Each student conducts an individual project to fulfill the culminating experience graduation requirement of the MS in Accountancy program as required in Title V of the CA Educational Code. The course also covers the development of ethical standards, ethical reasoning, AICPA Code of Professional Conduct, accountants' professional responsibilities, financial reporting fraud and responses, corporate governance, and other relevant topics.

Note: May be repeated for credit

Prerequisite: Advancement to Candidacy

Fundamentals of cost accounting concepts and practice relating to cost accumulation, control, and analysis for managerial planning and decision making. Specific topics generally include product costing, standards, cost allocation, estimation, budgeting, transfer pricing, and performance evaluation. Emphasis is on current issues.

In-depth study of technical financial accounting issues including accounting for pensions and leases, income tax, accounting changes, consolidated financial statements, and foreign currency.

Prerequisite: ACCY 250.

This course provides an in depth study of accounting and reporting for state and local governmental and non-profit entities. The course emphasizes the governmental reporting environment, the accounting for various types of funds, the accounting aspects of budgetary control, and the preparation of governmental financial information to be included in the Comprehensive Annual Financial Report. This course also emphasizes the key differences between governmental and non-profit organizations, and the financial accounting and reporting for non-profit organizations.

Emphasis on the role of computer and information technology in the development, analysis, and operation of accounting information systems; may include advanced coverage of accounting transaction cycles, accounting systems planning and analysis, accounting system design, accounting systems implementation and operation, the accounting system internal control structure, data modeling and database design in accounting, computer fraud and security, and auditing of computer-based information systems.

Investigation of the biological processes underlying child development, from conception through adolescence. Emphasis will be on the genetic, neurological, and endocrine processes related to cognition, social, and emotional development. Students will explore the bidirectional nature of psychobiological processes, with specific emphasis on the psychobiological mechanisms underlying the transaction between cultural, educational, and social-emotional related to educational, and mental and physical health functioning.

Prerequisite: CHAD 30 or 35; Introductory Biology.

Discussion-based examination of controversial issues linking development, education, and cultural practice in which scholarly inquiry has substantial implications for social policy. Specific topics vary by semester and include topics of both historical relevance and contemporary debates. Content relevant to multiple disciplines including issues such as adolescent risk behavior, bilingual education, brain-base pedagogy, child care, children and the law, cultural diversity, developmental theory and educational practice, gender, literacy practices, motivation, parenting styles, school violence, special education, standardized testing, and technological change.

Prerequisite: GWAR certification before Fall 09; or WPJ score of 80+; or 3-unit placement in ENGL 109M or ENGL 109W; or 4-unit placement in ENGL 109M or ENGL 109W and co-enrollment in ENGL 109X; or WPJ score 70 or 71 and co-enrollment in ENGL 109X.

Individual projects designed especially for students capable of independent study. Admission by written approval of the instructor and Department Chair.

Introduction to quantitative research methods in human development and their philosophical underpinnings. Major topics include structures, design, and conduct of research inquiry; the generation of research questions and hypotheses; and collection and analysis of data. Students will be challenged to think critically about methodological issues, engage in quantitative research and conduct analyses, and increase their ability to locate, understand, critique, apply, and report research findings. APA style will be introduced to support the development of scholarly communication and writing.

Note: For CHAD majors, must be taken prior to completion of 90 units; completion of 45 total units credit

Prerequisite: CHAD 30, or CHAD 35, or equivalent; CHAD 101; CHAD 101 may be taken concurrently.

This course overviews cognitive development from conception through adolescence with consideration of biological and sociocultural influences. Emphasis will be placed on evaluating the major theories of cognitive growth. The course will include lectures, discussions, and participation in classroom activities such as research presentations, demonstrations, and cooperative learning assignments.

Prerequisite: CHAD 133.

This course examines the relationship between culture and human development. Comparisons will be made between the epistemological principles of cross-cultural and cultural approaches to human development in order to explore their implications for developmental theory and research. Research studies will serve as a foundation for learning and reflecting about diversity in human experience, and the ways that diverse cultural contexts shape how individuals think, act, and engage with others in local and global settings.

Prerequisite: CHAD 123. CHAD 123 may be taken concurrently.

Investigation of the dynamic nature of child and adolescent development in the context of families, schools, and community. Students will gain an understanding of how issues in these contexts influence development and explore the dynamic relationships between contexts in promoting development. Attention will be paid to socioeconomic status as a context as well as the role of gender, race and ethnicity within contexts as they relate to development. Students will examine practices that strengthen collaboration between families, schools, and communities.

Prerequisite: CHAD 35 or CHAD 30 (or equivalent)

Introduction to the solution of engineering design problems. Concepts of units, vectors, equilibrium, forces, force systems, shear and moment diagrams. Lecture three hours.

Prerequisite: MATH 26A or MATH 30; and PHYS 5A or PHYS 11A.

Instruction and exercises in graphic techniques and procedures applicable to construction. Analysis of drawings in the civil, architectural, structural, mechanical, and electrical fields and how drawings affect construction planning. Freehand sketching. Isometric and oblique projections. Material quantity surveying. Lecture two hours; laboratory three hours.

Prerequisite: ENGL 1A and CM 10; CM 10 may be taken concurrently.

Analyzes construction contract documents. Technical and legal interpretations and implications to managers of the construction process. Quantity surveying. Lecture two hours; laboratory three hours.

Prerequisite: ENGL 1A, CM 20, and CM 21; CM 20 may be taken concurrently.

Survey course in the appreciation and understanding of dance cultures in America. The relationship of dance to the identity and expression of different cultural groups in the U.S. will be examined. Jazz, modern, and ballet from a multicultural perspective will be the focus of the class.

Note: Non-activity.

This course focuses on an introduction to Action Research in multicultural educational settings. It includes an overview of various research paradigms, with emphasis on Action Research and Teacher Action Research. Additional topics covered in this course include: critical pedagogy, forms of multicultural education, and issues related to educational equity and providing access of opportunity to students from underserved populations.

Prerequisite: Admission to the Master of Arts in Teaching with Multiple/Single Subject Teaching Credential program; Completion of EDMS 434B or EDMS 474B.

Cross listed: EDSS 241

This course provides an introduction to Action Research in the field of special education. The overall goal is to improve teacher effectiveness in the classroom through research and develop teacher-researchers, producers and consumers of empirical knowledge. Students will develop research writing skills to understand problems of practice, critical issues, and policy in special education. The course is designed to facilitate connections between methodological paradigm and teaching practices related to doing action research and covers quantitative, qualitative, and mixed-methods research approaches.

Prerequisite: Successful completion of Education Specialist Credential coursework and student teaching--Mild/Moderate Disabilities Credential, Moderate/Severe Disabilities Credential or Early Childhood Special Education Credential program

This course provides an overview of current knowledge about individuals with disabilities within the context of inclusive educational and community-based settings, with substantial focus on the role of the educator in the education of students who have disabilities in diverse communities. Content includes historical factors, legislation, causes and characteristics, educational needs, educational strategies, including educational technologies, assessment, collaboration, and support services for individuals with disabilities ranging across mild, moderate, severe, and profound disability levels.

Note: Designed to meet the Special Education requirement for a clear multiple and single subject credential.

Corequisite: EDUC 100B.

Introductory study of important themes regarding the education of English Learners. Covers the history of bilingual education; relevant legal mandates and court rulings; first and second language acquisition; linguistic development; theory and practice of effective programs; and beginning methods, materials and strategies responsive to the students' primary language and assessed levels of English proficiency. A fieldwork component involving the tutoring of an English Learner is required.

Note: EDUC 170 is a prerequisite for EDMS 272, EDBM 279.

Advanced writing that builds upon the critical thinking, reading, and writing processes introduced in ENGL 5 and ENGL 5M. Emphasizes rhetorical awareness by exploring reading and writing within diverse academic contexts with a focus on the situational nature of the standards, values, habits, conventions, and products of composition. Students will research and analyze different disciplinary genres, purposes, and audiences with the goals of understanding how to appropriately shape their writing for different readers and demonstrating this understanding through various written products.

Note: Writing requirement: a minimum of 5,000 words.

Prerequisite: Completion of ENGL 5 or ENGL 5M OR ENGL 11 or ENGL 11M or equivalent with a C- or better; sophomore standing (must have completed 30 units prior to registration).

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.

Note: ENGL 120A is a requirement for English majors.

Prerequisite: GWAR Certification before Fall 09, or WPJ score of 70+, or at least a C- in ENGL 109M or ENGL 109W.

Offers a rotating series of topics relevant to composition studies, such as technology-based writing, writing across the curriculum, critical literacy, etc. Introduces students to the theory and practice of the field under consideration. Regardless of the topics, students will explore the major scholarly works of the field and produce writing that analyzes and utilizes the concepts in the area under consideration.

Note: May be repeated for credit as long as topic differs.

Prerequisite: ENGL 20 or ENGL 120A. GWAR certification before Fall 09; or WPJ score of 80+; or 3-unit placement in ENGL 109M or ENGL 109W; or 4-unit placement in ENGL 109M or ENGL 109W and co-enrollment in ENGL 109X; or WPJ score 70 or 71 and co-enrollment in ENGL 109X.

Serves as an introduction to theories about and forms of digital writing while also providing students with opportunities to make digital arguments that reflect on digital media themselves. Introduces students to basic skills in interface and narrative design including typography, layout, color, imagery, and media integration. The course focuses on teaching students how to develop what they already know about rhetoric and writing while also helping them apply those rhetorical skills within digital spaces.

Prerequisite: GWAR certification before Fall 09; or WPJ score of 80+; or 3-unit placement in ENGL 109M or ENGL 109W; or 4-unit placement in ENGL 109M or ENGL 109W and co-enrollment in ENGL 109X; or WPJ score 70 or 71 and co-enrollment in ENGL 109X.

Students learn the basics of the English system of phonology and morphology. Takes an integrated approach synthesizing the issues of phonics, schemata-building, and whole language strategies in teaching reading and writing to young learners. Students will also learn the importance of first and second language acquisition for elementary school students.Evaluation will include classroom examinations, and students will also undertake a detailed case study of one child learning to read and write.

Prerequisite: GWAR Certification before Fall 09, or WPJ score of 70+, or at least a C- in ENGL 109M or ENGL 109W.

Intensive, semester-long course to help students use reading, writing, discussion, and research for discovery, intellectual curiosity, and personal academic growth - students will work in collaborative groups to share, critique, and revise their reading and writing. Students will engage in reading and writing as communal and diverse processes; read and write effectively in and beyond the university; develop metacognitive understandings of their reading, writing, and thinking processes; and understand that everyone develops and uses multiple discourses.

Note: Writing requirement: minimum of 5,000 words

Introduction to the rich profusion of children's literature from a variety of cultures and countries and provides the opportunity to respond to this literature creatively and personally. Students will become familiar with the basic terminology of literary analysis -- themes, irony, point-of-view, etc.-- in order to deepen and enrich their experiences with the fiction, drama, and poetry available to young people. The readings are balanced for gender, culture, and ethnic concerns.

Prerequisite: Successful completion of at least 60 units (junior standing).

Student-centered group tutorial which will offer supplemental instruction in elements of academic writing taught in writing-intensive upper-division courses; it will provide support to students concurrently enrolled in writing-intensive upper-division courses throughout the writing process, including drafting, revising, and editing, for a variety of papers.

Prerequisite: Writing Placement for Juniors: student who receive a 4-unit placement on the WPJ.

Corequisite: Writing-Intensive upper-division course.

Provides intensive practice in prewriting, drafting, revising, and editing academic writing. Students research, analyse, reflect on, and write about the kinds of writing produced in academic disciplines. Students produce a considerable amount of writing such as informal reading responses, rhetorical analyses, and an extended academic research project: students will submit their writing late in the semester in a GWAR Portfolio, from which they will receive a GWAR Placement.

Prerequisite: English 20 with a C- grade or better and have completed at least 60 semester units.

An introductory to volcanoes including volcanic landforms, eruption styles, properties of magma, and volcanic hazards/ mitigation.

Survey of geological, physical, chemical and biological oceanography including the sea floor; waves, tides, currents; the physical and chemical properties of seawater and their distribution in the sea; planktonic life and its relation to nutrients.

Survey of the development of cinema in Asia, focusing primarily on cinematic masterpieces from China, Hong Kong, and Japan. Focuses on directors, actors, and studios that left a lasting mark on cinema history. Also focuses on how Asian aesthetic sense differs from the Hollywood norm.

Prerequisite:GWAR certification before Fall 09; or WPJ score of 80+; or 3-unit placement in ENGL 109M or ENGL 109W; or 4-unit placement in ENGL 109M or ENGL 109W and co-enrollment in ENGL 109X; or WPJ score 70 or 71 and co-enrollment in ENGL 109X.

Cross-listed: ASIA 140; only one may count for credit.

Emphasis on the lives and experiences of women as they relate to the fundamental characteristics of Western culture. Topics include women and religion, production and economic institutions, reproduction and family structures, power and politics, women's self-definition.

Prerequisite: GWAR certification before Fall 09; or WPJ score of 80+; or 3-unit placement in ENGL 109M or ENGL 109W; or 4-unit placement in ENGL 109M or ENGL 109W and co-enrollment in ENGL 109X; or WPJ score 70 or 71 and co-enrollment in ENGL 109X.

Media survey of American life from the beginnings to the present. Integrates slides of American art, architecture, popular culture, and technology with history, literature and contemporary music.

Note: Fulfills state graduation requirement for U.S. History.

Basic historical survey of the rise of American civilization from colonial beginnings through the rebuilding of the union during Reconstruction.

Note: Fulfills state graduation requirement for U.S. History.

Gives students an understanding of African-American history from the colonial period to the present. Focuses on African-Americans as active agents in shaping U.S. History, and analyzes the issues, ideas and strategies they have developed and used in their struggle for justice and equality.

Note: Fulfills the state graduation requirements for U.S. History.

Basic historical survey of the growth of urban-industrial American civilization and its rise to world power, 1877-present.

Note: Fulfills state graduation requirement for U.S. History.

From the builders of the Pyramids to the cause of the Holocaust: unlock mysteries of the past; apply historical thinking skills to answer compelling historical questions; sharpen reasoning and argumentative skills; evaluate historical evidence; learn to recognize scientific standards of historical investigation; hone college level writing skills. Topics vary based on instructor's expertise.

A comparative history of the world's major civilizations that highlights human community's increased level of connection. Explores the diverse global cultural, political, and economic patterns from the origins of complex societies to the birth of modern capitalism.

A survey of the increased inter-connections of the world's civilizations from the conquest of the Americas to the dawn of the 21st century. Explores the history of the human community's political development, culture diversity, and economic globalization.

Introduction to the skills of secondary and primary source research, critical analysis of documentary sources, historical reasoning and the preparation of written reports. Attention to research procedures, record-keeping, citation, and bibliography.

Note: Open to History majors who have completed at least 6 units of required lower division coursework. Recommended for second semester of sophomore year.

This course, presented just prior to the final clinical internships, will review student's experiences in the curriculum and promote reflection on the professional practice of physical therapy. The course will review professional core values and expectations for clinical internships. The course will also review portfolio requirements to determine students' readiness to proceed into final internships. In addition, students will be expected to develop five year personal professional development plans.

Note: Open to Physical Therapy majors only.

Prerequisite: BIO 633, PT 600, 602, 604, 606, 608, 614, 618, 620, 622, 624, 625, 626, 627, 630, 632, 634, 636, 638, 640, 644, 645, 646, 648, 662 and 669.

Corequisite: PT 663, PT 664, PT 665, PT 668, PT 690.

This course presents basic philosophical, historical, psychological and scientific foundations in wellness; reviews cultural forces/theories that affect individuals and society; applies concepts of healthy lifestyle education to reach an understanding of the importance of wellness and to establish an effective and potentially fulfilling lifestyle.

Note: Open to Physical Therapy majors only.

Prerequisites: BIO 633, PT 600, PT 602, PT 604, PT 606, PT 608, PT 614, PT 618, PT 620, PT 622, PT 630.

Corequisite: PT 632, PT 634.

Provides an understanding of the social science of leisure in contemporary society by examining the philosophical, socio-cultural, ethical, economic, behavioral, political and historical dimensions of leisure; exploration of the interrelationship between individuals, groups, and society in the context of leisure. Course also examines beliefs, values, and social structures, and compares and contrasts them with individual and social influences such as race, ethnicity, gender, gender expression, sexuality, age, economic status and ability.

Prerequisite: Students must have passed the WPE or Eng 109W/E prior to enrollment in RPTA 125

Beginning Spanish language with primary emphasis on the development of audio-lingual skills. Attention will also be given to the interrelatedness of language and civilization and culture. Additional attention will be given to the development of reading and writing. Students will be expected to spend several hours per week in the language laboratory. Not recommended for students with any previous study of Spanish.

Continuation of SPAN 1A with a greater emphasis on the development of speaking, reading, writing, and listening skills. Cultural knowledge continues to be an important component: elements of Hispanic character, customs, and the way in which the Spanish and Latin American peoples view themselves and others in the world is studied.

Prerequisite: SPAN 1A, or instructor permission.