Liberal Studies, B.A. ~ Degree Requirements

Semester Credits Required

Total credits: 124

Upper-division credits: 40

Credits in residence at CSUMB: 30 (24 upper-division)

Credits in the major: 24 (12 upper-division)

Required Tests for Future Teachers

In California, students wanting to become teachers need to pass two standardized tests prior to entering a teaching credential program. The California Basic Educational Skills Test (CBEST) evaluates competency in basic reading, writing, mathematics, critical analysis and evaluation, and comprehension. Most students should take this test in their sophomore or junior year. More information can be obtained from the cbest.nesinc.com website.

At the conclusion of the Liberal Studies major, in order to enter a Multiple Subjects (Elementary School) Teacher Education Credential Program, students must pass the California Subject Examination for Teachers--Multiple Subjects (CSET). This examination is used to demonstrate competency in the subject areas completed as part of the Liberal Studies program and taught in K-8 curricula: mathematics; English writing, reading, and literature; history and social science; visual and performing arts; science; physical education and development; human development; linguistics; and cultural diversity. Most students take this test in their senior year. More information can be obtained from the cset.nesinc.com website.

Outcomes, Courses, and Assessment

You officially begin the major by enrolling in LS 300 Major ProSeminar where you work with the instructor to create or revise your Individual Learning Plan. That ILP maps out how you will achieve each of the Major Learning Outcomes designated below by successfully completing the listed courses or alternative assessment options. You conclude the major by completing your Capstone, a publicly presented project that displays your cumulative learning in the major. [Learn more at CSUMB.EDU/capstone].

MLO 1 Knowledge and Lifelong Learning ~ Students contextualize meanings, concepts, information, and theories acquired in the humanities, mathematics, social sciences, natural sciences, technology, human growth and development, language studies, and the arts. ~ Students integrate knowledge across disciplines and use such knowledge when demonstrating achievement in diverse ways of knowing and making responsible and ethical judgments.

Teaching Pathway and Non-Teaching Pathway

  • Complete all learning experiences in the Liberal Studies major.

MLO 2 Orientation, Foundations, and Perspectives in the Major ~ Students explore fundamental concepts, perspectives, and principles related to the issues and conditions regarding social, philosophical, and historical perspectives of education or applicable context in a multicultural and multilingual society. ~ Students investigate their own position regarding the characteristics of a well-educated person in a pluralistic society. ~ Students understand the interaction among local, national, and global histories, cultural development, and practice.

Teaching Pathway

  • 2A—Complete: LS 300 Major ProSeminar
  • 2B—Complete: LS 298S Introduction to Teaching and Learning Service Learning and LS398S Social Foundations of Multicultural Education Service Learning, or LS393S Schooling in a Culturally and Linguistically Diverse Society Service Learning

Non-Teaching Pathway

  • 2A—Complete: LS 300 Major ProSeminar
  • 2B Global Competence—Complete one of the following: CHHS 360 International and Multicultural Women's Health and Social Issues; GS 310 Genealogy of Globalization; GS 314 Global History: The Ancient Era; GS 315 Global History: The Worlds of Modernity; GS 320 Global Issues and the Third World; GS 370 Global Political Economy; HCOM 356 Multicultural History in the New Media Classroom; SBS 327 Introduction to Geographic Information Systems; SBS 350 Domination and Resistance: 20th Century Histories of the United States; SBS 356 Introduction to Geography: People, Places, and Environment; SBS 371 Applications of GIS to Social Science and Business; SBS 380 Abnormal Psychology from a Multicultural Perspective

MLO 3 Cross-Cultural Competence ~ Students understand the complexities that underlie values and assumptions about race, class, gender, sexual orientation, language, culture, physical and cognitive disabilities, age, religion, ethnicity, cultural heritage, environmental/species rights, and nationality. ~ Students understand and compare their own cultural values and relationships across cultures with the values and relationships of other cultural groups. ~ Students understand that diversity, pluralism, and globalism span all human and social potential (race, class, sexual orientation, language, age, disabilities, religion, ethnicity, environmental/species rights, etc.) and is not limited to nation state borders. ~ Students participate meaningfully and successfully in social and verbal discourse across these differences. ~ Students foster cross-cultural understanding and globalism and respect for humanity and the earth as the social responsibility of themselves as well-educated people.

Teaching Pathway

  • Complete one of the following: LS 391 Culture and Cultural Diversity; LS 362 Southeast Asian History and Culture

Non-Teaching Pathway

  • 3A Diversity and Multiculturalism—Complete one of the following: LS 391 Culture and Cultural Diversity; LS 362 Southeast Asian History and Culture
  • 3B Single Ethnic/Cultural Group Awareness—Complete one of the following: CHHS 360 International and Multicultural Women's Health and Social Issues; HCOM 324 African American Narratives; JAPN 306 The Japanese Mind; LS 362 Southeast Asian History and Culture ( if not taken to satisfy 3A); SPAN 308 History and Culture of Aztlan: The Southwestern United States; another approved Single Group Focus course (See LS Advising Guide for currently approved courses.)

MLO 4 Critical Communication in English, Language, and Literature ~ Students effectively and purposefully make meaning and examine assumptions using a variety of communication modalities, including reading, writing, listening, and speaking, in a given communication situation and disciplinary framework. ~ Students communicate creatively in ways that demonstrate integration across disciplinary frameworks. ~ Students understand principles of linguistics, language structure, language development, acquisition, and language use and can apply those concepts to real-world literacy. ~ Students can analyze multicultural literature in cultural, social, and historical contexts as appropriate for a given audience and level of literacy. ~ Students can apply diverse theoretical lenses to evaluate and assess the assumptions in the content and format of communications media regarding underrepresented and misrepresented voices. ~ Students comprehend the ethically and aesthetically transformative nature of language and communications media, especially with regard to global/social equity.

Teaching Pathway

  • 4A English Communication—Complete one of the following: HCOM 312 Cooperative Argumentation; HCOM 317S Advanced Composition and Composition Theories Service Learning; HCOM 318 Advanced Composition Theory and Practice for K-8 Teachers ONLINE
  • 4B Language and Communication—Complete: LS 392 Nature of Language and Language Acquisition
  • 4C Literary Analysis and Criticism in Multicultural Literature—Complete one of the following: LS 394S Multicultural Children's Literature Service Learning; SPAN 310 Hispanic Children's Literature; HCOM 348 Race, Colonialism, and Film

Non-Teaching Pathway

  • 4A English Communication—Complete one of the following: HCOM 304 Relational Ethics; HCOM 312 Cooperative Argumentation; HCOM 317S Advanced Composition and Composition Theories Service Learning; HCOM 318 Advanced Composition Theory and Practice for K-8 Teachers ONLINE; HCOM 330 Introduction to Creative Writing; HCOM 339S Creative Writing for Teachers Service Learning; ESSP 383 Environmental Ethics and Environmental Policy
  • 4B Language and Communication—Complete one of the following: LS 392 Nature of Language and Language Acquisition; HCOM 421 Social History of the English Language; VPA 308 Ways of Seeing
  • 4C Literary Analysis and Criticism in Multicultural Literature—Complete one of the following: LS 323 World Mythological Literature; LS 324 World Mythology: Return of the Great Goddess; LS 394S Multicultural Children's Literature Service Learning; HCOM 325 20th Century Narratives of American Immigration; HCOM 327 Survey of American Literature; HCOM 328 Latina Life Stories; HCOM 335 American Ethnic Literature and Cultures; HCOM 336 Poetry and Gender: Voices of Our Time; HCOM 348 Race, Colonialism, and Film; SPAN 310 Hispanic Children's Literature; SPAN 428 La Literatura Afro-Latina

MLO 5 Technological and Information Literacy ~ Students demonstrate comfort and confidence with technology and information search and discovery methods. ~ Students use tools effectively for the discovery, acquisition, and evaluation of information. ~ Students can manipulate and present information in a creative and ethical manner. ~ Students use accepted word-processing techniques to produce a well designed and aesthetically pleasing formal document, use spreadsheet features to produce a representation and analysis of numerical data, access informational retrieval sources to locate and evaluate information relevant to research endeavors, and create an original digital image.

Teaching Pathway

  • Complete one of the following: CST 101 Technology Tools; CST 102 The Internet; SBS 218/318 Computing Skills for the Social Sciences

Non-Teaching Pathway

  • 5A Technology Fundamentals—Complete one of the following: CST 101 Technology Tools; CST 102 The Internet
  • 5B Advanced Technology—Complete one of the following: CST 303 Computers in Schools; SBS 318 Computing Skills for the Social Sciences; another approved upper-division technology course (See LS Advising Guide for currently approved courses.)

MLO 6 Histories and Social Sciences ~ Students analyze human interactions and change in sociological, multicultural, and educational contexts. ~ Students understand the histories of multiple peoples and various perspectives of events from ancient civilizations through the medieval and early modern times, U.S. histories from early exploration to industrial America, and California history and government.

Teaching Pathway

  • 6A U.S. History—Complete: SBS 315 Growth and Conflict : U.S. History to 1920
  • 6B Democratic Participation/U.S. Constitution and California State and Local Government—Complete one of the following: SBS 386 Social and Political History of California; SBS/ESSP 385 Social and Environmental History of California
  • 6C World History—Complete: GS 314 Global History: The Ancient Era

Non-Teaching Pathway:

  • 6A U.S. History—If not met at the lower-division level, complete one of the following: GS 200 The Politics of Everyday Life; HCOM 240 American Cultural Heritages; HCOM 267 U.S. Political Histories; HCOM 253 Out of Many: Histories of the United States; SBS 212 Social and Political Histories of the Unites States
  • 6B Democratic Participation—Complete one of the following if not taken to satisfy 6A: GS 200 The Politics of Everyday Life; HCOM 260 Politics and Participation: Struggles for Justice; HCOM 267 U.S. Political Histories; SBS 212 Social and Political Histories of the Unites States

MLO 7 Mathematics ~ Students explore and question mathematical problems and their characteristics. ~ Students develop strategies related to solving problems and demonstrate an understanding of the paths to acceptable solutions. ~ Students can explain mathematical ideas and reasons why algorithms yield correct results.

Teaching Pathway

  • 7A Math Communication—If not met at the lower-division level, complete: MATH 100 Quantitative Literacy
  • 7B Advanced Math—Complete both of the following: MATH 308 Elementary Mathematics from an Advanced Viewpoint A and MATH 309 Elementary Mathematics from an Advanced Viewpoint B

Non-Teaching Pathway

  • 7A Math Communication—If not met at the lower-division level, complete one of the following: MATH 100 Quantitative Literacy; MATH 130 Precalculus; MATH 155 Calculus I: Earth Systems Applications; MATH 156 Calculus II Lab: Earth Systems; MATH 170 Discrete Mathematics; STAT 200 Introduction to Statistics; STAT 201 Elementary Statistics: Descriptive Statistics; STAT 202 Elementary Statistics: Problem Distribution/Inference; STAT 204 Business Mathematics and Statistics
  • 7B Advanced Math—Complete one of the following: MATH 304 Modern Algebra; MATH 305 Modern Geometry; MATH 306 Logic and Foundations

MLO 8 Natural Sciences ~ Students observe, record, analyze, and interpret scientific phenomena which occur in earth science, life science, and physical science. Students are aware of the impact of humans on ecosystems and ecosystems as influential in sustaining life on earth.

Teaching Pathway

  • 8A Physical Science—Complete: PHYS 122 Integrated Physical Science
  • 8B Life Science—Complete one of the following: BIO 204 Introduction to Life Sciences; BIO 305 /305L Inquiry-based Life Sciences for Teachers w/Lab
  • 8C Earth Science—Complete: GEOL 304/304L Earth Science for Teachers w/ Lab

Non-Teaching Pathway

MLO 9 Creative and Aesthetic Responsiveness ~ Students understand the basic skills, techniques, and conceptual frameworks unique to at least four of the following art forms: visual art, dance, music, and theater. ~ Students respond to and produce art through written, visual, or performance modalities that communicate effectively to a diverse audience. ~ Students articulate a personal response to various works of visual and performing arts and communicate the significance of personal and cultural factors that shape their own responses and the cultural and historic factors that influence the responses of a specific audience to works of arts.

Teaching Pathway

  • Complete any combination of the following to encompass all the four areas of music, art, dance, and drama: MPA 233 Expressive Arts (Music, Art, Dance); MPA 301 Music for Children (Music); TAT 230 Creative Storytelling (Drama); TAT 332 Teledramatic Arts and Technology for Teaching (Drama); VPA 308 Ways of Seeing: Seminar on Philosophy and Ethical Thinking in Public Art (Art); VPA 312 Visual Arts for Teaching (Art)

Non-Teaching Pathway

  • Complete any combination of courses to include three of the four areas of music, art, dance, and drama. (Please see the LS Advising Guide for currently approved courses.)

MLO 10 Human Development ~ Students observe, record, analyze, and interpret behavior of individuals across the lifespan. ~ Students understand and draw upon a variety of theoretical perspectives to instruct and interact with others. ~ Students identify the influence of context (e.g. socioeconomic status) on individual, family, and cultural development.

Teaching Pathway

Non-Teaching Pathway

  • Complete one of the following: HDEV 360 Child Development; PSY 340 Cross Cultural Human Development

MLO 11 Physical Development and Health ~ Students demonstrate understanding of the basic components of movement and physical activity including locomotor skills and biomechanics. ~ Students identify the common causes of and interrelations among physical fitness, health, and learning. ~ Students understand scientifically-based principles of health promotion and disease prevention across the lifespan and in specific populations. ~ Students can integrate physical development, health, and wellness into other areas of the curriculum.

Teaching Pathway

  • 11A Physical Development Theory and Activity—If not met at the lower-division level, complete: HPWE 260/260L Foundations of Wellness: Exercise and Fitness w/ Lab
  • 11B Physical Education for Teaching—Complete: HPWE 374/374L Physical Education for Elementary School Children w/ Lab

Non-Teaching Pathway

  • 11A Physical Development Theory—If not met at the lower-division level, complete one of the following: HPWE 161 Foundations of Wellness; HPWE 162 Foundations of Wellness: Nutrition; HPWE 201 Foundations of Wellness: Psychobiology of Eating Disorders; HPWE 260 /260L Foundations of Wellness: Exercise and Fitness w/ Lab; HPWE 262 Foundations of Wellness: Women's Health Issues; HPWE 263 Foundations of Wellness: Human Sexuality; HPWE 264 Foundations of Wellness: Marriage and Family; HPWE 361S Foundations of Wellness Through Community Participation Service Learning
  • 11B Physical Development Activity—If not met at the lower-division level, complete one approved Vibrancy ULR Activity course. (See the University Learning Requirements section of the CSUMB.EDU/catalog website for currently approved courses.)

MLO 12 Area of Emphasis/Focus of Study ~ Students create a 12-unit curricular focus of study that expands the knowledge of humanities, mathematics, social sciences, natural sciences, technology, human growth and development, language studies, and the arts.

Teaching Pathway

  • Complete 12 specified units in one of the following areas: Child Development; Communication Science Technology; Creative Writing; Earth Systems Science & Policy; Ethnic Studies; History; Human Development; Japanese; Journalism; Literature and Language; Mathematics; Music and Performing Arts; Oral Narrative and History; Spanish; Teledramatic Arts and Technology; Visual and Public Art
  • OR substitute an approved minor.
  • See the Liberal Studies Advising Center for currently approved courses and minors.

Non-Teaching Pathway

  • Complete 12 specified units in one of the following areas: Africana and Diaspora Studies; Child Development; Collaborative Health and Human Services; Communication Science Technology; Creative Writing; Earth Systems Science & Policy; Ethnic Studies; Global Studies; History; Human Development; Japanese; Literature and Language; Mathematics; Media Studies; Music and Performing Arts; Oral Narrative and History; Pre-Law; Spanish; Teledramatic Arts and Technology; Visual and Public Art
  • OR substitute an approved minor.
  • See the Liberal Studies Advising Center for currently approved courses and minors.

MLO 13 Ethical Reflection and Social Responsibility ~ Students participate responsibly in discipline-based and/or profession-based group situations and communities. ~ Students can engage in critical self-reflection of their participation in the community including their own assumptions and stereotypes and their contributions as service learners and future professionals to the community's efforts to change systemic inequities and injustice. ~ Students examine and analyze a community issue in the context of systemic inequities and injustice. ~ Students recognize the importance of guiding principles in personal and professional conduct, such as truth, justice, honesty, and sensitivity to differing values (including cross-cultural variances) and ethical systems. ~ Students are knowledgeable of the demographics, sociocultural dynamics and assets of a specific community, school, and/or profession-based setting. ~ Students understand reciprocity in the dynamics of service work and learning in community situations.

Teaching Pathway

  • Complete two or more of the following service learning courses which include at least 50 hours of service learning across the two experiences: LS 298S Intro to Teaching and Learning Service Learning (20 hours) and LS 398S Social Foundations of Multicultural/Multilingual Education Service Learning (20 hours) (also meets MLOs 1, 2B); LS 392S Nature of Language and Language Acquisition Service Learning (at least 24 hours); LS 393S Schooling in a Culturally and Linguistically Diverse Society Service Learning (30 hours) (also meets MLOs 1, 2B); LS 394S Multicultural Children's Literature Service Learning (at least 20 hours) (also meets MLOs 1, 4C)

Non-Teaching Pathway

  • Complete at least 20 hours of service learning in one or more upper-division service learning courses.

MLO 14 Synthesis and Assessment in the Major ~ Students identify and refine a topic and formulate a research question related to that topic. ~ Students describe and categorize the types of information and methodologies utilized for a single topic. ~ Students locate, retrieve, and evaluate scholarly information relevant to the research question and organize, interpret, and communicate research findings and conclusions. ~ Students design a research proposal, articulate a problem solving approach, and complete their project. ~ Students integrate and reflect on their learning experiences in Liberal Studies.

Teaching Pathway and Non-Teaching Pathway

  • Complete: LS 400 Senior Capstone