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.
Units: 4
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.
Units: 4
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)
Units: 1 to 2
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)
Units: 1 to 2
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)
Units: 1 to 2
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)
Units: 1 to 2
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, as well as how to sensitively learn about the art(s) of a community. Designed to develop the ability to make curricular judgments by developing art-based lesson plans and designing art experiences "across the curriculum."
Units: 4
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.
Units: 6
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.
Units: 3
Special Topics courses study a particular topic in the liberal studies major for lower division students. May be repeated for credit when topics vary. (Offered only as interest warrants.)
Units: 1 to 6
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.) (Coreq: LS 298)
Units: 2
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.) (Coreq: LS 298S)
Units: 3
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) [Prereq: (Junior or Senior Standing) and (GE Areas A1 and A2 and A3)]
Units: 4
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. [Prereq: (Junior or Senior Standing) and (Coreq: LS 310)]
Units: 2
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. (Prereq: Junior or Senior Standing)
Units: 4
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.) (Prereq: Junior or Senior Standing)
Units: 3
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.)
Units: 3
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.)
Units: 3
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.)
Units: 1 to 3
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.)
Units: 3
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.) [Prereq: (Junior or Senior Standing) and (Coreq: LS 394)]
Units: 2
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.) [Prereq: (Junior or Senior Standing) and (Coreq: LS 394S)]
Units: 3
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)
Units: 1 to 8
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.)
Units: 1 to 8
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.)
Units: 1 to 8
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.) [Prereq: LS 277S and (Junior or Senior Standing) and (Coreq: LS 398)]
Units: 2
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. (May be classroom-based, hybrid or online.) [(Prereq: LS 277S) and (Coreq: LS 398S)]
Units: 3
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.) [Prereq: LS 300 and (Senior Standing)]
Units: 4