. Also discusses the distinction between (Prerequisites: Advancement to Candidacy PED 670, Wellness Advocacy and Interventions through church, sect and cult; the experience of conversion; PED 680, PED 683, PED 668A, PED 668B.) Program Evaluation religious rituals, ceremonies and rites of passage; Intensive practice in administration, interpretation and the construction of legitimacy for contempo- (Prerequisites: Advancement to Candidacy PED 680) and communication of results of assessment for rary new religions. May involve work in oral histo- Provides an overview of current empirically-based metal ability. Emphasis is placed on the many ry. programs addressing student needs such as read- aspects of interviewing, behavioral observation, ing difficulties, school safety, anger management PHL 336 interpretation, and integrating results into case and self-mutilative behavior reduction. Includes Philosophy of Science studies. evaluation of site or district wellness and academic PED 672 interventions. (Prerequisites: ENG 100/101) Advanced Psycho-educational Assessment A survey of major theories of science. Considers PED 685 the nature of scientific knowledge, the roots of sci- (Prerequisite: PED 671) Best Practices Seminar in School Psychology ence in our everyday cognition and behavior, the relation of theory to experimentation, the social Introduces students to the administration, interpre- (Prerequisites: A record of a passing score on the implications of science, the relation of physical to tation, and communication of psycho-educational CBEST and approval of internship site Placement tests. Emphasis is placed on assessing the visual, social science and the relation of science to technol- Specialist. students mush have completed all program auditory, language and sensory disorders. Focus is ogy. prerequisites, completion of PED coursework, 450 hours on achievement and process measures, as well as PHL 339 of practicum and have permission of the faculty advisor) the development of curriculum-based assessment. Study of a Major Philosopher Focus will be placed on interviewing and behav- Students will review the knowledge, skills, and ioral observation. standards of the graduate program in school psy- (Prerequisites: ENG 100/101) chology in final preparation for their employment An in-depth analysis of the writings of a major fig- PED 674 as professional school psychologists. Student will Preschool / Low Incidence Assessment ure in the history of philosophical thought, with prepare for the ETS Praxis examination, complete particular emphasis to be determined by the their program portfolios, and present their school instructor in the context of the specific thinker cho- (Prerequisite: PED 673) project as part of this course. Emphasizes eligibility for special education that sen. PED 687 includes assessment of preschool children, diagno- PHL 375 School Psychology Internship I sis of disabling conditions, recommendations for Environmental Ethics remedial techniques and IEP development. The PED 688 course is also designed to provide an introduction School Psychology Internship II (Prerequisite: ENG 100/101) to the assessment of low incidence populations. PED 689 An exploration of the justification for moral and Exceptionalities explored include Visually School Psychology Internship III legal concerns with natural objects (including non- Impaired, Deaf and Hard of Hearing, Autistic human animals). Examines humanitarian, ecocen- 235 Course Descriptions
PSY 340B tric and utilitarian perspectives. Issues include ani- ism; the political process, including the mass Effective Counseling Techniques II mal rights, animal experimentation, factory farm- media, voting behavior and political parties and ing, species extinction, habitat loss, pollution, con- interest groups; the institutions of government; the (Prerequisite: PSY 340A) servation, industrialization and population control courts, civil liberties and civil rights; and public An examination of intermediate counseling tech- as well as Western cultural assumptions of worth policy. (Includes study of the Constitution) niques, including imagery, role-playing, confronta- and personhood. POL 320 tion, and crisis management. Focus is on applica- tion of techniques applied to clinical, non-clinical PHL 437 Politics of Social Movements and culturally diverse populations. Students will Ethics (Prerequisites: ENG 100/101) gain practical experience through in-class demon- (Prerequisites: ENG 100/101) A global survey of the processes of social and polit- strations and role plays. Grading is on a satisfacto- An examination of theories of value, ideological ical awareness, mobilization and the development ry/unsatisfactory basis. differences and conflicts and practical applications of participation by minorities and other colonized PSY 401 to clarify ethical differences. Emphasizes the dilem- populations. The course emphasizes the sources of Psychology for Managers mas of personal and professional responsibility political instability in Africa, the Middle East, the within a real-world context of business and work- Caribbean, Latin America, the United Kingdom (Prerequisites: ENG 100/101 and PSY 100) place circumstances. and the central European nations. A survey of psychological concepts applied to organizational settings. Emphasizes motivation, POL 490 communication, leadership and personal develop- PME – Project Management Guided Study ment. PME 601 (1.5-4.5 quarter units) PSY 426 Planning, Performing, and Controlling Projects Individual study under direction of instructor. History of Psychology Requires prior approval of appropriate academic This course introduces the in-depth theory and department. (Prerequisites: ENG 100/101 and PSY 100) practice involved in the design and management of Contemporary psychology derives from two main POL 539 projects. It guides students through a systematic sources: (1) the rise of the scientific method and approach to project evolution-concept, study, Dynamics of World Politics worldview in Western Europe during the modern design and implementation. This course also cov- An examination of international relations and poli- era and (2) perennial issues in philosophy through- ers more than fifty case studies taken from real tics, the factors underlying international crises out its entire history in the West. This course companies illustrating successful and poor imple- from different theoretical perspectives and the reviews influences from both sources on the devel- opment of psychology, especially in America. mentation of project management. In addition, the future of the global community. Explores the his- latest developments in the field such as intricate torical and intellectual antecedents of contempo- PSY 427 framework of organizational behavior and struc- rary world events. Biological Psychology ture, global project management, the project man- agement maturity model, “six sigma”, and conflict POL 540 (Prerequisites: ENG 100/101 and PSY 100) resolution modes will be covered. The American Political System A study of the role of biological structures and PME 602 A look into the origins and development of the processes in normal and pathological psychological functioning. Topics include attention, memory, Managing Engineering Competencies and Skills American political system with special emphasis on aspects of democratic theory and practice, polit- mood, emotions, inhibitory and impulse control, This course focuses on human resource aspect, in ical parties, interest groups, public opinion and sexuality, intellectual development, thought disor- particular, modern concepts and practical guide- political ideology and political economy. Students der and social behavior. lines for leading people effectively and confidently are encouraged to pursue topics of particular inter- PSY 428 towards challenging project and organizational est. Developmental Psychology objectives. The concepts behind dealing with diverse project teams, issues of delegation, empow- (Prerequisites: ENG 100/101 and PSY 100) erment, accountability, control, commitment, orga- PSY – Psychology An examination of the developing personality, nizational linkages, alliances and the intricacies of including personal identity, cognition, language, matrix management will be studied. See also courses listed under CHD (Chemical social skills, relational capacities, gender and role learning and socialization for the entire life span. PME 603 Dependency) and HUB (Human Behavior). Product Management PSY 100 PSY 429 Introduction to Psychology Introduction to Personality Theory This course focuses on project management aspects related to product management. This course cov- A survey of the field of psychology as it relates to (Prerequisites: ENG 100/101 and PSY 100) ers three major tasks facing today’s product man- an understanding of human behavior. The study of psychological characteristics of the agers namely analyzing the market, developing PSY 301 individual that endure in stable form for substan- tial periods of time. Examines influential theories objectives and strategies for the product or service Child and Adolescent Development in question, and making decisions about price, of personality and supporting research. advertising, promotion, channels of distribution (Prerequisites: ENG 100/101) PSY 430 and service. Product management utilizes the Familiarizes students with the foundational theo- Introduction to Psychopathology familiar marketing plan as the unifying framework ries of human development, current research direc- for its lessons, and takes a “hands-on” project tions in developmental psychology, major develop- (Prerequisites: ENG 100/101 and PSY 100) approach toward preparing graduates to assume mental perspectives and research approaches in The study of social-cultural views of the position of product management. developmental psychology and issues surrounding normalcy/deviance and theoretical and clinical PME 604 diversity, emphasizing an ecosystemic model of views of healthy/pathological psychological func- thinking about and understanding children and Project Financing and Associated Financial tioning. Examines classification and research in their development. In addition to the previous top- psychopathology within psychology and psychia- Management ics, the following areas will be discussed: the histo- try. ry of childhood; developmental theories and This course focuses on financial management relat- appropriate practices in education; play as a medi- PSY 431 ed to management of projects. This course discuss- um for learning and development; and the field of Theories and Techniques of Psychological es essential concepts in finance related to project discipline particularly as it relates to development, Testing management such as accounting statements and behaviors and considering temperament in chil- their interpretation, forecasting, risk and return, dren. (Prerequisites: ENG 100/101 and PSY 100) time value of money, project budgeting, and pro- An introduction to theories and principles of psy- ject finance management such as working capital, PSY 340A chological testing and measurement and to a vari- cash flow management, accounts receivables and Effective Counseling Techniques I ety of standardized tests of intelligence, personali- inventory and global finance management. ty, achievement, interest, neuropsychology and (Prerequisites: ENG 100/101 and PSY 100) other areas. Emphasizes the principles by which An introduction to basic counseling techniques, tests are constructed and validated. Also examines POL – Political Science such as nonjudgmental listening, reflection, feed- controversies regarding the valid, appropriate and back, goal setting and basic solution skills. fair use of psychological tests. POL 201 Examines concepts of transference and counter American Government and Politics transference and emphasizes therapist attributes PSY 432 such as empathy, congruence, acceptance, genuine- Social Psychology (Prerequisites: ENG 100/101) ness and respect. Includes theory and practice A critical introduction to the structure of American within scope of the course. Grading is on a satis- (Prerequisites: ENG 100/101 and PSY 100) government. Topics include classical and modern factory/unsatisfactory basis. A study of the responsiveness of individuals to 236 democratic theories, constitutionalism and federal- various sources and forms of social influence. Course Descriptions
PSY 439 PSY 491 Major areas of study include persuasion, conformi- Counseling Diverse Populations Guided Study for Honors Students ty, obedience, prejudice, attitude formation and change, social behavior, altruism, aggression and (Prerequisites: PSY 340A, PSY 340B and PSY 438) (Two-month, 4.5 quarter units) the influence of the mass media. Emphasizes social An introduction to diversity and multicultural per- (Prerequisites: Completion of core courses with a GPA of circumstances rather than variations in personal spectives in psychology, and their impact on coun- 3.75 or higher, and the approval of the Department) characteristics, as in personality theory. seling practices. Focus will be on dimensions of In this capstone course students will design a PSY 433 culture, ethnicity, life style, religion, gender, identi- research project under the direction and supervi- Cognitive Psychology ty development models and the effects of privilege sion of a faculty member. The research project will and oppression on individuals and groups. Basic include data gathering, data analysis and interpre- multicultural counseling competencies will be pre- (Prerequisites: ENG 100/101 and PSY 100) tation of data and will be written in APA style and sented, with opportunities for student self-exami- The study of psychological functioning in the area format. Grading is by “H” (for Honors, “B” or bet- nation and practice of strategies and techniques. of mental operations, largely uninfluenced by indi- ter work), “S” (for marginal, “C” level work), or vidual differences in personality or motivation. PSY 460 “U” (Unsatisfactory, “D” or below). This encompasses the areas of attention, pattern Introduction to Addictive Disorders recognition and other perceptual achievements, PSY 619 memory, problem solving, categorization and con- (Prerequisites: ENG 100/101 and PSY 100) Research: Paradigms and Critiques cept formation, language acquisition and use, tex- An overview of the nature of addictive disorders, tual interpretation and decision making. including the various theories regarding etiology, (3 quarter units) An overview of how to read and critically analyze PSY 434 development and psychopathology of such disor- ders. Also covers the etiology, diagnosis, assess- psychological research. Discusses both modern and Psychological Research: Philosophy, Methods, ment and treatment of compulsive gambling and post-modern paradigms. Techniques of behavioral Ethics nicotine addiction. writing will also be discussed including process- notes, treatment goals and objectives and other (Prerequisites: PSY 435) PSY 461 forms of clinical writing. A survey of core issues involved in scientific psy- Group Counseling with Addictive Disorders chological research. Includes the study of the PSY 623A nature of explanation in psychology, the role of (Prerequisites: PSY 460) Individual Psychotherapy and Clinical theory in research, the connection between An examination of the theoretical framework for Assessment I research findings and theory, the distinction facilitating group counseling with clients with PSY 623B between experimental and other forms of research, addictive disorders. Studies multicultural differ- the design of experiments, threats to the validity of ences related to working with clients in a group Individual Psychotherapy and Clinical research findings, operationalizing psychological context. Each student is given the opportunity to Assessment II concepts in a manner that yields quantitative data co-facilitate a group in class at least once during and ethical considerations in terms of confidentiali- the course. (Prerequisite: PSY 623A) ty, informed consent and the possibility of doing Explores the realm of mental illness from the per- PSY 462 harm to subjects. spectives of etiology, diagnosis, classification and Etiology and Treatment of Chemical treatment. Covers relevant contextual issues often PSY 435 Dependency considered to be related to etiology and treatment. Analysis of Data in Psychological Research These include neurobiology, culture, family and (Prerequisites: PSY 460 and PSY 461) development. Also covers post-modern considera- (Prerequisites: ENG 100/101, PSY 100 and MTH 210) An in-depth theoretical and practical framework A study of how conclusions are made on the basis tions regarding pathology and treatment. regarding etiology, diagnosis, assessment and These two courses introduce students to central of submitting research data to statistical tests. The treatment of chemical dependency. Discusses cross- general area is called inferential or inductive statis- features of psychotherapy and assessment, with a cultural issues. tics. Covers methods for analyzing parametric and particular focus on adult psychotherapy. Students non-parametric data, single-group and multiple- PSY 463 are expected to acquire and practice knowledge group sources of data and data derived from one Etiology and Treatment of Eating Disorders and skills related to development of a good thera- source of information and multiple sources of peutic relationship; assessment, including DSM information. (Prerequisites: PSY 460 and PSY 461) diagnoses and case formulation; treatment plan- ning which links case formulation, theory, and clin- PSY 436 An in-depth theoretical and practical framework regarding etiology, diagnosis, assessment and ical research outcomes to the methods and goals of Computer Applications in Psychology treatment of eating disorders. Discusses cross-cul- psychotherapy; and the therapist’s role in promot- (Prerequisites: ILR 260 and PSY 435) tural issues. ing communication, insight, and behavior change within the therapeutic setting. A survey of the uses of computers in psychology, PSY 464 including the application of computers in psycho- Etiology and Treatment of Sexual Addiction PSY 624 logical research and the analysis of statistical pack- Assessment Techniques for Marriage and Family ages for the social sciences. Also considers comput- (Prerequisites: PSY 460 and PSY 461) Therapists er-aided instruction. Lecture and laboratory for- An in-depth theoretical and practical framework mat. regarding etiology, diagnosis, assessment and Acquaints students with the various information- PSY 437 treatment of sexual addiction. Discusses cross-cul- gathering techniques used in clinical practice for Theories of Psychotherapy tural issues. the purposes of diagnosis and treatment planning. Emphasizes building conceptual and practical (Prerequisites: ENG 100/101 and PSY 100) PSY 465 bridges between initial presenting symptoms, diag- A presentation of clinical theories of treatment that Counseling the Addictive Family System nosis and treatment planning. correspond to theories of psychopathology, person- PSY 626 ality and development already encountered in (Prerequisites: PSY 460 and PSY 461) courses under such titles. Topics include specific An overview of family systems theories and an in- Human Sexuality in Psychotherapy depth understanding of how to apply those theo- treatment approaches, the nature of the therapeutic An exploration of human anatomy, physiology, relationship and how it effects change and thera- ries to the addictive family system. Discusses sexual response cycle and the current theories and peutic interventions. cross-cultural. techniques used to treat sexual dysfunction. PSY 438 PSY 480 Provides students an opportunity to develop skills Introduction to Group Counseling Senior Project with these techniques and confront personal bias- es. Covers issues such as lifestyle, gender choice, (Prerequisites: PSY 340A and PSY 340B) (Two-month, 4.5-unit course) gender roles, stereotyping, religion, contraception, (Prerequisite: Completion of all other core courses) HIV, AIDS and physical challenges. A basic examination of the dimensions of group Development of a major cumulative paper inte- process, dynamics, and practice is the emphasis in grating what students have learned in the program PSY 627 this course. Focus is on effective strategies and pro- with an applied area of student interest. Covers Legal and Ethical Issues in Marriage/Family cedures for facilitating group process practiced by empirical or theoretical study of specific topics in Therapy clinicians in the counseling as well as practitioners psychology with an emphasis on independent and in human services, criminal justice, behavioral creative activity. Students meet in seminar format An examination of the professional laws and ethics analysis business and education. Opportunities to to present work in progress for discussion. pertaining to the practice psychotherapy and the practice effective strategies with children, adoles- Students must earn a grade of “C” or better or content of these legal and ethical codes, the mean- cents, adults and the elderly will be part of class- must repeat the course. ing of these tenets and the underlying principles room experiences. involved.
237 Course Descriptions
PSY 628 PSY 635 SCI 100A Principles of Psychotherapy III: Group Developmental Contexts in Psychotherapy: Survey of Bioscience Laboratory Approaches Childhood and Adolescence (1.5 quarter units) A comprehensive study of the major approaches, A seminar focusing on the application of develop- (Prerequisite: SCI 100) techniques and interventions used in group psy- mental theories and research to the clinical practice Study of the unifying principles of life with chotherapy. Also emphasizes dynamics of group of assessment, diagnosis and treatment of children emphasis placed on the following topics: molecular process including the types, stages and formation and adolescents. Considers all areas of the devel- biology of the cell and cellular processes, including of groups. opmental process will be considered in addition to energy metabolism, membrane transport and cell issues surrounding diversity, gender and other rel- division; classical genetics; population genetics; PSY 629A evant contexts. Addresses differences between nor- and the mechanism of evolution and the evolution- Developmental Contexts in Psychotherapy: mal developmental transitions, adjustment reac- ary basis of species classification. This laboratory Adulthood and Aging tions to life events and/or trauma and deviations course will complement the student’s knowledge of biology with demonstrations and experiments. An opportunity to examine major topics in adult in development. Contact hours for this laboratory course (45) are development and aging as they relate to the prac- PSY 636 based on a 3:1 ratio, i.e. 3 lab hours = 1 lecture tice of psychotherapy. Includes developmental Principle of Psychotherapy II: Child and hour equivalent. challenges and tasks unique to adult life, theories Adolescent which assist in understanding the adult experi- SCI 101 ence, issues related to work and career and the An examination of theories, techniques and empir- General Chemistry impact aging has on individuals and society. ical findings essential to the treatment of children and adolescents. Emphasizes the developmental, Fundamentals of inorganic and organic chemistry, PSY 631A cultural and family parameters necessary to con- including bonding and basic types of reactions. An Principles of Psychotherapy IV: Integration and duct successful treatment. Students gain experi- introduction to nuclear, biological and environ- Application ence with a variety of diagnostic and treatment mental chemistry. Basic principles and calculations techniques tailored to the particular age and devel- of chemistry with emphasis in the areas of atomic A focus on integrating and applying the full range opmental levels of children and adolescents structure, molecular structure and properties, equi- of theoretical models used in individual, couples librium, thermodynamics, oxidation-reduction and through in-class experiential activities. and family psychotherapy. Students gain practical kinetics. experience with both process and content issues PSY 637 SCI 101A through in-class role playing and demonstrations Principles of Psychotherapy V: Cultural General Chemistry Laboratory and receive both instructor and peer feedback. Competencies (1.5 quarter units) PSY 631B An exploration the role of culture in psychothera- (Prerequisites: MTH 204 and SCI 101) Practicum for MFT Trainees py. Emphasizes the development of a culture-cen- This laboratory course will complement the stu- tered approach to psychotherapy by integrating (Prerequisite: PSY 631A) dent’s knowledge of chemistry with demonstra- multicultural awareness, knowledge and skills into A two-part field practicum in which students work tions and experiments. Contact hours for this labo- assessment, diagnosis and treatment. as MFT trainees under the supervision of a ratory course (45) are based on a 3:1 ratio, i.e. 3 lab licensed therapist. Students also participate in an PSY 642 hours = 1 lecture hour equivalent. academic seminar at the University. Students select Relational Violence SCI 102 an approved practicum site and accumulate 200 hours of psychotherapy experience that includes An examination of child abuse, battering partners Survey of Physical Science and abuse of the elderly as issues rooted in rela- 150 hours of face-to-face work with clients during An introduction to the basic principles and general tionships of one form or another. This course cov- a six-month period. Regular course work continues concepts of the physical sciences. Develops select- ers classical, modern and post-modern identifica- during this period. The academic seminar meets ed topics from chemistry and physics. A general tion, assessment and treatment of relational vio- two hours per week and runs concurrently with education course for non-technical majors. onsite work. Seminar work focuses on professional lence as well as preventive intervention. Addresses SCI 103 and training issues, including process issues, case relevant cultural and gender issues. Fundamentals of Geology conceptualization, oral, written and videotaped PSY 652 Introduction to the major geological processes presentations and integration of relevant research. Psychopharmacology which create and transform materials and land- onsite psychotherapy and supervision hours can forms throughout the planet. Geotectonic process- be used as partial fulfillment of MFT licensing A study of the effects, patterns of use and delivery es, geomorphology, unifying themes such as plate hours. Grading is on a satisfactory/unsatisfactory of psychopharmacological products. tectonics, sea form spreading and athenosphere basis. This six-month seminar may meet in the late Evaluates and lists the primary medications in use convection cells; and degradation-aggradation afternoon outside of regular class hours. today; critiques pertinent research in psychiatric intervention as it relates to psychotherapy; ana- processes. PSY 632A lyzes selected issues in resolving possible conflict SCI 103A Couples/Family Therapy A in treatment goals between psychotherapy and Fundamentals of Geology Laboratory psychopharmacology. Students learn to recognize Part one of a two part sequence. Part one of the signs and symptoms that might be amenable to (1.5 quarter units) sequence is designed to provide a comprehensive medication. Problems such as Schizophrenic disor- (Prerequisite: SCI 103) look at the theories, strategies, techniques, prob- ders, mood disorders, organic mental syndromes, This laboratory course will complement the stu- lems and critical issues involved in working with substance use disorders, sexual issues, eating dis- dent’s knowledge of geology with demonstrations families. This course will provide an historical orders and emergencies are discussed. The course and experiments. Contact hours for this laboratory overview and a focus on theoretical approaches to curriculum also includes areas such as when to course (45) are based on a 3:1 ratio, i.e. 3 lab hours the treatment of families. Teaching strategies for refer a patient to a physician, basics on how med- = 1 lecture hour equivalent. this course will include lectures, demonstrations, ications work, who would be involved in the refer- discussions, videotapes and role plays.. ral, where to look for a physician co-therapist and SCI 104 PSY 632B what outcomes can be expected. General Physics Couples/Family Therapy B PSY 690 (Prerequisite: Satisfactory completion [C grade or bet- Guided Study (Prerequisite: PSY 632A) ter] of high school algebra or equivalent) Non-calculus based general physics course for Part two of a two part sequence. Part two of the (1.5-4.5 quarter units) earth and life science majors. Study of force, laws sequence is designed to provide a comprehensive Individual study under direction of instructor. of motion, hear, fluid mechanics, electricity, mag- look at the theories, strategies, techniques, prob- Requires prior approval of appropriate academic netism, light (optics) and modern physics. lems and critical issues involved in working with department. couples. This course will provide a historical SCI 104A overview of the major perspectives in the treat- General Physics Laboratory ment of couples, a survey of recent research on SCI – Natural Sciences marriage and marital therapy, and a focus on major (1.5 quarter units) SCI 100 approaches to the treatment of both married and (Prerequisite:s Satisfactory completion of high school Survey of Bioscience unmarried couples. Teaching strategies for this algebra or equivalent and MTH 204, SCI 104) course will include lectures, demonstrations, dis- A survey course of the basic principles of the life Non-calculus based general physics course for cussions, videotapes and role plays sciences. Examines cellular, organismal, population earth and life science majors. Laboratory experi- and community biology based on the unifying con- ments/exercises, including data analysis on topics, cept of evolution. including but not limited to: electricity, magnetism, light (optics) and nuclear physics. 238 Course Descriptions
SCI 201 metabolism and methods of reproduction is neces- logical processes modify the oceanic and global Human Anatomy and Physiology I sary before focusing on the organisms of clinical environment. interest. Topics include: pathogenicity, toxicity and This course is concerned with the Anatomy and SCI 330 the role of the opportunistic pathogen in humans, Physiology of the Human Body. Areas for study Ecology include cells and tissues, some of our organs (skin including bacteria, fungi, protozoan, viruses, para- and body membranes; the skeletal, muscular and sites, and prions. The epidemiology of the most A study of the relationship of plants and animals nervous systems), the special senses (eye, ear, bal- common disease-causing organisms will be com- to their environment and to one another. ance, taste and smell), and their functional relation pared, with an emphasis on understanding the Emphasizes populations, the population-communi- to each other. Topics also include the aging process method of pathogenicity and mode of transmission ty interface and community structure and interac- and diseases in these systems, as well as the effects so as to prevent and control infection. The funda- tions within the ecosystem. of genetics, diet, lifestyle, and the environment. mentals of the immune response to infection will be included, as well as a retrospective on the emer- SCI 335 SCI 201A gence of HIV and an awareness of newly emerging Environmental Science Human Anatomy and Physiology Laboratory I disease threats such as Ebola and SARS. A study of man’s relationship to the environment (1.5 quarter units) SCI 203A and the effects on it. Examines plant and animal (Prerequisite: SCI 201) Introduction to Microbiology Laboratory community structure, renewable and nonrenew- This is a laboratory course in Human Anatomy able resources and environmental degradation and Physiology that provides hands-on use of (1.5 quarter units) with emphasis on what is needed for a sustainable many instruments used in research and medical (Prerequisite: SCI 203) society. practices. The amazing progress that Cellular and This course will introduce the students to laborato- Molecular Biology have experienced is mainly due ry safety and procedures for handling biological SCI 400 to the development of biochemical and biophysical specimens. The methods of identification of History of Science laboratory techniques that have played a central microorganisms, both microscopic and by diagnos- role in our understanding of how things work at tic media, will be emphasized. Students will work (Prerequisite: One 4.5 quarter unit course from the nat- the cellular, tissue, and organ level. Through per- with a selection of the most common medically sig- ural sciences) forming a number of different experiments, stu- nificant microorganisms including bacteria, pro- A study of the history of science throughout all dents will gain a practical understanding and tists, fungi and parasites. This course emphasizes human cultures. Emphasizes the mutual interac- appreciation of the structure and function of the techniques essential to microbiology including tion between science and society, especially in Human Body. Students conduct fetal pig dissec- aseptic technique, isolation of a single colony by modern times. tions in order to better understand the mammalian quadrant streak method, preparation of a pure cul- SCI 405 ture, inoculation and interpretation of select diag- anatomy, in particular, the cardiovascular and uro- Cell and Molecular Biology genital systems. Cells, tissues and organs will be nostic tests. In addition, preparation of stained compared and contrasted. Digestion, energy slides and wet mounts, microscopic observations, Introduction to basic biological principles includ- requirements, and how enzymes operate will be and the determination of antibiotic susceptibility ing the chemical basis of life, cell structure and examined. will be learned. Students will culture and study the function, energy transformations, cell division, normal flora of the throat, skin, and surface of genetics and the origin of life. SCI 202 everyday items. An introduction to anaerobic bac- Human Anatomy and Physiology II teria and culturing techniques will be included. SCI 405A Students will gain an understanding of the differ- Cell and Molecular Biology Laboratory This course on human anatomy and physiology ence between sterile conditions and disinfection. focuses on the endocrine system; blood; the cardio- (1.5 quarter units) This two-month course is a combination of lecture vascular system; the lymphatic system and body This laboratory course will complement the stu- and laboratory activities. defenses; the respiratory system; the digestive sys- dent’s knowledge of cell and molecular biology tem and body metabolism; the urinary system; the SCI 219 with demonstrations and experiments. Contact reproductive system and their functional relation Plants and People + hours for this laboratory course (45) are based on a to each other. The aging process and diseases in 3:1 ratio, i.e. 3 lab hours = 1 lecture hour equiva- these systems, as well as the effects of genetics, A study of food, fiber, forage, fuel and drug crops lent. of major economic significance. Emphasizes eth- diet, lifestyle, and the environment. SCI 408 nobotany, including basic principles of botany, geo- SCI 202A graphic distribution, commercial value and mar- Introduction to Genetics and Heredity Human Anatomy and Physiology Laboratory II ketable products. Principles of heredity, with emphasis on the rela- (1.5 quarter units) SCI 300 tionship of genetics to the health, (Prerequisite: SCI 202) Geography: Mapping the World welfare, behavior and society of humankind. This is a laboratory course in Human Anatomy Application of genetics to the origin, adaptations and Physiology that provides hands-on uses of A course emphasizing both human cultural and and evolution of species. physical geography. Uses modern and traditional many instruments used in research and medical SCI 411 + technologies of mapping the earth to help students practices. The course is necessary as evidence in Biodiversity the amazing progress that Cellular and Molecular understand the intimate interconnectedness of the Biology have experienced is mainly due to the physical, biological and human realms on earth. A survey of the form and function of diverse life development of biochemical and biophysical labo- Explains the relationships between the surface fea- forms (past and present) on earth. Describes repre- ratory techniques that have played a central role in tures of the earth, climate, plants, animals and sentative members of the five phyla within the our understanding of how things work at the cellu- human cultures (politics, languages, economic framework of evolutionary ecology and conserva- lar, tissue, and organ level. Through performing a opportunities, urban vs. rural concerns, migrations tion. May also discuss current issues in habitat number of different experiments, students will and other social factors). Focuses on students’ loss, extinctions, preservation of tropical rain gain a practical understand and appreciation of the immediacy in interacting with the real (measurable forests and coral reefs, resource values for humans structure and function of the Human Body. and map able) world in which they live. Includes a and restoration ecology. field-lab component. Students will not dissect in this course, although SCI 412 by examining a live chick embryo students will SCI 301 General Zoology observe the heart contracting and circulating Earth and Planetary Sciences blood. This course will also focus on mitosis, meio- A comparative approach to the study of animal sis, embryonic and fetal development; the practice A study of the astronomical, geological and life: organization, structure, physiology, reproduc- of aseptic techniques, gram staining and interpret- oceanographic sciences. Emphasizes the physical tion, evolution and behavior of invertebrates and ing antibiotic susceptibility tests. Additional inves- structures and processes that have formed (and are vertebrates. tigations include homeostasis in the lungs, liver continuing to shape) the stars, planets and other and kidneys, examinations of bones, brains and objects of our solar system and the universe. SCI 412A General Zoology Laboratory chromosomes, and different types of inheritance SCI 322 through the testing of vision, hearing and taste and Oceanography (1.5 quarter units) smell. (Prerequisite: SCI 412) SCI 203 An examination of the interactions between This laboratory course will complement the stu- Introduction to Microbiology oceanographic, geological and astronomical dent’s knowledge of zoology with demonstrations processes on the physical and living components and experiments. Contact hours for this laboratory This course will introduce the students to the vast of the world’s oceans. The course explores the course (45) are based on a 3:1 ratio, i.e. 3 lab hours and unseen world of microorganisms, including interactions between the ocean and the atmosphere = 1 lecture hour equivalent. both pathogenic and nonpathogenic forms. A basic and how these interactions affect currents, weather understanding of the kingdoms of life, cell struc- and biological activity. The course curricula also ture, prokaryotic and eukaryotic cells, cellular explores how marine biological organisms and bio- 239 Course Descriptions
SCI 420 SEN 445 final consumer. In this course we will look at the Animal Behavior Database and Applications Development complex activities that make up this process, such A descriptive introduction to the field of animal as transportation, inventory control, warehousing, (Prerequisite: CSC 422C) behavior with intentional focus on the vertebrates. international logistics, and supply chain manage- Introduces and explains techniques for database Will emphasize broad based behavioral concepts ment, and how they are inter-related. The course and Internet applications. Includes applications for that integrate the work of biologists, psychologists, will show how information systems connect all Active Server Pages (ASP) and database integra- anthropologists and social scientists. these activities, with the goal of providing the best tion utilizing the Structured Query Language customer service at the least cost. (SQL). SCI 450 Natural History of California: A Field Course SCL 604 SEN 450 Advanced Supply Chain eLogistics Management Human Computer Interface Engineering A unique field experience for those students inter- ested in a more comprehensive introduction to the This course covers the advanced concepts in sup- (Prerequisite: CST 427) scientific study of the Southwestern ecosystems of ply Chain Logistics management including An examination of the Graphical User Interface the U.S. (or the western regions of Mexico). This Information Networks, Enterprise Resource (GUI) design, development and evaluation. course consists of six field trips, with sites specifi- Planning and Decision Support Systems. This Discussion of interface technology, design methods cally selected for each academic center within the assures that students are fully trained on the uses and interface evaluation. Students will develop University. Student-developed observations and of these technologies and better prepared to man- prototype systems and present team final projects experiments are conducted in the field. May age these systems upon entering the industry. This in written and oral communication. require camping and field equipment. course also provides extensive integration of spreadsheet-based solution methods, for example: SEN 460 SCI 480 Use of Excel Solver to solve linear programming Software Quality and Testing Studies in Field Biology problems and reciprocal cost allocation problems, Use of Excel regression to solve linear regression (Prerequisite: CST 330C) A field-based study in paleontology, terrestrial or problems, Use of spreadsheets to perform sensitivi- This course introduces the quality standard for freshwater ecology, marine biology, deforestation, ty analysis in cost-volume-profit analysis and to software testing procedures for structured and habitat protection, endangered species, environ- prepare process cost reports. unstructured environments. Continuous quality mental education, or other aspects of field biology framework, based on Deming’s spiral model for under the individual direction of the faculty. Topics SCL 605 continuous improvement, and details as applied to and sites are specifically designed for teachers in Technology Assessment and Integration for software testing. career development programs or for those students Supply Chain Management and eLogistics traveling throughout different ecosystems. SEN 465 Flexibility in units and subject matter are at the This course is an in-depth study of information Introduction to UNIX/LINUX essence of this course. Units can be taken separate- systems technology through systems integration Introduction to the history and fundamentals of ly or cumulatively (this course can be repeated and distributed computing, to maximize efficien- the UNIX/LINUX Operating System. Includes the depending upon the needs of individual students). cies to meet organizational goals in supply chain management and eLogistics. The course provides a history of Linux and open source code, files and SCI 490 comprehensive, thoroughly up-to-date treatment of directories, shell commands, K Desktop Guided Study IS design, analysis, and implementation, with a Environment and GNU Network Object Model Environment (GNOME). (1.5-4.5 quarter units) practical focus on client server computing and the Individual study under direction of instructor. integration of legacy systems with newer applica- SEN 486A Requires prior approval of appropriate academic tions to meet changing business needs in supply Software Engineering Project I department. chain management and eLogistics. This is the first Capstone Project Course towards the degree requirements. Students will apply the SCL – Supply Chain Logistics SEN – Software Engineering concepts and knowledge acquired in previous coursework towards the completion of a final pro- SCL 601 SEN 410 ject. Students will be working in teams of 3-5 stu- Supply Chain Management Fundamentals Introduction to Software Engineering and dents and developing the Operational Concept Professional Ethics Document (OCD), Software Requirements The supply chain involves the processes between Specification (SRS) and the Software Development This is an introductory course for students enrolled three or more companies to bring product and Plan (SDD) for their final Project. related information from source of raw supply to in or considering the Bachelor of Science in the final consumer. In this course, students will be Software Engineering. Students are introduced to SEN 486B introduced to the difference between logistics and computer hardware, software and ethics. A general Software Engineering Project II supply chain management, how relationships are knowledge of software engineering and computer built, information technology that will implement programming is introduced. (Prerequisite: SEN 486A) the supply chain, and the competitive advantages This is the second Capstone Project Course SEN 420 towards the degree requirements. Students will that can occur. This course will look at the dynam- Introduction to Software Processes and ics and conflicting objectives of supply chain part- continue to apply the concepts and knowledge Management ners, and discuss how to integrate these to acquired in previous coursework towards the com- pletion of a final project. Students will be develop- improve individual company performance and A broad perspective of software engineering and ing the System Prototype, Software Test Plan (STP) market share. widely-used techniques for developing sophisticat- and the User’s Manual (UM) in preparation for ed software systems. Overview of requirements SCL 602 their Final Project Report and Presentation. through system evolution and develops the Supply Chain Management - Strategies, Design Software Development Life Cycle (SDLC). SEN 620 and Implementation Students work in a team environment to develop Principles of Software Engineering software requirements documentation. This course builds on many critical issues pertinent A survey of principles of modern software engi- to Supply Chain Management including inventory SEN 421 neering; development and maintenance of a soft- management; logistics network design, distribution Introduction to the Unified Process and ware product and its supporting documents, soft- systems, and customer value, to more advanced Modeling Language (UML) ware lifecycle and various models of development. discussions of strategic alliances, the value of infor- mation in the supply chain, information technolo- (Prerequisite: CST 242) SEN 621 gy and decisions support systems, and internation- Introduction to the Unified Process and Modeling Software Tools and Processes al issues in supply chain management. It also dis- Language. Incorporates the Rational Unified Prepares students with the broad understanding of cuss the state-of-the-art models: Managing and Process (RUP) and Unified Modeling Language the software design and development tools and Designing the Supply Chain introduces state-of- (UML) and Rational Rose. the-art models, concepts, and solution methods processes needed to construct software in a sys- important in the design, control, operation, and SEN 425 tematic manner. Lab work involves assignments to management of supply chain systems. A number of Software Architecture and Development illustrate these concepts, tools and processes. case study analyses will be covered to reinforce the SEN 625 concepts. (Prerequisite: CST 330C) Introduction to the concepts and practices of soft- Basic Software Architecture SCL 603 ware and component interaction. Defines architec- Software architecture and its components and rela- eLogistics Management Fundamentals tural abstraction and differentiation from imple- tionships, functionality, specifications, properties, mentation, algorithmic and data representation. eLogistics is the process of getting goods and ser- interfaces and data models are examined during Reinforces integrity and independence of architec- this course. vices from the source of supply or origin, to the ture reusability. 240 Course Descriptions
SEN 630 9001 and IEEE 12207 Standards is also emphasized. placed on contract law, tort liability, agency law, Applied Software Architecture Based on their operational concepts document, stu- labor law, copyright, license and intellectual prop- An in-depth study of software architecture. Defines dents develop a well-defined software plan. erty law as applied to sports. The legal relationship of athletes as individuals and as members of a and discusses object-oriented programming, SEN 686A team to sports industry management will be dis- design, modeling and programming at an Software Engineering Project I advanced level. Discusses the use of UML to model cussed. General legal aspects of E.E.O., affirmative architectures. Introduces a standard implementa- (Prerequisite: SEN 660) action and diversity in the workforce effecting tion of a distributed, object-oriented middleware Study of the software lifecycle. Emphasizes soft- employees of the sports enterprise will also be cov- (e.g., CORBA, J2EE, Microsoft .NET, etc.). Students ware development and testing, logical organization ered. design and implement an architecture using soft- of software project, appropriate documentation SMG 436 ware. and development and completion of the SRS and Sports Marketing and Promotions SEN 635 SDD. Grading is by “H” (for Honors, “B” or better Software Testing Strategies and Metrics work), “S” (for Marginal, “C” level work) or “U” (Prerequisite: SMG 430, MKT 402A) (Unsatisfactory, “D” or below). This course introduces students to the principles of An overview of software testing strategies and sports marketing and the application of these prin- SEN 686B software metrics. Develops topics on structured ciples to sports related organizations. The primary walk-through, unit, white and black box, integra- Software Engineering Project II focus is on planning, with additional emphasis on tion, system, acceptance and regression testing. promotions management. (Prerequisite: SEN 686A) Formalizes process for requirements verification Continuation of SEN 686A with development and and software functional verification and validation. completion of a software user’s manual and soft- Introduces, examines and surveys advanced con- SOC – Sociology ware test plan. Students implement and present cepts of software engineering metrics and models their completed projects. Grading is by “H” (for SOC 100 from an application perspective. Honors, “B” or better work), “S” (for Marginal, Principles of Sociology + SEN 645 “C” level work) or “U” (Unsatisfactory, “D” or Designing Database Applications below). (Prerequisites: ENG 100/101) A critical introduction to the basic concepts in soci- An introduction to object-oriented modeling and ology and a basic examination of major theoretical design techniques for database applications. SMG – Sports Management perspectives including functionalism, symbolic Discusses the benefits attributed to object-oriented interactionism and conflict theory. Students learn techniques such as lower costs, shorter time to SMG 430 how to formulate research topics in sociology and develop and better quality systems. Students are Introduction to Sports Management evaluate various research methodologies. Topics required to design and document a prototype data- The foundation and orientation course for the for exploration include education, religion, race base system using object-oriented modeling and Sports Management Concentration this course is a relations, gender identity, the social construction of relational database techniques. survey of the principles of management applied to the family, deviance and social problems. SEN 650 the administration of sports enterprises: planning, SOC 260 Human Computer Interface controlling, organizing, staffing and directing of Cultural Anthropology the various activities necessary for effective func- This course prepares students to develop software tioning. Examples of such activities include: golf (Prerequisites: ENG 100/101) user interfaces by providing a background in course management, tennis club management, fit- An introduction to the principles and processes of human computer interaction concepts. Includes ness center management, tournament manage- anthropology and culture. This course offers a mix procedures that form the basis of effective human ment, etc. of theoretical approaches that include evolution- computer interactions that meet human cognitive ism, historical particularism, diffusionism, func- capabilities and organizational practices and SMG 432 tionalism and French structuralism, as well as processes. Design guidelines, principles and Principles of Leisure Services Management methods of fieldwork and ethnography. Students methodologies for constructing, managing, This course examines the organization and admin- explore the impact of culture on human behavior, installing and maintaining interactive systems that the interrelationships among different parts of a optimize user productivity are explored. Students istration of the leisure service field, ranging from not-for- profit entities such as parks and libraries to culture and the adaptive quality of cultural sys- will also complete a project related interface tems. requirements specification. businesses such as hotels, restaurants, amusement parks and country clubs. Students analyze operat- SOC 310 SEN 651 ing problems and propose solutions to enhance Cultural Dynamics in the Workplace User Interfaces and Software Engineering their knowledge and outlook on leisure facilities and operational management. As the workplace changes under the impact of new A survey of current developments and tools for technologies and alterations in the compositions of creation and run-time management of user inter- SMG 433 the workforce, we need to rethink the nature of faces. Students discuss HCI user expectations and Sports Financial Management cultural dynamics. This course not only seeks to needs and design an effective interface through the define the relationship of the workplace to the (Prerequisites: FIN 310, CIS 301) use of an interface requirements specification that community, but also examines the historical devel- An examination of the basic financial and account- includes object specification, navigation control, opment and contemporary relevance of social, ing problems facing the operation of a sports enter- graphics and multi-media. The students complete a artistic and economic matters crucial to a healthy prise, the course concentrates on the unique char- project that consists of development and evalua- perspective for employers and employees. tion of a user interface. acteristics of sports organizations and programs, and provides the student with the skills necessary SOC 325 SEN 655 to effectively manage values, resources, and rev- Contemporary Popular Culture Applications Software Development enue streams. Students will develop skill in finan- cial analysis and an appreciation of the financial (Prerequisites: ENG 100/101) A survey of the technologies required for software decision-making process in the administration of A critical examination of contemporary popular development of current applications, such as inter- sports enterprises. culture in sociological perspective. Introduces stu- net and client/server. The Internet and the Web dents to the crucial debates in the field of cultural have revolutionized the way people communicate SMG 434 sociology, including a critique of the distinction and organizations do business. This course will Principles and Problems of Coaching between ‘high’ and ‘low’ forms of culture, the introduce students to the establishment, configura- The study of vital sociopsychological aspects of social distinction between work and leisure time, tion and maintenance of intranet and internet web- the impact of travel and tourism on indigenous site. Software development in this area includes coaching, the primary focus of this course is on individual sports – golf, tennis, fitness, but also cultures, the influence of society on individual pat- network programming, remote method invoca- terns of consumption and personal taste and the tions, server-side and client-side programming, includes team sports – football, soccer, basketball, etc. Includes philosophy of coaching, sports sociology of everyday life. Discusses such topics as multi-threading, advanced GUI application devel- the mass media, sports, leisure activities, fashion, opment and on-line database processing. administration, psychology of sport, physiology, and ethics. Emphasis is given to the technical, tacti- youth culture, science fiction, rock music, talk SEN 660 cal, physical, and psychological components of shows, soap operas, Internet chat rooms, personal Software Quality Engineering players and coach-player relationships. ads, home shopping and folklore. Students have the opportunity to incorporate their own popular (Prerequisite: all software engineering core courses) SMG 435 cultural preferences as topics for papers, presenta- Emphasizes quality engineering approaches for Legal Aspects of Sports Administration tions and class projects. software project management, planning, estimat- ing, design, development and distribution. This course covers federal, state and organizational Understanding of Capacity Maturity Models, ISO regulations impacting the sports industry. Focus is 241 Course Descriptions
SOC 328 SSE 603 learn how to evaluate policies designed to alleviate Intercultural Thinking and Creativity Introduction to Security Engineering social problems and analyze the unintended conse- (Prerequisites: ENG 100/101) quences of social policies when issues of race, This course introduces to security and loss preven- An expansive overview of world consciousness, class, gender and other differences are not ade- tion as well as an overview of the security field drawing upon the significant, creative contribu- quately taken into consideration. including risk assessment, physical security, per- tions of men and women from varied cultures and SOC 490 sonnel security and information security areas. It different fields of learning. Emphasizes the Guided Study provides students with a solid introduction to approach of comparative synthesis. Studies the security principles and focuses on security con- world’s outstanding creative thinkers and the (1.5-4.5 quarter units) cepts and management in a post-9/11 world interconnectedness of their works. Individual study under direction of instructor. including expanded coverage of terrorism and Requires prior approval of appropriate academic homeland security. It introduces students to the SOC 332 department. new concerns and challenges facing contemporary Contemporary American Society SOC 500 security managers and describes and discusses threats and prevention strategies to more than 20 (Prerequisites: ENG 100/101) Understanding Cultural Pluralism specific security applications in real world exam- An exploration of the relationship between televi- in American Society + ples. sion and society in a cultural and historical context. In particular, students analyze the impact of televi- (Prerequisite: ENG 100/101) SSE 604 sion on society and explore the ways in which tele- An analysis of the emergence of cultural pluralism Security Engineering - Planning and Design vision has changed how individuals view the in American society and the valuing of diversity as world and receive information. Considers how a socio-cultural imperative. Explores historical and This course provides a comprehensive coverage of contemporary visual culture has transformed soci- cross-cultural perspectives on the issues of race, security planning in both new and existing facili- ety and discusses such issues as the social func- ethnicity, gender, migration and community devel- ties. This course offers real-world concepts, princi- tions of advertising; social and corporate processes opment. Also examines the implications of the ples, and processes for building security and safety of television programming; the interrelationship demographics in the United States and the con- design–including assessing a client’s needs and between television, democracy and political partic- cepts of inclusiveness and cross-cultural competen- working with physical security consultants. ipation; and current developments in technology. cies needed to understand diversity in a global Specific areas will include: SOC 336 context. Security Design Concepts Security Evaluation and Planning American Film and Society + SOC 540 Building Hardening Power and Social Change (Prerequisites: ENG 100/101) Security Technology A critical examination of the complex relationship (Prerequisites: ENG 100/101) Biochemical and Radiological Protection Security and Emergency Operations between film and society and the processes by A critical examination of theories of power, includ- Putting Security into Practice which film both influences and is influenced by ing the relationship of power to culture, social society. Emphasizes the importance of locating the class, the economic order, government, ideology, meaning of film texts within social and historical SSE 608 poverty, race, sex and other topics. Studies commu- perspective and identifies how the film industry Science of Explosives and Biological Threat nity, national and international power structures influences the presentation of different groups of Materials and institutional leaderships. people and issues in society. Explores the interrela- tionship between film and technology, the impact SOC 604 This course introduces to forensic detection of explosives, the detection of hidden explosives in of narrative and the institution of Hollywood on Culture and Socialization the sociological imagination and the nature of rep- airfreight, luggage, vehicles, and on suspects. The resentation, particularly as it applies to race, class (Prerequisites: ENG 100/101 and SOC 100) course also covers biological threat materials and and gender. An in-depth examination of the concepts of culture their assessment and control. In addition, this and socialization, this course analyzes the social- course covers the environmental detection of SOC 344 ization process as the key means through which explosives, detecting on-site explosives in soil and Marriage, Sex and the Family culture is reproduced. Through a critical engage- water of contaminated areas and the detection of landmines. ment with competing theories of socialization, stu- (Prerequisites: ENG 100/101) Specific topics to be covered include the following: dents undertake advanced research projects, oral Over the past 30 years, ideas about marriage, sex Classifications of explosives presentations and written assignments. Lecture and the family seemingly have changed. But have Explanations of the basic terms related to the and discussion topics include issues of ethnic iden- they? Using a sociological perspective, this course detection of explosives examines the institution of marriage and identifies tity and cultural diversity, socio-economic, gender Vapor detection methods family structures through an overview of the cur- and racial stratification, media representations, Probing radiation methods rent topics affecting family life and a discussion of dress, language and religion and schooling and the Tagging of explosives sex, marriage and family in historical and cross- reproduction of inequality. Issues are explored Systems integration and performance testing cultural context. Covers topics including kinship from a cross-cultural perspective. Detection of explosives in contaminated areas ties, the sexual revolution, changing gender roles, Detection of landmines remaining childless, alternative forms of family, Biological threat materials, assessment and control divorce, family violence, the economy and the fam- SSE – Safety and Security SSE 609 ily and an aging population. Engineering Planning and Response for Terrorism SOC 430 Culture, Technology and Society SSE 601 This course introduces the comprehensive and integrated principles behind chemical, biological, Introduction to Safety Engineering (Prerequisites: ENG 100/101) radiological, and cyber-terrorism and explosives A survey of the social, cultural and historical This course offers detailed coverage of relevant and the appropriate response procedures for each development of technology. Examines the creation laws, regulations, and standards: hazards and their of these terrorism and tactical violence incidents. and social impact of such technological innova- control; the human factors in safety; and managing This course also covers Incident Management tions as the printing press, the telegraph, the tele- safety and health. Specific areas of coverage System and a Quick Reference Guide for Hazard Zones, Incident Threat Response, SBCCOM phone, railroads, steam engines, internal combus- include better ways to confront safety and health Guidelines, and NIOSH Interim tion engines, automobiles, earthmoving equip- issues. Numerous examples of problems and Recommendations. ment, radio, television, computers, nuclear power, events will help students apply safety practices in satellite communications, facsimile machines, cel- daily work. lular phones, fiber optics and the Internet, among TAX – Taxation others. Emphasizes the effect of technological SSE 602 changes on work, education, consumption, politics, Design and Evaluation of Physical Security TAX 601 the environment and especially the effect of tech- Systems Tax Research and Decision Making nology on race, class and gender. This course guides students through a description SOC 445 (Prerequisite: ACC 201) of the overall process of security system design Contemporary Social Problems This course is an examination of the primary and installation, teaching how the various parts sources of income tax law; the statutes and admin- (Prerequisites: ENG 100/101) work together to form an effective system. This istrative and judicial interpretations; inquiry into A critical examination of historical and contempo- course is organized in three major parts: 1) deter- the interrelation of primary sources. Practical exer- rary social conditions. Using various sociological mine objectives, 2) design the system, and 3) evalu- cises in the use of research tools in locating, com- perspectives, namely functionalism, conflict theory ate the system. Several practical examples includ- prehending and interpreting primary source mate- and an interactionist perspective, students explore ing solutions will be explored throughout this rials are used. Emphasis is placed on adequate and the ways in which social problems are defined, course. correct technical writing and composition. 242 Course Descriptions
TAX 602 ries, instructional approaches, learning environ- Federal Tax Procedure TAX 612 ments and student assessment are studied. Retirement Plans and Deferred Compensation (Prerequisite: ACC 201) TED 615 This course is an analysis of federal tax procedure (Prerequisite: ACC 201) The Foundations of Education at the administrative level and in litigation: legal An introduction to funded employee retirement and practical aspects of Treasury regulations; plans including pension and profit sharing and TED 615 is the first course in the Teacher administrative rulings; closing and compromise thrift plans; stock bonus plans; self-employment Preparation Program. The role and nature of agreements; deficiency and jeopardy assessments; retirement plans and individual retirement schooling is explored through a range of philo- waivers; refund claims; mitigation of effects of lim- accounts with emphasis on fixed contribution sophical, historical, legal and political perspectives itations; jurisdiction; pretrial and appellate process- plans, the course examines basic concepts of plans within the context of the United States and es; tax collection; civil penalties; criminal prosecu- and trusts; participation and vesting requirements; Californian society and schooling. tions; and the rights and privileges of the taxpayer. hours of service and break-in-service rules; dis- TED 621A Tax preparers’ ethics, obligations and penalties are crimination in benefits or contributions; deductions also highlighted. for employer contributions; limitations on benefits Language Development Methods in Elementary School TAX 603A and contributions; taxability of distributions; fidu- ciary responsibility and reporting and disclosure Federal Income Taxation Theory for Individuals (Prerequisites: TED 615, BTE students only: BTE 612) requirements. This course is designed for multiple-subject cre- (Prerequisite: ACC 201) TAX 614 dential candidates and focuses on current theories This course is an introduction to federal taxation Taxation of International Transactions and research in language structure and use and in with emphasis on theoretical concepts. Special language learning, particularly those in the first emphasis is placed on problems of individual tax- (Prerequisite: ACC 201) and second language development. Social, cultural, payers including deductions, exemptions, credits, This course examines U.S. taxation of foreign per- political, legal, psychological, general pedagogic basis, depreciation and income. sons, income sourcing, allocation of deductions, and specific methodological factors affecting the TAX 603B residency, foreign governments, transfers between first and second language development are consid- Technological and Practical Aspects of Federal commonly controlled persons, income tax treaties, ered. Application of these theories, strategies and Taxation for Individuals U. S. citizens abroad, controlled foreign corpora- techniques of second language learning across con- tions, boycotts, foreign tax credits, foreign tax cred- tent areas in diverse educational environment in (Prerequisite: TAX 603A) it limitation, foreign currency transactions, effec- elementary school is addressed. This course is a practical application of Federal tively connected income, withholding, disposition TED 621B individual theory to actual workshop problems of U.S. real property, U.S. possession source and tax returns using major tax computer software. income, foreign sales corporations, foreign holding Reading and Language Arts Methods for Emphasis is on tax return forms and their correct companies, foreign reorganizations. Elementary Schools preparation. Advanced topics highlighted. TAX 619 (Prerequisites: TED 615 and TED 621A) TAX 605A Master’s Project This course provides Multiple Subject Candidates Federal Taxation of Partners and Partnerships with research-based methods and strategies for (Prerequisite: 27 quarter units of program coursework, designing and implementing a balanced and com- (Prerequisite: ACC 201) including TAX 601) prehensive program of systematic instruction in This course is an introduction to Federal taxation This course is a project in which students work reading, writing and related language arts aligned with emphasis on theoretical concepts. Special under the guidance of their assigned faculty advi- with the state adopted English Language Arts focus is placed on analysis of tax problems of orga- sor. Students clarify research topics and identify Academic Content Standards for Students and the nizing and operating partnerships with special data sources in preparation for the project. Reading/Language Arts Framework. Course con- emphasis on the treatment of distributions, with- Students then gather data and present their tent is organized into four Reading Instruction drawals of a partner, partnership dissolution and research in both written and oral form to faculty Competence Assessment (RICA) domains. sales or exchanges of partnership interests. and classmates. Grading is by “H” (for Honors “B” TED 622A TAX 605B or better work), “S” (for Marginal, “C” level work) or “U” (Unsatisfactory, “D” or below). Curriculum and Instruction I: History, Social Federal Taxation Theory of Corporations and Science, Physical Education, Visual and TAX 690 Shareholders Performing Arts Guided Study (Prerequisite: ACC 201) (Prerequisite: TED 615 and TED 621A) Individual study under direction of instructor. An introduction to Federal taxation with emphasis TED 622A focuses on multiple subject curriculum Requires prior approval of appropriate academic on theoretical concepts, special emphasis is on development and teaching History, Social Science, department. transactions between corporations and sharehold- Physical Education, Visual and Performing Arts ers, transfers to the corporation, capital structure, using State of California content standards. dividends and other distributions and corporate TED – Teacher Education Content-specific teaching practices, lesson design, liquidations. learning environments and assessment of student TAX 605C TED 605 learning are emphasized to provide access to the Technological and Practical Aspects of Federal The Diverse Classroom curriculum for all students. Taxation for Partnerships and Corporations TED 605 presents the complexity of today’s class- TED 622B Curriculum and Instruction II: Mathematics and (Prerequisite: TAX 605A and TAX 605B) room through cultural diversity, student develop- A practical application of Federal partnership and ment, curriculum planning, including curriculum Science corporation theory to actual workshop problems development, design, implementation and evalua- tion. (Prerequisites: TED 615 and TED 621A) and returns using a major taxation software pro- TED 622B focuses on multiple subject curriculum gram, this course places special emphasis on forms TED 610 development and teaching math and science using and their correct preparation. Advanced topics are Introduction to the Intern Teaching Experience State of California content standards. Content-spe- highlighted. cific teaching practices, lesson design and assess- (Prerequisite: Admission to the Intern Program) TAX 608A ment of student learning are emphasized to pro- (4.5 quarter units) Estate, Gift and Trust Taxation vide access to the curriculum for all students. Designed to orient Interns to the program. TED 623 (Prerequisite: ACC 201) Schedules will be developed for observation and Statutory materials applicable to Federal estate, gift assessment of instruction. Creating and maintain- Language Development Methods for Secondary and trust taxes and the preparation of appropriate ing effective environments for student learning and Middle Schools tax forms are examined. will be the major curricular focus. Interns will be assessing their own classroom environments and (Prerequisite: TED 615) TAX 611 creating more effective possibilities. Emergency or This course is designed for single-subject credential Taxation of Exempt Organizations survival pedagogical skills will be covered as candidates and focuses on current theories and Interns bring to class concerns from their develop- research in language structure and use and in lan- (Prerequisite: ACC 201) ing learning environments. guage learning, particularly those in the first and This course is an examination of U. S. taxation of second language development. Social, cultural, tax-exempt organizations, including a broad range TED 611 political, legal, psychological, general pedagogic of nonprofit institutions; all conducting a wide Educational Psychology and specific methodological factors affecting the variety of pursuits intended to serve the public TED 611 examines how educational psychology is first and second language development are consid- good. applied to learning and teaching. Learning theo- ered. Application of these theories, strategies and 243 Course Descriptions
TED 629 TED 639 techniques of second language learning across con- Student Teaching Seminar Spanish for the Humanities Classroom tent areas in diverse educational environment in elementary school is addressed. (3 quarter units) Development of relevant Spanish vocabulary, com- TED 624 TED 629 integrates theory and practical approach- prehension and speaking skills to effectively sup- port student learning in the Humanities. Learning Content Area Literacy for Secondary and Middle es to situations experienced by candidates during their Student Teaching experience. Content areas through the use of instructional scaffolds, teachers Schools include: (1) School Culture and Classroom incorporate the strategies into their teaching reper- (Prerequisites: TED 615 and TED 623) Learning Environment, (2) Classroom toire and enhance their sensitivity to second lan- guage learners. Not recommended for BTE stu- This is course is aligned with the California Board Management, (3) Lesson Design, Implementation dents. of Education adopted academic content standards and Reflection and (4) Legal and Ethical Issues in English Language Arts and the Related to the Teaching Profession. TED 650 Reading/Language Arts Framework for students TED 629I Physical Development who are speakers of English, English language Intern Teaching Seminar learners (ELLs) and students with special needs The first in four courses to complete the Early and is designed to assist Single Subject Credential (Prerequisite: Admission to the Intern Program) Childhood supporting field for the Master of Arts Candidates in developing the background and (3 quarter units) degree in Teaching. Designed to communicate the skills necessary to teach literacy in the content This course is designed to develop the assessment freshness and viability of real, fully dimensional areas to middle/junior and/or senior high school program for Interns. Interns will be developing children and the idea that development is, above students in the culturally and linguistically diverse assessment portfolios. Objectives will be set for the all, a human process. The physical dimension of classrooms in the California public schools. program; activities will be designed to meet the development is the primary focus of this course. Scientifically derived information synthesizes clas- TED 625A objectives; assessment tasks will be planned to evaluate the meeting of the objectives; and docu- sic and recent findings for the developmental prin- Curriculum Development for Secondary and mentation of the process will be collected and ciples of the young child. The influence of cultural Middle Schools organized. The documentation will be organized and social factors on the development of the young and presented at the close of the seminar. child is integral to the study. (Prerequisites: TED 615 and TED 623) TED 651 This course integrates the California K-12 academic TED 630A Psycho-Social Development in Early Childhood content standards with effective curriculum devel- Beginning Student Teaching opment principles for diverse learners. Through The psycho-social dimension of development is the guided field activities, teacher candidates will (Note: Does not grant graduate level credit) primary focus of this course. Helps students appre- access student background information for the TED 630A comprises the first month of the full- ciate the connections of psycho-social dimension purpose of designing and reflecting upon long and day, full-time, semester-long Student Teaching with the cognitive and physical dimensions of short term planning that enables engaged student experience, in which candidates are placed with child development. Weaves the developmental learning and provides access to the curriculum for certified field supervisors. Candidates must suc- domains into a holistic view of a child, which pro- all learners. cessfully complete four components in their super- vides a useful foundation upon which effective vised Beginning Student Teaching: (1) school-site TED 625B teaching of the young child can be based. and classroom orientation including school person- Instruction and Classroom Management for nel interviews, (2) onsite classroom observations, TED 652 Secondary and Middle Schools (3) lesson plan design, implementation and reflec- Early Childhood Cognitive Development tion within the context of fulfilling (4) professional Explores the nature of developmental change as it (Prerequisites: TED 615, TED 623 and TED 625A) responsibilities. Candidates also attend TED 629 pertains to cognitive development in early child- This course builds on the curricular principles Student Teaching Seminar, which integrates theory hood. A brief history of developmental change, established in TED 625A by incorporating within a and practical approaches to situations experienced current issues in developmental study, methods of well-designed lesson plan, instructional strategies by candidates during TED 630A. Note: The grade studying children and adolescents. Ideas from Jean and related classroom management principles. The assigned for the course will be either satisfactory Piaget to Howard Gardner will also be investigat- class also provides strategies for dealing with or unsatisfactory. unproductive student behavior. ed. TED 630B, TED 630C, TED 630D TED 628A TED 653 Student Teaching Intern Practicum I Teaching the Young Child TED 628B (Prerequisite: TED 630A) The fourth and final course in the Early Childhood (Note: Does not grant graduate level credit) Intern Practicum II curricular sequence, designed for prospective Student Teaching TED 630B, C, D comprises the TED 628C teachers of young children to guide their facilita- second, third and fourth months of the full-day, Intern Practicum III tion of healthy development of young children. full-time semester-long Student Teaching experi- TED 628D Goals are to review theories of the early childhood ence. Candidates are placed with certified teacher education field; to get information and support for Intern Practicum IV supervisors and are required to successfully com- early childhood education; to observe teaching of TED 628A-D is a comprehensive 12 unit, 36 week plete four components: (1) Classroom responsibili- ties, (2) lesson plan design and presentation and (3) young children; and to develop effective teaching program. TED 628A is a 3 unit, nine-week course techniques for young children. into which an Intern enrolls upon application for off-site classroom observations, each component the C-19 letter or Intern Credential. TED 628B is a 3 within the context of fulfilling (4) professional TED 655 unit nine-week course into which an Intern enrolls responsibilities. Multiple-subject candidates spend Assessment in the Middle School Classroom upon successful completion of TED 628A. TED eight weeks in both a K-2 and a 3-6 classroom A comprehensive approach to assessment practices 628C is a 3 unit nine-week course into which an (non-traditional programs may vary). One of the two assignments is with a certified Field that foster cohesiveness in classroom management Intern enrolls upon successful completion of TED Supervisor. Single-subject candidates experience while being grounded in middle-level philosophy, 628B. TED 628D is a 3 unit nine-week course into teaching a minimum of four academic periods a curriculum and instruction. Includes a knowledge which an Intern enrolls upon successful comple- day in two grade levels; a minimum of three of of appropriate student outcomes as correlated to tion of TED 628C. The Intern Practicum, TED four periods must be in their designated academic adolescent development; exploration of state cur- 628A,B,C and D, comprises the four, nine-week area. Candidates complete TED 629 Student ricular documents and other professional associa- terms that support teaching for the Intern who is Teaching Seminar (as begun in TED 630A), which tions in education; development of plans to ensure NOT covered by the intern grant. The Intern integrates theory and practical approaches to real- educational equity and implementation in curricu- Practicum, TED 628 A-D is designed to support the life situations experienced by candidates during lum content and educational practices; examina- intern’s employment by individualizing the TED 630 B, C, D. Note: The grade assigned for the tions of the roles of historical, legal, social, politi- practicum schedule. Interns at their job sites are course will be either satisfactory or unsatisfactory. cal, economic and multicultural/multilingual per- given teaching support by both university and spectives on assessment; and examination of differ- school district personnel. Each intern will be TED 638 ent learning style in a performance-based, authen- assigned a Site Support Provider in cooperation Spanish for the Mathematics and Science tic assessment curriculum. with the employing school district and a Classroom University Academic Center. Support will be pro- TED 656 vided for a term of two semesters, nine months, or Development of relevant Spanish vocabulary, com- Contemporary Trends and Models in Middle prehension and speaking skills to effectively sup- one school year. The Intern Practicum begins with School Education the application of the Intern Credential. port student learning in Mathematics and Science. Assessment occurs through the electronic-portfolio Learning through the use of instructional scaffolds, Offers an examination of contemporary schooling process and is done in the TED 629I course, The teachers incorporate the strategies into their teach- policies and teaching practices in relationship to Intern Seminar. The Intern also enrolls in the TED ing repertoire and enhance their sensitivity to sec- the most current issues, theories and research in 610 course, Introduction to Intern Teaching. ond language learners. Not recommended for BTE education. A major focus of the class shall consider students. the historical and philosophical mission and devel- 244 Course Descriptions
TED 667 TMG 635 opment of middle level education. Also offers a Diversity and Change: A Critical Pedagogy Strategic Management of Technology and diversity of institutional approaches in order to Innovation reach learners from diverse cultural backgrounds Designed to communicate the dynamics and chal- with various learning styles. lenges of educating our ever-increasing diverse Students apply strategic analysis techniques to TED 657 population. Leads educators to explore and business policy and organizational development. exchange ideas of what is important in the lives of Psychology and the Middle School Emphasis is placed on linking technology policy students and teachers, the school community and with corporate strategy and the identification of Focuses on curriculum-based advisement for the society in the move toward transformative educa- technology options appropriate for the business or middle school student. University students learn tion. Provides students the opportunity to develop organizational strategy being executed. how common traits and individual differences that ideas, define concepts and expand thinking in the TMG 625 characterize multiple intelligence in children and broad social, historical, cultural and political con- adolescents affect individual development. text of teaching and learning. Systems Analysis and Design Students also study how economic and gender TED 668 Students apply the fundamentals of systems analy- issues can impact the development of adolescent Survey of Children’s Multicultural Literature sis and design. The purpose is to provide an self-esteem and self-efficacy. A strong discussion of understanding of the systems view of a product, conflict resolution in middle school is also consid- A survey of children’s literature, emphasizing service, or process to include a generic representa- ered. This course shall also offer a diversity of effective strategies for fostering reading for enjoy- tion of its elements, security, and dynamics. The instructional approaches in order to reach learners ment and understanding. Encourages development skills, tools and methodologies needed to quantita- from diverse cultural backgrounds with various of critical skills in assessing literature for multicul- learning styles. tively analyze and optimize systems, and to make tural students. decisions as technology managers are provided. TED 658 TMG 640 Leadership and the Middle School THR – Theater Managing Technological Change Promotes principles of leadership that focus on stakeholder cohesiveness within the middle school THR 200 This course provides students with skills and and the planning of curriculum and instruction Theater Arts knowledge that will help them introduce new tech- based on knowledge of appropriate student out- nology or continuous improvement initiatives An examination of theater as a dramatic medium comes. A clear understanding of early adolescent smoothly and effectively. During this course, stu- capable of expressing every sort of human conflict, development as it relates to state curricular and dents learn a structured approach for dealing with other professional association objectives is one sig- emotion and aspiration. Deals with tragedy, come- the organizational and human aspects of technolo- nificant outcome of this course. Educational equity dy, satire, historical plays, musicals, theatre of the gy transition, including the key concepts of change for people of all cultures and the implementation absurd and improvisational techniques. Also intro- management, communication, and managing resis- of such curriculum content and educational prac- duces ways to implement popular and successful tance. performance and improvisational exercises in the tices shall be demonstrated while the roles of his- TMG 650 torical, legal, social, political, economic and multi- elementary/secondary classroom. Master’s Research Project cultural/multilingual perspectives are considered in depth. TMG – Technology Management (Prerequisite: completion of MNS 601 in addition to at TED 660 least 27 quarter units of program requirements with a The Bilingual Bi-Cognitive Child TMG 601 GPA of 3.0 or better) Data Mining Tools: Managing Technology for The student produces an original research project A survey of research, theory and practices related Competitive Advantage (applied research). The topics are initiated by the to the learning and development of the bilingual student and include emerging trends and impor- child. Applies theories on culture, cognition, bilin- Conceptual foundations of issues and principles tant areas of interest in technology issues. The pro- gualism, biculturation and psychological dynamics that underpin data-mining technologies critical to ject requires approval from a student advisory of a positive self-esteem and academic develop- the business success. Several data-mining software committee. The class meets one session per week ment. products are discussed and sample studies are pro- for two months. An additional month may be vided for specific industries. TED 661 added for editorial purposes. Grading is by “H” Socio-linguistics TMG 602 (for Honors, “B” or better work), “S” (for Marginal, Emerging Trends in E-Business Implementation “C” level work), or “U” (Unsatisfactory, “D”, or An examination of the development of language below). within a socio-cultural context. Studies the signifi- Management cant role of language in culture transmission and An examination of real-world management meth- TMG 655 social/political control. Emphasizes the role of ods that is adaptive, dynamic and flexible in an E- Management of R&D and Innovation Processes code-mixing and code-switching as a communica- Business environment. tion system in a multilingual, multicultural society. This course presents specific system concepts, TMG 603 methodologies, and tools to strategically plan tech- TED 662 Information Security Risk Analysis nology developments, to effectively manage core Comparative Linguistics competencies, and to integrate these technologies An analysis of vulnerabilities and threats facing An analysis of the structure, phonology and mor- into existing or future products in order to remain phology of language. Compares and contrasts the organization’s information and systems. Provides competitive in the world economy. It casts the structure of different languages and addresses the an in-depth discussion of the cost-effective risk Research and Development (R&D) Manager into linguistic problems in the transfer of errors from analysis techniques such as PARA (Practical strategic development process used in the front L1 to L2. Emphasizes the strategies for teaching Applications of Risk Analysis) and FRAP end of the business to provide future survival and English Language Development. (Facilitated Risk Analysis Process). growth for the organization as the lifecycle of exist- TMG 604 ing products and/or services matures to obsoles- TED 665 cence. Also introduced are the techniques used to Technology Management Research Topics Cognition, Language and Culture stimulate and manage innovation in the work- Research, theory and practices related to the learn- An in-depth analysis of the Web-based competitive place. ing and development of the bilingual bi-cognitive intelligence (CI) techniques and methodologies child. Explores theories of cultures, cognition, covering CI strategies across a wide range of busi- WCM – Wireless Communications bilingualism, acculturation and psychological ness functions at today’s top companies. dynamics of a positive self-esteem and academic WCM 301 development. TMG 620 Principles of Technology Management Linear Systems and Signals TED 666 Course focuses on mathematical models of contin- The Cultural Foundations of Linguistics This course provides an in-depth analysis allowing students to apply the key concepts in technology uous-time and discrete-time signals and linear sys- Focuses on the development of language within management and the role of technology managers tems and includes time-domain and frequency the social, cultural and psychological context of in both private- and public- sector organizations. It domain concepts, Fourier series and Fourier trans- language learning. Looks at the roles of language provides an understanding of how organizational form, basic filtering concepts, the Laplace trans- in cultural transmission and social/political con- entities can be structured and managed to respond form, and applications to communication systems. trol, the role of code-mixing and switching as a effectively to dynamic changes caused by technolo- WCM 302 communication system in a multilingual, multicul- gy and international competition. tural society and the role of the teacher in the Probability and Random Processes in delivery of instruction to second-language learners. Engineering Introduction to the concepts of probability, random variables, functions of random variables, random 245 Course Descriptions
sequences and random processes, and elements of Wireless application protocol (WAP), WLAN, and estimation theory. Bluetooth technologies. WCM 601 WCM 608 Analog and Digital Communications Engineering Software for Wireless System Fundamentals Development
Course focuses on basic analog and digital princi- (Prerequisite: WCM 602) ples and their application to the analysis and Hands-on strategic analysis tools designed to help design of real-world communication systems. planners, engineers, and technologists rapidly, but WCM 602 thoroughly, develop wireless, wired, and broad- band network and service plans including detailed Wireless Communications: Principles and technical and business analysis. Practice WCM 609 (Prerequisite: WCM 601) Communication Systems Modeling with This course covers the topics in wireless communi- Wireless Applications cation systems, analysis of modern wireless com- munication system infrastructures, the cellular con- (Prerequisite: WCM 602) cept and system design fundamentals, mobile Course focuses on simulation models built with radio propagation, multiple access techniques for MATLAB programming software that can serve as wireless communications, wireless networking. virtual laboratories for predicting the impact of WCM 603 system design changes for advanced digital com- munication systems. Wireless Networking: Architectures, Protocols and Standards WCM 610 Next-Generation Wireless Infrastructures and (Prerequisite: WCM 602) Standards This course addresses the important issues of wire- less networking, including architectures, protocols (Prerequisite: WCM 602) and standards. It describes concepts, technology Course examines the visions of wireless communi- and applications of wireless networking as used in cations applications in the 21st century: 4G mobile current and next generation wireless networks. It systems, wireless migration to packet networks, also considers the engineering aspects of network development of international standards, standard- functions and designs, mobility management, ization of broadband wireless access, continuing wireless enterprise networks, GSM, network sig- evolution of CDMA, WCDMA radio access tech- naling, WAP, mobile IP and 3G systems. nology, wireless ATM networks, and new systems WCM 604 for PCS via satellite. Coding and Modulation for Wireless WCM 611A Communications Master’s Research Project I
(Prerequisite: WCM 602) (Prerequisite: All core requirements) This course describes the coding and modulation (Prerequisites: Completion of a minimum of eight out of techniques, and comparative studies of different ten courses, WCM 601 through WCM 610) coding and decoding schemes including Trellis and This course is the first part of the Master’s Turbo coding. Studies of different modulation for- Research project. It focuses on the research and mats and their effects on wireless channels, analy- selection of an appropriate topic on one of the sis of different modulation schemes applied to the research or applications in the field of wireless current wireless standards. communication systems. Student project teams WCM 605 research the topic of the project and complete the project proposal and timelines for project comple- Information, Privacy and Security in Wireless tions. Grading is by “H” (for Honors, “B” or better Systems work), “S” (for Marginal, “C” level work), or “U” (Prerequisite: WCM 602) (Unsatisfactory, “D” or below). Analysis of the security and privacy issues associ- WCM 611B ated with wireless systems. Cost/risk trade-offs. Master’s Research Project II Technical, physical, and administrative methods of providing security. Control of access through tech- (Prerequisite: WCM 611A) nical and physical means. Identification and A continuation of WCM 611A. Students complete authentication. Encryption, including the Data the project including all required documentation Encryption Standard (DES) and public key sys- and formally present their final product to a tems. Management of encryption systems, includ- review panel for evaluation. Grading is by “H” (for ing key protection and distribution. Discussion of Honors, “B” or better work), “S” (for Marginal, practices and case studies related to the ethical “C” level work), or “U” (Unsatisfactory, “D” or aspects in the telecommunication industries. below). WCM 606 CDMA: Wireless Standards and Applications
(Prerequisite: WCM 602) Analysis of CDMA (code division multiple access) concepts, models and techniques. An overview of second- and third-generation (3G) air interfaces. Direct-sequence spread spectrum (DSSS); physical and logical channels; CDMA IS-95 call processing, diversity, combining and antennas; access and pag- ing channel capacity; planning of a CDMA system. WCM 607 Third-Generation (3G) Wireless Networks
(Prerequisite: WCM 602) Third –generation standards, evolution of TDMA- based 2G systems to 3G systems; CDMA2000 sys- tem architecture; third generation European stan- dards, wireless data in CDMA; wireless local loop;
246 Core Adjunct Faculty and Adjunct Faculty
The University of Values
TM Core Adjunct Faculty
CORE ADJUNCT FACULTY Michael B. Bennett, M.A., California Edward A. Carlevale, M.S., Stevie Marie Daniels, M.A., State University, Los Angeles University of Phoenix California State University, Fresno Luis M. Acebal, Ph.D., State Cynthia Lynne Bernee, M.S., San Sybil B. Carlson, M.A., University of Arthur Alfred Darin, M.A., San Jose University New York, Diego State University Illinois, Urbana State University Binghamton Thomas R. Bernitt, M.S., Hawaii Margarita I. Carmona, M.A., San William Marvin Darling, M.A., San Char Ann Adams, M.Ed., Wright Pacific University Diego State University Diego State University State University Leslie J. Beswick, M.A., San Diego Judy A. Carr, M.A., University of Arun Datta, Ph.D., University of William Brownlow Adams, Jr., State University Arizona Calcutta M.Ed., University of San Diego Lorraine Elizabeth Betschman, M.S., Mark Vincent Caruana, J.D., John W. Davidson, M.S., Portland Brian R. Adler, M.A., University of California State University, University of San Diego State University California, Irvine Fullerton John Allen Casey, Ph.D., University Charlotte E. Davis, M.A., California Hugh H. Afshari, M.A., San Diego Marianne Beyer, M.A., Alliant of San Francisco State University, Northridge State University International University Pollyanna V. Casmar, M.S., Kent David Roland Davis, M.A., Ball George Michael Agrimis, M.B.A., Lauren B. Birney, Ed.D., University State University State University Roosevelt University of Southern California Stephen Casmar, Ph.D., Washington Pamela Ann Daw, M.Ed., University Georganna Ahlfors, Ph.D., Michael Conrad Bishop, M.A., State University of Laverne University of Minnesota, Twin University of San Diego Evamarie E. Casperite, M.S.W., James D. de Pompei, M.A., Cities Robert D. Blackledge, M.S., California State University, Fresno Pepperdine University Diane Albertoni, M.A., California University of Georgia Dustin Richard Cavanaugh, M.S., Cheryl Elizabeth Dean, M.A., San State University, Dominguez Hills James Francis Blinn, M.A., San Diego State University Diego State University Steven Walter Albrecht, M.A., San California State University, Long Abdulrahim Nasr Chafi, M.S., Joann Watts Debose, Ph.D., Diego State University Beach California State University, Fresno University of Nevada, Las Vegas Charlotte A. Aldrich, M.A., Paul W. Bloom, Ed.D., Northern Symon Szu-Yuan Chang, M.B.A., Arman Liwanag Demesa, M.S., California State University, Arizona University Golden Gate University, San University of Phoenix Hayward Stacey D. Bobo, M.A., California Francisco John Henry Denhalter, M.A., Alliant Larry Albert Alvarado, M.A., San State University, Dominguez Hills Chanchal Chatterjee, Ph.D., Purdue International University Diego State University Keith C. Bogardus, J.D., University University Melba L. Derrick, M.A., University Helen E. Anderson-Cruz, Ed.D., of San Diego John W. Cheatham, M.S., University of San Francisco University of Southern California Bill L. Boggs, M.P.H., University of of Southern California Ronald Detrick, Ed.D., University of Rajagopala R. Ankata, M.B.A., Tennessee, Knoxville Barbara Jean Chilton, Ed.D., California, Los Angeles Andhra University Edward M. Bordenkircher, M.A., University of Laverne Beverly Liebherr Dexter, Ed.D., Nicole S. Antebi, M.F.A., California Claremont Graduate University Kathleen Louise Chlebik, M.B.A., Duke University Institute of the Arts Frank A. Branda, Jr., M.Ed., Whittier National University Walberto Diaz, M.A., San Diego Jeffrey S. Appel, Ph.D., Nova College Wilbur Chong, M.A., California State University Southeastern University Jannis A. Brandenburg, M.A., State University, Long Beach Janice B. Dicroce, Ed.D., Bruce V. Armstrong, Ed.D., Alliant Alliant International University Don Wayne Chotro, M.A., Northeastern University International University Carolyn H. Brannon, M.A., California State University, Cecile Dillon, M.A., Pepperdine Maria Armstrong, M.A., Azusa California State Polytechnic Fullerton University Pacific University University, Pomona Jennifer Susanne Clark, M.A., Ohio Jessie M. Doi-Cunha, Ed.D., Ali A. Ashkiani, M.A., Howard Carol Louise Brock, M.A., California State University Brigham Young University University State University, Sacramento David Bruce Clausen, M.S., West Nancy Dome, Ed.D., Alliant Seth Atamian, M.A., California State Bridget M. Brown, M.S., Pepperdine Coast University International University University, Fresno University Alexander J. Contreras, M.S., Edward William Dorn, M.Ed., Marvin Arthur Avila, Ed.D., Nova Douglas L. Brown, M.A., California California State University, University of Laverne Southeastern University State University, San Bernardino Fullerton Cinda Lee Doughty, M.S., National Sheli Ayers, M.A., University of Linda Brown, Ed.D., Alliant Timothy John Conway, M.A., University California, Santa Barbara International University Gallaudet University Thomas P. M. Doyle, M.H.R., Raid Zuhair Ayoub, M.S., Tommy J. Brown, M.S., Golden Gate Harriet Jones Cook, M.S., Chapman University of San Francisco University of Technology University, San Francisco University Robert William Dunks, M.A., Ohio Hans Backer, D.P.M., California Steven Michael Brownson, M.A., Jess William Cook, M.A., National State University College of Podiatric Medicine California State University, University Henry Quoc Duong, M.S., San Jose Alen Badal, Ph.D., The Union Dominguez Hills Omar M. Cook, M.S., California State University Institute and University Thomas Joseph Broxtermann, Ph.D., State University, San Bernardino Cindy M. Dupre, M.A., California Naila C. Bailey, Ph.D., City The Union Institute and Jerome Alan Cooper, M.A., San State University, Chico University New York City College University Francisco State University John Michael Durham, M.A., Randy Scott Bailin, M.B.A., Lynn N. Buchholz, M.B.A., Becton W. Corbin, Jr., M.B.A., California State University, San University of Rochester University of California, Los Liberty University Bernardino Guy Francis Balice, Ph.D., Angeles Michael Lewis Corbin, M.A., Greg Allen Dustin, M.S., San Diego University of California, Los Paul Burke, M.A., Chapman Southern California College State University Angeles University Russell Gene Cornell, M.A., Maryann Easley, M.A., Chapman Linda Jeanne Balona, M.A., San Gail Burnett, M.S., University of University of California, University Diego State University Laverne Riverside James K. Eckmann, Ll.B., Stanford Mitiku Ejeta Banae, Ph.D., Warsaw Larry E. Byers, M.B.A., Alliant Marcella Louise Costantini, M.A., University School of Economics International University San Jose State University Deborah L. Edmund, M.S., Eastern Sandra M. Banducci, M.S., Gayle S. Byrne, M.A., University of William Cowperthwaite, M.A., San Michigan University University of Southern California San Francisco Diego State University Michael D. Edwards, M.S., Chuck Howard Bane, M.S., Naval Edward C. Calix, Ph.D., California Cheryl S. Cox, Ed.D., University of University of Southern California Postgraduate School School of Professional Southern California Sameh El Naggar, M.B.A., Curtis R. Banner, M.A., California Psychology, San Diego Terry Crawford, Psy.D., University University of Phoenix State University, Sacramento Artis Marie Callaham, M.S., of Denver Amr Elchouemi, Ph.D., University Melissa Dawn Barbagallo, M.S., California State University, Los David Paul Crosson, M.A., of Louisiana Towson University Angeles California State University, Los Deborah Louise Eller, Ed.D., Azusa Steven Frederic Bass, M.A., San Adam G. Camacho, M.S., San Diego Angeles Pacific University Diego State University State University Albert Cruz, M.B.A., University of Katherine Marie Emmons, Ph.D., Bernadette Baum, J.D., Suffolk Brenda J. Campbell, Ed.D., Phoenix University of California, Santa University University of San Diego John Andrew Cruz, M.Ed., Azusa Barbara Nancy Jo Beckwith, M.A., Chapman Jacqueline Joyce Campbell, M.S., Pacific University Patricia J. Everett, M.A., Azusa University Pepperdine University Huntly N. Cutten, M.S., University Pacific University Ralph J. Belcher, Ph.D., Ohio State Melinda Lou Campbell, Ph.D., of Canterbury Jacquelyn Ann Fargano, M.A., University University of California, Davis Diane L. D’Agostino, Ph.D., California State University, Fresno Naomi Bell, M.A., San Diego State Scott A. Campbell, M.S., National University of Southern California Raulin R. Farinas, M.B.A., University University Rachida Dalichaouch, Ph.D., University of San Diego Patricia Darlene Benke, J.D., Camille Angele Capo, M.A., University of California, San Roberta Fassler-Katz, M.S., University of San Diego California School of Professional Diego California State University, Brian R. Bennett, M.A., California Psychology, Alameda David Scott Damico, M.A., Hayward State University, Fresno University of San Diego 248 Core Adjunct Faculty
Jesse M. Faulkenberry, M.A., Carroll Anthony Green, M.Ed., Andrea Henne, Ed.D., University of Hugh Donald Kelso, J.D., Western California State University, Southern University and A& M California, Los Angeles State University College of Law, Bakersfield College Ratchford Higgins, Ph.D., Fullerton Lina Fedynyshyn, M.B.A., Seton Leroy Green, M.A., California State University of California, Davis Bailey M. Kennedy, M.S., State Hall University University, Long Beach Skip Himelstein, M.A., National University New York College, Karl Timothy Feeken, M.Ed., Azusa Simeon Royal Greene, M.P.A., University New Paltz Pacific University California State University, Constance D. Hoban, M.A., Linda Kwong Kennedy, M.A., San Philip Feldstein, M.A., City Northridge University of California, Los Francisco State University University New York Hunter Marla C. Gregurek, M.A., Chapman Angeles Scott T. Kent, M.A., University of College University Christine A. Hoffman, Ed.D., Missouri, Kansas City Peter George Fellios, M.A., Alliant Linda M. Gresik, Ed.D., Pepperdine Northern Arizona University Penelope D. Keough, M.S., National International University University Larry K. Holguin, M.Ed., Azusa University John R. Ferguson, M.B.A., Dan Grider, Ed.D., Alliant Pacific University Cindy L. Ketcherside, M.A., University of Connecticut International University Jill Marie Holslin, M.A., University University of the Pacific Karen N. Fetter, M.S., National Nathan Griff, M.A., Adams State of California, San Diego Patricia Anne Key, M.A., California University College Willie Jefferson Horton, Jr., M.A., State University, Sacramento Denise Lynn Finney, M.A., Alliant Delores H. Griffin, Ph.D., University University of San Diego Datta Kaur Khalsa, M.S., California International University of Alabama Ticey Hosley, M.A., University of State University, Hayward Howard G. Fisher, M.B.A., San Shareen Gaye Grogan, M.A., San Diego Kevin Gerard Kilpatrick, M.A., Diego State University University of California, San Jack L. Housden, Ph.D., University Humboldt State University Deborah Anne Flint, Ph.D., Diego of Southern California Joseph Joo Kim, Ph.D., Biola University of Southern California Irina Gromova, M.S., Novosibirsk Robert Vincent Houskeeper, M.S., University Susanna Fong, M.Ed., National Institute San Diego State University Wayne A. Klusmeier, M.B.A., San University Shanon K. Groover, M.A., California Burl W. Howard, D.B.A., Alliant Jose State University Claudia J. Forsyth, Ph.D., Alliant State University, San Bernardino International University John Richard Knight, M.S., Naval International University Albert James Guaderrama, M.A., Claudia Maria Huiza, M.A., Postgraduate School Christopher W. Foster, Ed.D., University of Phoenix University of California, San Diana Koga, M.A., University of University of Southern California Deana Guardado, M.B.A., California Diego California, Davis Douglas Eugene Frame, M.A., San State University, Los Angeles Lynne R. Hunter, M.A., San Diego Carol S. Koon, M.B.A., San Diego Diego State University Diana L. Guest, M.A., Antioch Col State University State University Doris G. Frazier, M.S., Texas Carol Lynn Gunther, Ph.D., Alan Curtis Hurt, M.S., California Virginia Elaine Koontz, M.A., Woman’s University University of California, Irvine State University, Dominguez Hills California State University, Long Steven S. Friedland, M.A., Michael Joseph Gurley, M.A., Naval George Hutchinson, Ph.D., Alliant Beach University of Iowa War College International University Jack W. Kriege, Ph.D., Claremont Anne Friedman, M.S., Long Island M. K. Gustinella, Ph.D., The Myrtice Josephine Irish, Ed.D., Graduate University University Fielding Inst University of Laverne Diann M. Kueny, M.S., National Leonard D. Friedman, Ph.D., Peter J. Gutierrez, M.A., University Ella Ivshin, Ph.D., California School University University of California, Santa of Phoenix of Professional Psychology, Los Larry Kurtz, J.D., Los Angeles Barbara Pamela J. Gutierrez, M.A.E., Central Angeles College of Law David E. Frost, M.S., University of Washington University Alice Jacobs, Ed.D., Nova Frederick William Labib-Wood, Southern California J. Roberto Guzman, M.A., Lehigh Southeastern University M.P.H., University of Hawaii, Judith Louise Frost, M.A., San University Keith G. Jaeger, M.A., California Manoa Francisco State University Valerie J. Gwin, M.S., California State University, Los Angeles Gregory A. Ladue, M.S., San Diego Michael Caldwell Garbarini, M.A., State University, Fresno Terrance G. Jakubowski, Ph.D., State University Depaul University Douglas Leroy Hadsell, Ph.D., University of Southern California James Ronald Lake, M.A., California Roland Lee Garcia, M.A., San Diego Washington State University Helen Foster James, Ed.D., Northern State University, Stanislaus State University Paul Kentwood Halbmaier, M.A., Arizona University Dennis Lambell, M.S., Naval Deborah Lynn Gardner, M.S., California State University, Los Kelly Jaquiss, M.F.A., Antioch Postgraduate School California State University, Angeles University Southern California Brooke Alex Lambie, M.S., Fullerton Patrick C. Haley, M.S., Florida State Brian R. Jensen, M.S., Utah State California State University, Sheryl Lynn Garman, M.A., University University Hayward University of Phoenix William Worth Hall, Ed.D., Alliant Ernest F. Jimenez, M.A., California Theresa M. Larkin, M.F.A., Stacy Lynne Gerken, M.A., International University State University, Los Angeles University of California, Irvine California State University, Los Shak Bernard Hanish, Ph.D., Charles C. Jogwe, M.D., Spartan Lance Elton Larson, M.A., San Angeles Northern Arizona University Health Sciences University Diego State University Thomas Arthur Gibbons, M.A., Donald F. Hanley, Ph.D., Alliant Sheryl D. Johnson Gee, M.A., James R. Lasley, Ph.D., Claremont University of San Francisco International University Louisiana Tech University Graduate University Marlene J. Giles, M.A., University of John S. Hannaman, Ed.D., Angela K. Johnson, M.B.A., Boise Cathy Lynn-Godell Lauer, Ph.D., New Mexico University of Laverne State University Berne University Rebecca W. Giles, J.D., University of Nanci E. Hanover, M.S., Pepperdine Marcia Danello Johnson, M.Ed., James D. Lawless, M.B.A., Chapman North Carolina, Chapel Hill University Cambridge College University Mary Jean Gilio, M.A., Fresno Peter Haro, M.A., Northwestern Belinda L. Johnstone-Ross, Ph.D., Richard Lawrence, J.D., Western Pacific University University Sierra University State University College of Law, Michael Glatfelter, M.B.A., Ansar M. Haroun, M.D., King Marie C. Johnstone, Ed.D., Fullerton University of Phoenix Edward Medical College Pepperdine University Ninus Lazar, M.S., National Sandra F. Golden, Ph.D., Alliant Carolyn J. Harshman, M.P.A., San Erik S. Jones, M.B.A., Alliant University International University Diego State University International University James William Ledwith, M.B.A., Daniel B. Goldstein, J.D., Whittier William Eugene Hartford, M.P.A., Jannetta Delois Jordan, M.Ed., University of Pennsylvania College National University Northern Arizona University Jeffrey C. Lee, M.A., Pepperdine Gregory Scott Goodman, Ed.D., James Michael Hartig, M.A., Fresno Dale L. June, M.A., George University University of California, Davis Pacific University Washington University Lutgarda O. Lee, M.A., Pacific Oaks Austin Joseph Gordon, Ph.D., Noel Haskins-Hafer, M.B.A., Rollins Arleen S. Kagan, M.A., San Diego College University of California, Irvine College State University Neil M. Leiman, M.B.A., Fairleigh Robert Gottlieb, Ph.D., California Steven Anthony Haslem, M.F.A., Timothy James Kahl, M.A., Eastern Dickinson University School of Professional Psychology San Diego State University Michigan University Stanley H. Levin, Ed.D., Nova John E. Grady, M.A., University of Patricia Anne Hatch, M.S., Southern Gitonga Kanampiu, M.B.A., Alliant Southeastern University Phoenix Methodist University International University Susan Harriet Levine, M.A., San Gerald Graf, Ph.D., La Salle John Wayne Haug, M.A., California Suresh Vishwambhar Kanekar, Diego State University University State University, Fullerton Ph.D., University of Iowa Mary Ellen Lewis, M.A., California Lois L. Graham, M.P.A., California Angela M. Hawkins, Ed.D., Alliant David Harmon Karell, Ed.D., State University, Los Angeles State University, Sacramento International University University of Southern California Walter A. Lilly, M.A., University of Greer Grant, M.A., San Diego State Lisa Lynn Haydt, M.A., Alliant Kenneth Dean Kay, J.D., University Connecticut University International University of the Pacific Robert Kenneth Lipsett, M.A., Ball Kevin Grant, M.B.A., Azusa Pacific J. Scott Hayward, M.A., Chapman Richard Steven Kay, Ph.D., Alliant State University University University International University Maximo Alexis Lobaco, M.S., Stacey Haywood, M.S.W., San Diego Pepperdine University State University 249 Core Adjunct Faculty
Sandra L. Lockwood, Psy.D., Alexander Dean McLeod, Ph.D., Janice Lee Newman, M.A., Karen Elaine Polyak, M.A., Santa California School of Professional University of California, Irvine California State University, Long Clara University Psychology, San Diego Judith Florence McLeod, M.A., Beach Sandra Portillo, M.A., San Diego Marie Louise Loggia-Kee, M.A., Alliant International University Iosif Borisovich Neyman, M.S., State University California State University, Barbara L. McMullin, M.P.A., San Moscow State University of Jackie Lee Powell, M.S., The Fullerton Diego State University Mining University of West Florida Donald Francis Logsdon, Jr., Ph.D., James E. McNaughton, M.Ed., Ho Son Ngo, M.S., West Coast Theresa Maria Punzalan, M.A., San Colorado State University University of Maine University Diego State University Ana M. Lomas, Ph.D., University of Vicki J. McWain, Ph.D., Fuller Andy Cao Nguyen, M.S., National Michael George Qualls, M.B.A., Southern California Theological Seminary in University National University Roger Blaine Longnecker, M.A., California Linda Marie Nolte, Ph.D., Deborah Patricia Quiros-Cole, M.A., California State University, Chico Maria Ester Medrano, Ph.D., Claremont Graduate University Humboldt State University Arthur Dennis Lopez, M.A., Fresno Claremont Graduate University Bruce Walter Nuss, M.B.A., Ralph Rago, M.Ed., Oregon State Pacific University Sophia Mekhitarian, M.A., Fairleigh Dickinson University University Vicente Lossada, M.A., California University of San Francisco Richard Michael O’Hanlon, M.A., Beverly Anne Raine, M.B.A., State University, Los Angeles Sharon G. Mijares, Ph.D., The Union University of Phoenix California State University, Fresno James E. Lovelace, Ed.D., Vanderbilt Institute and University Phillip Lewis Oels, II, M.S., National Susan Erickson Ranes, M.A., University Jose H. Millan, J.D., University of University University of Michigan, Ann John S. Lown, Ph.D., Vanderbilt Houston Patrick R. Ojeda, M.A., San Diego Arbor University Nancy Miller, M.S., National State University Nicola Ranson, M.S.W., San Diego Max Robert Lund, Ph.D., University University Mylbra Chorn Oliver, M.A., Virginia State University of Utah Robert Frederick Milliken, M.B.A., Polytechnic Institute and State Stuart Lamar Rawlings, Ph.D., John Stephen Luster, M.A., University of Utah University University of California, Berkeley California State University, Joseph David Milosch, M.F.A., San Ponzio Oliverio, J.D., University of Michael H. Read, M.P.A., Golden Sacramento Diego State University San Diego Gate University, San Francisco Tom A. Lutton, Ed.D., University of Thomas E. Minnich, M.S., Susan E. Olsen, Ed.D., University of Jon C. Reed, M.A., Brown Laverne Northwestern University California, Los Angeles University Kathie Maier, M.A., California State Garo Alan Mirigian, Ed.D., Lincoln Eleanor R. Osborne, M.A., San Jose Keith A. Reed, M.A., California University, Long Beach University State University State University, Chico Barbara C. Major, Ed.D., University Derick Jay Mitchell, M.S., Mount Bert Ouderkirk, M.F.S., National L Wayne Reid, Ph.D., University of of San Francisco Saint Marys College University Utah Elizabeth R. Maloney, Ed.D., James Michael Mitchell, Ph.D., Kathy Ann Paap, M.A., Azusa Jennifer J. Reiter-Cook, M.Ed., University of the Pacific University of Minnesota, Twin Pacific University University of San Diego Ronald Thomas Mangiamelli, Ph.D., Cities Alex Porter Pacheco, M.S., Robert A. Reyes, Ph.D., Berne University of the Pacific Roger V. Mitchell, Ph.D., The Union Chapman University University Sam Anthony Marandos, Ed.D., Institute and University Errol George Palmer, Ph.D., Ramiro de Leon Reyes, Ph.D., University of San Francisco David R. Miyashiro, M.A., Grand University of Washington Michigan State University Ardis L. Margison, M.A., Azusa Canyon University Caroline Paltin, Ph.D., Alliant Jenna la Frae Reynolds, M.A., Pacific University Haim David Mizrahi, M.A., San International University California State University, Fresno Marsha L. Markle, M.A., Western Diego State University Barbara B. Papamarcos, M.Ed., Carolyn L. Richey, M.A., San Diego Michigan University Elaine Moncino, M.A., San Diego National-Louis University State University Robert P. Marner, M.P.A., National State University Russell O. Parkman, J.D., University Delwin E. Richey, D.Min., Fuller University Jacqueline Lois Montague, M.S., of San Diego Theological Seminary in James Marrone, Jr., M.A., Chapman National University Eric Richard Parks, Ph.D., California University Reynaldo I. Monzon, M.A., San University of Southern California Patricia Green Riley, J.D., Lewis and Edith Jane Martin, Ed.D., University Diego State University Robert W. Parmelee, Ph.D., Clark College of Southern California Janice Moore Darragh, M.A., University of Georgia I. Lynn Rinehart, Ph.D., Alliant Danny Raul Martinez, M.S., California State University, Harry Paul Parmer, Ed.D., International University University of Southern California Sacramento Pepperdine University George Endicott Rittenhouse, Rebecca Jones Mashburn, M.Ed., Jeff S. Moore, M.Div., Colgate Soly Paterson, M.B.A., San Jose M.Div., Fuller Theological University of San Diego Rochester Divinity School State University Seminary in California Warren G. Mason, M.S., University Kathleen Mary Moore, M.S., George Payan, Jr., M.Ed., Azusa James R. Rivet, Ed.D., University of of Kansas University of San Diego Pacific University Southern California Mark Evatt Mathany, M.A., Wayne K. Moorehead, M.S., Robert Lyle Payne, M.A., California Blue Robbins, Ed.D., University of University of the Pacific California State University, Los State University, Northridge San Diego Kathleen A. Matson-Baker, M.S., Angeles Gerrine L. Peckenpaugh, M.A., Vashti O. Roberts, Ed.D., University California State University, Fred Mora, M.A., Southern California State University, Chico of Southern California Dominguez Hills California College Richard H. Peerson, Ph.D., Alliant Elaine R. Robertson, M.A., San Kathy Michelle Matthes, M.S., Dorothy G. Morris, M.S., National International University Diego State University University of Southern California University William F. Peinert, M.A., John Jack Michael Robertson, Ed.D., Carol Fox Matthews, M.A., Jill Robin Moses, M.F.A., University Carroll University Alliant International University California State Polytechnic of Oregon Richard George Penaflor, M.S., Lynn Robinson, M.S., National University, Pomona Scott Howard Moss, M.A., San University of Southern California University Michael Raymond Maxwell, Ph.D., Diego State University Julie Ann Perez, M.A., San Diego Devery Jo Rodgers, M.A., California University of California, Davis Reza Mostafavi, Ph.D., New Mexico State University State University, Dominguez Hills Deni Prairie May, M.A., California State University John Charles Pero, M.S., University John C. Rogers, M.S., Kansas State State University, Dominguez Hills Patrick Bernard Mulroy, M.A., San of Southern California University Paula N. Mayer, M.A., Pepperdine Diego State University Anne Kennedy Peterson, M.A., Penny Sharyl Rogers, M.A., University Jose A. Munoz, Jr., M.S., California California State University, Chico California State University, John Clark Mc Farlane, M.S., State University, Sacramento Toni Marie Pfister, M.S., California Northridge University of Southern California Tom A. Murphy, M.B.A., University State University, Hayward Roy David Rogers, M.F.A., John L. McCarthy, M.S., California of Denver Kimberly M. Phillips, M.A., University of California, San State University, Fullerton William H. Murray, M.A., California State University, Diego Kenneth M. McCluskey, M.S., University of California, Dominguez Hills Manuel R. Roman, Ed.D., Pepperdine University Riverside Myra L. Philpott, M.S., Syracuse University of San Francisco Philip Lee McDonald, M.S.W., Eddah Mbula Mutua-Kombo, Ph.D., University Glenn Rosbrook, M.B.A., University California State University, Long University of Nairobi Robert Allen Pilloud, M.A., of Illinois, Urbana Beach Robert C. Nelson, Psy.D., Alliant California State University, Edward Andrew Rose, M.B.A., W. Lee McElravy, J.D., Western State International University Northridge Fairleigh Dickinson University University College of Law, Susannah Marie Nelson, M.A., William S. Pine, Ed.D., Auburn Allan Jay Roth, M.S., Northern Fullerton California State University, University Illinois University William Cameron McGuire, M.S., Sacramento Peter L. Platt, J.D., Thomas Jefferson Constance A. Rothmund, M.Ed., Pepperdine University Nasser Nemati, Ph.D., Colorado School of Law Smith College Jeanne Maureen McKinley, M.S., State University Sally Neil Pollack, Ph.D., University Michael C. Roubicek, Ph.D., California State University, of Southern California California School of Professional Fullerton Psychology, Fresno 250 Core Adjunct Faculty
Jeffery K. Rubenstein, J.D., Loyola Steven Samuel Sohn, M.D., Medical Marjorie Ophelia Vernell, M.A., San T. Devere Wolsey, M.A., California Law School College of Georgia Francisco State University State University, San Bernardino John Ernest Russ, III, M.B.A., The Catherine L. Somers, M.A., San Rodrigo S. Viesca, M.S., Chapman Barbara Wong, M.S., California State University of West Florida Diego State University University University, Fullerton Edward Joseph Rutmayer, Ed.D., James P. Sorenson, M.F.A., Paul Villalobos, M.A., California Marie L. Wood, M.A., Chapman University of Southern California California State University, Long State University, Long Beach University Luz Maria Salazar, M.A., Alliant Beach Ralph Villanueva, M.S., California Mary Ellen Worth, M.Ed., Loyola International University Jacquelyn Jo Spacek, Ph.D., State University, Sacramento Marymount University Moe Salem, M.S.A., Roosevelt University of Southern California Maureen Brondi Vitale, M.A., Marcy Worthington, M.S., National University Lisa M. Sparaco, Ph.D., University Montclair State University University Barbara J. Salice, Ed.D., University of New Mexico Merle J. Vogel, Jr., M.A., San Diego Janice Wong Wu, M.A., California of Southern California Deborah Lynn Spellman Smith, State University State University, Sacramento Rafael L. Kimo Sanchez, Jr., M.A., M.A., Alliant International Stacy M. Wadlington, Ph.D., Kimberly Nicole Yates, M.Ed., San Diego State University University California School of Professional Howard University Martin Donald Sandman, M.B.A., James Spraggins, M.P.T., Chapman Psychology, Los Angeles Patricia Joyce Yates, M.S.W., University of San Diego University Alexandra Simone Wagman, M.F.A., California State University, Fresno Helen D. Scheidt, M.A., California Timothy James Springer, M.A., California Institute of the Arts Stephanie Jud Yellin-Mednick, M.A., State University, Fresno California State University, Fresno Tracey Tayor Walker, M.A., California State University, Los Heidi Christine Schelling, M.A., Rebecca L. Starr, M.A., San Diego California State University, Long Angeles California State University, Fresno State University Beach Richard J. Yescas, M.A., Chapman Alan Max Scher, M.A., Pepperdine Vivien Yang Steger, M.S., Saint John R. Walkup, Ph.D., University University University Louis University of Oklahoma Norman Campus Nikki Darline Yocham, M.A., Debra K. Schmidt, M.A., San Diego Norman Wilson Stein, M.A., Richard Lee Wall, M.A., San Diego Pepperdine University State University University of Iowa State University Eric Larson Young, M.A., California Frank Richard Schneemann, M.S., Norman W. Steinaker, Ed.D., Ball Connie A. Wallace, M.A., California State University, Dominguez Hills National University State University State University, Sacramento Deeba A. Zaher, M.A., Alliant Robert B. Schneider, J.D., Michael V. Steinberg, Ph.D., Odessa Richard Paul Walsh, M.A., Santa International University Washington University Institute of Civil Engineering Clara University Deanna Lynn Zamiska, M.Ed., John Gordon Lee Schott, M.A., Glenn Allen Stevenson, M.A., Azusa James William Walters, M.A., San Carroll University Pepperdine University Pacific University Diego State University Irving Zaroff, J.D., Loyola David F. Scully, Ed.D., University of Robert Michael Stone, Ed.D., Lawrence W. Walters, Ph.D., Indiana Marymount University Southern California University of San Francisco University of Pennsylvania Kadri S. Zhulali, Ph.D., University Colleen M. Seaburg, Ed.D., Alliant Robert Timothy Stretch, M.S., Troy Stephen Ambrose Ward, M.A., of Tirana, Albania International University State University Duquesne University James Gregory Zoll, Ed.D., Paul T. Semm, M.A., San Diego Lawrence Thomas Stubbs, M.B.A., Steven Tad Waszak, M.A., University of San Diego State University University of San Diego University of California, San James Clayton Zone, M.A., David G. Sepe, M.A., Pepperdine Eddie Charles Sturgeon, J.D., Santa Diego California State University, Long University Clara University David Michael Weber, M.A., Fresno Beach Harry Seperas, M.A., California Chen-Han Sung, Ph.D., University Pacific University Roger W. Zuerlein, Ph.D., Brigham State University, Sacramento of California, Berkeley Nancy Weiner, M.A., California Young University Mohammed K. Shaki, M.P.A., George Kim Sutterfield, M.Ed., State University, Fresno University of Oklahoma Antioch College Donald C. Weir, Ed.D., University of Erica Lynn Sharar, M.A., University Gale Swain, M.A., California State Southern California of Colorado, Denver University, Dominguez Hills Larry A. Weiss, Ph.D., University of Ceretha Sherrill, M.A., George Bonnie Jo Swann, M.S., California Wisconsin, Madison Washington University State University, Fullerton Renee M. Weissenburger, M.A., Vashti E. Sherrill, M.A., California Thomas Daniel Sweeney, M.B.A., California State University, San State University, Bakersfield California State University, Marcos David A. Sholes, M.A., California Sacramento Karen E. Wheeler, M.A., Fresno State University, Fresno Miwako Takano Lee, Ph.D., Pacific University Gregory John Shorts, M.A., San University of Massachusetts, Charles Barry Whitcomb, M.A., Diego State University Amherst Regent University Nanci L. Shrager, M.A., California Joan A. Talbert, M.B.A., National Ann Marie White, Ed.D., Teachers State University, Northridge University College, Columbia University Henry Marshall Siegel, J.D., Cornell George H. Tanabe, M.S., Hawaii John Lincoln White, M.A., University Pacific University California State University, Jason Howard Siegel, M.Ed., Eugenie Maude Taylor, M.A., Dominguez Hills University of Nevada, Las Vegas California State University, Cathie D. Whitley, M.A., California Melvyn Leland Silva, M.A., Bakersfield State University, Sacramento California State University, Fresno Blake C. Thomas, M.A., Humboldt Cathleen Wiens, Ph.D., California Bruce Stephen Simon, J.D., Detroit State University School of Professional College of Law, Michigan State John Thomas, M.A., Webster Psychology, Fresno University University George Maurice Wildberger, M.A., Bonnie Sinclair, M.A., Pepperdine Geary Scott Thompson, Ph.D., San Jose State University University University of California, San Shirley Eileen Willadsen, Ed.S., Harjit Singh, M.B.A., National Diego Point Loma Nazarene College University Terry J. Tibbetts, Ph.D., California Charles Williams, J.D., University of Mireille Singh, Ph.D., University of School of Professional Laverne San Francisco Psychology, San Diego Charles Richard Williams, Ed.D., Cynthia Mary Sistek-Chandler, Melaine Gracye Timko, M.A., University of Southern California M.A., California Polytechnic State California State University, San Jo Williams, Ed.D., University of University, San Luis Obispo Bernardino San Francisco Crystal A. Smith, M.A., University Candace B. Toft, M.A., University of Sherry Lynn Williams, M.S., of San Francisco Denver California State University, Denise Marie Smith, Ed.D., Boi Nghia Tran, Ph.D., University of Fullerton University of the Pacific California, Irvine Carol Anne Wilson, Ph.D., David Robert Smith, M.B.A., Boise Thomas Dale Trzos, M.A., Webster University of Utah State University University John L. Wilson, Ph.D., University of Rickie S. Smith, M.A., University of Clarence Theodore Uri, M.A., San California, Davis Redlands Diego State University Barry Bernard Winn, Ed.D., Ward W. Smith, Ed.D., Alliant Richard B. Uris, J.D., University of Northern Arizona University International University Michigan, Ann Arbor Eke Friday Wokocha, Ph.D., Alliant Peter Joseph Snetsinger, M.A., Maria Urquidi, M.A., California International University Chapman University Lutheran University Donna Gay Wolosin, Ph.D., Gregory Michael Sobko, Ph.D., Henry J. Venter, Ph.D., Rand California School of Professional Moscow State University Afrikaans University Psychology, San Diego 251 Adjunct Faculty
ADJUNCT FACULTY Carol Haden Arlin, J.D., Patria Rosales Baumstark, Ph.D., Heather Christina Bowlds, Ph.D., Humphreys College University of Kiel Alliant International University Richard Gary Abel, M.S., San Diane B. Arnold, M.A., California Carl James. Beason, M.S., West Robert Clark Boyle, Psy.D., Biola Francisco State University State University, Long Beach Coast University University David J. Abitz, M.B.A., University of Maureen Salese Aschoff, Ed.D., Paul C. Beaumont, M.A., University Wanda Bradford, M.A., California Wisconsin, Madison University of Southern California of Redlands State University, Fresno Charles Leroy Ackerman, M.Ed., David Orosco Austin, Ed.D., Stacy Tara Begin, M.S., National Patricia Ann Bradley, M.S.N., The University of Arizona Brigham Young University University Sage Colleges Diana L. Adams, M.A., San Diego David Ruben Avalos, M.A., Ernie Bell, M.A., California State Jacqueline R. Braitman, Ph.D., State University Chapman University University, Bakersfield University of California, Los Larry Thomas Adams, M.A., Richard Steven Avery, M.A., Judyth Arden Bell, M.S., Pepperdine Angeles California State University, University of Phoenix University Giza Braun, M.S., Bank Street Bakersfield Faramarz Azadegan, Ph.D., Ronald V. Bell, M.A., The University College of Education Pamela Jean Adams, M.C., Rensselaer Polytechnic Institute of Texas, Tyler Paul S. Brencick, M.A., Webster University of Phoenix Abbas Azhdari, Ph.D., University of Vincent M. Bello, M.A., Chapman University Thomas Francis Adams, M.S., California, San Diego University Eve T. Bressler, Ed.D., University of California State University, Long Mark David Babiarz, M.A., Frances E. Bellot, M.B.A., California California, Berkeley Beach California State University, Fresno State University, Dominguez Hills Cordell A. Briggs, Ph.D., Howard Sharon B. Adele, M.A., Pepperdine Badri N. Badriyha, Ph.D., Dominique Benavidez, M.A., University University University of Southern California Pepperdine University Kathleen McGregor Bright, M.S., Frank V. Adelman, M.A., University John C. Baer, M.S., Simmons College Emma Debora Bennett, M.A., National University of San Francisco Hamid R. Bahadori, M.P.A., University of Phoenix Jacqueline Brittintine, M.A., Mehnaz M. Afridi, M.A., Syracuse California State University, Edna C. Bereal, M.Ed., University of California State University, University Fullerton Laverne Dominguez Hills Geraldine Rostron Afshari, M.S., Michael Jon Bailey, M.B.A., Santa Virginia Munday Bergstrom, M.A., David Kenneth Brock, J.D., National University Clara University Mennonite Brethren Biblical University of the Pacific Diana M. Aiello, M.S., California Jean Bain, M.S., California State Seminary Ronald Brock, M.A., California State State University, Fresno University, Fullerton Scott Eric Bergstrome, Ed.D., University, Los Angeles Maral Akatcherian, M.A., Loyola Debra M. Balazs, M.B.A., Cleveland University of San Diego Lovette Marie Broussard, M.P.A., Marymount University State University Richard Daniel Berkon, J.D., Golden Gate University, San Tanya M. Akopoff, M.A., California Terry Alan Ball, M.A., California Thomas Jefferson School of Law Francisco State University, Northridge State University, Los Angeles Mary L. Bernard, M.S., University of Blanca A. Brown, Ph.D., California Gregory Haynes Alexander, II, Matthew A. Bamberg, M.A., San Kansas School of Professional M.A., California State University, Francisco State University Phyllis Amy Berry, M.A., California Psychology, Fresno San Bernardino Rene Anicet Baradat, M.A., State University, Sacramento Danielle M. Brown, M.A., California Oussama Ahmad Alkhalili, M.I.T., University of California, Marc F. Bertonasco, Ph.D., State University, San Bernardino American Intercontinental Riverside University of Wisconsin, Madison Loraine O. Brown, Ed.D., University University Harlan Martin Barbanell, Ed.D., Amin Best, Ph.D., Walden of San Francisco Richard Michael Alleman, M.A., University of Northern Colorado University Ronald Douglas Brown, M.A.T., Pepperdine University Robert George Bare, M.A., Sylvia M. Bickenbach, M.B.A., Santa Lewis and Clark College Jackie M. Allen, Ed.D., University of University of San Diego Clara University Walter Brown, Ph.D., University of San Francisco Janet G. Barkawi, M.A., California Deborah R. Binczewski, M.B.A., California, Los Angeles Richard A. Alonzo, M.S., State University, Fullerton University of Phoenix Kathleen M. Bruga, M.A., San Pepperdine University Tom L. Barnard, M.Ed., University Todd Howard Bingham, M.A., Francisco State University Leslie Dana Alpert, M.S., National of Laverne National University Richard Ross Brydges, M.B.A., The University Earl Edward Barner, Ed.D., Suzanne V. Bird, M.A., Santa Clara University of West Florida Mary Jean Altman, M.A., Alliant University of Laverne University David Buchanan, M.Ed., Azusa International University Harvey Lee Barnett, M.A., Trevor Lee Blankenship, M.A., San Pacific University Art Alvarado, M.S., California State California State University, Diego State University Patricia K. Buckles, M.S., Adelphi University, Fresno Northridge Christal L. Blankenship, M.A., San University Gilbert Uzo Amadi, M.A., California Nancy Gail Barnett, Ph.D., Diego State University Phillip Christopher Bueno, M.A., State University, San Bernardino University of California, Davis William A. Blankinship, M.A., California State University, Fresno Parvaneh Amirfathi, Ph.D., Utah Elizabeth Ann Barron, M.A., California State University, Long Tem E. Bugarin, D.B.A., Alliant State University Chapman University Beach International University Roberto J. Ancis, M.B.A., Cleveland Michael Carr Barron, M.A., New John A. Blasi, M.S.W., San Diego Bette J. Bullington, M.A., California State University Mexico Highlands University State University State University, Fresno Andrew W. Anderson, Jr., Ed.D., Brian Louis Barsuglia, M.A., Ned E. Blass, M.S., Oklahoma State Cheryl A. Bumford-Brewer, M.S., University of Southern California California State University, Long University California State University, John E. Anderson, M.S., Central Beach Margot Bolourirad, M.A., California Sacramento Michigan University Kay A. Barthel, M.Ed., University of State University, Long Beach Daniel Gerard Burke, M.C.J., Janice R. Anderson, M.A., California San Diego Frank A. Bonach, B.S., University of University of Colorado, Denver State University, San Bernardino Craig W. Bartholio, M.A., California Minnesota, Duluth Lynn Barkley Burnett, Ed.D., Nova Nancy M. Anderson, Ph.D., Fuller State Polytechnic University, Gene Martin Bonas, M.A., Southeastern University Theological Seminary in Pomona California State University, Stephanie Burrus, M.A., California California Dorothy A. Barton, M.S., Bakersfield State University, Dominguez Hills Jennifer Andrews, Ph.D., The Union Pepperdine University Betty L. Bond, M.A., Azusa Pacific Jonathan Michael Burton, M.S., Institute and University Daniel G. Basalone, M.S., Mount University Stanford University Phillip Thomas Angelini, M.P.A., Saint Marys College Helen Louise Bonner, Ph.D., Ohio Alfonso Bustamante, Psy.D, Troy State University John G. Bascom, M.B.A., Wayne University California School of Professional Marianne Blanche Annis, M.A., State University Don J. Bonney, M.A., San Diego Psychology, Los Angeles Pacific Oaks College David William Basehore, M.S., State University Terry Alfred Bustillos, Ed.D., Kirsten D. Antonius, M.A., Syracuse University Robert A. Bornholdt, M.S., Naval University of Southern California Pepperdine University Carol Jean Basile, M.E., Loyola Postgraduate School William Trent Butler, M.P.A., Robert James Apostolos, Jr., M.S., University of Chicago Kathleen Bagby Boschen, M.A., California State University, San Diego State University Lisa M. Basista, M.A., California Azusa Pacific University Bakersfield Elizabeth Araghi, M.S., California State University, San Marcos Sara Lynn Boswell, Ph.D., California Matthew C. Byloos, M.F.A., Art State University, Northridge Samer Musa Batarseh, M.B.A., School of Professional Center College of Design Franco Alberto Arena, M.S., California State University, Psychology, San Diego Joyce E. Byrne, Ph.D., Alliant Pepperdine University Sacramento Virginia Sedgwick Bower, M.Ed., International University Les Aria, Ph.D., Alliant International Thomas S. Battle, M.A., California Wayne State University Bonita Louise Cadra-Lytle, M.S., University State University, San Bernardino Bradley Allen Bowes, M.S., California State University, Richard M. Ariessohn, M.S., San Robert I. Bauersfeld, Ed.D., California State University, Fullerton Diego State University Northern Arizona University Sacramento Richelle Cain, Ed.D., University of Eduardo J. Arismendi-Pardi, Ed.D., Frances Baumgarten, Ph.D., John A. Bowes, M.A., California California, Los Angeles Nova Southeastern University California School of Professional Lutheran University Carlos Calderon, M.A., California Psychology, San Diego State University, Dominguez Hills 252 Adjunct Faculty
Ismael Calderon, Ph.D., Alliant Julie Ruth Chesney, M.A., California Ben Eston Coutant, Ph.D., Guadalupe Xavier de la Torre, International University State University, San Bernardino University of California, Berkeley Ed.D., University of California, Sandra Louise Calloway, Ed.D., Min Suei Chiang, M.S., Illinois Judith Ann Couture, M.A., San Davis University of San Francisco Institute of Technology Diego State University Guy L. Decatrel, M.A., New School Marco A. Camacho, M.P.A., San Donald L. Chicarell, M.A., Marshall Elissa Cowan, M.A., California for Social Research Diego State University University Graduate College Family Study Center Joseph Deegan, Ph.D., Claremont Clarence H. Campbell, J.D., Joseph Chilton, M.B.A., National David Brian Cox, M.B.A., Graduate University University of San Diego University Pepperdine University George D. Demos, Ph.D., University Reynold Campos, M.A., California Preston J. Chipps, M.S., San Diego Forrest Wayne Cox, M.S., National of Southern California State University, Fresno State University University Alfonso Denegri, M.A., Azusa Santos Campos, M.A., California Cristina Chiriboga-Hahn, Ed.D., Bonita Sue Coyne, M.S., California Pacific University State University, San Bernardino University of San Diego State University, Fullerton Robert S. Denkin, Ph.D., Pacific Richard Wakefield Canady, Ed.D., Anne Soon Choi, M.A., University Jolyen Lea Craig, M.A., California Graduate School of Psychology University of Laverne of Massachusett, Amherst State University, San Bernardino Dana L. Dennington, M.A., Nancy C. Cano, M.A., San Diego Deva K. Chopyak, M.S.W., Thomas Dale Crellin, M.A., San California State University, San State University University of Hawaii, Manoa Diego State University Bernardino Steven Malcolm Capps, M.B.A., Larry Christiansen, J.D., Thomas Barry K. Crow, M.A., Fresno Pacific Zvonimir N. Derpic, M.B.A., California State University, Jefferson School of Law University Arizona State University Fullerton Van M. Christopher, Ph.D., C Donel Crow, Ph.D., Oklahoma John W. Desjardin, Ph.D., Alliant Kimberly Sue Carlson, M.A., Claremont Graduate University State University International University Humboldt State University John P. Cicero, Ph.D., Syracuse John Eric Croy, Ed.D., Washington Fadia Hefni Desmond, Ph.D., Sid Carp, Ph.D., Alliant University State University University of California, Davis International University Christine Elise Clark, Ed.D., Robert Michael Cuen, J.D., Loyola Doug Devine, M.S., University of Shahin Parvini Carrigan, Ph.D., University of Massachusetts, Marymount University Wisconsin, Madison University of California, Los Amherst Laura Cullen, M.B.A., National Heather Helene Devon, M.A., Angeles Lisa Gay Clark, Ph.D., Texas University California State University, Long Donald Ray Carter, M.S.S., Utah Woman’s University Jon C. Cullum, M.A., American Beach State University Nelwyn Delalice Clark, M.A., San University Prakash L. Dheeriya, Ph.D., Frederick C. Carter, M.A., California Diego State University Anthony Michael Cummings, M.A., University of North Texas State University, Long Beach Beverley Matthews Clarkson, M.S., University of Redlands Hamady Donnell Diallo, M.A., Bradford Scott Case, M.A., Pepperdine University Christopher R. Cummins, Ph.D., Alliant International University University of Maryland,College Leslie Jordan Clary, M.A., California School of Professional David Douglas Diamond, J.D., Park University of Nevada, Reno Psychology, San Diego Southwestern University School Jenifer Casey, M.A., California State Ruth E. Clayton, M.A., Alliant Craig L. Cunningham, M.B.A., of Law University, Fresno International University California State Polytechnic Alba L. Diaz, M.A., San Jose State Patricia M. Casey, M.B.A., Suffolk Daryl James Clemens, D.Min., University, Pomona University University Colgate Rochester Crozer Divinity Nancy M. Curteman, M.Ed., Christine E. Dickson, M.A., Kean Maureen Cassarino, M.A., San School University of Laverne University Diego State University Donnel John Cloud, M.S., North Joy Catherine Curtis, M.S., Ralph Anthony Difiore, M.S., Gifford Alvin Cast, Jr., M.S., Dakota State University California State University, Yeshiva University University of Southern California Melvin Joseph Cobb, M.A., Sacramento Bette Marie Digirolamo, M.A., Santa Lillian Vega Castaneda, Ed.D., California State University, Sarah N. Curtis, M.A., California Clara University Harvard University Dominguez Hills State University, Sacramento Victor E. Dike, M.S., University of Sue Remer Castaneda, M.A., San Steven Michael Cogan, M.P.H., San Dawn Marie Cushing, M.A., North Texas Diego State University Diego State University Chapman University Alfonso Bala Dimaano, M.A., Janice Louise Casteel, M.S., Elisabeth W. Cogdill, M.A., San Fadi M. Dajani, M.A., Webster California State University, Long California State University, Diego State University University Beach Fullerton Danielle y. Coleman, M.S., Mount Charles Daleo, M.S., San Diego State Dale P. Dimascio, Ph.D., Alliant Karen Elise Catabijan, M.A., Saint Marys College University International University California State University, Michael Vaughn Coleman, M.A., Dorreen H. Daley, M.A., California Linda Elaine Dinkel, M.A., Dominguez Hills Chapman University State Polytechnic University, California Polytechnic State Joanne Caudill, M.A., California Bunny Roger Coley, M.B.A., Pomona University, San Luis Obispo State University, Northridge California State University, Thomas J. Daly, M.A., San Diego Barbara Dixon, J.D., University of Janis Lynn Cavanaugh, M.P.A., Hayward State University West Los Angeles University of Laverne Joseph Philip Collignon, M.A., Mary Louisa Daniel, M.A., Karen M. Dodson, M.A., University Rick Allan Cawthorn, M.A., Santa Arizona State University California State University, Fresno of California, Riverside Clara University Cameron E. Conley, M.A., Erika Dale Daniels, M.S., University Tamara L. Dorris, M.A., Regis Carol Masten Cerioni, M.A., Fresno University of San Francisco of Southern California University Pacific University Scott Matthew Conn, M.A., Alliant Dennis G. Danielson, Ph.D., Candy Douglas, M.A., Loma Linda Claude Joseph Cesar, Ed.D., International University Northern Arizona University University Pepperdine University Adeline M. Conroy, M.P.A., Long Melissa Darnell, M.A., University of Lynn Vinnette Dowell, M.S.W., Carder Dennis Chandler, M.B.A., Island University San Diego California State University, Fresno Santa Clara University James Conroy, M.S., University of Loyal L. Darr, M.A.T., Western Thomas W. Doyle, Ll.M., University Dolly Chang Gifford, M.A., Wisconsin, Platteville Oregon University of San Diego Chapman University Susan Mary Cook, M.A., San Diego Catherine W. Davidson, Ph.D., Patricia E. Drake, Ph.D., California Chi-Wen Chang, M.B.A., California State University Pacifica Graduate Institute School of Professional State University, Fresno Fredrica M. Cooper, M.A., Steve Albert Davidson, M.S., Psychology, Fresno Bart S. Chapman, M.D., University University of San Francisco California State University, Long Lou John Drexel, M.A., California of New Mexico Ron S. Cooper, Ed.D., Alliant Beach State University, Long Beach Gary C. Chapman, M.B.A., International University Pat M. Davies, Ed.D., University of Paula Dubois, M.S., Pepperdine University of Southern California George W. Copus, M.B.A., National Laverne University Judy Deloris Chapman, M.A., University Jeffrey Alan Davis, M.A., California Diane T. Duey, M.A., San Jose State California State University, Sid R. Cormier, Ph.D., New School State University, Northridge University Bakersfield for Social Research Martin Alvin Davis, M.A., Edmund B. Duggan, Jr., M.A., San Simone R. Charles, M.A., California Cheryl Cornejo, M.A., California California State University, Los Jose State University State University, Dominguez Hills State University, Dominguez Hills Angeles Mary A. Duncan, M.A., Alliant Cristina M. Chavez, M.A., Russell y. Coronado, M.S., San Richard Harold Davis, M.A., International University California State University, Diego State University Central Michigan University William Dunmeyer, M.S., San Diego Dominguez Hills Rae Correira, M.A., Chapman Sara Arlene Davis, M.A., Azusa State University Enriqueta V. Chavez, M.S., San University Pacific University Joyce Rhonda Dunn, M.A., San Diego State University James E. Corry, D.Th., Basel Sally J. Davis, M.A., Chapman Francisco State University Meher G. Chekerdemian, M.A., University, Switzerland University Paul F. Dunne, M.A., San Jose State California State University, Fresno Lionel Barrymore Coulter, Ph.D., Maryam Davodi-Far, M.H.C.A., University William I. Cheng, Ph.D., State Claremont Graduate University National University Charles W. Dunning, M.S., University New York, William Luther Courter, M.A., Duneen de Bruhl, Ed.D., University University of Southern California Binghamton National University of Laverne 253 Adjunct Faculty
Joaquin Perez Duran, M.S., San Jose Paul Gordon Farris, M.S., Leroy J. Friesen, M.A., California David Mitchell Glasser, J.D., State University Pepperdine University State University, Bakersfield University of West Los Angeles Eric Hunt Durbrow, Ph.D., Ellen Faux, M.B.A., Santa Clara Lynn Fritz, M.A., National Michael Aaron Godfrey, M.S., University of Missouri, Columbia University University California State University, Los Jack Stanley Duren, M.A., Fatemeh Fazely, Ph.D., University of Patricia A. Frosio, M.P.A., San Diego Angeles University of Laverne Akron State University Hardy Richard Gold, J.D., Santa David Johns Dutcher, M.Ed., Lisa A. Fears, M.S., National Jeff Gabrielson, M.A., San Jose State Clara University University of Georgia University University Angela Goldstein, N.D., National Duane Lee Dutcher, M.A., Andrews Sumner H. Feldman, M.S., Boston Frances Kay Gagna, M.B.A., Golden College of Naturopathic Medicine University University Gate University, San Francisco Samantha Hope Goldstein, Ph.D., William Robert Dutting, M.B.A., Theresa Cottone Feller, Ed.D., Brian Howard Gahran, D.B.A., University of California, San National University University of Southern California Alliant International University Diego Sherri Dwyer, M.A., University of David Fern, M.B.A., University of Heidi J. Gainer, M.A., Michigan Anthony J. Gonzales, M.A., San Diego Phoenix State University California State University, Marilyn Hughes Dye, M.S., Vincent Patrick Ferry, M.S., Julianna Louise Gaines, M.A., Northridge University of Laverne University of Oregon California State University, Aristides Christoph Gonzalez, Gilbert Eugene Dyrr, M.S., Arthur E. Fields, Ed.D., Pepperdine Northridge Ed.D., University of San Francisco University of California, Los University Kate Gale, M.A., California State Julie Lynne Good, Ph.D., University Angeles Barbara Filippone, M.A., University, Northridge of Minnesota, Twin Cities John K. Eapen, D.B.A., Argosy Pepperdine University Mark Kenneth Gale, M.A., Siena Starr S. Goode, M.A., California University Clarence Hans Finmand, M.A., Heights College State University, Los Angeles Jean Eatinger, M.A., San Diego State California State University, Robert F. Galligan, M.B.A., Divya Gopalan, M.S., University of University Sacramento University of Connecticut Oklahoma Celestine Ebiringa Ebegbulem, Mehrdad Firouzbakht, M.S., State Patrick Gallina, M.B.A., University Brian Thomas Gordon, M.A., Ph.D., University of Western University New York, Stony of Redlands Chapman University Australia Brook Brandon Edward Gamble, M.S., San Elizabeth M. Gorski, M.A., Richard Jay Eberlin, M.S., Alliant Garry L. Fisher, M.A., California Diego State University California State University, Fresno International University State University, San Bernardino Lisa S. Garbrecht, M.A., Northern Marc Hugh Gotbaum, M.A., Alliant Helen L. Eckmann, Ed.D., William H. Fisher, Ph.D., University Arizona University International University University of San Diego of Pittsburgh Maria E. Garcia, M.A., San Diego Shayna Gothard, Ph.D., California Mark Edmonds, M.B.A., Pepperdine Edward Fiszer, Ed.D., University of State University School of Professional University California, Los Angeles Renee A. Garcia, M.A., University of Psychology, San Diego Gail N. Edwards, Ph.D., Alliant James Joseph Fitzgerald, M.A., Bordeaux Randi Gottlieb Robinson, M.A., San International University Santa Clara University Tina Anne Gardener, M.S., National Francisco State University Virgie L. Edwards, M.A., Azusa Patricia D. Fitzmorris, Ed.D., University Jason A. Gould, M.B.A., University Pacific University Northern Arizona University Gerald V. Gargus, M.S., Marshall of Redlands Homayun Elahi-Shirazi, M.A., San Michael S. Fitzpatrick, M.S., Central University Virginia Booth Grabbe, M.Ed., Francisco State University Missouri State University Greg L. Garner, M.S., California University of Laverne Earl Joseph Eldred, M.A., California Larry Vernon Flegle, M.A., State University, Fresno Gary Michael Grady, M.S., State University, San Bernardino Pepperdine University Jon Oscar Gary, M.F.A., California California State University, David Edward Elliott, M.S., New Suzanne Fleming, M.A., California Institute of the Arts Sacramento Mexico State University State University, Long Beach Melda L. Gaskins, M.Ed., University Clifford R. Graham, Ph.D., Nancy Jeanne Elliott, M.A., Alice Flores, Ed.D., University of of Laverne California School of Professional California State University, Long San Francisco Amando P. Gaspar, M.A., Psychology, Fresno Beach Ana Maria Flores, M.A., Point Loma Northwestern University Santos C. Graham, Ph.D., T Andrew Elliott, M.S., California Nazarene College Karen Gates, M.A., San Diego State Universidad de Navarra, Spain Baptist University Raquel Flores, M.A., New York University Nicole Azevedo Grant, M.A., Cynthia Lavender Enfinger, M.A., University Michelle L. Gault, M.C.D., National Chapman University Chapman University Kimberly Flowers, M.A., Azusa University Douglas A. Graves, M.Ed., Zeta M. Engel, M.B.A., California Pacific University Vivian Angelita Gayles, Ed.D., Southeastern Louisiana State University, Sacramento Deborah Denton Folmer, M.A., University of the Pacific University Jerry C. English, M.S., Fresno Pacific California State University, Fresno Bright O. Gbenedio, M.B.A., Bryant Bob Charles Green, M.A., Fresno University Joseph Boynton Fontaine, M.S., College Pacific University Del Anthony Enos, M.A., California Cornell University Caroline K. Geldard, M.A., San James Daryl Green, Ed.D., State University, Sacramento Melinda Lee Foote, M.A., Chapman Diego State University University of Laverne William N. Enos, Ed.D., University University Stacy L. George, M.A., San Diego Kristal Deshee Green, M.S.W., of San Francisco Faye Foroutanpour, M.S., Indiana State University California State University, Long Shawn E. Entrikin, M.A., National University Monique Georges, M.B.A., Beach University Dale E. Forrester, Ph.D., University of California, Los Moses Richard Green, M.A., Wendy Susan Erlanger, M.A., Georgetown University Angeles Pepperdine University California Lutheran University Ethel A. Foster, M.B.A., California Mary L. Gerard, M.A., California Stephen Greene, D.B.A., Alliant William John Erlendson, M.A., State University, Chico State University, Northridge International University University of San Francisco Keith Larantz Foster, M.A., Alane Gernon-Paulsen, M.A., San Corey P. Greenlaw, M.S., Central David William Erskine, J.D., University of Phoenix Diego State University Washington University Western State University College Michael Allen Foster, M.S., National Susan K. Gesell, M.S., Illinois State Danita L. Grimes-Stewart, Ph.D., of Law, Fullerton University University Alliant International University Henry Nick Ervin, M.A., Alliant Yvette Foster, M.A., Pepperdine Mahmoud Jon Ghaffari, M.B.A., Ellen Grimes, M.A., Chapman International University University University of Phoenix University Vicki L. Essary, Ph.D., Alliant Forest Merle Fouts, Ed.D., Maria Giannuli, Ph.D., Ohio State Bobbie Darlene Groves, M.S., International University University of Southern California University California State University, Casey M. Evans, M.B.A., California Eric Fraunfelter, M.S., Capella Marilyn L. Gilbert-Banks, Ed.D., Fullerton State University, Hayward University Pepperdine University Betty Jean Groves, M.A., Whittier John D. Evans, M.A., Point Loma Lenora Frazier-Maultsby, Ph.D., Daniel Mark Giles, M.Ed., Azusa College Nazarene College Union University Pacific University John Francis Guenther, J.D., Marilyn Jean Evans, M.A., Alliant Errol Dale Frazier, M.A., Chapman Janet K. Giles, M.A., University of University of San Francisco International University University San Francisco Rebecca Ellen Guerrero, M.A., Ceferino Martinez Fajardo, Jr., M.S., Jeffrey Alan Freeman, M.A., San Timothy Andrew Giles, O.D., California State University, Long Troy State University Diego State University Southern California College of Beach Sharon A. Falk, Ed.D., The Fielding Richard Lynn Freeman, M.A., Optometry Sharon Ann Guerrette, M.B.A., Institute California State University, Fresno Marcia L. Gillyard, M.A., California Golden Gate University, San Jeanne Marie Fanning, Ph.D., Michelle L. French, M.B.A., State University, Dominguez Hills Francisco University of Wisconsin, Madison Pepperdine University Steven David Ginsberg, M.S., Robert A. Guida, M.B.A., Xavier Grady C. Farley, M.S., University of Paul T. Friedman, M.A., Loyola Northwestern University University Utah Marymount University Charles Rodney Girvin, III, Ed.D., Deryl E. Gulliford, M.S., University Kerry Reese Farrer, M.B.A., Deborah Kaye Friesen, M.A., University of San Diego of Cincinnati University of Redlands California State University, Fresno 254 Adjunct Faculty
David Guthrie, D.P.A., University of Allen Anthony Hazard, M.A., San Reuben A. Hubbard, M.S., Loma Joel P. Jerauld, M.A., San Diego Southern California Diego State University Linda University State University Rick Phillip Gutierrez, M.A., Deidrea Hazure, M.A., California Randolph Hudson, M.A., University Jesus David Jerez-Gomez, M.A., University of San Francisco State University, Dominguez Hills of Phoenix Kansas State University Katherine Lydia Gutzwiller, Ph.D., William C. Heckel, M.B.A., David W. Huerta, M.S., California Trisha L. Jernigan, M.S., California California School of Professional University of Redlands State University, Fresno State University, Northridge Psychology, San Diego John W. Hedly, M.B.A., University Barbara Jane Huff, M.A., University Susan Debra Jessup, M.A., Elvira G. Guzman, M.A., San Diego of Massachusetts, Irvine of California, Riverside California State University, Los State University Tori D. Heflin, M.A., San Diego Bradley Steven Hughes, M.Ed., Angeles Gilbert R. Guzman, M.A., San Diego State University Bowling Green State University Gary A. Jimenez, M.A., Lewis and State University Linda Fay Heller, M.A., California Gunnevi H. Humphries, M.B.A., Clark College Elmahdi M. Habiballa, M.B.A., State University, Northridge California State University, Ming Jin, Ph.D., Michigan State Hope International University Karen Hempstead, Psy.D., Alliant Dominguez Hills University Arthur L. Haggerty, M.S., Nova International University Miguel Hurtado, M.A., Claremont Douglas Alan Jockinsen, M.S., Southeastern University Levi Alford Henry, M.A., Loyola Graduate University California State University, Long Song Que Hahn, M.A., California Marymount University Jason K. Huskey, J.D., Western State Beach State University, Sacramento Letitia Henson, M.A., Alliant University College of Law, Judith Ann Johnson, M.A., San Nicole E. Haims, M.F.A., University International University Fullerton Francisco State University of Iowa Tracie R. Herd, Ed.D., University of Magdy Mostafa Hussein, M.B.A., Kenneth B. Johnson, M.M., Arizona Gwynn Dianne Hall, M.Ed., Laverne University of Phoenix State University Mississippi University for Women Maria S. Hernandez, M.S., James Leon Hutcherson, Ed.S., Point Lawrence Edward Johnson, M.A., Louvonia Simmons Hall, M.A., California State University, Loma Nazarene College Chapman University Pepperdine University Sacramento John T. Hyland, Ph.D., University of Nancy L. Johnson, M.A., Point Mary Ann Hall, Ph.D., University of Carol R. Herrera, M.S., University of California, Los Angeles Loma Nazarene College Southern California Scranton Okon Ibanga, Ph.D., University of Roosevelt Johnson, M.A., Chapman Stanley R. Hall, Ph.D., University of Charlene E. Herring, M.B.A., Wyoming University Southern California University of Chicago Tamotsu Ikeda, Ph.D., Claremont Rebecca J. Johnston, M.L.I.S., John M. Hamel, M.A., University of Marge S. Herrman, M.S., San Diego Graduate University University of California, Berkeley California, Los Angeles State University John Wm Ikerd, M.A., Chapman Meganne D. Johnstone, M.A., Jack Bradley Hamlin, J.D., Russell Stuart Herrman, M.A., University California State University, University of San Diego University of California, Los Valerie K. Ilustre, M.A., California Sacramento Lennis M. Hampton-Dearing, M.A., Angeles State University, Los Angeles Antionette y. Jones, J.D., Duke California Polytechnic State John Peter Hewitt, M.A., California Salvador Robert Infelise, Ed.D., University University, San Luis Obispo State University, Fullerton Brigham Young University Barbara Z. Jones, M.Ed., State Kenneth L. Handler, M.A., Gary P. Hexom, M.A., University of Ann Loschiavo Ingman, Ed.D., University New York, Buffalo California State University, Los San Francisco Alliant International University Gilbert Jones, M.A., California State Angeles Eugene V. Hicks, M.A., San Diego John Scott Inmon, M.A., Chapman University, Los Angeles Garabet C. Hanessian, J.D., State University University Janis Jones, D.Ed., University of Universidad Autonoma de Aguas Sharon Anne Higgs, J.D., Carol Mae Iriart-Rose, M.Ed., Laverne Philip Andrew Hanger, Ph.D., Humphreys College Northeastern State University Kenneth Jones, Ed.D., University of University of Florida Richard J. Hill, J.D., Northwestern Daniel Richard Irving, J.D., Western Laverne Kristen Anne Hansen, M.A., University State University College of Law, Mark Anthony Jones, M.A., University of California, Irvine Kent Bouchard Hinckley, M.B.A., Fullerton California State University, Los Natalie Corinne Hansen, M.A., San Jose State University Mary L. Irwin, M.A., California Angeles Stanford University Dean Hipwell, M.S., Air Force State University, Bakersfield Scott E. Jones, M.S., California State Karen Hanson, Ed.D, University of Institute of Technology Julie M. Isherwood, Ph.D., University, Fresno San Diego Teresa A. Hirschfeld, M.Mgt., University of Southern California Terrill Robert Jones, M.Ed., Azusa Roger W. Hanson, M.S., University Northwestern University Michael Lee Isherwood, J.D., Pacific University of Wisconsin, Whitewater Benito Lee Hobson, J.D., Indiana University of the Pacific Moses Jorge, M.A., California State Dennis Rodney Hardin, M.S., University, Bloomington Tadashi Ishihara, M.A., California University, Los Angeles National University Brian Paul Hochvert, J.D., State University, Stanislaus Carolyn Marie Juarez, M.A., San Harold Dennis Harlow, M.B.A., University of Toledo Jan Israel, M.S., San Diego State Diego State University Xavier University Kym L. Hodge, M.P.H., Emory University Waiman Jung, M.S., San Diego State Ronald Roy Haroldsen, M.S.W., University Angela Renee Jackson, M.P.A., San University California State University, Fresno Ronald E. Hodges, M.B.A., Diego State University Teresa May Kahl, M.A., Chapman Betty Ann Harrison-Smith, M.A., Pepperdine University Lior Jacob, M.S., University of University University of California, Berkeley Robert Lynn Hogg, M.O.B., Illinois, Chicago Ronald Edward Kaiser, M.A., Joseph Harrison, M.S., San Diego California School of Professional Joan Jacobs, M.S., San Diego State California State University, State University Psychology, Fresno University Northridge William E. Harshman, M.A., Christian M. Holland, M.P.H., San Teri G. Jacobs, Ph.D., University of Shahriar G. Kalhor, M.A., University University of Phoenix Diego State University Southern California of California, Los Angeles Randy L. Hartshorn, M.I.M., Lisa A. Holland, M.S.W., San Diego Jack Stanley Jacobson, M.A., Paul Kameny, M.A., San Francisco Thunderbird, American Graduate State University California State University, Los State University School of Intl Mgt Thomas Edward Holler, M.S., Angeles Eric Kristian Kammersgard, M.A., Carolyn Deitch Haselkorn, M.S., University of Kansas Reuben Mietamuno Jaja, D.B.A., National University Mount Saint Marys College Roderick Hollingsworth, M.A., Saint Alliant International University Silvia Valenti Karabashlieva, M.A., Saeed Hashemi, M.D., Kabul Marys College of California Mitchell N. Jang, M.A., University Konstantin Preslavsky Institute University Richard K. Holmquist, M.S., The of the Pacific John R. Karr, Ed.D., University of Julie S. Haslim, M.A., San Diego University of Montana, Missoula Fermin Jaramillo, M.A., Azusa San Francisco State University Carlos L. Holt, M.S., Central Pacific University Melissa Dawn Katz, Ph.D., Mary Ann Hassett, M.A., San Diego Michigan University Ola Sue Jarrett, M.A., San Diego University of Arizona State University Jeanne Elizabeth Hon, Ed.D., State University Chris Joseph Kayes, M.Ed., Michelle Yvette Hassler, M.S., Brigham Young University Christopher William Jedlicka, M.A., University of Laverne Virginia Commonwealth Carol Roth Horowitz, M.S., Nova Chapman University Shirley M. Kazarian, Ed.D., University Southeastern University Kodi Rae Jeffery, Ph.D., Louisiana University of California, Los Naomi Ruth Hauge, M.A., Jeffrey P. Horton, M.A., Point Loma State University Angeles California State University, Nazarene College Paul H. Jenkins, Psy.D., California Mutahir H. Kazmi, M.B.A., Keller Sacramento Patricia L. Houston, M.A., Phillips School of Professional Graduate School of Management, William T. Hawes, Ph.D., Northern Graduate Institute Psychology, Fresno Inc. Arizona University Pamela A. Howard, M.A., San William Lester Jenkins, D.Min., Daniel Alexander Kealey, Ph.D., Rick S. Hawn, M.Ed., University of Diego State University Columbia Theological Seminary State University New York, Stony Laverne Marilynn Clark Howland, Ed.D., Elizabeth Ann Jennings, Ph.D., Brook David V. Hayes, M.A., California Stanford University Northern Arizona University Dian Nicole Kearns, M.A., State University, Sacramento Roger V. Hoy, M.A., University of Gail Aparton Jensen, M.A., San Jose University of Colorado, Colorado Joyce Opal Haywood, M.A., San San Francisco State University Springs Diego State University Ilse F. Hoyle, M.A., University of Howard Murdock Jensen, M.A., San Martinrex Kedziora, M.S., National Southern California Jose State University University 255 Adjunct Faculty
Christina Marie Keefe, M.A., Chandra Kala Kumar, M.Ed., D Mark Lindsay, Ed.D., Northern Christopher J. Marco, M.S., Saint California State University, California State University, Arizona University Josephs University Northridge Sacramento Don Lindstrom, Ph.D., Alliant Ronald Marcus, M.A., San Diego Katherine Mary Kelley, M.A., Ketti Kupper, M.F.A., Norwich International University State University Pepperdine University University Frederick Lippman, M.A., Elizabeth C. Margolis, M.B.A., Remedeas Kelly-Weekes, M.S., Cheryl C. Kurtze, M.A., California University of California, Santa National University Marywood University State University, Fresno Barbara Stuart Brian Markey, M.B.A., Celia J. Kelly, M.A., Pepperdine Leslie Lafayette, M.A., University of Russell Allen Little, M.A., Adelphi University University San Francisco University of New Mexico Jonathan Paul Markovitz, Ph.D., Monica L. Kelly, M.A., San Diego Mohammadali Lahsaiezadeh, Ph.D., Roger Ream Lochry, Ed.D., University of California, San State University University of California, University of Laverne Diego Beverley B. Kelsey, M.A., California Riverside Virginia S. Loh, M.Ed., University of Joann Charlene Marsau, M.A., State University, Long Beach Daniel Yiukwong Lamb, Ph.D., Virginia California State University, Andrew B. Kennedy, Ed.D., University of Southern California Tyrone A. Long, M.S., California Sacramento University of California, Los Wesley Alan Lamb, Ph.D., State University, Sacramento Debby Lou Martelet, M.S., Angeles University of Arizona Christopher Joel Lopez, M.A., Chapman University Patrick A. Kennedy, M.B.A., Bruce S. Lamm, M.S., Western California State University, Edith N. Martin, M.A., Vanderbilt University of Phoenix Oregon University Dominguez Hills University Onnik K. Keshishian, Ph.D., Donald Aquinas Lancaster, Jr, J.D., Randy James Lorah, M.A., San Jason Leslie Martinez, M.A., San Claremont Graduate University California Western School of Law Diego State University Diego State University Dennis Lawrence Kessinger, J.D., Catherine Lange, Ph.D., State Michael Lee Lorilla, J.D., University Ilsun Kang Marx, M.A., Indiana Western State University College University New York, Buffalo of the Pacific State University of Law, Fullerton Joseph Paul Langton, M.B.A., James P. Losasso, M.A., Pepperdine Georgellen A. Massey, M.S., Edward Karl Kessler, M.A., Pepperdine University University University of Laverne California State University, Los Elma Olivia Lapointe, M.Ed., Lou Ann Lubben, M.A., California Peggy J. Mathis, M.S., University of Angeles University of Arkansas, State University, Bakersfield San Francisco Roger Alan Key, M.S., Kansas State Fayetteville Rochelle Lubin, M.A., Cuny Luiz Ferreira Matos, M.A., University Cynthia Larson-Daugherty, Ed.D., Brooklyn College Chapman University Gina Louise Keys, Ph.D., California George Washington University Diane Marie Lucas, M.A., Azusa Auggie L. Matt, M.B.A., University School of Professional James A. Laspina, Ph.D., University Pacific University of Redlands Psychology, San Diego of California, Los Angeles Vera Lukomsky, M.A., St. Petersberg Richard Willis Mattingley, Ed.D., Mohamad Khatibloo, M.A., Georgia G. Lastar, M.A., California Conservatory Brigham Young University Chapman University State University, Sacramento Martha A. Lux, M.A., San Jose State Kevin Robert Mattson, M.A., Alvin Curtis Kidd, M.A., San Diego Elena Lattarulo, M.A., California University California State University, San State University Lutheran University Thomas David Lux, M.A., Azusa Bernardino Charles H. Kieffer, Ed.D., Alliant Marilyn M. Laughridge, M.Ed., Pacific University Asja Nizetich Maurer, M.S., International University Brigham Young University Juvenal G. Luza, Ph.D., University Pepperdine University Larry Dale Kincaid, J.D., University David L. G. Laumer, Jr., M.U.P., of California, Davis Stephen Howard Mc Cray, M.Ed., of San Diego University of Wisconsin, William J. Lynch, Ph.D., University University of California, Los Catherine Blanche King, M.Ed., Milwaukee of California, San Diego Angeles University of Virginia Laura L. Lavery, M.A., California Hedi B. Mabrouk, M.S., Universite John Michael Mc Grath, Ed.D., Cubie D. King, M.B.A., National State University, Fresno Du Quebec University of Southern California University Joann Hallie Lawrence, M.S., Karen Anne Macauley, M.S.N., William Irving McAdoo, Jr., Ph.D., Martha Ellen Kinkade, M.F.A., San California State University, University of San Diego University of California, Los Diego State University Fullerton Stephanie Elizabeth Macceca, M.A., Angeles G. L. Kirkwood, M.A., Antioch Michael J. Lawrence, M.A., Claremont Graduate University Michael McCarthy, M.Ed., College University of California, Irvine Elysa E. Macgregor, M.S., National University of San Diego Nancy E. Kissam, M.A., New York Walter Lazar, M.A., Ball State University Margaret Louise McCarthy, Ph.D., University University Wayne Michael Machuca, M.B.A., California School of Professional Marilyn C. Kistler, Ph.D., Northern Donald A. le May, M.A., San Diego Golden Gate University, San Psychology, San Diego Arizona University State University Francisco Walter Keith McCarthy, M.A., Linda M. H. Klam, M.A., San Diego Patricia Laureen Leader, M.A., San Gary Mackelburg, Ph.D., Alliant Alliant International University State University Francisco State University International University Kennith E. McCarty, M.A., Biola Gerald D. Kleinman, M.A., Bobbie J. Leavitt, M.S., Nova Tracy M. Macuga, J.D., California University California State University, Southeastern University Western School of Law Lynde Louise McClain, M.A., Northridge Elizabeth Kinloch Ledbetter, M.P.H., H. Stephen Maddox, M.S., National California State University, San Julia G. Klimova, M.A., University San Diego State University University Bernardino of California, San Diego Catherine M. Lee, M.S., California Mary Ellen Maddox, Ph.D., Nova Scott O. McClintock, Ph.D., Glenn Andrew Klinger, M.S., State University, Fresno Southeastern University University of California, Irvine National University Dennis Lee, Ph.D., Alliant Harry Otis Maddux, M.S., Cynthia Alleen McDaniel, M.A., San Zondra Lee Knapp, D.P.A., International University California State University, Fresno Diego State University University of Laverne Kay Lenheim, M.S., Southwest David Paul Madland, M.A., Joyce A. McDaniel, M.A., University Joan Koerper, M.S.W., San Diego Missouri State University University of California, Santa of Colorado, Denver State University Susan P. Lenz, Ph.D., University of Barbara Robert Edmonds McDonald, M.S., Lisa Kolodziej, M.A., California Hamburg, German Sally Joan Madruga, M.A., San California State University, Fresno State University, San Marcos Henry S. Leonard, M.B.A., Diego State University Vernalynn McDonald, Ed.D., Alliant Anna Clare Koonce, M.A., San Chaminade University of Steven Robert Maggi, M.P.A., International University Diego State University Honolulu University of Southern California Patrick S. McElhaney, M.A., San Tracey Kounanis, M.S., California Susan Ann Leonardo, M.S., Barbara Anne Mahaffie, Ph.D., Diego State University State University, Fullerton California State University, Fresno Claremont Graduate University Theresa L. McFarland, M.A., Mary Dolores Kracun, Ph.D., Texas Steve K. Lerner, Ph.D., Alliant Mohamad Jafar Mahboodi, M.S., California State University, San Woman’s University International University National University Bernardino Craig S. Kramer, M.B.A., University Daniel M. Levinson, Ph.D., Leticia Mains, M.A., Chapman Sarah E. McFarlane, M.S., California of Redlands University of Southern California University State University, Fullerton Seth Krauss, M.S.W., Adelphi Stacia Ann Levy, M.A., California Lori Lynn Malkoff, M.D., University Toosdhi M. McGowan, M.S.W., University State University, Sacramento of California, Irvine Saint Louis University Mary Anne Kreshka, M.A., Mark J. Lewin, M.A., University of Tanya A. Manabat, M.A., California Chad James McGuire, J.D., Thomas University of California, Berkeley Hawaii, Manoa State University, Dominguez Hills Jefferson School of Law Mark Robert Krewatch, M.F.A., Marilyn Venita Lezine, M.A., Carl H. Manemann, M.S., Purdue Christine D. McIlwain, M.S., Antioch University Southern California State University, Los University California State University, Long California Angeles Lorna y. Manning, M.A., California Beach Carolyn I. Kronnick, M.Ed., Azusa Bruce Edward Lidl, M.A., Stanford State University, Fresno Iain Matthew McIntyre, Ph.D., Pacific University University Linda Socorro Manzo, M.A., Grand University of Melbourne Martin A. Kruming, J.D., Thomas Gregory Gene Liffick, Ph.D., Canyon University Carrie H. McIver, M.S., National Jefferson School of Law University of California, Los Antoine Jp Marcais, Ed.D., Northern University Angeles Arizona University 256 Adjunct Faculty
Kathleen C. McLaren, M.S., Jill Montgomery, M.A., Grand Gregory Lee Murphy, M.I.T., Martin J. Olsky, M.S., University of National University Canyon University American Intercontinental Southern California Charles Emerson McManaman, Laquetta F. Montgomery, M.P.A., University Tamra D. Olson, M.B.A., Saint M.A., California State University, San Jose State University Karen S. Murphy, D.Psy., Alliant Marys College of California Fresno Robert Edward Montgomery, Ph.D., International University Leava Gloria Ong, M.A., University Elizabeth Regina McMenomy, M.A., Alliant International University Anthony James Myers, M.B.A., of San Francisco Mercy College Desiree A. Monty, M.B.A., University of Redlands Gil Ontai, M.A., Washington Tracy Lee McMurry, M.S., National University of Phoenix Lynette J. Nahigian, M.A., University University Albert Louis Mooney, M.A., California State University, Fresno Thomas C. Onwiler, M.S., National Eileen McNair, M.A., San Diego University of Southern California Laurie Lee Nalepa, Ed.D., Nova University State University Andrew L. Moore, M.B.A., Southeastern University Howard H. Orenstein, J.D., Michael McNellis, M.T.S., Harvard University of Phoenix Frederick R. Nandy, M.S., University of Connecticut University Gwendolyn Moore, M.P.H., Loma University of California, Los David Justine Orr, M.A., University Daniel Earl McQuillen, M.Ed., Linda University Angeles of the Pacific University of Pittsburgh Harold L. Moore, M.A., Point Loma Chantele L. Napper, M.A., John F. Myrna Elaine Orr, M.A., Alliant Donna Marie Meade, M.A., Nazarene College Kennedy University International University California State University, Long Keith Alan Moore, M.P.H., San Joseph Naradzay, M.S., National Susan Osborn, Ph.D., The Fielding Beach Diego State University University Institute Terry Anne Meckler, Ed.D., Stephanie J. Moore, M.S., Mount Alfonso R. Nava, Ph.D., Claremont Donna Ganelle Ott, M.A., Arizona University of Southern California Saint Marys College Graduate University State University Daryl Howard Meeks, M.A., Wayne Scott Moore, M.A., Anthony Mario Navarrete, Ph.D., Mary Jane Outcault-Hill, M.A., California State University, California State University, Los University of California, San California State University, San Dominguez Hills Angeles Diego Bernardino Sharbaf Sepehri Mehrdad, M.S., Frank August Mora, M.A., Gilbert Navarro, Ed.D., Azusa Albert Owen, Jr., M.A., San Northrop University California State University, Pacific University Francisco State University Sherry L. Meinberg, Ed.D., Brigham Dominguez Hills Benjamin Gerry Neff, Ed.D., Nova Robert R. Pacilio, M.A., Alliant Young University Gloria Esther Mora, M.A., University International University Sue Meinyer-Rocha, Ed.D., University of California, Los Eric L. Nelson, M.A., Azusa Pacific Bethan Paegel, M.Ed., National University of the Pacific Angeles University University Josephine McCoy Menely, M.A., Teresa Rubadue Moran, Ph.D., Ohio James B. Nelson, Ed.D., University Tomika Chanel Palmer, M.S., National University State University of California, Berkeley University of Laverne Anim Mener, M.A., Northeastern Terry Lynn Moren, M.A., Point Picasso Chavez Nelson, M.S., David M. Paltin, Ph.D., Alliant Illinois University Loma Nazarene College Jackson State University International University Deborah Ann Merzoian, M.S., Juan Moreno, M.A., Pontifical Ruby M. Nelson, M.A., California Patricia Pannabecker, B.S., Bethel Southern Connecticut State Gregorian Universi State University, Dominguez Hills College University Jan Alexia Morgan, M.A., Phillips Mary Ellen Nest, M.A., San Diego Jack H. Papazian, Ph.D., University Richard John Mestan, Ph.D., Graduate Institute State University of Ottawa, Canada University of Florida David Craig Morley, M.A., Brigham Philip J. Newlin, M.A., University of John Pappas, Ph.D., Alliant Agatha Laura Metichecchia, M.A., Young University California, Berkeley International University California State University, Beverley Lee Morrill, M.A., Jennifer Newsome, Ph.D., California Nancy P. Parachini, Ed.D., Northridge Pepperdine University School of Professional University of California, Los Sari Metwalli, M.D., Al-Azhar Cynthia Ann Morrin, M.A., Point Psychology, Fresno Angeles University Loma Nazarene College Hoang M. Nguyen, M.S., San Jose Mary Ann Park, M.A., San Jose Kenneth Meyer, M.S., University of Joseph L. Morris, M.F.A., Trinity State University State University California, Davis University Thai C. Nguyen, M.B.A., University Michael R. Parker, M.A., California Melissa Jacklyn Meyer, M.A., Diane V. Morrison, M.S., California of Phoenix State University, Sacramento Arizona State University State University, Fullerton Alana Nicastro, M.A., San Diego Val Keith Parkin, M.A., California William Claus Meyer, Ph.D., Ball Charles Mortensen, M.Ed., State University State University, San Bernardino State University University of California, Los Bridgette Nicholas, M.Ed., Loyola Janis L. Parks, Ed.D., University of Hope Miller Michel, M.Ed., Georgia Angeles Marymount University Southern California Southern University Ronald Dean Morton, M.A., Gregory Michael Nixon, Ph.D., Stefanie Ritter Parmelee, M.S., Angela Marie Mickelis, M.A., John California School of Professional Louisiana State University Technical University of Bruns F. Kennedy University Psychology, San Diego Carol J. Norton, M.A., California Michael J. Parmer, Ed.D., Barbara Gunther Miller, M.S., Kenneth James Mory, M.B.A., State University, Sacramento Pepperdine University California State University, University of Alabama, James M. Norton, M.A., University Ellie M. Parrish, M.S.W., San Jose Fullerton Birmingham of Northern Colorado State University John Roger Miller, M.A., California Jack S. Moscowitz, M.A., California Barbara Nosal, Ph.D., Institute of Sherry Lynn Parrish, M.A., State University, Chico State University, Los Angeles Transpersonal Psychology California State University, Fresno Karen L. Christiansen Miller, Ph.D., Gary T. Moser, M.Ed., Northern Myrna Novinsky, M.A., San Walter T. Parry, M.A., Stanford University of New Mexico Arizona University Francisco State University University Mary F. Miller, M.Ed., Harvard Yasaman Mostajeran, M.B.A., San Marcia Lynn Nye, M.S., California Dewey Pasquini, M.A., University University Diego State University State University, Long Beach of San Francisco William Allen Mills, M.A., Jeffrey Robert Mueller, D.Mgt., Reed Kristen O’Brien, M.A., Loyola Lisa K. Pate, M.S., San Diego State California State University, Los University of Phoenix Marymount University University Angeles Ismieal S. Muhsin, Ph.D., University Michael Dennis O’Kane, M.S., Vijaya Patil, M.S., California State Bruce Lamar Mims, M.Ed., of Arizona California State University, University, Hayward University of San Diego Mike Ian Muir, M.S., Mount Saint Hayward Philip Kevin Paulson, M.B.A., West Antone Minard, M.A., University of Marys College Kevin J. O’Reilly, M.A., University Coast University California, Los Angeles Alex P. M. Mukathe, D.B.A., Alliant of San Francisco Angelena C. Paxton, M.F.A., San Darryl Joseph Mitry, Ph.D., International University David W. Oakes, Ph.D., University Francisco State University University of Southern California Richard H. Mull, M.A., California of Illinois, Urbana Michele M. Pecina, M.Ed., Arthur Christopher Mitz, M.A., State University, Los Angeles Martin Offiah, M.A., Oklahoma City University of Laverne Stanford University Aned Yarelis Muniz Gracia, M.A., University Allan Carl Peck, M.A., University of Bagher Modjtahedi, Ph.D., University of Hawaii, Manoa Tony B. E. Ogiamien, Ph.D., San Francisco University of California, Davis Ingrid Anita Munsterman, M.A., University of Essex Joseph D. Penaflor, D.P.M., New Allison D. Moffett, M.S., San Diego California State University, San Jessica Lee Ohanian, M.S., York College of Podiatric State University Bernardino University of California, Berkeley Medicine Michaela J. Monahan, M.A., San Patrick Dean Munsterman, M.A., Vazi P. Okhandiar, M.S., Illinois Gyan Scott Penrose-Kafka, M.A., Diego State University California State University, San Institute of Technology University of California, Irvine Marla Jan Mondheim, M.Ed., Bernardino Pedro Olivares, M.A., Alliant Edward Ross Perez, Ph.D., University of Laverne Catherina J. Murni, M.B.A., International University University of California, Gary A. Mongelluzzo, J.D., Thomas California State University, Fresno Joseph H. Oliver, III, M.A., Riverside Jefferson School of Law Kathleen Mary Murphy-Garcia, California State University, Los Dana M. Perryman, M.S., Edward L. Monsour, J.D., Cleveland M.S., California State University, Angeles Pepperdine University State University Fullerton Willie Ruth Oliver, M.S., California Richard Rice Peter, M.S., Pepperdine Nancy Ann Montalvo, Ed.D., Duane Thomas Murphy, M.A., State University, Los Angeles University University of San Francisco University of Redlands 257 Adjunct Faculty
James F. Peterson, M.A., California Vanessa A. Puniak, M.A., San Constance M. Ridgway, M.S., Luis Salazar, J.D., University of the State University, Sacramento Francisco State University California State University, Long Pacific Kenneth Edward Peterson, M.A., Carol Purcell, M.Ed., University of Beach Sharon Audrey Salpas, M.A., San Diego State University Laverne Matt Eldon Riehm, M.A., Azusa California State University, Chico Lauren Peterson, M.S., San Diego Sherry Purcell, Ph.D., University of Pacific University Elizabeth Salvas, M.Ed., Rhode State University Connecticut Robert L. Rienecker, M.A., San Island College Nancy L. Peterson, Ph.D., Brigham Cesar Quezada, M.S., California Francisco State University Lawrence Sam, Ph.D., Golden Gate Young University State University, Los Angeles Phillip G. Riles, M.A., Occidental University, San Francisco Vaughn Irle Peterson, M.S., Boston James Martin Quigley, M.I.M., College Megan A. Sammons, M.B.A., University Thunderbird, American Graduate Lyn M. Rinaldi, M.A., Pepperdine University of California, Berkeley Rodolfo Enriquez Petilla, J.D., School of International University Noeman N. Samuels, Ph.D., Armstrong University Management Erin D. Ring, Ph.D., University of University of London Cynthia Ann Petty, Ph.D., Alliant Gilbert L. Quintanar, M.A.T., Hawaii, Manoa David Sanchez, M.A., California International University Western New Mexico University Laura Rittenberg, M.F.A., Antioch State University, Fullerton Marcia Lynn Phelan, M.A., Michelle Qualls Radley, M.Ed., College Norma Eugenia Sanchez, M.A., California State University, Fresno University of San Diego Anne Wellar Ritter, M.A., University Alliant International University Robert James Phelps, Ed.D., Cinda Roudebush Raley, Ph.D., of San Francisco Anthony Ralph Sancho, Ph.D., University of Southern California University of Maryland, College Joseph Rivera, M.S., California Claremont Graduate University Clifton C. Phillips, Ed.S., Arizona Park Lutheran University Margaret Howell Sanders, Ph.D., State University Jr Ramey, Curry L., M.S., California Daniel J. Roach, M.S.B.A., Boston University of California, Tamerin A. Phillips, M.S., California State University, Dominguez Hills University Riverside State University, Fullerton Julie Ann Ramsey, M.P.H., Kathlyn M. Roberts, M.Ed., Prairie Theodore Vincent Sanders, M.S., Terri M. Pieretti, M.A., California California State University, Fresno View A & M University University of Southern California State University, Fresno James Charles Ramsey, M.B.A., Edward Laurent Robillard, Ed.D., Jill Mary Sanguinetti, M.A., John F. Cyndra Ann Pilkington, M.H.S., Pepperdine University University of Southern California Kennedy University Armstrong Atlantic State Carrie Frances Randazzo, Ph.D., Geneva Maria Robinson, M.A., San Anne Chase Sanregret, M.A., University California School of Professional Diego State University California State University, Long Regina Maria Pinto, Ph.D., Psychology, Fresno Julia E. Rocafort, M.S.W., Barry Beach University of Southern California Joseph S. Randazzo, M.A., University Victor D. Saucedo, Ph.D., University Ernest W. Piper, J.D., Southwestern Chapman University Maritza Joyce Rodriguez, M.A., of California, Los Angeles University School of Law Malini Ranganath, M.A., University University of San Diego Norma Jewel Savage, M.A., Arizona Joseph Robert Pleier, M.B.A., West of Manitoba Karen S. Rogers, M.B.A., The State University Coast University Cynthia Hall Ranii, Ed.D., University of Texas, Austin John Savona, M.A., California State Robert J. Pletka, M.S., National University of Southern California Reagan Romali, M.B.A., University University, Fresno University Dinesh S. Rao, M.B.A., University of of San Diego Athena F. Sawyer, Ph.D., Alliant Hector A. Plotquin, M.S., University Dallas Christine Romeo, M.Ed., City International University of Buenos Aires Karyl Sue Rapport, M.A., California University Debra Yvonne Saxton, M.A., La Thomas Lee Plummer, Jr., M.Div., State University, Los Angeles Steven Lawrence Roop, M.S.B.A., Sierra University Golden Gate Baptist Seminary Hirbod Rashidi, J.D., Southwestern Boston University Carol Ann Sayer, M.S., California Craig Paul Polanowski, M.Ed., University School of Law Robert Arnold Rose, M.A., State University, Bakersfield University of Massachusetts, Easeeta Ray Chaudhuri, M.S., California State University, San Eric M. Sbar, M.F.A., California Irvine University of Calcutta Bernardino Institute of the Arts Lee Vester Pollard, M.S., California Mary C. Ray, M.S., Nova James A. Roseboro, Ph.D., Linda Knox Scarpa, M.A., Alliant State Polytechnic University, Southeastern University University of California, Los International University Pomona Norman J. Ray, M.A., California Angeles Noeleen J. Schaefer, M.A., Alliant Philip A. Ponder, M.S., West Coast State University, Los Angeles Gary L. Rossi, M.A., University of International University University Carrie G. Rea, M.Ed., University of Redlands Lillian Frances Barr Schafer, M.A., Terri Lynn Popkes, J.D., University San Diego Abbas Rostami, M.S., Alliant San Diego State University of the Pacific Frances Flora Rebello, B.S., International University Nancy J. Schager, M.A., Alliant Curtis Michael Porter, M.A., California State University, Lynn Ann Rowe, M.A., San Jose International University American University Hayward State University Martin Edward Scharff, M.B.A., Dennis I. Porter, M.H.R.M., Keller Pamela Redela, C.Phil, University of Mark C. Roybal, Ed.D., Alliant Manhattan College Grad School of Management California, San Diego International University Agnes Schenley, M.A., California Leni I. Posner, M.A., California State Randal Clay Reed, M.S., Northern Arne Susan Rubenstein, M.A., School of Professional University, Los Angeles Arizona University Pepperdine University Psychology, Fresno Barbara J. Powell, M.A., California Carolyn C. Reeves, M.S., Georgia Nancy Alyce Rubinstein, M.S., West Pamela Scherban-Sierra, M.A., State University, Long Beach State University Coast University California State University, Charles McArdle Powell, Ph.D., Scott Michael Reeves, M.S., Georgia Holly Gail Rucker, M.P.H., San Northridge University of Missouri, Columbia State University Diego State University W. Robert Schmidt, M.A., Mark Steve Powell, M.A., Alliant Leslie E. Reich, Ed.D., University of Joseph Wayne Rudnicki, Ed.D., University of Wisconsin, Madison International University Southern California University of Laverne John Buckner Schmitt, Ed.D., William R. Prange, M.A., Whittier Joachim O. F. Reimann, Ph.D., Rita G. Rudolf, M.A., California University of Southern California College Alliant International University Lutheran University Stephen E. Schmitz, Ph.D., Syd E. Pratt, M.A., California Robert C. Reimann, Ed.D., Brigham Donna Rue-Jenkins, M.B.A., University of Florida Polytechnic State University, San Young University Pepperdine University Kathleen A. Schrader, D.N.SC., Luis Obispo Andrew Dennis Reistetter, M.A., Louis E. Rumpf, M.A., San Diego University of San Francisco Kattie Calvin Prejean, Ed.D., Nova California State University, Fresno State University Link William Schrader, M.A., Southeastern University Blair Carlton Relf, Ph.D., Alliant Dale Marland Russell, Ed.D., California State University, Los David John Premo, M.S., Boston International University University of Southern California Angeles University Adrienne G. Renner, M.A., San Jose Freda Renee Russell, M.S., Ronald Karl Schrag, M.B.A., Butler Elizabeth Anne Presley, M.A., State University Concordia University, Wisconsin University California State University, Long Paul A. Repicky, Ph.D., Indiana Janis D. Rutland, M.A., Alliant Mary Lucille Schroeder, M.S., Case Beach University International University Western Reserve University Becky Lynn Price, M.A., California John Alvin Resch, M.A., Stanford Mark Patrick Ryan, M.S., Mount Paul Schroeder, M.A., California State University, Sacramento University Saint Marys College State University, Fullerton Gregory A. Priebe, M.S., University Dierdre Mary Reyes, M.Ed., Dorit Saberi, Ph.D., Arizona State Ernst E. Schultze, M.A., San Diego of Illinois, Chicago University of Laverne University State University Gerald Melvin Prizant, M.A., Santa Lenna Louisa Reyes, M.A., Paul Charles Sabolic, B.A., Marjorie L. Schwartz, M.A., School Clara University California Lutheran University Pepperdine University for International Training Maud I. Pruiett, M.B.A., University Sandra Lynn Richardson, M.A., Nazila Safavi, M.S., Southern Bruce Schweigerdt, M.P.A., of Phoenix California State University, Fresno Methodist University California State University, Bozena Maria Pruska, M.A., Charles J. Richmond, M.A., Fresno John Frederick Sagoe, M.B.A., Sacramento University of California, San Pacific University University of Redlands David Sciarretta, A.B., Bowdoin Diego Donald Leonard Ridge, M.A., Ying Sai, Ph.D., The University of College Leroy Pulliam, Ed.D., University of Arizona State University Texas, Austin Aundrea Hebert Scott, M.S., the Pacific Pepperdine University 258 Adjunct Faculty
Sherron L. Scripa, M.A., California Gregory D. Simmons, M.A., San Carol F. Stevens, M.A., San Diego Janet Lee Thaxton, M.A., Point State University, Sacramento Diego State University State University Loma Nazarene College Petros Peter Sebhatu, Ph.D., Alliant William K. Simmons, M.S., Golden Maxine Stewart-Carlson, M.S., Jeffrey James Thiel, Ed.D., International University Gate University, San Francisco National University University of Houston, University Denise Renee Segal, M.S., California William Lierow Simpson, M.A., Catherine Barbara Stewart, M.A., Park State University, Fresno Chapman University Alliant International University Bruce L. Thiessen, Ph.D., California Elizabeth Segesta, Ed.D., University Boriphan Sirirat, M.S., National Cindy M. Stewart, Ed.D., University School of Professional of Southern California University of Laverne Psychology, Fresno Anthony Paul Seidman, M.F.A., The Richard H. Six, Ed.D., University of Denise Margaret Stewart, M.A., Bart John Thiltgen, Jr., M.B.A., University of Texas, El Paso California, Los Angeles New York University Claremont Graduate University Kwame Seku, M.A., San Diego State Paul W. Skelly, M.B.A., University Francine Ann Stewart, M.A., Tan Ngodinh Thinh, J.D., Loyola University of Southern California Chapman University College Chuck David Seligman, M.A., Sharon Lynn Skold, M.A., San William Thomas Stewart, M.A., Arlene Thomas, Psy.D., California Simpson College Francisco State University California State University, School of Professional Ericka Senegar, M.A., Chapman Douglas J. Slawson, Ph.D., Catholic Sacramento Psychology, Los Angeles University University of America Elizabeth Bernice Stiles, M.A., James Garnet Thomas, M.S., Naval Rick J. Senneway, M.B.A., California Ernestine H. Smith, Ed.D., California State University, Postgraduate School State University, Fresno University of Arizona Fullerton Margaret Billups Thomas, M.A., Renuka R. Sethi, Ph.D., Oregon Evon Jan Smith, M.A., California Leon H. Stoabs, M.A., Chapman California Lutheran University State University State University, Northridge University Wesley Samuel Thomas, Ed.D., Zara C. Sette, M.P.S., State Janeil D. Smith, M.A., California Petar Stojadinovic, M.E., Worcester Pepperdine University University New York, Stony State University, Sacramento Polytechnic Institute Bonnie Jean Thompson, M.A., Brook Michael Klements Smith, M.P.H., David K. Stokes, Ph.D., University University of the Pacific Wesley Richard Sever, M.A., San Diego State University of Utah Dennis R. Thompson, M.A., California State University, Fresno Roland Blake Smith, M.B.A., Shelley J. Stokes, Ph.D., Michigan California Lutheran University George Sfakianakis, M.S., San Diego California State University, State University D. Scott Thompson, M.A., Pacifica State University Bakersfield Ronald Allen Stolberg, Ph.D., Pacific Graduate Institute Nader F. Shahatit, M.P.A., Lori M. Smock, M.A., Pepperdine Graduate School of Psychology Robin Jeanene Thompson, M.S., University of Southern California University Suki Stone, Ph.D., Claremont Loma Linda University Faramarz Shahbazian, Ph.D., New Sam Guy Snyder, Jr., M.A., San Graduate University Sara Ann Thompson, M.A., Mills York University Diego State University Scott T. Stotz, M.A., California State College Carol Jane Shanahan, M.A., Fresno Judith Malynn Sobey, A.M., University, San Bernardino Shirlee B. Thompson, M.B.A., Pacific University Stanford University Milly M. Strain, M.A., University of California State University, Chico Caroline S. Shanks, M.S., California Nirmal Singh Sohi, Ph.D., Punjabi Redlands William L. Thompson, M.A., Lutheran University University, India Bobbie Strauss, M.A., San Diego Pepperdine University Jocelyn G. Shannon, M.S., National Angie Krista Sokol, M.S., Central State University Yan Tian, M.A., Indiana University, University Michigan University Russell W. Strickland, M.S., Bloomington Allyn Shapiro, M.S., Mount Saint Diane M. Solic, M.S.N., University University of Chicago Thomas John Tomasi, M.A., Marys College of Phoenix Carol Marie Stuardo, M.A., San California State University, San Susan E. Shapiro, M.A., California Alison R. Solomon, M.S.S., Bryn Diego State University Bernardino State University, Los Angeles Mawr College John Philip Studarus, M.S., Carnegie Marie Elizabeth Tomeo, Ph.D., Diego Andres Sharon, M.Ed., Gary A. Solomon, M.B.A., National Mellon University California School of Professional National University University Harry Sussman, M.A., University of Psychology, San Diego Jack E. Sharpe, M.S., University of Wonseon K. Son, Ph.D., Portland Northern Colorado Nancy Lynn Toolan, M.F.A., The Southern California State University Richard Wayne Swafford, M.B.A., Edinburgh College of Art Helen M. Shaw, M.A., Fresno Pacific Duane Leroy Sorenson, M.B.A., San University of Phoenix Theresa E. Torres, Ed.D., Nova University Diego State University Brian Floyd Swagerty, M.S., Southeastern University Allison Katherine Sheen, M.A., Ellen Rouss Sorkin, M.A., California Southern Oregon University Arthur J. Townley, Ed.D., University Phillips Graduate Institute State University, Los Angeles Dan P. Sweet, M.S., Western Oregon of Southern California Nicole Shelton, M.Ed., University of Sara Ruth Spacek, M.A., San Diego University Jeff L. Townsell, Jr., M.S., National San Diego State University David R. Swinington, M.A., Alliant University Trey Sherer, M.B.A., California State Carol Jean Spain, M.A., California International University Kenneth Micheal Townsend, University, Bakersfield State University, Los Angeles Elizabeth Lynne Symons, M.S., M.B.A., Baker College of Flint Eve Harriet Sherman, D.Ed., Courtney Sparrow, M.A., California California State University, Sandra M. Tozzini, J.D., University Pepperdine University State University, Fresno Sacramento of California Hastings College of James G. Sherman, J.D., University Lawrence Blake Spaulding, M.A., Cynthia E. Sytsma, M.A., California Law of Laverne California State University, Fresno State University, San Marcos Khanh Da Tran, M.A., University of Carol Ann Sherrill, M.A., California Dale C. Spector, M.A., Ohio State Jerry Kay Tarwater, M.S., San Diego Phoenix State University, Bakersfield University State University Nancy Jo Treloar, M.A., University Clifton E. Shinn, III, M.S., National Scott M. Spector, M.Ed., Azusa John P. Tate, M.M., Southern of San Francisco University Pacific University Methodist University Thomas Trester, M.B.A., National Loyd Shires, Jr., Ed.D., Northern Jose L. Spencer, Ph.D., The James Lyle Taylor, M.A., Chapman University Arizona University University of Texas, Austin University Christine Trigeiro, Ph.D., University Juliet Campbell Shirr, M.S., Gregory H. Spindler, M.A., Karen Ann Taylor, M.A., California of Kansas California State University, Duquesne University State University, Long Beach Santosh K. Trikha, M.A., California Hayward Anna. Joy Springer, M.F.A., Brown Lillian Christine Taylor, M.S., State Polytechnic University, Gary L. Shope, Ph.D., University of University Capella University Pomona Missouri, Columbia Jivanjyot Sra, M.A., California State Anthony Joseph Tebelskis, Ph.D., Floria A. Trimble, Ed.D., Nova Terry Wayne Shorey, M.S., National University, Fresno Alliant International University Southeastern University University John Richard Stacy, M.A., Zoiner Tejada, M.A., The University Ferris E. Trimble, M.B.A., University Abbe Shorr, Ed.D., Nova University of Redlands of Alabama of Southern California Southeastern University Stanley Stain, Jr., M.P.A., California Alan B. Tell, M.S., Loyola Kelli Jeanette Triplett, M.A., San Cristina Lilia Shoukry, M.S.N., State University, Long Beach Marymount University Diego State University University of San Diego Nina Vladimi Stankous-Nelson, Donna Celeste Templeton, M.A., Margretta A. Trotter, M.Ed., Paige A. Shurtliff, M.S.W., California Ph.D., Institute of Thermal National University University of Alaska Anchorage State University, Sacramento Physics Mitchell Allison Templeton, M.A., Roland Simon Trujillo, M.S., Marcia L. Sieckowski, M.A., Fresno Melinda Stasch, M.L.S., San Jose University of Redlands University of San Francisco Pacific University State University Janet H. Templin, M.S., California Julie Tsoi, M.A., Stanford University Miriam Lorinda Sievers, M.F.A., San Barbara Jeanne Stein-Stover, M.A., Baptist College James Leroy Tucker, M.A., National Diego State University Mills College Angela M. Tenette, M.A., California University Margaret Marie Silas, M.S., Paul C. Stein, Ph.D., University of State University, Dominguez Hills Alan A. Turk, M.B.A., National Chapman University Miami Cynthia Lou Terwilliger, Ed.D., University Kevin R. Silva, M.S., California State Michael Howard Steinman, M.A., Alliant International University Roslyn Turner-Clark, Ed.D., University, Fullerton American University Betty Ann Tetzke, M.Ed., Macalester University of La Verne Robert B. Simmonds, Ph.D., Jim Sternieri, M.B.A., Dowling College Gary M. Turner, M.Ed., University University of Nevada, Reno College Stephanie E. Thal, M.A., National of San Diego University 259 Adjunct Faculty
Thomas W. Turner, M.A., California Stephen Terrence Webb, M.A., Donald S. Wise, M.A., California State University, Chico Chapman University State University, Los Angeles Leesa R. Tyrrell, M.A., California Dennis M. Weber, Ph.D., University Bear C. Wolf, M.A., University of State University, Fresno of Paris, Sorbonne South Dakota Christine Ebersole Umali, Psy.D., Carl A. Weegar, M.A., American Karen Dawn Womack, M.A., Alliant International University University California State University, Fresno William Umukoro, M.S., Azusa Scott Lawrence Weersing, M.A., Dore Hall Wong, M.A., California Pacific University Azusa Pacific University Lutheran University Seema Vaid, Ph.D., Banaras Hindu Bernard Weiner, M.A., Teachers Josiah W. Wong, M.S., Central University College, Columbia University Michigan University Rodney Austin Vaira, M.S., Susan Jeanette Weinshanker, Ed.D., Maria G. Wong, M.S., California California State University, Long Alliant International University State University, Sacramento Beach Barbara J. Weisbach, M.A., Dennis P. Wood, Ph.D., Alliant Luis Ramon Valentino, Ed.D., Chapman University International University University of California, Los Connie S. Weiss, Ph.D., Alliant Doris A. Woods, M.A., California Angeles International University State University, Sacramento Janice M. Vallow-Latin, M.Ed., Pamela Weissman, M.Ed., Azusa Suzanne M. Woods, M.S., California University of Laverne Pacific University Lutheran University Scott J. Van de Putte, Ph.D., Neta Ann Wenrick, M.S., California Janice K. Work, M.A., Michigan California School of Professional State University, Long Beach State University Psychology, Fresno Lorrie Singer Wernick, Ed.D., The E. Jeremy Wright, M.P.A., Golden Angel Van Horn, M.A., California Fielding Institute Gate University, San Francisco State Polytechnic University, Irene Bias West, M.A., University of Pamela Kay Wright, M.A., Pomona San Francisco University of California, Los Richard A. Van Voorhis, M.Ed., Dan William Westburg, M.A., Angeles Whittier College Fresno Pacific University Richard Thomas Wright, M.Ed., Jane Ellen Van Wagoner, M.A., William Wetzel, M.A., Chapman Towson University Pepperdine University University Farshid Yadegar, M.A., California Susan Van Zant, Ph.D., Alliant Carol Wexler, M.A., Pepperdine State University, Los Angeles International University University Jeanne Fusae Yamamoto, M.A., Reynaldo Santos Vanta, M.B.A., Diana Wheeler, Ed.D., Loma Linda California State University, Los University of San Diego University Angeles Larry Lynn Vantine, M.A., Connie G. Whitcraft, M.A., Michael Valentino Yaptangco, M.A., California State University, University of Guam University of San Diego Fullerton Joseph White, Jr., M.S., University of Ian Yeates, M.S., University of Andre J. Vasquez, M.S., San Diego Laverne Wisconsin, La Crosse State University Sally White, M.B.A., Golden Gate Laureen Yee-Tuey, M.S., National Perry L. Vasquez, M.F.A., University University, San Francisco University of California, San Diego Vernita Rachelle White, M.A., Carol Ling Yeh-Garner, M.S.W., San Geraldine Pascual Villegas, Ph.D., Grand Canyon University Diego State University California School of Professional Christopher J. Whiteside, M.S., Francis W. Yep, M.S., Georgia Psychology, San Diego National University Institute of Technology Paul R. Villescas, M.A., California James C. Whitlock, M.A., Robert J. Yohn, Ed.D., University of State University, Fresno Pepperdine University Laverne Michael Dennis Visser, M.P.A., Sandra D. Whitlock, M.A., San Linda R. Young, Ph.D., Columbia California State University, Diego State University University Northridge Patricia Wick, M.A., California State Sarah Zale, M.A., University of Usha S. Viswanathan, M.A., University, Bakersfield Colorado, Denver University of Madras Mable L. Wigfall, M.A., Alliant Clarissa Zammitt, Ph.D., Pacifica Joe Angel Vived, M.A., Fresno International University Graduate Institute Pacific University Donald Robert Wilber, M.A., San Nora Molina Zamora, M.S., Howard Michael Vogel, M.A., Diego State University California State University, California State University, Los Marjory F. Wiley, M.Ed., University Hayward Angeles of Alaska Anchorage Melvin Zeddies, Ph.D., Alliant Russell Carl Vowinkel, M.A., San Kelly K. Willer, M.B.A., California International University Diego State University State University, Fresno Emma Jean Zeigler, Ed.D., Nova Sofya Vulfson, Ph.D., Moscow State David Earl Williams, M.S., Southeastern University University California State University, San Robert M. Zeimet, M.A., University Gloria Wadsworth, M.A., University Marcos of Northern Iowa of Phoenix Diane Lynn Williams, M.A., Joan Zeno, M.A., San Diego State Diana S. Wagman, M.A., American California State University, University University Sacramento Phyllis Jo Zerrudo, M.I.M., Allan Wagner, D.B.A., Alliant Daniel Robert Williams, Ed.D., Thunderbird, American Graduate International University University of Sarasota School of International Lacy Walker, M.A., California State Judith Williams, M.H.C.A., National Management University, Los Angeles University Mirjana Zivkovic, M.D., University Diane Marie Wallace, M.A.T., Jaqueline S. Williams, D.Psy., of Belgrade University of California, Irvine California School of Professional Carole A. Zuloaga, M.A., California Erh-Chiao Wang, M.S., University of Psychology, Los Angeles State University, San Bernardino California, Irvine Ruth Self Williams, M.Ed., Southern Gail A. Zwart, D.P.A., University of Claudia Gillam Ward, M.A., San University and A & M College Laverne Diego State University Wanda Pauline Willis, J.D., San Lavina M. Ward, M.A., California Joaquin College of Law State University, Sacramento Curtis Robert Willson, M.A., San Edna C. Waterman, M.Ed., Jose State University University of Toledo Lois Ann Wilson, M.A., San Jose Daryl Vaughn Watkins, M.B.A., State University University of California, Irvine Victoria Marie Wilson, M.A., Santa William C. Watkins, Ph.D., Fielding Clara University Institute Sara Lee Winocur-Field, Ph.D., James F. Watson, M.B.A., State Alliant International University University of West Georgia Brenda Neworth Winter, M.S., Daniel Blake Webb, Ed.D., University of Southern California Pepperdine University Christy D. Wise, Psy.D., California Patricia Levas Webb, M.A., School of Professional Chapman University Psychology, Los Angeles 260
Index
The University of Values
TM Index
A C
Academic/Admissions Advising ...... 44 Calendar ...... 2, 3 Academic and Administrative Officers ...... 1 California Credentials, General Information ...... 18 Academic Center Security ...... 23 California State Rehabilitation...... 40 Academic Dismissal ...... 54, 66, 73 Campus Locations ...... 7 Academic Dishonesty...... 53 Cancellation of Classes ...... 50 Academic Information for Graduate Degrees ...... 69 Career and Assessment Center ...... 25 Academic Information for Undergraduate Degrees ...... 61 Central Administration ...... 10 Academic Probation ...... 66, 72 Certificate Programs ...... 18 Accelerated Studies ...... 52 Certificate in Accountancy ...... 139 Accreditation, Memberships ...... 19 Certificate in Behavior Analysis ...... 177 ACT-PEP ...... 64 Certificate in CA Reading...... 177 Adjunct Faculty ...... 224 Certificate in Criminal Justice Administration ...... 139 Administration ...... 1, 10, 11 Certificate in Early Childhood Special Education ...... 176 Admission, Graduate ...... 70 Certificate in Education Technology ...... 177 Admission, Provisional Status...... 63, 70 Certificate in Electronic Business ...... 140 Admission, Undergraduate ...... 63 Certificate in Finance ...... 140 Advanced Placement Exams ...... 64 Certificate in Health Care Administration ...... 141 Alternative Educational Funding ...... 40 Certificate in Hospitality and Casino Management ...... 141 Additional Information Sources ...... 41 Certificate in Human Resources Management ...... 140 Aid for Native Americans ...... 41 Certificate in Industrial Engineering ...... 193 Army and Air Force Reserve Officer Training (ROTC) ...... 40 Certificate in Information Technology ...... 194 California State Rehabilitation ...... 40 Certificate in International Business ...... 140 Corporate Tuition Assistance ...... 40 Certificate in Marketing...... 141 Private Lenders ...... 41 Certificate in Project Management ...... 194 Specialized Programs ...... 41 Certificate in Security and Safety Engineering ...... 194 Alumni Relations ...... 25 Certificate in Sports Management ...... 141 Animals on Campus ...... 56 Certificate in Supply Chain Management ...... 194 Appeal...... 52 Challenge by Examination ...... 65, 71 Appellate Procedure...... 55 Change of Academic Program...... 57 Application for Graduation ...... 68, 74 Chapter 30 (New G.I. Bill) ...... 40 Approval for the Training of Veterans ...... 59 Chapter 31 (Vocational Rehabilitation)...... 40 Approved General Education Courses...... 75 Chapter 32 (VEAP) ...... 40 Areas of Specialization for the E.M.B.A...... 129 Chapter 34 (G.I. Bill) ...... 40 Areas of Specialization for the M.A. Teaching...... 150 Chapter 35 (Dependents Benefits)...... 40 Areas of Specialization for the M.B.A...... 132 Chapter 106 (Selected Reservists/National Guard) ...... 40 Area of Specialization for the M.P.A...... 136 CLAD Certificate ...... 176 Areas of Specialization for the M.F.S...... 134 Class Calendar ...... 2-3 Associate of Arts ...... 83 Class Schedules ...... 4, 5 Associate of Science, Nursing ...... 86 CLEP (College Level Examination Program) ...... 64 Associate of Science, Video Gaming...... 83 Commencement Exercises...... 26, 68, 74 Attendance Procedures ...... 45 Committee on the Application of Standards, (CAS) ...... 60 Auditing Courses...... 56 Complaints Relating to Discrimination or Sexual Harassment. . . . . 46 Computer-Based Information Systems Research B and Development Center...... 24 Computer Lab Regulations ...... 60 Bachelor of Arts ...... 92, 119, 146 Computer Software and Email Policy ...... 60 Bachelor of Business Administration ...... 121 Computing Grade Point Averages ...... 66, 72 Bachelor of Science ...... 90, 112, 169 Concentration in Accountancy ...... 122 Bachelor of Science in Nursing ...... 88 Concentration in Database Administration ...... 183 Bakersfield Academic Center ...... 14 Concentration in Economics ...... 122 Bar From Attendance ...... 46 Concentration in Electronic Business...... 183 Board of Trustees ...... 1 Concentration in Hospitality and Casino Management ...... 123 Bookstore...... 50 Concentration in Human Resource Management ...... 123 Concentration in Marketing...... 124
268 Index
Concentration in Sports Management...... 124 Degree Offerings ...... 18 Concentration in Telecommunication ...... 184 Departmental Examinations, N. U...... 64 Concurrent Enrollment at Other Institutions ...... 58 Development and Alumni Relations ...... 25 Conferences and Special Events ...... 23 Disabilities...... 50 Core Adjunct Faculty ...... 247 Discrimination ...... 50 Corporate Tuition Assistance ...... 40 Discipline...... 53 Costa Mesa Academic Center ...... 14 Dismissal ...... 66, 73 Course Descriptions ...... 197 Disqualification ...... 72 Course Numbering System ...... 196 Course Scheduling...... 50 E Course Waivers ...... 65, 71 Course Withdrawal ...... 50 English Language Programs ...... 31 Credential and Certificate Programs, School of Education...... 143 English Placement...... 62 CLAD Certificate ...... 176 Enrollment Agreement ...... 21 Credential Information ...... 157 Evaluations - English and Mathematics...... 62, 71 Fifth Year Professional Clear Credential ...... 162, 163 Executive Master of Business Administration ...... 128 Preliminary Level I Education Specialist Credential: Mild/Moderate Executive Master of Business Administration (Spanish Version) . . 128 or Moderate/Severe Disabilities with CLAD Certificate ...... 169 Extended Studies...... 28 Preliminary Level I Education Specialist Credential: Course Descriptions ...... 32 Mild/Moderate Disabilities with CLAD Certificate ...... 170 Course Numbering System ...... 28 Preliminary Level I Education Specialist Credential: Course Offerings ...... 29 Moderate/Severe Disabilities with CLAD Certificate ...... 171 English Language Programs (ELP) ...... 31 Preliminary Level I Education Specialist: Grading System ...... 28 Mild/Moderate Disabilities with Concurrent Teacher Education or F BTE Multiple- or Single-Subject Credential...... 172 Preliminary Level I Education Specialist: Moderate/Severe Faculty ...... 19, 220 Disabilities with Concurrent Teacher Education or Faculty Advising ...... 24 BTE Multiple- or Single-Subject Credential...... 173 Faculty, School of Arts and Sciences...... 81 Preliminary Multiple-Subject Teaching Credential Program Faculty, School of Business and Management...... 117 with BCLAD Option ...... 159 Faculty, School of Education ...... 145 Preliminary Single-Subject Credential with Faculty, School of Engineering and Technology ...... 180 with BCLAD Option ...... 160 Family Educational Rights and Privacy Act of 1974 ...... 59 Preliminary Tier 1 Administrative Services Fees List...... 22 Certificate/Credential ...... 164 Finance Committee ...... 60 Professional Level II Education Specialist Credential ...... 175 Financial Aid...... 37 Professional Level II Education Specialist: Application Packets ...... 38 Mild/Moderate Disabilities ...... 176 Calendar ...... 42 Professional Level II Education Specialist: Dependency Status ...... 38 Moderate/Severe Disabilities ...... 176 How to Apply ...... 38 Professional Tier II Administrative Services Credential ...... 166 In-School Deferment...... 38 Pupil Personnel Services Credential School Counseling...... 167 Programs ...... 38 Pupil Personnel Services Credential School Psychology...... 168 Student Eligibility Requirements ...... 38 State of California Requirements for Multiple- and Single-Subject Student Loan Deferment ...... 38 Credential Programs ...... 158 Fresno Academic Center ...... 15 Credit by Examination ...... 64 Full-Time Student Status ...... 58 Credential Information Applicable to All Programs ...... 157 Credit Granted for Educational Programs in G Non-Collegiate Organizations ...... 64 Credit Granted for Military Education...... 65 General Admission Procedures ...... 48 Credit, Sources of...... 64 General Description...... 19 D General Education ...... 76 Approved Courses ...... 76 Program Requirements ...... 76 DANTES ...... 64 General Fees...... 20 Degree Conferral ...... 68, 74 General Information ...... 17 DARS ...... 70 General Policies and Procedures ...... 55 269 Index
Grade Appeals ...... 55 Library System ...... 21 Appeal Process ...... 55 Location Key...... 7 Committee ...... 56 Location Maps ...... 8, 9, 12, 13 Grounds for a Grade Appeal ...... 55 Los Angeles Academic Center ...... 14 Grade Point Average Requirements (Undergraduate)...... 66 Grade Reporting...... 59 M Grade Warning (Graduate) ...... 72 Grading System ...... 62, 69 Major and Minor Requirements ...... 64 Graduate, Class Schedules ...... 5 Major in Accountancy ...... 124 Graduate Degrees Offerings ...... 18 Major in Behavioral Science ...... 93 Graduate Degrees, School of Arts and Sciences ...... 80, 107 Major in Computer Science ...... 181 Graduate Degrees, School of Business and Management . . . . 116, 128 Major in Construction Engineering ...... 182 Graduate Degrees, School of Education...... 144, 149 Major in Criminal Justice ...... 125 Graduate Degrees, School of Engineering and Technology. . . 180, 185 Major in Design Engineering ...... 182 Graduate Degrees, Academic Information ...... 68 Major in Earth Sciences ...... 102 Graduation Requirements, Graduate ...... 73 Major in English...... 93 Graduation Requirements, Undergraduate...... 67 Major in Financial Management ...... 126 Granting of Credit...... 19, 54 Major in General Studies ...... 94 Grievance Procedures...... 47 Major in Global Studies ...... 95 Appeal ...... 48 Major in History...... 96 Formal Procedures...... 47 Major in Information Systems ...... 183 Informal Procedures ...... 47 Major in Information Technology ...... 184 Guided Study ...... 53 Major in Interdisciplinary Studies...... 97 Major in Legal Studies...... 119 H Major in Life Sciences...... 103 Major in Management...... 120 Hearing Procedures ...... 50 Major in Mathematics ...... 104 Hearing Rights ...... 51 Major in Multimedia Arts ...... 101 High School Students, Admittance ...... 62 Major in Multiple Subjects...... 99 Holders of a Ryan Credential ...... 162 Major in Organizational Behavior...... 105 Holders of a Preliminary 2042 Credential...... 163 Major in Psychology ...... 101 Major in Software Engineering ...... 184 I Maps ...... 6, 8-9, 12-13 Master of Arts in Counseling Psychology ...... 107 Incomplete Interrupt ...... 63, 70 Master of Arts in English...... 108 Independent Study ...... 52 Master of Arts in Human Behavior ...... 109 International Cultural Studies ...... 78 Master of Arts in Human Resource Management ...... 129 International Students...... 44 Master of Arts in Management ...... 130 Admission ...... 44 Master of Arts in Teaching ...... 149 Language Proficiency...... 45 Master of Business Administration...... 131 Orientation...... 45 Master of Business Administration, Executive ...... 128 TOEFL...... 45 Master of Education in Crosscultural Teaching with a Single- or Transcript Evaluation ...... 45 Multiple-Subject Credential with BCLAD Option...... 153 Internet, Student Access...... 24 Master of Fine Arts in Creative Writing ...... 110 Internships ...... 163, 165 Master of Fine Arts in Digital Cinema...... 111 Master of Forensic Sciences ...... 134 J-K Master of Health Care Administration...... 135 Master of Arts in Human Behavior ...... 99 Master of Public Administration ...... 136 Job Placement and Career Services ...... 26 Master of Science in Computer Science...... 185 L Master of Science in Educational Administration ...... 152 Master of Science in Educational Counseling ...... 152 Master of Science in Educational Technology...... 154 Learning Partnerships...... 23 Master of Science in Electronic Business ...... 137 Library Resources ...... 22 Master of Science in Engineering Management...... 186 Library Services ...... 22 Master of Science in Environmental Engineering ...... 188 Borrowing Privileges and Fines...... 51 Master of Science in Finance ...... 137 270 Index
Master of Science in Homeland Security ...... 189 O Master of Science in Industrial-Organizational Psychology ...... 113 Master of Science in Information Systems ...... 190 Office for Student Affairs...... 52 Master of Science in Instructional Technology ...... 112 Online Course Refund Policy ...... 21 Master of Science in Organizational Leadership ...... 131 Orange Learning Center ...... 14 Master of Science in School Psychology...... 154 Out-of-State Candidate Requirements...... 163 Master of Science in Software Engineering ...... 191 Master of Science in Special Education ...... 156 P Master of Science in Taxation ...... 138 Master of Science in Technology Management...... 192 Payments and Release of Records...... 22 Master of Science in Wireless Communication ...... 193 Placement by Evaluation ...... 62 Master/Credential Provisional ...... 70 English ...... 62 Mathematics and English Evaluation ...... 62 Mathematics...... 62 Mathematics Placement ...... 70 Plagiarism ...... 49 Matriculation/DARS...... 63 Plus/Minus Grading...... 62, 70 Memorandum of Agreement ...... 54 Policies and Procedures...... 44-56 Military Community...... 26 Practica ...... 53 Military Tuition Assistance ...... 40 Preliminary Level I Education Specialist Credential ...... 169-175 Minor in Accountancy ...... 127 Preliminary Multiple-Subject Teaching Credential ...... 159 Minor in Addictive Disorders...... 106 Preliminary Single-Subject Credential...... 160 Minor in Business Administration ...... 127 Preliminary Tier I Administrative Services...... 164 Minor in Business Studies ...... 127 Preliminary Tier II Administrative Services ...... 166 Minor in Computer Science...... 185 Privacy Act of 1974 ...... 59 Minor in Counseling...... 106 Private Lenders ...... 41 Minor in Criminal Justice Administration ...... 128 Probation...... 66, 72 Minor in Economics ...... 128 Professional Level II Education Specialist ...... 176 Minor in Global Studies...... 106 Provisional Status Admission ...... 63 Minor in History ...... 106 Public Programs ...... 23 Minor in Information Technology ...... 117 Pupil Personnel Services Credential–School Counseling ...... 167 Minor in Legal Studies...... 128 Pupil Personnel Services Credential–School Psychology ...... 168 Minor in Mathematics ...... 107 Minor in Multimedia Arts ...... 107 R Minor in Psychological Research ...... 107 Minor in Technology...... 117 Readmission Procedures...... 48 Minor in Video Gaming...... 107 Reasons for Probation, Suspension, and Dismissal of Students. . . . 54 Mission Statement ...... 19 Redding Academic Center...... 15 Military Community...... 26 Refund Policy ...... 20, 28 MIVER ...... 26 Regional Online Information and Admissions Centers...... 19 N Registration...... 48 Reinstatement...... 66, 73 Removal from Probation ...... 73 National University Alumni Association (NUAA) ...... 25 Repetition of Courses ...... 66, 73 National University Calendar ...... 2, 3 Residencies...... 57 National University Memorial Degree...... 67 Residency Requirements ...... 67, 73 Native American, Aid...... 40 ROTC (Army and Air Force Reserve Officer Training) ...... 40 Network Newspaper...... 24 Non-Degree Students ...... 56 S Northern California Administration ...... 15 Nursing...... 84, 114 Sacramento Academic Center ...... 15 NUAA (National University Alumni Association)...... 25 Safety Program...... 23 NUI (National University Institute for Community San Bernardino Academic Center ...... 14 Research and Civic Entrepreneurship)...... 25 San Diego Administration ...... 11 San Diego Learning Centers...... 14 San Fernando Valley Learning Center...... 14 San Jose Academic Center ...... 15 Satisfactory Academic Progress...... 66, 72 Scholarships ...... 38 271 Index
Collegiate Honor Award ...... 39 T Community Scholarship ...... 39 Externally Funded Scholarships ...... 40 Time Limits for Transfer Credit ...... 71 Need-Based Grants ...... 39 TOEFL, Test of English as a Foreign Language ...... 49 NU Presidential Tuition Scholarship ...... 39 Transcript Evaluation ...... 49 Rules and Policies ...... 39 Transcript Requests...... 48 School of Arts and Sciences ...... 79 Transcript Requests of Other Institutions ...... 48 Special Programs ...... 80 Transfer Credit ...... 63, 71 School of Business and Information Management ...... 115 Transfer of Credits to Other Institutions ...... 58 School of Education...... 145 Tuition ...... 20 School of Engineering and Technology...... 179 Twentynine Palms Learning Center...... 14 Second Degree from National University ...... 67, 73 Selection of Candidates...... 48 U Servicemembers Opportunity College Agreement (SOC)...... 59 Sexual Harassment ...... 50 Undergraduate Class Schedules ...... 4 SOC (Servicemembers Opportunity College Agreement)...... 59 Undergraduate Degrees, Academic Information ...... 61 Social Security Number, use of ...... 48 Undergraduate Degrees, General Information...... 18 Sources of Credit ...... 63 Unit Requirements...... 67, 73 Southern California Administration ...... 14 Unit Transfer Limit (Graduate)...... 73 Special Programs...... 80 University Administration ...... 1 Specialization in Accountancy ...... 132 Specialization in Best Practices ...... 150 V Specialization in Criminalistics ...... 134 Specialization in Educational Technology ...... 150 V.A. Educational Benefits ...... 40 Specialization in Electronic Business ...... 129, 132 Chapter 30 (New G.I. Bill) ...... 40 Specialization in Financial Management ...... 132 Chapter 31 (Vocational Rehabilitation) ...... 40 Specialization in Health Care Administration ...... 133 Chapter 32 (VEAP) ...... 40 Specialization in Human Capital Management ...... 130 Chapter 34 (G.I. Bill)...... 40 Specialization in Human Resource Management...... 133, 136 Chapter 35 (Dependents Benefits) ...... 40 Specialization in Industrial Engineering...... 187 Chapter 106 (Selected Reservists/National Guard) ...... 40 Specialization in International Business ...... 129, 133 VEAP (Chapter 32) ...... 40 Specialization in Investigation...... 135 Vocational Rehabilitation (Chapter 31)...... 40 Specialization in Marketing ...... 129, 133 Specialization in Organizational Leadership ...... 129, 130, 134, 136 W Specialization in Project Management...... 187 Specialization in Public Finance ...... 136 Specialization in Reading ...... 150 Website ...... 24 Specialization in Safety and Security Engineering ...... 188 Withdrawal ...... 50 Specialization in Special Education ...... 150 Writing Across the Curriculum ...... 23, 80 Specialization in Supply Chain Management ...... 188 Writing Centers ...... 25 Specialization in Teaching and Learning ...... 150 Specialization in Technology Management ...... 134 Stockton Academic Center ...... 15 Student Discipline ...... 53 Student Records ...... 58 Student Relations Coordinator ...... 52 Student Service Center...... 24 Student Services ...... 24 Students with Disabilities...... 50
272
Degree Programs by Location
260 San Diego Locations 261 Southern Locations 262 Northern Locations 263 Military Locations 264 Regional Online Information and Admissions Center Locations
The University of Values
TM San Diego Locations Spectrum South Bay 4141/4121 La Mesa Kearny Mesa Carlsbad Rancho B. UNDERGRADUATE DEGREES – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – Associate of Arts 8 G GGGGGG B.A. G GG B.A. Behavioral Science G G B.A. Early Childhood Development GGGG B.A. English GGGGG General Studies B.A. 8 B.A. Global Studies G B.A. History GG GG B.A. Interdisciplinary Studies G G G B.A. Legal Studies GGGG B.A. Management G B.A. Multimedia Arts B.A. Multiple Subjects GGGGG Psychology Bachelor of Business Administration 8 GGGG GGG G B.S. 8 G G B.S. Accountancy GG G B.S. Computer Science Construction Engineering B.S. 8 GGGGGG B.S. Criminal Justice Administration G B.S. Earth Sciences GG B.S. Information Systems G GG B.S. Information Technology G B.S. Life Sciences G B.S. Mathematics GG G B.S. Organizational Behavior GG Software Engineering Bachelor of Science in Nursing 8 GRADUATE DEGREES – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – Executive Master of Business Administration 8 Spanish Executive Master of Business Administration 8 M.A. G Counseling Psychology M.A. 8 M.A. English GG Human Behavior M.A. 8 GG GG Human Resources Management & Org Development M.A. 8 G Management M.A. 8 GGGGG Teaching Master of Business Administration 8 GGGGGG M.Ed. in Cross-Cultural Teaching 8 G G Master of Fine Arts in Creative Writing 8 Master of Fine Arts in Digital Cinema 8 Master of Forensic Sciences 8 G Master of Health Care Administration G G Master of Public Administration 8 G G G G G M.S. G Computer Science M.S. 8 G G G G G G M.S. Educational Administration G G G Educational Counseling M.S. 8 G Educational Technology M.S. 8 G G M.S. Electronic Business G G M.S. Environmental Engineering G GG M.S. Finance G M.S. Industrial-Organizational Psychology GG Information Systems M.S. 8 GGGGG M.S. Instructional Technology GG M.S. Organizational Leadership GG M.S. School Psychology GG Software Engineering M.S. 8 GG M.S. Special Education GG Taxation M.S. 8 GG M.S. Technology Management G CALIFORNIAWireless Communications CREDENTIALS, CERTIFICATES, INTERNSHIPS – – – – – – – – – – – – – – – – – – – – – – – – – – – – G G Behavior Analysis Certificate 8 GGG GGG CLAD Certificate 8 Fifth Year Professional Clear G Internship Option for Educational Administration GGG GGG Internship Option for Multiple Subject Credential – TED GGG GGG Internship Option for Single Subject Credential – TED GG GG Internship Option for Special Education 8 GG GG Preliminary Level I Education Specialist Credential: M/M 8 G Preliminary Level I Education Specialist Credential: M/S 8 G Preliminary Multiple Subject Cred. w/ BCLAD Option 8 GGG GGG Preliminary Multiple Subject Credential – TED 8 G Preliminary Single Subject Cred. w/BCLAD Option 8 G GG GGG Preliminary Single Subject Credential – TED 8 G GG GG Preliminary Tier I Administrative Services Certificate G GGG Professional Level II Education Specialist: M/M G Professional Level II Education Specialist: M/S 8 G GG G Professional Tier II Administrative Services Credential 8 Pupil Personnel Services Cred., School Counseling Spec. G GG Pupil Personnel Services Cred., School Psychology Spec. 8 262Teachers Using Technology Certificate Southern CA Locations San Bernardino Orange Costa Mesa Los Angeles Sherman Oaks UNDERGRADUATE DEGREES ------Associate of Arts 8 G GGG B.A. G B.A. Behavioral Science G GGG B.A. Early Childhood Development GGGG B.A. English GG G General Studies B.A. 8 B.A. Global Studies G B.A. History GGGG B.A. Interdisciplinary Studies G B.A. Legal Studies GGG B.A. Management G B.A. Multimedia Arts GG B.A. Multiple Subjects GGGG Psychology Bachelor of Business Administration 8 GGGGG B.S. 8 GG B.S. Accountancy GG Computer Science B.S. 8 GGGGG B.S. Criminal Justice Administration GG B.S. Information Systems GG B.S. Information Technology GG B.S. Mathematics G Organizational Behavior Bachelor of Science in Nursing 8 GRADUATE DEGREES ------Executive Master of Business Administration 8 Spanish Executive Master of Business Administration 8 M.A. G Counseling Psychology M.A. 8 GGG M.A. English GG Human Behavior M.A. 8 GG G Human Resources Mgt & Org Development M.A. 8 G Management M.A. 8 GGGG Teaching Master of Business Administration 8 GGG M.Ed. in Cross-Cultural Teaching 8 GGGG Master of Fine Arts in Creative Writing 8 Master of Fine Arts in Digital Cinema 8 G Master of Forensic Sciences 8 GG Master of Pubic Administration 8 G GG M.S. 8 GG GG M.S. Educational Administration GG Educational Counseling M.S. 8 G G G Educational Technology M.S. 8 G G M.S. Electronic Business G M.S. Finance G G Information Systems M.S. 8 M.S. Instructional Technology G G G M.S. Organizational Leadership G M.S. School Psychology G G Software Engineering M.S. 8 G GGG M.S. Special Education G Taxation M.S. 8 G CALIFORNIATechnology ManagementCREDENTIALS, CERTIFICATES, INTERNSHIPS ------GG Behavioral Analysis Certificate 8 GGGGG CLAD Certificate G Early Childhood Development Certificate 8 Fifth Year Professional Clear GG Internship Option for Educational Administration GGGGG Internship Option for Multiple Subject Credential – TED GGGGG Internship Option for Single Subject Credential – TED GGGGG Internship Option for Special Education 8 GGGGG Preliminary Level I Education Specialist Credential: M/M 8 GGGGG Preliminary Level I Education Specialist Credential: M/S 8 Preliminary Multiple Subject Cred. w/BCLAD Option 8 GGGGG Preliminary Multiple Subject Credential – TED 8 Preliminary Single Subject Cred. w/BCLAD Option 8 GGGGG Preliminary Single Subject Credential – TED 8 GGGGG Preliminary Tier I Administrative Services Certificate GGGGG Professional Level II Education Specialist Cred.: M/M GGGGG Professional Level II Education Specialist Cred.: M/S 8 GGGGG Professional Tier II Administrative Services Credential 8 GGG Pupil Personnel Services Cred., School Counseling Spec. GGG Pupil Personnel Services Cred.l, School Psychology Spec. GG Reading Certificate 8 Teachers Using Technology Certificate
263 Northern CA Locations Bakersfield Fresno San Jose Stockton Sacramento Redding UNDERGRADUATE DEGREES ------Associate of Arts 8 G GGGGG B.A. GGG B.A. Behavioral Science G GGGGG B.A. Early Childhood Development GGG B.A. English GGG GG General Studies B.A. 8 B.A. Global Studies G B.A. History G GGGGG B.A. Interdisciplinary Studies GG G B.A. Management GGG B.A. Multiple Subjects GGG GG Psychology Bachelor of Business Administration 8 G GGGGG B.S. 8 GGGG B.S. Accountancy GG Computer Science B.S. 8 GGGG B.S. Criminal Justice Administration GGGG B.S. Information Technology G Organizational Behavior Bachelor of Science in Nursing 8 GRADUATE DEGREES ------Executive Master of Business Administration 8 Spanish Executive Master of Business Administration 8 M.A. GGG Counseling Psychology M.A. 8 G English M.A. 8 G Human Resources Management & Org Development M.A. 8 G Management M.A. 8 GGGG Teaching Master of Business Administration 8 G GGGGG M.Ed. in Cross-Cultural Teaching 8 G G G G G Master of Fine Arts in Creative Writing 8 Master of Fine Arts in Digital Cinema 8 Master of Forensic Sciences 8 Master of Pubic Administration 8 G G M.S. 8 G G G GG M.S. Educational Administration G G Educational Counseling M.S. 8 G G Educational Technology M.S. 8 G M.S. Electronic Business G Information Systems M.S. 8 M.S. Instructional Technology G G GG M.S. Organizational Leadership G M.S. School Psychology G G Software Engineering M.S. 8 G GGGGG M.S. Special Education G Taxation M.S. 8 CALIFORNIATechnology ManagementCREDENTIALS, CERTIFICATES, INTERNSHIPS ------G G Behavior Analysis Certificate 8 G GGGGG CLAD Certificate G G Early Childhood Development Certificate 8 Fifth Year Professional Clear GGG G Internship Option for Educational Administration G GGGGG Internship Option for Multiple Subject Credential – TED G GGGGG Internship Option for Single Subject Credential – TED GGGGG Internship Option for Special Education 8 G GGGGG Preliminary Level I Education Specialist Credential: M/M 8 G GGGGG Preliminary Level I Education Specialist Credential: M/S 8 G GGGGG Preliminary Multiple Subject Credential – TED 8 G GGGGG Preliminary Single Subject Credential – TED 8 Preliminary Multiple Subject Cred. w/BCLAD Option 8 Preliminary Single Subject Cred. w/ BCLAD Option 8 G G GGG Preliminary Tier I Administrative Services Certificate G G GGG Professional Level II Education Specialist Cred.: M/M G G GGG Professional Level II Education Specialist Cred.: M/S 8 G G GGG Professional Tier II Administrative Services Credential 8 G G Pupil Personnel Services Cred., School Counseling Spec. G G Pupil Personnel Services Cred., School Psychology Spec. G GGG Reading Certificate 8 Teachers Using Technology Certificate
264 Military Locations V-2 MCAS V-3 NAS V-5 32nd St V-6 ASW V-F NAB V-M MCRD V-V Pendleton P-N 29 Palms UNDERGRADUATE DEGREES ------Associate of Arts 8 GG B.A. G B.A. Behavioral Science G General Studies B.A. 8 B.A. Global Studies GG B.A. Interdisciplinary Studies G B.A. Management GG Psychology Bachelor of Business Administration 8 GG GG G G B.S. 8 G B.S. Accountancy G Computer Science B.S. 8 GGGG B.S. Criminal Justice Administration G B.S. Information Systems GGGG B.S. Information Technology G Organizational Behavior Bachelor of Science in Nursing 8 GRADUATE DEGREES ------Executive Master of Business Administration 8 Spanish Executive Master of Business Administration 8 M.A. Counseling Psychology M.A. 8 M.A. English G Human Behavior M.A. 8 GG Human Resources Management & Org Development M.A. 8 G Management M.A. 8 Teaching Master of Business Administration 8 GGGG M.Ed. in Cross-Cultural Teaching 8 Master of Fine Arts in Creative Writing 8 Master of Fine Arts in Digital Cinema 8 Master of Forensic Sciences 8 Master of Heath Care Administration Master of Pubic Administration 8 G M.S. 8 Educational Administration M.S. 8 Educational Technology M.S. 8 G M.S. Electronic Business G Finance M.S. 8 M.S. Instructional Technology G M.S. Organizational Leadership G Software Engineering M.S. 8 Special Education M.S. 8 G CALIFORNIATechnology ManagementCREDENTIALS, CERTIFICATES, INTERNSHIPS ------8 CLAD Certificate 8 Fifth Year Professional Clear 8 Preliminary Level I Education Specialist Credential: M/M 8 Preliminary Level I Education Specialist Credential: M/S 8 Preliminary Multiple Subject Cred. w/BCLAD Option 8 GG Preliminary Multiple Subject Credential – TED 8 Preliminary Single Subject Cred. w/BCLAD Option 8 G G Preliminary Single Subject Credential – TED 8 Preliminary Tier I Administrative Services Certificate 8 Professional Tier II Administrative Services Credential 8 Pupil Personnel Services Cred., School Counseling Spec. 8 Teachers Using Technology Certificate
265 Regional Online Information and Admissions Center L o c a t i o n s Henderson, Nevada Honolulu, Hawaii UNDERGRADUATE DEGREES Associate of Arts 8 G G Bachelor of Arts with a Major in: 8 GG Global Studies Bachelor of Business Administration 8 with Concentrations in: GG 8 GG Accountancy 8 GG Finance 8 GG Human Resources Management 8 GG Marketing 8 GG BachelorSports Management of Science with Majors in: 8 GG Accountancy 8 GG Criminal Justice Administration Bachelor of Science in Nursing 8 GG
GRADUATE DEGREES Executive Master of Business Administration 8 with Areas of Specialization in: 8 GG International Business Relations 8 GG Electronic Business 8 GG MasterMarketing of Arts with Fields of Study in: 8 GG English 8 GG Human Resources Management & Organizational Development 8 Management 8 GG Teaching Master of Business Administration 8 with Areas of Specialization in: 8 GG Accountancy 8 GG Electronic Business 8 GG Financial Management 8 GG Human Resources Management 8 GG International Business 8 GG Marketing M.Ed. in Cross-Cultural Teaching 8 GG Master of Fine Arts in Creative Writing 8 GG Master of Fine Arts in Digital Cinema 8 GG Master of Forensic Sciences 8 with an Area of Specialization in: GG 8 GG Investigations Master of Pubic Administration 8 with Areas of Specialization in: GG 8 G G MasterHuman of Resour Scienceces with Management Fields of Study in: 8 G G Educational Administration 8 G G Educational Technology 8 G G Electronic Business 8 G G Instructional Technology 8 G G Special Education 8 G G Technology Management Spanish Executive Master of Business Administration 8 G G
CALIFORNIA CREDENTIALS AND CERTIFICATES 8 G G CLAD Certificate 8 G G Fifth Year Professional Clear Credential 8 G G Preliminary Level I Education Specialist Credential: M/M 8 GG Preliminary Level I Education Specialist Credential: M/S 8 GG Preliminary Multiple Subject Credential with BCLAD Option 8 GG Preliminary Multiple Subject Credential – TED 8 GG Preliminary Single Subject Credential with BCLAD Option 8 GG Preliminary Single Subject Credential – TED 8 GG Preliminary Tier I Administrative Services Certificate 8 GG Professional Tier II Administrative Services Credential 8 GG Pupil Personnel Services Credential, School Counseling 8 GG Teachers Using Technology Certificate CERTIFICATES 8 GG Accountancy 8 GG Criminal Justice Administration 8 GG Educational Technology 8 GG Electronic Business 8 GG Finance 8 GG International Business 8 GG Marketing 8 GG Sports Management MINORS 8 GG Accountancy 8 GG Criminal Justice Administration
266