In this course, students train to become Peer Educators for the campus community. Students learn listening and intervention skills, develop skills in health promotion and harm reduction, make presentations, and evaluate health promotion programs for fellow students. Students will enhance leadership skills, develop public speaking, and further program planning skills. Students must apply for admission into the Peer Educator program to enroll in the course.

In this course, students assist fellow students in making healthy life choices by creating, coordinating, and implementing health promotion activities that address physical, emotional, social, and spiritual issues faced by students. Students serve as role models for peers through responsible decision making and demonstrating ways of healthful living. Students must have completed Peer Educator training to enroll.

Presents theories of child development and milestones of physical, socio-emotional, and cognitive development from the prenatal period through adolescence. Students identify characteristics of play and their impact on development; describe social development of children and adolescents; understand effects of a wide range of influences on development; and identify sources of possible abuse and neglect and describe their impact on development. (May be offered as classroom-based, hybrid, or online.)

An examination of the developing child in a societal context focusing on the interrelationship of family, school and community and emphasizing historical and socio-cultural factors. Discussion of patterns of development, childrearing, and the value of education in contemporary society. Highlights the processes of socialization and identity development, showing the importance of respectful, reciprocal relationships that support and empower families and respond to all children's developmental needs.

In Close Relationships and Family Development, students learn about the formation of romantic relationships, mate selection, dating, gay and lesbian relationships, theories of love, and marriage. In addition, students study the formation of families, family development across the lifespan, parenting, and diversity in families. Special emphasis is given to contextual influences on families. (May be offered as classroom-based, hybrid, or online.)

Course explores how different forms of technology (e.g., video games, cell phones), and media (e.g., T.V.) mediate human development. Content focuses on physical, cognitive/language and socio-emotional developmental, exploring how technology and media are integrated into everyday contexts and activities, linked to specific issues of development across the lifespan, and generate policy and research debates regarding their use and misuse. (May be offered as classroom-based, hybrid, or online.)

Lifespan Development: Transition and Change surveys theoretical perspectives of human growth and development across the life span and draws from current social science research in examining the complex array of social, psychological, and cultural forces that combine to determine each individual's life course. Emphasizes applications to real world settings and successful passage through the life course. (May be offered as classroom-based, hybrid, or online.)

Course examines how human development is influenced by, and influences, cultural norms and practices, and how culture plays a role in physical, cognitive, and socio-emotional development across the lifespan. Course examines topics such as family, socialization, language, gender, schooling, and health, and life events such as birth, rites of passage, marriage, and death in the cultural contexts within the U.S. and internationally. (May be offered as classroom-based, hybrid, or online.)

Behavioral & Emotional Disorders of Childhood and Adolescence explores common behavioral and emotional disorders which occur during childhood and adolescence such as attention deficit disorder, autism, depression, eating disorders, and conduct disorders. Physiological and environmental origins of the disorders are discussed as well as prevention, intervention, and treatment. Multidisciplinary and multicultural perspectives are included. (May be offered as classroom-based, hybrid, or online.)

Infancy and Early Childhood focuses on developmental, behavioral, and other psychological theories in providing a rigorous introduction to the various biological, social, and cultural factors known to contribute to human growth and development during the initial phases of life (prenatal to preschool). Readings emphasize research and application in family and social settings. (May be offered as classroom-based, hybrid, or online.)

Child Development provides a rigorous overview of theories and research concerning child growth and development. Focuses on children's social, cognitive, and psychological development with emphasis on multicultural and social policy issues. Addresses the current conditions of children in the local community and globally, emphasizing the need for diverse and culturally competent policies and practices. (May be offered as classroom-based, hybrid, or online.)

Adolescence focuses on psychological, biological cognitive, and other ecological theories in examining adolescent development. The impact of culture and context on identity development and on successful transition to adulthood is emphasized. (May be offered as classroom-based, hybrid, or online.)

Observation and Assessment introduces students to the strategies, techniques, and ethics of observing and recording student interactions in the classroom and the impact of culture upon those observations. Introduces a variety of assessment strategies and techniques. (Offered only as interest warrants. May be offered as classroom-based, hybrid, or online.)

Adulthood & Aging focuses on the theories and understanding of early adulthood, middle adulthood, and late adulthood. Emphasizes the consolidation of personal identity, the primary factors of adulthood, and healthy and successful aging. Draws readings from diverse sources, including psychological and sociological research and media. (May be offered as classroom-based, hybrid, or online.)

Geriatrics & Gerontology examines the key issues, complexities, and challenges around changing health and service systems in the aging process. Addresses the etiology of life altering events, quality of life for the elderly, and end of life choices. Issues are addressed from multicultural and international perspectives. (Offered only as interest warrants. May be offered as classroom-based, hybrid, or online.)

Service Learning in Human Development: In this course, students will apply and evaluate HDEV theory to service learning experiences, reflect on their SL experience and site as it applies to their professional development, develop skills in reflective, ethical, strengths- based practices for human development, and strengthen their interpersonal and intrapersonal abilities in their SL experience and area of study. (May be offered as classroom-based, hybrid, or online.)

Special Topics courses study a particular topic in Human Development on an experimental or time-limited basis. May be repeated for credit when topics vary. (Offered only as interest warrants.) (Credit/ No Credit Available) (May be offered as classroom-based, hybrid, or online.)

Allows upper-division students to pursue courses on special topics. May involve such activities as readings and reactions to papers, term papers, reports on life experiences, and action research. (Offered only as interest warrants.) (May be offered as classroom-based, hybrid, or online.)

Allows upper-division students to pursue courses on special topics. Requires completion of a community service project. May involve such activities as readings and reactions to papers, term papers, reports on life experiences, and action research. (Offered only as interest warrants. May be offered as classroom-based, hybrid, or online.)

This is an introductory course to language, its linguistic structure, and use. Topics include the nature of human language as distinct from other communication systems; the systems of linguistic knowledge; language use in context; geographical and social dialects; historical development of language and the evolution of language. (May be offered as classroom-based, hybrid or online.)

Nature of Language & Language Acquisition introduces the scientific study of language, which includes theoretical concepts (e.g. structural linguistics, sociolinguistics, language development in first and second language acquisition) and application of linguistics in reading and writing development. Students develop a knowledge base in linguistics, phonemic awareness, and syntax, and apply it in real-world educational settings. (May be offered as classroom-based, hybrid or online.)

Nature of Language & Language Acquisition is an optional field-based course which accompanies LS 392. Students spend a minimum of 24 hours per semester focusing on application of linguistics in reading and writing development in school settings. Requires completion of an approved field-based or community service project. (May be offered as classroom-based, hybrid or online.)

This course introduces economic and social contexts of traditional heritage based and innovative arts through observing visual art and theatre, interactions with arts professionals, creative projects, writing assignments, readings and analysis of local and global art movements. During this class, students will engage in a series of creative, reflective and analytical exercises, gaining deeper understanding for the process of cultural and artistic production and its economic and aesthetic power.

Provides leadership and mentoring opportunities and develops related leadership skills for California Mini-Corps students as they work in the classrooms and in the homes of migrant students in K-12. Must be admitted to the mini-corps program. (Offered as interest warrants). May be repeated for credit.

This course is designed to advance students' tutoring skills in the classroom. It is aimed at helping the tutors to adequately manage small and large groups of students, to learn about the migrant lifestyle, and to build a strong rapport with migrant students and staff. Students must be admitted to the Mini-Corps program prior to enrollment. The class may be repeated for credit. (Credit/No Credit Available)

The course provides leadership and mentoring opportunities and develops related leadership skills for California Mini-Corps students as they work in the classrooms and in the homes of migrant students in K-12. Student must be admitted to the Mini-Corps program. This class may be repeated for credit. (Credit/ No Credit Available)

The course introduces tutors to essential reading, writing, and math instructional strategies aimed at helping students to develop their teaching skills. As students tutoring migrant students, they will be expected to apply these newly acquired strategies in the classroom. Student must be admitted to the Mini-Corps program prior to enrollment. This class may be repeated for credit. (Credit/ No Credit Available)

This course assists Mini-Corp students as they provide formal and informal lessons to migrant students in the classroom. The supervising teacher and coordinator will provide feedback as the student implements lessons, conducts home visitations, and tutors on a consistent basis. Student must be admitted to the Mini-Corps program prior to enrollment. This class may be repeated for credit. (Credit/ No Credit Available)

Introduces the arts and art education in public school and community contexts. Emphasizes investigating art, art criticism, and the aesthetics of various artists across dance, music, theater, and visual arts. Addresses the selection of materials, techniques, tools, art concepts, and strategies appropriate for teaching art to multiple "communities"" of students

Schooling in Modern Society is a topical survey of public education as a socio-cultural institution, with a focus on how local practices shape and are shaped by the broader social, cultural, geographical, political, and economic contexts. Students complete approximately 30 hours of participation in elementary classrooms through service learning activities.

Assessment of Early Field Experience allows students who have extensive elementary school classroom experience to demonstrate having met the outcomes of LS 298S, the early field experience course required by State guidelines for future teachers. Students must complete CSU GE Area D prior to transfer to CSUMB to be eligible for this course.

Special Topics courses study a particular topic in the liberal studies majorfor lower division students. May be repeated for credit when topics vary. (Offered only as interest warrants.)

Introduction to Public Education introduces students to teaching and classroom learning in public education. Topics explored include student and youth issues and schooling, the dynamics of school/parent/community relationships, and the effects of educational policies and practices on culturally and linguistically diverse populations. (May be offered as classroom-based, hybrid or online.)

Introduction to Public Education SL introduces students to teaching and classroom learning in public education. Topics explored include student and youth issues and schooling, the dynamics of school/parent/community relationships, and the effects of educational policies and practices on culturally and linguistically diverse populations. Requires 30 hours of field experience in a classroom with a credentialed multiple subject teacher. (May be classroom-based, hybrid or online.)

Students explore educational theories, perspectives, and concepts as they develop and demonstrate effective oral and written communication skills, as well as critical thinking and research skills. Students also acquire and practice listening and communication skills essential for ethical and socially responsible deliberation, problem solving, and community building in educational contexts. (May be offered as classroom-based, hybrid or online)

An analysis of the key political, legal and sociocultural issues in the K-16 education of Latino students, the largest and fastest growing Àmajority-minorityÀ population in the U.S. The course examines the historical and contemporary ways that Latino students are socially constructed along race, gender, language, and immigration status within the public schools. The Latino K-16 experience is tied to family and community involvement and examines how educational equity is a critical aspiration.

An analysis of the key political, legal and sociocultural issues in the K-16 education of Latino students, the largest and fastest growing majority-minority population in the U.S. The course examines the historical and contemporary ways that Latino students are socially constructed along race, gender, language, and immigration status within the public schools. The Latino K-16 experience is tied to family and community involvement and examines how educational equity is a critical aspiration.

Focus on multicultural concepts of culturally diverse groups. Students examine differing perspectives and experiences of immigrants, including 5 Southeast Asian groups in U.S., including their historical struggles and how power determines social, economic and political stratification associated with race, gender, sexual orientation and abilities. Consideration of how these factors impact equity, access, schools/schooling, and teaching and learning. (May be classroom-based, hybrid or online.)

In Teaching for Social Change, students learn the skills and theories of how to be agents of change, as educational professionals, in their communities. Students gain knowledge in integrating social action into K-8 school curriculum. Students engage in a social justice project relevant to a local issue or community. (May be offered as classroom-based, hybrid or online.)

Innovative Approaches to Schooling expands students' understanding of alternative education models and philosophies (e.g., Montessori, Waldorf, etc.). Students also explore the social environment in classrooms, and current trends and obstacles in teaching and learning. (May be offered as classroom-based, hybrid or online.)

This course introduces students to issues in comparative and international education in the context of a changing and interrelated global society. Topics include historical events and processes that have impacted international education and the views of U.S. educators on issues like national security, development education, globalism, colonialism, and ethno-nationalism. Education in Europe, Latin America, Asia, and Africa are also studied. (May be classroom-based, hybrid or online.)

Students examine equity issues related to the education of diverse students. Topics include the social construction of difference, power, privilege, and discrimination. Course work involves the development of specific knowledge and skills for promoting positive relationships among stakeholders to maximize achievement. Students also critically examine evidence-based strategies for improving the performance of underserved populations. (May be offered as classroom-based, hybrid or online.)

Familiarizes students with diverse and high quality children's literature across socio-cultural groups. Engages students in interpreting, from multiple perspectives, representations and socio-cultural patterns and symbols found across various authors and literary genres. Introduces students to various pedagogical approaches for the teaching of multicultural literature for children and young adults. (May be a classroom-based, hybrid, or online.)

Familiarizes students with diverse, quality children's literature across socio-cultural groups. Engages students in interpreting, representations and socio-cultural patterns and symbols found across various authors and literary genres. Introduces students to various pedagogical approaches for the teaching of multicultural literature in K-8 classrooms. Requires completion of 20 approved service learning hours and community projects. (May be offered as classroom-based, hybrid or online.)

Special Topics courses study a particular topic in the liberal studies major. May be repeated for credit when topics vary. (Offered only as interest warrants.) (Credit/ No Credit Available)

Allows upper-division students to pursue courses on special topics. May involve such activities as readings and reaction papers, term papers, reports on life experiences, and action research. (Offered only as interest warrants.)

Allows upper-division students to complete independent service learning experiences in the major. Students follow LS guidelines and requirements for service learning reflections, portfolio development, and assessment. (Offered only as interest warrants.)

Social Foundations of Multicultural Education: Service Learning examines issues, problems, and solutions to equitable schooling in a pluralistic society. Viewing schools as social institutions that transform the cultural and political dynamics of society. The course focuses on history, politics, and theories of education for culturally and linguistically diverse populations.

Students examine issues, problems, and solutions to equitable schooling in a pluralistic society, while exploring schools as social institutions that transform the cultural and political dynamics of society. The course focuses on history, politics, and theories of education for culturally and linguistically diverse populations. Requires completion of approved service learning hours and community projects (30 hours). (May be offered as a classroom-based, hybrid or online.)

Students engage in focused inquiry into an issue in education. Requires demonstration of ability to synthesize and utilize acquired knowledge and skills, as students articulate an understanding of the issue and advocate an ethical response. Involves intensive research, reading, writing, oral communication, and collaboration, with opportunities for analysis, action, and reflection. Culminating activity is an oral and/or written summation of project. (May be classroom-based, hybrid, or online.)