Upper Division

A study of abnormal psychology for educators. Topics include how psychologists categorize and diagnose a variety of disorders in school-aged children, how to support these students in the classroom, and the potential difficulties that may be faced in the classroom or educational setting.

An upper-division survey of child development, including infancy, early childhood, middle childhood, and a brief introduction to adolescent issues. Major developmental theories and methods of studying development are introduced. Principal findings regarding social-emotional, cognitive, and physical development in the different stages of childhood are included, as well as findings about the impact on development of the societal context in which development occurs. Prerequisite: PSYC 1 or 2.

Prerequisite(s): CHI 010 or SOC 001. The Chicana/o experience in the American society and economy viewed from theoretical perspectives. Immigration, history of integration of Chicana/o labor into American class structure, education inequality, ethnicity, the family and Chicana/o politics. (Former course Sociology 110.)

A study of abnormal psychology for educators. Topics include how psychologists categorize and diagnose a variety of disorders in school-aged children, how to support these students in the classroom, and the potential difficulties that may be faced in the classroom or educational setting.

Covers the study of stages of intellectual development; principles of learning; the dynamics of human behavior; learner and cultural differences as they relate to modern curricula and instruction; and the role of motivation and self-concept in the learning process.

Intensive writing workshop in which student writing is the focus. Students will engage in a writing process that will include feedback from peers and the instructor throughout the process. This writing process may occur in a variety of rhetorical situations and genres. Through reflection on their writing products and processes, students will gain an awareness of themselves as writers. By the end of the course students will complete an extensive research project and a guided project focused on academic inquiry.

Examines British literature and culture during the late eighteenth and early nineteenth centuries. Topics may include war and revolution, tourism and the picturesque, genius and imagination, the Gothic, Romanic orientalism and literature and the environment. Writers covered may include Smith, Blake, Wollstonecraft, the Wordsworths, Scott, Coleridge, Austen, de Quincey, Byron, the Shelleys, Hemans and Keats.

The subject will provide students with an opportunity to evaluate the relationship between cognitive and neuropsychological typical and atypical development in pre-adolescent children.

Contemporary theory and research methods for investigating cognitive and neuropsychological development will be reviewed. The focus will be on the adequacy of research methods for answering questions about typical and atypical cognitive and neuropsychological development. Subject themes will include:

Characterizing the development of thinking and reasoning abilities.

Students will study theories and research in child development and early childhood education to answer questions about how adults should use technology with children, how to judge when technology use by children might be inappropriate or harmful, and how to find resources for supporting the use of technology with young children. 

Culturally and linguistically diverse students who qualify for special education services are a unique subset of learners who require instruction that accommodates both diversity and disability. This course will provide an overview of special education history and laws, educational policies related to historically underrepresented populations, overrepresentation of culturally diverse students in special education programs, culturally competent assessment and instruction, and the pedagogy of educating emergent bilinguals receiving special education services.