UNIVERSITY OF REDLANDS

Catalog

2022–2023

2022-2023 Academic Catalog

University of Redlands Catalog 2022-2023

University of Redlands

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2022-2023 Academic Catalog

Contents

About this Catalog ............................................................................................................................................................................................ 9

Introduction to the University ........................................................................................................................................................................ 11

The University of Redlands ......................................................................................................................................................................... 11

The College of Arts and Sciences ........................................................................................................................................................... 11

The School of Education ........................................................................................................................................................................ 12

The School of Business & Society ........................................................................................................................................................... 12

The School of Continuing Studies .......................................................................................................................................................... 13

The Graduate School of Theology .......................................................................................................................................................... 13

The Campus Setting .................................................................................................................................................................................... 13

Mission Statement .......................................................................................................................................................................................... 15

University Academic Standards ...................................................................................................................................................................... 16

Academic Records .................................................................................................................................................................................. 16

Classification of Students ....................................................................................................................................................................... 17

Credit by Examination ............................................................................................................................................................................ 18

Grading Systems .................................................................................................................................................................................... 19

Transfer Credit ....................................................................................................................................................................................... 21

Disputed Grades Policy .......................................................................................................................................................................... 21

Academic Honesty ................................................................................................................................................................................. 22

University of Redlands Teach-Out Plans and Agreement Policy ............................................................................................................ 27

Academic Calendar ......................................................................................................................................................................................... 31

Student Financial Services .............................................................................................................................................................................. 34

Financial Aid Policies .................................................................................................................................................................................. 37

Financial Aid Programs ............................................................................................................................................................................... 40

Outside Funding Sources ............................................................................................................................................................................ 44

Tuition and Fees ......................................................................................................................................................................................... 46

Room and Board ......................................................................................................................................................................................... 55

Billing and Payment Policies ....................................................................................................................................................................... 57

Tuition Refund Policies ............................................................................................................................................................................... 58

College of Arts and Sciences ........................................................................................................................................................................... 60

College of Arts and Sciences Undergraduate Admissions .......................................................................................................................... 60

Application ............................................................................................................................................................................................. 60

Admissions Options and Action ............................................................................................................................................................. 61

Tuition Deposit Deadlines ...................................................................................................................................................................... 62

College of Arts and Sciences Graduate Program Admissions ..................................................................................................................... 62

College of Arts and Sciences Academic Standards ..................................................................................................................................... 62

Student Load .......................................................................................................................................................................................... 63

Degree-Seeking Candidates ................................................................................................................................................................... 63

Catalog Year Requirement ..................................................................................................................................................................... 63

Special Status Degree-Seeking Students ................................................................................................................................................ 63

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Special Status Non-Degree Students...................................................................................................................................................... 63

Auditing for No Credit ............................................................................................................................................................................ 64

Concurrent Coursework ......................................................................................................................................................................... 64

Transfer Credit ....................................................................................................................................................................................... 64

Examinations .......................................................................................................................................................................................... 65

Individualized Study ............................................................................................................................................................................... 65

Official Withdrawal or Leave of Absence ............................................................................................................................................... 66

Re-enrollment ........................................................................................................................................................................................ 66

Undergraduate Academic Standing ....................................................................................................................................................... 66

Graduate Academic Standing ................................................................................................................................................................. 68

Academic Review Board (ARB) ............................................................................................................................................................... 68

Awards and Honors .................................................................................................................................................................................... 69

Graduation Requirements: Undergraduate Programs ............................................................................................................................... 72

General Education Program ....................................................................................................................................................................... 74

The Liberal Arts Inquiry .......................................................................................................................................................................... 74

First- Year Seminar (FYS) ........................................................................................................................................................................ 74

Areas of Inquiry ...................................................................................................................................................................................... 74

Inquiries into Practices across the Liberal Arts (C, H, N, and S) ............................................................................................................. 74

Inquiries into Self and Society (APW, ESS, CPI, and TG) ......................................................................................................................... 75

Literacies and Skills ................................................................................................................................................................................ 75

Major Requirements .................................................................................................................................................................................. 78

Bachelor of Arts ..................................................................................................................................................................................... 79

Bachelor of Science ................................................................................................................................................................................ 79

Bachelor of Music .................................................................................................................................................................................. 80

Minor Requirements .............................................................................................................................................................................. 80

Graduate Programs .................................................................................................................................................................................... 80

Credit Obsolescence .............................................................................................................................................................................. 80

Thesis ..................................................................................................................................................................................................... 81

Thesis Guidelines ................................................................................................................................................................................... 81

Oral Examinations .................................................................................................................................................................................. 81

Comprehensive Examinations ................................................................................................................................................................ 81

Minimum Credit and Curriculum Requirements .................................................................................................................................... 81

Johnston Center for Integrative Studies ..................................................................................................................................................... 81

May Term ................................................................................................................................................................................................... 84

Student Affairs — Learning Applied ........................................................................................................................................................... 84

Student Governance: Associated Students of the University of Redlands (ASUR)................................................................................. 85

Convocations ......................................................................................................................................................................................... 85

Campus Diversity and Inclusion ............................................................................................................................................................. 85

International Students and Scholars ...................................................................................................................................................... 86

Office of Career & Professional Development ....................................................................................................................................... 86

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Counseling Center .................................................................................................................................................................................. 87

Religious Activities ................................................................................................................................................................................. 87

Residence Life and Housing ................................................................................................................................................................... 88

Food Service ........................................................................................................................................................................................... 88

Student Conduct Policies ....................................................................................................................................................................... 88

Fraternities and Sororities ..................................................................................................................................................................... 89

Health Center ......................................................................................................................................................................................... 89

Community Service Learning ................................................................................................................................................................. 89

Student Involvement and Success ......................................................................................................................................................... 89

Athletics ................................................................................................................................................................................................. 89

Recreation .............................................................................................................................................................................................. 90

Military and Veterans Services .............................................................................................................................................................. 90

University of Redlands Alumni Association ............................................................................................................................................ 90

Study Abroad .............................................................................................................................................................................................. 91

Study Abroad Course Descriptions......................................................................................................................................................... 92

Salzburg Semester.................................................................................................................................................................................. 92

Salzburg Semester Course Descriptions ................................................................................................................................................. 93

Recognized University Partnerships ....................................................................................................................................................... 94

Approved Study Abroad Program Opportunities ................................................................................................................................... 94

May Term Off-Campus Programs........................................................................................................................................................... 94

Course Definitions ...................................................................................................................................................................................... 95

Course Numbering System..................................................................................................................................................................... 95

Johnston Course Numbering .................................................................................................................................................................. 95

Course Frequency .................................................................................................................................................................................. 95

Academic Credit Definition .................................................................................................................................................................... 95

Explanation of Course Markings ............................................................................................................................................................ 95

College of Arts and Sciences Programs ...................................................................................................................................................... 96

Accounting ............................................................................................................................................................................................. 96

Art .......................................................................................................................................................................................................... 99

Art History ............................................................................................................................................................................................ 104

Asian Studies ........................................................................................................................................................................................ 105

Biochemistry and Molecular Biology ................................................................................................................................................... 111

Biology ................................................................................................................................................................................................. 112

Business Administration and Management ......................................................................................................................................... 120

Chemistry ............................................................................................................................................................................................. 127

Communication Sciences and Disorders .............................................................................................................................................. 133

Computer Science ................................................................................................................................................................................ 142

Creative Writing ................................................................................................................................................................................... 146

Economics ............................................................................................................................................................................................ 149

Education ............................................................................................................................................................................................. 155

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English .................................................................................................................................................................................................. 160

Environmental Studies ......................................................................................................................................................................... 167

French .................................................................................................................................................................................................. 178

Geographic Information Systems ......................................................................................................................................................... 180

Global Business .................................................................................................................................................................................... 186

Health, Medicine, and Society ............................................................................................................................................................. 191

History .................................................................................................................................................................................................. 195

Human-Animal Studies ........................................................................................................................................................................ 203

International Relations ........................................................................................................................................................................ 206

Latin American Studies ........................................................................................................................................................................ 211

Liberal Studies ...................................................................................................................................................................................... 214

Mathematics ........................................................................................................................................................................................ 217

Media and Visual Culture Studies ........................................................................................................................................................ 223

Music ................................................................................................................................................................................................... 227

Philosophy ........................................................................................................................................................................................... 253

Physical Education ............................................................................................................................................................................... 256

Physics ................................................................................................................................................................................................. 260

Political Science ................................................................................................................................................................................... 265

Public Policy ......................................................................................................................................................................................... 272

Psychology ........................................................................................................................................................................................... 275

Race and Ethnic Studies ....................................................................................................................................................................... 280

Religious Studies .................................................................................................................................................................................. 285

Sociology and Anthropology ................................................................................................................................................................ 293

Spanish ................................................................................................................................................................................................. 304

Spatial Studies ...................................................................................................................................................................................... 307

Theatre Arts ......................................................................................................................................................................................... 310

Women, Gender, and Sexuality Studies ............................................................................................................................................... 317

Additional Course Offerings ................................................................................................................................................................. 322

Integrated Programs of Study .............................................................................................................................................................. 330

School of Business & Society ........................................................................................................................................................................ 336

Introduction ............................................................................................................................................................................................. 336

School of Business & Society Admissions ................................................................................................................................................. 336

Undergraduate Admission ................................................................................................................................................................... 336

Graduate Admission............................................................................................................................................................................. 337

International Applicants Supplemental Documentation ..................................................................................................................... 337

Appeal Procedure to the Admissions Review Committee ................................................................................................................... 337

School of Business & Society Academic Standards .................................................................................................................................. 338

Undergraduate Academic Standing ..................................................................................................................................................... 338

Restoration to Satisfactory Academic Standing ................................................................................................................................. 338

Graduate Academic Standing ............................................................................................................................................................... 339

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Attendance .......................................................................................................................................................................................... 339

Administrative Dismissal for Non-Attendance ..................................................................................................................................... 339

Administrative Dismissal for Financial Obligation ................................................................................................................................ 339

Examinations ........................................................................................................................................................................................ 339

Incomplete Grades (I) .......................................................................................................................................................................... 339

Concurrent Coursework ....................................................................................................................................................................... 339

Independent Study .............................................................................................................................................................................. 340

Transfer Credit ..................................................................................................................................................................................... 340

Withdrawal or Leave of Absence ......................................................................................................................................................... 340

Readmission for Returning Students ................................................................................................................................................... 341

Course Numbering System................................................................................................................................................................... 341

Course Frequency ................................................................................................................................................................................ 341

Definition of Academic Credit .............................................................................................................................................................. 341

School of Business & Society Graduation Requirements ..................................................................................................................... 341

Graduate Programs .............................................................................................................................................................................. 343

Minimum Credit and Curriculum Requirements ................................................................................................................................... 343

Commencement .................................................................................................................................................................................. 344

School of Business & Society Awards and Honors .................................................................................................................................... 344

School of Business & Society Undergraduate Programs of Study ............................................................................................................ 345

The Bachelor of Science in Business .................................................................................................................................................... 345

The Bachelor of Science in Management ............................................................................................................................................. 346

Electives ............................................................................................................................................................................................... 347

School of Business & Society Graduate Programs .................................................................................................................................... 347

The Master of Business Administration ............................................................................................................................................... 347

The Master of Science in Business Analytics ........................................................................................................................................ 351

The Master of Science in Organizational Leadership ........................................................................................................................... 351

School of Business & Society Course Descriptions ................................................................................................................................... 352

School of Education ...................................................................................................................................................................................... 364

Introduction ............................................................................................................................................................................................. 364

School of Education Admissions ............................................................................................................................................................... 364

Preliminary Teacher Credential ........................................................................................................................................................... 365

Undergraduate Students ..................................................................................................................................................................... 365

Master of Arts Degrees Admissions Requirements.............................................................................................................................. 366

For Credential Applicants only: ............................................................................................................................................................ 366

For Preliminary Administrative Services Credential Applicants only: .................................................................................................. 366

Doctorate in Leadership for Educational Justice (Ed.D.) ...................................................................................................................... 367

International Applicants (all programs) ............................................................................................................................................... 367

School of Education Academic Standards ................................................................................................................................................ 368

School of Education Graduation Requirements ....................................................................................................................................... 371

School of Education Awards and Honors ................................................................................................................................................. 371

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School of Education Programs of Study ................................................................................................................................................... 372

Master of Arts in Education Degrees and Service Credentials ............................................................................................................. 372

Credential Programs ............................................................................................................................................................................ 372

Department of Teaching and Learning ..................................................................................................................................................... 373

Program Requirements: Preliminary Teacher Credential Programs .................................................................................................... 373

Preliminary Education Specialist Instruction Credential Mild/Moderate Disabilities .......................................................................... 375

Master of Arts in Education Learning and Teaching ............................................................................................................................ 376

Master of Arts in Education Learning and Teaching Education Specialist ........................................................................................... 377

Online Master of Arts in Education in Learning and Teaching Education Specialist ............................................................................ 378

Culminating Experiences and Graduating Requirements..................................................................................................................... 379

Department of Counseling and Human Services ...................................................................................................................................... 379

Pupil Personnel Services Credential (PPS): School Counseling ............................................................................................................ 379

Pupil Personnel Services Credential (PPS)............................................................................................................................................ 379

School Counseling Pre-K-12 Emphasis Fieldwork Requirement: .......................................................................................................... 380

Master of Arts in Education: Human Services Specialization ............................................................................................................... 380

Master of Arts in Education School Counseling ................................................................................................................................... 381

Master of Arts in Education School Counseling with Pupil Personnel Services Credential .................................................................. 381

Master of Arts Clinical Mental Health Counseling ............................................................................................................................... 383

Department of Leadership and Higher Education .................................................................................................................................... 384

Master of Arts in Education Educational Administration ..................................................................................................................... 384

Clear Administrative Services Credential ............................................................................................................................................. 385

Master of Arts in Education, Higher Education .................................................................................................................................... 386

Doctorate in Leadership for Educational Justice ...................................................................................................................................... 386

Program Requirements ........................................................................................................................................................................ 387

Concentration Descriptions: ................................................................................................................................................................ 387

Concentrations ..................................................................................................................................................................................... 388

School of Education Course Descriptions ................................................................................................................................................. 389

School of Continuing Studies ........................................................................................................................................................................ 413

Programs of Study .................................................................................................................................................................................... 414

Accounting Certificate.......................................................................................................................................................................... 414

Business Location Analytics Certificate ................................................................................................................................................ 414

Healthcare Administration Certificate ................................................................................................................................................. 414

Human Resources Management Certificate ........................................................................................................................................ 415

Instructional Design ............................................................................................................................................................................. 415

LGBTQ Leadership Certificate .............................................................................................................................................................. 415

Marketing Certificate ........................................................................................................................................................................... 415

Mental Health and Spirituality ............................................................................................................................................................. 415

Organizational Leadership Certificate .................................................................................................................................................. 416

Practice Development for Mental Health Professionals ...................................................................................................................... 416

Professional Financial Planning Certificate .......................................................................................................................................... 416

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Project Management Certificate .......................................................................................................................................................... 416

Purchasing, Logistics, and Supply Chain Management Certificate ....................................................................................................... 416

Racial Justice – Black Justice Certificate ............................................................................................................................................... 416

Spiritual Entrepreneurship Certificate ................................................................................................................................................. 417

School of Continuing Studies Course Descriptions ................................................................................................................................... 417

Graduate School of Theology ................................................................................................................................................................... 435

Admissions ........................................................................................................................................................................................... 435

Graduate School of Theology 2022-2023 Academic Calendar ............................................................................................................. 438

Graduate School of Theology Policies .................................................................................................................................................. 439

Graduate School of Theology Programs of Study ................................................................................................................................ 440

Program Requirements and Courses ................................................................................................................................................... 441

Advanced Pastoral Studies (APS) ......................................................................................................................................................... 453

Diploma in Advanced Pastoral Studies (DAPS) ..................................................................................................................................... 463

The Shaw Chaplaincy Institute ............................................................................................................................................................. 463

Diploma in Chaplaincy Spiritual Care Research Literacy (DCSCRL) ....................................................................................................... 464

Faculty ...................................................................................................................................................................................................... 466

Faculty Emeriti .......................................................................................................................................................................................... 476

Administration .......................................................................................................................................................................................... 478

2022-2023 Trustees .................................................................................................................................................................................. 482

Contact Information ................................................................................................................................................................................. 484

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About this Catalog

The University of Redlands generally reserves the right to modify, delete, or supplement terms, provisions, or policies set forth or referred to in this Catalog. This catalog is produced for the university by the University Registrar’s Office. It compiles general academic and administrative policies and other information and specific descriptions of the courses of study offered. Publication and effective dates are August 1 through July 31 of the respective academic year represented in this catalog.

Accreditation

The University of Redlands is accredited by the Western Association of Schools and Colleges and has, in addition, programmatic accreditation by the National Association of Schools of Music, the American Speech-Language-Hearing Association, and the American Chemical Society. The University is accredited by the California Commission on Teacher Credentialing. For more information on the Western Association of Schools and Colleges (WASC), please contact WASC, 985

Atlantic Avenue, Suite 100, Alameda, CA 94501; (510) 748-9001.

Notice of Non-Discrimination

The University of Redlands does not discriminate on the basis of race, color, national origin, gender, disability, age, marital status, or sexual orientation in its programs and activities. The following has been designated to handle inquiries regarding the non-discrimination policies:

Human Resources Department/ Equal Opportunity Office

University of Redlands

P.O. Box 3080

Redlands, CA 92373-0999

(909) 748-8040 (Telephone Number)

(909) 335-5154 (Fax Number)

Student Right-to-Know Act

Information on the University of Redlands graduation and retention rates, disclosed in compliance with the Student Right-to-Know Act, Public Law 101-542, as amended, may be obtained by writing to the University Registrar, University of Redlands, P.O. Box 3080, Redlands, CA 92373-0999.

Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act

The University of Redlands’ annual security report includes statistics for the previous three years concerning reported crimes that occurred on campus; in certain off-campus buildings owned or controlled by the University; and on public property within or immediately adjacent to and accessible from the campus. The report also includes institutional policies concerning campus security, such as policies concerning alcohol and drug use, crime prevention, the reporting of crimes, sexual assault, and other matters. You can obtain a copy of this report by contacting the Director of Public Safety or by accessing the following website: www.redlands.edu.

Campus Sex Crimes Prevention Act Disclosure

In response to the federal Campus Sex Crimes Prevention Act, public information regarding sex offenders in California is authorized under section 170101 (j), of the Violent Crime Control and Law Enforcement Act of 1994 [42 U.S.C. 14071 (j)], and may be obtained by viewing the Megan’s Law website at www.meganslaw.ca.gov.

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Notice of Equity in Athletics

In accordance with the requirements of the Equity in Athletics Disclosure Act, the University of Redlands has prepared an annual report on its intercollegiate men’s and women’s athletic program participation rates and financial support data. The report is on file with and may be obtained by any student, prospective student, or member of the public from the Athletic Director or the Registrar.

Access to Student Records

In accordance with the Federal Family Educational Rights and Privacy Act (FERPA) of 1974 (as amended), access to academic and behavioral student records is limited to students, dependent students’ parents, and authorized school officials. The University of Redlands will not release student records without student consent or proof of dependence.

Consumer Information

An individual may contact the Bureau for Private Postsecondary Education for review of a complaint at 2535 Capital Oaks Drive, Suite 400, Sacramento, CA 95833.

Website: http://www.bppe.ca.gov, telephone: (916) 431-6924, fax: (916) 263-1897.

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2022-2023 Academic Catalog

Introduction to the University

The University of Redlands

Located in Redlands, California, the University of Redlands is an independent, coeducational liberal arts and sciences university of 5,000 students. Approximately 2,500 of these students are enrolled in the College of Arts and Sciences, with over 70% residing in on-campus housing. The remainder of the student body is enrolled in the University’s programs for graduate and professional students in business or education, attending classes either on campus or at locations throughout Southern California.

The University is accredited by the Western Association of Schools and Colleges and is governed by a Board of Trustees. It is one of 283 colleges and universities in the country to have an active chapter of Phi Beta Kappa.

Founded in 1907 by the American Baptists, Redlands maintains an informal association with that denomination. The University has always been widely inclusive. We value the diversity of our faculty, staff, student body, and trustees. As the first Catalog declared in 1909:

The University of Redlands will avoid sectarianism and narrowness in its teachings and policy. It is a school to which anyone may come for college training without having his denominational preference interfered with in the least. Its aim is to educate the heart as well as the head, and to develop the student physically, intellectually, and morally.

For over 100 years, the University of Redlands has offered its select student body a high-quality, personalized education that blends liberal arts and professional preparation.

The University defines itself as a community of scholars and encourages a value-centered education by challenging assumptions and stressing ethical concerns in both classes and activities. A commitment to liberal arts and sciences education forms the foundation of the University’s programs. Skills and values developed in this context not only support specific disciplines but also promote professional development and career education, as well as personal growth.

In seeking to develop responsible citizenship as part of a complete education, faculty members and other personnel strive to provide students with a variety of opportunities for learning through excellent teaching and individualized personal interaction beyond the classroom. Intense intellectual activity is complemented by immersive and experiential learning, as well as time for quiet reflection, programs for cultural enrichment, community involvement, recreation, and social life.

The University’s full-time faculty consists of 224 teaching faculty, librarians, and coaches. Ninety-one percent of the teaching faculty hold a Ph.D. or other terminal degree.

The College of Arts and Sciences

The College of Arts and Sciences offers undergraduate majors and minors in more than 40 departments and programs grounded in the liberal arts. A smaller number of graduate programs is offered at the master’s level in Communication Science and Disorders (CDIS), Geographic Information Systems (GIS), and the School of Music. Numerous opportunities exist for students to take advantage of special honors courses on campus and approved off-campus study programs throughout the world.

The faculty of the College of Arts and Sciences is both talented and dedicated to the learning process. Classes generally are small, and individual attention to students is a hallmark of a Redlands education. In addition to their work with students in regular classes, faculty members mentor students in many ways, from First-Year Seminars (where faculty members serve as academic advisors as well as teachers of first-year students) to guiding students in selecting, planning, and completing majors. Faculty members work closely with students in such areas as individualized studies, fieldwork, community service learning, summer research projects, May Term travel courses, internships, senior projects, and advising for postgraduate education and careers.

Students in the College of Arts and Sciences may enroll in almost any course (assuming they satisfy prerequisites), regardless of major, and are encouraged both to study in-depth in a major and to explore the range of ways of knowing and creating through the Liberal Arts Inquiry and additional elective courses.

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The Johnson Center for Integrative Studies

The College of Arts and Sciences’ Johnston Center for Integrative Studies allows students to design their own education in consultation with faculty advisors. Students write contracts for their courses and receive narrative evaluations in lieu of traditional grades. The Center has received national acclaim for its innovative approaches to education and a robust living-learning community.

The School of Education

Founded in 1924, the School of Education has prepared leaders in California public and private education. Teachers, counselors, and administrators have selected Redlands for its long tradition of academic excellence, personalized approach to instruction, innovative programs, and focus on educational justice.

The School offers multiple and single subject teacher credential programs to University undergraduate students and to applicants who have earned their baccalaureate degrees. In addition, the School of Education offers an Education Specialist credential with an emphasis in mild/moderate disabilities.

Nine master’s programs are offered: clinical mental health counseling, educational administration, school counseling, curriculum and instruction, learning and teaching, higher education, human services, leadership for social justice, curriculum and instructional design. The school offers four programs online the MA in teaching and learning, human services, leadership for social justice, curriculum and instructional design. For those holding master’s degrees, the pupil personnel services and both preliminary and professional-level administrative services credentials are offered as credential-only programs. Intern credentials are available to students who receive contract offers from districts while still enrolled in their degree programs. Students also may pursue the Doctorate in Leadership for Educational Justice (Ed.D.). All credentials are accredited by the California Commission on Teacher Credentialing. The teacher credentials are aligned with the SB2042

standards, and service credentials meet current state standards.

Students receive personal attention from an outstanding full-time faculty, seasoned adjunct practitioners, and experienced field supervisors. The curriculum purposefully blends theory and application, integrating professional development, personal reflection, and principles of educational justice into each of its programs of study. The School also features the Center for Educational Justice, which sponsors institutes, symposia, workshops, and other educational efforts related to social advocacy, research, and policy development.

The School of Business & Society

In 1976, the University founded the Alfred North Whitehead College for Lifelong Learning, dedicated to providing high quality education for adult students who are employed and wish to undertake advanced undergraduate or graduate study.

Recognizing the evolution of its adult business programs, the University formally launched the School of Business & Society in the Fall of 2001. The School now has 40 years of experience in delivering business programs to working professionals.

Its mission is to train the business leaders of tomorrow in 21st century business skills, including critical thinking and analysis skills, persuasive communication abilities, firm business ethics and functional business skills. The school hosts three research centers: the Banta Center for Business, Ethics, and Society; the Institute for Spatial Economic Analysis; and the Center for Spatial Business. The school has partnerships with over 400 private, public and non-profit organizations and sponsors study abroad opportunities focusing on global business in Asia, Europe, and other locations.

The School of Business & Society offers both undergraduate and graduate degrees throughout seven campuses in southern California (including the main campus in Redlands), with courses designed for working professionals. Undergraduate programs are offered in business and management. Graduate programs are offered in business administration, business analytics, and management, and organizational leadership. Most recently, the school has launched an online Master of Business Administration degree.

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The School of Continuing Studies

The School of Continuing Studies extends the academic excellence of the University by providing high-quality, non-degree courses, workshops, and certificate programs for adult working students. The School offers courses and certificate programs in areas such as accounting, marketing, organizational leadership, project management, human resources management, supply chain management, and healthcare administration. Classes are taught on the main campus and seven regional campuses throughout Southern California. The School of Continuing Studies offers customized certificate programs, workshops, and courses for individual businesses and organizations based on their specific requirements and tailored to their organizational needs.

The Graduate School of Theology

The Graduate School of Theology (GST) is comprised of the San Francisco Theological Seminary (SFTS), the Applied Wisdom Institute (AWI), the Shaw Chaplaincy Institute (SCI), and the Center for Innovation in Ministry (CIM).

San Francisco Theological Seminary

Founded in 1871 and rooted in the Presbyterian Church (U.S.A.), the San Francisco Theological Seminary (SFTS) is dedicated to the education of ministry through unparalleled innovation, rigorous scholarship, and a tradition of commitment to spirituality and social justice ministry in the Christian faith. Students and faculty from all corners of the world come to SFTS

to form a multicultural community of learners.

Nestled within Marin Country, SFTS is located in picturesque San Anselmo, California. The campus setting is rural, charming, and lies north of San Francisco, one of the most eclectic and exciting cities in the nation.

SFTS offers Master’s and Doctoral degrees, along with diplomas and certificates. As a founding member of the Graduate Theological Union (GTU), a consortium of Protestant and Catholic theological schools in the San Francisco Bay Area, SFTS

offers open enrollment in a cohesive partnership of seminaries comprised of varying traditions. SFTS students take classes at all the GTU seminaries, as well as the GTU’s centers and affiliates for the study of Judaism, Buddhism, Islam and other world religions. An additional benefit of SFTS includes access to other premier higher education institutions throughout the Bay Area, including the University of California at Berkeley.

SFTS values dialogue and engagement with other religions and faith traditions. SFTS is grounded in Reformed traditions and fosters faith-filled engagement in public life and service to others. As part of this, the University of Redlands is proud to incorporate all aspects of the San Francisco Theological Seminary into the Bulldog family and offer its first Graduate School of Theology (GST) to the communities of Redlands, Northern California, and abroad.

The Campus Setting

Located in Southern California 65 miles east of downtown Los Angeles, the University of Redlands is accessible to a variety of diverse natural and cultural attractions. The campus is noted for its tree-lined streets and was designated as a "Tree Campus" by the Arbor Day Foundation. Its natural beauty is enhanced by its close proximity to high and low deserts, ski resorts, and hiking trails in nearby mountains. Beaches and amusement attractions are little more than an hour’s drive.

Equally accessible are nationally known art galleries, libraries, theatres, and music centers. The University’s home, the historic city of Redlands, is regarded as one of Southern California’s most livable cities.

The University itself serves the surrounding community as an anchor of cultural and educational leadership. It is home to the Redlands Symphony Orchestra and sponsors numerous performances in music and theatre, as well as exhibits in the Peppers Art Gallery. It also provides a forum for the exchange of ideas, as speakers of national and international importance visit the campus each year to participate in the Convocation Series, President’s High Tables, Visiting Writers Series, the Charlotte S. Huck Children’s Literature Festival, and events sponsored by the Jameson Center for the Study of Religion and Ethics, and the Hall Network for Innovation in Public Policy. Members of the faculty also present public lectures, minicourses, and discussions on a range of topics of current interest throughout the year.

The University also co-sponsors the Esri/Town and Gown Forum, which twice monthly brings speakers who are visiting Esri, the leading GIS mapping technology company, or the University, to share their ideas with the public.

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Sixty-four buildings, including 12 residence halls housing over 70% of the students in the College of Arts and Sciences, are situated on the 160-acre campus. The University has one apartment complex and 14 organizational houses that offer students a variety of living environments from which to choose. The campus also is home to the Orton Center, a modern conference building; the 1,500-seat Memorial Chapel, site of many major events as well as voluntary weekly worship services; the 350-seat Glenn Wallichs Festival Theatre; the Alumni-Greek Amphitheatre; and the Alumni House.

The Fine and Performing Arts

The new Center for the Arts offers 42,000 square feet of state-of-the-art facilities for art and theatre students. The new Art Building provides classrooms, workshops, art studios, and faculty offices. In addition, the Glenn Wallichs Theatre building has been expanded to include the new Frederick Loewe Theatre, a flexible black box theatre.

Founded in 1909, the Conservatory of Music offers pre-professional and liberal arts degrees in performance, music education, composition, and conducting. Seeking to educate the whole musician, the School of Music provides many opportunities for students to study and perform a wide range of music. The University Choirs and Orchestra, closely linked to campus life, present the annual Christmas festival, The Feast of Lights. Music majors use their talents to perform in a variety of events, including recitals, jazz, symphonic, and orchestral concerts, both on and off campus.

The School of Performing Arts

Department both present major offerings each semester and host guest artists and musical master classes in addition to dramatic productions. Students are encouraged to participate in all phases of these programs.

Each year the Redlands Symphony Association, in cooperation with the University of Redlands Conservatory of Music, presents a full season of concerts featuring the Redlands Symphony Orchestra. Student tickets for these concerts are available free of charge.

Peppers Art Gallery exhibits original works by visiting artists, students, and faculty representing a wide range of media and styles.

The Hunsaker University Center

Located in front of Armacost Library, the Hunsaker University Center is known as the “living and dining room” of the campus. Its buildings contain the main student dining hall, a “grab-and-go” food service area, a market, a luncheon restaurant, the student bookstore, seminar and discussion rooms, offices for student government, student mailboxes, and a post office. The Center is named in honor of Richard and Virginia Moses Hunsaker, both graduates of the Class of 1952 and major donors to the University.

The Hunsaker University Center includes the Offices of Student Life; Residence Life and Housing; Community Service Learning; Student Leadership and Involvement; Campus Events; and Campus Diversity and Inclusion, which incorporates the Multicultural Center, Pride Center, and Women’s Center as well as First-Generation Student Programs and Native American Student Programs.

The Armacost Library

The Armacost Library plays an integral role in the intellectual and cultural life of the University of Redlands by facilitating the transformation of information into knowledge. With a firm grasp of the hidden complexities of information in the 21st century, librarians collaborate with faculty colleagues to design and teach pedagogically sound lessons; build balanced and curriculum-centered collections; promote information literacy; and empower the University community to effectively locate, critically evaluate, and use information across disciplines.

Since 2009, the Library has been recognizing undergraduates who demonstrate considerable growth in their skills and abilities as researchers with the Armacost Library Undergraduate Research Award (ALURA). Since 2013, the Library has been working with multiple campus units to publish scholarly and creative works in its Institutional Scholarly Publication and Information Repository, InSPIRe@Redlands.edu.

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The Library provides both open and cozy spaces for quiet study, tutoring, group work, and music composition, along with more than 40 computer workstations. Exhibits showcase student work, campus history, cultural events, and more. In addition to serving as a federal repository library, housing an impressive collection of US government publications and maps, Armacost's collections include more than 700,000 books, periodicals, CDs, videos, DVDs, music scores, maps, government documents, archival documents, microforms, and e-books. Special collections housed in the Library include the Farquhar Collection of California and the Great Southwest, the MacNair Far Eastern Collection, the Irvine Map Library, the Hawaii-Pacific Collection, and the Barney Childs Collection. For more information, visit the Library's website at library.redlands.edu.

The Fletcher Jones Foundation Computer Center

The Fletcher Jones Foundation Computer Center, located in the lower level of the Armacost Library, supports and enriches the University’s academic programs. The WiFi-enabled Fletcher Jones Center is home to the general computer lab, four computer-lab classrooms, including a web-conferencing-ready classroom, six collaborative learning spaces, and an Internet café with PC and Macintosh computers.

The general computer lab features both PC and Macintosh computers, scanners, and color and black and white laser printers that are available for academic work and research. Faculty and students from the College of Arts and Sciences and the Schools of Education and Business use the computer-lab classrooms for instructional sessions and special projects. Each computer classroom is equipped with a projector and a document camera. A variety of productivity and course-related software is provided in the Fletcher Jones Center computer-lab classrooms, as well as in the computer-lab classrooms located across the main campus and at the regional centers. The collaborative learning spaces, equipped with multiple computers, provide a secure, comfortable and quiet working environment that is designed to facilitate group work.

A new addition to the facility is the Center for Digital Learning (CDL). The CDL offers faculty a well-equipped facility where they may develop/edit video lectures and participate in video conferences. The CDL is staffed with a permanent Instructional Designer, who provides assistance and support to faculty on issues related to course design and instructional technology.

ResNet, also located in the lower level of the Armacost Library, is a facility geared toward providing students technical support for their personal computers, gaming consoles, and mobile devices. Students also receive assistance in connecting to the campus WiFi or data network, or with any other technical needs.

Mission Statement

The University of Redlands is a private, independent liberal arts university committed to providing a personalized education that frees students to make enlightened choices.

Redlands emphasizes academic rigor, curricular diversity, and innovative teaching. Redlands fosters a community of scholars and encourages a pluralistic notion of values by challenging assumptions and stereotypes in both classes and activities. A Redlands education goes beyond training to embrace a reflective understanding of our world; it proceeds from information to insight, from knowledge to meaning.

Welcoming intellectually curious students of diverse religious, ethnic, national, and socioeconomic backgrounds, the University seeks to develop responsible citizenship as part of a complete education. Redlands encourages a community atmosphere with exceptional opportunity for student leadership and interaction. For working adults, the University offers innovative academic programs at convenient locations and times.

Redlands blends liberal arts and professional programs, applied and theoretical study, traditional majors and self-designed contracts for graduation. Small classes enable each student to participate in class discussion, to work closely with professors, and to receive extensive individual attention. Redlands remains sensitive to contemporary trends in society and challenges students to commit themselves to a lifetime of learning.

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University Academic Standards

The following policies apply University-wide. Please refer to the Academic Standards Chapters of the College of Arts and Sciences, the School of Education, and the School of Business & Society for policies specific to those schools.

Academic Records

Public Information: The University of Redlands maintains student records in compliance with the Family Educational Rights and Privacy Act of 1974 (as amended) (FERPA), which assures students and parents of their right to privacy of information.

The following is considered public information and may be released or published without the student’s consent: Student name, date, and place of birth; major field of study; dates of attendance; degrees, honors, and awards received; most recent educational institution attended; student-assigned e-mail address; telephone number; cell phone number; participation in special academic programs; participation in recognized student activities; participation in officially recognized sports; class level, weight, and height of athletic team members.

Students who wish the above information withheld must sign a request to that effect in the Registrar’s Office.

Release of Academic Information: Confidential information is defined as any information not included in the Public Information section above. Current University policy makes accessible to parents or legal guardians copies of their dependent’s academic record when a written request and proof of dependency are submitted to the Registrar’s Office. The University will not release confidential information for independent students (students over the age of 23 or defined as

“independent” by University Financial Aid Policy) without the written request of the student. A copy of the University of Redlands policy on student records can be obtained from the Registrar’s Office.

Review of Academic Records: Students wishing to review their academic records must make a written request to the Registrar’s Office, listing the item or items of interest in advance.

Transcripts

A transcript of a student’s complete academic record is issued only upon the student’s signed request. Transcripts will be withheld if the student is financially obligated to the University or has obligations under financial aid contracts.

Students should allow two to five business days for processing. See the appropriate Tuition and Fees section of this Catalog for the cost of transcripts.

Transcripts submitted to the University of Redlands for admission or credit transfer become the property of the University of Redlands and cannot be returned to the student, copied, or forwarded to other institutions.

Student Records

The University maintains student records under the name the student had when last enrolled. A former student/alumni may not change the name on his or her permanent record except by presenting a signed request and a certified copy of the signed court order showing the authorized name change.

Recording of Degrees

University degrees are conferred four times each year. Degrees are conferred on the first official conferral date after degree requirements (required coursework, non-coursework, and necessary supporting documents) are completed.

Academic records are sealed thirty days after the conferral of a degree. After this date, changes to majors and minors, addition of departmental honors, removal of incompletes, grade changes, or other changes to an academic record cannot be made.

The official dates are as follows: Commencement Day, May 31, August 31, December 31.

Course Syllabi

University policy requires that instructors provide a syllabus to all students at the beginning of each course. The syllabus must include course objectives, an outline of the topics to be covered, a schedule (by date or topic) of major quizzes and examinations, the due dates of major assignments, and a detailed statement of grading explaining how test and assignment 16

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scores are translated into reportable grades. The syllabus must also state the minimum requirements for receiving credit in the course. (See Credit/No Credit Grading Option.)

Capstone Requirement

In all degree and some non-degree programs at the University of Redlands, students must complete a capstone requirement prior to graduation. Capstone projects represent the culmination of students’ academic accomplishments.

Capstone activities offer students the opportunity to synthesize topics and practice skills learned in their academic programs. The nature of capstone projects varies, but they should represent students’ best practices in their fields of study.

Classification of Students

Enrollment Status

Enrollment status is determined as follows:

Undergraduate

Graduate

Full Time

12 Credits

6 Credits

Three-Quarter Time

9 Credits

4.5 Credits

Half Time

6 Credits

3 Credits

Based on four-month terms of January through April, May through August, and September through December.

Undergraduate Standing

Class Level: Students are classified by level based on academic credits completed

Freshman

0–31

Sophomore

32–63

Junior

64–95

Senior

96 or more

Graduate Standing Classifications

There are four classifications of graduate students: (1) Regular, (2) Provisional, (3) Limited, and (4) Special Status. All students working toward a degree must be admitted to either regular or provisional standing.

1) Regular Graduate Standing: Regular graduate standing is a prerequisite for acceptance to candidacy for a master’s degree and is granted by the appropriate dean upon recommendation from the director or chair of the program for which application is made. The basic requirements for Regular Graduate Standing are as follows: a. bachelor or higher-level degree from a regionally accredited college or university;

b. a minimum undergraduate GPA of at least 2.5 on a scale of 4.0 (Note: some programs may require a higher minimum GPA.); and

c. maintenance of a satisfactory academic standing. (See the section titled “Graduate Academic Standing” in this chapter.)

2) Provisional Graduate Standing: Provisional graduate standing may be granted to a student for one of the following reasons: 1) application for Regular Graduate Standing is incomplete for reasons beyond the applicant’s control (applicants should be cautioned that this applies in very few instances), or 2) a decision is made by program faculty to evaluate more of a student’s work before recommending Regular Graduate Standing. Provisional graduate standing may be granted for no more than one term or four courses for either full-time or part-time students, and registration is limited to a maximum of 12 credits before achieving regular graduate standing.

3) Limited Graduate Standing: Limited graduate standing may be granted to a student who is approved as a credential candidate in education or to applicants for full-time, non-degree study. However, for those who later seek regular graduate standing, no more than 6 credits earned under limited graduate standing may be applied toward a degree program.

4) Special Status Graduate Standing: Special status graduate standing is available only to students who are taking individual courses on a part-time basis and do not intend to become candidates for a degree or credential program. Departments set their own criteria for special status graduate students. However, for those who later seek regular graduate standing, no more than 6 credits earned under Special Graduate Standing may be applied toward a degree program.

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Advanced undergraduates who do not qualify for any type of graduate standing may take graduate courses only with the permission of the chair of the program, obtained by means of a form submitted at the time of registration.

Candidacy

Some programs require students intending to complete a master’s degree to file a petition for candidacy and submit it for review and approval by the program faculty and appropriate dean. At least 15 credits must be completed at the University of Redlands after the petition is approved. All remaining requirements for the degree must be completed within a period of three to five years—depending on the program. Refer to individual programs for more details.

Graduate Academic Standing

A minimum cumulative GPA of 3.00 (based on a 4.00 scale) in all graduate work taken at the University of Redlands is required to qualify for a degree. A student whose cumulative GPA falls below 3.00 at the end of any term will be placed on probation and allowed one term to restore the cumulative grade point average to 3.00. Any student who fails to restore his or her cumulative GPA to 3.00 at the end of the probationary period will be academically disqualified. Academic disqualification also occurs if a student receives one grade of 0.0 or two grades of 1.0.

Credit for a course graded below 2.0 (under the numerical grade option) cannot be applied toward a graduate degree.

However, the course may be retaken with the second grade determining acceptability toward both the degree and the grade point average. The first grade will remain on the student’s permanent record but will not become part of the cumulative grade point average.

Theses are graded only as High Pass, Pass, or Fail, as determined by the examining committee upon completion of the oral examination. Such grades are not included in the calculation of the GPA, nor are they recorded on the transcript.

Academic Credit Definition

One unit of semester credit is awarded for the amount of work an average student would accomplish in a minimum of 40

hours (undergraduate) and 45 hours (graduate), including the hours spent in the laboratory or classroom.

Credit by Examination

Undergraduate

Any degree-seeking student in good standing may challenge courses by examination. Departments may specify certain courses as inappropriate for credit by examination, but must permit full-time students in good standing to challenge any course not specified as unavailable for challenge. In challenging a course, the student must be prepared to demonstrate appropriate knowledge of the material covered without any guidance or direction by a faculty member. The appropriate knowledge should not be less than a 2.0 level of competency (more stringent requirements may be set by individual instructors). Courses previously taken or audited may not be challenged. No credit is given when the purpose of an examination is to determine the proper level at which students should begin their studies (e.g., in art, music, foreign language, or mathematics).

Upon payment of a processing fee, students who satisfy a course by challenge will receive the approved credit on their academic record and a mark of C.E. Grades and grade points will not be given. No entry of any type will be made on the academic record if the examination is failed. For more information, see the Tuition and Fees section of this Catalog.

Credit by Examination Limit

For all undergraduates, a maximum of 16 credits from such successful challenges may be applied toward the baccalaureate degree. A challenge to a major program course must be completed at least six weeks before the particular course is to begin. Students should contact the appropriate department chair for information on this option.

Graduate

A graduate student in good standing may obtain up to 3 course credits by special examination in courses offered by the University of Redlands. Application for credit by examination must be made in advance to the appropriate dean. That 18

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approval, along with that of the department concerned and a receipt from the Office of Business and Finance indicating payment of a special fee, are necessary before the examination may be taken.

Credit Obsolescence

Graduate

No course that has been completed more than six years before the date of graduation will be counted toward a University of Redlands master’s degree.

Grading Systems

Undergraduate Grading System

4.0 or 3.7

Outstanding. The student displayed exceptional grasp of the material, frequently with

evidence of intellectual insight and original thought.

3.3, 3.0, or 2.7

Excellent. The student's work demonstrated a thorough grasp of the material with occasional errors and omissions. Assignments were thoroughly and completely done, with careful

attention to detail and clarity and with evidence of intellectual insight.

2.3, 2.0, or 1.7

Acceptable. The quality of work was acceptable, meeting minimal course standards, but was

not exceptional. Performance on examinations and other assignments was satisfactory and

demonstrated that the student was keeping up with the material and attending to detail.

1.3, 1.0, or 0.7

Poor. The quality of work was not always satisfactory but overall was passing. Assigned work was not always done or, when done, was inadequate. Performance on examinations and

other work was generally weak with regard to understanding of subject, proper formulation

of ideas, and thoroughness.

0.0

Failing. A grade of “F” indicates that the student failed the course. The quality and/or

quantity of work was not of college level. A failing grade may be assigned for a variety of

reasons such as failure to complete course requirements as outlined in the syllabus, inability

to comprehend course material or ineptitude in dealing with it, consistently unsatisfactory

performance on examinations and/or assignments, or excessive absences.

Additional Grades

CR

Grade of 2.0 or better in CN course

NC

Grade below 2.0 in CN course

I

Incomplete

AU

Audit

CE

Credit by Examination

W

Withdraw

EV

Evaluation included in academic record

VZ

Evaluation satisfactory, not yet in file

VI

Incomplete Evaluation

VF

Failure to complete terms of evaluation contract

Z

No grade submitted by instructor (a temporary grade)

Graduate Grading System

4.0 or 3.7

Outstanding. The student displayed exceptional grasp of the material, frequently with

evidence of intellectual insight and original thought.

3.3 or 3.0

Excellent. The student's work demonstrated a thorough grasp of the material with occasional

errors and omissions. Assignments were thoroughly and completely done, with careful

attention to detail and clarity and with evidence of intellectual insight.

2.7, 2.3, or 2.0

Acceptable. The quality of work was acceptable, meeting minimal course standards, but was

not exceptional. Performance on examinations and other assignments was satisfactory and

demonstrated that the student was keeping up with the material and attending to detail.

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1.7, 1.3, 1.0, 0.7, 0.0

Unacceptable for graduate credit. Graduate students will not receive credit for a course

awarded a grade of 1.7 or below. A cumulative grade point average below 3.0 is not sufficient

for good standing in graduate programs.

Additional Grades

CR

Grade of 2.7 or better in CN course

NC

Grade below 2.7 in CN course

I

Incomplete

AU

Audit

CE

Credit by Examination

W

Withdraw

Z

No grade submitted by instructor (a temporary grade)

Grading System Options

• Numeric Grade Option: It is assumed that all courses are taken for a numeric grade. Arts and Sciences students may choose an alternate grading option (Credit/No Credit or Evaluation), if it is available and if they do so by the deadline published in the Academic Calendar. Courses in the major and those taken to fulfill Liberal Arts Foundation requirements must be taken for a numeric grade, except in those instances where the course is offered on a CN basis only or when the instructor has agreed to provide a narrative evaluation. School of Business & Society students may choose an alternate grading option, if it is available, only for independent studies that do not fulfill degree program requirements. The alternate grading option must be declared at the time of registration.

• Evaluation Option: A student may receive, by agreement with the professor, a written evaluation of work in any course. The evaluation becomes part of the student’s permanent academic record.

• Credit/No Credit Grading Option: Grades of CR (Credit) and NC (No Credit) do not enter into the computation of a student’s grade point average (GPA). University policy requires that the quality of work must be equivalent to a grade of 2.0 or better for an undergraduate and 2.7 or better for a graduate student to receive “Credit.” More stringent requirements may be set by individual instructors. Arts and Sciences students may elect to take only one course of up to 6 credits for Credit/No Credit in any one semester. Catalog courses offered on a CN-only basis are not included in this total.

Incomplete Grades (I)

An instructor may submit a grade of Incomplete (I) when coursework is of acceptable quality but has not been finished because of illness or some other extraordinary circumstance. It is not given for poor or neglected work. If no alternate grade is provided, a grade of 0.0 or NC, as appropriate, is recorded automatically on the incomplete deadline date. Arts and Sciences students should refer to the Academic Calendar for the deadline. Arts and Sciences students cross-registered in School of Business & Society or School of Education courses must meet the School of Business & Society and School of Education deadline. School of Business & Society and School of Education students cross-registered in Arts and Sciences courses must meet the Arts and Sciences deadline.

Courses

Prerequisite Courses

For admission to a course that requires a prerequisite, a student must either have satisfactorily completed a prerequisite course with a grade of 1.7 or higher or must obtain the consent of the instructor. More stringent requirements may be set by individual departments.

Repeating Courses

A student may repeat any course, but only the grade and credits earned the second, or latest, time are counted toward graduation and in the cumulative and semester GPAs. Notation of the first or earlier attempts remains on the academic record. Courses may be repeated only for the same grading option as when the course was initially taken. Students must inform the Registrar’s Office when they repeat a course. Schools, departments, or programs may place additional restrictions on repeating courses more than once. Repeating courses outside of the University of Redlands does not remove transcript notations of courses previously taken at the University of Redlands.

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Transfer Credit

Minimum Grade

The minimum grade needed to transfer an undergraduate course from a regionally accredited institution to the University of Redlands is a 2.0 (C). The minimum grade needed to transfer a graduate course from a regionally accredited institution to the University of Redlands is 3.0 (B).

College Credits Earned in High School

Many high schools have arrangements with nearby post-secondary institutions, allowing students to take regular college courses while still in high school. The University of Redlands will accept credits for transferable courses if the courses are posted for credits on the transcript of the college where the courses were taken. Regardless of how many college credits are earned before graduation from high school, the student must go through the application process required of all entering freshmen.

Advanced Placement and International Baccalaureate

The University of Redlands will grant credit for Advanced Placement Tests and International Baccalaureate courses. For Advanced Placement Tests, each department assigning credit establishes its own requirement for a level of acceptance and number of credits accepted. The minimum level of acceptance is a score of three. Please refer to individual departments for further details.

For International Baccalaureate higher-level courses, several departments have established their own requirements for a level of acceptance and number of credits accepted. The minimum level of acceptance is a score of five. Scores of five and six may earn 4 credits and scores of seven may earn 8 credits. Please refer to individual departments for further details.

The maximum amount of credit accepted through Advanced Placement and International Baccalaureate is the equivalent of 32 semester credits.

Veteran Responsibilities

Veterans or their dependents may be entitled to Veterans Administration education benefits as students of the University of Redlands. Veterans who receive VA educational benefits are responsible for notifying the VA Certifying Official at the University of Redlands of any change in academic program, class load, address, marital, or dependent status.

Questions about benefits or status should be directed to the VA Certifying Official by calling (909) 748-8478.

Disputed Grades Policy

The grade an instructor awards cannot be changed by anyone other than the instructor of record. A disputed grade given by a University of Redlands instructor may be appealed to the Academic Review Board (ARB) for mediation and resolution.

Decisions of the Board in such cases are final and are not subject to further appeal. If the appeal is approved, the ARB may recommend that the student’s registration for the course be changed to the Credit/No Credit grade option and recorded as CR (Credit) or NC (No Credit) as appropriate given the instructor’s grade. Credit and No Credit grades are not computed in GPAs. (See Credit/No Credit Grading Option.)

Grounds for Appealing Grades

The following are considered grounds for appeal of a grade:

1. capricious and inconsistent grading standards;

2. significant deviation from criteria stated in the course syllabus;

3. personal vindictiveness or prejudice on the part of the instructor;

4. gross professional incompetence or grossly unprofessional behavior on the part of the instructor; or 5. unreasonable expectations or requirements made by an instructor that are grossly inconsistent with standard practice and expectations.

Decisions Regarding the Appeal of Grades

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The burden of proof rests entirely with the petitioner. The decision of the committee, which is final, includes the following options:

1. no action, in which case the disputed grade will stand;

2. change of grading option to Credit/No Credit. Credit is awarded for 2.0 or higher (undergraduate) or 2.7 or higher (graduate); or

3. withdrawal from the course. The student’s transcript will reflect a “W” for the course.

If a change of grading option is permitted by the Board, a letter explaining the change will be held in the student’s file.

Under these circumstances, a change to Credit does not affect the applicability of the course to major requirements or, for Arts and Sciences students, to Liberal Arts Foundation requirements.

Procedure

The following steps must be taken for an appeal to be reviewed by the Board. Petitions that do not follow procedures will not be considered.

1. The student first should discuss any complaints with the instructor.

2. If the student remains dissatisfied, she or he should contact the department chair or program director, who may review the case and attempt to mediate the dispute.

3. If a dispute remains unresolved, an appeal may be brought to the ARB.

4. Appeals of grades must be filed no later than six weeks into the following semester for Arts and Sciences students or six weeks following the end of the class in question for School of Business & Society and School of Education students. Appeals must be submitted in writing. Supporting documents and statements by others must be filed at the same time as the petition.

5. The chair of the Academic Review Board will invite a written response from the instructor involved.

6. Policy does not permit individuals to appear concerning any case except those involving academic honesty. The Board acts only on written statements and documentation.

7. Results of the appeal are communicated by the chair of the Board to the petitioner, faculty member(s) involved, Office of Academic Affairs, and the Registrar’s Office.

Submission of a petition indicates that the student understands the disputed grade policy and agrees to accept the ARB’s decision.

Academic Honesty

Academic honesty stands at the center of intellectual pursuits in the academic community. Faculty and student scholarship in all forms, individual and collaborative, expresses our understanding and esteem for intellectual honesty. Nurturing and sustaining a climate of honesty are the responsibilities of every member of the community. This policy statement includes standards of academic honesty, obligations and responsibilities of the members of the academic community for cultivating a climate of academic honesty, violations of academic honesty, and the procedures for addressing academic dishonesty.

I. Standards of Academic Honesty

Basic standards of honesty and academic integrity include, but are not limited to:

1. independently producing all homework, papers, laboratory reports, computer files on disks, and examinations submitted under one’s own name;

2. properly and appropriately referencing all work that draws on the ideas, words, and work of others to credit those thinkers;

3. identifying the co-authors or co-contributors of all work done in collaboration;

4. completing examinations without giving or receiving assistance or tampering with the examination; 5. submitting one’s own original work for each course;

6. respecting computer software copyrights, computer security systems, and file privacy of individuals, and protecting computer system performance;

7. accurately and completely disclosing research data, manuscripts, books or other documents, academic records/

credentials, transcripts, and letters of recommendation; and

8. allowing equal access to any library materials and comparable or related academic resources.

II. Obligations and Responsibilities for Cultivating a Climate of Honesty

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Faculty and administrators are expected to:

1. work together to design orientation and first-year experiences that introduce students to academic life, to the

“currency of ideas” that fuel our intellectual pursuits, and to University standards. Experiences that make independent intellectual work possible are engaging in intellectual discussion, learning how to use the library and obtain academic assistance, learning how to engage in research, referencing the work of others, and becoming familiar with the Catalog (students should consult the University library resources on how to reference the ideas of others and avoid plagiarism in academic writing. Library references are noted online at

www.library.redlands.edu/cite);

2. demonstrate intellectual honesty in their individual research as well as in their use of others’ work and ideas (careful referencing of sources used for lectures and hand-out materials provides students with examples of intellectual honesty that communicate more than speeches and printed policies);

3. promote discussions of ideas, including a recognition and consideration of majority and minority perspectives (seldom is there only one perspective on a topic; intellectual honesty includes a recognition of various points of view);

4. clearly delineate the parameters on homework, labs, and group projects in the syllabus of each course (syllabi are course-specific, and faculty need not restate University policies stated in the Catalog; faculty should make efforts to communicate clearly the learning objectives to be achieved and to explain how work will be graded; questions about collaboration and assistance should be discussed in the classroom);

5. include statements about academic honesty with examinations, if they so choose, as a way of bringing students face-to-face with standards of academic honesty (each opportunity to declare oneself as working honestly reinforces the standards to which we are committed as a community);

6. act on cases of suspected violations of academic honesty as outlined below in section IV.1.

Students are expected to

1. prepare adequately for all academic exercises (thorough preparation will decrease the temptation of cheating); 2. make sure they understand the parameters on assignments in each course;

3. condemn acts of academic dishonesty on the part of others (this includes a responsibility to report suspected violations of academic honesty as outlined below in section IV.2);

4. refuse to cheat or assist others in dishonest acts (this includes a responsibility to ensure that others may not cheat for them).

III. Violations of Academic Honesty

Academic dishonesty is any act that subverts or compromises the integrity of instruction or research. This includes knowingly assisting any person in the commission of such an act. Offenses include, but are not limited to, the acts described in sections 1 through 4 below.

1) Misrepresenting one’s background or abilities by

a. falsifying, misusing, omitting, or tampering with information (written, oral, or electronic)—such as test scores, transcripts, letters of recommendation, resumes, statements of purpose, or any other

document—to gain initial or continued access to the University’s programs or facilities;

b. offering as one’s own work the words, ideas, or arguments of another person without appropriate attribution by quotation, reference, or footnote—including, but not limited to, plagiarism (plagiarism occurs when the words of another are reproduced without acknowledgment or when the ideas or

arguments of another are paraphrased and presented in such a way as to lead the reader to believe that they originated with the writer; it is the responsibility of all University students to understand the methods of proper attribution and to apply those principles in all written submissions);

c. bringing to an examination or using crib sheets, supplemental notes, or comparable aids during an examination except as specifically permitted by the instructor;

d. unauthorized communication during an examination or unauthorized collaboration in the presentation of reports, laboratory reports, or take-home examinations; copying or giving aid, or otherwise failing to abide by the University’s or instructor’s rules governing the exercise or examination without the

instructor’s specific permission;

e. soliciting, obtaining, possessing, or providing to another person an examination or portions of an examination prior or subsequent to the administration of the examination without the authorization of the instructor;

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f. acquiring from other persons, commercial organizations, or other sources (e.g., electronic sources)—or using unauthorized assistance and submitting as one’s own work—term papers, research papers,

computer files, or comparable documents prepared in whole or in part by others;

g. submitting work in the name of another student or arranging for another student to substitute for oneself during an examination or in the completion of coursework;

h. falsifying data collected in the conduct of research or presenting falsified data in papers, manuscripts, books, or other documents submitted for publication or for course or degree requirements;

i.

presenting the same or substantially the same written work—term paper, research report, essay or the like—as part of the course requirement for more than one course, without the express prior written

permission of each instructor involved.

2) Impeding fair and equal access to the educational and research process by

a. altering or changing an examination or comparable document so as to mislead other users or readers; b. infringing upon the right of others to fair and equal access to any library materials and comparable or related academic resources, including tampering with or damaging any library materials or comparable academic resources (written or electronic);

c. attempting to prevent access by other users to the University’s computer system and its resources, attempting to degrade the computer system’s performance, or attempting to copy or destroy files or

programs without authorization.

3) Misrepresenting one’s relationship with the University by

a. altering, changing, forging, or misusing academic records or any official University form regarding oneself or others;

b. causing any false information to be presented at an academic proceeding or intentionally destroying evidence important to an academic proceeding;

4) Offering bribes (e.g., monetary remuneration, gifts, or favors) to any University representative in exchange for special consideration or waiver of procedures.

IV. Procedures for Addressing Academic Dishonesty

1. Procedures for Addressing Faculty Academic Dishonesty

a. Reporting Alleged Offenses Against Academic Honesty. When a member of the University community suspects an incident of faculty academic dishonesty, documentary evidence or other means supporting that suspicion will be reported to the dean of the appropriate school or college. The dean will refer the case to the Faculty Review Committee within one week for further review and investigation.

b. Sanctions. The Faculty Review Committee must notify the accused member of the University community of the charges within two weeks; within two weeks from the date of notification, the accused person must acknowledge receipt of the charges and work with the chair of the committee to determine a

mutually agreed upon timetable for disposition of the case. Upon the recommendation of the Faculty

Review Committee, a faculty member found to be in violation of the University Academic Honesty Policy is subject to sanctions up to and including dismissal under the guidelines and provisions specified in the appropriate section (Dismissal) of the University of Redlands Faculty Handbook.

c. Appeals. The decision rendered by the Faculty Review Committee can be appealed to the Faculty Grievance Committee within two weeks of the decision. (See the appropriate section of the University of Redlands Faculty Handbook.)

2. Procedures for Addressing Student Academic Dishonesty

a. Reporting Alleged Offenses Against Academic Honesty. Faculty are expected to report alleged offenses in a timely manner. When a faculty member suspects an incident of academic dishonesty and establishes

through conversation, documentary evidence, or other means that the suspicion is reasonable, the faculty member must contact the Registrar to determine if it is a first offense. The Registrar checks the student’s file to see if there is documentation of a prior offense. The faculty member is then expected to contact the student for a personal conference to discuss the allegation.

1. If it is a first offense, the faculty member has two options: (1) the faculty member may

impose a sanction, or (2) the faculty member may refer the case directly to the

Academic Review Board.

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The range of sanctions that may be applied by the faculty member includes the

following: repetition of the examination or assignment, completion of an additional

assignment or examination, failure on the examination or assignment, failure in the

course. When the faculty member applies a sanction, a letter of documentation must be

sent by the faculty member to an administrator designated by the Office of Academic

Affairs (hereafter, the facilitator).

The facilitator will send to the student, by registered mail, the original letter of

documentation; the facilitator also will include information concerning the appeal

process and its time lines. A copy of the original documentation letter must be delivered

to the Registrar to be available in case of any subsequent offense. The letter will remain

sealed in the student’s file unless called for by the ARB. For the first offense, the student

has recourse of appeal to the ARB through the facilitator.

The student then has twelve (12) calendar days from the date of receipt of the

documentation letter to contact the facilitator and indicate a desire to initiate an

appeal. If the student does not respond within twelve (12) calendar days, it is assumed

the student has received the letter, waived the right to appeal, and accepted the

sanction. If the student chooses to appeal, the ARB will determine the guilt or innocence

of the student. For the first offense, the ARB may overturn the faculty sanction if the

student is found not guilty. The faculty sanction will not be overturned, modified, or

amended by the ARB if the student is found guilty.

2. If the incident is a second or subsequent offense, a written description of the incident

must be sent directly to the ARB. The facilitator will initiate formal charges by informing,

by registered mail, the accused student of the charges and that such charges will be

presented to the ARB. A student charged with an offense has the right to a formal

hearing before the ARB.

b. When any student suspects an incident of academic dishonesty and establishes through conversation, documentary evidence, or other means that the suspicion is reasonable, the student has a responsibility (1) to report the infraction to the faculty member teaching the course or to the appropriate academic administrator (in cases related to the library, computer center, etc.) or (2) to refer the case in writing directly to the ARB. The faculty member/administrator will deal with the infraction in the manner

described in IV.1 or 4. If the case is referred directly to the ARB, the facilitator will initiate formal charges by informing, by registered mail, the accused student of the charges. Such charges will be presented to the ARB. A student charged has the right to a formal hearing before the ARB.

c. When any other University-related individual (e.g., administrator or staff) suspects an incident of academic dishonesty and establishes through conversation, documentary evidence, or other means that the suspicion is reasonable, the individual must refer the case in writing directly to the ARB. The facilitator will initiate formal charges by informing, by registered mail, the accused student of the charges and that such charges will be presented to the ARB. A student charged with an offense has the right to a formal hearing before the ARB.

d. After receiving notification of the charges from the facilitator, the student is responsible for arranging a meeting with the facilitator within twelve (12) calendar days. The student may be accompanied to the meeting by a person of his or her choice, but may not be represented by an attorney. If more than one student is charged in a particular incident, each student may meet privately with the facilitator.

The facilitator will explain the procedures to each student charged and will define the rights and

responsibilities of all parties to the charges as indicated in this policy, including the right of the student to select an advisor. The Office of Academic Affairs will develop a list of volunteer advisors from

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administrators, faculty, and upper-division students.

The advisor assists the student in the preparation of the case; provides advice during the hearing if it takes place; or assists in preparation of an appeal, if necessary. The advisor may be selected from the list of available advisors or may be any student, faculty member, friend, or family member. The student may enlist the professional assistance of an attorney in preparation of the case or appeal; but an attorney may not act as legal counsel at the hearing. Upon request, the facilitator will assist the student in identifying an advisor.

A student charged with an offense against the Academic Honesty Policy who wishes to appeal in writing must submit his or her written appeal no later than six (6) weeks, not counting scheduled breaks in the academic calendar, following receipt of notification of the infraction. A student who wishes to appeal to the Academic Review Board (ARB) in person must make himself or herself available so that a hearing can be scheduled to occur no later than six (6) weeks, not counting scheduled breaks in the academic

calendar, following receipt of the infractions. Failure to meet these deadlines will be regarded as acceptance of any sanction(s) imposed as a result of the infraction.

3. The Academic Review Board (ARB). The Academic Review Board meets throughout the year at the call of its chairperson and hears cases of academic dishonesty and student academic grievances brought to its attention. The ARB consists of two faculty from the College of Arts and Sciences, one from the School of Business & Society, one from the School of Education, and two students (one from the School of Business & Society or the School of Education, and one from the College of Arts and Sciences). Representatives of the offices of the Registrar and Student Services will function as consultants to the board. If any member of the ARB is party to the case before the Board, that member shall not participate in the hearing.

4. Waiver of Hearing. The student may waive the right to a hearing and admit to the charges in writing. In cases of admitted guilt, the ARB will assign the appropriate sanction, readmission procedures if appropriate, disposition of the record, and other matters pertinent to the case. Within twelve (12) calendar days following the receipt of the waiver of hearing, the chair of the ARB will send a registered letter to the student specifying the assigned sanction.

The chair will also send a confidential notice of the decision to the individual who initiated the charges. The right to a hearing is automatically waived if, without reasonable cause, the student fails to respond to the letter of notification within twelve (12) calendar days of its receipt.

5. The Hearing. The hearing is an internal University matter. Only members of the immediate University community who are invited to attend by the Chair of the ARB are permitted to attend. This community is defined as current students, faculty, administrators, or staff members. In rare cases, the Chair of the ARB may, by virtue of their relevance to the case at hand, invite other person or persons to appear. The Chair’s ruling on all matters determining who may attend the hearing will be considered definitive. The following persons must be present at the hearing: the person initiating the charges, the facilitator, and the members of the ARB as defined in 3 above.

After proper notification (see 2, 3, and 4 above), if the student against whom charges are brought does not attend the hearing, the hearing will proceed without him or her. All of the persons identified are participants in the hearing and may initiate or respond to questions by other participants. If the student’s advisor is a member of the University community as defined above, the advisor may be present throughout the hearing and may, with the approval of the Chair, address the ARB on behalf of the student charged, but only on matters directly relevant to the charge. Witnesses may be present only during their own testimony and may be recalled. Any student, faculty member, or other person who is asked to testify at a hearing is expected to do so. It is expected that all statements made to the ARB, while not provided under oath, will be truthful.

It will be assumed that the student is innocent of the charges until proven guilty. Any student charged will be provided adequate opportunity to present his or her version of the case and will be allowed to call relevant witnesses. The Chair of the ARB will ensure that the hearing be conducted in a fair, objective, and dignified fashion, with special attention to the protection of rights of all participants. The Chair is responsible for maintaining order during the hearing and for ensuring that testimony is succinct, precise, and relevant to the charge. The Chair will 26

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announce a recess, if requested, for the student charged to consult with his or her advisors. In the case of a second offense, the ARB will have access to the contents of the sealed envelope from the student’s file if requested. When the ARB is satisfied that all relevant evidence has been presented and that all participants have been afforded the opportunity to state their versions of the case or to provide relevant information, the ARB will retire to executive session to consider the evidence and reach a decision. The ARB will find a student guilty of the stated offense if and only if it is satisfied by the preponderance of the evidence presented that the student’s actions meet the description of an offense against academic honesty provided above (Section III). In addition to determining whether the evidence presented justifies a finding of guilt of the charge, the ARB may choose to consider extenuating circumstances in its report. The ARB determines guilt or innocence of the specific charge by majority written vote. The Chair maintains a record of the vote. If the ARB finds the student not guilty of the charges, the student will be permitted to drop the course in which the charges arose without academic penalty. If the course is dropped, the record of the course will be removed from the student’s transcript.

If the ARB finds the student guilty of the charges, it will decide on a sanction by majority written vote. The Chair of the ARB will inform the student by registered mail of the sanction and its effective dates. The Chair of the ARB will send a confidential notice of the decision to the individual who initiated the charges.

The ARB has the option of prescribing a sanction different from the standard sanctions described below, but may do so only in cases of extraordinary extenuating circumstances. The student will be informed by the facilitator that an appeal may be directed to the appropriate academic dean. The written appeal, based solely upon issues of procedure or clear abuse of discretion, must be forwarded to the appropriate dean within twelve (12) calendar days of receipt of the letter indicating the assigned sanction. The sanction will become effective immediately unless an appeal is filed in a timely manner. If an appeal is filed in a timely manner, but is denied, the sanction will become effective as originally assigned. If the appeal is approved, the sanction may be modified or dropped by the appropriate dean.

6. The Range of Sanctions. Sanctions from the ARB for instances of academic dishonesty will include, but will not be limited to, the following: failure in the assignment, failure in that portion of the course directly related to the falsified work, failure in the course, suspension from school (usually taking effect at the beginning of the semester following the one in which the violation occurred), permanent dismissal from the University, or revocation of admission. Academic dishonesty discovered after the conferring of a degree may result in revocation of the degree upon the vote of the Board of Trustees.

In the case of suspension or dismissal, the designation “Academic Suspension” or “Academic Dismissal” will be recorded on the permanent record and transcript. If a student returns from academic suspension, transcript notation of that action will be removed after successful completion of one semester at the University of Redlands.

7. Records: The Registrar is responsible for maintaining the records of individual cases of alleged academic dishonesty and their disposition. Access to such records is subject to the University’s policies governing access to student records. The fact that a student has been accused or found guilty of an offense against academic honesty will not be indicated on the student’s transcript.

If a student is found guilty, records of the case will be retained in a sealed envelope in the student’s file for internal reference only. Under no circumstances will such information be copied, microfilmed, or sent as part of the permanent record. When a student leaves the University permanently, all records (except notation of suspension or dismissal on the permanent record and transcript) will be removed from the student’s file and retained in the files of the Academic Review Board.

University of Redlands Teach-Out Plans and Agreement Policy

I.

Background: According to the WSCUC Teach Out Plans and Agreement Policy, “an institution accredited by the Commission must submit to the Commission for its prior approval a teach-out plan or agreement upon the occurrence of any of the following:

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a. The Secretary of Education notifies WSCUC that the Secretary has initiated an emergency action against an institution in accordance with section 487(c)(1)(G) of the HEA or an action to limit, suspend, or terminate an institution participating in any Title IV, HEA program, in accordance with section 487(c)(1)(F) HEA, and that a teach-out plan is required.

i. WSCUC acts to withdraw, terminate, or suspend accreditation or candidacy of the institution.

ii. The institution notifies WSCUC that it intends to cease operations entirely or close a location that provides one hundred percent of at least one program.

iii. A state licensing or authorizing agency notifies WSCUC that an institution’s license or legal authority to provide an educational program has been or will be revoked.”

II.

Definitions from WSCUC

a. Teach-Out Plan: A teach-out plan is a written plan developed by the institution if that institution, or an institutional location that provides one hundred percent of at least one program, ceases to operate before all students have completed their program of study. WSCUC may require an institution to enter into a teach-out agreement as part of its teach-out plan. A teach-out plan:

i. must provide for the equitable treatment of students by ensuring that the institution has the

necessary experience, resources, and support services to provide an educational program that is

of acceptable quality and reasonably similar in content, structure, and scheduling, and to meet

all of obligations to its existing students;

ii. must specify additional charges, if any, and provide for notification to the students of any

additional charges.

b. Teach-Out Agreement: WSCUC may require an institution to enter into a teach-out agreement as part of its teach-out plan. A teach-out agreement is a written agreement between two institutions when the

institution or institutional location that provides on hundred percent of at least one program ceases to operate before all students have completed their program of study and enters into an agreement with another institution to teach out the program(s).

When an institution enters into such a teach-out agreement with another institution, the initiating institution must submit the agreement to the Commission for approval prior to its implementation. The teach-out agreement may be approved only if the agreement is between institutions that are accredited by a nationally recognized accrediting agency; and

i. must be consistent with applicable standards of accreditation and Commission Policies;

ii. must provide for the equitable treatment of students by ensuring that the teach-out institution has the necessary experience, resources, and support services to provide an educational program

that is of acceptable quality and reasonably similar in content, structure, and scheduling to that

provided by the institution that is closing or discontinuing its program(s), to remain stable, carry out its mission, and to meet all obligations to its existing students;

iii. must ensure that the teach-out institution can provide students access to the program and

services without requiring them to move or travel substantial distances;

iv. must provide for notification of another accrediting agency if the teach-out institution holds accreditation from that agency; and

v. must specify additional charges, if any, levied by the teach-out institution and provide for

notification to the students of any additional charges.

If an institution the Commission accredits or has granted candidacy to closes without a teach-out plan, the Commission must work with the Department of Education and the appropriate State agency, to the extent feasible, to assist students in finding reasonable opportunities to complete their education without additional charges.” Revised and approved by the Commission 11/8/2013; Previously revised and approved by the Commission 11/06/2009

III.

University of Redlands Policy

Federal regulations require institutions to submit a teach-out plan to the Western Senior College and University Commission (WSCUC) for approval should any of the conditions enumerated in Section I. above occur. The University of Redlands Teach-out Policy aims to satisfy the requirements established by the WSCUC and, more importantly, to protect the interests of students and faculty should cessation of operations or closure of a location 28

2022-2023 Academic Catalog

that provides one hundred percent of at least one program occur. Once a decision is taken, the University of Redlands will engage the option of either developing a teach-out plan (Section II.A.) or executing a teach-out agreement (Section II.B.) and will inform affected parties about the causes and consequences of its actions. In all instances, careful consultation and coordination with affected student and faculty constituencies will occur to address their current and future interests in a sensitive and timely fashion.

After the consultations and coordination have occurred, the Provost and President will bring forward the proposal to the University of Redlands Board of Trustees for final approval. The WSCUC Accreditation Liaison Officer shall be informed in the case of an event enumerated under Section I.1.-4.

IV.

Procedural Steps

a. Administration Responsibilities: The Dean responsible for a regional campus being considered for closure and/or an academic program being considered for termination shall forward a proposal to the Provost for presentation to the President’s Cabinet. The proposal must include a teach-out plan that considers the following:

i. Reason for campus closure and/or program termination;

ii. Nature and number of program(s) affected;

iii. Dates of campus closure and/or program termination;

iv. Number of students currently enrolled;

v. Statistics on students’ status and progress toward attaining each program’s degree and/or

certificate;

vi. Statistics on resources used to maintain the campus(es) and/or offer the program(s);

vii. Projected financial savings, if any, to be realized by campus closure and/or program termination; viii. Explanation of how students enrolled in the campus and/or program will be informed of the

impending closure/termination

ix. Explanation of how students enrolled in the campus and/or program will be assisted in

completing their program of study with minimal disruption or additional expense;

x. Assessment of the degree to which faculty will be adversely affected by the planned

closure/termination;

xi. Explanation of how faculty and staff either will be reassigned or provided assistance to find new employment;

xii. Signed copies of teach-out agreements with other institutions, if any are required; and

xiii. Provisions, if any are required, for storing student records, disposition of final financial resources and other assets.

b. Faculty Responsibilities: Concurrent with presentation of the proposal to the Provost and the President’s Cabinet, it should be brought forward for analysis by the Committees of the Faculty Senate as illustrated: i. Committee on Academic Planning and Standards (CAPS) for consideration of the proposal’s

effects on academic planning and standards, the development of the teach-out plan, and the

development (if any) of the teach-out agreement;

ii. Personnel Policies Committee (PPC) for consideration of the proposal’s effects on faculty in

accordance with procedures of the Faculty Handbook (i.e. Section 3.9.6. Institutional Need);

iii. Budget and Planning Committee (BPC) for consideration of the proposal’s effects on budgetary, financial, and planning issues.

The Provost and Faculty Senate President will be responsible for coordinating discussions between the Faculty Senate sub-committees and the administration on teach-out planning and assistance to affected students and faculty. The Registrar keeps a list of such programs being considered for closure.

c. Affected Students: For affected students, an academic plan should be developed for each student that enables the student to complete the curricular program requirements within the teach-out period.

i. The teach out period will, typically, not be continued for more than two academic years following the date on which the notice of closure/termination is given to students. Programs will

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determine, on a case-by-case basis, the necessary length of a teach-out plan within this

timeframe.

ii. Students who do not make adequate progress in their academic plan for teach-out will be

advised into another degree-granting program or location, if the latter is applicable.

iii. If a course required for the degree is not offered in the teach-out period, students may make arrangements, with the program's consent, either to take the course at another institution and

transfer the credit or to arrange with the program to complete the requirements in some other

academically appropriate fashion.

iv. Students are required to have ongoing contact with their academic advisor during the teach-out period to ensure that their academic plans are current and consistent with the projected course

offering.

V.

Scope

a. Implementation of this policy applies to administration, faculty, and students in all programs of the University of Redlands.

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Academic Calendar

Fall 2022: August 29, 2022 to December 17, 2022

August 1 to August 19

School of Business & Society Registration

August 8 to August 28

School of Education Registration/Advising Fall 2022

August 19

School of Business & Society Final day to add courses for Fall 2022

August 24

College of Arts & Sciences New Students Arrive

August 27

College of Arts & Sciences Continuing Students Arrive

August 29

College of Arts & Sciences Classes Begin

School of Business & Society First 8-week period begins

September 2

College of Arts & Sciences Enrollment Confirmation deadline

September 6

School of Education Fall A period begins

September 10

School of Education Saturday Doctoral Classes

September 13

College of Arts & Sciences Final day to add classes, final day to submit individualized

study contracts

September 19

School of Education Last Day to Add/Drop a class

September 20

College of Arts & Sciences Final day to submit Johnston regular course contracts

September 24

School of Education Saturday Doctoral Classes

October 8

School of Education Saturday Doctoral Classes

October 10 & 11

College of Arts & Sciences Study Days

October 21

College of Arts & Sciences Final day to drop classes without appearing on academic

transcript, change grading options and credit value

October 22

School of Education Saturday Doctoral Classes

School of Business & Society First 8-week period ends

School of Education Fall A period ends

October 24

School of Education Fall B period begins

School of Business & Society Second 8-week period begins

October 24 to November 25

College of Arts & Sciences Advising & Registration for Spring 2023 and Summer 2023

October 28

College of Arts & Sciences Final day to record a grade for Spring and May Term 2022

incomplete

November 5

School of Education Saturday Doctoral Classes

November 11

College of Arts & Sciences Final day to withdraw from class with a mark of "W" on

academic transcript

November 19

School of Education Saturday Doctoral Classes

November 22 to November 26

School of Education Fall Term Break

November 23 to November 25

College of Arts & Sciences Thanksgiving Break

November 24 to November 25

Thanksgiving Break - University Closed

November 28 to December 30

School of Business & Society Advising/Registration Spring 2023

December 2

College of Arts & Sciences Last day of Classes

December 5 to December 8

College of Arts & Sciences Final Exams

December 10

School of Education Fall B period ends

December 12 to January 8

School of Education Registration/Advising Spring 2023

December 15

College of Arts & Sciences Deadline for Fall 2022 grade submission: 12 midnight

College of Arts & Sciences Deadline for departmental honors forms to be completed

for Fall 2022 graduates

December 17

School of Business & Society Second 8-week period ends

December 26 to December 30

Winter Holiday - University Closed

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Spring 2023: January 9, 2023 to April 29, 2023

January 7

College of Arts & Sciences Transfer Student Orientation

January 8

College of Arts & Sciences Continuing Students Arrive

January 9

College of Arts & Sciences Classes Begin

School of Education Spring A period begins

School of Business & Society First 8-week period begins

January 14

School of Education Saturday Doctoral Classes

January 16

Martin Luther King Jr. Holiday University Closed

January 23

School of Education Last Day to Add/Drop a class

College of Arts & Sciences Final day to add classes, final day to submit individualized

study contracts

January 28

School of Education Saturday Doctoral Classes

January 30

College of Arts & Sciences Faculty deadline for Johnston student evaluations for Fall

2022

College of Arts & Sciences Final day to submit Johnston regular course contracts for

Spring 2023

February 11

School of Education Saturday Doctoral Classes

February 24

College of Arts & Sciences Final day to drop classes without appearing on academic

transcript, change grading options and credit value

February 25

School of Education Spring A period ends

School of Education Saturday Doctoral Classes

February 27 to March 3

College of Arts & Sciences Spring Break

School of Education Spring Break

March 1

College of Arts & Sciences Publication deadline for departmental honors candidates

to be submitted for Spring 2023 graduates

March 4

School of Business & Society First 8-week period ends

March 6

School of Business & Society Second 8-week period begins

School of Education Spring B period begins

March 10

College of Arts & Sciences Final day to record a grade for Spring and May Term 2022

incomplete

March 11

School of Education Saturday Doctoral Classes

March 13 to March 31

College of Arts & Sciences Advising and Registration for Fall 2023

March 24

College of Arts & Sciences Final day to withdraw from class with a mark of "W" on

academic transcript

March 25

School of Education Saturday Doctoral Classes

April 3 to April 21

School of Business & Society Advising/Registration Summer 2023

April 10 to April 30

School of Education Advising/Registration Summer 2023

April 17

College of Arts & Sciences Last day of Classes

April 18 to April 21

College of Arts & Sciences Final Exams

April 21

School of Education Spring B period ends

April 20 to April 22

Commencement Weekend

April 27

College of Arts & Sciences Deadline for Spring 2023 grade submission: 12 midnight

College of Arts & Sciences Deadline for departmental honors forms to be completed

for Spring 2023 graduates

April 29

School of Business & Society Second 8-week period ends

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2022-2023 Academic Catalog

Summer 2023: May 1, 2023 to August 19, 2023

May 1

College of Arts & Sciences Classes Begin for May Offerings

School of Business & Society First 8-week period begins

School of Education Summer A period begins

May 2

College of Arts & Sciences Final day to add classes, final day to submit individualized

study contracts

May 3

College of Arts & Sciences Final day to submit Johnston regular course contracts

May 4

College of Arts & Sciences Final day to drop classes without appearing on academic

transcript, change grading options and credit value

May 6

School of Education Saturday Doctoral Classes

May 15

School of Education Last Day to Add/Drop a class

May 20

School of Education Saturday Doctoral Classes

May 24

College of Arts & Sciences Last day of Classes

May 25

College of Arts & Sciences Final Exams

May 29

Memorial Day Holiday - University Closed

May 30

College of Arts & Sciences Deadline for May offerings grade submission: 12 midnight

June 3

School of Education Saturday Doctoral Classes

June 12

College of Arts & Sciences Faculty deadline for Johnston student evaluations for

Spring 2023

June 17

School of Education Saturday Doctoral Classes

School of Education Summer A period ends

June 19

Juneteenth Holiday - University Closed

June 20

College of Arts & Sciences Classes Begin for Summer Offerings

School of Education Summer B period begins

June 21

College of Arts & Sciences Final day to add classes, final day to submit individualized

study contracts

June 24

School of Business & Society First 8-week period ends

June 26

College of Arts & Sciences Final day to submit Johnston regular course contracts

School of Business & Society Second 8-week period begins

June 29

College of Arts & Sciences Final day to drop classes without appearing on academic

transcript, change grading options and credit value

July 1

School of Education Saturday Doctoral Classes

July 4

Independence Day Holiday - University Closed

July 5

College of Arts & Sciences Faculty deadline for Johnston student evaluations for May

offerings

July 15

School of Education Saturday Doctoral Classes

July 31 to August 18

School of Business & Society Advising/Registration Fall 2023

August 5

School of Education Summer B period ends

August 7 to August 27

School of Education Advising/Registration Fall 2023

August 15

College of Arts & Sciences Last day of Classes

August 16

College of Arts & Sciences Final Exams

August 18

School of Business & Society Second 8-week period ends

August 21

College of Arts & Sciences Deadline for Summer offerings grade submission: 12

midnight

September 11

College of Arts & Sciences Faculty deadline for Johnston student evaluations for

Summer 2023

*Calendar subject to change. See https://www.redlands.edu/study/registrars-office/ for more information.

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Student Financial Services

General Information

Every effort has been made to ensure the accuracy of this information at the time of publication. Due to frequent changes in program regulations mandated by U.S. Congress, Department of Education, and the State of California, all the information contained herein is subject to change without notice.

This information reflects the policies, tuition, and fees for the 2022-23 academic year. New information will be available in Summer 2023.

Financial Aid Vocabulary

Acronyms and initials are frequently used in discussing financial aid; many appear in this publication. Familiarity with the following terms is helpful when investigating potential financial aid programs:

COA

Cost of Attendance

DL

Direct Lending

EFC

Expected Family Contribution

FAFSA

Free Application for Federal Student Aid

GPA

Grade Point Average

IRS

Internal Revenue Service

SAR

Student Aid Report

Who Sets the Rules, Regulations and Procedures?

Financial aid funds are provided to students primarily from three sources: federal government, state agencies, and individual colleges.

Federal (Pell Grant, Direct Loan, Work, and FSEOG programs)

Federal regulations outline and govern the following items: institutional responsibilities, student responsibilities, the application procedure, student eligibility, maintenance of student records, analysis procedure, award coordination with state and college awards, and recipient enrollment requirements.

State (Cal Grant A, Cal Grant B, and Cal B Access Grant)

The State of California regulates institutional responsibilities, student responsibilities, student eligibility, application procedure and deadlines, analysis procedure, award coordination with federal and college awards, and enrollment requirements.

College (Achievement Awards, University Scholarships and Grants, Talent Awards, Redlands Loan, Work) Members of the University of Redlands Board of Trustees, in coordination with the Financial Aid Committee, regulate the distribution of college funds, adhering first to federal and state regulations.

The Office of Student Financial Services at the University of Redlands adheres to all federal, state, and college regulations in the application form, and in the analysis and awarding of, financial aid to ensure that regulations are not in conflict and meet the language and intent of the legislative provisions. Copies of federal, state, and institutional policies and procedures are on file in the Office of Student Financial Services.

Application Procedures and Deadlines

Students must complete the FAFSA each year to be considered for Federal, State and institutional need-based financial aid.

For undergraduate students in the College of Arts and Sciences, the FAFSA must be filed by March 2 prior to the academic year for which they are applying.

To receive federal financial aid students must complete a Free Application for Federal Student Aid (FAFSA).

Undergraduate California residents who wish to apply for a Cal Grant must complete the FAFSA and submit a GPA verification* to California Student Aid Commission (CSAC) by March 2 prior to the academic year for which they are applying. Non-US citizen undergraduate California residents who wish to apply for a Cal Grant must complete a California Dream Application and submit a GPA verification to California Student Aid Commission (CSAC) by March 2 prior to the academic year for which they are applying.

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FAFSA applications may be submitted online at https://www.studentaid.gov.

California Dream Applications and GPA verifications may be submitted online at csac.ca.gov.

*If the student has not yet completed at least 24 credits at Redlands at the time the GPA Verification form is completed, the student will need to have the form completed by the last institution the student attended and completed 24 credits, or by the student’s high school.

Application requirements for institutional aid programs are addressed in the financial aid program section of this catalog.

Verification and Conflicting Information

Students who are selected for verification by the Department of Education or University of Redlands, or with conflicting information on their FAFSA are required to submit all requested documentation to Student Financial Services for review before they can receive financial aid. Failure to complete the required verification process will result in the postponement or cancellation of all non-merit financial assistance. Student Financial Services will notify students of required documentation to complete verification or resolve conflicting information.

Student Eligibility

Students must meet the following criteria to be eligible for need-based Federal and State financial aid:

• Be enrolled as a regular student in an eligible program

• Not be enrolled simultaneously in elementary or secondary school

• Meet one of the following academic criteria:

o Have a high school diploma

o Have the recognized equivalent of a high school diploma, including:

▪ A General Education Development Certificate (GED)

▪ A state certificate issued after passing a state-authorized test, recognized by the state as the equivalent of a high school diploma

▪ An academic transcript indicating the successful completion of a two-year program in which all credits apply towards fulfilling bachelor’s degree requirements

▪ Documentation indicating a student excelled academically in high school, did not complete high school graduation requirements, and meets admissions requirements as indicated in formal, written admissions policies

o For students enrolled prior to July 1, 2012, meet one of the following ability-to-benefit (ATB) alternatives:

▪ Have a passing score on an independently administered, ED-approved ATB test

▪ Complete at least 6 credit hours or 225 clock hours that apply directly toward the student’s current academic program

▪ Complete a state process approved by ED if/when one is approved

o Be home schooled, and

▪ Obtain a secondary school completion credential for home schooling provided by the student’s home state, if one is offered, or

▪ Have completed a secondary school education in a home school setting that qualifies as an exemption from compulsory attendance requirements under state law

• Have a valid Social Security Number, if required

• Be a U.S. citizen or eligible noncitizen

• Sign a Statement of Educational Purpose, which certifies he or she will use federal student financial aid only to pay educational costs

• Not be in default on a Title IV loan or, if in default, have made satisfactory repayment arrangements with the loan holder

• Have not obtained loan amounts that exceed annual or aggregate loan limits made under any Title IV loan program

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2022-2023 Academic Catalog

• Not be liable for an overpayment of a Title IV grant or Federal Perkins Loan or, if liable, have made satisfactory repayment arrangements with the holder of the debt

• Be making satisfactory academic progress (SAP)

• Not have property which is subject to a judgment lien for a debt owed to the U.S. or, if subject to a judgment lien, have made satisfactory repayment arrangements with the debt holder

• Have completed repayment of funds to either ED or the holder of a loan, as applicable, if the student has been convicted of, or pled nolo contendere or guilty to, a crime involving fraud in obtaining Title IV aid Analysis System

A financial aid offer is a combination of scholarship, grant, loan, and/or work funds designed to assist in meeting a student’s need or recognize academic achievement. Financial aid offers are determined using a student’s EFC, financial need, dependency status, academic level, and number of credits completed.

Expected Family Contribution

The Expected Family Contribution (EFC) is calculated based on the financial information provided by parents and students on the FAFSA. The analysis system attempts to judge the family’s financial ability to contribute toward the cost of education, not how much they will pay (i.e., the calculation is determined using objective facts of a family’s financial position as opposed to the family’s financial practices). The analysis procedure attempts to determine an EFC based not only upon income but upon a variety of other variables as well: investments, family size, siblings attending college at the same time, etc.

The EFC is used to determine a student’s Federal Pell Grant eligibility and eligibility for need-based financial aid, described later in this chapter.

Cost of Attendance

COA is the estimate of tuition and fees, cost of room and board (or living expenses), cost of books, supplies, transportation, loan fees, and miscellaneous expenses associated with attending a degree program. This figure is used to determine financial need and total amount of financial assistance a student may receive in an award year. See the Cost of Attendance Section for specific cost of attendance figures for the current award year.

Financial Need

Financial need is used to determine a student’s eligibility for Federal, State and institutional need-based assistance.

Financial need is defined as the COA minus the EFC. Financial need is not the amount of financial assistance a student will receive, but instead establishes their eligibility for need-based assistance.

Dependency Status

Students (and their families) have the primary responsibility to meet the cost of their college education to the extent determined possible by the analysis system. Financial aid is available only to cover the difference between each student’s resources and the required expenses of attendance. To qualify as an independent student for the purpose of determining Federal, State, and/or University of Redlands institutional aid eligibility, the applicant must meet one of the criteria listed below. The individual must be:

1. At least 24 years old by December 31 of the award year

2. An orphan or ward of the court emancipated minor, or in legal guardianship

3. A veteran of the U.S. Armed Forces or currently serving on active duty for purposes other than training 4. An individual with legal dependents other than a spouse

5. A graduate or professional student

6. An unaccompanied homeless youth, or

7. A married person

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2022-2023 Academic Catalog

Financial Aid Policies

Satisfactory Academic Progress

All students enrolled in degree programs at University of Redlands must make the Satisfactory Academic Progress (SAP) according to policies set forth by the University of Redlands and the Federal government to receive financial aid. University of Redlands defines SAP on the basis of the number of credits and approved degree requirements satisfactorily completed as well as the student’s cumulative grade point average (GPA). To receive financial aid at the University of Redlands and maintain satisfactory academic progress, students must meet the following minimum standards when progress is checked after each term.

SAP measures are defined by a student’s school and academic level. The pace of completion and cumulative GPA measures for each student population is defined as follows:

School/Academic Level

Pace

Minimum Cumulative GPA

College of Arts and Sciences – Undergraduate

12 credits per semester*

2.0**

College of Arts and Sciences – Graduate

67% completion

3.0

School of Business – Undergraduate

67% completion

2.0

School of Business – Graduate

67% completion

3.0

School of Education – Undergraduate

67% completion

2.0

School of Education – Credential

67% completion

2.0

School of Education – Graduate

67% completion

3.0

Graduate School of Theology

67% completion

2.0

* Although the minimum acceptable standard to be eligible for financial aid is 24 academic credits per year for full-time students, a student must complete an average of 32 credits per academic year to graduate within a four-year period.

**students enrolled in the Johnston Center must main an equivalent GPA of a 2.0

Time Frame for Completion

The maximum time frame for completion of a program is 150% of the actual program. For students who attend less than full-time, the maximum time frame will be prorated accordingly, based on their attendance.

Treatment of Grades

Incomplete grades count as attempted but not completed credits for the purpose of the pace calculation of SAP. They do not impact the GPA component of SAP. Credit/No Credit courses count toward the pace calculation of SAP. They do not impact the GPA component of SAP. All other grades are evaluated in the GPA and pace component of SAP.

Review Intervals

Student Financial Services will review all students receiving financial aid for SAP after each term. Students who do not meet the above requirements during any SAP review will be placed on warning for one term. At the end of the warning term, SAP

will be reviewed again. Students who are still not meeting the minimum standards will be placed on Financial Aid Suspension. Students placed on Suspension may appeal to continue to receive financial aid. Successful appeals will be placed on probation for one term.

Appeal Process

Students placed on Financial Aid Suspension who wish to receive financial aid during their term of suspension must return the SAP appeal form along with all supporting documentation within the current payment period to Student Financial Services for review. Students will be notified by Student Financial Services of their SAP status and required appeal documents.

How to Re-establish Eligibility

Students can re-establish their eligibility for financial aid by meeting both the pace and GPA requirements.

Duration of Financial Aid Eligibility for Institutional Financial Aid

College of Arts and Sciences undergraduate students are eligible for eight semesters of institutional financial aid, or the prorated equivalent for transfer students. The total number of semesters for which financial aid can be awarded and received is determined by subtracting from eight the number of semesters of any college-level work accepted by the University of Redlands. For example, a first-semester, first-year student would be eligible for eight semesters of aid, while a first-semester junior would be eligible for four semesters of aid.

Withdrawals, Leaves of Absence and Course Drops

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2022-2023 Academic Catalog

If a student ceases attendance in one or more courses during a term, their record will be evaluated for the appropriate proration of tuition, room and board, and financial aid. Please refer to the tuition and fees section of the course catalog for tuition refund policies.

Financial Aid Refunds

If a student withdraws or takes a leave of absence during a term, their financial aid may be prorated according to the established guidelines and returned to the appropriate agency.

There are three steps that the University of Redlands must complete to comply with the federal policy: 1. Determine the withdrawal date

2. Determine the amount of earned federal aid

3. Return unearned federal funds to the appropriate program(s)

Federal and Institutional Financial aid is prorated based on the number of calendar days attended out of the total number of calendar days through the first 60 percent of the semester. State financial aid is prorated at 50%, 75% or 100% of the awarded amount based on the percentage of days completed in the semester.

The withdrawal date is the date the student gives official notification of their intent to withdraw. For a withdraw to be considered official, students must follow the official withdrawal process detailed in the Academic Standards section of the catalog. If the student fails to withdraw officially, the applicable date will become the midpoint of the term, unless the University can document a later date. In certain circumstances, if a later date of last academic activity is substantiated, this date can be used in lieu of the midpoint of the term.

Student Financial Services will determine the portion (if any) of your financial aid funds for the semester that you are eligible to keep. This determination is made using a standard calculation specified in the U.S. Department of Education’s regulations. If we determine that you must repay all or a portion of your aid funds, such funds will be immediately due. You will receive an email from Student Financial Services informing you of any balance due.

Students who withdraw before completing at least 60 percent of the term will “earn” funds in direct proportion to the time they were enrolled. The percentage of earned aid is determined by dividing the total number of calendar days enrolled by the total number of days in the term. Students who complete at least 60 percent of the term are eligible for 100 percent of their federal financial aid.

Unearned aid must be returned to the appropriate programs in accordance with the calculation schedule approved by the U.S. Secretary of Education. Refunds to specific Title IV programs will be made according to current regulations.

Allocation of Federal Portion of Refunds After Withdrawal

If a refund is available under federally mandated refund policy guidelines, students will not receive refunds until all funds representing financial aid awards have been returned to the respective financial aid programs as required by federal regulations. The federal portion of the refund will be allocated in the following order:

1. Federal Direct Student Loan

2. Federal Direct PLUS Loan (includes Grad Direct PLUS)

3. Federal Pell Grant

4. Federal SEOG

5. Federal Teach Grant

6. Other Title IV Assistance

Repayment Policy

If a student withdraws completely or is disqualified, the student will be expected to repay the calculated refund using the federally mandated refund policy guidelines. Failure to repay funds could cause suspension from future participation in any federal financial aid programs.

Account Credits and Refunds

Credit balances occur when a student's financial aid and/or payments exceed the charges on the account. Refunds of credit balances are issued to the student. Exceptions are made for Federal Parent Loans for Undergraduate Students (PLUS Loans).

Refunds of credit balances begin the first week of each term. Processing of refunds can take up to 14 days.

Credit balances are refunded via check or direct deposit. Check refunds will be sent to the student's on-campus mailbox or mailed to the address on file if no mailbox exists.

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2022-2023 Academic Catalog

Students who would like to enroll in direct deposit can do so in their student portal. Students enrolled in Direct Deposit will see their funds in their bank account within 2-3 business days of processing.

Students Rights and Responsibilities

The rights and responsibilities of all financial aid recipients as required by federal and state regulations are outlined below.

• What students have the right to know:

• The deadlines for submitting applications for each of the available programs.

• How your financial need was determined.

• How much of your financial need has been met.

• What resources were considered in the calculation of your need.

• What financial aid programs are available and their exact requirements.

• How financial aid program eligibility is determined, how decisions on eligibility are made, the basis for these decisions, and the procedures for appealing decisions if you believe you have been treated unfairly.

• What portion of your financial aid is a loan, and what portion is a grant. If the aid is a loan, you have the right to know the total amount that must be repaid, the amount of each payment, the interest rate, the length of time you have to repay the loan, and when repayment is to begin.

• What it costs to attend the University of Redlands, and what the University’s refund policy requires of the University and of you.

• How the University determines whether you are making satisfactory progress, and what happens if you are not.

• What happens if you withdraw or drop out during the year.

Responsibilities of students:

• You should read carefully all information regarding the University of Redlands programs.

• You must complete all forms accurately and submit them on time to the correct agency or office.

• You should be careful and accurate in completing your application for student financial aid. Errors can result in long delays in your receipt of financial aid. Intentional misreporting of information on application forms for federal financial aid is a violation of law and is considered a criminal offense subject to penalties under the U.S. Criminal Code.

• You must be aware of and comply with the deadlines for application and reapplication for aid.

• You need to maintain good academic standing and make satisfactory progress.

• You are required to report to Student Financial Services if you drop below full-time status.

• You are required to provide all additional documentation, verification, corrections, and/or new information as requested by either Student Financial Services or any agency to which you applied.

• You have to update information such as name change, address change, withdrawal, or graduation as they occur.

Notify Student Financial Services or any agency that has awarded you funds.

• You must accept responsibility for reading, understanding, and keeping copies of all forms that you are asked to sign.

• You must comply with all policies and regulations when you accept financial aid from any source.

• You should keep track of the total amount of your loans as you go through school so that you have accurate knowledge of the total amount you owe when it is time to begin repayment.

• If you have received a Federal Perkins Student Loan or a Federal Direct Loan from Student Financial Services, you must participate in an exit interview as required by federal law before graduating, transferring, or withdrawing from the University of Redlands.

• You must perform the work that is agreed upon. You are required to monitor your earnings and not to exceed the maximum amount of your work opportunity award. Overworking will necessitate a reduction of other forms of financial aid in your package.

• If you receive additional funds from any source, such as outside scholarships, before or after you receive financial aid from the University, you must report the source and value of the award to Student Financial Services.

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2022-2023 Academic Catalog

Additional funds frequently require an adjustment to the existing financial aid award to avoid an “over award” as defined by federal and state regulations.

• You should check your University e-mail account on a regular basis.

Uniform Crime Reporting

For information regarding compliance with federal regulations on uniform crime reporting, please refer to the Legal Counsel section of this Catalog.

Financial Aid Programs

Federal Financial Aid Programs

Federal Pell Grant

The federal grant tables are published each year by the Federal Department of Education. Award amounts are dependent on a student's EFC, enrollment level, and the cost of attending the University of Redlands. Eligibility is limited to a total of 12 semesters during the pursuit of a student’s first baccalaureate degree. Student with a qualifying EFC enrolled in an eligible postbaccalaureate program may also qualify.

Federal Supplemental Educational Opportunity Grant (FSEOG)

This federal grant assists students who demonstrate financial need and is administered by the Office of Student Financial Services. Grants range from $100 to $4,000 per academic year. A student must have a Pell Grant to be eligible to receive an FSEOG.

Federal Direct Loans

Federal Direct Student Loans are either subsidized or unsubsidized based on financial need, which is evaluated using the data reported on the FAFSA, and the student’s academic level.

Federal Direct Loan amounts are defined based on a student’s academic level, grade level, and established annual and aggregate maximums. Loan annual and aggregate amounts are as follows:

Year

Dependent Students (except

Independent Students (and dependent undergraduate

students whose parents are

students whose parents are unable to obtain PLUS Loans)

unable to obtain PLUS Loans)

First-Year Undergraduate $5,500-No more than $3,500 of $9,500-No more than $3,500 of this amount may be in Annual Loan Limit

this amount may be in

subsidized loans.

subsidized loans.

Second-Year

$6,500-No more than $4,500 of $10,500-No more than $4,500 of this amount may be in

Undergraduate Annual

this amount may be in

subsidized loans.

Loan Limit

subsidized loans.

Third Year and Beyond

$7,500 per year-No more than

$12,500-No more than $5,500 of this amount may be in

Undergraduate Annual

$5,500 of this amount may be in subsidized loans.

Loan Limit

subsidized loans.

Graduate or Professional Not Applicable (all graduate and $20,500 (unsubsidized only).

Student Annual Loan

professional degree students are

Limit

considered independent).

Credential Students

$5,500

$5,500

Parent PLUS

Up to the unmet cost of

N/A

attendance for the period of

enrollment.

Graduate PLUS

N/A

Up to the unmet cost of attendance for the period of

enrollment.

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2022-2023 Academic Catalog

Subsidized and

$31,000-No more than $23,000 $57,500 for undergraduates-No more than $23,000 of this

Unsubsidized Aggregate of this amount may be in

amount may be in subsidized loans.

Loan Limit

subsidized loans.

$138,500 for graduate or professional students-No more than

$65,500 of this amount may be in subsidized loans. The

graduate aggregate limit includes all federal loans received for

undergraduate study.

There is no aggregate limit for Federal Direct Parent PLUS or

Graduate PLUS Loans.

The Federal Direct Parent PLUS Loan is available to creditworthy parents of undergraduate students, regardless of income.

This loan program allows parents to borrow the difference between the cost of education and the financial assistance the student is scheduled to receive. Repayment is required to begin within 60 days after the last disbursement; however, borrowers can request a deferment by contacting their loan servicer while their student is enrolled at least half-time toward their baccalaureate degree.

The Federal Direct Graduate PLUS Loan is available to creditworthy students enrolled at least half-time in a graduate or professional program. The loan program is not dependent on income and assets and allows students to borrow the difference between the cost of education and the financial assistance they are scheduled to receive. It is recommended that students maximize their Direct Loan eligibility before borrowing from the Grad PLUS. Repayment is not required for student borrowers while they are enrolled at least half-time in a degree seeking program. Borrowers are eligible for a six-month grace period once they drop below half-time enrollment before repayment begins. Standard repayment on Direct Loans requires a minimum monthly payment of $50 or the amount required to repay the loan within 10 years.

The interest rates for Federal Direct Loans are fixed and published each year prior to July 1. Interest rates for all federal student loans can be found at studentaid.gov. No interest is charged to borrowers of the Federal Direct Subsidized Loan while the student is enrolled at least half-time in a degree seeking program. Interest for Federal Direct Unsubsidized, Federal Direct Graduate PLUS and Federal Direct Parent PLUS loans begins accruing from the date of disbursement. During deferment periods, a student can (1) Make payments toward principal and interest; (2) Pay the interest quarterly and defer the principal; (3) Defer the interest and principal until the student goes into repayment (interest will accrue and be capitalized to the loan when the student enters repayment).

Visit www.redlands.edu/sfs/direct for more information.

State Aid Programs

Cal Grants are funded by the State of California and are administered by the California Student Aid Commission (CSAC).

Awards are based on financial need and grade point average. When an eligible student files a FAFSA and a Cal Grant GPA verification form by March 2, they are automatically considered for a grant. Cal Grant eligibility is contingent on California residency and students and/or parents meeting income and asset requirements. CSAC makes all final Cal Grant decisions.

It is the policy of the University of Redlands to directly apply financial aid and/or scholarship funds to current year tuition, fees, residence hall charges, and other institutional expenses before releasing funds to students. A student may request that their Cal Grant B Access Grant be disbursed directly to them. This request can be made at any time; however, if the grant has already been disbursed, the request would affect only future payments. The request may be made in person to Student Financial Services or via email at SFS@redlands.edu.

California residents who received a Cal Grant as an undergraduate student must submit a G-44 directly to the California Student Aid Commission to receive a fifth year of Cal Grant eligibility. Cal Grant eligibility is contingent on students and/or parents meeting income and asset requirements. Forms are available on the web at www.csac.ca.gov.

Institutional Aid Programs

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2022-2023 Academic Catalog

Institutional aid programs are scholarships, grants and loan programs through University of Redlands. Students must be enrolled full-time to qualify for institutional financial aid.

Merit and Talent Scholarships

The University of Redlands offers a variety of talent- and merit-based scholarship based on a student’s program of study.

College of Arts and Sciences

All new College of Arts and Sciences students are automatically considered for academic scholarships at the time of admission. There are no special or additional application forms to complete. In addition to academic awards, University of Redlands provides scholarships to new students with special talents in music, theatre, art, and creative writing. An audition or submission of a portfolio may be required to determine eligibility. If so, the Office of Admission will notify the student.

Achievement awards are determined by a review of academic record and/or leadership and accomplishment in school or community service. First-year and transfer undergraduate students are eligible for consideration.

Talent awards are available in each of the following areas to entering first-year students and transfer students: art, creative writing, music, and theatre. Selection and renewal are based upon recommendations by the department.

To be eligible to renew Achievement Awards or Talent Awards, College of Arts and Sciences students must: 1. Make satisfactory progress toward their degree. See “Satisfactory Academic Progress” section.

2. Achieve a cumulative GPA of at least 3.00 for merit and music awards, or a 2.5 for art, theatre, and creative writing by the end of the sophomore year and each year thereafter. Johnston Center students who have few or no courses taken for a numerical grade must be similarly evaluated by the Johnston Registrar.

Additional information on merit and talent scholarships can be found at: https://www.redlands.edu/admissions-and-

aid/student-financial-services/first-year/scholarships-and-talent-awards/.

Graduate School of Theology

Scholarships

Presidential and Alumni Scholarships are awarded each year to new and returning students in the M.Div. and M.A.T.S.

program who demonstrate leadership in the Church and other forms of service, strong academic performance, and promise for ministry. Scholarships are renewable annually over the course of the student’s studies.

The top students in each incoming class will be offered renewable Presidential Scholarships covering 100 percent tuition for three years full time in the M.Div. program. Alumni Scholarships covering on average 50-80 percent of tuition are also renewable for a total of three years full-time study.

Eligibility Requirements:

• M.DIV or M.A.T.S. student

• enrolled full time

• making satisfactory academic progress (continuing students), and additionally maintain a GPA of 3.0 or higher Additional information on Graduate School of Theology merit and talent awards can be found here:

https://www.redlands.edu/admissions-and-aid/student-financial-services/graduate-and-continuing-

education/gstscholarships/.

Need-Based Grants

Need-based grants are available to students based on financial need, academic standing, and availability of funds.

College of Arts and Sciences

University Grants are awarded to qualified undergraduates who meet all filing deadlines. Awards are based on financial need, academic standing, and availability of funds. They are made possible, in part, through gifts to the university. The 42

2022-2023 Academic Catalog

Office of Advancement Services coordinates donor relations, and the student may be asked to write a letter of thanks to the donor and/or participate in donor recognition activities. University grants go toward tuition expenses only.

Students must reapply for financial aid every year by March 2. Students who apply after March 2 will have a 10 percent reduction in their University grant. After July 1, there will be a 25 percent reduction in their University grant.

On-Campus Grants are offered to qualified undergraduates who meet all filing deadlines. Awards are based on financial need and residential status. Students must live in University housing to qualify for the On-Campus Grant. On-Campus Grant eligibility is determined by University policy and the student’s financial need and is subject to change.

Note: If a recipient of any of the above awards is also eligible for need-based funding, the total value of all University gift aid cannot exceed the cost of tuition.

Graduate School of Theology

University Grants are institutional aid provided to help students with the cost of tuition. Awards are based on financial need, academic standing, and availability of funds. The student’s need is determined based on the information supplied in the FAFSA. University grants go toward tuition expenses only.

Eligibility Requirements

• M.Div., two-year M.A.T.S., or GTU MA student

• enrolled at least half-time

• making satisfactory academic progress (continuing students)

• paying tuition

Need-based grants are not available for one-year MATS students, and “Special” M.DIV students, unclassified students, GTU

summer school tuition or other off-campus instruction such as Clinical Pastoral Education.

Institutional Loans

The Redlands Loan is a 5 percent interest loan available to undergraduate College of Arts and Sciences students and packaged according to the University’s packaging policy. Funding is limited. Repayment begins six months after a student is no longer registered as an undergraduate student at the University of Redlands.

Student Employment

Employment opportunities, both on and off-campus, are available to College of Arts and Sciences Students who have work awards as part of their financial aid package.

The work-study program introduces students to the workforce and helps them develop important skills for future careers.

On-campus positions are available in almost every department and include, but are not limited to: office assistant, research assistant, data entry clerk, lab technician, tour guide, tutor, and sports event assistant. The Student Employment Office partners with local businesses to offer a variety of opportunities for students. While some off-campus positions may require transportation, others may be walkable or bikeable. Past partnerships include placements with the City of Redlands, Redlands Unified School District, Boys & Girls Club, and local businesses in downtown Redlands including an accounting firm and marketing agency. Student employees can work up to 10 hours a week, which is limited to keep academics as the first priority.

Students' maximum earnings are outlined in their financial aid offer. The exact earning potential will depend upon the student's academic schedule and year in school. Institutional funds and federal funds are allocated to provide work awards to students.

Payment of Financial Aid Awards

All financial aid awards are credited directly to a student’s account at the beginning of each semester. The work award is paid bi-weekly to the recipient according to the number of hours worked in each two-week period.

If the amount of aid exceeds the costs billed to the student account, a refund will be issued to the recipient of aid in accordance with federal financial aid regulations within 14 days of when the credit occurs, unless written authorization from the borrower is received by Student Financial Services.

Revisions of Financial Aid Awards

All financial aid awards are final when granted. However, the Student Financial Services office will re-evaluate and consider 43

2022-2023 Academic Catalog

a revision of the financial aid award if there is a change of family circumstances during the award year, correction or change in the data reported by the family, discovery of an unintended error, or a student has an appeal approved. Any revision will be subject to the availability of funds.

Appeal Process

A student may appeal University of Redlands’ financial aid decisions in writing to Student Financial Services.

Outside Funding Sources

Military and Veteran Benefits

The University of Redlands has been designated by the Veterans Administration as one of the qualified institutions veterans may attend and receive benefits under the following U.S. Codes:

• Chapter 30, Montgomery GI Bill® (MGIB)—Active Duty

• Chapter 31, Veterans and Vocational Training and Rehabilitation Act (VR&E) [Public Laws 894 and 97-815]

• Chapter 32, VEAP

• Chapter 33, Post 9-11 GI Bill® and Yellow Ribbon GI Education Enhancement Program

• Chapter 34, Vietnam Era Education Program

• Chapter 35, Dependents Educational Assistance Program (DEA)

• Chapter 1606, Montgomery GI Bill®—Select Reserve (MGIB-SR)

• Chapter 1607, Reserve Educational Assistance Program (REAP)

The University is approved as a Yellow Ribbon School with the U.S. Department of Veterans Affairs. For more information about VA benefit eligibility, contact the U.S. Department of Veterans Affairs at 1 (888) 442-4551 or visit https://benefits.va.gov/gibill/

The University is authorized for the use of Tuition Assistance for qualified Active Duty, Reservist, or National Guard members. Members should contact their units' educational office for more information on eligibility and applying for Tuition Assistance benefits.

For more information on utilizing military or veteran benefits, contact the University of Redlands Military and Veteran Services at (909)748-8478, military@redlands.edu, or visit www.redlands.edu/military.

GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs (VA). More information about education benefits offered by VA is available at the official U.S. government website at http://www.benefits.va.gov/gibill.

Army ROTC, Air Force ROTC

These programs provide college-trained officers for the U.S. Army, the National Guard, the U.S. Air Force, the Air National Guard, and the U.S. Army Reserve. ROTC scholarships pay for college tuition, books, lab fees, and other purely academic costs. Scholarship cadets also receive a tax-free living allowance up to $1,000 for each academic year the scholarship is in effect. Applicants must be citizens of the United States when they accept the award, at least 17 years of age, and under 25

years of age on June 30 of the year, they become eligible for appointment as officers. The SAT or ACT must be taken no later than November of the year the candidate applies for the scholarship. For further information, call (213) 740-2670.

Cost of Attendance (COA)

COA is the estimate of tuition and fees, cost of room and board (or living expenses), cost of books, supplies, transportation, loan fees, and miscellaneous expenses associated with attending a degree program. This figure is used to determine financial need and total amount of financial assistance a student may receive in an award year. See the Cost of Attendance Section for specific cost of attendance figures for the current award year.

On-Campus College of Arts and Sciences Student Budget

Tuition

$55,328

per year

Room (double occupancy)

$11,718

per year

Board (standard – 14 meals per week)

$4,134

per year

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2022-2023 Academic Catalog

ASUR fee

$350

per year

Books

$1,700

per year

Loan fees

$70

per year

Personal

$2,720

per year

TOTAL

$76,020

per year

School of Business and Society and School of Education Student Budget

Tuition and Fees:

See Actual Tuition Rates

Books:

$48

per credit

Food:

$637

per month

Housing:

$1,339

per month

Transportation:

$104

per month

Personal/Misc:

$436

per month

Loan Fee (graduate student)

$73

per term

Loan Fee (undergraduate student)

$67

per term

Student Services Fee (SBS)

$50

per course

Student Services Fee (SOE)

$5

per term

Graduate School of Theology

Tuition and Fees:

See Actual Tuition Rates

Books:

$576

per term

Food:

$637

per month

Housing:

$1339

per month

Transportation:

$104

per month

Personal/Misc:

$436

per month

Loan Fees:

$110

per term

Payment and Financial Responsibility Policies

Policies pertaining to billing and payments can be found in the tuition and fees section of the catalog Emergency Student Loan Funds

Student Financial Services administers a short-term, no-interest loan fund to assist students experiencing an emergency or cash-flow problem. Except in unusual circumstances, these loans do not exceed $200 and are billed to the student‘s account. Evidence of repayment ability is a prerequisite for all short-term loans made to students. Students are not eligible for more than one emergency student loan per term.

Information and Assistance

For further information about financial aid, or for assistance in completing any of the application forms, write to Student Financial Services, University of Redlands, P.O. Box 3080, Redlands, CA 92373-0999; or call (909) 748-8047, Monday through Friday, 8 a.m. to 5 p.m.; or email sfs@redlands.edu.

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2022-2023 Academic Catalog

Tuition and Fees

The following schedules list the principal expenses and regulations concerning the payment of tuition and fees for the 2022-2023 academic year.

Expenses are subject to change. When such changes are made, notice will be given as far in advance as possible. Fees for the 2023-2024 academic year will be published during summer 2023. While prices are subject to change, tuition and fees are established regardless of instruction mode, and will not be prorated or refunded in the event that instruction transitions from face-to-face instruction to another mode of learning, including remote or online learning. This does not apply to room and board fees.

College of Arts and Sciences Tuition and Fees

DEFINITIONS

Undergraduate

Full Year is defined as Fall/Spring/May or Fall/Spring and includes 24–38 academic credits.

Half Year is defined as Fall only, Fall/May Term, Spring/May Term, or Spring only and includes 12–19 academic credits.

Full-time degree-seeking students enrolled in a program that is billed at a flat rate are charged full tuition for 12 or more credits in any single semester.

Part-time tuition is charged for 1–11 credits per semester based on approval from the Registrar’s Office.

Graduate

Full Year is defined as Fall/Spring/Summer or Fall/Spring.

Half Year is defined as Fall only or Spring only.

TUITION, FEES, AND EXPENSES

Undergraduate Tuition

Full Year: $55,328

Half Year: $27,664

May Term

Students may take two residential (on-campus) or online May Terms free of tuition charges. May Term Travel and Non-residential CSAC courses are not considered residential (on-campus) courses and are excluded from calculation for two tuition free May Terms. Registration for additional May Term courses will be charged at the established per credit rate for the academic year. A May Term course fee will be charged for additional residential (on-campus) courses.

May Term, per credit: $1729

Every May Term travel course will have fees advertised with the course. Deadlines for fees and travel permission forms will be publicized by the College of Arts and Sciences Study Away Office.

All students enrolled in residential (on-campus) May Terms and living on campus will be charged for a May Term room and meal plan.* See Room and Meal Plan Fees below for cost breakdown.

*College of Arts and Sciences students who entered under prior academic catalogs will be extended one additional residential (on-campus) May Term free of room charges during May 2023.

Special Status Undergraduate

Part-time tuition, per credit: $1,729

Individualized Study, per credit: $1,729

Undergraduate Auditing, per credit

Degree candidates: $1,729

Non-degree students: $225

High school students: $120

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2022-2023 Academic Catalog

There is no charge for auditing by full-time undergraduate students within full-year (38 credits) or half-year (19 credits) limits. However, if auditing a course takes the total number of credits beyond the stated limit, the excess credit fee will apply. Full-time students may not audit applied music courses.

Graduate Tuition

Music and Communicative Disorders

Per credit: $1,203

Graduate Individualized Study

Per credit: $1,203

Graduate Auditing, per credit

Degree candidates: $1,203

Non-degree students: $225

Graduate GIS Fees

Per program (1-year program): $48,696

Per term (1-year program): $16,232

Per credit: $1,353

Project Extension Fee*: $1,353

* If a candidate is unable to complete the Major Individual Project (MIP) within one term following the last term of the program, this fee will be charged for each term required to complete the MIP.

Technology/Laptop Fee–MS GIS and MGIS

One-time fee: $2,300

Full-time graduate, per term materials fee: $500

Part-time graduate, per term materials fee: $330

Other Special Costs

Cross-registration with the Schools of Business and Education, $1,729 per credit

Full-time, upper-division undergraduate College of Arts and Sciences students may cross-register for School of Business & Society or School of Education courses with the permission of their academic advisors. Students may register for one School of Business & Society or School of Education course per term provided it does not duplicate a College of Arts and Sciences offering. No more than 12 credits taken at the School of Business & Society and the School of Education can be applied toward a baccalaureate degree. School of Business & Society or School of Education add requests must be signed by the student’s advisor and the Registrar. Credits taken at either the School of Business & Society or the School of Education are considered part of the regular academic load and are subject to the College of Arts and Sciences excess credit fee. Part-time, degree-seeking students follow the same procedures and policies as stated above for fulltime students. Part-time, non-degree students are charged the School of Business & Society or School of Education credit fee.

Admissions Deposit , not refundable

Non-refundable deposit: $350

Each College of Arts and Sciences student admitted to the University must pay a $350 admissions deposit. For students who enroll, the deposit is credited toward the student’s entering semester tuition. For students who do not enroll, the admissions deposit is not refundable.

Application Fee, not refundable

Used to cover the cost of processing admissions applications.

Application Fee $50

Application Fee, study abroad, not refundable $40

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2022-2023 Academic Catalog

Associated Students Fees

Collected by the University to support ASUR and its sponsorship of various activities.

Full-time undergraduate, per year: $350

Part-time undergraduate, per year: $116

Special Status undergraduate, per year: $116

Full-time graduate, per semester: $86

Part-time graduate, per semester: $63

MGIS graduate, per semester: $63

Visiting student for May Term: $65

International Off-Campus Programs, per semester $54

Salzburg semester: $175

Degree Verification Fee

Per Occurrence: $150

Verification of degrees or professional certifications earned to third parties.

Examination for credit in lieu of classwork

Per credit: $295

Available only to full-time students who have not previously audited or attended the course.

Excess Credits Fee

Per credit: $1,729

Field Trips

Actual cost per student

Late Change of Program Processing Fee

During the semester: $40

After close of semester: $90

If granted permission by the Academic Review Board to change program after normal add or drop deadline.

Late Check-in Fee

Checking in after the deadline: $100

Late Immunization Fee

For immunization documents turned in after the approved deadline: $250

Late Payment Fee

Per occurrence: $250

For bills not paid by the payment due date of each semester.

Matriculation Fee

Not refundable: $150

Encompasses costs incurred by the University for maintenance of students’ permanent records.

Reader’s Fee

Per course: $385

Assessed to students who make up incomplete work after the deadline and after leaving the institution. Approval to complete such work must be secured from the Registrar’s Office.

Replacement Diploma Fee: $50

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2022-2023 Academic Catalog

Replacement ID Fee: $10

Transcripts

Transcripts of Records, each copy $10

Johnston Center Transcript, each copy $12

Transcripts are now requested online at: www.getmytranscript.com f or a fee that may include an additional vendor fee, per transcript for standard mail delivery option.

Music Fees

Unless stated otherwise, these changes are in addition to tuition and apply to all students. Music fees are not refundable after the second week of classes.

Private Lessons*, per credit: $250

Class Lessons, per class:

Full-time students— no extra cost

Part-time and non-degree students— no extra cost

* Music majors are eligible for a waiver of this fee if they meet specific criteria. All students who register for a major conducted ensemble are eligible for a reduced fee. See “Waiver or Reduction of Private Lesson Fees” below. Appropriate conducted ensembles are MUSI 111 University Choir, MUSI 112 Chapel Singers, MUSI 114 Bel Canto Singers, MUSI 131

University of Redlands Symphony Orchestra, MUSI 138 Wind Ensemble, and MUSI 140 Symphonic Band.

Waiver or Reduction of Private Lesson Fees

Students required by their program curriculum to register for private lessons will have private lesson fees waived for the minimum number of credits required in their respective majors, regardless of the distribution of these credits among various instruments or in voice. Credits for private instruction earned at other universities will be counted in determining this minimum number. Students will be charged the private lesson fee for any instruction beyond the minimum number of credits. Music majors in the Bachelor of Arts program may waive a maximum of 8 credits of private lesson fees.

To qualify for waiver of private lesson fees, students must meet all of the following requirements: 1. be registered full-time;

2. be registered for or have completed MUS 101, MUS 102, MUS 103, MUS 104, MUS 105, MUS 106, MUS 107, MUS

108 and MUS 110 (MUS 103, MUS 104, MUS 107, and MUS 108 are not required for bachelor of arts majors); 3. be declared and approved as a music major;

4. be advised by a member of the music faculty; and

5. be registered for a course of study that will permit graduation within nine semesters. Semesters of eligibility for transfer students will be pro-rated.

Full-time students who concurrently enroll for credit in and successfully complete MUSI 111, MUSI 112, MUSI 113, MUSI 114, MUSI 130, MUSI 131, MUSI 136, or MUSI 138 are eligible for a special private lesson fee of $75 per credit; the minimum enrollment per semester is 1 credit.

Student Health Insurance

This insurance is mandatory for international students. Domestic students must provide proof of health insurance coverage.

Non-covered students may purchase the plan to comply with coverage requirement.

Annual rate

(8/10/22 to 8/9/23)

$1,563

Fall rate

(8/10/22 to 12/31/22)

$616

Spring rate

(1/1/23 to 8/9/23)

$947

Insurance rates are subject to change

Study Abroad Program

Per term policy. Premium Plus includes Natural Disaster/Political Evacuation/Trip Cancellation/Trip Interruption $230

*Mandatory International Accident and Sickness Insurance

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2022-2023 Academic Catalog

May Term. Enhanced Comprehensive includes Natural Disaster/Political Evacuation $65

*Rates are subject to change

School of Business & Society Tuition and Fees

The following schedules list the principal expenses and regulations concerning the payment of fees for the 2022-2023

academic year. Expenses are subject to change. When such changes are made, notice will be given as far in advance as possible.

Numbers in columns indicate dollar amounts.

Tuition, per credit

Undergraduate Programs

B.S. in Business Administration (BSB)

$692

B.S. in Management (BSM)

$692

Graduate Programs

MBA

$907

MS-Org. Leadership

$907

MS-Info Technology

$907

MS-Business Analytics

$907

Other Programs

Extended Studies

$907

Audit, per credit

Audited courses are billed at the current per-credit rate for the degree program in which the course resides.

Independent Study Fee $275

The independent study fee must be prepaid and is non-refundable. Independent study courses are billed at the current per-credit rate for the degree program in which the course resides.

International Admissions Deposit $350

Each international School of Business & Society student admitted to the University must pay a $350 admissions deposit. For the student who enrolls and begins classes, the deposit will be credited towards the student’s entering term tuition. For students who do not enroll, the admissions deposit will be non-refundable.

International Students

International Program fee* $300

*One-time fee for incoming School of Business & Society International Students.

International Program Housing

University-approved housing rates will apply by housing selected.

Repeat Courses, per credit

Repeated courses are billed at the student’s per credit program rate, provided he/she is currently enrolled in his/her core program. All other courses will be billed at the current per-credit rate for the degree program in which the course resides.

Other Fees

Textbooks

Students purchase textbooks at market price at the time of purchase.

Student Services Fee (per course; non-refundable) $55

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2022-2023 Academic Catalog

Transcripts of Records (each copy) $10

Transcripts are now requested online at www.getmytranscript.com for a fee that may include an additional vendor fee, per transcript for standard mail delivery option.

Cross-Registration with College of Arts and Sciences

Full-time School of Business & Society students may cross-register for one College of Arts and Sciences course per term as part of their degree program with the approval of their Assistant Director of Student Success, provided the course does not duplicate a School of Business & Society offering. Classes must be at the intermediate or advanced level (courses numbered 300 through 499). College of Arts and Sciences add requests must be signed by the student’s Assistant Director of Student Success and the Registrar. Part-time students are subject to the same regulations applicable to full-time students.

Other Special Costs

Late Change of Program Processing Fee

During the semester

$40

After close of semester

$90

If granted permission by the Academic Review Board to change program after normal add or drop deadline.

Duplicate Diploma Fee $50

Examination for Credit in lieu of Coursework (per credit) $295

Available only to full-time students who have not previously audited or attended the course.

Matriculation Fee (not refundable) $150

Encompasses costs incurred by the University for maintenance of students’ permanent records.

School of Education Tuition and Fees

The following schedules list the principal expenses and regulations concerning the payment of fees for the 2022-2023

academic year. All expenses are subject to change. When such changes are made, notice will be given as far in advance as possible.

Tuition, Fees, and Expenses

Numbers in columns indicate dollar amounts.

Tuition, per credit

Undergraduate Program

School of Education Degree Completion Program

$550

Preliminary Teacher Credential Programs

Multiple Subject, Elementary School

$813

Single Subject, Middle & High School

$813

Education Specialist

$813

Professional Credential Programs

Pupil Personnel Services Credential (PPS)

$813

Preliminary Administrative Services Credential (Tier I)

$813

Clear Administrative Services Credential (Tier II)

$813

Master of Arts in Education Degree Programs

Learning and Teaching

$813

Curriculum and Instruction

$813

Curriculum and Instruction Design

$813

School Counseling with Pupil Personnel Services Credential

$813

School Counseling

$813

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2022-2023 Academic Catalog

Educational Administration with Preliminary Administrative Services Credential

$813

Higher Education

$813

Clinical Mental Health Counseling

$813

Leadership for Social Justice

$813

Human Services

$813

Counseling and Psychotherapy (MCPt)

$450

Professional Development Programs

Teacher Induction and Clear Courses, Master's Level

$813

Professional Development Courses - Master's Level

$813

Teacher Induction and Clear Courses, Extension - Per Course

$813

Professional Development Courses, Extension - Per Course

$813

Doctoral Program

Doctorate in Leadership for Educational Justice

$1,121

Audit, Per Credit

Audited courses are billed at the current per-credit rate for the degree program in which the course resides.

Repeat Courses, Per Credit

Repeated courses are billed at the student’s per-credit program rate, provided the student is currently enrolled in their core program. All other courses will be billed at the current per credit rate for the degree program in which the course resides.

Other Fees

Examination for Credit in Lieu of Course (per credit) $295

Available only to full-time students who have not previously audited or attended the course.

Matriculation Fee (not refundable) $150

Encompasses costs incurred by the University for maintenance of students’ permanent records.

Independent Study Fee (not refundable, prepaid) $275

Independent study courses are billed at the current per-credit rate for the degree program in which the course resides.

Dissertation Extension Fee $1,121

If a doctoral candidate is unable to successfully defend his or her dissertation and successful defense of the dissertation within the last trimester of the program, a fee equivalent to 1 credit of tuition will be charged for each trimester required to complete the dissertation and defense. The candidate will be required to enroll in EDUC 862 Dissertation Writing Extension for each trimester required until completion of the dissertation and defense. The dissertation extension will be supervised by the candidate’s dissertation faculty chair.

Duplicate Diploma Fee $50

Student Services Fee (per term; non-refundable) $5

Transcript of Records (each copy) $10

Transcripts are now requested online at www.getmytranscript.com for a fee that may include an additional vendor fee, per transcript for standard mail delivery option.

Admissions Deposit for International Students $350

Each international School of Education student admitted to the University must pay a $350 admissions deposit. For the student who enrolls and begins, the deposit will be credited towards the student’s tuition. For students who do not enroll, the admissions deposit will be non-refundable.

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2022-2023 Academic Catalog

Late Change of Program Processing Fee

-- Petition Fee $40 – For any petition submitted for changes involving the current term (add/drop a course after open registration).

-- Petition Fee $90 – For any petition submitted for changes involving a previous term (retroactive withdrawal, grade disputes, etc.)

-- California Teacher Performance Assessment (CALTPA) Remediation Fee $50 – Faculty will meet with a teacher candidate and provide guidance on improvement for revision and resubmissions of the assessment.

MATRICULATION FEE (non-refundable) $150

Encompasses costs incurred by the University for maintenance of students’ permanent records.

Cross-Registration with College of Arts and Sciences

Full-time School of Education students may cross-register for one College of Arts and Sciences course per term as part of their degree program with the approval of their academic advisor, provided the course does not duplicate a School of Education offering. Classes must be at the intermediate or advanced level (courses numbered 300 through 499). College of Arts and Sciences add requests must be signed by the student’s academic advisor and the Registrar. Part-time students are subject to the same regulations applicable to full-time students.

Graduate School of Theology Student Tuition and Fees

Tuition

Program Description

Fee Type

Amount*

Bill Type

Master Programs

Masters of Divinity

Tuition

$9,000

Per Term (Fall

and Spring

Term)

Masters of Divinity

Tuition

$750

Per Unit

(January and

Summer Terms)

Masters of Divinity

Overload Fee

$750

Per Unit

Master of Arts in Theological Studies

Tuition

$9,000

Per Term (Fall

and Spring

Term)

Master of Arts in Theological Studies

Tuition

$750

Per Unit

(January and

Summer Terms)

Master of Arts in Theological Studies

Overload Fee

$750

Per Unit

Unclassified Masters Level

Tuition

$750

Per Unit

Doctoral Programs

Doctorate of Ministry

Tuition

$1,950

Per Course

Doctorate of Ministry

Supervision

$620

Per Term

Diploma in Advanced Pastoral Studies

Tuition

$1,950

Per Course

Graduate Theological Union

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2022-2023 Academic Catalog

Common Master of Arts

Tuition

$780

Per Unit

Common Master of Arts

Continuation Fee

$4,530

Per Term

Certificates and Diplomas

Certificate in Trauma & Spiritual Care

Tuition

$780

Per Course

Certificate in the Art of Spiritual Direction

Tuition

$1,440

Per Course

Certificate in Theological Studies

Tuition

$780

Per Credit

Diploma in the Art of Spiritual Direction

Tuition

$1,560

Per Course

Diploma in Chaplaincy/Spiritual Care Research Literacy

Tuition

$1,950

Per Course

Unclassified Class in Art of Spiritual Direction

Tuition

$1,250

Per Course

Shaw Chaplaincy Institute

Clinical Pastoral Education

Tuition

$800

Per Unit

Audit Fees

Masters programs $275 per course

Doctoral Program $400 per course

Other Fees

Textbooks

Students purchase textbooks at market price at the time of purchase.

Student Activity Fee (per term) $100

Transcripts of Record (each copy) $10

Transcripts are now requested online at: www.getmytranscript.com for a fee that may include an additional vendor fee, per transcript for standard mail delivery option.

Other Special Costs

Late Change of Program Processing Fee

Late Registration $100

Change in Enrollment Fee $50

Enrollment Deposit - $200 - For the student who enrolls and begins, the deposit will be credited towards the student’s tuition. For students who do not enroll, the admissions deposit will be non-refundable.

Graduation Fee - Masters $75

Graduation Fee – Doctoral $100

Duplicate Diploma Fee - $50

School of Continuing Studies Tuition and Fees

Refer to the Redlands website for current tuition rates at www.redlands.edu/ContinuingStudies.

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2022-2023 Academic Catalog

Room and Board

College of Arts and Sciences Room and Board

All undergraduate College of Arts and Sciences students living on campus, including those living in Brockton Apartments and organizational houses owned by the University, are required to have a meal plan. Meal plan options are 19 meals per week, 14 meals per week, 10 meals per week, 100 Block, 75 Block, May Term and 50 Block. These are all you care to eat (AYCTE) plans with dining dollars.

Meal Plan Fees

Meal Plan

Dining

Fall

Spring

Fall/ Spring

May Term

Dollars per

Total

Term

10 MPW (Meals per Week)1

$250

$1,758

$1,758

$3,516

14 MPW (Meals per Week)

$250

$2,067

$2,067

$4,134

-

19 MPW (Meals per Week)

$250

$2,340

$2,340

$4,680

-

Unlimited

$250

$2,600

$2,600

$5,200

-

100 Block2

$250

$1,373

$1,373

$2,746

-

75 Block3

$250

$979

$979

$1,958

-

50 Block4

$75

-

-

-

$422

100 Dining Dollars5

$100

$100

$100

$200

1 Minimum plan for students living in residence halls

2 Minimum plan for students living in apartments and houses

3 Optional meal plan for student not living on campus

4Required meal plan for student living on campus during May Term

5Optional Dining Dollars only meal plan for student not living on campus

Room Fees

Room Type

Annual Rate (Fall/Spring)

Residence Halls

Air Conditioned Residence Halls

Non-Air Conditioned Residence Halls

Double-Hall Bath

$11,774

$11,182

Double-Suite Bath

$12,366

$11,774

Double-Private Bath

$12,952

$12,366

Triple-Hall Bath

$9,418

$8,948

Triple-Suite Bath

$9,896

$9,418

Triple-Private Bath

$10,364

$9,896

Quad-Hall Bath

$7,064

$6,714

Quad-Suite Bath

$7,416

$7,064

Quad-Private Bath

$7,772

$7,416

Large Single-Hall Bath

$16,484

$15,662

Large Single-Suite Bath

$17,312

$16,484

Large Single-Private Bath

$18,136

$17,312

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2022-2023 Academic Catalog

Small Single-Hall Bath

$14,130

$13,424

Small Single-Suite Bath

$14,840

$14,130

Small Single-Private Bath

$15,542

$14,840

Air Conditioned Residence Halls:

California, Cortner, East, Founders, Grossmont, Haven, Holt, Melrose, Merriam, North, Williams

Non-Air Conditioned Residence Halls:

Anderson, Bekins, Fairmont

May Term Housing

Room Type

Term Rate

Selected Halls/Rooms

$410

Apartments and Organizational Houses:

Room Type

Annual Rate (Fall/Spring)

Brockton Apartment-Single

$14,840

Grove Apartment-Double

$13,602

Grove Apartment-Single

$16,072

Organizational Houses

$11,774

Graduate GIS

Room Type

Monthly Rate

Double-Large

$1,086

Double-Small

$1,011

Family-Large

$1,918

Family-Small

$1,786

Single-Large

$1,503

Single-Small

$1,431

Room and Board Contract Cancellation

Continuing students may cancel acceptance of room and board contracts without penalty if written notification is received in the Office of Student Life by July 21. After that date, the penalty is charged to continuing students who do not honor a signed room and board contract.

Late cancellation fee—room and board contract: $500

Graduate School of Theology Housing

Graduate School of Theology Housing

Room Type

Cost

Carriage House Priority rent (per month)

$1,874 per month

Hunter and Landon Priority rent

1 Bedroom

$1,234 per month

Oxtoby (Shared) Priority rent

2 Bedroom

$593 per person, per month

Landon Hall Priority rent

2 Bedroom

$1,609 per month

Landon Hall Studio rent

2 Bedroom

$1,051 per month

Student Village Apartments (Families Only) Priority rent

2 Bedroom

$1,572 per month, plus utilities

Student Village Apartments (Families Only) Priority rent

3 Bedroom

$1,737 per month, plus utilities

Flex Townhomes: Faculty/Student Housing Priority rent

$1,874 per month, plus utilities

One-time pet cleaning surcharge

$200 non-refundable

Housing Deposit

$750

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2022-2023 Academic Catalog

Billing and Payment Policies

The tuition due dates for College of Arts and Sciences are defined each year approximately one month before the start of each semester. The due date for any changes in charges on a student’s account is 30 days from the date of the billing transaction.

The tuition due date for School of Business and Society, School of Education, and Graduate School of Theology students is 30 days from the date of the billing transaction.

Upon matriculation into the University, students sign a financial responsibility agreement acknowledging the following. For College of Arts and Sciences dependent students, a parent must sign the financial responsibility agreement.

Payment of Tuition and Fees: When a student registers for any class at University of Redlands or receives any service from University of Redlands, they accept full responsibility to pay all tuition, fees, and other associated costs assessed because of their registration and/or receipt of services. Registration and acceptance of these terms constitutes a contractual agreement (i.e., a financial obligation in the form of an educational loan as defined by the U.S. Bankruptcy Code at 11 U.S.C.

§523(a)(8)) in which University of Redlands is providing them educational services, deferring some or all their payment obligation for those services, and they promise to pay for all assessed tuition, fees, and other

associated costs by the published or assigned due date). The signer knowingly and intelligently waives any defense(s) that may be available to them due to the passing of any applicable statute of limitations.

University Refund Policy: If a student drops or withdraws from some or all the classes for which they register, the financially responsible party will be responsible for paying all or a portion of tuition and fees in accordance with the published tuition refund schedule at https://www.redlands.edu/admissions-and-aid/student-financial-services/refund-policy/. Failure to attend class or receive a bill does not absolve a student of their financial responsibility as described above.

Financial Aid: Financial Aid offers are contingent upon a student’s continued enrollment and attendance in each class upon which their financial aid eligibility was calculated. If a student drops any class before completion, their financial aid eligibility may decrease and some or all the financial aid awarded to the student may be revoked. If a student is not eligible for financial aid, or if their financial aid does not cover all charges on their account, they are responsible for the remaining balance.

Financial Hold: If a student fails to pay an account balance or any monies due and owing University of Redlands by the scheduled due date, University of Redlands will place a financial hold on their student account, preventing the student from registering for future classes, or receiving their diploma.

Late Payment Charge: For students enrolled in the College of Arts and Sciences, failure to pay a student’s account bill or any monies due and owing University of Redlands by the scheduled due date, may result in a late payment fee at the rate of $250 per semester.

Method of Communication: University of Redlands uses email as an official method of communication with the student and proxy users and that, therefore, students are responsible for reading the emails received from University of Redlands on a timely basis.

Method of Billing: University of Redlands uses electronic billing (e-bill) as its official billing method; therefore, a student is responsible for viewing and paying their student account e-bill by the scheduled due date. Failure to review an e-bill does not constitute a valid reason for paying a bill after the due date. E-bill information is available at

https://selfservice.redlands.edu/student/finance/.

Billing Errors: Administrative, clerical, or technical billing errors do not absolve a student of their financial responsibility to pay the correct amount of tuition, fees, and other associated financial obligations assessed as a result of the student’s registration at University of Redlands.

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2022-2023 Academic Catalog

Contact: University of Redlands and its agents and contractors are authorized to contact a student at their current and any future cellphone number(s), email address(es), or wireless device(s) regarding the student’s delinquent student account, any other debt I owe to University of Redlands, or to receive general information from University of Redlands. University of Redlands and its agents and contractors are authorized to use automated telephone dialing equipment, artificial or prerecorded voice or text messages, and personal calls and emails in their efforts to contact me. A student may withdraw their consent to call or text their cellphone using automated telephone dialing equipment by submitting a clear revocation request to sfs@redlands.edu or to the applicable contractor or agent contacting them on behalf of University of Redlands.

Updating Contact Information: A student is responsible for keeping University of Redlands records up to date with their current mailing addresses, email addresses, and phone numbers by following the procedure at

www.redlands.edu/study/registrars-office/formsandrequests/change-of-address/. Upon leaving University of Redlands for any reason, it is the student’s responsibility to provide University of Redlands with updated contact information for purposes of continued communication regarding any amounts that remain due and owing to University of Redlands.

Collection Costs: If charges are incurred by the student and not paid when due, and if acceptable payment arrangements are not agreed to, a student agrees to pay all reasonable costs of collection in addition to the underlying and unpaid charges. Reasonable costs of collection include, but are not limited to, reasonable attorney’s fees and court costs. Students authorize the University to contact any credit bureaus, creditors, or personal references to obtain information concerning their current address, phone number, or place of business.

Tuition Refund Policies

College of Arts and Sciences 

Students who voluntarily drop all courses in a term prior to attending will have tuition and fees refunded in full for that term. Certain fees may be non-refundable. Information regarding non-refundable fees can be found in the catalog above.

Once a student begins attendance in a term, all fees are non-refundable.  College of Arts and Sciences undergraduate students are required to maintain full-time enrollment status in a minimum of 12 units. If a student drops below 12 units, their tuition will not be prorated unless they have been approved by the Registrar's Office to attend in a part-time status.

Tuition for part-time students is billed at the per-unit rate for that academic year.

College of Arts and Science graduate students are billed on a per-unit basis. Tuition for courses dropped after the student begins attendance is refunded on a per diem basis starting with the first day through the first 60 percent of the semester.

College of Arts and Sciences students enrolled in the one-year MS Geographic Information Systems program are billed on a per-semester basis unless approved to enroll in a part-time status. Tuition for dropped classes will not be prorated. Tuition for part-time students is billed at the per-unit rate for that academic year.

If an undergraduate or graduate student withdraws or takes a leave of absence prior to the end of the term, the student must complete the official withdrawal or leave of absence process detailed in the Academic Standards section of the catalog be eligible for a tuition refund. Tuition is refunded on a per diem basis starting with the first day through the first 60 percent of the semester.

The withdrawal date used to calculate the tuition refund for course drops, withdrawals, and leaves of absence is the date the student gives official notification of their intent to withdraw. In certain circumstances, if a later date of last academic activity is substantiated, this date can be used.

School of Business and Society  

Students who voluntarily drop all courses in a term prior to attending will have tuition and fees refunded in full for that term. Certain fees may be non-refundable. Additional information regarding non-refundable fees can be found in the catalog above. Once a student begins attendance in a course, all fees are non-refundable.

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If the student withdraws or takes a leave of absence prior to the end of the term, a student must complete the official withdrawal or leave of absence process detailed in the Academic Standards section of the course catalog to be eligible for a tuition refund.

Tuition for courses dropped after the student begins attendance, withdraws, or takes a leave of absence is prorated based on the number of sessions attended out of the total number of scheduled sessions for the course through the first 60

percent of the semester. The withdrawal date used to calculate the tuition refund for course drops, withdrawals, and leaves of absence is the date the student gives official notification of their intent to withdraw. In certain circumstances, if a later date of last academic activity is substantiated, this date can be used.

School of Education 

Students who voluntarily drop all courses in a term prior to attending will have tuition and fees refunded in full for that term. Certain fees may be non-refundable. Information regarding non-refundable fees can be found in the tuition and fees section of the catalog. Once a student begins attendance in a term, all fees are non-refundable.

If the student withdraws or takes a leave of absence prior to the end of the term, a student must complete the official withdrawal or leave of absence process detailed in the Academic Standards section of the course catalog to receive a tuition refund.

Tuition for courses dropped prior to the add/drop date for the term will be refunded in full. Once the add/drop date has passed, tuition is prorated based on the number of sessions attended out of the total number of scheduled sessions through the first 60 percent of the semester. The withdrawal date used to calculate the tuition refund for course drops, withdrawals, and leaves of absence is the date the student gives official notification of their intent to withdraw. In certain circumstances, if a later date of last academic activity is substantiated, this date can be used.

Graduate School of Theology 

Students who voluntarily drop all courses in a term prior to attending will have tuition and fees refunded in full for that term. Certain fees may be non-refundable. Additional information regarding non-refundable fees can be found in the catalog above. Once a student begins attendance in a course, all fees are non-refundable.

If the student withdraws or takes a leave of absence prior to the end of the term, a student must complete the official withdrawal or leave of absence process detailed the Academic Standards section of the course catalog to be eligible for a tuition refund.

Tuition for courses dropped after the student begins attendance is refunded on a per diem basis starting with the first day through the first 60 percent of the semester.  The withdrawal date used to calculate the tuition refund for course drops, withdrawals, and leaves of absence is the date the student gives official notification of their intent to withdraw. In certain circumstances, if a later date of last academic activity is substantiated, this date can be used.

School of Continuing Studies 

Students who voluntarily drop all courses in a term prior to attending will have tuition and fees refunded in full for that term. Certain fees may be non-refundable. Additional information regarding non-refundable fees can be found in the tuition and fees section of the catalog. Once a student begins attendance in a course, all fees are non-refundable.

If the student withdraws or takes a leave of absence prior to the end of the term, a student must complete the official withdrawal or leave of absence process detailed in the Academic Standards section of the catalog to be eligible for a tuition refund.

Tuition for courses dropped after the student begins attendance, withdraws, or takes a leave of absence is prorated based on the number of sessions attended out of the total number of scheduled sessions for the course through the first 60

percent of the semester. The withdrawal date used to calculate the tuition refund for course drops, withdrawals, and leaves of absence is the date the student gives official notification of their intent to withdraw. In certain circumstances, if a later date of last academic activity is substantiated, this date can be used.

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College of Arts and Sciences

College of Arts and Sciences Undergraduate Admissions

The University believes that the best education takes place in a challenging and humanizing environment, one that fosters intellectual growth and personal development. We want students who possess high levels of motivation, involvement, commitment, and accomplishment.

Selection Criteria

Candidates who apply to the University of Redlands will be evaluated individually by admissions officers or the Faculty Admissions Review Committee. The following factors are considered:

1. Academic record. We are interested in the student who has performed well in a demanding curriculum. The quality of academic achievement (as demonstrated by high school grade point average) during the sophomore through senior years for first-year students and in college-level work for transfers is the single most important factor in our decision-making process. Preferential consideration will be given to first-year students and transfers whose school records reflect a B average or better in academic areas.

2. Preparation. We recommend that applicants complete at least 16 credits in solid academic areas during high school, although the cumulative grade point average (GPA) is based on grades 10 through 12. No single academic schedule is required, but a college preparatory program is strongly recommended. This includes four years of English, three years of mathematics up to and including Algebra II, and two or three years each of foreign language, laboratory sciences, and social studies.

3. Standardized testing. We require either the SAT or ACT for all first-year applicants. SAT subject tests are not required. Test results should reflect the ability necessary to succeed in an academically demanding environment.

We do not require the optional essay section of the SAT or the optional writing section of the ACT.

4. Application. When considering a student’s extracurricular activities and personal accomplishments, we look for quality and depth rather than quantity—factors that will enrich the campus community and increase the student’s sense of participation. When reading a student’s personal essay, we focus on both content and style.

5. Interview. A personal interview, although not required, is strongly recommended.

Application

Common Application

The University of Redlands is one of more than 600 colleges that accepts the Common Application and is an exclusive user.

It is available online at www.commonapp.org. The application should be submitted along with the application fee, personal essay, and responses to the University of Redlands specific questions. Letters of recommendation, school report, transcripts, and other supplemental information may be uploaded with the Common Application or sent directly to the Office of Admissions.

First-Year Student Application Procedure

An application for admission will be evaluated only after the Office of Admissions has received the following: 1. A completed and signed application with the appropriate application fee. The University of Redlands is an exclusive user of the Common Application and students can apply for admission at www.commonapp.org. The application fee is $30.00, but a fee waiver may be requested if there is financial hardship.

2. Results of either the SAT and/or ACT. Applications and scheduled dates for these examinations can be obtained at secondary schools. The SAT code number for the University of Redlands is 4848 and the ACT code is 0464.

3. An official transcript. Applicant must send an official high school transcript directly to the University of Redlands Office of Admissions.

4. Two letters of recommendation. One should come from an administrative official (counselor, director of guidance, dean, vice principal, or principal) and the other from a teacher of an academic subject at the last school attended.

If the applicant has been out of school for more than three years, the reference forms may be written by two people (except relatives) qualified to provide an evaluation of personal qualities and academic abilities.

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Transfer Application Procedure

Because of the valuable contributions that students from varied educational experiences and backgrounds make to the University, Redlands welcomes applications from transfer students.

To be considered for admission, a transfer applicant must have graduated from secondary school or the equivalent and must have completed at least 24 semester credits of transferable college-level work. Transfer students should have a record showing that the majority of this coursework has been in academic courses and have two solid semesters of full-time work with no less than a 2.0 in any one course at the time of applying. We also recommend that, in the absence of other strongly supportive academic evidence, a student possess a minimum GPA of 2.8. If fewer than 24 credits have been completed, an applicant will be reviewed according to first-year student procedures. The University will accept up to 66 credits from a community college transfer and 96 credits from a four-year college transfer, but the last 32 credits prior to graduation must be completed at the University of Redlands.

An application for admission will be evaluated only after the Office of Admissions has received the following: 1. A completed and signed application with the appropriate application fee. The University of Redlands is an exclusive user of the Common Application and students can apply for admission at www.commonapp.org. The application fee is $30.00 but a fee waiver may be requested if there is financial hardship.

2. Official transcripts of record from the last high school and each college attended. (No portion of a college record may be omitted in consideration of eligibility for admission.) Transcripts must come directly from the high school and each college attended.

3. Letter of recommendation. This should come from an academic instructor.

Admissions Options and Action

Fall Semester Admission

First-year students applying for the fall semester may submit an application either for early action or regular action. See deadline dates below. The early action deadline is non-binding. Applications for the fall semester are available one year prior to the desired enrollment.

Transfer admission is done on a rolling basis with a priority deadline of March 1.

Spring Semester Admission

Application deadline. Spring matriculants must have a completed application on file by November 1. The application will be processed when the file is complete on a policy of “rolling admissions.” As most mid-year entrants are transfers, they are advised to request all official transcripts well ahead of the November 1 deadline.

Johnston Center Admission

Students applying to the Johnston Center for Integrative Studies are expected to meet the same requirements for admission as the regular undergraduate applicant. In addition, students must complete the Johnston Center Supplement.

Deferred Admission

A student who is offered admission may wish to enroll for a later semester than the one indicated on the letter of admission. To defer admission, a request in writing must be submitted to the Office of Admissions along with your $350

non-refundable tuition deposit. Students approved to defer must not enroll full time at another institution. Deferred students who wish to take a course at another institution must receive prior approval by the Office of Admissions. A deferred file will be kept active for two semesters. After that time, the candidate must submit a complete readmission application.

Guest Students

A student who is a degree candidate at another institution may attend the University of Redlands as a guest student on a full- or part-time basis. A simplified admission procedure is provided for such students. Inquiries should be addressed to the Study Abroad Office. It is the guest student’s responsibility to check whether credits taken at Redlands may be transferred to the degree-granting institution. University of Redlands scholarship aid is not available to guest students.

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Part-time Students

Students who are not pursuing a degree may take up to 8 credits per semester. Degree candidacy on a part-time basis is limited to students of non-traditional college age who hold permanent employment or have family obligations. Admissions must approve such candidacy. No more than 16 credits of non-degree, part-time coursework may be applied to candidacy.

Appeal Procedure

Students seeking to appeal an admission decision can write to the Faculty Admissions Review Committee through the Office of Admissions. Additional documentation in support of the appeal must be provided.

Tuition Deposit Deadlines

Applicants who are offered admission and decide to enroll must submit a $350 non-refundable tuition deposit to guarantee a place in the class. The deposit, which will be applied toward tuition and fees, must be submitted prior to the published deadlines. For the Fall semester, the tuition deposit deadline is May 1 (National Candidate Reply Date) for first-year students and June 1 for transfer students.

Other Dates and Deadlines

November 1

Application deadline for the Spring semester.

November 15

Early Action deadline for the Fall semester for freshmen applicants.

January 15

Regular decision deadline for the Fall semester for freshmen applicants. Students seeking

“need-based” financial assistance should apply by this date.

March 1

Priority transfer deadline for the Fall semester.

May 1

National candidate’s reply date for freshmen applicants. $350 non-refundable tuition deposit

due. International students should submit the $350 deposit in the form of a bank draft in U.S.

dollars, or with an American Express, Visa, Mastercard, or Discover credit card.

June 1

Transfer student reply date. $350 nonrefundable tuition deposit due.

College of Arts and Sciences Graduate Program Admissions

The College of Arts and Sciences offers master’s degrees in communication sciences and disorders, music, and geographic information systems. Please refer to the appropriate department sections in this Catalog for more information.

College of Arts and Sciences Academic Standards

Attendance

Students are expected to attend all classes regularly. Each professor has the right to establish regulations regarding attendance (e.g., the relation between attendance and the final grade). Students who miss the first class of the semester may be dropped from the class by the professor.

The Office of the University Dean of Student Affairs notifies instructors when medical problems indicate an Arts and Sciences student cannot attend classes or when an emergency arises that requires a student to leave school temporarily.

Registration

New students plan their program in consultation with their faculty advisors during the orientation periods that precede registration day and the start of classes. Currently enrolled students register for their courses during the preceding semester.

Validation of registration takes place at Check-In at designated times prior to the first day of class of the Fall and the Spring term. Students who fail to complete Check-In during the designated period must pay a late Check-In fee. For more information, see the College of Arts and Sciences Tuition and Fees and College of Arts and Sciences Academic Calendar sections of this Catalog.

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Changes in registration may be made at the beginning of each term. The relevant dates are listed in the Academic Calendar section of this Catalog. All courses for which a student is registered after the last day to drop classes without appearing on a student’s transcript will appear on the student’s permanent record.

Cross-registration with the Schools of Business & Society, Education, and Continuing Studies Full-time, upper-division Arts and Sciences students may cross-register for School of Business & Society, School of Education, or School of Continuing Studies courses with the permission of their academic advisors. Students may register for one School of Business & Society, Education, or Continuing Studies course per term. No more than 12 cross-registration credits can be applied toward a baccalaureate degree.

Student Load

Full-Time Student Load

All undergraduates must pursue full-time studies unless admitted to Special Status. The normal load for undergraduates is 16 semester credits. When registration falls below 12 credits, students are not eligible to participate in certain extracurricular activities, such as athletics, and jeopardize their financial aid status.

Overloads

Students who wish to take more than 19 credits in a semester or more than 3 credits in a May Term must submit a petition to the Dean’s Office prior to overload enrollment; credit totals include all credits taken, both internally at the University of Redlands and externally at other institutions. Students who are approved will be charged tuition for all excess credits. For more information, see the Tuition and Fees chapter of this Catalog.

Degree-Seeking Candidates

A student who wishes to be considered for degree status should formally apply before undertaking coursework. No more than 16 credits of work taken at Redlands prior to formal admission can be applied toward an undergraduate degree. A student must be admitted as a degree-seeking candidate prior to completing the last 32 credits toward graduation. Any student who pursues degree candidacy must follow approved admission policies. Admission status will be determined by the Associate Vice President of Admissions. If University programs or policies change, students must take the responsibility (with written departmental approval) to adjust their programs to comply with current standards. Students who intend to work toward an advanced degree, but who are required to complete prerequisite work, must apply for graduate status through the appropriate department.

Catalog Year Requirement

Graduation requirements are based either on the catalog year in effect for the year of formal admission or the catalog year in effect for the year of graduation. A student cannot select graduation requirements from more than one catalog.

Special Status Degree-Seeking Students

• With permission, students may pursue an undergraduate degree on a special part-time basis. Most students in this category are not of traditional college age and hold permanent employment and/or have family obligations.

• University employees (with the exception of full-time faculty) may pursue a degree program on a part-time basis in compliance with personnel policies.

• Students who have completed four full years at the University, or transfer students with at least 32 credits at Redlands, may take coursework on a part-time basis to meet graduation requirements.

Special Status Non-Degree Students

• An individual who wishes to take courses for enrichment may take no more than 8 credits per semester and must receive permission from the Registrar. With permission, students may take courses any number of semesters under this category. A student should provide a transcript of work previously completed when seeking permission from the Registrar.

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• Upon recommendation of the academic dean, high school students may take college-level work for high school credit on a space-available basis, with the approval of a high school representative such as the principal or a counselor.

−− University employees (including faculty) may, in accordance with personnel policies, undertake part-time studies for the purpose of personal enrichment.

Auditing for No Credit

Undergraduate

A student may audit a course with the approval of the Registrar and the instructor of the course. No charge is made for a full-time student within the limit of 38 credits for the full year or 19 credits for the half year. The fees for students other than full time are listed in the College of Arts and Sciences Tuition and Fees section of this Catalog. The instructor will not process or grade any exams or papers of an auditing student.

Graduate

A full-time student may audit a maximum of one course during the Fall or Spring of an Arts and Sciences semester, or one course during a School of Education or School of Business term, with payment of an additional fee. Students who register for less than a full load will be required to pay the usual fee for any audited course. No student may audit a course without the consent of the instructor.

Guest Student Status

A student may attend the University on a fulltime or part-time basis as a degree candidate from another institution. It is the student’s responsibility to ascertain the transferability of credit back to the original institution. Applicable financial aid should be transferred from the degree-granting institution.

Concurrent Coursework

Students who wish to take work at other institutions either concurrently, during May term, or during summer sessions may transfer only courses with a grade of 2.0 or better, subject to approval by the Registrar in advance of the term in which the course is taken. Quality grade points (derived from numeric grading) are not awarded for transfer work and credits from these courses are not calculated into the GPA. The total credit for all work taken concurrently at the University and by correspondence, extension, or at another institution should not exceed 19 credits per semester.

For further information, please refer to Transfer Credit in this section of the Catalog.

Transfer Credit

Subject to approval by the Registrar, courses (but not grades) completed at other regionally accredited institutions with a grade of 2.0 (C) or higher will be accepted for credit. The University will accept up to:

• 66 credits from regionally accredited two-year colleges

• 96 credits from regionally accredited four-year colleges

The last 32 credits prior to graduation must be completed at the University of Redlands. A student will not be granted credit for any prior transferable coursework that is not declared at admission or during the first semester of attendance.

Students already admitted to Redlands who wish to take work at other institutions, either concurrently or during May term or summer sessions, may transfer only work with a grade of 2.0 (C) or higher, subject to approval by the Registrar in advance of the term in which the course is taken.

Transfer courses must be approved by the department or program if they are to be applied to a major or minor. Additional work may be required at the discretion of the department or program.

Students seeking credit from the University of Redlands for courses taken through a Redlands-approved but not regionally accredited institution can do so only by enrolling for a directed study course approved by a Redlands faculty member.

Quality grade points (derived from numeric grading) are not awarded for transfer work, and credits from these courses are not calculated into the GPA. Students must provide appropriate evidence that they have completed the proposed work as 64

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required by the sponsoring faculty member or department. Students receiving credit in this manner will be charged a fee rather than tuition. See the College of Arts and Sciences Tuition and Fees section of this Catalog for more details.

Correspondence and extension courses taken at fully regionally accredited institutions may be accepted for credit only if approved in advance by the Registrar.

The maximum credit for all work taken concurrently at the University and by correspondence, extension, or at another institution may not exceed a total of 19 credits per semester.

Examinations

Faculty members may administer quizzes and tests during the semester at their discretion, but are expected to announce major examinations (those that exceed one hour in length) no less than one week in advance.

Final examinations must be held according to the examination schedule of the Academic Affairs office. University regulations require a final examination or major integrative work for every course.

Students usually will not be permitted to make up missed final examinations. However, if absence from any announced hour examination or final examination is required because of an emergency (such as personal or family illness), the examination may be made up if the instructor is provided with written verification of the emergency from a physician, parent, or guardian.

Students who are absent from quizzes or examinations because of intercollegiate athletics, field trips, tours, or the like will be permitted to make up the quiz or examination only if they obtain approval in advance from the instructor of the class involved. Coaches and faculty members planning field trips are expected to inform their students of such events well in advance. Students are then responsible for making suitable arrangements-in advance-with faculty of any courses from which they will be absent.

Individualized Study

The College of Arts and Sciences offers a variety of means by which students may work individually with faculty. Such individualized study provides students with the option of designing their own courses and working with faculty on a one-to-one basis. These learning experiences may be disciplinary, interdisciplinary, or from areas outside the current curriculum.

Students may take advantage of directed study, internship, or honors research.

The following provisions apply to all individualized study:

1. Appropriate forms for each individualized study must be completed by the student and faculty/Internship Program sponsor and approved by the Registrar by the close of registration for the term in which the work is to be done.

Students may petition the Academic Review Board for later registration only if prior planning was not possible (e.g., if the individual is a new student or if a class in which a student enrolled was subsequently canceled).

2. No course offered in the regular curriculum may be taken as individualized study during the regular academic year.

3. Only one category of individualized study (directed study, department internships, honors research) may be taken in any given term.

4. Up to 4 credits of individualized study may be taken during a given term. Up to a total of 12 credits may be counted toward the 128 earned hours of academic credit required for graduation. Up to 8 credits of any one category of individualized study may be taken.

Directed Study (department alpha) 170, 270, 370, 470, 670

This provides students the opportunity to gain experience with learning on a one-to-one basis. Prerequisite: for 370, 470, and 670, previous coursework or experience in the field to be studied. (2–4 credits. CN grading only.) Departmental Internships (department alpha) 385, 485*

*Some departments list internships specifically by number; some do not.

Academic internships enable students to gain work experience in the career field of their choice at either the exploratory or more advanced level. Specialized internships provide extensive opportunities for advanced students in specific fields of study; these are usually taken after other coursework has been completed in the area. 2–4 credits. CN grading only.

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Honors Research

Highly qualified students are eligible to apply for departmental honors programs during their junior year. Once accepted into a program, students begin work on their individual honors project during the first semester of the senior year. For more information, see the appropriate department chair.

Honors Research (department alpha) 499

Available only to students who are approved honors candidates, this entails 2 to 4 credits per semester, but no more than 8

credits total may be applied toward the bachelor’s degree. Acceptance of these credits toward requirements for a major is at the discretion of the department. (2–4 credits. CN grading only.)

Official Withdrawal or Leave of Absence

A student who needs to withdraw from the University or take a leave of Absence should contact the Office of Student Affairs to schedule a departure interview. Both a Withdrawal (WDL) and a Leave of Absence (LOA) are considered official once the LOA or WDL paperwork reflecting the student's intention has been completed by a designated Student Affairs representative. Completed documents will state the intentions of the student to discontinue the course(s) in which s/he is registered and the effective date the WDL or LOA will be implemented, which is then recorded by the Registrar’s Office. If a student fails to complete the departure interview, the applicable date will be the midpoint of the term, unless the University can substantiate a later date. When a later date is established, that date will be reflected on the departure document.

During a student’s leave of absence, their official records remain active, as does their email address. Students returning from a leave of absence within one year are not required to be formally readmitted. Students will be expected to fulfill the graduation requirements in effect at the date of their original matriculation. Students who do not return from a leave of absence within one year are withdrawn from the University. To return, they must be formally readmitted.

Withdrawal from the University is the permanent separation of the student from the University. Should a withdrawn student want to return to the University, they will have to apply for admission.

Re-enrollment

Students who have withdrawn and seek readmission must submit a readmission application to the Office of Admissions (for undergraduate students) or to the appropriate program office (for graduate students). Readmitted students must meet the graduation requirements in effect at the time of readmission. A student cannot select graduation requirements from more than one catalog.

Undergraduate Academic Standing

Satisfactory Academic Standing

A student who is making reasonable progress toward graduation (measured by completed credits toward graduation) and who is not subject to academic probation or academic disqualification (see below) is considered to be in good standing. A minimum cumulative GPA of 2.00 in all work taken at the University, and in the major, minor, and related fields, is necessary to graduate.

Athletic Eligibility

In order to participate in varsity Intercollegiate Athletics, all student-athletes must be enrolled full-time (minimum of 12

units) for the entire competitive season and maintain a minimum 2.00 cumulative GPA. Athletic eligibility is not granted to those students who have not met all eligibility standards set by the NCAA, the SCIAC and the University of Redlands.

Additionally, students on academic probation must successfully petition the academic dean in order to continue their participation in intercollegiate athletics while on probation status.

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Academic Warning, Probation, and Disqualification

Undergraduates who fail to meet the minimum requirements for good standing may be placed on probation or disqualified.

Students who encounter academic difficulty are strongly encouraged to seek assistance from faculty, their academic advisors, and the Student Services Center.

Students receive letters specifying the terms of academic probation. Students on academic probation may not carry an overload of academic credits.

Academic Warning

Students will receive an academic warning if they have a semester GPA between 1.01 and 1.99, even if their cumulative GPA is 2.00 or higher. Students placed on warning receive a letter indicating this status, but (because they are considered to be in good standing) this action is not reflected on transcripts.

Academic Probation

Academic probation indicates that a student’s difficulties are serious and his or her continuation at the University has been placed in question. Students have two consecutive semesters to restore their cumulative GPA to the 2.00 required for continuing registration and for graduation. Either of the following conditions will result in academic probation: 1. a cumulative GPA below 2.00;

2. a semester GPA of 1.00 or lower regardless of the cumulative GPA.

Students on academic probation must complete at least 12 credits per semester and must achieve a GPA of at least 2.00 in each semester of academic probation, or they will be academically disqualified.

Continued Academic Probation

Students whose academic difficulties remain serious will continue on academic probation. Students are continued on academic probation if they have two consecutive semesters with a GPA below 2.00. Students continued on academic probation must complete at least 12 credits per semester and must achieve a GPA of at least 2.00 in each semester of academic probation, or they will be academically disqualified.

Academic Disqualification

Academic disqualification bars a student from further study at the University of Redlands for at least one year. Students are subject to academic disqualification if their cumulative GPA falls below 2.00 for three consecutive semesters or if they fail to achieve a semester GPA of at least a 2.00 during a semester of academic probation.

Restoration to Satisfactory Academic Standing

Students are automatically restored to good standing when their cumulative GPA reaches 2.00. Students should be aware that in addition to an overall GPA of 2.00 or higher, they must attain a cumulative GPA of 2.00 or higher in their major, minor, and related fields to qualify for graduation.

Reinstatement from Academic Disqualification

Academic disqualification may be appealed to the Academic Review Board (ARB). Appeals include the following documentation:

1. a personal statement from the student analyzing her/his academic load, work commitment, social and extracurricular activities, any other factors that might have contributed to poor performance, and the specific actions the student has taken and will take in the future to correct the situation (required);

2. a letter of support from the student’s academic advisor indicating a plan for restoration to satisfactory academic standing (required);

3. a letter from the chair of the student’s major program indicating that the student should be readmitted and will be able to complete her/his major program by the time she/he intends to graduate (required—provided the student has declared a major);

4. additional letters of support from faculty, staff, administrators, or others (optional);

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5. for students who have spent time away from the University of Redlands since academic disqualification, official transcripts of work completed during that time away forwarded to the ARB (required) or letters of support from their places of employment as applicable (optional);

6. supporting documents from qualified professionals for students who have experienced medical difficulties or other unusual circumstances.

Students who appeal successfully will have the action on their transcripts changed from Academic Disqualification to Academic Probation.

Academic Standing—Johnston Center for Integrative Studies

Given the narrative evaluation system used for Johnston courses, decisions of reasonable progress and academic standing—warning, probation, and disqualification—are made by the Center Director according to the following procedure.

Evaluation of reasonable progress and recommendation of academic eligibility for scholarship support to the Student Financial Services office follow the same procedure.

After the end of each semester, the Johnston Director and the Johnston Registrar review the files of students experiencing academic difficulty. Materials addressed in the files include evaluations and the status of the student’s graduation contract.

Students whose records indicate difficulty are placed on either academic warning or academic probation. Students who continue to have serious difficulties after a semester of academic probation are subject to either academic disqualification or disqualification from the Johnston Center. Students are notified of the decision prior to the start of the following term.

All academic actions, except warnings, are noted on student transcripts.

A cumulative GPA is not used to determine academic standing for Johnston students until a student has accumulated at least 32 numerically graded credits or unless at least half of the work completed at the University of Redlands has been numerically graded. When a cumulative GPA is used, it is considered in conjunction with information provided in the narrative evaluations. Conditions for restoring good standing can be found in the Academic Warning, Probation, and Disqualification section of this chapter. Since financial aid awards are tied to reasonable progress and, in some instances, quality of overall academic performance, the Center Director also assesses the records of those students on financial aid.

Evaluation of reasonable progress and the level of performance is presented to the Student Financial Services office.

Appeals of the evaluation are addressed to the Center Director.

Graduate Academic Standing

Please see “University Academic Standards – Graduate Academic Standing” section of the catalog for information pertaining to graduate standing in all graduate programs.

Academic Review Board (ARB)

The Academic Review Board, which reports to the Committee on Academic Planning and Standards, has the following responsibilities with regard to academic matters:

1. to review and approve all recommendations of the Office of Academic Affairs regarding the academic status of students as established by the guidelines of the Faculty Assembly;

2. to review, upon receiving a valid appeal from a student, any decision to disqualify the student for academic reasons;

3. to hear the case and make a decision regarding the sanction to be imposed on any student accused of violating the Policy on Academic Honesty;

4. to rule, in consultation with the department or individual involved, on any request by a student for a variance or exemption from any of the general graduation requirements (such exemptions are seldom given);

5. to act on appeals by students who have failed to comply with University deadlines in cases where exceptional circumstances made compliance impossible;

6. to review exceptions to satisfactory academic progress to determine financial aid eligibility;

7. to review petitions appealing disputed grades and determine whether changes are appropriate. (Students are responsible for following the procedures outlined under the Disputed Grades policy).

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Petitions

A student may bring a matter to the attention of the ARB by filing a formal petition with the Registrar’s Office. Policy does not permit individuals to appear concerning any case except those involving academic dishonesty, the Board acts only on written statements and documentation. A student must present a very strong case to be exempted from the usual rules of the University. Decisions of the Board are final.

Awards and Honors

Dean’s List

Each semester, a Dean’s List is prepared to honor undergraduate College of Arts and Sciences students who have earned a semester grade point average (GPA) of 3.65 or higher while taking 12 or more credits of work on a numerically graded basis.

Graduation with Honors

Undergraduate students whose cumulative academic record demonstrates overall academic excellence may be eligible to complete a departmental honors project. Students whose projects are accepted by the designated departmental honors committee will be awarded honors at graduation.

There are four levels of honors awarded at graduation:

Departmental or

A student who satisfactorily completes an honors project or a capstone experience in

Programmatic Honors

accordance with established department or program standards and, as judged by an honors

committee, will be awarded honors upon graduation (cumulative GPA is lower than 3.45).

Cum laude

A student whose cumulative GPA is 3.600-3.699

Magna cum laude

A student whose cumulative GPA is 3.700–3.849.

Summa cum laude

A student whose cumulative GPA is 3.85+

Interdisciplinary Honors

College of Arts and Sciences students who are accepted into the Proudian Interdisciplinary Studies Program may choose to work toward honors. They should consult with the program director for requirements. Proudian scholars who successfully complete a departmental honors project will be awarded one of the Programmatic Honors.

Phi Beta Kappa

Outstanding College of Arts and Sciences students who have achieved at least a 3.55 cumulative GPA and who have completed a wide distribution of courses of an appropriate level throughout the liberal arts curriculum are considered for election to Phi Beta Kappa, the nation’s oldest and most prestigious academic honor society.

Special Awards

• Albert Crum Essay Award: Presented by the University’s chapter of Phi Beta Kappa in honor of the donor, Dr.

Albert Crum, Class of 1953, the award recognizes the best essays submitted for the contest each year.

• Armacost Library Undergraduate Research Award: This award honors undergraduate students whose research demonstrates evidence of an exceptional ability to locate, select, evaluate, and synthesize information resources, and of the development of their research.

• Barbara Jean Duncan Hardy Award: Since 1944, the women of Alpha Theta Phi have presented this award to a senior woman who has made outstanding contributions to the University and the community. Selection is based on scholarship, leadership, willingness to serve, personality, and respect for all.

• Marcus Forcinelli Award: Given to the student who, through ASUR, has given unselfishly of his or her time and talent.

• Sadath Garcia Impact Award: This award honors a student who, in the pursuit of ideals important to him or her, looks beyond the scope of traditional campus life and addresses issues of global concern.

• Velma Hooper McCall Award: Presented in memory of Velma Hooper, Class of 1930, to a female in the junior class who demonstrates exemplary academic achievement, is an active and involved member of the campus community and is held in high regard by her peers and faculty members.

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• Outstanding Senior Award: An annual award honoring the senior who has made extraordinary contributions to his or her class and the life of the University. Nominations are solicited University-wide for this award.

• Raymond H. Whitmus Memorial Award: This award is given to a Yeoman who, throughout the past year, has exemplified the qualities for which Ray Whitmus, Vice President for Student Affairs and Yeoman Advisor from 1973–76, was known. These qualities include leadership, initiative, and strength of character.

• Ray Wilson Award: This memorial award is given by the men of Pi Chi to the senior who has best exemplified the spirit of sportsmanship during his or her athletic career at the University of Redlands. The recipient possesses the qualities of honor, loyalty, and sacrifice.

• Art: Stipends are given to the most outstanding graduating seniors in studio art.

• Senior Scholar in Accounting: Eadie and Payne CPA’s prize awarded to a senior Accounting major to recognize outstanding academic achievement.

• Senior Scholar in Business Administration: Presented to recognize high academic achievement to a senior Business Administration major.

• Outstanding Senior in Business Administration: Presented to an outstanding senior for both outstanding academics and contribution to the community through sports and service.

• Communication Science and Disorders

o Crawford Award: Awarded to a second year graduating clinician, chosen by peers (NSSLHA Members), for outstanding clinical performance during master’s degree preparation. The recipient is elected by

members of the National Speech-Language Hearing Association (NSSLHA). Recipient’s name will be

inscribed on a plaque permanently housed in the Truesdail Speech Center as well as a monetary award from the Crawford Award Fund.

o Parker Award: This award is given in memory of William R. Parker, a significant figure in the history and development of the clinical training program in Communicative Disorders. This award is given to a second-year graduate student who has shown significant clinical and academic growth over the term of their two-year graduate program.

o Outstanding Senior: This award is given to a senior who has demonstrated overall excellence as an undergraduate and has the potential for making a significant contribution to the profession.

o Outstanding Graduate Student: This award is given to a second-year graduate student who has demonstrated outstanding clinical and academic achievement. The student has also demonstrated

outstanding dedication to their graduate program.

• Creative Writing

o The Creative Writing Awards: The Academy of American Poets Jean Burden Prize and prizes in fiction and nonfiction are given annually.

• Education

o Alpha Delta Kappa, Outstanding Student Teaching Award: Presented annually to an undergraduate and/or post-baccalaureate student pursuing a teacher credential who demonstrates a strong

commitment to education and potential to become an outstanding educator. Alpha Delta Kappa is an

honorary educational organization that promotes educational and charitable projects, sponsors

scholarships, and works toward promoting excellence in the teaching profession.

o Iola Threatt Elementary Teaching Award: Presented annually to an undergraduate or post-baccalaureate candidate in a multiple-subject teacher credential program who possesses the qualities of creativity, conscientiousness, insight, perception, and commitment to teaching.

o Stanley Combs Secondary Teaching Award: Presented annually to an undergraduate or post-

baccalaureate candidate in a single subject teacher credential program who best exemplifies the moral and spiritual qualities, poise, humility, and professional attitude characteristic of a good teacher.

• English: Literature

o Eugene Kanjo Prize for Excellence in Literary Studies: The Kanjo Prize honors the memory of former professor, Sigma Tau Delta advisor, and department chair Gene Kanjo, who taught at the University from 1963 to 1991. This prize is awarded annually to a graduating senior for outstanding work in literary criticism.

• French

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o Two-Year Merit Fellowship: Awarded to a French major at the level of junior or senior for study and research abroad in France or a Francophone country, and for preparation and successful defense of an honors thesis.

• Global Business

o Hunsaker Scholar Award: Given to outstanding Global Business seniors who complete departmental honors with the Hunsaker Professor of Management.

o Senior Scholar in Global Business: Presented to recognize high academic achievement to a senior Global Business major.

o Outstanding Senior in Global Business: Presented to an outstanding senior for both outstanding academics and contributions to the community through sports and/or service.

o Schroeder Summer Language Scholarships for Global Business Majors: Awarded by the department to promote academic excellence and the study abroad of foreign languages, during the summer.

o Finance Acumen Scholarships for Global Business Majors: Awarded by the department for overseas summer studies in Finance.

o Harris Summer Scholarships for Global Business Majors: Awarded by the department for marketing or fashion internships or academic study abroad during the summer.

• Political Science

o Colwell Prize: An endowment established by J. M. Colwell for a prize to a student who has demonstrated academic excellence in the area of American politics.

o Frederick John Wiley Memorial Award: An award given annually to the student who has demonstrated academic excellence in the area of International Relations.

o Robert L. Morlan Awards: Travel and research scholarships are available each year from an endowment that honors the late Professor Robert L. Morlan.

• History

o Henry G. Dittmar Award: Presented to an outstanding senior history major.

o History Educations Award: Presented to an outstanding senior who will pursue a career in teaching.

o Phi Alpha Theta Award: Presented to an outstanding senior who excels academically and has provided exceptional service to the study of history at the University.

o Craig Lockard Award: Presented to an outstanding senior pursuing graduate studies.

• Intercollegiate Athletics

o Frank Serrao Male and Female Senior Student-Athlete of the Year Awards: Presented to the outstanding male and female senior student-athletes in recognition of excellence in athletic as well as academic endeavors. The awards are sponsored by the Bulldog Bench.

• Music

o Thelma Beardsley Memorial Award: Awarded annually to a senior music education major who has demonstrated the greatest potential for success in this field.

o Graduate Student Service Award: Given to the student who has contributed the most to the music program during his/her two-year residence.

o Helen Johnston Memorial Performance Award: Presented to an outstanding junior or sophomore performer in the Sigma Eta chapter of Sigma Alpha Iota, as selected by the music faculty.

o Phi Mu Alpha Sinfonia Award: Given to a music major for musical ability, leadership, and service to the School of Music.

o Pi Kappa Lambda: Graduate and undergraduate music majors of exceptional accomplishment in both scholarship and performance are eligible for election to membership in Pi Kappa Lambda, the national music honorary society.

o Presser Foundation Scholar: The music faculty selects an outstanding junior music major, based on musical promise and academic achievement, to receive a certificate and stipend.

o School of Music Performance Award: Awarded to the most outstanding graduating senior and graduate student performers in the School of Music.

o School of Music Service Award: Awarded by the music faculty to a senior music major for notable service to the school.

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o Sigma Alpha Iota College Honor Award: Given for exemplary scholarship, musicianship, and fraternity service to the Sigma Eta chapter.

o Sigma Alpha Iota Composer’s Award: Presented to the outstanding undergraduate and graduate student composers.

o Sigma Alpha Iota Honors Certificate: Awarded to the music major from the University’s chapter with the highest cumulative grade point average.

• Stauffer Center for Science and Mathematics

o Robert D. Engel Award: Presented to the outstanding senior biochemistry and molecular biology, biology, chemistry, computer science, or physics major in memory of Professor of Engineering Robert D. Engel.

Professor Engel inspired generations of University of Redlands students with his love for teaching, his wit, his smile, and his friendship.

• Biology

o Edmund C. Jaeger Award: Given for exceptional scholarship to a junior male biology student planning a career in teaching or research.

o The Brubacher Prize: Given to the student who demonstrates excellence in science, dedication to expanding opportunities for others, service to the community, and an ability to overcome barriers to achievement.

• Computer Science

o Lawrence R. Harvill Award: Presented each year to an outstanding graduating senior computer science major.

• Mathematics

o Judson Sanderson Award: Presented to the senior mathematics major who best exemplifies the standards of excellence epitomized by Professor Emeritus Judson Sanderson in his teaching, his intellect, and his service to the University.

o Paul Krantz Award: Presented to a senior mathematics major with outstanding potential as a secondary school teacher in memory of Professor Paul Krantz, who inspired generations of University of Redlands students with his style, his wit, and his friendship.

o Elementary Mathematics Education: Presented to a senior who shows great promise as a teacher of elementary school mathematics.

Graduation Requirements: Undergraduate Programs

Catalog Requirement

Undergraduate students must complete the graduation requirements as stated in the catalog in effect for the year of formal admission, or the catalog in effect for the year of graduation. A student is not free to select graduation requirements from more than one catalog. If a student is readmitted, the requirements prevailing at the time of readmission or graduation must be met.

Quantity and Quality of Work

To graduate, students must complete all of the requirements of their degree programs and earn at least 128 credits of academic credit.

Students must maintain a grade point average (GPA) of 2.00 or better in all work taken at the University of Redlands. In addition, they must maintain a GPA of 2.00 or better in their major field and in their minor or related field. Quality grade points (derived from numeric grading) are not awarded for transfer work or courses taken on a Credit/No Credit basis, and credits for these courses are not calculated in the GPA.

Activity Credit

College of Arts and Sciences undergraduates may apply up to 8 activity credits distributed between Community Service Activity (limit of 3 credits), Physical Education Activity (limit of 4 credits), and University Activity. (Community Service Activity is described later in this section. Physical Education Activities are described in the Physical Education section; University Activity is described in the Additional Course Offerings section.)

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Residence

The minimum residence requirement for the bachelor’s degree is one year, during which no fewer than 32 credits must be completed successfully. The last two semesters before graduation must be taken in residence at Redlands except for students studying in approved off-campus programs such as the Salzburg Semester, or for students following approved professional programs, in which case the final undergraduate year is completed at a professional school.

First-Year Seminar

First-Year Seminars are 4-credit courses that begin in New Student Orientation and continue through the entire Fall semester. All new students entering the University are required to take a First-Year Seminar during their first term at Redlands. First-Year Seminars provide every student with a close personal relationship with a faculty member who not only teaches the course but also serves as academic advisor and mentor to class members, introducing them to college-level skills as well as assisting them in planning their academic program. Students select from a list of seminars that changes each year. Most seminars are interdisciplinary in focus, and students are encouraged to select seminars according to interest, regardless of their possible majors. Past seminar offerings have included topics such as Nature in East Asian Cultures, Business Communication, Archeological Myths and Mysteries, Demystifying the Economy, Understanding Islam, Native American Health, and Contemporary Immigration.

For students fulfilling the Liberal Arts Inquiry requirements, see additional information in that section of this catalog.

Community Service and Engagement

All students are required to successfully complete an approved community service-learning activity–a Community Engagement and Reflection (CER) for students fulfilling the Liberal Arts Inquiry requirements (or a Community Service Activity (CSAC) for students fulfilling the Liberal Arts Foundation requirements) (see the General Education section of this catalog). Activities typically consist of service outreach at a nonprofit agency, hospital, library, or school. Students gain a greater understanding of problems faced by individuals and communities through meaningful participation in, and reflection on, efforts to help address such challenges.

Students may undertake their required CSAC/CER during any semester, May Term, or summer; may do so while in residence at Redlands or at approved locations outside Redlands (e.g., one’s hometown); may fulfill the requirement through faculty-taught courses that emphasize active learning through service (generally, permission to enroll is required), through CSAC/CER 360 special topics courses, or through courses cross-listed with Community Service Learning. Students should check in the Schedule of Classes for available opportunities.

Students completing the CSAC/CER requirement should be aware of the program announcements published by the Office of Community Service Learning each semester. May Term CSAC/CER information sessions are offered during the Spring semester. All CSAC/CER preparatory information is discussed at these sessions, along with information regarding faculty-taught, service-learning courses. Students fulfilling CSAC/CER during summer should be aware that preparatory work must be completed during Spring semester or May Term prior to a summer CSAC/CER placement. Registration for those completing service over the summer takes place the following Fall. Students are encouraged to visit the Office of Community Service Learning for details and service opportunities.

Application for Graduation

Students must file a formal application for graduation in the Registrar’s Office by the first semester of their senior year.

Comprehensive Exams

Some major programs require passing a comprehensive examination. (See individual program descriptions.) These exams are usually scheduled during the first semester of the senior year.

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General Education Program

The specific requirements for the BA and BS degrees are found below. For Foundation requirements applying to the BM, please see “Graduation Requirements for the Bachelor of Music” in the Music section in this Catalog.

The Liberal Arts Inquiry

The Liberal Arts Inquiry (LAI) endows students with the fundamental skills essential to effective learning and scholarship. It also challenges them to examine their own values and the values of society. By integrating the LAI with an area of concentration and carefully chosen elective courses, students obtain an education that offers both breadth of learning and depth of understanding.

Every student working towards a Bachelor of Arts or Bachelor of Science degree is required to successfully complete, in each of the categories listed below, one or more courses for a total of at least 3 credits (except for the WD which must be at least 2 credits). If a course is approved for more than one Liberal Arts Inquiry category, it will satisfy each of those requirements simultaneously. Courses taken to fulfill the Liberal Arts Inquiry must be taken for a numeric grade or evaluation, except in those instances where a course is offered only on a Credit/No Credit basis. Independent study courses cannot carry LAI designations.

First- Year Seminar (FYS)

In the First-Year seminar, students will begin to demonstrate critical thinking, disciplinary awareness, and integrative practice. They will show the ability to articulate connections and adapt them to new experiences, settings, questions, and ideas. (Some FYS’s may serve one additional LAI requirement).

Students who have gained competence will demonstrate the ability to:

• articulate an awareness of resources and student responsibilities that promote academic success and psychological and physical well-being.

• critically engage disciplinary and/or interdisciplinary content contexts and questions.

Students fulfill this requirement by completing one course that bears the appropriate designation.

Areas of Inquiry

A single course may satisfy at most two Areas of Inquiry outcomes, only one of which can be an Inquiries into Practices outcome. Additionally, these courses may host up to two embedded experiences. At least four disciplines (programs or departments) must be represented in the collection of courses that satisfy the Area of Inquiry requirements.

Inquiries into Practices across the Liberal Arts (C, H, N, and S)

A broad, liberal-arts education requires sampling the disparate practices we use to explore and create: Creative Practice, Humanities Practice, Natural Sciences Practice, and Social Scientific Practice.

Creative Practice (C)

Students who have gained competence will demonstrate the ability to:

• use the tools and techniques specific to a creative medium.

• reflect critically on their own and others’ endeavors.

Humanities Practice (H)

Students who have gained competence will demonstrate the ability to:

• use the analytic methods, terminology, and theories of at least one humanistic discipline.

• identify and analyze the ambiguities inherent in the construction of meaning and value.

Natural Scientific Practice (N)

Students who have gained competence will demonstrate the ability to:

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• make use of methods appropriate to field, laboratory, or experimental setting to acquire and analyze measurable empirical evidence.

• construct knowledge of the natural world through interpretation of measurable, empirical evidence.

Social Scientific Practice (S)

Students who have gained competence will demonstrate the ability to:

• comprehend how different methods and types of evidence are used in the study of the social world.

• construct knowledge of the social world through the analysis of empirical evidence of the social world.

Students fulfill the requirements of this category by completing four appropriately designated courses, one from each of four areas; no more than two can bear the same department/program alpha.

Inquiries into Self and Society (APW, ESS, CPI, and TG)

In a highly connected but also complex and fractured world, individuals and communities draw on values and beliefs to create systems of meaning, which inform their thoughts and actions and can guide appropriate and ethical action.

Preparing to be global citizens, students will explore how people make sense of the world in diverse ways, even as they question received assumptions and cultural conventions.

Analyzing Perspectives and Worldviews (APW)

Students who have gained competence will demonstrate the ability to:

• identify and define differences in ethical worldviews and systems of meaning.

• articulate and/or critique received assumptions and cultural conventions.

Evaluating Self in Society (ESS)

Students who have gained competence will demonstrate the ability to:

• identify and define societal practices and cultural assumptions.

• articulate and/or critique how their own positions and assumptions reflect and impact society.

Critiquing Power and Inequalities (CPI)

Students who have gained competence will demonstrate the ability to:

• identify and define the operation of power, privilege, and inequality.

• articulate and/or critique the ways these forces have operated, been resisted, and/or transformed.

Thinking Globally (TG)

Students who have gained competence will demonstrate the ability to:

• identify and define forms of global interconnectivity and how they have been embraced, resisted and/or transformed.

• articulate and/or assess the ethical complexities and challenges inherent to diverse human responses to global processes.

Students fulfill the requirements of this category by completing courses that bear the four designations; since a single course may bear up to two of these designations, two to four courses may be required.

Literacies and Skills

No course can satisfy more than 2 embedded experiences.

Community Engagement & Reflection Embedded Experience (CER)

Students will participate in, and reflect on, efforts to help address problems faced by individuals and communities. Students will engage in active citizenship, using community-based learning to explore their role in society as agents for change.

Students who have gained competence will demonstrate the ability to:

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• describe problems and challenges faced by the individuals or communities with whom the student served.

• reflect on their personal growth and development as responsible citizens during their service.

• analyze organizations and communities using knowledge acquired through community service.

See the Community Service and Engagement section of this catalog for a discussion of the variety of ways in which this requirement can be satisfied.

Foreign Language Learning (FL)

Focused study of a language other than one's first language promises multiple pedagogical benefits beyond language proficiency itself, providing students opportunities to extend their cross-cultural understanding and to practice their skills for communication across national, social, and cultural boundaries. As such, language learning is an essential step to global citizenship.

At the novice-mid level as defined by the American Council on the Teaching of Foreign Languages, or an analogous level for languages not covered by these standards, students who have gained competence will demonstrate the ability to:

• increase their understanding of the nature and structure of language.

• communicate in a language other than their preferred language using basic skills such as reading, listening (receptive signing skills), speaking and writing (expressive signing skills).

• recognize perspectives embedded in a language and its cultural/cross-cultural context

BA: Complete a two-course sequence at the 100-200 level or one course at the 300-level or higher.

BS: Complete one course at the 102 level or higher.

Information and Media Literacy (IMLI and IMLA)

Ideas, perceptions, knowledge, and values are represented via information. Media are the vehicles through which such information is communicated, whether print, visual, audio, or digital. When conceived jointly, information and media literacy involves the ability to interpret and critically negotiate information as well as to create meaning via information.

Courses designated as satisfying the IML requirement will devote a significant portion of instructional and student production to IML concepts and skills.

Introductory Embedded Experience (IMLI)

Students who have gained competence will demonstrate the ability to:

• assess what types of information are needed and use appropriate tools to locate and access that information.

• evaluate and critically contextualize a variety of information found across diverse media.

• make judicious use of the collected information and sources given their relevance to achieving a specific goal NOTE: All courses fulfilling WR/IMLI also fulfill IMLI.

Advanced Embedded Experience (IMLA)

Students who have gained competence will demonstrate the ability to

• select, interpret and contextualize information within the conditions of its production, distribution, and use.

• synthesize information from multiple sources to generate ideas, solve problems and/or develop compelling arguments

Students complete the requirement of this category by taking courses with these embedded-experience designations.

Oral Communication Embedded Experience (OC)

Oral communication is an essential skill needed in both professional and personal lives. The goal of the embedded speaking experience is to provide focused opportunities for students to learn public speaking skills which enable them to be more comfortable and confident when communicating their ideas in an oral format. Students will complete a minimum of two presentations of at least five minutes each.

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Students who have gained competence will demonstrate the ability to

• prepare an organized, coherent, and well-supported oral presentation that is appropriate for its purpose and audience.

• effectively communicate ideas and positions orally, while constructively engaging their audience.

Students complete this requirement by taking one course with this embedded-experience designation.

Quantitative Reasoning (QRF and QRE)

An ever-growing wealth of quantitative data calls for the ability to use numerical information appropriately when solving problems and constructing sound arguments. In courses in this category, students will explore contextual problems involving quantitative relationships by means of numerical, symbolic, and visual representations. These courses focus on creating and discussing models; making appropriate assumptions; and deducing consequences or making predictions.

Finally, they foster critical analysis of the uses and limitations of quantitative information and its representations.

Quantitative Reasoning Foundation (QRF)

Students who have gained competence will demonstrate the ability to

• solve contextual problems involving quantitative relationships by means of numerical, visual, and symbolic representations.

• construct, refine, and apply quantitative models to draw well-reasoned conclusions.

• identify potential limitations to models and analyses, including: restrictive assumptions, uncertainties in data, and errors in reasoning.

Quantitative Reasoning Embedded Experience (QRE)

Students who have gained competence will demonstrate the ability to

• solve contextual problems involving quantitative relationships by means of numerical, visual, or symbolic representations in the context of specific discipline(s).

• construct, refine, or apply quantitative models to draw well-reasoned conclusions in the context of specific discipline(s).

• identify potential limitations to models and analyses, such as: restrictive assumptions, uncertainties in data, and errors in reasoning.

Students complete the requirement of this category by taking one course with the QRF designation and one with the QRE

embedded-experience designation.

Writing (WF, WR, and WD)

Writing, as thinking in action, is both a method of disciplined inquiry and way of representing an informed position based on a sophisticated awareness of situation, genre, and convention. Writing as a practice occurs throughout the curriculum, and it promotes responses to complex ideas and scholarly conversations, as well as the production of arguments that question various assumptions, values, and modes of reasoning.

Academic Writing Foundations (WF)

In the foundational courses, students will focus on academic reading and writing strategies.

Students who have gained competence will demonstrate the ability to:

• use writing to develop ideas and to communicate effectively with others.

• use a vocabulary about writing to explain the choices and processes they use for effective writing.

• recognize writing as a social activity through the integration of feedback across multiple drafts.

We offer four distinct course categories to support achieving the Writing Foundations competence:

Writing Studio (English X04)

Writing Across the Curriculum WF (WF-designated courses outside English Composition)

Analytic Reading and Writing (English 100)

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Academic Writing Seminar (English 102)

With guidance from writing faculty, you will determine the combination of one or two courses that will best support your learning and your progress toward your goals and set that combination as your Writing Foundations requirement. Once you choose your courses, the courses become part of your graduation requirements. To make revisions to your requirements, please contact the Director of Writing before the deadline to add courses in your second semester.

See the College Writing website for more details about these courses: https://www.redlands.edu/lai-writing-requirements/

Research and Information & Media Literacy Introduction Embedded Experience (WR/IMLI)

In the first embedded experience, students within the context of discipline-based inquiry will extend the foundations by focusing on information fluency, research strategy, and practice in composing reference-dense texts (also satisfies IMLI requirement which means it counts as 2 embedded experiences). Students who have gained competence will demonstrate the ability to:

• execute appropriate research strategies and practices addressing a given audience and/or task.

• compose a reference-dense text that conforms to established citation conventions.

• communicate learning from research through the effective integration of feedback across multiple drafts.

Writing in the Discipline Embedded Experience (WD)

In the second embedded experience, students will focus on the kinds of writing and reasoning characteristically used in the field. This is an upper-division writing experience embedded in the major’s coursework. The course builds directly on WF

and WR/IML. 300-400 level. (2-4 credits)

Students who have gained competence will demonstrate the ability to

• address disciplinary questions and projects through writing.

• communicate ideas using recognizable disciplinary conventions and forms.

• apply disciplinary writing and research strategies through the integration of feedback across multiple drafts.

Students complete the requirements of this category by taking the course(s) appropriate for their WF placement and two more courses with the WR/IMLI and WD designations.

Major Requirements

Students must successfully complete a major (or an emphasis in the case of Johnston students) for all undergraduate degrees. A minor is not required, except for certain majors.

Declaration of a Major

Students must declare their major before registration for the junior year. Forms and instructions are available in the Registrar’s Office and online at www.redlands.edu/registrars/student-forms. Before declaring a major, students should discuss their proposed course of study with the chair or director of the program. Students are encouraged to explore several fields during their freshman and sophomore years.

Forms and instructions for changes in major and declaration of a second major are available in the Registrar’s Office and in academic departments. This action should follow consultation with, and formal approval by, the chair of the new major department.

Multiple Majors and Minors

A student may have multiple majors and minors as long as the following minimums and conditions are met 1. The student must designate 28 credits from the required courses for each major as base credits for the major.

2. Any credits designated as base credits within a major may not be designated as base credits within another major, nor may the base credits count toward a departmental minor. Double counting on non-base credits is unrestricted.

Departments and programs may place further restrictions on major and minor requirements within their jurisdiction.

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Students with multiple majors will designate a first/primary major and follow the degree requirements of that major’s degree (see list of degrees/majors below). One or more additional majors may be selected, whether in the same degree or not. Specific requirements for each additional major(s) must be met. Students who wish to obtain a double degree (e.g., a BA in English and a BS in Chemistry) are referred to the Requirements for a Second Bachelor’s Degree found later in this section of the Catalog.

Major Requirement Options

Students at Redlands are given the choice of pursuing a traditional course of study leading to either one or a combination of the degrees bachelor of arts, bachelor of science, or bachelor of music, or of electing to design their own course of study leading to the BA or BS degree through the Johnston Center for Integrative Studies. For detailed information about the Johnston Center option, consult the appropriate section of this Catalog.

Bachelor of Arts

Students must select a major field of study from the following approved areas:

Art

German

Political Science

Asian Studies

Health, Medicine, and Society

Psychology

Biology

History

Public Policy

Communicative Sciences and

International Relations

Race and Ethnic Studies

Disorders

Latin American Studies

Religious Studies

Computer Science

Liberal Studies

Sociology and Anthropology

Creative Writing

Management

Spanish

Economics

Media and Visual Culture Studies

Theatre

English: Literature

Music

Theatre Business

Environmental Studies

Philosophy

Women, Gender, and Sexuality

French

Physics

Studies

The Bachelor of Arts major program consists of 28 to 44 credits as specified by the individual departments or programs.

Interdisciplinary majors consist of 48 to 72 credits as listed in this Catalog. Of these credits, no more than 24 may be taken in any one department or discipline. No course for the major may be taken for Credit/No Credit except in instances where a course is offered only on that basis.

Bachelor of Science

Students may select a major field from the following areas:

Accounting

Chemistry

Mathematics

Biochemistry and Molecular

Economics

Physics

Biology

Environmental Science

Sustainable Business

Biology

Financial Economics

Business Administration

Global Business

The Bachelor of Science major program consists of 32 to 50 credits, as specified by the individual departments.

Interdisciplinary majors consist of 48 to 72 credits as listed in this Catalog. Of these credits, no more than 24 may be taken in any one department or discipline.

In addition, one of the two following requirements must be met

1. The student must complete 16 to 32 credits in a related field outside the major department. The related field is intended to provide support for gaining competence in the major. Courses are specified by the major department; or

2. The student must complete a minor of 22 to 32 credits in a single program. The minor is intended to encourage the development of competence in a second field of study. None of the credits in the minor program may be specified by a student’s major. The minor is to be developed by the student with the approval 79

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of the advisor and is subject to the guidelines set forth by the department in which the minor is taken. A second major may be taken in lieu of a minor.

Not all programs leading to the BS degree offer both the related field and the minor routes for satisfying the degree. Students should check the requirements of their particular department. No course for the major may be taken for Credit/No Credit except in instances where the course is offered only on that basis.

Bachelor of Music

Students may select a major field from the following areas:

Composition

Music Education

Performance (Applied Music)

The requirements for the Bachelor of Music degree are listed under School of Music in this Catalog. No course for the major may be taken for Credit/No Credit except in instances where a course is offered only on that basis.

Requirements for a Second Bachelor’s Degree

The University will grant a baccalaureate degree to a student who already possesses a bachelor’s degree earned at Redlands or another regionally accredited college or university if that student passes no fewer than 32 additional credits in a new major while in residence at the University and meets all general and major graduation requirements in effect at the time of residence.

Minor Requirements

Declaration of a Minor

Although a minor is not required for graduation, students who choose to pursue a minor program of study must declare their minor before registration for the junior year. Forms and instructions are available in the Registrar’s Office and in academic departments. Before declaring a minor, students should discuss their proposed course of study with the chair or director of the program.

The minor program consists of 22 to 32 credits in a single program and is intended to encourage the development of competence in a second field of study. The course of study must be approved by the department chair and is subject to the guidelines set forth by the program in which the minor is taken. No course for the minor may be taken for Credit/No Credit (CN) except in instances where a course is offered only on that basis.

Please note the rules for double majors and minors in the section titled Multiple Majors and Minors.

Interdisciplinary Minor

Students may construct an interdisciplinary minor under the aegis of an existing department or program. This minor must satisfy the following conditions

1. It must meet University-wide standards as published in this Catalog;

2. It must be designed in conjunction with a faculty advisor; and

3. A committee of faculty representatives from all disciplines involved must be convened to approve the student’s proposal.

Graduate Programs

Requirements vary among graduate programs. Students should consult the appropriate departmental listing in this Catalog for specific requirements. However, the following regulations pertain to graduate students in all programs at the University of Redlands.

Credit Obsolescence

No course that has been completed more than six years before the date of graduation shall be counted toward a University of Redlands graduate degree.

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Thesis

For students admitted to candidacy programs that require a thesis or project, an advisory committee is appointed as soon as possible during the course of study, but in no case later than the beginning of the student’s last semester of graduate work. The chair of the committee will usually be selected from the department of specialization, and he or she is responsible for reviewing the candidate’s program to ensure that all departmental or divisional requirements have been met. The chair serves as the primary advisor for work on the thesis, but the candidate is expected to consult regularly with other members of the committee while such work is in progress.

Thesis Guidelines

The candidate must submit a thesis topic proposal to the appropriate program director, department chair, or committee.

The proposal must be approved before the student undertakes further work on the thesis. Topics must be limited to areas in which research material is available and in which faculty members feel qualified to direct research.

1. Candidates must register for the number of thesis credits required by the program (courses numbered 699).

2. The format of the thesis (usually taken from the handbooks developed by the American Psychological Association, Turabian, or Campbell) must be approved by the candidate’s committee.

3. Candidates must consult with all members of the committee as the thesis progresses, and suggested revisions must be incorporated before the final draft of the thesis is prepared. It is the responsibility of the candidate—

and not the candidate’s committee—to proofread the text carefully and to correct all errors in spelling, punctuation, or grammar.

4. The final version of the thesis must be submitted to all members of the examining committee no later than one week preceding the date of the examination.

5. Any additional revisions or corrections to the final version of the thesis, as specified by the examining committee, must be completed before the degree will be awarded.

Oral Examinations

Some programs require a candidate to pass an oral examination in his or her major field of study before receiving the master’s degree. The examination is administered by a committee approved by the program director or department chair.

Such an examination generally centers on the thesis or project completed by the candidate, but may critically examine all phases of the candidate’s work. The examination is scheduled only after payment of the thesis fee (if applicable) and after all members of the candidate’s committee have approved its scheduling. The candidate is responsible for paying all necessary fees and ensuring that all committee members have approved the date of the oral examination.

Comprehensive Examinations

Comprehensive examinations, when required by the candidate’s program, must be taken at least five weeks prior to completion of the program. Notification of intent to take the comprehensive examination should be made to the program director or department chair early in the semester in which it will be taken. Upon the specific recommendation of a department or program, the comprehensive examination may be waived for students with outstanding academic records.

Minimum Credit and Curriculum Requirements

The minimum number of credits required varies according to the program. See individual department listings for this information.

Johnston Center for Integrative Studies

The Director

Tim Seiber

The Faculty*

Kelly Hankin

Tim Seiber

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Julie Townsend

* The great majority of faculty members active in the Johnston program are based in the departments of the College. A full list is available from the Director.

The Program

Aided by a founding grant from James Graham Johnston, in 1969 the University of Redlands established an experimental cluster college designed to combine high-quality education with minimal formality. The new institution attempted to free the educational process from the influences of departmentalism, numerical transcripts, traditional faculty status, and fixed graduation requirements.

As a result of administrative reorganization, in fall 1979 Johnston College became the Johnston Center for Individualized Learning within the College of Arts and Sciences, and in 1995 the name was changed to the Johnston Center for Integrative Studies. It continues to offer alternative modes of teaching and learning within a liberal arts context. Johnston draws its faculty from the entire University and invites the participation of all students.

The program is organized on four principles: that self-direction is a motivating force in learning, that negotiation among those involved in teaching and learning optimizes student ownership of education, that written evaluations are a highly effective means of assessing student performance, and that education can be made more effective by integrating students’

living and learning environments. These ideals are made concrete in individual courses by contract, in the graduation contract/review process, and in the integrated administrative, classroom, and living space of the Johnston Complex (Bekins and Holt Halls), the home of the Johnston Center.

Learning outcomes for the Johnston program may be found at www.redlands.edu/johnston.

Course and Contract Systems

A Johnston Center course involves the following:

1. At the beginning of each course, students and instructor negotiate the course’s content, goals, and methodology.

2. Each student writes a course contract outlining the mutual expectations and activities to be completed. Both the student and instructor sign the contract, and it can be changed only by agreement. The contract forms the basis for the course and its evaluation.

3. Students actively participate in all aspects of the academic dialogue—including discussion of reading material, written and oral presentations, and performance or display of projects.

4. At the end of the course, each student writes an evaluation of his or her own performance and that of the instructor, as well as the group process and course organization. This self-evaluation also assists the instructor with his or her final evaluation of the student.

The instructor writes an evaluation of the student’s work, which appears verbatim in the student’s official transcript. A student may obtain a grade translation, but only if requested by a graduate or professional school for admission or by prospective employers.

In addition to identifying specific Johnston courses created at the Center, the Schedule of Classes always notes departmental courses of particular interest to Johnston students, courses that are geared to the Johnston educational process. Listing a course as open for negotiation in the schedule of classes means that the faculty member welcomes Johnston students for contract negotiation and is willing to write a narrative evaluation. Johnston students are encouraged to request a written evaluation from all their professors, although only faculty who agree to course contracts are required to provide one. Johnston courses are available to all University of Redlands students to negotiate for narrative evaluation; similarly, University of Redlands students can negotiate a contract in any College of Arts and Sciences course open for narrative evaluation.

Graduation Contracts

Those students specifically admitted to the Johnston program as first-year students or as internal transfers must negotiate a graduation contract. (See the Admission section on the next page.) Such graduation contracts are written with the help of a faculty advisor and include a narrative autobiographical statement, a list of completed and proposed courses, and a stated 82

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area of concentration with an integrative focus. Examples include such possibilities as the history of ideas, humanistic psychology, anthropology and environmental studies, film production and creative writing, neuroscience and visual media, and the economics of race and gender.

Each graduation contract entails a unique combination of Johnston and departmental classes, independent studies, and internships reflecting the individuality of the student’s personal and educational goals. The contract is legitimized through negotiation with and review by the Graduation Contract Committee. This Committee consists of a faculty convener, the Johnston registrar, students who already have accepted graduation contracts on file, and faculty members. Although there are no fixed graduation requirements, the Committee reviews the proposed contract to see that:

• the contract addresses the objectives of the College of Arts and Sciences’ Liberal Arts Inquiry;

• there is sufficient representative work taken in each of the broad areas of humanities, social sciences, quantitative reasoning, natural sciences, and creative arts;

• there is sufficient depth in the student’s area of concentration;

• the area of concentration is one in which the University of Redlands can provide appropriate faculty resources;

• the student addresses the relevance of this educational experience to his or her past and future;

• the student has included a provision for an in-depth cross-cultural experience. This expectation can be met by participating in one of the international programs offered by the University or by having the student create his or her own independent study involving the experience of being a minority in a majority culture.

Once the Committee approves a contract, the student is obliged to complete it as stated to be awarded the baccalaureate degree (B.A. or B.S.). If a contract must be revised, all changes are made in the form of a written addendum that must be approved by the Graduation Contract Committee and/or the Johnston Center Director. During the student’s last semester, a separate, similarly constituted body—the Graduation Review Committee—reviews the student’s work and, if the terms of the contract have been met, approves the student for graduation.

Johnston Center is a community of students and faculty who share educational ideals. Most students who intend to write or have written a graduation contract choose to live in Bekins or Holt Hall and consider themselves a cohesive unit. Periodic community meetings for business of general interest are traditional, and faculty and students thrive on interaction and mutual respect.

Courses taught in the Center change from year to year and are the product of varying student interests and faculty arrangements with individual departments. Planning for the coming year entails meetings of faculty and students, at which time proposed classes can be negotiated. The result is a collection of courses that spans the disciplines of the liberal arts in both traditional and non-traditional ways and includes lower- and upper-division offerings involving seminars (12 to 20

students), tutorials (two to five students), and independent studies.

The academic progress of Johnston students is monitored by the Director of the Center. Students who are experiencing academic difficulty are reviewed individually by the Center Director, who makes decisions regarding academic probation or disqualification. Criteria upon which such decisions are made include the quantity of work completed, the quality of work in both graded and evaluated courses, and the student’s demonstrated ability to complete a graduation contract. (See the paragraph entitled Undergraduate Academic Standing—Johnston Center for Integrative Studies in the Academic Standards chapter of the Catalog for details on how to appeal the decisions.)

Johnston students must have an approved graduation contract on file in the Registrar’s Office no later than the end of the sophomore year. Thus, four full semesters are open for further planning and innovation. The student’s transcript will consist of an official University cover sheet listing all courses by semester and including grades for those courses taken for grade, a précis written by the advisor, the student’s graduation contract (both the narrative and the course listings), and all narrative evaluations. Johnston students have no special difficulty in gaining admittance to graduate or professional schools or employment as a result of this narrative transcript format.

Johnston students are eligible to apply for departmental honors only. A student must complete an honors project or a capstone experience in accordance with established departmental standards and procedures. Johnston students may apply 83

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for interdisciplinary program honors (Proudian, Asian Studies, etc.). They also may be considered for election to Phi Beta Kappa. Because the honors (cum laude, etc.) are dependent upon cumulative GPAs, Johnston students are not eligible to apply for a program leading to those honors.

Admission

First-year student applicants who are interested in this program should fill out the Johnston Center Supplement as well as the regular University application form. Continuing students who are interested in an internal transfer should contact the Assistant Director of the Johnston Center during their first semester and no later than week two of the spring semester of their first year.

For working adults, Johnston’s individualized graduation contract plan has proven useful for those who have completed some work toward their bachelor’s degree and would like to finish it on a part- or full-time basis. Such students are often able to combine coursework done at other institutions with classes in Johnston Center and other departments to create a graduation plan compatible with their personal and professional goals.

May Term

May Term is a concentrated, intensive term structured for courses emphasizing at least one of the following characteristics: Experiential Learning, Collaborative Teaching and Learning, Service Learning, and Immersion Learning. These courses may make appropriate use of long expanses of time outside of class; take advantage of opportunities to extend classrooms through fieldwork, field trips, laboratory work, and travel; offer opportunities to focus on a single subject in depth; offer opportunities for faculty/student collaboration in research, creative process or teaching; be cross-disciplinary or team taught in ways precluded by longer semesters; use an extended period of time for experiential learning (for example, in service learning, internships, or cross-cultural immersion).

Students may take two residential (on-campus) May Terms free of tuition and room charges. May Term Travel and Non-residential CSAC courses are not considered residential (on-campus) courses. A May Term course fee will be charged for additional residential (on-campus) courses. Every May Term travel course will have fees advertised with the course.

Deadlines for fees and travel permission forms will be publicized by the College of Arts and Sciences Study Away Office.

A representative sample of May Term travel courses includes the following:

• BIOL 107 Tropical Ecology in Costa Rica

• BIOL 260 Marine Conservation of the Pacific

• AST 250 Service in Cambodia

• CDIS 260 Service-Learning in Language, Culture, and Education in Guatemala

• ENGL 265 “Timescapes”: Exploring the Ruins of Holocaust Memory (Salzburg)

• EVST 281 The Palau Expedition: Explorations in Sustainable Development

• EVST 285 The Ecology of Australia and New Zealand

• EVST 360 Sustainable Development and Migration in Mexico

• IDS 250 Outdoor Adventure

• JNST 000A German Expressionist Film—The Austrian Connection (Salzburg)

• JNST 000H Consuming Rio

• PHIL 140 Animal Ethics and Service (Utah)

• PHIL 160 Global Medical Ethics in Swaziland

• POLI 362 Politics of Eastern Europe (Salzburg)

• POLI 457 Policy Making in Washington, D.C.

• PSYC 260 Jews, Muslims, and Basques: Their Sociocultural Contribution to Spain

• SPAN 360 Ecuadorian Culture, Art, and Volunteering

Student Affairs — Learning Applied

The student experience at the University of Redlands encompasses rich, challenging, and engaging academic experiences that extend far beyond the geographical confines of a classroom. As a complement to the traditional academic experience, 84

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student affairs endeavors to bring to life the lessons of the classroom. We value community, self-awareness, cultural humility, wellness, and growth, and we endeavor to challenge and support students as they achieve their academic goals and persist through any adversity they encounter. A full life outside the classroom offers important lessons in creativity, responsible action, service, and stewardship. In addition, students refine career goals and develop skills useful in the workplace.

Student Governance: Associated Students of the University of Redlands (ASUR)

All undergraduate College of Arts and Sciences students are members of the Associated Students of the University of Redlands (ASUR) and are represented by an elected leadership team. Overall responsibility for ASUR rests with its president, elected to a one-year term each spring. The president appoints a cabinet to assist in the management of the ASUR Budget, Inclusion, Social Affairs, Elections, Judicial Affairs, and Clubs and Organizations. In addition, a student senate, comprised of 12 elected members, represents the student body on University-wide committees and works with the ASUR

president on the budget. Budgeted funds enable ASUR to support events, such as concerts, film festivals, club programs and all-school parties, as well as the student newspaper (The Redlands Bulldog) and student-run radio station (KDAWG).

Convocations

Redlands enjoys a significant reputation for its Convocation Series, which brings major speakers to campus. Student groups and academic departments bring additional speakers. Past notables have included conservationist, ethologist, and UN

Messenger of Peace Jane Goodall; First Lady Michelle Obama’s former Chief of Staff Tina Chen; feminist icon and writer Gloria Steinem; transgender actress/ activist LaVerne Cox; author of Orange is the New Black Piper Kerman; author of Eat, Pray, Love Elizabeth Gilbert; former Vice President Al Gore; Robert F. Kennedy, Jr.; former New York Governor Mario Cuomo; the late Secretary of State Warren Christopher; the late poet and author Maya Angelou; actor Danny Glover; and many others.

Campus Diversity and Inclusion

The University of Redlands is a dynamic and diverse community that promotes learning by and success of all students in a supportive and challenging environment. We are committed to the personal, social, and talent development of all members of the community, and we strive to engage, respect, and cherish a diversity of intellectual perspectives, cultural differences and individual backgrounds.

The Office of Campus Diversity and Inclusion (CDI) serves as a catalyst to the campus community on academic talent and skills development, diversity, multicultural programming, and cultural pluralism, including expanding the notion of diversity and multiculturalism beyond race, gender and sexual orientation. CDI staff members believe diversity is an educational resource for preparing students to live and work in a diverse democracy. To this end, CDI has established three centers—

the Multicultural Center, the Pride Center, and the Gender Justice Center—which welcome involvement from every student on campus in whatever form is comfortable: “hanging out” talking with other students; developing leadership skills; engaging in community service; borrowing books or videos; attending programs; suggesting programs; and more. These centers also maintain relationships with academic departments, including Race and Ethnic Studies and Women, Gender, and Sexuality Studies.

Various events celebrate diversity on campus and in the surrounding community. One such activity is the Multicultural Festival, held each spring. Students can choose to participate in one or more of the many multicultural clubs (see website for a complete listing), which host educational programming, cultural events, political workshops, and guest speakers, alongside informal discussions on an array of diversity topics.

While underrepresented populations are present at the University, we acknowledge our ongoing campaign to attract an increasingly diverse student body and to make this University a place where every student can contribute to the school’s educational mission. For example, our First-Generation Student Programs office hosts talent identification and development services, as well as college transition events catering specifically to students who are the first in their family to attend college.

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Native American Student Programs (NSP) was founded as a CDI program in 2011 and now operates under the College of Arts and Sciences. NSP and CDI remain partners in work to honor Native Nations and address the barriers to educational access and persistence faced by Native students.

International Students and Scholars

The University of Redlands welcomes students from over 25 nations. International students are supported by the Office for International Students and Scholars (OISS) from acceptance through graduation. OISS provides orientation for new F-1

students and J-1 exchange visitors and assists with all issues that might arise including visa questions, employment, change of status, reinstatement as well as providing programs for cross-cultural adjustment. OISS works with all to maintain their status while in the United States. Failure to maintain the terms and conditions of non-immigrant status is one of the grounds for deportation.

Academic Success and Accessibility (ASA)

Academic Success offers resources to develop and strengthen skills essential for full academic participation. Students may meet individually with staff for a variety of reasons, including gathering academic information, discussing study skills and academic strategies, or planning a balanced workload. SSRV 154, College Success Strategies, a 2-credit course, is offered each semester. Peer tutors provide guidance and support free of charge in writing and with each of the subject areas.

Academic Success also supports students on academic warning and probation and offers peer mentoring as well as academic skills workshops.

Disability Services is committed to equitable access and the full participation of all students in the University‘s educational programs and activities. If students have academic, housing, dietary, or temporary accommodation needs, Disability Services can offer resources to support each student‘s individual needs. Students initiate the accommodations process by meeting with Disability Services and by providing appropriate documentation. Academic accommodations can include but are not limited to extra time on exams, a quiet testing room, note takers, and alternative texts.

Office of Career & Professional Development

The Office of Career & Professional Development (OCPD) provides coaching, graduate school advising, and instructional programs designed to help students/alumni plan and prepare for the future. We serve all students and alumni from the College of Arts and Sciences (CAS), School of Music, School of Business & Society, and the School of Education. The OCPD

also partners with faculty to integrate career-related activities and assignments into the curriculum.

The OCDP offers the Career Studio, which serves as a first stop help center for any University of Redlands student or alumni seeking career advice, direction, or assistance. Students can stop in at any time during available hours (Armacost Library 116). For the current Studio hours, please see www.redlands.edu/student-affairs/ocpd/. The Career Studio is staffed by a team of highly trained and skilled peer career educators (PCEs) representing different majors and programs, and widely varied interests, experience and future goals. Some of the topics the OCPD helps students/alumni explore include: Cover Letters, Graduate School Planning, Internship and Employment Strategies, Interview Strategies, Mock Interviewing, Negotiation, Networking, Personal Statements, Career Exploration, Professional Advancement, Resumes, and Transition Management.

All students and alumni at the University of Redlands have access to Handshake (redlands.joinhandshake.com), an interactive platform which allows you to engage with the OCPD, search for jobs/internships, join events, conduct employment research, and utilize resources.

In addition, the OCPD encourages employers to engage with University of Redlands students and alumni in meaningful ways. The OCDP is dedicated to providing support to employers offering internships, fellowships, and full and part-time opportunities within their organization. The OCDP finds opportunities to help students engage with employers and alumni to learn more about industries and opportunities through a variety of events and programs.

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Counseling Center

With a mission to promote the psychological and emotional well-being of our students, the Counseling Center is the primary mental health clinic at the University of Redlands, providing direct clinical services in the form of individual therapy, crisis intervention, and group therapy.

Free and confidential individual therapy enables University of Redlands students to address a range of concerns—some need help managing stress, relationship issues, and adjustment to college; others struggle with depression, anxiety, panic attacks, bipolar disorder, trauma, substance use/abuse, and eating disorders. The Counseling Center also provides crisis intervention through same-day appointments as well as a 24/7 crisis line that gives students access by phone to a licensed therapist 24 hours a day, 7 days a week. For students seeking support in a group therapy setting, therapists facilitate confidential groups focusing on: relationships, grief, mindfulness and stress management, mood, transgender and gender, and social skills.

Counseling Center staff also provide consultation and referrals for psychiatric medication, which are provided by the psychiatrist at the Student Health Center on campus, and facilitate referrals to mental health providers in the community for students who want to access mental health treatment in the Redlands area. The Counseling Center is committed to inclusivity and to providing a supportive space for everyone.

In addition to providing direct clinical services, the Center’s staff members engage in education and prevention efforts.

Outreach programming for students includes suicide-prevention training and workshops on issues such as stress management and coping with anxiety. Programs for members of residence halls, departments, and student organizations focus on identifying and responding to students in distress. The Center’s members provide consultation to faculty, administrators, staff, and students on mental health issues through weekly participation on the Campus Assessment, Response, and Education Team, as well as through informal consultation.

Counseling Center staff includes three full-time licensed therapists, one part-time licensed therapist, and an administrative assistant. In addition, each year four to five part-time graduate student interns from local universities provide individual and group therapy under the supervision of one of the Center’s licensed therapists.

Religious Activities

The Office of the Chaplain encourages and supports the search for meaning and development of the spiritual dimension.

Throughout the academic year, on Sunday evenings, the Chapel Singers (part of the School of Music) presents a service of music and prayers known as Compline. In addition, Ensemble XXI, a group of alumni, faculty, and the local community, presents a service known as Evensong. Both Compline and Evensong are open to students and the public. On Sunday evenings when the services of music are not presenting, there is a Labyrinth Meditation Walk at the Labyrinth behind Memorial Chapel.

The Office of the Chaplain also supports a variety of student religious groups and ministries. The University recognizes the pluralistic character of its community and, accordingly, sponsors programs and lectures honoring the contributions made by various religious and philosophical traditions. Thus, while conscious of its historical relationship to the Christian faith, the religious outlook of the University is ecumenical and interfaith in nature. The Newman Club, which provides services and programs for Roman Catholic students and faculty, sponsors a Celebration of Mass on Sunday evenings and midweek.

Young Life is also active on campus.

The Jewish Student Union, also known as Hillel, provides a forum where Jewish students meet for social, cultural, religious, and educational purposes on Friday evenings and throughout the year, including Sabbath dinners, bagel brunches, and an annual Passover Seder. Often, rabbis and rabbinical students visit with Hillel members to discuss topics such as Jewish folklore, humor, and views on the afterlife, and Hillel participates in activities with other colleges and attends regional and national conferences.

Buddhist students meet for meditation throughout the term.

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The Chaplain’s Office is also available for counseling for students, staff, and faculty.

Residence Life and Housing

Residence Life and Housing’s (RLH) mission statement is “building lasting communities of learning.” At the University of Redlands, we believe the residential experience is vital to the success of our students and to the community atmosphere of our campus. As such, all undergraduate students are required to live on campus unless they meet criteria for specific exceptions. For this reason, all students over 16 and under 23 years of age are guaranteed on-campus housing for four years of the undergraduate experience. Graduate and non-traditional students may be housed if space is available; contact Residence Life and Housing for more information.

Living on campus has the potential to challenge and educate students as they connect their learning experiences to their living environment. A variety of living options, coupled with knowledgeable, friendly, energetic Residence Life and Housing staff, provide a significant community experience. Members of the Residence Life and Housing staff are involved in all aspects of community living, including conflict resolution, facility management, community building, and providing programming and resources. They are also well-trained to respond to crisis situations. Each residence hall is managed by a combination of professional and para-professional staff members.

Approximately 70 percent of Redlands students live in on-campus residence halls, apartments, and organizational houses for the members of fraternities, sororities, and multicultural sibling-hoods. These facilities provide a diverse array of options to accommodate many lifestyles. The campus has a wide variety of coed communities with all genders housed on the same floor, as well as a male-only and a female-only hall joined by a common lobby.

Most residence hall rooms are designed for two to three people and are fully furnished. A limited number of single rooms are available—generally only for those with medical or psychological accommodations approved with Academic Success and Disability Services. A few quad rooms exist as well. Each hall is equipped with laundry and kitchen facilities, study rooms, storage rooms, vending machines, and lounge/recreation areas. All housing facilities are smoke-free and remain open throughout the academic year, except during extended breaks in the academic calendar.

There are halls that emphasize special interests, such as global citizenship, social justice, community service, music appreciation, and sustainable living. The Johnston Center for Integrative Studies also has a fully developed living-learning community housed in Bekins and Holt Halls. The Brockton and Grove Apartments feature both double- and single-room apartment living for upper-class students.

Because living on campus is a requirement, all students who are interested in living off campus must complete an Off-Campus Petition and be approved to live off campus. Students over the age of 23, married or in registered domestic partnerships, or living at home with immediate relatives less than 30 miles from campus will be approved prior to the beginning of each academic year if they submit a petition prior to the published deadlines. Decisions for students not meeting these criteria will take into consideration GPA, credits completed, conduct standing, and other factors; applications must be submitted prior to the academic year in which the student wishes to live off campus.

Food Service

Meals for students are served in a variety of settings on campus, including the Irvine Commons, the Plaza Café, Grab and Go Market, Bulldog Café, and the University Club. Each has its unique ambiance and offers an assortment of foods. Menus are planned to emphasize nutrition, quality, and variety, as well as to provide options for vegetarians and vegans. The University dining hours are intended to meet students’ needs. Generally, food service is available from 7:00 a.m. until midnight daily, and from 8:00 a.m. until 11:00 p.m. on weekends.

Student Conduct Policies

The Code of Student Conduct is available online to each student at the beginning of the academic year, and students have the responsibility to read, understand, and abide by the policies. The Office of Community Standards and Wellbeing exists to uphold the standards of the University community, and to create an environment that fosters student well-being and academic success. The Office of Community Standards and Wellbeing is tasked with determining if violations of University 88

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policies have occurred, and, if so, an appropriate response for the good of both the community and the individual. This process is above all educational, honoring individuality and free choice and seeking to cultivate student growth and development through experience.

Fraternities and Sororities

Approximately 25 percent of the Redlands student body belongs to one of the local social fraternities or sororities. In addition to internal activities such as the new-member introductions, academic initiatives, and service projects, Greek organizations provide a variety of campus-wide formal and informal social and educational events. These organizations are also instrumental in promoting community and alumni interaction. All Greek organizations are required to operate new member processes under guidelines set by Student Involvement and Success that are reviewed each year. Greek organizations are governed by an Inter-Fraternity Council, Panhellenic Council, and Greek Council.

Rush activities each semester allow prospective members to learn the distinctive personality of each Greek organization.

Students are required to have a minimum 2.5 GPA and have 28 credits completed to apply to participate in rush activities.

Health Center

The Student Health Center is dedicated to providing all students with accessible and quality health care services, including health exams for acute illnesses and stable chronic diseases, women’s health exams, evaluation and treatment of injuries, and appropriate referrals to emergency services and/or medical specialists. The University employees Loma Linda University Health licensed clinicians staff at the Center. Students are charged $10 for an office visit, and some services (beyond exams) do incur additional costs. While the Center does not accept insurance, it will provide an itemized receipt to assist in the insurance claim process. The Center is open Monday through Friday.

Community Service Learning

The Office of Community Service Learning, established in 1991, refers interns, work-study students, volunteers, and service-learning students to hundreds of agencies throughout Redlands and other locations. Each year, students contribute over 120,000 hours of service at a variety of nonprofit agencies and schools around the world, which provide excellent learning opportunities. These experiences reaffirm the University’s view that each individual does make a difference and can learn through service; therefore, service outreach is an integral part of the Redlands experience and a graduation requirement.

Students are encouraged to visit the Office of Community Service Learning for details and service opportunities throughout the year. Community Service Learning also sponsors spring break plunge trips, the student volunteer desk, children’s mentoring programs such as Big Buddies, tutorial programs such as Jasper’s Corner Homework Clubs, the Sustainable University of Redlands Farm (SURF) and many others.

Student Involvement and Success

Educating the complete person through experience and leadership opportunities is a goal of Student Involvement and Success (SIS). To accomplish this, SIS hosts a series of retreats, workshops, and classes (including the first-year retreat, Training Radical and Involved New Students (TRAIN) and enables students to attend conferences. These programs allow students to take what they learn in the classroom and apply it to real-life situations; learning by doing is the backbone of the leadership and involvement program at Redlands. Staff in SIS also advise student government (ASUR) and student clubs, including social Greek organizations.

Athletics

The University fields 21 intercollegiate varsity athletic teams, with 10 sports for men and 11 for women competing on the NCAA Division III level. With a rich history of conference and national championships, the Bulldogs pride themselves on creating quality opportunities for competition while thriving in a demanding academic setting. We invite all students to attend the home athletic events free of charge with their student ID to join in the fun and excitement of the Bulldog family.

During the fall, student-athletes compete in football, soccer, cross country, men’s water polo, and women’s volleyball. The winter season includes basketball and swimming and diving. The spring season features golf, tennis, women’s lacrosse, women’s water polo, track and field, softball, and baseball. In addition, the Department of Physical Education offers 89

2022-2023 Academic Catalog

coursework toward a physical education minor as well as physical activities for class credit that include all skill levels. For more information, refer to the Physical Education chapter of this Catalog.

Recreation

The University of Redlands Recreation department - which consists of Outdoor Programs, Intramural Sports, and Wellness -

encourages students to live active, healthy lives while exploring, learning, and developing in and outside of the classroom.

This goal is achieved through a variety of programming all of which is either subsidized or offered free of charge.

The Outdoor Programs division, which was created in 2004, offers workshops, leadership opportunities, weekend trips, certifications, and even a month-long expedition May Term travel course for credit. Trips include hiking, backpacking, climbing, surfing, and environmental service in the mountains, desert, and ocean within easy reach of Redlands. The Outdoor Programs Rental Shop, located next to the Currier Gymnasium, offers students rental gear, sign up for trips, outdoor resources, and even a bike repair shop.

Intramural Sports provide opportunities for students to play organized, recreational sports on campus free of charge. Sports include flag football, beach volleyball, soccer, tennis, basketball, and life-jacket water polo. Students can sign up online as a team or register individually as a free agent for each sport, provided they do not compete at the NCAA Division III level for that sport. Sports can last anywhere from a week-long tournament to a semester-long season. Intramurals are played “for the love of the game” and are designed for all levels of athletes.

Wellness programming on campus focuses on holistic student development through a variety of programs and activities.

Designed to enrich both the body and the mind, programs focus on the eight identified dimensions of wellness: Social, Physical, Emotional, Intellectual, Economical, Spiritual, Environmental, and Cultural.

Together, Outdoor Programs, Intramurals, and Wellness aim to provide students with opportunities to engage in an active, healthy lifestyle while at the University of Redlands.

Military and Veterans Services

The University of Redlands Military & Veteran Services is dedicated to providing the highest level of support, dedication, and services in order to ensure military-affiliated students, including active military members, reservist, national guard, veterans and military family members achieve success academically, professionally, and personally.

Our well-rounded and focused support system includes

• Trained and dedicated staff available to answer questions and provide guidance in applying for and utilizing military or VA educational benefits

• Access to and knowledge of available resources both on and off campus

• Interactive One Stop Student Online Platform

• Assistance in all aspects of career exploration, preparation, translation of military experience, professional networking, interview techniques

• Help to facilitate communication with and integration into the University of Redlands community

• Recognition of Active Duty Military, Reservist, National Guard, Coast Guard, Veterans and their Family Members through planned events

• Assistance with identifying and applying for internal and external scholarships

Our vision is to enhance the success of our military-affiliated students in a holistic whole-student approach that focuses on guiding them through the educational process, assisting with the transition from military to civilian life, and recognizing them both for their service and their personal and academic accomplishments.

For more information, contact military@redlands.edu, (909) 748-8478, or go to www.redlands.edu/military.

University of Redlands Alumni Association

The University of Redlands Alumni Association’s goal is to foster meaningful and mutually beneficial relationships that connect our alumni to each other and to the University. The Association nurtures relationships among alumni by providing experiences that enrich the lives of alumni and present a positive image of the University and its graduates.

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Recognizing that learning is a lifelong process, in all of its activities the Association is committed to maintaining and supporting the University of Redlands as a world-class institution of higher learning and academic excellence.

Membership in the Alumni Association Anyone who has earned an undergraduate or graduate degree from the University of Redlands is automatically a member of the Alumni Association. In addition, anyone who has satisfactorily completed a minimum of 24 credits in the College of Arts and Sciences or has received a teaching credential through the School of Education is a member.

Study Abroad

General Information and Regulations

The University encourages students to participate in a study abroad experience as an integral dimension of their liberal arts education.

Calendar

Students considering a semester of study abroad must apply through the web-based Study Abroad portal. The deadline for completing this university application is early December for both Fall and Spring programs in the subsequent academic year. Students applying to any program other than the university’s Salzburg Semester program will need to additionally apply to an approved program on the study abroad online application portal. The deadlines for secondary applications to the selected partner program occur in the spring semester preceding the academic year in which the student plans to study abroad.

Application

University of Redlands students must apply for abroad programs through the Study Abroad online application system.

Applications may be completed only for programs approved by the Office. Limited off-list programs are possible through a separate request process, which requires a formal review by a committee, Director of Study Abroad, and CAS Dean.

Students might not receive academic credit for any coursework completed through a program not approved by the Study Abroad Office.

Student eligibility is determined by such factors as academic and disciplinary records. Students typically must have sophomore, junior or senior year status during the period they plan to study abroad in order to be eligible. Students with a 2.75 GPA will be eligible for the majority of approved programs while students below a 2.75 GPA will have increasingly limited options. Students with conduct holds or who are on conduct probation are ineligible to participate. Students with concerning or serious conduct history must be cleared by the Director of Community Standards and Wellbeing of the Dean of Student Life.

If a student has been approved for study abroad and is subsequently placed on academic warning/probation or is subject to official college discipline, approval for study abroad may be withdrawn. Students who voluntarily withdraw (or are required to withdraw) from a program at any stage are responsible for any unrecoverable payments made by the University to the program on behalf of the student, in addition to any applicable University tuition and fees.

All approved study abroad programs are offered to Redlands students at the current cost of standard room and board, tuition, and fees at the University of Redlands. The University, in turn, underwrites the required program expenses of tuition, room, and board. Elective program choices (e.g., field trips, course overloads, etc.) are the direct personal responsibility of the student.

All students will be automatically enrolled in mandatory international insurance coverage for the duration of their program period abroad. Students are responsible for this fee. The insurance is only waived at the discretion of the Director of Study Abroad when a partner program requires the students enroll in their insurance plan and when this coverage satisfies University coverage requirements.

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As part of preparation for a semester abroad, students are responsible for arranging and paying for their own transportation to and from the study center or university. Partner programs that include transportation to the study site as part of the comprehensive program fee will be asked to bill the student directly for these charges.

Program Planning

Applicants should consider carefully how a semester abroad would complement their general education, majors, and career plans. Applicants discuss the appropriateness of individual programs and courses of study with their faculty advisors as well as with Study Abroad Office staff. Close consultation with Academic Advisors are critical for students in better ensuring the transferability of courses as well as timely progression towards degree completion.

Academic results from any approved study abroad program are recorded on the student’s UofR transcript and grades earned are computed in the student’s University of Redlands grade point average. Credit earned in these programs are applied toward graduation when the Registrar’s Office receives evidence that studies have been completed through receipt of an approved program transcript.

Departments determine the applicability of off-campus coursework toward the major, and the Registrar determines acceptability of coursework toward fulfillment of Liberal Arts Foundation or Liberal Arts Inquiry requirements.

To receive the complete list of study abroad policies, contact the Study Abroad office.

Study Abroad Preparation

The university offers the following pre-departure as well as re-entry courses in order to maximize the educational, cultural and practical benefits to students that results from study abroad.

Study Abroad Course Descriptions

entry shock, students will learn how to translate study

SPRO 101 Crossing Cultures I: Pre-departure

abroad experiences into a professional skill set and

Fall (2), Spring (2)

communicate these skills to potential employers.

This course is designed to build intercultural skills and

Prerequisite(s): A recently completed study abroad

awareness in preparation for study abroad. Readings,

experience. Offered as needed.

assignments, and activities focus on the student’s specific

destination culture as well as general strategies for a

SPRO 103 Crossing Cultures 2: Re-entry

successful and meaningful cross-cultural experience.

Fall (2), Spring (2)

Prerequisite(s): Enrollment in or planned enrollment in

Crossing Cultures 2: Re-entry is designed for students

study abroad courses for the following semester. Offered

who have recently returned from study abroad. In

each semester.

addition to strategies for enhancing intercultural

perspectives and coping with re-entry shock, students

SPRO 102 Crossing Cultures II: Re-entry

learn how to translate study abroad experiences into a

Fall (2), Spring (2)

professional skill set and communicate these skills to

This course is designed for students who have recently

potential employers.

returned from study abroad. In addition to strategies for

Prerequisite(s): SPRO 101. Offered every year. Numeric

enhancing intercultural perspectives and coping with re-

grade only.

Salzburg Semester

The Director

Katherine Baber

Since 1960, the University of Redlands has offered a unique study abroad program in Salzburg, Austria. The Salzburg Semester is characterized by a general humanities curriculum and offered in the context of group study and extensive travel opportunities. The program is available to sophomore, junior, and senior undergraduates regardless of major.

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The Salzburg Semester offers a unified core of courses taught on a block system, and that supports each other and takes advantage of the richness of the local and regional location. Extended field excursions to the Balkans and to Italy enrich the insights gained from in-class lectures. A professor from the Redlands home campus spends a portion of each semester in residence in Salzburg teaching a single course.

The comprehensive fee for the Salzburg program is set at the cost of tuition, double room and standard meal plan, and ASUR fee. As with other study-abroad programs, students are responsible for their transportation to and from the study site.

Guest Students

The University of Redlands may welcome qualified guest students to the Salzburg Semester program each semester from colleges across the country.

Salzburg Semester Course Descriptions

SALZ 240 Austria in Europe: History, Identity,

SALZ 101 First-Year German (Salzburg)

Remembrance

SALZ 102 First-Year German (Salzburg)

Fall (4), Spring (4)

Fall (4), Spring (4)

This course is designed to introduce students to the

Study of basic elements of the German language for

history, culture, and economics of Austria and its place in

beginning students. Emphasis on development of skills

Europe from early settlement to the present day. We will

enabling students to understand and speak German of

study Austria‘s role in the Roman Empire, the Holy

moderate difficulty, focusing on the elementary

Roman Empire, Austria-Hungary, World Wars I and II, the

grammatical structures and a core vocabulary needed for

Soviet Empire and Austria‘s eventual membership in the

use in conversations and interactions in Salzburg.

European Union. Extensive travel around Austria, Europe,

Prerequisite(s) for SALZ 102: GRMN 101.

and the Balkans complements in-class work.

SALZ 201 Second-Year German (Salzburg)

SALZ 250 The Sites and Sounds of Salzburg: Engaging

SALZ 202 Second-Year German (Salzburg)

with the Visual and Performing Arts in Europe

Fall (4), Spring (4)

Fall (4), Spring (4)

Continued study and review of basic elements of the

Students engage personally in the performance of

German language and grammatical structures while

classical music as well as its history and context, the

developing a core vocabulary of words and phrases for

creation of visual art and its development throughout

use in conversations and interactions in Salzburg.

European history, and the understanding of architecture

Exercises in reading, writing, listening, and speaking.

as a reflection of the European ideal. Presents in a

Differences in learning styles, customs, and traditions

unique manner the expansive European culture of

between Americans, Austrians, Germans, and other

classical music, art and architecture, blending concerts,

Europeans will be explored.

museum study, and excursions in Salzburg and to

Prerequisite(s) for SALZ 201: GRMN 102 or permission.

selected European cities.

Prerequisite(s) for SALZ 202: GRMN 201 or permission.

SALZ 251 Sites of Salzburg

SALZ 230 Travelers and Citizens

Fall (3), Spring (3)

Fall (3), Spring (3)

Students engage directly with visual art and its historical

This course integrates the various aspects of the Salzburg

development in the European context, and the

Program curriculum through travel and service-learning.

understanding of architecture as a reflection of the

On excursions, experiential assignments draw on

European ideal. Emphasizes experiential learning by

students' studies in language, history, art and music.

blending museum and site visits in Salzburg, readings and

Service appointments in Salzburg and the Balkans

case studies, and excursions to select European cities.

provide an opportunity to examine institutions and

Permission only. Numeric grade only.

customs for addressing community needs in Austria.

Corequisite: Enrollment in Salzburg program. Permission

SALZ 252 Sounds of Salzburg

only. Numeric grade only.

Fall (3), Spring (3)

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Students develop an appreciation in particular for the

SALZ 0RZ Topics in Recreational Sports: The Austrian

music of the European classical tradition on site in

Outdoor Experience

Salzburg and other European centers. Emphasizes

Fall (1), Spring (1)

methods for "informed hearing," first in theory during

The course provides an opportunity for those students

class sessions, then in practice with at museums,

studying in Salzburg to experience the abundance of

important historic sites, and concert venues.

outdoor activities while combining them with their own

Permission only. Numeric grade only.

personal health and fitness.

May repeat once.

SALZ 260 Special Topics in Salzburg

Fall (4), Spring (4)

MUAP 350S Salzburg Music Lesson

Special topics course for Salzburg Semester taught by

(2–4)

visiting faculty.

Music majors have the opportunity to take applied music

lessons from a member or associate of the world-famous

Mozarteum.

Recognized University Partnerships

The University of Redlands has established agreements with numerous universities, allowing students to study at these partner institutions each semester.

Recognized University Partnerships:

• Chinese University Hong Kong – Hong Kong, China

• James Cook University – Townsville, Australia

• Nanzan University – Nagoya, Japan

• National University of Ireland, Galway – Galway, Ireland

• Queen Mary, University of London – London, England

• University of Bristol – Bristol, England

• Tuskegee University, Tuskegee, Alabama

• University of Canterbury – Christchurch, New Zealand

• University College Dublin – Dublin, Ireland

• University of East Anglia – Norwich, England

• University of Edinburg – Edinburg, Scotland

• University of Melbourne – Melbourne, Australia

• Victoria University, Wellington – Wellington, New Zealand

• Wollongong University – Wollongong, Australia

• Waseda University – Tokyo, Japan

•

Approved Study Abroad Program Opportunities

The Study Abroad Office offers students a wide range of abroad opportunities across the globe in partnership with approved study abroad partner organizations. On the basis of conjunction with faculty members and individual departments, the Study Abroad Office determines the organizations and programs that are officially approved. Only specifically approved programs offered by partners are available to students at Redlands. Our partner organizations include the Institute for the International Education of Students (IES), The School for International Training (SIT), School for Field Studies (SFS), Denmark’s International Study Program (DIS), Council on International Education Exchange (CIEE), and Studio Arts College International (SACI).

May Term Off-Campus Programs

Each May Term, Redlands faculty members generally offer a number of opportunities for international study. These programs change from year to year, but historically, programs offered have included trips to Europe, Latin America, Africa, Asia, and the South Pacific. These offerings are extended to Redlands students at the established programs cost. Program costs tend to be comprehensive, though included pre-program elements may vary from course to course.

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More information on study abroad may be obtained from the Study Abroad office or the University website at

www.redlands.edu/studyaway.

Course Definitions

Course Numbering System

• 0–99 Preparatory: (e.g., remedial courses, skills courses): May or may not be counted for degree credit, depending on course content. No prerequisites.

• 100–199 Introductory: Included in degree grade point average (GPA). Usually have no college-level prerequisites, but may include some previous preparation. Typically first-year courses.

• 200–299 Introductory and Intermediate: Will usually have prerequisites, not necessarily academic work (e.g., sophomore standing; permission). Typically second-year courses.

• 300–399 Intermediate and Advanced: Have prerequisites, but not necessarily in the major. Typically third-year courses.

• 400–499 Advanced: Have prerequisites in the major. Typically fourth-year courses.

• 500–599 Credential and other post-baccalaureate courses. Continuing education courses are also offered in this series.

• 500x–599x Continuing education courses. Not degree applicable. Offered through Schools of Education, Business, and Continuing Studies.

• 600–699 Graduate: Reserved for graduate students.

• 700–799 Post-graduate: Courses not otherwise offered as graduate courses. Advanced credential courses in Education are in this category.

• 800–899 Doctorate-level courses: Reserved for Ed.D. students.

Regardless of the level, courses numbered in the x60s are topics courses; courses numbered in the x70s are directed studies; courses numbered in the x80s are internships; and courses numbered in the x90s are capstone, honors, or thesis courses.

Johnston Course Numbering

• 000A–000Z Johnston Seminars, undergraduate level.

• IND- Johnston Independent Studies, undergraduate level.

Course Frequency

Most classes are offered each year in the time stated. Exceptions are identified at the end of course descriptions.

• “Offered in alternate years” indicates courses that are offered on a regular basis every other year. Time of offering is included in the description statement.

• “Not regularly offered” identifies courses that are offered outside the schedules mentioned above (e.g., every third semester). The next offering time is included in the description statement.

• “Offered as needed” refers to those courses offered at the discretion of the department (usually topics courses) and on demand. Descriptions of these courses will carry a message that the course title and semester will be announced in the current Schedule of Classes.

Academic Credit Definition

A semester credit is awarded for the amount of work an average student would accomplish in a minimum of 40 hours (undergraduate) and 45 hours (graduate), including the hours spent in the laboratory or classroom.

Explanation of Course Markings

• Course numbers and titles listed in this catalog are followed by the semester or term in which they are typically offered and the number of credits they carry.

• Courses that continue throughout the year are described together.

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• Course numbers (a) separated by a comma may be scheduled in any sequence, (b) separated by a hyphen must be taken in sequence because each is a prerequisite for the course following, and (c) course numbers separated by a slash distinguish undergraduate and graduate levels.

• Undergraduates would enroll for a level numbered 1–499, graduates for 600–699.

College of Arts and Sciences Programs

Accounting

The Faculty

Renée Hall

Carl Kinnoin

Ning Ren

The Major

The accounting major combines the strengths of a liberal arts education with preparation for a professional career.

Accounting coursework emphasizes critical analysis, problem solving, and communication. Completion of the major will, in most cases, prepare graduates for licensure as a Certified Public Accountant (CPA) in the State of California. CPA licensure requirements vary somewhat across states. Graduates who choose career paths other than public accounting have a strong background for entering careers in finance, management, and law.

A 2.0 in ECON 101 is a required pre-requisite for ACCT 210, the first accounting course. Students entering the major are required to have a minimum 2.7 cumulative GPA on a 4.0 scale. Transfer students are also required to have a 2.7 average from their previous school(s).

Accounting majors can pursue a double major. Popular combinations with Accounting are Financial Economics, Global Business, or Business Administration, though other combinations are possible with careful planning. Accounting students are encouraged to study abroad and to complete an internship.

Learning outcomes for this program may be found at www.redlands.edu/BS-ACCT/learning-outcomes.

Bachelor of Science in Accounting Requirements

Related Field Courses (6 courses/24 credits):

ECON 101 Principles of Economics (4) (LAI - Social Scientific Practice and Quantitative Reasoning Embedded) (LAF – State and Economy)

MATH 111 Elementary Statistics with Applications (4)

REL 120 Religion and Ethics (4)

-or- REL 125 Introduction to World Religions (4)

-or- PHIL 100 Introduction to Philosophy (4)

-or- PHIL 102 Introduction to Chinese Philosophy

-or- PHIL 170 Directed Study: Philosophy (2-4)

BUS 240 Business Law (4)

-or- GLB 240 U.S. Business Law (4)

GLB 421 Corporate Finance (4)

-or- GLB 422 Investments (4)

-or- ECON 230 Money Banking Financial Markets (4)

Take 1 course/4 credits from Economics (ECON) at the 200 or 300-level

-or- Business Administration and Management (BUS) at the 300 or 400-level

Accounting Courses (12 courses / 44 credits):

ACCT 210 Principles of Financial Accounting and Reporting (4)

ACCT 220 Principles of Managerial Accounting (4)

ACCT 309 Accounting Ethics and Professional Responsibility (4)

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ACCT 310 Intermediate Financial Reporting for Operations (4)

ACCT 320 Intermediate Financial Reporting for Financial Transactions (4)

ACCT 330 Intermediate Financial Reporting for Investing Transactions (4)

ACCT 400 Financial Reporting Theory I (2)

ACCT 401 Financial Reporting Theory II (2)

ACCT 410 Auditing (4)

ACCT 411 Accounting Information Systems (4)

-or- CS 301 Business Analysis and Excel (4)

ACCT 415 Tax Accounting (4)

ACCT 440 Financial Statement Analysis (4)

Electives are not required but are useful to students who are both preparing for the CPA exam and ensuring that they meet licensure requirements. Electives include:

ACCT 360 Volunteer Income Tax Assistance (3)

ACCT 421 Governmental and Not-for-Profit Accounting (4)

ACCT 480 Accounting Internship (2-4)

Accounting Minor

A minor in accounting can provide a foundation for careers in business, government, investment management, and finance.

Students who choose to minor in accounting must complete 24 credits of the following accounting courses:

ACCT 210 Principles of Financial Accounting and Reporting (4)

ACCT 220 Principles of Managerial Accounting (4)

ACCT 310 Intermediate Financial Reporting for Operations (4)

And three additional accounting courses selected from the following:

ACCT 320 Intermediate Financial Reporting for Financing Transactions (4)

ACCT 330 Intermediate Financial Reporting for Investing Transactions (4)

ACCT 411 Accounting Information Systems (4)

-or- CS 301 Business Analysis and Excel (4)

ACCT 415 Tax Accounting (4)

ACCT 416 Advance Concepts in Tax (4)

ACCT 421 Governmental and Not-for-Profit Accounting (4)

ACCT 440 Financial Statement Analysis (4)

Internship: Accounting majors are encouraged to obtain accounting internships to enhance their academic preparation.

Internships allow students to explore career possibilities and integrate classroom learning with experiential learning.

Students should meet with an accounting advisor for more information. To receive academic credit for any internship (ACCT

480), students must complete academic assignments in addition to the internship itself.

Study Abroad: Foreign study programs offer an enriching personal experience to students while they earn academic credit.

Study abroad is encouraged and possible with advance planning.

Departmental Honors in Accounting

Proposals are accepted no later than the first day of the student’s final academic year, from majors who have achieved a minimum GPA of 3.2. Successful applicants will work one-on-one with a member of the accounting faculty to complete a research project that involves data collection and analysis. The research project will be supported and reviewed by an advisory committee of accounting faculty and at least one outside expert, selected by the student and approved by the Honors advisor.

Accounting Course Descriptions

All prerequisite courses must be taken for a numerical grade. To meet a course prerequisite, a minimum grade of 2.0 must have been earned in the prerequisite course.

ACCT 210 Principles of Financial Accounting and

Fall (4), Spring (4)

Reporting

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Financial accounting and reporting concepts and

ACCT 330 Intermediate Financial Reporting for Investing

procedures that provide a history of economic activity,

Transactions

resources, obligations. Emphasis is on preparing and

Fall (4)

using financial information at an enterprise level.

Intermediate Accounting for Investing Transactions

Prerequisite(s): ECON 101

focuses on the acquisition and divestiture of long-term

productive assets; investments in the debt, equity, or

ACCT 220 Principles of Managerial Accounting

operations of another company; risk management

Fall (4), Spring (4)

through the use of derivatives; foreign currency and tax

Analysis of financial and relevant non-financial

effects on strategic decisions. Students will learn how

information used in planning, motivating, evaluating, and

these transactions are represented in each of the four

control. Economic and behavioral concepts and

financial statements and accompanying disclosures.

quantitative techniques are integrated throughout.

Prerequisite(s): ACCT 310; Recommended: ACCT 320

Topics: cost behavior, budgeting, analysis of variance,

performance measurement, and pricing.

ACCT 360 Volunteer Income Tax Assistance

Prerequisite(s): ACCT 210

Spring (3)

Topics in Federal and California income tax regulations

ACCT 309 Accounting Ethics and Professional

for filing basic income tax returns. Introduction to issues

Responsibilities

of providing volunteer service. Experiential learning is

Spring (4)

required through a community service component.

Accounting Ethics introduces students to the professional

Credit/no credit only. This course is not eligible to count

responsibilities inherent in giving financial advice or

toward a minor in accounting.

verifying representations made by clients in financial

reports. Students will explore potential dilemmas that

ACCT 400 Financial Reporting Theory I

can arise when services paid for by a client are designed

Fall (2)

to also promote the well-being of the public. Course

ACCT 401 Financial Reporting Theory II

format relies heavily on written cases, in-class discussion,

Spring (2)

debate, and a formal research project.

Capstone course requiring students to integrate

Prerequisite(s): ACCT 210; By permission only.

knowledge of accounting, business, economics, and

regulation, and apply this knowledge to emerging

ACCT 310 Intermediate Financial Reporting for

financial reporting issues. Study of accounting, corporate

Operations

governance, and risk management issues will be from the

Fall (4), Spring (4)

perspectives of the enterprise, auditor, and financial

Intermediate Accounting for Operations focuses on a

statement users.

firm’s basic revenue-generating activities. Students will

Prerequisite for ACCT 400: ACCT 310 or ACCT 320 or by

learn how providing sales and service, granting customer

permission.

credit, collecting cash, producing, innovating, incurring

Prerequisite for ACCT 401: ACCT 310 or by permission.

and paying expenses, acquiring and using long-term

assets, are represented in each of the four financial

ACCT 410 Auditing

statements and accompanying disclosures.

Fall (4)

Prerequisite(s): ACCT 210

Examination of the responsibilities of independent and

internal auditors as expressed in audit standards.

ACCT 320 Intermediate Accounting for Financial

Emphasis is placed on how the auditor tests internal

Transactions

controls of a company, tests reliability of information

Spring (4)

produced by an accounting system, and arrives at an

Examines transactions in which a firm secures or re-

opinion regarding the fairness of financial

balances its financing (debt and/or equity). Emphasis will

representations.

be placed on how choice of financing affects firm value

Prerequisite(s): ACCT 310 or by permission.

and risk, and how financial statements, with

accompanying footnote disclosures, represent the

ACCT 411 Accounting Information Systems

implications of those choices.

Fall or Spring (4)

Prerequisite to ACCT 310

Study of the design and application of accounting

systems intended to provide financial and non-financial

information, which informs decisions and influences

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behavior within business processes. Strong emphasis on

Financial statements are used in the context of making

conceptual modeling and database systems, and on

investment and financial decisions. Emphasis on using

documenting and evaluating internal controls.

business strategy and economic environment to forecast

Prerequisite(s): ACCT 210 and ACCT 220 or by permission.

financial statements (income, cash flow, balance sheet),

assess risk, evaluate effectiveness of financial and

ACCT 415 Tax Accounting

operating leverage, and estimate intrinsic value of a firm

Fall (4)

and its equity.

Determination of federal and state income tax liability

Prerequisite(s): ACCT 310, senior standing, or by

for individuals, corporations, and partnerships. Filing

permission. Recommended: ACCT 320 and ACCT 330.

returns, paying taxes, and getting refunds. Legislative and

judicial development of tax law. Legal recourse available

ACCT 469 Advanced Topics in Accounting

to taxpayers.

Fall (2–4), Spring (2–4), May Term (3)

Prerequisite(s): ACCT 310.

Continuation of select upper-division courses, allowing

students to pursue topics in accounting beyond one

ACCT 421 Governmental and Not-for-Profit Accounting

semester. Designed to reflect current trends and issues.

Spring (4)

May be repeated for degree credit, given a different

Theory and practice of governmental and not-for-profit

topic, for up to 4 credits.

financial accounting. Topics include theoretical

Prerequisite(s): by permission. Numeric grade only.

framework, fund accounting, and basic financial

Offered as needed.

statements.

Prerequisite(s): ACCT 310 or by permission. Offered as

ACCT 480 Accounting Internship

needed.

Fall (2–4), Spring (2–4)

Placement in an accounting internship with academic

ACCT 440 Financial Statement Analysis

work under faculty direction.

Spring (4)

Prerequisite(s): junior or senior standing, or by

permission.

Art

The Faculty

Tommi Cahill

Munro Galloway

Penny McElroy

The Major

The department offers a program leading to a Bachelor of Arts degree in Studio Art. Learning outcomes for the BA in Studio Art may be found at www.redlands.edu/BA-ARTS/learning-outcomes.

All Studio Art majors take foundation courses, at least one course in art history, a senior project and a series of courses that make up a concentration in a particular media (ceramics/sculpture, drawing/painting, graphic design, photography, or art therapy). Students interested in teaching art may also combine their Art degree with a Single Subject Teaching Credential; see details below.

Bachelor of Arts in Studio Art

Foundation Courses

ART 131: Drawing (4)

ART 132: 2-D Design (4)

ART 145: Introduction to Sculpture (4) (not required for Art Therapy concentration)

ART 159: Digital Imaging (4) (not required for Art Therapy concentration)

Additional Requirements

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One Art History course (4) (Students are advised to take as many art history courses as possible)

ART 495: Senior Project (4)

Studio Art Concentrations

Art Therapy (12 courses/48 credits):

The following courses prepare students for further study and credentialing in a graduate program.

ART 131 Drawing (4)

ART 132 2-D Design (4)

ART 140 Ceramics (4)

ART 233 Painting (4)

one Art History class (4)

ART 333 Intermediate Painting: Beyond the Canvas (4)

-or- ART 333 Intermediate Painting: Painting the Figure (4)

-or ART 240 Intermediate Ceramics (4)

ART 434: Advanced Projects in Drawing/Painting

-or- ART448 Advanced Projects in Ceramics/Sculpture (4)

ART 495 - Senior Project (4)

PSYC 100 Intro to Psychology (4)

PSYC 344 Abnormal Psychology (4)

PSYC 335 Developmental Psychology (4)

at least one additional Psychology course (4) Recommended: PSYC 210 Personality Theories, PSYC 349 Social Psychology, PSYC 440 Counseling (440 requires professor permission)

Recommended: Art therapy internship

Ceramics/Sculpture (9 courses/36 credits):

Complete the Foundation Courses & Additional Requirements (above) and

ART 140 Ceramics (4)

ART 240 Intermediate Ceramics

-or- ART 347 Intermediate Sculpture (4)

ART 448 Advanced Projects: Ceramics/Sculpture (4)

Drawing/Painting (9 courses/36 credits):

Complete the Foundation Courses & Additional Requirements (above) and

ART 233 Introduction to Painting (4)

ART 333 Intermediate Painting: Beyond the Canvas (4)

-or- ART 333 Intermediate Painting: Painting the Figure (4)

ART 434 Advanced Projects: Drawing/Painting (4)

Graphic Design (9 courses/36 credits):

Complete the Foundation Courses & Additional Requirements (above) and

ART 252 Introduction to Graphic Design (4)

ART 352 Intermediate Graphic Design (4)

ART 456 Advanced Projects: Graphic Design (4)

Recommended: ART 251 Typography (4)

Photography (9 courses/36 credits):

Complete the Foundation Courses & Additional Requirements (above) and

ART 235 Introduction to Photography (4)

ART 339 Intermediate Photography (4)

ART 436 Advanced Projects: Photography (4)

To be a successful Art Major, you should:

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1) take the foundation courses in your first or second year (ART 131, ART 132, ART 145, ART 159 see Concentrations for requirements)

2) plan study abroad early, consulting with department faculty about appropriate programs and timing 3) plan to be on campus the spring of your junior year and all of your senior year in order to ensure completion of your major requirements

4) declare your major by the fall of your sophomore year

5) attend to course prerequisites when planning your schedule

6) complete a concentration selected from the descriptions in the previous sections

Art Education (BA in Studio Art + Single-Subject Teaching Credential)

Students interested in teaching art in high school can complete a (single subject) teaching credential. Complete the Foundation Courses and Additional Requirements listed above. Complete one of the concentrations above (excluding Art Therapy). Complete the following courses and steps:

POLI 111 - Introduction to American Politics (4)

-or- HIST 121 American History to 1877 (4)

EDUG 331 Child Development (3)

EDUG 401 Foundations of Learning (3)

Admission to the School of Education: https://www.redlands.edu/admissions-and-aid/graduate-and-continuing-

education/school-of-education/apply-teaching

EDUG 402 Single Subject Methods I: Critical Pedagogy and Instructional Design (3)

EDUG 404 Single Subject Methods II: Literacies for Diverse Learners (3)

EDUG 406 Single Subject Methods III: Content Area Teaching (3)

EDUG 408 Single Subject Methods IV: Content Area Literacy and Assessment (3)

EDUG 411 Foundations of Literacies (3)

EDUG 455 Student-Teaching Seminar (2)

EDUC 453A Student Teaching I (5)

EDUC 453B: Student Teaching II (5)

Studio Art Minor

(20 credits)

Choose two from

ART 131 Drawing (4)

ART 132 2-D Design (4)

ART 145 Introduction to Sculpture (4)

ART 159 Digital Imaging (4)

And

Complete 3 additional Art courses, at least one of which is at the 200-level or above.

Fees

All studio courses require a lab fee. All lab fees are charged to the college bill of the student unless other arrangements for payment are made. Once course materials are distributed, the student is responsible for paying the materials portion of the lab fee, even if they drop the course.

In studio courses, the lab fee pays for shared supplies used by the students in the course, as well as tools that become the property of the student. This practice results in significant savings in the cost of art tools and materials. Lab fees in studio courses range from $45 to $500.

Time

For studio classes, the department requires three to four hours of work per week for each credit, in addition to time spent in class. (Thus, a 4-credit course requires the six hours in class plus at least 12 hours of studio work outside of class.) Gallery Program

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The Peppers Art Gallery features ongoing exhibits by recognized and emerging artists in a variety of media. Gallery talks by exhibiting artists are frequently featured. https://www.redlands.edu/study/schools-and-centers/college-of-arts-and-sciences/undergraduate-studies/art/gallery/

Advanced Placement in Studio Art and International Baccalaureate in Visual Arts

Students who earn scores of three or higher on the Advanced Placement Test receive 4 credit elective credits. Students who complete an International Baccalaureate Diploma in Visual Art are eligible to receive 4 elective credits.

Art Course Descriptions

Introduction to using the computer as a creative tool.

ART 131 Drawing

Development of digital imaging techniques and photo

Fall (4), Spring (4)

manipulation using Adobe Photoshop.

This course is an introduction to the basic tools,

techniques and materials of drawing. Topics and genres

ART 165 Special Topics

of drawing may include: still life, landscape, figuration,

Fall (2–4), Spring (2–4), May Term (3)

perspective, illustration and abstraction. By studying the

Various offerings of specialized studio workshop

foundational elements of drawing, students develop

experiences.

technical ability and individual expressivity.

Numeric and Evaluation grade only.

ART 233 Introduction to Painting

Fall (4), Spring (4)

ART 132 2-D Design

Introduction to the materials and techniques of painting.

Fall (4), Spring (4)

Emphasis is placed on color, mixing and modifying paints,

Students are acquainted with the structure that artists

surface, composition, and the history of the medium.

consider when creating two-dimensional images. The

elements of pictorial composition (line, shape, space,

ART 235 Introduction to Photography

color, value, and texture) are used in concert with the

Fall (4), Spring (4)

principles (unity/variety, balance/ emphasis/ rhythm, and

Using a digital camera, students produce original work in

proportion/scale) to create effective images.

response to a series of lectures, assignments, and

Numeric and Evaluation grade only.

biweekly critiques. A range of tools, including color

correction, selections, layers, and inkjet printing are

ART 140 Introduction to Ceramics

addressed. Students will complete an integrative final

Fall (4), Spring (4)

project.

Introduction to the shaping of clay with hand-building

techniques and on the potter’s wheel. A variety of

ART 240 Intermediate Ceramics

surface design and firing techniques is also taught.

Spring (4)

Expands on the techniques taught in ART 140. Areas of

ART 145 Introduction to Sculpture

focus include kiln firing, wheel throwing and hand

Fall (4), Spring (4)

building, glaze experimentation, and overviews of

Introduction to materials, techniques, concepts, and

pottery by contemporary artists and ancient societies.

tools of sculpture. Techniques covered may include

Prerequisite(s): ART 140 or by permission.

modeling, carving, construction, and mold making.

ART 251 Typography

ART 155 Introduction to Printmaking

Fall (4)

Fall (4), Spring (4)

A study of letter forms and page design. Students explore

This course is an introduction to the basic strategies and

typography through both historical methods and

techniques of lithographic, intaglio, serigraphic, and relief

contemporary techniques. Focus will be on developing

processes. Emphasis is on development of imagery and

sensitivity to type and discovering the creative

introductory understanding and command of print

possibilities of typographic design.

processes. Completed editions will be discussed during

group critiques.

ART 252 Introduction to Graphic Design

Fall (4), Spring (4)

ART 159 Digital Imaging

Introduction to technical and conceptual principles of

Fall (4), Spring (4)

graphic design. Students will investigate different

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creative approaches to the design process. Topics include

ART 352 Intermediate Graphic Design

text/image relationships, illustration techniques, basic

Spring (4)

type concerns, logo/identity, concept presentation, and

Expands on the theories and topics covered in ART 252.

developing competency with Adobe Illustrator.

Areas of focus include graphic design and advertising as a

cultural force, campaigns and marketing strategies,

ART 264 History of Photography/Printmaking/Graphic

typography, visual hierarchy, multiple-page document

Design

layout, and production techniques using Adobe InDesign.

Fall (4)

Emphasis on conceptualization, problem solving, and

This special topics studio art course surveys the broad

increased technical aptitude. Prerequisite(s): At least one

history of visual communication of printmaking,

of the studio art foundation courses (ART 131, ART 132,

photography, design, and its influence from prehistory to

ART 145, ART 159. ART 235) and ART 252 and junior

contemporary art practices.

standing, or by permission.

ART 260 Special Topics in Studio Art

ART 356 Life in Art

Fall (2–4), Spring (2–4), May Term (3)

Fall (4), Spring (4)

Various offerings in specialized studio workshop

This course examines the relationship between artistic

experiences.

practices and the cultural, political, and social aspects of

Offered as needed.

contemporary life. Through readings, discussion and

Prerequisite(s): ART 131 or ART 132 or ART 145 or ART

written assignments students explore how artists

159 or by permission.

respond to the critical issues in their lives.

ART 333 Intermediate Painting: Painting the Figure or

ART 434 Advanced Projects: Painting/Drawing

Beyond the Canvas

Fall (4)

Spring (4)

Advanced work in painting and drawing. Expands on

This intermediate level painting course will focus on one

issues addressed in previous courses while students

of two different aspects of painting: Painting the Figure is

create an individual body of work. Emphasis will be

an in-depth study of historical and contemporary

placed on conceptualization, integration of content,

approaches to representing the figure; Beyond the

professional practices/presentation and developing

Canvas focuses on alternative and experimental

awareness of contemporary issues in painting and

approaches to painting including collage, mixed-media,

drawing.

readymade, installation, appropriation, and others.

Prerequisite(s): ART 333.

Prerequisite(s): ART 233 or ART 131 or by permission.

ART 436 Advanced Projects: Photography

ART 339 Intermediate Photography

Fall (4)

Spring (4)

A class using darkroom and digital photo processes to

This course focuses on the production of work using

build an individual body of work. Emphasis is placed on

digital or darkroom photography. Lectures, readings,

conceptualization, integration of content, and developing

discussions, and critiques. Designed specifically for

an awareness of current trends in the art world. Class

students to produce high volumes of work. Focus on

time includes lectures, readings, discussions, and

individual student’s process, artist statements, portfolios,

critiques.

and the completion of a fully realized concept.

Prerequisite(s): ART 339.

Prerequisite(s): ART 235 and junior standing, or by

permission.

ART 448 Advanced Projects: Sculpture/Ceramics

Fall (4)

ART 347 Intermediate Sculpture

Students will develop new skills as they pertain to their

Spring (4)

stated interests, pursue individual projects, and discuss

Students work with combinations of materials, exploring

their work and the work of contemporary artists in

their physical properties and cultural significance.

seminar style.

Emphasis on personal expression through form and

Prerequisite(s): ART 347.

content.

Prerequisite(s): ART 145 and junior standing, or by

ART 456 Advanced Projects: Graphic Design

permission.

Fall (4)

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Advanced work in graphic design. Emphasis is placed on

By permission of instructor only.

design process, integration of content, and developing an

awareness of contemporary design issues. Students will

ART 495 Senior Project: Studio Art

refine technique, work toward developing an individual

Spring (4)

style, and create a portfolio of professional quality design

Opportunity for students to work independently on a

work.

culminating body of work in their concentration. Studio

Prerequisite(s): ART 352.

artwork, if acceptable, is exhibited in the spring senior

show.

ART 485 Program Internship

Prerequisite(s): ART 131, ART 132, ART 145, ART 159;

Fall (2–14), Spring (2–14)

and ART 434 or ART 436 or ART 448 or ART 456.

Art History

The Director

Piers Britton

The Advsiory Committee

Nancy Carrick, English

Munro Galloway, Art

Heather King, English

Learning Outcomes

Learning outcomes for this program may be found at www.redlands.edu/ARTH/learning-outcomes.

Western Art History Minor

Requirements (6 courses/22 credits):

3 courses/12 credits from Art History (ARTH) at the 200-level

2 courses/8 credits from Art History (ARTH) at the 300-level

1 course/3-4 credits from Studio Art (ART)

Advanced Placement in Art History

Students who receive a score of four or higher on the Advanced Placement Test will automatically receive credit for a 200-level Art History course.

Art History Course Descriptions

powerful families such as the Medici. Examines working

ARTH 220 Introduction to the Art of the Ancient World

practices and shared aesthetic values among artists, and

Fall (4), Spring (4)

generally pivots around a single artist, e.g. Raphael.

Examines the production and consumption of art and

Offered as needed.

architecture in the ancient world. Geographic focus may

vary, e.g. Greece from the Persian War to the Age of

ARTH 226 Modernism & Modernity

Alexander, Han China, Fourth Dynasty Egypt, etc.

Fall (4), Spring (4)

Addresses the concept of 'Classical' art, and the

Provides an introduction to the concept of modernism in

exclusionary use of this term.

the visual arts, and its alignment with conditions of

Offered as needed.

modernity in the late nineteenth and early-to-mid

twentieth century Europe, America and Japan.

ARTH 222 Renaissance Artists and their Clients

Encompasses avant garde movements in the plastic arts

Fall (4), Spring (4)

and architecture. Geographic and temporal focus may

Addresses the production and consumption of art in late

vary.

fifteenth and early sixteenth century Italy, focusing

Offered as needed.

primarily on works of art commissioned by the popes and

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ARTH 228 After the Modern

making, and critical responses to the arts in sixteenth-

Fall (4), Spring (4)

century Italy reveal divergences from hegemonic

A survey of art made in cultural centers of Europe and

attitudes to gender and sexuality, and sexual acts, in the

North America from the late 1950s to the 2000s.

contemporary world.

Explores the ways in which modernism in the plastic arts

Offered as needed.

was challenged and transformed after World War II and

examines the subsequent emergence of postmodernism

ARTH 324 Art and Identity

as a critical framework.

Fall (4), Spring (4)

Offered as needed.

Explores the role that artistic practices have played in the

formation and maintenance of national, ethnic, cultural,

ARTH 260 Space and Place–Topics

spiritual, sexual, and gender identities. Geographic and

Fall (4), Spring (4)

temporal focus varies. Course may be repeated for

Explores aspects of the formation and use of spaces,

degree credit with permission.

from architectural and urban environments to ritual

Offered as needed.

space and site-specific art. Geographic and temporal

focus varies; potential topics may include the study of

ARTH 327 Modern Art and Twentieth-Century Politics

individual cities across time or in given periods, local

Fall (4), Spring (4)

domestic architecture, the careers of individual

Examines the ways in which art and architectural practice

architects, garden design, and land art. May be repeated

and theory, and the circulation and exhibition of art,

for degree credit for a maximum of 8 credits with

have responded critically or accommodated themselves

instructor’s permission.

to changing political patterns in the first half of the

Offered as needed.

twentieth century. Geographic focus may vary between

Western Europe and the USSR, North America and Japan.

ARTH 264 Special Topics in Art History

Offered as needed.

Fall (2–4), Spring (2–4), May Term (3)

Topics of current interest in art history. May be repeated

ARTH 329 The City in Modern Art and Film

for degree credit for a maximum of 12 credits.

Fall (4), Spring (4)

Offered as needed.

An exploration of artistic engagements with modernist

architecture and the contemporary city, in both fine art

ARTH 321 Art and Consciousness in Ancient Greece and

and film, and an introduction to the history of avant-

Rome

garde architecture and urbanism in the twentieth and

Fall (4), Spring (4)

twenty-first centuries, focusing especially on skepticism

Examines the ways in which art, and concepts of art,

concerning modernist urbanism.

figured in the worldviews of Ancient Greek, Hellenistic

Offered as needed.

and Roman societies, stressing environmental factors.

Case studies include issues such as the persistence of

ARTH 365 Special Topics in Art History

Greek myth in Roman art and the impact of peripatetic

Fall (2–4), Spring (2–4)

philosophy on the fourth-century Greek art.

Topics of current interest in the study of Art History and

Offered as needed.

Visual Culture such as Art and Memory, Women Artists,

Contemporary Architectural Theory, Architecture and

ARTH 323 Gender and Sexuality in Renaissance Art

Urbanism, History of Italian Gardens, Sacred Mountains,

Fall (4), Spring (4)

and Design for Film and Television. May be repeated for

Explores the ways in which choice and treatment of

degree credit given a different topic.

artistic subjects, approaches to the practice of art

Offered as needed.

Asian Studies

The Program Director

Walter Hutchens

The Advisory Committee

Anne Cavender, English

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Heung-Joo Cha, Global Business

Karen Derris, Religious Studies

Robert Eng, History

Walter Hutchens, Global Business

William Huntley, Religious Studies

Xinyan Jiang, Philosophy

Sawa Kurotani, Anthropology

Hongwei Lu, Asian Studies

Mission Statement

The Asian Studies Program seeks to cultivate an understanding and appreciation of Asia’s diverse cultures and contemporary social, political, business, and economic issues. The program emphasizes interdisciplinary approaches, combining the study of languages, humanities, and the social sciences. Faculty who are appointed to the Asian Studies Program, Members of the Advisory Committee, and other faculty regularly offer courses that fulfill Asian Studies degree requirements. A listing of Asian Studies courses is set forth below.

The many unique cultures within Asia offer the student distinct perspectives on art, literature, religion, and philosophy, developed through a history dating back thousands of years. The Asian Studies curriculum emphasizes China and Japan.

Courses are also offered and encouraged spanning the entire geographic area, which compare and contrast the development and current state of cultures throughout the Asian region.

Learning outcomes for this program may be found at www.redlands.edu/BA-AST/learning-outcomes.

The Major

Asian Studies (AST) offers an interdisciplinary major, which allows students to combine different types of courses from the list of Asian Studies and Asian Studies cross-listed courses. Asian Studies major requirements consist of 1) completion of 14

courses of 3–4 credits each, including a Senior Capstone project, 2) Asian language proficiency at the second-year completion level, and 3) a study abroad experience in Asia.

Bachelor of Arts in Asian Studies

I.

Coursework Requirement: Students must take 14 AST and/or AST cross-listed courses of 3–4 credits each and a Senior Capstone. The 14 required AST and/or AST cross-listed courses are subject to the following restrictions: a. At least eight major courses must be AST-designated courses taken at the University of Redlands (including on-campus courses and travel courses).

b. At least five major courses must be at the 300-400 levels (including 300-400 level language courses), and the student must take courses from at least two disciplines other than language study.

c. A maximum of eight Asian language courses may be used towards the 14 total required courses.

d. A First-Year Seminar that has significant Asian content and is taught by an Asian Studies Advisory Committee faculty member may be included in major coursework.

e. Majors may petition to change any of the above restrictions, subject to approval by the Asian Studies Program.

For the Senior Capstone, students should contact an AST advisor at the end of the third year to choose between the two options described below. Detailed guidelines for the Senior Capstone are available through an AST advisor.

Option A) Senior Project—Conducted during the last semester at the University, the senior project is intended to showcase the student’s accomplishment as an AST major. Students may choose, in consultation with an AST advisor, to pursue a semester-long research project, portfolio, or other significant project as the culminating experience as an AST major. The project is reviewed by a committee, which consists of three AST and/or AST Advisory Committee faculty. Required: one semester of 400-level Directed Study of 4 credits.

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Option B) Honor’s Thesis—This option is recommended for outstanding majors who are highly motivated in their academic work. It requires a major research undertaking conducted through both semesters of the senior year. The thesis is submitted to the committee, which consists of three AST and/or AST Advisory Committee faculty, and considered for departmental honors. To be eligible for Asian Studies honors, students must have at least a 3.45 cumulative GPA in AST

major courses. Required: one semester of 400-level Directed Study of 4 credits. Honors students may enroll in up to 8

credits of such directed studies.

II.

Language Requirement: Majors must demonstrate proficiency in an Asian language at the second-year completion level. Currently, the Asian Studies Program offers two language programs: Chinese and Japanese. Students who wish to pursue another Asian language may do so, subject to approval by the AST Advisory Committee including advanced approval of how the proficiency requirement will be fulfilled.

III.

Study Abroad Requirement: Study abroad in an Asian location is required. Relevant courses from study abroad may be counted toward AST coursework, subject to the Coursework Requirement restrictions previously stated.

Asian Studies Minor

The minor requires completion of:

at least one year in Chinese or Japanese language study consisting of two courses.

six courses from the AST and AST Cross-listed course list. Of the six courses, at least one must be taken at the 300-or 400-level, and the student must take courses from at least two disciplines other than language study.

Advanced Placement in Chinese and Japanese

Students who score a three on the Advanced Placement Test receive 4 credits; those who score a four or five receive 8

credits. The department will determine language placement.

AST and AST Cross-listed Courses:

• AST 111 Introduction to Chinese Literature (4)

• AST 120 Chinese/Japanese Calligraphy (4)

• AST 160 Topics in Asian Studies (2–4)

• AST 211 Contemporary Chinese Film (4)

• AST 212 Modern Chinese Literature (4)

• AST 240 Popular Culture of Japan (4)

• AST 260 Topics in Asian Studies (2–4)

• AST 360 Topics in Asian Studies (2–4)

• AST 460 Topics in Asian Studies (2–4)

• GLB 336 International Business (4)

• GLB 387 China’s Business Environment (4)

• GLB 452 Japanese Corporations and Global Business (4)

• GLB 457 Strategic Issues in Global Business (4)

• GLB 459 Global Business Policy and Strategy for Bachelor of Science Majors (4) (Asian company projects only)

• CHNS 101 Beginning Chinese (Mandarin) (4)

• CHNS 102 Beginning Chinese (Mandarin) (4

• CHNS 201 Intermediate Chinese (Mandarin) (4)

• CHNS 202 Intermediate Chinese (Mandarin) (4)

• CHNS 301 Third Year Chinese (Mandarin) (4)

• CHNS 302 Third Year Chinese (Mandarin) (4)

• CHNS 401 Fourth Year Chinese (Mandarin) (2-4)

• CHNS 402 Fourth Year Chinese (Mandarin) (2-4)

• ENGL 119 World Literature (4)

• ENGL 216 Poetry East-West (4)

• HIST 141 Classical Asian Civilizations: China and Japan (4)

• HIST 142 Modern Asian Civilizations: China and Japan (4)

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• HIST 240 Modern China (4)

• HIST 242 Modern Japan (4)

• HIST 272 America and Asia (4)

• HIST 274 Vietnam (4)

• HIST 343 China Since 1949 (4)

• HIST 344 The Pacific Rim: Economic Dynamism and Challenge for America (4)

• JPNS 101 First Year Modern Japanese (4)

• JPNS 102 First Year Modern Japanese (4)

• JPNS 201 Second Year Modern Japanese (4)

• JPNS 202 Second Year Modern Japanese (4)

• JPNS 301 Third Year Modern Japanese (4)

• JPNS 302 Third Year Modern Japanese (4)

• JPNS 401 Fourth Year Japanese (4)

• JPNS 402 Fourth Year Japanese (4)

• JPNS 410 Advanced Japanese (4)

• PHIL 102 Introduction to Chinese Philosophy (4)

• PHIL 160 Introductory Topics in Philosophy (3-4) (when dealing with Asian philosophy)

• PHIL 301 Chinese Buddhism (4)

• PHIL 302 Daoism (4)

• PHIL 303 Confucianism (4)

• PHIL 360 Advanced Topics in Philosophy (4) (when dealing with Chinese philosophy)

• POLI 332 Politics of Japan and Korea (4)

• POLI 462 Advanced Seminar in Comparative Politics (2-4) (when dealing with Asia)

• POLI 464 Advanced Seminar International Relations (4) (when dealing with Asia)

• REL 125 Introduction to World Religions (4)

• REL 233 Buddhisms (4)

• REL 292 Sacred Life-Stories in Asian Religious Traditions (4)

• REL 325 Japanese Religion and Arts (3)

• REL 330 Buddhist Literary Imaginations (4)

• REL 411 Masterpieces of Asian Literature (4)

• SOAN 256 Japan: Society and Culture in Transition (4)

Courses taken through First-Year Seminars, the Johnston Center, study abroad, or other accredited institutions may, with the permission of the Asian Studies Program, fulfill requirements of the Asian studies major and minor.

Asian Studies Course Descriptions

Chinese styles depends on instructor. No prior knowledge

AST 111 Introduction to Chinese Literature

of Chinese or Japanese language is required.

Fall (4), Spring (4)

Literature from a variety of genres and periods selected

AST 160/260/360/460 Topics in Asian Studies

to introduce students to the richness of a 2,000-year-old

Fall (2–4), Spring (2–4), May Term (3)

Chinese literary tradition. Special attention to developing

Topics of current interest in Asian Studies. Course

critical and analytical skills.

content varies from term to term.

May be repeated for degree credit, given a different

AST 120 Chinese/Japanese Calligraphy

topic, for a maximum of 8 credits. Offered as needed.

Fall (4), Spring (4)

Chinese and Japanese characters as an art form, from

AST 211 Contemporary Chinese Film

basic strokes to more complex characters and various

Fall (4), Spring (4)

styles. Students learn traditional methods of writing

Examines the cinematic representations of social and

calligraphy using brush and ink. Emphasis on Japanese or

cultural transformations of modern China. Topics include

analysis of visual-aural spectacles and their aesthetic

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merits against a backdrop of materials that deal with

Prerequisite(s): CHNS 101 CHNS 102 or by permission.

historical conditions, ideological underpinnings, cultural

Numeric grade only.

practices, and social-economic transformation.

CHNS 202 Intermediate Chinese (Mandarin)

AST 212 Modern Chinese Literature

Fall (4), Spring (4)

Fall (4), Spring (4)

Continuation of CHNS 101 and CHNS 102.

Designed to examine the development of modern

Prerequisite(s): CHNS 101 CHNS 102 or by permission.

Chinese literature. The primary goal of the course is to

Numeric grade only.

familiarize students with as much of the most

representative literary works of 20th-century China as

CHNS 301 Third Year Chinese (Mandarin)

possible and branch out to topics in historical,

Fall (4), Spring (4)

sociological, and cultural studies.

Intermediate to Advanced Level Chinese. Enables

Offered in alternate years.

students to communicate ideas and opinions comfortably

in Chinese and to advance their reading and writing

AST 240 Popular Culture of Japan

abilities. Emphasis on authentic materials and task-based

Fall (4), Spring (4)

activities and exercises. Approximately 800 new words

This course examines contemporary Japanese popular

will be introduced.

culture to better understand Japanese social practices,

Prerequisite(s): CHNS 202 or equivalent. Numeric grade

values, and conceptualization of human relationships and

only.

the meaning of life. The topics examined include the

mass media, food, and sports using Anime, manga,

CHNS 302 Third Year Chinese (Mandarin)

contemporary films, magazines, and advertisements.

Fall (4), Spring (4)

Intermediate to Advanced Level Chinese. Enables

AST 250 Service in Cambodia

students to communicate ideas and opinions comfortably

May Term (3)

in Chinese and to advance their reading and writing

This travel course combines study of contemporary

abilities. Emphasis on authentic materials and task-based

Cambodia and working on service projects. Service

activities and exercises. Approximately 800 new words

projects include such things as working at an elephant

will be introduced.

forest conservation project and teaching in schools. Field

Prerequisite(s): CHNS 301 or equivalent. Numeric grade

trips explore places like Phnom Penh, Angkor Temples,

only.

and the forest/jungle of Mondulkiri.

CHNS 401 Fourth Year Chinese (Mandarin)

Chinese Course Descriptions

Fall (2–4), Spring (2–4)

Extensive reading and colloquial/formal usage building

CHNS 101 Beginning Chinese (Mandarin)

are major emphases of the course, while speaking and

Fall (4), Spring (4)

writing are incorporated in class discussions, oral reports,

Chinese language for students with no previous Chinese

and essay assignments.

experience. Introduction to basic Chinese conversation

Prerequisite(s): CHNS 302 or equivalent. Numeric grade

and the Chinese writing system.

only.

Numeric grade only.

CHNS 402 Fourth Year Chinese (Mandarin)

CHNS 102 Beginning Chinese (Mandarin)

Fall (2–4), Spring (2–4)

Fall (4), Spring (4)

Extensive reading and colloquial/formal usage building

Chinese language for students with no previous Chinese

are major emphases of the course, while speaking and

experience. Introduction to basic Chinese conversation

writing are incorporated in class discussions, oral reports,

and the Chinese writing system.

and essay assignments.

Numeric grade only.

Prerequisite(s): CHNS 401 or equivalent. Numeric grade

only.

CHNS 201 Intermediate Chinese (Mandarin)

Fall (4), Spring (4)

Japanese Course Descriptions

Continuation of CHNS 101 and CHNS 102.

JPNS 101 First Year Modern Japanese

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Fall (4), Spring (4)

discussions conducted in Japanese on the readings,

First/second semester of first-year Japanese, designed

students develop skills to comprehend written and

for beginners who have no or little background. Students

spoken opinions and to express abstract ideas. Students

with previous exposure must take a placement test.

also learn to use Japanese dictionaries effectively.

Helps students acquire communication skills that are

Prerequisite(s): JPNS 202 or equivalent. Numeric grade

linguistically and culturally appropriate for a college

only.

student for everyday situations in Japan. Listening and

speaking emphasized.

JPNS 302 Third Year Modern Japanese

Numeric grade only.

Fall (4), Spring (4)

First/second semester of third-year Japanese. Organized

JPNS 102 First Year Modern Japanese

around reading materials, and helps students build

Fall (4), Spring (4)

substantial reading and writing skills. Through class

First/second semester of first-year Japanese, designed

discussions conducted in Japanese on the readings,

for beginners who have no or little background. Students

students develop skills to comprehend written and

with previous exposure must take a placement test.

spoken opinions and to express abstract ideas. Students

Helps students acquire communication skills that are

also learn to use Japanese dictionaries effectively.

linguistically and culturally appropriate for a college

Prerequisite(s): JPNS 301 or equivalent. Numeric grade

student for everyday situations in Japan. Listening and

only.

speaking emphasized.

Prerequisite(s): JPNS 101 or equivalent. Numeric grade

JPNS 401 Fourth-Year Japanese

only.

Fall (4), Spring (4)

First/second semester of fourth-year Japanese.

JPNS 201 Second Year Modern Japanese

Organized around Japanese reading materials in a wide

Fall (4), Spring (4)

range of genres and styles. Students learn to read

First/second semester of second-year Japanese, designed

effectively and precisely on various conceptual matters

to help students expand their linguistic and cultural

and opinions. Class discussions conducted in Japanese on

communicative competency. Conceptually complex

the course readings help students expand their skills to

sentence structures and hard-to-translate expressions

orally communicate intellectually sophisticated matters.

are introduced, such as honorific and humble expressions

Prerequisite(s): JPNS 302 or equivalent. Numeric grade

and the passive-causative. Listening and speaking

only.

emphasized. Also introduces the basics of Japanese on

computer (e-mailing and web sites.)

JPNS 402 Fourth-Year Japanese

Prerequisite(s): JPNS 102 or equivalent. Numeric grade

Fall (4), Spring (4)

only.

First/second semester of fourth-year Japanese.

Organized around Japanese reading materials in a wide

JPNS 202 Second Year Modern Japanese

range of genres and styles. Students learn to read

Fall (4), Spring (4)

effectively and precisely on various conceptual matters

First/second semester of second-year Japanese, designed

and opinions. Class discussions conducted in Japanese on

to help students expand their linguistic and cultural

the course readings help students expand their skills to

communicative competency. Conceptually complex

orally communicate intellectually sophisticated matters.

sentence structures and hard-to-translate expressions

Prerequisite(s): JPNS 302 or equivalent. Numeric grade

are introduced, such as honorific and humble expressions

only.

and the passive-causative. Listening and speaking

emphasized. Also introduces the basics of Japanese on

JPNS 410 Advanced Japanese

computer (e-mailing and web sites.)

Fall (3), Spring (3)

Prerequisite(s): JPNS 201 or equivalent. Numeric grade

Advanced Japanese for students who come back from

only.

study abroad in Japan. Designed to help students

integrate their experiences abroad into their academic

JPNS 301 Third Year Modern Japanese

interests. Readings chosen based on students’ individual

Fall (4), Spring (4)

interests. Students learn to read effectively and precisely,

First/second semester of third-year Japanese. Organized

and to orally and visually present their individual projects

around reading materials, and helps students build

in Japanese.

substantial reading and writing skills. Through class

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Prerequisite(s): Study abroad in Japan for at least one

semester. Offered as needed. Numeric grade only.

Biochemistry and Molecular Biology

The Program Advisors

Susan L. Blauth, Biology

Michael J. Ferracane, Chemistry

Caryl A. Forristall, Biology

David P. Schrum, Chemistry

Linda A. Silveira, Biology

The Program

The major in Biochemistry and Molecular Biology is an interdisciplinary major at the interface of biology and chemistry. It is designed to prepare students for careers in biochemistry and molecular biology, as well as the related fields of cell biology, microbiology, molecular genetics, or in the health sciences.

Students who intend to major in Biochemistry and Molecular Biology must file an “intent to major” form with the department coordinator of the departments of Biology and Chemistry at the time they declare their major. This form must be signed by the student and a program advisor.

Learning outcomes for this program may be found at www.redlands.edu/BS-BIOC/learningoutcomes.

Bachelor of Science in Biochemistry and Molecular Biology

Degree Requirements

Students planning to continue their education in graduate or professional school are strongly advised to look at graduate or professional school requirements at universities to which they may apply as they may require specific upper-level courses.

Biology courses (4 courses/15-16 credits):

BIOL 200 Principles of Biology: Unity and Diversity (4)

BIOL 201 Principles of Biology: Molecular/Cellular Biology and Genetics (4)

BIOL 239 Molecular Genetics and Heredity (4)

BIOL 325 Medical Genetics (3-4)

-or- BIOL 326 Neuroscience (4)

-or- BIOL 332 Nutrition (4)

-or- BIOL 343 Microbiology (4)

-or- BIOL 345 Immunology (4)

-or- BIOL 348 Developmental Biology (4)

-or- the third course from the Biochemistry and Molecular Biology Advanced Core

Chemistry courses (7 courses/28 credits):

CHEM 131 General Chemistry (4)

CHEM 132 General Chemistry (4)

CHEM 231 Organic Chemistry (4)

CHEM 232 Organic Chemistry (4)

CHEM 320 Biochemistry (4)

CHEM 330 Analytical Chemistry (4)

-or- CHEM 331 Physical Chemistry I (4)

CHEM 332 Physical Chemistry II (4)

Advanced Biochemistry and Molecular Biology Courses (2 courses/8 credits):

Choose two of the following courses:

CHEM 420 Advanced Biochemistry (4)

BIOL 338 Cell Biology (4)

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BIOL 342 Advanced Molecular Genetics and Genomics (4)

Capstone research and seminar (8-12 credits):

Choose one of the following groups:

Group 1

o BIOL 394 Junior Seminar (0)

o BIOL 460 Senior Research in Biology (4)

o BIOL 461 Senior Research in Biology (4)

Group 2

o 3 credits of CHEM 378 Chemistry Research (1–3) (depending on chemistry degree track)

o 1 credit of CHEM 478 Senior Research and Thesis (1)

o Three semesters of CHEM 394 Chemistry Seminar (1)

o One semester of CHEM 494 Communication in Chemistry (3)

Group 3

o 6 credits of BLCM 460 Advanced Interdisciplinary Research in Biology and Chemistry (1–3)

o BIOL 394 Junior Seminar (0)

-or- BIOL 495 Senior Seminar (1) -and- BIOL 496 Senior Seminar (1)

-or- three semesters of CHEM 394 Chemistry Seminar (1) -and- one semester of CHEM 494

Communication in Chemistry (3)

Note: Research topics must be approved by the departments of Biology and Chemistry.

Related Field Requirements

Mathematics

Choose one of the following groups:

MATH 121 Calculus I (4) -and- MATH 122 Calculus II (4)

MATH 118 Integrated Calculus I (4) -and- MATH 119 Integrated Calculus II (4) -and- MATH 122 Calculus II (4) Physics

Choose one of the following groups:

PHYS 220 Fundamentals of Physics I (4) -and- PHYS 221 Fundamentals of Physics II (4)

PHYS 231 General Physics I (4) -and- PHYS 232 General Physics II (4)

Biology

The Faculty

Benjamin Aronson

James R. Blauth

Susan L. Blauth

Caryl A. Forristall

Candace Glendening

Lisa E. Olson

Bryce Ryan

Linda A. Silveira

Lei Lani Stelle

Dustin R. VanOverbeke

The Major

There are four categories of courses within the biology curriculum, each designed for different needs. The first group (BIOL

103 through 160) consists of courses for non-majors and may include consideration of scientific methodology as well as subject matter of interest to non-scientists. These courses may not be taken for credit toward the Bachelor of Science or Bachelor of Arts in Biology.

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The second category (BIOL 200 through BIOL 239) is part of both the major and minor requirements and consists of courses that introduce key aspects of biology.

Courses in the third group (BIOL 260 through BIOL 360, with the exception of BIOL 293 and 341) are designed to provide a firm foundation in basic sub-disciplines. By careful selection with a faculty advisor, students can tailor a program to fit individual career goals. Note that only Comparative Physiology (BIOL 334) or Human Physiology (BIOL 344) will count toward the biology degree. Similarly, only Vertebrate Anatomy (BIOL 337) or Human Anatomy (BIOL 317) will count toward the biology degree. Most of the courses in this category have prerequisites and are taken by majors, but non-majors who have the prerequisites often enroll. Selected courses from the Environmental Studies department may apply in this category with permission of the Biology department.

In courses in the fourth category, (BIOL 293, BIOL 394, BIOL 460, BIOL 461, BIOL 495, BIOL 496), students learn about careers in biology, research methods, and present and share the results of their research. BIOL 460 and 461 also provide an opportunity for biology majors to take part in research under faculty supervision; BIOL 460 and BIOL 461 are required for all B.S. majors.

Students entering the biology major must have successfully completed BIOL 200 and BIOL 201 or equivalent courses and achieved a major GPA of 2.0 or higher at the time of declaration.

Learning outcomes for this program may be found at www.redlands.edu/BA-BIOL/learning-outcomes.

Learning outcomes for this program may be found at www.redlands.edu/BS-BIOL/learning-outcomes.

Bachelor of Science in Biology

Required Courses (40–44 credits)

BIOL 200 Principles of Biology: Unity and Diversity (4)

BIOL 201 Principles of Biology: Molecular/Cellular Biology and Genetics (4)

BIOL 238 Ecology, Evolution and Behavior (4)

BIOL 239 Molecular Genetics and Heredity (4)

Five additional courses from BIOL 260 - BIOL 360 (except BIOL 293 and 341), EVST 225, 230, 255, or 283 of which a minimum of three must include a significant laboratory or field component, by contract with department faculty.

BIOL 394 Junior Seminar (0)

BIOL 460 Senior Research in Biology (4)

BIOL 461 Senior Research in Biology (4)

Related Field Requirements:

Chemistry (4 courses/ 16 credits):

CHEM 131 General Chemistry (4)

CHEM 132 General Chemistry (4)

CHEM 231 Organic Chemistry (4)

CHEM 232 Organic Chemistry (4)

Mathematics (2 courses/ 8 credits): Choose one of the following:

MATH 118 Integrated Calculus I (4) -and- MATH 119 Integrated Calculus II (4)

MATH 121 Calculus I (4)

MATH 120 Brief Calculus (4)

-and- Choose one of the following:

MATH 111 Elementary Statistics with Applications (4)

MATH 122 Calculus II (4)

PSYC 250 Statistical Methods (4)

POLI 202 Statistical Analysis and Mapping of Social Science Data (4)

Physics (2 courses/ 8 credits): Choose one of the following groups:

PHYS 220 Fundamentals of Physics I (4)

-and- PHYS 221 Fundamentals of Physics II (4)

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PHYS 231 General Physics I (4)

-and- PHYS 232 General Physics II (4)

Note: Degree contracts must be approved by the end of the second semester of the junior year or, in the case of upper-division transfer students, the end of the first semester of residence.

Bachelor of Arts

Students who are not planning a research career and wish to build depth or breadth in other disciplines, may wish to consider the Bachelor of Arts in Biology. This degree can be combined with a minor or second major in another discipline.

Bachelor of Arts in Biology

Required Courses (47–50 credits):

BIOL 200 Principles of Biology: Unity and Diversity (4)

BIOL 201 Principles of Biology II: Molecular/Cellular Biology and Genetics (4)

BIOL 238 Ecology, Evolution, and Behavior (4)

BIOL 239 Molecular Genetics and Heredity (4)

CHEM 131 General Chemistry (4)

CHEM 132 General Chemistry (4)

CHEM 231 Organic Chemistry (4)

CHEM 232 Organic Chemistry (4)

MATH 111 Elementary Statistics with Applications (4)

-or- MATH 118 Integrated Calculus I (4) -and- MATH 119 Integrated Calculus II (4)

-or- MATH 120 Brief Calculus (4)

-or- MATH 121 Calculus I (4)

-or- PHYS 220 Fundamentals of Physics I (4)

-or- PHYS 231 General Physics I (4)

-or- POLI 202 Statistical Analysis and Mapping of Social Science Data (4)

-or- PSYC 250 Statistical Methods (4)

Electives:

Three additional courses from BIOL 260 - BIOL 360 (except BIOL 293 and 341), EVST 225, 230, 255, or 283 of which a minimum of two must include a significant laboratory or field component, by contract with department faculty.

Additional requirements: Choose one of the following groups:

BIOL 394 Junior Seminar (0)

-and- BIOL 495 Senior Seminar (1)

-and- BIOL 496 Senior Seminar (1)

-and- Completion of Senior Seminar Capstone project

BIOL 394 Junior Seminar (0)

-and- BIOL 460 Senior Research in Biology (4)

-and- BIOL 461 Senior Research in Biology (4)

Note: Degree contracts must be approved by the end of the second semester of the junior year or, in the case of upper-division transfer students, the end of the first semester of residence.

Biology Minor

(6 courses/21-24 credits)

BIOL 200 Principles of Biology: Unity and Diversity (4)

BIOL 201 Principles of Biology: Molecular/Cellular Biology and Genetics (4)

BIOL 238 Ecology, Evolution and Behavior (4)

-or- BIOL 239 Molecular Genetics and Heredity (4)

Three additional courses from BIOL 238–BIOL 360 (except BIOL 293 and 341), EVST 225, 230, 255, or 283 of which a minimum of two must include a significant laboratory or field component, by contract with department faculty.

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2022-2023 Academic Catalog

Program in Biochemistry and Molecular Biology: Please see the Biochemistry and Molecular Biology section of this Catalog.

Premedical and Other Health Professions: Premedical students should refer to the Premed Program description in the Integrated Programs of Study section of this Catalog.

Teaching Credential Subject Matter Program in Biology

According to the California Commission on Teacher Credentialing (CTC), teacher candidates must demonstrate Subject Matter Competency in their respective subject areas. Subject matter competency must be met prior to applying for student teaching or internship eligibility, as well as prior to receiving a recommendation for an Intern Teaching credential or a Preliminary Teaching credential. Students should meet with an advisor in the School of Education for information regarding certification and the teacher preparation program. Most students complete the teacher preparation program, including student teaching, during their fifth year of study. Please refer to the School of Education section of this Catalog for further information regarding teaching certification requirements.

Advanced Placement in Biology

• Students earning a score of three or four on the Advanced Placement (AP) test or a score of five or six on the International Baccalaureate (IB) higher level test receive 4 credits and fulfill the MS1 Liberal Arts Foundation requirement or the NS Liberal Arts Inquiry requirement.

• Students earning a score of five on the AP or a seven on the IB receive 8 credits and fulfill both the MS1 and MS3

Liberal Arts Foundation requirements or the NS Liberal Arts Inquire requirement.

• Permission to waive the Biology major requirement for BIOL 200 or BIOL 201 may be granted to students with AP

scores of four or five or with IB scores of six or seven based on an interview with department faculty.

Departmental Honors

The Department of Biology offers the opportunity for honors research to those outstanding biology majors desiring to undertake substantive original research during their senior year. Application to pursue honors must be made to the Biology Department during the second semester of the junior year. Students selected for honors will carry out, with the guidance of a member of the department faculty or other departmentally approved professional, an empirical research project that includes:

• problems definition and experimental design;

• literature search;

• laboratory or field data collection and analysis;

• preparation of a manuscript suitable for submission to a selected journal; a public presentation and defense of the project before an examining committee, consisting of members of the department and at least one person outside the department.

More specific guidelines regarding format and a timetable for completion of honors projects are available from the Biology Department. To be awarded honors, students must complete all components of the project as outlined above at a level of academic performance acceptable to the examining committee.

Study Abroad: Students wishing to study abroad for a semester can usually do so by careful scheduling, arranged with the help of their faculty advisors.

Biology Course Descriptions

BIOL 030 Principles of Biology Preparation

BIOL 101 Mother Earth Science

Fall (1)

Fall (4), Spring (4), May Term (3)

Preparation for Biology 131 for students without strong

Mother Earth Science: The Science of Self Reliance”

honors or AP courses in high school. Course includes

studies the scientific principles behind: fermentation

both a discussion section for general chemistry as well as

(including beer brewing, yogurt & cheese making),

a preview of the material in principles of biology.

sourdough culture and baking, cloth dyeing, and other

Corequisite: CHEM 131

methods of food preservation. With an emphasis on

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2022-2023 Academic Catalog

learning by doing, no background in science is required

Three hours lecture and three hours lab. Offered as

and this is recommended for non-science majors.

needed.

Additional Fees Apply. Offered as needed.

BIOL 110 Human Biology

BIOL 103 Issues and Techniques in Genetic Engineering

Fall (4), Spring (4), May Term (3)

Fall (4), Spring (4), May Term (3)

Designed to present a general knowledge of the human

Explanation of current developments in modern

body in health and disease. Topics include exercise

molecular biology that affect the lives of non-scientists.

physiology, nutrition, human heredity and genetic

Topics such as DNA testing and genetically engineered

testing, mechanisms of disease, cancer, infectious and

foods, vaccines, and drugs are discussed. Provides basic

emerging illnesses, and gene therapy.

information about DNA and an opportunity to perform

The format will include lecture-discussion and laboratory

techniques used in genetic engineering.

experiments. Offered as needed.

Offered as needed

BIOL 111 Introduction to Marine Biology

BIOL 104 Introduction to Neuroscience

Spring (4)

Fall (4), Spring (4)

An introduction to the marine environment. Emphasis

Emphasis on overriding concepts in understanding how

will be on the geologic history, inhabitants, and ecology

the brain works and the experience of scientific inquiry.

of marine ecosystems. Evolutionary history and

Focus on experimental methods, functional anatomy,

adaptations of various groups of marine organisms will

and neurologic disorders, highlighting what is known

be addressed. There also will be several optional field

about the nervous system. For non-biology majors only.

trips to coastal sites.

Credit cannot be received for both BIOL 104 and BIOL

Offered as needed. Numeric grade only.

326. Offered as needed

BIOL 112 Exploring Microbes: The Good, the Bad, and

BIOL 106 The Nature of Life

the Tiny

Fall (4), Spring (4)

Fall (4), Spring (4)

Non teleological account of life using concepts about

Basic concepts in microbiology are explored by studying

genes, protein synthesis, reproduction, sex, and

organisms, both harmful and beneficial, in our

evolution. Three hours lecture.

surroundings. Viruses, fungi, and bacteria are studied in

Offered as needed. Numeric grade only.

the laboratory. Students design and implement a long-

term research project during the semester.

BIOL 107 Concepts of Biology

Offered as needed. Numeric grade only.

Fall (4), Spring (4), May Term (3)

Exploration of various concepts selected from evolution,

BIOL 113 The Evolution of Biology

ecology, genetics, physiology, morphology, development,

Spring (4), May Term (3)

and behavior.

The course traces the development of ideas to explain

Four hours lecture and laboratory.

the great diversity of living things, from the ancient

Greeks to Charles Darwin and his theory of the evolution

BIOL 108 Nature Study

by natural selection, advances in evolutionary biology

Fall (4), Spring (4), May Term (3)

since Darwin, and the explanatory power of evolutionary

Biological phenomena observable in natural flora and

theory and its impact on society.

fauna, including ecology, behavior, life cycles, and

evolution. Emphasis on understanding plants and animals

BIOL 114 Biology of Food

observed in nature. Four hours lecture and discussion.

Fall (4), Spring (4)

Exploration of biological concepts through the topic of

BIOL 109 Contemporary Issues in Ecology

food. Topics covered may include nutrition, food science

Fall (4), Spring (4)

and traditional and alternative agriculture. Scientific

Environmentally oriented issues of current concern as

literacy and scientific method are emphasized.

they relate to fundamental generalizations about

Six hours integrated lecture and lab. Numeric and

ecology. Sharpens the layman’s critical powers of

Evaluation grade only. Offered as needed.

observation and analysis and provides tools for

intelligent decision making.

BIOL 116 Neuroscience of Meditation

May Term (3)

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Meditation can be a personal or group practice, but it is

be received for both BIOL 238 and EVST 305.

also a topic of scientific investigation. Students will try a

Prerequisite(s): BIOL 200 and BIOL 201, or EVST 100.

variety of meditative techniques, conduct laboratory

experiments to assess the impact of meditation on the

BIOL 239 Molecular Genetics and Heredity

brain and body, and read recent scientific articles on

Fall (4), Spring (4)

meditation and neuroscience.

This course emphasizes the importance of molecular

Numeric and Evaluation grade only.

genetics in contemporary biology. Patterns of

inheritance, gene structure and function, and techniques

BIOL 120 Biology of Exercise and Athletic Performance

using recombinant DNA technology will be emphasized.

Spring (4), May Term (3)

Laboratory includes classical genetic analysis as well as

Introduction to the biology of how the human body

molecular and biochemical techniques.

functions during and adapts to physical activity.

Prerequisite(s): BIOL 200 and 201

Investigates the structure and function of the

musculoskeletal, cardiovascular and respiratory systems,

BIOL 260 Topics in Biology

the responses of the body to exercise, adaptation to

Fall (1–4), Spring (1–4)

training, metabolism and nutrition, and the causes and

Topics of current interest in biology are covered.

prevention of common injuries. In laboratory, students

Prerequisite(s): BIOL 238 or BIOL 239 or by permission.

study functional anatomy and conduct physiology

Offered as needed.

experiments; some labs will involve gym activities.

Offered as needed. Numeric grade only.

BIOL 293 Career Seminar

Fall (1)

BIOL 160 Introductory Topics in Biology

Speakers representing various careers in Biology. May be

Fall (4), Spring (4). May Term (3)

repeated for degree credit for a maximum of 3 credits.

Topics in biology of interest to non-majors.

Cannot be taken concurrently with BIOL 495 or BIOL 460.

Credit/no credit only.

BIOL 200 Principles of Biology: Unity and Diversity

Spring (4)

BIOL 315 Biomechanics

Introduction to the study of the diversity of living

Fall (4), Spring (4), May (3)

organisms and how organisms meet the challenges faced

The study and integration of both qualitative and

by all living things. Laboratory work emphasizes

quantitative mechanical analysis of human movement in

quantitative data collection and analysis while

sport and exercise. The primary purpose of this course is

introducing students to biological diversity and

to evaluate a living organism’s motion as well as its

physiological techniques.

applications of force.

Prerequisite(s): CHEM 131.

Prerequisite(s): BIOL 200 and BIOL 201 or PE 320 or BIOL

317; Offered as needed.

BIOL 201 Principles of Biology: Molecular/Cellular

Biology and Genetics

BIOL 317 Human Anatomy

Fall (4)

Fall (4), Spring (4)

Introduction to the study of life including molecules and

In-depth study of the structure of the human body

biological processes, the structure of cells, and molecular

through lecture/discussions and laboratory exercises.

and transmission genetics. Laboratory work emphasizes

Laboratories will involve examination of anatomical

biochemical and genetic techniques, data collection and

models and dissection of preserved specimens. Three

analysis.

hours lecture, three hours laboratory. Students may not

Prerequisite(s): CHEM 131 or by permission.

earn credit in both BIOL 317 and BIOL 337.

Prerequisite(s): BIOL 200 or PE 320 or PE 340; Offered as

BIOL 238 Ecology, Evolution and Behavior

needed. Numeric grade only.

Spring (4)

An introduction to ecology including populations and

BIOL 320 Marine Conservation

their environments. The course will provide introduction

May Term (3)

to the study of animal behavior and on the topic of

Travel course to investigate the ecology of coastal waters

conservation. Laboratory work will include field trips to

and how organisms are adapted to diverse habitats. A

biological communities of Southern California and the

case study approach will illustrate threats to the local

collection and analysis of quantitative data. Credit cannot

animal species and their environment. Meetings with

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experts will provide a variety of viewpoints on these

Prerequisite(s): BIOL 200 and BIOL 201.

complex conservation topics.

Prerequisite(s): BIOL 238 or EVST 100

BIOL 334 Comparative Physiology

Fall (4), Spring (4)

BIOL 325 Medical Genetics

Comparison at the cellular, organ, and whole animal

Fall (4), Spring (4), May Term (3)

levels of physiological adaptations exhibited by various

Clinical aspects of genetic disease and current issues in

invertebrate and vertebrate animals, including humans.

medical genetics. Etiology, diagnosis, and treatment of

Three hours lecture and three hours laboratory. Students

genetic diseases; rare inheritance patterns (anticipation,

may not earn credit in both BIOL 334 and BIOL 344.

imprinting); complex genetics (diabetes, obesity, mental

Prerequisite(s): BIOL 238 or BIOL 239. Offered as needed.

illness, cancer); gene therapy; embryonic stem cells/

cloning; genetic counseling; ethics; and governmental

BIOL 335 Entomology

legislation. Intensive writing and reading of primary

Fall (4), Spring (4)

literature. No laboratory.

Comprehensive examination of the insects including their

Prerequisite(s): BIOL 239. Offered as needed.

structure, function/physiology, diversity, behavior, and

ecology. Fieldwork and lab work are stressed, including

BIOL 326 Neuroscience

field collection, laboratory curation, and identification of

Fall (4), Spring (4)

terrestrial and aquatic insects to the family level. Three

Study of cellular/molecular mechanisms, anatomy,

hours lecture, three hours laboratory.

circuitry, and functions of the nervous system. Emphasis

Prerequisite(s): BIOL 238 or EVST-100 or by permission;

on clinical neurology and experimental methods.

Offered as needed.

Includes topics such as the senses, movement, language,

emotions, consciousness, and learning. The laboratory

BIOL 336 Botany

includes descriptive and hypothesis testing activities .

Fall (4), Spring (4)

Credit cannot be received for both BIOL 104 and BIOL

Comprehensive exploration of plants from cellular to

326.

organismal level. Topics include anatomy, morphology,

Prerequisite(s): BIOL 238 or BIOL 239 or PSYC 300.

fundamentals of physiology, and systematics. Lab work

Offered as needed.

and fieldwork are stressed. Three hours lecture and three

hours laboratory.

BIOL 331 Ecology

Prerequisite(s): BIOL 200 or EVST 100; Offered as needed.

Fall (4), Spring (4)

Analysis of the biotic and abiotic factors controlling the

BIOL 337 Vertebrate Anatomy

distribution and abundance of plant and animal species.

Fall (4), Spring (4)

Emphasis on ecological relationships of individuals and

Comparative anatomy, function, and evolution of fish,

populations. Three hours lecture and three hours

amphibians, reptiles, and mammals. Laboratory includes

laboratory.

dissection of preserved specimens. Three hours lecture,

Prerequisite(s): BIOL 238. Offered in alternate years.

three hours laboratory.

Prerequisite(s): BIOL 238 or BIOL 239. Students may not

BIOL 332 Nutrition

earn credit for both BIOL 317 and BIOL 337. Offered as

Fall (4), Spring (4)

needed.

The physiology, biochemistry, and practical aspects of

nutrition along with an examination of current

BIOL 338 Cell Biology

controversial issues. Four-and-a-half hours of lecture.

Fall (4), Spring (4)

Prerequisite(s): BIOL 238 or BIOL 239; Offered as needed.

An in-depth study of cell biology: how a living cell

emerges from the complex network of its chemical

BIOL 333 Evolutionary Medicine

components and the social interactions among cells.

Fall (4), Spring (4)

Topics include cell membranes, energetics, cell signaling,

Humans are the products of three billion years of

cytoskeleton, cell-division cycle, stem cells, and cancer.

evolution. Our evolutionary legacy can shed interesting

Three hours lecture and three hours laboratory.

light on many medical problems. The course discusses

Prerequisite(s): BIOL 239; Offered as needed.

such topics as the evolution of aging and death,

coevolution with our parasites, and medical problems

BIOL 339 Zoology

associated with our recent very novel environment.

Fall (4), Spring (4)

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Investigation of the major animal phyla, illuminating the

BIOL 345 Immunology

widely different ways in which functioning animals are

Fall (4)

constructed. Emphasis on protozoans and arthropods.

Study of the physiological, molecular, and cellular basis

Dissection is involved. Experience in recognizing and

of host defense. Emphasis will be on the human immune

culturing invertebrates. Six hours laboratory/lecture.

system and its pathogens. Diseases of the immune

Prerequisite(s): BIOL 238 or EVST 100. Offered as needed.

system, such as diabetes, multiple sclerosis, lupus, and

AIDS will also be examined.

BIOL 340 Conservation Biology

Prerequisite(s): BIOL 239.

Fall (4), Spring (4)

Analysis of the ecology, population biology, and behavior

BIOL 348 Developmental Biology

that is needed to understand the process of extinction.

Spring (4)

Credit cannot be received for both BIOL 340 and EVST

Descriptive and experimental approach to the

230.

development of selected vertebrate and invertebrate

Prerequisite(s): BIOL 238 or EVST 100. Offered as needed.

animals from fertilization through aging. Three hours

lecture and three hours laboratory.

BIOL 341 Observations in the ER

Prerequisite(s): BIOL 239. Offered as needed.

Fall (1), Spring (1)

Provides an opportunity to observe in the emergency

BIOL 350 Plant Ecology

room at Loma Linda University Medical Center or

May Term (3)

Arrowhead County Hospital and to explore some of the

Interactions of plants with their environment at

issues generated by those observations.

population, community, and ecosystem levels. Exploring

May be repeated for degree credit up to 2 credits, with

plant communities in a selected region, considering land

preference given to non-repeating students. Credit/no

use history, discussing regional conservation and

credit only.

restoration challenges, and learning methods of plant

ecology fieldwork. Fieldwork-intensive, with observations

BIOL 342 Advanced Molecular Genetics and Genomics

complementing lecture and discussion. Two hours lecture

Fall (4), Spring (4)

and four hours fieldwork.

Exploration of the analysis of nucleic acid and protein

Prerequisite(s): BIOL 238 or EVST 100.

sequence through the use of computer software and

high throughput molecular methods. Topics include

BIOL 352 Animal Behavior

genome sequencing, the study of gene expression and

Fall (4), Spring (4)

function, and applications in medicine.

Evolution of social behavior, with an emphasis on the

Prerequisite(s): BIOL 239. Offered as needed.

ecological factors that mold species’ social organization.

Three hours lecture and three hours laboratory.

BIOL 343 Microbiology

Prerequisite(s): BIOL 238. Offered as needed.

Fall (4), Spring (4)

An in-depth study of cell biology: how a living cell

BIOL 353 Biological Evolution

emerges from the complex network of its chemical

Fall (4), Spring (4)

components and the social interactions among cells.

Analysis of the status of neo-Darwinism, emphasizing

Topics include cell membranes, energetics, cell signaling,

areas of controversy. Essays and problem sets provide

cytoskeleton, cell-division cycle, stem cells, and cancer.

training in evolutionary reasoning. Three hours lecture.

Three hours lecture, three hours laboratory.

Prerequisite(s): BIOL 238 and BIOL 239. Offered as

Prerequisite(s): BIOL 239. Offered as needed.

needed.

BIOL 344 Human Physiology

BIOL 360 Advanced Topics in Biology

Fall (4), Spring (4)

Fall (4), Spring (4)

Functioning of the human body at the cellular, systems,

Recent research developments in biology. An in-depth

and whole animal level. Emphasis on nervous, endocrine,

analysis of the primary literature and the interconnection

renal, and cardiovascular systems and their

of fields commonly divided into separate courses will be

interrelationships. Students may not earn credit for both

emphasized. Topics vary with semester. Examples

BIOL 334 and BIOL 344.

include human genetics, developmental genetics, and

Prerequisite(s): BIOL 238 or BIOL 239. Offered as needed.

cancer biology. May be repeated for degree credit for a

maximum of 8 credits with the instructor’s permission.

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Prerequisite(s): BIOL 238 or BIOL 239. Offered as needed.

BIOL 460 Senior Research in Biology

BIOL 394 Junior Seminar

BIOL 461 Senior Research in Biology

Spring (0)

Fall (4), Spring (4)

Recent advances in biology presented in a seminar

Selected areas of biology studied through experimental

format by Redlands faculty, seniors, and visiting scholars.

work. Areas selected range from the molecular cellular

Credit/no credit only.

level, to organismal, to ecology and the environment.

One career-focused seminar, one discussion period,

BIOL 440 Reading and Writing in Biology

three hours laboratory, and additional independent

Fall (1-2), Spring (1-2)

laboratory time expected per week. Together, BIOL 460

Topics in Biology studied through database searching for

and 461 satisfy the university capstone requirement.

appropriate sources, reading and discussion of primary

Prerequisite(s): by permission only. Offered as needed.

articles, and integrating information from multiple

Numeric and Evaluation grade only.

sources in support of an argument. Can be repeated for

up to 8 units. Offered as needed.

BIOL 495 Senior Seminar

BIOL 496 Senior Seminar

BIOL 450 Research in Biology

Fall (1), Spring (1)

Fall (1-3), Spring (1-3), May Term (1-3)

In the fall, the course covers B.A. capstone and career

Selected areas of biology studied through experimental

development. In the spring, seniors present their

work. Areas selected range from the molecular cellular

capstone projects.

level, to organismal, to ecology and the environment.

Numeric grading only.

May be repeated up to 9 credits.

Business Administration and Management

The Faculty

Jill Jensen

Scott E. Randolph

Jill Robinson

Vernon Stauble

Mara Winick

The Majors

The Department offers a Bachelor of Science in Business Administration and a Bachelor of Arts in Management. Students may take department classes toward either major after completion of any prerequisite courses with a grade of 2.0 or higher. Students must have a cumulative GPA of 2.7 and have completed BUS 226 at the time they submit a Declaration of Major for the B.S. in Business Administration or the B.A. in Management. The department’s majors and the minor offer a personal, pragmatic, professional business education steeped in the liberal arts tradition that prepares graduates for fulfilling careers in the global economy.

Learning outcomes for the BS and BA program may be found at www.redlands.edu/BS-BUS/learning-outcomes.

Prerequisite Course Requirements

We encourage students to complete most prerequisite courses by the conclusion of their sophomore year. ECON 101 and BUS 136 should be taken first, followed by BUS 226 and ACCT 210. Students should avoid enrolling in BUS 226 and ACCT 210

during the same semester. Transfer students with 30 or more credits will take BUS 226 in their first semester, unless exempted by their Business advisor. All prerequisite courses must be taken for a numerical grade and students must earn a minimum grade of 2.0 in each course.

To enroll in BUS 226 a student must have a cumulative GPA of 2.7 on a 4.0 scale at the time of registration. Transfer students must have a cumulative GPA of 2.7 from their previous school(s) at the time of registration. Students who do not 120

2022-2023 Academic Catalog

meet the GPA requirements may petition the department for permission to enroll in BUS 226, or to declare the major. The Department Chair reviews these petitions in consultation with the BUS 226 instructors.

Bachelor of Science in Business Administration

We encourage students interested in careers both in the United States and globally where financial, industry, marketing, or public sector analyses are important to pursue a BS in Business Administration. This program provides students with a comprehensive view of firms’ inner workings, as well as the complex legal and strategic environments in which they function. Students enrich core study in accounting, business history, ethics, human resources, finance, management, marketing, and organizational behavior through the selection of electives in consultation with business faculty advisors.

The Bachelor of Science prepares students for decision-making and leadership roles in business, nonprofit organizations, and public service. Students with the Bachelor of Science degree pursue graduate study in business administration, education, finance, GIS and information systems, law, leadership, management, medicine, philosophy, psychology, among other areas.

We encourage B.S. Business Administration majors to complete minors in any of the many programs offered across the college.

Requirements

Prerequisite Courses (8 courses/31-32 credits):

The following courses are prerequisites to the required major courses. Some also satisfy Liberal Arts Foundation or Liberal Arts Inquiry requirements.

ECON 101 Principles of Economics (4)

BUS 136 Principles of Global Marketing (4)

BUS 226 Rise of Capitalism 1860–1941 (4)

ACCT 210 Principles of Financial Accounting and Reporting (4)

ACCT 220 Principles of Managerial Accounting (4)

MATH 111 Elementary Statistics with Applications (4)

-or- POLI 202 Statistical Analysis and Mapping of Social Science Data (4)

-or- PSYC 250 Statistical Methods (4)

-or- MATH 312 Mathematical Statistics (4)

BUS 240 Business Law (4)

-or- GLB 240 U.S. Business Law (4)

Any one of the following lower-division applied-skills courses. (Please be aware that some of the courses listed to fulfill this requirement are offered with low maximum enrollments, some are not offered regularly, and others have prerequisites): any 200-level course in Economics, ART 159 Digital Imaging (4), CS 110 Introduction to Programming (4), ENGL 206 Composing in New Media (4), HIST 251 Mapping African History (4), MATH 208 Game Theory (3), SPA 110 Introduction to Spatial Analysis & GIS (4), SPCH 111 Contemporary Oral Argumentation (4), SPCH 115 Business Speech (4), THA 140 Acting Fundamentals (4), THA 200 Voice & Movement for Performers (4)

Core Courses (6 courses/22-24 credits):

BUS 310 Principles of Management and Organizational Behavior (4)

-or- with permission, BUS 410 Organizational Consulting (4)

BUS 333 Labor in the Global Economy (4)

-or- GLB 336 International Business (4)

-or- other approved international course

GLB 353 Financial Management (4)

-or- BUS 353 Financial Management (4)

-or- other approved 300/400 level finance course

BUS 430 Human Resource Management (4)

BUS 434 Applied Business Ethics (4)

-or- SBUG 467 Business, Ethics, and Society (Required for B.S. Business Administration majors who plan to enroll in 121

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the 4+1 Bulldog MBA Program)

-or- other approved ethics course.

BUS 459 Business Policy and Strategy for BS Majors (4) (Offered in the spring semester only) Advanced Analysis (1 course/2–4 credits):

ACCT 411 Accounting Information Systems (4)

-or- BUS 351 GIS & Spatial Analysis for Organizations (4)

-or- BUS 244 Marketing Research and Analytics (4)

-or- CS 301 Business Analysis and Excel (4)

-or- ECON 350 Microeconomic Theory (4)

-or- ECON 351 Macroeconomic Theory (4)

-or- ECON 400 Introduction to Econometrics (4)

-or- ECON 401 Mathematical Economics (4)

-or- GIS 411 Fundamentals of Geographic Information Research, and Application (4)

-or- GLB 356 International Finance (4)

-or- GLB 421 Corporate Finance (4)

-or- GLB 422 Investments (4)

-or- MATH 119 Integrated Calculus II (4)

-or- MATH 120 Brief Calculus (4)

-or- MATH 121 Calculus I (4)

-or- MATH 212 Mathematical Consulting (2-4)

-or- MATH 231 Introduction to Mathematical Modeling (4)

-or- MATH 260 Data Science (4) (topics course)

-or- POLI 300 Advanced Quantitative Methods in the Social Sciences (4)

-or- PSYC 300 Research Methods (4)

-or- SBUG 415 Competing with Analytics (4)

-or- SBUG 420 Data Science Foundations (4)

-or- SBUG 431 Date Driven Decision-Making (4)

-or- SOAN 300 Research Methods & Design (4)

-or- SOAN 305 Mapping People, Mapping Place (4)

-or- SPA 210 Advanced Spatial Analysis and GIS (4)

-or- SPCL 136 Excel Essentials I (2)

-or- Other Advanced Analysis course, with permission of a Business Administration and Management advisor.

Advanced Elective Courses (2 courses/6-8 credits):

At least two 300- or 400-level courses in Business Administration and Management, Accounting, or other departments outside the major that have relevance thereto, upon signed advisor approval.

Bachelor of Arts in Management

The program provides a pathway for students seeking a double major to graduate in four years. It prepares students for careers as thoughtful decision makers and leaders in their personal and professional communities. It encourages innovative problem solving, collaboration, and strategic thinking. The BA in Management requires students to complete a second major, thus allowing students the opportunity to study broadly, develop different ways of thinking, enhance their critical analysis skills, and adapt to change in an interconnected international economy. The program is designed for students who will pursue careers globally in functions such as communications, development, human resources, marketing, public relations, and sports management, among others, and in sectors like entertainment, finance and banking, government, healthcare, information technology, logistics and transportation, manufacturing, nonprofits, and small businesses of all kinds.

Requirements

Prerequisite Courses (5 courses/20 credits):

The following courses are prerequisites for entering the major while some also satisfy Liberal Arts Foundation or Liberal Arts Inquiry requirements:

ECON 101 Principles of Economics (4)

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BUS 136 Principles of Global Marketing (4)

BUS 226 Rise of Capitalism 1860–1941 (4)

ACCT 210 Principles of Financial Accounting and Reporting (4)

BUS 240 Business Law (4)

Core Courses (6 courses/22–24 credits):

BUS 310 Principles of Management and Organizational Behavior (4)

-or- BUS 410 Organizational Consulting (4)

BUS 312 Leadership (3-4)

-or- BUS 304 Nonprofit Management (3-4)

-or- BUS 410 Organizational Consulting (4)

-or- other approved Management course

BUS 430 Human Resource Management (4)

BUS 434 Applied Business Ethics (4)

-or- other approved ethics course

BUS 458 Business Policy and Strategy for BA Majors (4) Offered in the spring semester only

One additional approved 300- or 400-level course in Business Administration and Management, Accounting, or related field outside the major that has relevance thereto, upon signed Business Administration and Management advisor approval.

A transfer student who meets all the following stipulations is considered to have completed the ECON 101 requirement listed above for the B.A. in Management:

• Sophomore standing at the time of initial registration;

• completion of a micro- or macroeconomics course at their prior institution(s) with a grade of 2.0 or better on a 4.0

scale;

• transfer credit for the course granted by the University of Redlands.

Second Major Requirement

To graduate with a BA in Management, students must complete a second major program with 28 unique credits in each program.

Minor in Business Administration

The following courses are required for a minor in business administration. A student may declare the minor upon completion of either ACCT 210 or BUS 226. A grade of 2.0 or better must be earned in the qualifying course for the declaration (7 courses/27–28 credits):

ECON 101 Principles of Economics (4)

BUS 136 Principles of Global Marketing (4)

BUS 226 Rise of Capitalism 1860–1941 (4)

BUS 240 Business Law (4)

ACCT 210 Principles of Financial Accounting and Reporting (4)

BUS 310 Principles of Management and Organizational Behavior (4)

-or- BUS 430 Human Resource Management (4)

-or- BUS 410 Organizational Consulting (4)

One additional course at the 300- or 400-level selected in consultation with a Business Administration and Management advisor

A transfer student who meets all the following stipulations is considered to have completed the ECON 101 requirement listed above for the minor:

• Sophomore standing at the time of initial registration;

• completion of a micro- or macroeconomics course at their prior institution(s) with a grade of 2.0 or better on a 4.0

scale;

• transfer credit for the course granted by the University of Redlands.

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Internships

The department encourages all business administration students to consider internships as opportunities to enhance their academic program. Internships allow students to explore career possibilities and integrate classroom learning with practical experience. Students should contact their faculty advisors for more information. To receive academic credit for any business internship, students must complete an organizational and industry audit as detailed in the department internship materials.

Study Abroad

Study abroad enhances the undergraduate experience for business students. We encourage study abroad as well as advance planning for doing so. Early consultation with an advisor will allow for meaningful integration of one’s international and university studies. Students completing either major or the minor in this department are NOT required to complete a study abroad program. We recognize that study abroad is not possible for many students for reasons that are often beyond their control. In conjunction with the College of Arts and Sciences’ Study Away office, we are happy to help you identify opportunities for study away within the United States if your personal circumstances render Study Abroad outside the United States an impossibility.

Departmental Honors

Applications are accepted in the junior year from majors of high academic achievement who desire to work toward departmental honors. Successful applicants will work one-on-one with a member of the business faculty to complete a research project. In addition, their research project will be supported and reviewed by an advisory board of faculty and outside experts selected by the student and approved by the Honors advisor.

Business Administration and Management Course Descriptions

BUS 136 Principles of Global Marketing

Prerequisite(s): ECON 101 (or ECON 250 or ECON 251)

Fall (4), Spring (4)

with a minimum grade of 2.0 or higher; students must

Marketing concepts with emphasis on marketing

have a cumulative GPA of 2.7 to enroll, or by permission.

management. Explores marketing strategies involving the

Additional course fees. COMPLETION OF A WF COURSE -

variables of the marketing mix (product, pricing,

Strongly recommended prior to taking this course but is

promotion, and distribution), coordinated and integrated

not required. Co-enrollment in ENGL-x04 is recommended

across multiple country markets. Examines the distinctive

while taking this course, but it is not required.

differences, influences, and issues faced by companies

when conducting marketing activities in the domestic

BUS 240 Business Law

and global environment.

Fall (4), Spring (4)

An introduction to the American legal system, our

BUS 169 Special Topics in Business

constitutional framework, the role of judicial decisions,

Fall (1–4)

and statutory law. Special emphasis is placed on business

Reflection of various issues and trends in business. Topics

torts and contract law, along with other concepts

may vary from offering to offering. May be repeated for

important in the business world.

degree credit.

Prerequisite(s): BUS 226, or BUS 228, or GLB 228, or

Credit/no credit only. Offered as needed.

ACCT 210, or by permission of the Chair.

BUS 226 Rise of Capitalism 1860–1941

BUS 269 Special Topics in Business

Fall (4), Spring (4)

Fall (2–4), Spring (2–4), May Term (2–3)

Examines the evolution of capitalism in the United States

Reflections of various issues and trends in business.

within a global context. The growth of the firm, labor

Topics vary from offering to offering. May be repeated

movements, technological innovation, development of

for degree credit, given a different topic.

the administrative state, financial and monetary reforms,

Numeric grade only.

and resistance to capitalism provide lenses to understand

the period and parallels with contemporary issues in

BUS 302 Sustainable Labor

political economy. Additional fee required.

Fall (4), Spring (4), May Term (3)

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This course considers the future of business and

employment by urging students to evaluate the ethical,

BUS 333 Labor in the Global Economy

political, and economic factors necessary to ensure

Fall (2–4), Spring (2–4)

“labor sustainability.” We assess changing labor markets

How can business enterprise support sustainable and fair

in the United States, Canada, and Mexico, identified by

employment in a world of competitive, globalized

economic sector, geographic location, and labor

markets? This course reflects upon initiatives within the

utilization.

labor-capital nexus to promote growth and development

Prerequisite(s): An economics course. Numeric or

within national and international market systems, taking

Evaluation grade only.

into consideration the promotion of social goods as well

as economic returns.

BUS 304 Nonprofit Management

Prerequisite(s): ECON 101, and MATH 111 or POLI 202 or

Fall (4), Spring (4), May (3)

PSYC 250 or SPA 210, or with permission. Evaluation

Nonprofit Management explores the practices of high

grade only.

impact social change organizations. Students examine

operations and hear from speakers from across the

BUS 335 Science & Technology in Business

nonprofit sectors. Regulatory and policy changes are

Fall (4), Spring (4), May (3)

examined as well as leadership, capacity building,

Students will be asked to contemplate the theoretical

advocacy, outcome measures, and fundraising strategy.

foundations associated with mechanization,

advancements in harnessing and directing energy, and

BUS 305 Organizational Communication

resource utilization for the purposes of production. We

Fall (4), Spring (4)

will examine scientific and technological change over

This course examines current methods and best practices

time in light of the economic, cultural, and political

for communicating in organizations. Topics include the

systems within which they have developed. students will

communication process, business writing, presentation

explore the ramifications of rapid technological change

design and delivery, non-verbal communication, active

on firms, societies, and markets both historically and in

listening, interpersonal skills, and employment

the present. The course takes an explicitly trans-national

communication. Special emphasis is placed on analyzing

and global perspective.

audiences, having clarity of purpose, and using proper

Prerequisite(s): ECON 101 or with permission.

format.

Offered as needed.

BUS 342 Consumer Behavior

Fall (4), Spring (4), May Term (3)

BUS 310 Principles of Management and Organizational

Exploration of consumer and buyer behavior in general,

Behavior

emphasizing individual issues, social/cultural influences,

Fall (4), Spring (4)

decision-making processes, and related market research.

Dynamics of individual and group behavior are explored,

Students learn key concepts and relevant practices,

in addition to selected topics of entrepreneurship,

models, theories, research, and methodologies from the

technology, and strategic planning. Students are asked to

behavioral sciences. Engages students in analysis and

view the internal workings of organizations as well as to

application of marketing strategies that are influential in

consider organizations in a larger, more global context.

creating demand for products and services in local,

Classic and modern texts are used.

regional, national, and international spaces.

Prerequisite(s): BUS 136, ACCT 210, and junior standing

Prerequisite(s): BUS 136 with a minimum grade of 2.0,

or by permission.

any department approved Statistics course, and BUS 226

with a minimum grade of 2.0; or by permission.

BUS 312 Leadership

Fall (4), May Term (3)

BUS 343 Marketing Communications

Reflects the growing interest in leadership and the

May Term (3)

leadership process. Students explore the topic from

This course provides an integrated perspective on the

multiple perspectives. Theory and myths are confronted

process of communicating marketing messages to

as students search for their own path and assess their

promote products, services, and events with their

own unique styles. Students will also conduct original

publics. Emphasis is placed on the synergies between the

research, including posing and testing hypotheses.

promotional elements (advertising, personal selling, sales

Prerequisite(s): sophomore standing or higher. There is a

promotion, publicity and sponsorship programs).

course fee. Offered in alternate years.

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Examines planning, programs and campaign themes,

Fall (4), Spring (4)

budgets, and evaluations.

Marketing research provides decision makers with

Prerequisite(s): BUS 136 with a minimum grade of 2.0

information to make good marketing-related

and BUS 226 with a minimum grade of 2.0; or by

decisions. When correctly conducted, good marketing

permission.

research can provide valuable insights into markets,

customers, competitors, and the environment within

BUS 344 Brand Management

which the firm must operate. Among other things,

Fall (4)

marketing research can help identify and evaluate

This course is designed to enhance students’ marketing

marketing opportunities, both in the United States and in

skills and understanding of specific marketing topics from

other countries, can provide input for strategic

a brand equity perspective. It is organized around the

development, and help monitor performance. Over the

product and brand management decisions that must be

last decade, web analytics has become more important

made to build, measure, and manage brand equity.

in providing information to make good marketing

Prerequisite(s): BUS 136 with a minimum grade of 2.0

decisions.

and BUS 226 with a minimum grade of 2.0; or by

Prerequisite(s): BUS 136, BUS 226, and statistics course.

permission.

Offered as needed.

BUS 345 Digital Marketing Strategy

BUS 363 Business in Film

Fall (4), Spring (4)

May Term (3)

Investigation of the theory and application of digital

Students will embark on a guided journey of discovery

marketing strategies in a global economy. Students

that examines our perceptions of work, organizations,

explore digital marketing across various platforms, their

and cultures as influenced by film. Students will draw

varied effects on consumer behavior, mechanisms for

upon secondary research as well as class discussion to

data analysis and effectiveness measurement,

critically analyze the content and messages of the film.

integration of digital marketing principles with firms’

strategic goals, and concerns over digital privacy.

BUS 369 Special Topics in Business

Prerequisite(s): BUS 136, or permission of Chair.

Fall (2–4), Spring (2–4), May Term (2–3)

Recommended: Any Statistics course. Offered every year

Reflections of various issues and trends in business.

and as needed. Numeric grade only.

Topics vary from offering to offering. May be repeated

for degree credit, given a different topic.

BUS 351 GIS and Spatial Analysis of Organizations

Numeric grade only.

Fall (4), Spring (4)

Offers an overview of GIS and spatial analysis practices

BUS 410 Organizational Consulting

applied to organizations. Focus on geographic information,

Fall (4), Spring (4)

location-based decision-making, spatial data, investment in

An advanced management class that places student

and value of GIS, ethical considerations, and GIS strategies.

teams in organizational settings solving real client

Students learn through case studies and lab practices with

challenges. Students use conventional and design

spatial data.

thinking processes to develop strategy for connecting

Prerequisite(s): ECON 101, and SPA 110 or MATH 111, or

with stakeholders, improve operations and collect

POLI 202, or PSYC 250, or other approved statistics

research key to decision making. Students are needed

course, or permission of Department Chair.

from across the college to make this class a success. May

Recommended: SPA 210.

be repeated for credit.

Prerequisite(s): BUS 310 recommended.

BUS 353 Financial Management

Fall (4), Spring (4)

BUS 430 Human Resource Management

Study of financial planning and analysis, taxation, capital

Fall (4), Spring (4)

budgeting, risk and cost of capital, cash flow analysis,

Within the framework of U.S. legislative policy, this

management of working capital and long-term funds,

course covers issues in workforce management. These

dividend policy, and valuation.

include staffing, employment quality, performance

Prerequisite(s): ACCT 220, and one of the following:

management, compensation and benefits, training and

MATH 111, POLI 202, or PSYC 250. Offered as needed.

development, as well as labor relations and global

influences.

BUS 355 Marketing Research and Analytics

Prerequisite(s): Senior standing or by permission.

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develop and execute effective strategies and evaluate

BUS 434 Applied Business Ethics

success.

Fall (4), Spring (4)

Prerequisite(s): Senior standing.

Exploration of historical and contemporary business

dilemmas. Students will analyze workplace situations

BUS 459 Business Policy and Strategy for Bachelor of

using a behavioral approach to identify the causes,

Science Majors

alternatives, and avenues for averting future dilemmas.

Spring (4)

By understanding behaviors, graduates will have the

Capstone course requiring students to integrate their

potential to create and influence ethical workplaces.

knowledge of finance, law, accounting, and

Prerequisite(s): BUS 310 or BUS 410 with a minimum

organizational and behavioral studies, and apply these

grade of 2.0 and junior standing.

topics to the development of business strategies in

national and global contexts.

BUS 450 Case Studies in Business

Prerequisite(s): GLB 353 or BUS 353 or other approved

Fall (4), Spring (4)

upper-division Finance course with a minimum grade of

Investigation of historical and contemporary business

2.0

case studies in a seminar format. Students will develop

cross-disciplinary analytical skills in individual and team

BUS 469 Advanced Topics in Business

engagement with cases.

Fall (2–4), Spring (2–4), May Term (2–3)

Prerequisite(s): BUS 226 with a minimum grade of 2.0,

Designed to reflect curriculum trends and issues.

BUS 310 with a minimum grade of 2.0, and junior

Continuation of select upper-division courses allowing

standing; or by permission of the department chair

students to pursue topics in business and accounting

beyond one semester.

BUS 458 Business Policy and Strategy for Bachelor of

Prerequisite(s): junior standing and by permission. May

Arts Majors

be repeated for degree credit, given a different topic, for

Spring (4)

up to 4 credits. Offered as needed. Numeric grade only.

Capstone course that incorporates student experiences

in both Management and second major courses. The

BUS 489 Business Administration Internship

course examines the way organizations, including non-

Fall (1–3), Spring (1–3), May Term (1–3)

profits, develop their visions, direction, goals, strategies,

Internship and academic work under faculty direction.

and tactics. The emphasis is on the ways organizations

Prerequisite(s): junior or senior standing.

Chemistry

The Faculty

Michael J. Ferracane

Teresa L. Longin

Rebecca A. Lyons

David P. Schrum

David P. Soulsby

The Majors

Learning outcomes for this program may be found at www.redlands.edu/BS-CHEM/learningoutcomes.

Bachelor of Science in Chemistry

(18 courses/46 credits)

Core Courses

CHEM 131 General Chemistry (4)

CHEM 132 General Chemistry (4)

CHEM 231 Organic Chemistry (4)

CHEM 232 Organic Chemistry (4)

CHEM 330 Analytical Chemistry (4)

CHEM 331 Physical Chemistry I (4)

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CHEM 332 Physical Chemistry II (4)

CHEM 445 Inorganic Chemistry (4)

One additional 3- or 4-credit course numbered above 300.

Capstone Courses

CHEM 378 Chemistry Research (1-3 credits depending on degree track). Students must register for at least 1 credit of CHEM 378 no later than the May Term of the junior year.

CHEM 394 Chemistry Seminar (1), three semesters

CHEM 431 Advanced Laboratory I (2)

CHEM 476 Senior Research and Capstone Report (1)

-or- CHEM 478 Senior Research and Thesis (1) (typically taken in the spring of the senior year)

CHEM 494 Communication in Chemistry (3)

CHEM 495 Chemistry Senior Seminar (1)

Related Field Requirements (4 courses/16 credits):

MATH 119 Integrated Calculus II (4)

-or- MATH 121 Calculus I (4)

MATH 122 Calculus II (4)

PHYS 220 Fundamentals of Physics I (4)

-or- PHYS 231 General Physics I (4)

PHYS 221 Fundamentals of Physics II (4)

-or-PHYS 232 General Physics II (4)

Recommended Courses:

MATH 221 Calculus III (4)

MATH 235 Differential Equations (4)

MATH 241 Linear Algebra (4)

PHYS 233 General Physics III (4)

The ACS-Approved Major

The Chemistry Department is accredited by the American Chemical Society (ACS). To be certified as having met the requirements for professional training in chemistry established by the Committee for Professional Training of the ACS, a student must also take CHEM 320, a minimum of three credits of CHEM 378, and 1 credit of CHEM 478 (typically taken in spring of their senior year) in addition to completing all of the Bachelor of Science requirements and related field requirements described earlier.

Program in Biochemistry and Molecular Biology: Please see the Biochemistry and Molecular Biology section of this Catalog.

Premedical and Other Health Professions: Premedical students should refer to the Premed Program description in the Integrated Programs of Study section of this Catalog.

Pursuing a Teacher Credential: Students interested in a future career in teaching may pursue a teaching credential through the School of Education. Interested students should consult the School of Education section of this Catalog for information regarding admissions to the School of Education, coursework pathways, and requirements to earn a California Teaching Credential. Students should discuss their plans with their Department of Chemistry advisor and work closely with them to customize an academic plan.

Minor Programs: Students may not pursue minors in both Chemistry and Environmental Chemistry.

Chemistry Minor

Requirements (6 courses/22-24 credits):

Chemistry

CHEM 131 General Chemistry (4)

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CHEM 132 General Chemistry (4)

CHEM 231 Organic Chemistry (4)

CHEM 232 Organic Chemistry (4)

At least two other courses above 300 totaling at least 6 credits. One of these courses must be a laboratory course.

Acceptable laboratory courses include:

o CHEM 301 Quantitative Chemistry and Analysis (4)

o CHEM 311 Environmental Chemistry Field Experience (3)

o CHEM 312 Advanced Environmental Chemistry (4)

o CHEM 320 Biochemistry (4)

o CHEM 330 Analytical Chemistry (4)

o CHEM 331 Physical Chemistry I (4)

o CHEM 431 Advanced Laboratory I (2)

Acceptable non-laboratory courses include:

o CHEM 332 Physical Chemistry II (4)

o CHEM 420 Advanced Biochemistry (4)

o CHEM 425 Advanced Organic Chemistry (4)

o CHEM 445 Inorganic Chemistry (4).

Mathematics (4 credits)

MATH 119 Integrated Calculus II (4) or higher

Interdisciplinary Minor in Environmental Chemistry

Requirements

Core courses (4 courses/16 credits)

EVST 100 Introduction to Environmental Studies (4)

CHEM 131 General Chemistry (4)

CHEM 132 General Chemistry (4)

CHEM 231 Organic Chemistry (4)

Environmental Systems (2 courses/7-8 credits) Each of the courses includes a laboratory or fieldwork component. Select one each from Chemistry and Environmental Studies:

Chemistry (select one course):

CHEM 312 Advanced Environmental Chemistry (4)

CHEM 311 Environmental Chemistry Field Experience and Modeling (3)

CHEM 330 Analytical Chemistry (4)

CHEM 301 Quantitative Chemistry and Analysis (4)

Environmental Studies (select one course):

EVST 220 Physical Geography (4)

EVST 290 Environmental Geology (4)

EVST 305 Ecology for Environmental Scientists (4)

EVST 391 Environmental Hydrology (4)

EVST 392 Oceanography (4)

Elective (1 course/4 credits) Select one additional course from the list below:

CHEM 332 Physical Chemistry II (4)

CHEM 445 Inorganic Chemistry (4)

CHEM 320 Biochemistry (4)

EVST 242 Food and Nature (4)

EVST 245 Marine Environmental Studies (4)

EVST 254 Climate Disruption: Science and Sustainability (4)

BIOL 331 Ecology (4)

BIOL 336 Botany (4)

BIOL 340 Conservation Biology (4)

MATH 231 Introduction to Mathematical Modeling (4)

A third course from the Environmental Systems list may be substituted for the Elective course.

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Advanced Placement in Chemistry

Students who receive a score of four or higher on the Advanced Placement Test or a score of six or higher on the International Baccalaureate may be offered credit for CHEM 131 on the approval of the Chair.

Study Abroad

Studying chemistry in another country gives a student the opportunity to experience different scientific and cultural viewpoints, as well as providing exposure to a different style of education. It can be a valuable experience, one that develops maturity and greater independence. Most international programs require junior standing and at least a 3.00 GPA.

Careful advanced planning is necessary to integrate chemistry courses taken abroad with those taken at Redlands. Consult an academic advisor in the Chemistry Department and contact the Study Abroad Office for advice and information.

Departmental Honors

Every chemistry major must undertake a research project and complete a senior capstone project report or thesis. The Chemistry Department seeks to recognize academic excellence and outstanding achievement in undergraduate research by nominating chemistry majors who have strong academic records and have demonstrated ownership of their research project to present their senior thesis work for honors in chemistry.

To be eligible for honors, a student must have a minimum GPA of 3.45 (cumulative or in chemistry), be on track to complete the chemistry major or the program in Biochemistry and Molecular Biology with research in chemistry, and plan to complete at least 3 credits of CHEM 378 as well as 1 credit of CHEM 478. To receive honors, a student must complete an outstanding written research thesis approved by their faculty advisor and Honors Committee and pass an oral examination on the thesis.

Research in the Chemistry Department

The faculty of the Chemistry Department pursue research on a wide variety of projects. Students may choose to conduct research on computational chemistry, synthetic organic chemistry of natural products, synthesis and methodology developments, inorganic chemistry, the study of the reactions of ozone with molecular components of plant waxes, development of analytical techniques using capillary electrophoresis, separation and ultratrace detection of biologically active molecules, detecting and modeling trace pollutants in environmental systems, microbial carbon metabolism, and pharmaceutical chemistry.

Chemistry Course Descriptions

CHEM 102 Introduction to Chemistry of the

Three hours lecture and laboratory. No background in

Environment

chemistry is required. Recommended for non-majors.

Fall (4), Spring (4)

Offered as needed.

Introductory course for students wishing to explore the

sciences or needing preparation for General Chemistry.

CHEM 104 Whodunit! A Course in Forensic Science

Topics in chemistry relevant to the environment such as

Fall (4), Spring (4)

energy needs, pollution, and pesticides will be discussed.

A course in forensic science intended to introduce the

Three hours lecture. No background in chemistry is

student to the role science plays in the criminal

required. Recommended for non-science majors. Numeric

investigation process and the criminal justice system.

grade only.

This course will present the techniques, skills, and

limitations of the modern crime laboratory for students

CHEM 103 Chemistry of Art

with no background in the sciences.

May Term (3)

Offered as needed.

For students interested in exploring the link between

chemistry and art. Students investigate topics such as

CHEM 106 Topics in Science and Society

color, light, the photochemistry of photography and

Fall (4), Spring (4)

fading, the physical and chemical properties of metals

Study of the nature of scientific investigation and its

and alloys, natural and synthetic dyes, clays, ceramics,

relationship to societal and individual needs. Specific

authentication of works of art, and conservation of art.

scientific discoveries, philosophies, and moral theories

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are discussed. Examination of the interactions of the

Second semester online organic chemistry laboratory

scientific world communities through the analysis of

experience that includes laboratory-based topics such as

current controversial areas of research and technology.

spectroscopy, free radical halogenation, Grignard, and

the Diels-Alder reactions. Students will watch videos of

CHEM 108 The Science of Drugs

each experiment, work in groups, and analyze data. Does

Fall (4), Spring (4)

not include any hands-on laboratory experience.

Introductory course intended to expose students to the

Not regularly offered. Permission only. Corequisite:

action of various drugs and their effects on the body with

CHEM 232

a focus on achieving a molecular-level understanding of

drugs. Drugs such as caffeine, alcohol, and street drugs

CHEM 231 Organic Chemistry

will be studied. Intended for non-science majors. Offered

Fall (4), Spring (4)

as needed.

CHEM 232 Organic Chemistry

Spring (4)

CHEM 131 General Chemistry

Chemistry of carbon-containing compounds; their

Fall (4), Spring (4)

structure, nomenclature, physical properties,

Introduction to chemistry including properties, structure,

spectroscopy (IR, GC-MS, NMR), stereochemistry,

and reactivity of atoms and molecules, with concurrent

chemical reactivities, mechanisms of reaction, and

laboratory. First semester covers fundamental concepts

synthesis. Four hours lecture and three hours laboratory.

of atomic structure, stoichiometry, aqueous reactions,

Prerequisite for CHEM 231: Grade of 2.0 or higher in

states of matter, molecular structure and bonding, and

CHEM 132.

thermochemistry. Second semester emphasizes group

Prerequisite for CHEM 232: CHEM 231.

projects in equilibrium, electrochemistry,

thermodynamics, kinetics, inorganic synthesis, and

CHEM 290 Mile High Chemistry: Field Experience in

spectroscopy . Fall: four hours lecture and recitation,

Environmental Chemistry

three hours laboratory. Spring: seven hours laboratory

May (3)

and group learning.

This course explores topics in environmental chemistry

Prerequisite(s): Placement into MATH 118 or higher

such nutrient balance, soil chemistry, and air and water

mathematics course, or completion of MATH 118 or

quality. There is a strong emphasis placed on field and

higher mathematics course, or permission of chemistry

laboratory techniques. This is a May Term travel course.

department.

Course includes additional fees. May be repeated for

Corequisite: CHEM 131L.

degree credit.

Prerequisite(s): CHEM 131 or CHEM 102. Recommended:

CHEM 132 General Chemistry

CHEM 132.

Spring (4)

Introduction to chemistry, including properties,

CHEM 311 Environmental Chemistry Field Experience

structure, and reactivity of atoms and molecules, with

May Term (3)

concurrent laboratory. First semester covers

Environmental Chemistry Field Experience and Modeling

fundamental concepts of atomic structure,

takes place at the Sierra Nevada Aquatic Research

stoichiometry, aqueous reactions, states of matter,

Laboratory (SNARL). This course deepens understanding

molecular structure and bonding, and thermochemistry.

of natural systems, including chemical analysis of lakes,

Second semester emphasizes group projects in

soils, and atmosphere; there is a GIS and mapping

equilibrium, electrochemistry, thermodynamics, kinetics,

component. The final project consists of a

inorganic synthesis, and spectroscopy. Fall: four hours

comprehensive model of the study site.

lecture and three hours laboratory. Spring: seven hours

Prerequisite(s): permission of instructor required.

laboratory and group learning.

Prerequisite(s): CHEM 131 with a minimum grade of 2.0

CHEM 312 Advanced Environmental Chemistry

or higher or by permission. Placement into or completion

Spring (4)

of MATH 118 or higher mathematics course or permission

This course investigates environmental chemistry of local

of Chemistry department.

air, water, and soil systems, combined with mapping so

that spatial trends can be observed. Global issues are

CHEM 222L Online Organic Chemistry Laboratory

also considered, allowing this knowledge base to be

Spring (0)

applied in multiple settings. Laboratory and fieldwork

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2022-2023 Academic Catalog

heavily based on EPA methods of sampling and chemical

Prerequisite(s): CHEM 132 and MATH 122 or higher math

analysis.

course and PHYS 220 or higher physics course or by

Prerequisite(s): CHEM 232, by permission only. Offered

permission.

as needed.

CHEM 378 Chemistry Research

CHEM 315 Biochemistry Principles

Fall (1–4), Spring (1–4), May Term (1–3)

Fall (4)

Chemistry majors are required to complete 1–3 credits of

Study of the structure and function of biological

research for graduation, depending upon their selection

molecules (including proteins, nucleic acids,

of an option for the major and agreement with their

carbohydrates, and lipids), enzymes, and metabolic

research advisor.

pathways. Four hours lecture.

Prerequisite(s): by permission. Credit/no credit only.

Prerequisite(s): CHEM 232. Offered as needed.

CHEM 394 Chemistry Seminar

CHEM 320 Biochemistry

Fall (1), Spring (1)

Fall (4)

Required of majors during fall and spring of junior year

Study of the structure and function of biological

and spring of senior year. Activities include seminars by

molecules (including proteins, nucleic acids,

vising speakers and discussions of current research.

carbohydrates, and lipids), enzymes, and metabolic

Juniors prepare a seminar on their proposed senior

pathways. Four hours lecture and three hours laboratory.

research and seniors prepare a seminar on their

Prerequisite(s): CHEM 232 or by permission.

research.

CHEM 330 Analytical Chemistry

CHEM 420 Advanced Biochemistry

Fall (4)

Spring (4)

Principles of analytical chemistry with emphasis on

In-depth study of biochemical topics. Specific focus will

precise measurements and instrumental methods,

vary and may range from bioorganic chemistry to the

including molecular and atomic absorption spectrometry,

biochemistry of processes taking place at the level of the

potentiometric and electrolytic methods, separation

whole organism. Three or four hours lecture/seminar.

techniques, chromatography, mass spectrometry, and

Prerequisite(s): CHEM 320 or by permission. Offered as

other specialized instrumental techniques. Experimental

needed.

design, sampling, and error reduction are studied along

with statistical methods of evaluating uncertainty in

CHEM 425 Advanced Organic Chemistry

laboratory results. Four hours lecture and three hours

Spring (4)

laboratory.

Selected topics in organic chemistry, including physical

Prerequisite(s): CHEM 231 and one course from

organic chemistry, molecular orbital theory, structural

MATH119, MATH 121, MATH 122, OR MATH 221.

and mechanistic relationships, and computational

chemistry. Three hours lecture.

CHEM 331 Physical Chemistry I

Prerequisite(s): CHEM 232 or by permission. Offered as

Spring (4)

needed.

Quantum chemistry, spectroscopy, and statistical

thermodynamics applied to the study of the physical and

CHEM 431 Advanced Laboratory I

chemical properties of matter. The laboratory involves

Spring (2)

the systematic study of the theory and practice of

Integrated project-oriented lab, including computational

modern spectroscopic methods . Four hours lecture and

chemistry; synthesis; characterization; reactivity studies;

three hours laboratory.

kinetics; thermodynamics and photochemistry; and the

Prerequisite(s): CHEM 132 and MATH 122 or higher math

use of instrumental techniques such as ion

course and PHYS 220 or higher physics course or by

chromatography, atomic spectroscopy, UV-visible,

permission.

infrared, Nuclear Magnetic Resonance, mass

spectrometry, magnetic susceptibility, and

CHEM 332 Physical Chemistry II

electrochemical methods. As part of this course, students

Fall (4)

will take the Major Field Test, a comprehensive

Equilibrium thermodynamics and kinetics applied to the

examination that covers analytical, inorganic, organic,

study of the physical and chemical properties of matter.

and physical chemistry. Six hours laboratory.

CHEM 331 need not be taken before CHEM 332.

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2022-2023 Academic Catalog

Prerequisite(s): senior standing, CHEM 330, CHEM 332 or

by permission. Numeric grade only.

CHEM 478 Senior Research and Thesis

Fall (1), Spring (1)

CHEM 445 Inorganic Chemistry

This course is taken in a student’s final semester of the

Spring (4)

capstone research project for the BS with ACS

Focus on understanding the fundamental concepts of

certification or BS with Honors. The student completes

transition metal chemistry, the main group elements,

his or her research, writes a thesis on the project, and

and bio-inorganic chemistry. Emphasis on bonding,

presents a seminar during Chemistry Seminar. The

structures, synthesis, and reactivity. Four hours lecture.

research mentor for the student evaluates him or her on

Prerequisite(s): CHEM 232. Numeric grade only.

research effort and progress, the capstone research

report or honors thesis, and any presentations the

CHEM 460 Special Topics

student has given.

Fall (1–4), Spring (1–4)

Prerequisite(s): by permission and at least 2 credits of

Special topics in chemistry studied under the guidance of

CHEM 378. Evaluation grade only.

faculty (4 credit hours lecture) may include the following:

advanced analysis, environmental chemistry, surface

CHEM 494 Communication in Chemistry

science and spectroscopy, organometallic chemistry and

Fall (3)

catalysis, solid-state chemistry, polymers and surfactants

This course focuses on important concepts in effective

in solution, colloids and macromolecules, application of

written and oral communication in chemistry. Students

molecular assembly, diffusion, or other approved topics.

will write multiple drafts of the introduction to their

Prerequisite(s): by permission. Numeric and Evaluation

capstone report and review the work of their peers.

grade only.

Students will receive instruction in effective presentation

techniques and give two presentations with feedback.

CHEM 476 Senior Research and Capstone Report

Prerequisite(s): senior standing and at least one credit of

Fall (1), Spring (1)

CHEM 378 (can be co-requisite).

This course is required as part of the capstone

requirement for the BS in chemistry and taken as the last

CHEM 495 Chemistry Senior Seminar

semester of the capstone research project. The student

Spring (1)

completes his or her research, writes a capstone research

Required of majors during their senior year. Students

report on the project, and presents a seminar during the

prepare and present a seminar on their capstone

Chemistry Seminar. All aspects of the student’s capstone

research project. Students also write and submit an

project must be acceptable to the research mentor(s) for

acceptable final draft of their thesis/research report.

the student and the Chemistry Department.

Prerequisite(s): CHEM 394 and CHEM 494. Credit/No

Prerequisite(s): by permission and at least 1 credit of

credit only.

CHEM 378.

Communication Sciences and Disorders

The Faculty

Barbara Conboy

Solaman Cooperson

Lisa LaSalle

Kerri Mitchell

Maria Muñoz

Lori Osborn

Lisa Ryder

Sujin Shin

Julia Ferré Shuler

Cynthia Wineinger

The Undergraduate Program

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Learning Outcomes: Learning outcomes for this program may be found at www.redlands.edu/BA-CDIS/learning-outcomes.

A minimum of four semesters are required to complete the 39-40 credit Communication Sciences and Disorders major.

Bachelor of Arts in Communication Sciences and Disorders

(10 courses/39-40 credits)

CDIS 100 Introduction to Communication Sciences and Disorders (4)

CDIS 204 Speech and Language Science (4)

CDIS 205 Audiology and Hearing Science (4)

CDIS 206 Anatomy and Physiology of Communication (4)

CDIS 208 Statistical Methods (4)

-or- any college-level Statistics course (3-4)

CDIS 307 Language Development (4)

CDIS 308 Language Disorders (4)

CDIS 309 Phonetics and Phonology (4)

Capstone (1 course/4 credits):

o CDIS 411 Assessment and Intervention in Communication Sciences and Disorders (4)

-or- CDIS 413 Communication Sciences and Disorders Capstone (4)

Note: CDIS 100 is a prerequisite for all undergraduate courses in the department (except for the elective, CDIS 260 May Term travel), or for transfer students, CDIS 100 may be taken concurrently with CDIS 204, CDIS 205, and CDIS 206.

CDIS 410 is an elective designed for students intending to apply to graduate school. It will assist students to understand the structure and function of central and peripheral nervous systems in relation to normal and disordered speech, language, and cognition.

ASHA Requirements

For students planning to pursue a graduate degree in Speech-Language Pathology or Audiology, the American Speech-Language-Hearing Association (ASHA) requires all students to adhere to their standards for certification (see

https://www.asha.org/certification/2020-slp-certification-standards). The following courses must be completed prior to completing a Masters-SLP degree program, and, at some institutions, must be completed prior to acceptance into a Masters-SLP program:

o A college-level statistics course

o A college-level biology course

o A college-level social science course (e.g., a psychology, sociology, anthropology, etc.)

o A college-level physical science course (chemistry or physics)

Other relevant coursework:

o BIOL 104 Introduction to Neuroscience (4)

o EDUG 310 Introduction Second Language Acquisition (3)

o EDUG 331 Child Development (3)

o ENGL 142 Introduction to Language and Linguistics (4)

o MATH 111 Elementary Statistics with Applications (4)

o PHIL 215 Bioethics: Doctors and Patients (4)

o PHIL 216 Bioethics: Technology and Justice (4)

o PHYS 107 Sound Physics (4)

o PSYC 100 Introduction to Psychology (4)

o PSYC 220 Abnormal Child Psychology (4)

o PSYC 250 Statistical Methods (4)

o PSYC 252 Culture and Human Behavior (4)

o PSYC 335 Developmental Psychology (4)

o PSYC 343 Educational Psychology (4)

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2022-2023 Academic Catalog

Transfer Students

Transfer students who have completed two years of study at another institution can complete the major in Communication Sciences and Disorders in no fewer than four semesters. Individual advising assists in creating the course of study for the semesters in attendance at the University. If any student has not satisfactorily completed a prerequisite course with a grade of 1.7 or higher, the student may not be admitted to a course, which may extend the time to complete the major beyond the four-semester minimum. See the section below for prerequisites and repeated courses.

Communication Sciences and Disorders Minor

Students who minor in Communication Sciences and Disorders must complete a minimum of 23 credits including:

CDIS 100 Introduction to Communication Sciences and Disorders (4)

CDIS 204 Speech and Language Science (4)

CDIS 206 Anatomy and Physiology of Communication (4)

CDIS 307 Language Development (4)

CDIS 308 Language Disorders (4)

-or- CDIS 309 Phonetics and Phonology (4)

One additional course in Communication Sciences and Disorders, which may include CDIS 260 (3)

Study Abroad

The department strongly encourages students to take advantage of the opportunity to live and study abroad. Accordingly, required courses have been scheduled to allow students to complete the major and spend a semester off campus. Students should carefully plan out their program of study in advance with their advisors. University of Canterbury offers communication sciences and disorders courses, but these should be planned with academic advisors, as well.

Departmental Honors

A departmental honors program is available and encouraged for exceptionally able and motivated students. Admission to the program may come by departmental invitation, or, should students initiate their own applications, by an affirmative vote of the Communication Sciences and Disorders Faculty. Interested students should consult with their advisor in the Fall of their junior year for information about the application procedure and requirements.

Communication Sciences and Disorders Undergraduate Course Descriptions

CDIS 100 Introduction to Communication Sciences and

An introduction to the science of speech and language.

Disorders

Research and laboratory techniques are used to review

Fall (4), Spring (4)

the acoustic characteristics of speech, how speech

The typical processes of communication and a survey of

sounds are formed, and how those sounds are perceived

the disorders that affect communication across the

in language comprehension. The principles of language

lifespan. The basics of observation, evaluation,

description and analysis are reviewed to provide a

treatment, research and other applications. Guest faculty

foundation for understanding typical and atypical

lecturers in their areas of expertise support course

language. Students also practice speech and language

lectures.

transcription and analysis through a laboratory

experience.

CDIS 101 Clinical Case Studies in Communicative

Prerequisite(s): CDIS 100, sophomore status, or by

Disorders

permission; or graduate status.

Fall (2), Spring (2)

The introductory study of the clinical process. Covers

CDIS 205 Audiology and Hearing Science

frameworks of observation, intervention approaches,

Fall (4), Spring (4)

and clinical documentation. The course will be taught

An introduction to the anatomy and physiology of the

through clinical case studies.

human hearing mechanism, the acoustics of sound,

Prerequisite(s): CDIS 100. Offer as needed.

methods of testing the hearing of children and adults,

and common auditory pathologies, hearing aids, and

CDIS 204 Speech and Language Science

cochlear implants. Meets state audiometrist

Fall (4), Spring (4)

requirements.

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2022-2023 Academic Catalog

Prerequisite(s): CDIS 100, sophomore status, or by

Examines language disorders in children and adults,

permission; or graduate status.

focusing on specific developmental and acquired

disorders.

CDIS 206 Anatomy and Physiology of Communication

Prerequisite(s): CDIS 100, CDIS 307, junior status, or

Fall (4), Spring (4)

instructor permission. May not be taken concurrently

Functional anatomy and physiology of speech, swallow,

with CDIS 307.

and language mechanisms. Emphasis on how an

understanding of head and neck physiology/anatomy

CDIS 309 Phonetics and Phonology

impacts clinical diagnosis and management of

Fall (4), Spring (4)

communication and swallowing disorders.

An overview of articulatory and phonological features of

Prerequisite(s): CDIS 100, sophomore status or by

the American-English sound system and practice in

permission, or graduate status.

phonetic transcription. Models of phonological theory

and phonological development are reviewed as they

CDIS 208 Statistical Methods

apply to both typical and atypical speech and language

Fall (4), Spring (4)

development. Students learn the characteristics of

This course will provide the foundation needed to

speech sound disorders, speech analysis skills, and

understand concepts of an evidenced-based approach to

principles of intervention.

clinical practice. Descriptive and inferential statistics will

Prerequisite(s): CDIS 100, CDIS 206, junior status, or by

be covered, as well as hypothesis testing.

permission; or graduate status.

Prerequisite(s): sophomore standing.

CDIS 410 Neural Basis of Communication and

CDIS 260 Travel/Service Learning in Latin America Focus

Communication Disorders

on Language, Culture and Education

Fall (4), Spring (4)

May Term (3)

This course will assist students to understand the

This travel course uses experiential learning, self-

structure and function of central and peripheral nervous

reflection, reading, writing, and discussion to provide

systems in relation to normal and disordered speech,

students with a foundation for understanding cross-

language, and cognition.

cultural differences in language and education. Students

Prerequisite(s): CDIS 100, CDIS 307, or instructor

work with children in community-based educational

permission. Offered as needed. Numeric grade only.

programs, focusing on language-development issues

(e.g., bilingualism, literacy, and the broad impact of

CDIS 411 Assessment and Intervention in

difficulties with language on education).

Communication Sciences and Disorders

Open to non-majors. Previous coursework in Spanish is

Fall (4), Spring (4)

strongly recommended. Offered as needed.

Introduces the undergraduate student to clinical

management in the Truesdail Center, familiarizing the

CDIS 307 Language Development

student with principles of assessment and intervention

Fall (4), Spring (4)

for communication disorders in children and adults.

An introduction to the scientific study of language

Clinical case study investigation makes up a significant

development in children from birth to early adulthood.

portion of the course. Students will complete an assistant

Covers the phonological/perceptual, lexical, semantic,

clinician assignment in the Truesdail Center, which

morphosyntactic, and pragmatic/social aspects of oral

requires a commitment of two additional hours per week

language development, and the early stages of written

outside of class meetings. Will include written

language development. Emphasis on theories of

demonstrations of knowledge. A student’s grade point

language acquisition, learning and sources of variation

average in the CDIS major determines eligibility for the

across children.

assistant clinician option.

Prerequisite(s): CDIS 100, CDIS 204 with a minimum

Prerequisite(s): CDIS 307, CDIS 308 OR CDIS 309, majors

grade of 2.0, junior status, 1 statistics course with a

with senior status, minimum 3.0 cumulative GPA or

minimum grade of 2.0. May not be taken concurrently

within the major, or instructor permission.

with CDIS 308.

CDIS 413 Communication Sciences and Disorders

CDIS 308 Language Disorders

Capstone

Fall (4), Spring (4)

Fall (4), Spring (4)

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A selective clinical or research experience, together with

a common classroom exploration, culminating in

CDIS 464 Seminar in Communicative Disorders

completion of the communicative disorders major. Will

Fall (4), Spring (4)

include oral and written demonstrations of knowledge,

Intensive study in one of the areas of communicative

application of scientific theory, and reflection and

disorders and review of current literature. Current lists of

integration of liberal arts and communicative disorders

seminar topics may be obtained through the

knowledge and skills.

department.

Prerequisite(s): CDIS 307 and majors with senior status,

Offered as needed.

or instructor permission.

The Graduate Program

Admission

Application for the Master of Science in Speech-Language Pathology (i.e. Masters-SLP) is through the Communication Sciences and Disorders Centralized Application System (CSDCAS) application service. The application deadline for fall admission is January 15.

Visit

Prospective graduate students are encouraged to visit the department by attendance at scheduled information sessions.

Graduate Assistantships

Graduate students have the opportunity to serve as teaching and/or clinical assistants. Students also are encouraged to contact Student Financial Services to determine their qualifications for low-interest loan programs sponsored by the University.

Undergraduate Leveling Courses

Students entering the program with an undergraduate degree not in Communication Sciences and Disorders or speech-language pathology will spend the first semester of their graduate studies taking the following courses: CDIS 204, CDIS 205, CDIS 206, CDIS 307, and CDIS 309.

Students must show evidence of a bachelor’s degree or equivalent from an accredited institution and a minimum GPA of 3.0. Other admission criteria include the essay, letters of recommendation, Graduate Record Examinations (GRE) test scores, and relevant work and life experience.

Master of Science in Communication Sciences and Disorders

Students will work closely with their advisors to follow a program of academic study and a clinical practicum to satisfy the requirements for professional certification.

Academic Requirements

A total of 60 graduate credits and satisfactory completion of the comprehensive evaluation are required. A maximum of 6

transfer credits of graduate study may be applied to the degree with the recommendation of the academic advisor. This limit applies to credits earned at other institutions as well as to those earned in other departments at the University of Redlands. Students are expected to have completed the following undergraduate courses or their equivalents prior to graduate study: CDIS 204, CDIS 205, CDIS 206, CDIS 307, and CDIS 309. Descriptions of these courses are listed in the-preceding undergraduate section.

The following courses are required for the M.S. Degree (15 courses/60 credits):

CDIS 615 Neuropathologies of Speech, Language, and Cognition (3)

CDIS 616 Neuropathologies of Swallowing (3)

CDIS 620 Seminar in CDIS: Language Pathology (3)

CDIS 623 Assessment of Language Disorders in Children (3)

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CDIS 626 Seminar in Articulation and Phonology (3)

CDIS 627 Issues in Cultural and Linguistic Diversity (3)

-or- CDIS 619 Development and Disorders in Monolingual and Bilingual Spanish Speakers (3)

CDIS 629 Disorders of Fluency (3)

CDIS 631 Disorders of Voice (3)

CDIS 634 Theory & Practice in Clinical Evaluation: Speech Language Pathology (3)

-or- CDIS 622 Language and Cognitive Development: Typical and Atypical Variation (3)

CDIS 647 Professional Methods (3)

CDIS 652 Research and Experimental Design (3)

CDIS 655 Advanced Aural Rehabilitation (3)

CDIS 664 Seminars in CDIS

CDIS 683 Health Based Externship (3)

CDIS 685 Public School Externship (3)

Specialty Clinics: Enrollment in six clinics required:

CDIS 640 Adult Neurogenic Clinic (2)

CDIS 641 Childhood Speech Sound Disorders Clinic (2)

CDIS 642 Autism Spectrum Disorders Clinic (2)

CDIS 643 School-Age Language Clinic (2)

CDIS 644 Early Language Clinic (2)

CDIS 645 Fluency Disorders Clinic (2)

CDIS 646 Dysphagia/Voice Disorders Clinic (2)

CDIS 648 Aural Rehabilitation Clinic (2)

CDIS 649 Child Speech and Language Clinic (2)

CDIS 650 Alternative Clinical Experience & Interprofessional Practicum (2)

Academic Standards

Regular Graduate Standing is a prerequisite for acceptance to candidacy for a master’s degree and is granted by the faculty of the program for which application is made.

The basic requirements for Regular Graduate Standing in Communication Sciences and Disorders are as follows: 1. Graduation from an accredited college or university;

2. A minimum cumulative undergraduate GPA of 3.00 on a 4.0 scale;

3. Maintenance of satisfactory academic and clinical standing. See Satisfactory Academic Standing below.

Satisfactory Academic Standing

A minimum GPA of 3.0 (based on a 4.0 scale) in all graduate work taken at the University of Redlands is required to qualify for a degree. A student whose cumulative grade point average is below a 3.0 at the end of any semester will be placed on probation and allowed one semester to restore the cumulative grade point average to 3.0. Any student who fails to restore his or her cumulative grade point average to a 3.0 at the end of the probationary period may be disqualified.

Disqualification may also occur if a student receives one grade of 0.0 or two grades of 1.0.

Credit for a course graded below 2.0 (under the numerical grade option) cannot apply toward a graduate degree.

Clinical Requirements

Graduate study in Communication Sciences and Disorders requires a significant commitment of time to clinical practicum.

Students are expected to be available approximately 10 hours each week for practicum in the Truesdail Center for Communication Disorders; this is in addition to the clinical work associated with certain courses. Students must make hours available to complete the practicum required for CDIS 622, CDIS 634, CDIS 640, CDIS 641, CDIS 642, CDIS 643, CDIS 644, CDIS 645, CDIS 646, CDIS 648, CDIS 649, CDIS 650, CDIS 683, and CDIS 685.

A minimum of 400 hours of supervised clinical observation and clinical practicum are required for the state license and the ASHA certificate of clinical competence. The following qualifications apply:

1. Clinical Observation: 25 clock hours prior to beginning initial clinical practicum;

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2. Clinical Practicum: 375 clock hours total with direct client/patient contact, 325 clock hours earned at the graduate level, 50 clock hours in each of three types of clinical settings;

3. Students will be given a variety of practicum experiences across disorders and lifespan, as required by certifying agencies.

Remediation Plan

Students who are identified by faculty as having difficulty meeting the standards of professionalism or competence in skills receive a plan of remediation to be monitored for one semester. The remediation plan is completed when the competency skill is met. Dismissal from the graduate program may be recommended if objectives of the remediation plan are not met.

Specialty Certificate in Bilingual Speech-Language Pathology: Spanish Language Focus

The University of Redlands Department of Communication Sciences and Disorders offers a “Specialty Certificate in Bilingual Speech-Language Pathology: Spanish Language Focus.” This certificate is designed for students with high levels of proficiency in Spanish, who wish to pursue work as a bilingual speech-language pathologists. Students complete specialty coursework and clinical practice within the regular MS program.

Comprehensive Evaluation

Successful completion of a departmental Comprehensive Evaluation is required of all candidates for the master’s degree in the final semester of their program. The Comprehensive Evaluation takes the form of an evidence-based oral presentation of a case study. Further information is available from the department.

Praxis Exam Verification

To complete a degree, students must take the ASHA national exam in the Praxis Series

(https://www.ets.org/praxis/prepare/materials/5331), ideally within the semester the degree is to be completed.

Speech Language Pathology Services Credential

To be employed as a speech-language pathologist in the public schools in California, one must hold this credential. The minimum requirements are:

1. A master’s degree;

2. Successful completion of the California Basic Educational Skills Test (CBEST) and Praxis;

3. Recommendation from the Department. Competency in all coursework required for the master’s degree must be demonstrated by successful completion of courses.

Communication Sciences and Disorders Graduate Course Descriptions

CDIS 615 Neuropathologies of Speech, Language, and

instrumental evaluations for swallowing disorders. The

Cognition

use of feeding tubes and their ethical implications will be

Fall (3)

reviewed.

Discusses the neuroanatomic and neurophysiologic basis

Prerequisite(s): CDIS 615 or by permission.

of the most common type of communicative disorders

secondary to nervous system disease. The clinical,

CDIS 619 Development and Disorders in Monolingual

historical, psychometric, and laboratory findings to

and Bilingual Spanish Speakers

establish the differential diagnosis among disorders of

Fall (3)

cognition, language, and speech will be emphasized, as

Addresses issues in bilingual development and

well as basic treatment and management approaches for

processing; language disorders in Spanish-speaking

those seen in the acute medical setting.

children and adults; language assessment and

intervention practices with bilingual children; and

CDIS 616 Neuropathologies of Swallowing

bilingual education. Prepares students to analyze error

Spring (3)

patterns in phonology, lexical semantics, morphosyntax,

The course will begin with the clinical and instrumental

and pragmatics in monolingual and bilingual Spanish

findings seen in normal and abnormal swallowing.

speakers.

Common disorders of swallowing and their treatments

will be emphasized, as well as the clinical and

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Prerequisite(s): Satisfactory completion of at least two

diagnosis and intervention for speech sound disorders in

semesters of college-level Spanish or permission of the

diverse populations.

instructor.

CDIS 627 Issues in Cultural and Linguistic Diversity

CDIS 620 Language and Cognitive Development: Typical

Fall (3) or Spring (3)

and Atypical Variation

Designed to help students develop cultural competence

Fall (3), Spring (3)

in working with individuals from diverse cultural and

A scientific examination of sources of variation in

linguistic groups who have communication disorders.

language from birth to 22 years, and their impact on

Students examine variations in cultural and linguistic

literacy and academic achievement. Topics include

practices and behaviors, discuss the implications of these

information processing and learning; psycholinguistic

differences in clinical and educational settings, and learn

models; perceptual, cognitive, social, neural, and genetic

about non-biased assessment and intervention

bases of language development; etiology, prevention,

strategies.

early detection, assessment, and remediation of

language disorders.

CDIS 629 Disorders of Fluency

Fall (3), Spring (3)

CDIS 622 Theory and Practice in Clinical Evaluation:

Theories, etiologies, assessment, and treatment

Language and Learning Disorders

techniques for disorders of fluency with special emphasis

Spring (3)

on the behavioral and emotional management of

Advanced problems in formal and informal assessment of

children and adults; practicum at the Truesdail Speech

language disorders and learning disabilities including

Center is required, including diagnostic evaluation,

practicum, staffing, report writing, and parent

treatment planning, report writing, and counseling of

conferences. An interdisciplinary approach is taken.

clients and family members.

CDIS 623 Assessment of Language Disorders in Children

CDIS 631 Disorders of Voice

Fall (3)

Fall (3)

Survey of tests applied to children with language

Structure, function, and capabilities of the normal voice;

disorders; analysis of test content, diagnostic patterns,

etiologies, assessment strategies, and rehabilitative

relationship between history, observation, and

techniques of the disordered voice; and problems of

psychometrics.

laryngeal cancer and subsequent voice restoration

alternatives.

CDIS 624 Educational Considerations for Children with

Language and Learning Disabilities

CDIS 634 Theory and Practice in Clinical Evaluation:

Spring (3)

Speech and Language Pathology

Study of language and learning disabilities: their

Fall (3), Spring (3)

identification, educational principles and procedures,

Advanced problems in formal and informal assessment in

diagnostic patterns, and educational management.

speech and language pathology. Weekly practicum

Offered as needed.

experience is required: preplanning, report writing,

parent conferencing, home and school visits, and

CDIS 625 Language, Culture, and Cognition

remedial planning. Extensive interaction with related

Fall (3), Spring (3)

professionals.

How language and thought interact and are affected by

Prerequisite(s): CDIS 623 or by permission.

culture. Study of topics across languages, modes of

thought, and cultures, such as parent-child interaction,

CDIS 640 Adult Neurogenic Clinic

literacy, cognitive development, and narrative.

Fall (2), Spring (2)

Prerequisite(s): CDIS 623 or by permission. Offered as

Clinical practicum with staffing discussion of principles,

needed.

methods, and management procedures for the adult

neurogenic population. This is a required Specialty Clinic.

CDIS 626 Seminar in Articulation and Phonology

Enrollment requires a weekly staffing meeting and

Fall (3), Spring (3)

assignment of a minimum of one client in the Truesdail

Theories of phonological acquisition and the nature of

Speech Center.

disordered phonological development. Differential

Prerequisite(s): graduate standing. May be repeated.

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CDIS 641 Childhood Speech Sound Disorders Clinic

This course fits a specialty clinic model. Enrollment in this

Fall (2), Spring (2)

course requires completed or concurrent coursework in

Clinical practicum with staffing discussion of principles,

neuropathologies of speech, language, and cognition.

methods, and management procedures for the child

This course will meet the competency of teaching

speech sound disorders population. This is a required

methodology and intervention of dysphagia and voice

Specialty Clinic. Enrollment requires a weekly staffing

disorders.

meeting and assignment of a minimum of one client in

Prerequisite(s): CDIS 615. May be repeated.

the Truesdail Speech Center.

Prerequisite(s): graduate standing. May be repeated.

CDIS 647 Professional Methodologies and Concerns

Spring (3)

CDIS 642 Autism Spectrum Disorders Clinic

Role of speech/language pathologist in public education

Fall (2), Spring (2)

and other professional settings, referral procedures,

Clinical practicum with staffing discussion of principles,

Individualized Education Program (IEP) writing, state and

methods, and management procedures for the autism

federal legislation, utilization of assistants, case selection

spectrum disorders population. This is a required

and scheduling, application procedures for credentialing

Specialty Clinic. Enrollment requires a weekly staffing

and licensing, and paraprofessional and interprofessional

meeting and assignment of a minimum of one client in

relationships.

the Truesdail Speech Center.

Taken concurrently with CDIS 685.

Prerequisite(s): graduate standing. May be repeated.

CDIS 648 Aural Rehabilitation Clinic

CDIS 643 School-Aged Language Clinic

Fall (2), Spring (2)

Fall (2), Spring (2)

Clinical practicum with staffing discussion of principles,

Clinical practicum with staffing discussion of principles,

methods, and management procedures for the aural

methods, and management procedures for the school-

rehabilitation population. Concurrent or completed

aged language population. This is a required Specialty

coursework in the area of aural rehabilitation is required.

Clinic. Enrollment requires a weekly staffing meeting and

This is a required Specialty Clinic. Enrollment requires a

assignment of a minimum of one client in the Truesdail

weekly staffing meeting and assignment of a minimum of

Speech Center.

one client in the Truesdail Speech Center.

Prerequisite(s): graduate standing. May be repeated.

Prerequisite(s): graduate standing. May be repeated.

CDIS 644 Early Language Clinic

CDIS 649 Child Speech and Language Clinic

Fall (2), Spring (2)

Fall (2), Spring (2)

Clinical practicum with staffing discussion of principles,

Clinical practicum with staffing discussion of principles,

methods, and management procedures for the early

methods, and management procedures for children who

language population. This is a required Specialty Clinic.

have speech and language disorders. This is a required

Enrollment requires a weekly staffing meeting and

Specialty Clinic. Enrollment requires a weekly staffing

assignment of a minimum of one client in the Truesdail

meeting and assignment of a minimum of one client in

Speech Center.

the Truesdail Speech Center.

Prerequisite(s): graduate standing. May be repeated.

Prerequisite(s): graduate standing. May be repeated.

CDIS 645 Fluency Disorders Clinic

CDIS 650 Alternative Clinical Experience &

Fall (2). Spring (2)

Interprofessional Practicum

Clinical practicum with staffing discussion of principles,

Fall (2), Spring (2), Summer (2)

methods, and management procedures for those with

Alternative clinical practicum experiences through clinical

fluency disorders. This is a required Specialty Clinic.

case study computer-based simulations and

Enrollment requires a weekly staffing meeting and

interprofessional education experience. Graduate

assignment of a minimum of one client in the Truesdail

students will earn supervised clinical clock hours. Course

Speech Center.

may be retake 1x to assist in fulfilling graduate clinical

Prerequisite(s): graduate standing. May be repeated.

practicum requirement, or if identified as necessary in a

graduate clinical Remediation Plan.

CDIS 646 Dysphagia/Voice Disorders Clinic

Corequisites: Graduate enrollment status.

Fall (2), Spring (2)

Prerequisite(s): Completion of 25 clinical observation

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clock hours. Offered as needed. Credit/no credit grade

only.

CDIS 664 Seminar in Communication Sciences and

Disorders

CDIS 652 Principles of Evidence-Based Practice in

Fall (1-3), Spring (1-3), Summer (1-3)

Communication Sciences and Disorders

Intensive study in one of the areas of communication

Fall (3)

sciences and disorders. Review of current literature is

Students learn how to use external evidence from

included in course of study. Current lists of seminars may

scientific sources in clinical decision making. The course

be obtained through the department.

covers treatment efficacy designs, external and internal

validity, reliability, effect sizes, ethics, and controversies

CDIS 683 Health Based Externship

in intervention research. The course also provides a

Fall (3), Spring (3), Summer (3)

foundation for students who wish to conduct research.

Externship practicum at off-campus sites. A minimum of

4 days per week over 8+ weeks on-site is required.

CDIS 655 Aural Rehabilitation

Prerequisite(s): A minimum 40 hours of clinical practicum

Fall (3), Spring (3)

completed at the Truesdail Center or off-campus site.

Discussion and study of the intervention and assessment

CDIS 634 or CDIS 622, CDIS 615, CDIS 616, CDIS 631 and

techniques for children and adults with hearing loss to

CDIS 664 are strongly recommended.

further develop their speech and language abilities,

cochlear implants, hearing aids and the efficacy of these

CDIS 684 Advanced Theory and Practice in Clinical

technologies in communication, deaf culture, auditory

Problems: Speech, Language, and Hearing

processing disorders, genetics of hearing loss, and review

Fall (3), Spring (3), Summer (3)

of audiology concepts. Meets state audiometrist

Advanced externship practicum at off-campus sites.

certification requirements.

Minimum requirements agreed upon by externship site

and university instructor. Placement is to be multiple

CDIS 660 Latin America: Focus on Language, Culture,

days a week within a semester.

and Education

Prerequisite(s): CDIS 615, CDIS 616, CDIS 620, and CDIS

May Term (3)

623

Experiential learning, self-reflection, reading, writing, and

discussion are used to foster an understanding of cross-

CDIS 685 Public School Externship

cultural differences in educational approaches and the

Spring (3)

broad impact of language-learning differences (e.g.,

Student teaching practicum in public schools. Taken

bilingualism, language disorders) on educational

concurrently with CDISS 647.

outcomes. Students work with children in community-

Prerequisite(s): 125 hours of clinical practicum or by

based educational programs. Must be a graduate student

permission. Credit/no credit only.

with advanced Spanish skills.

Computer Science

The Faculty

James Bentley

Pani N. Chakrapani

Richard N. Cornez

Patricia Cornez

The Majors

Computer science is the discipline that studies the concepts and techniques used in designing and developing software systems. Students will explore the conceptual underpinnings of computer science, including fundamental algorithms and programming languages.

The Computer Science program offers both Bachelor of Arts (BA) and Bachelor of Science (BS) degrees. The Bachelor of Arts degree provides a basic exposure to the field of computer science and is suited for students who are interested in a 142

2022-2023 Academic Catalog

broader education in the sciences and arts. The Bachelor of Science degree delves deeper into the discipline, providing additional exposure to subjects such as mobile development and software engineering.

Both degrees start with the same set of foundation courses allowing students to decide on their exact program once they obtain a basic understanding of the discipline. We strongly recommend students begin either major with CS 110, Introduction to Programming, as early as possible, ideally, during the first year.

Students declaring a computer science major are required to have a 2.0 cumulative GPA in the introductory computer science and calculus sequences: CS 110, CS 111, MATH 121 (or MATH 119), and MATH 122 (for the BS degree). CS110 and CS111 must be taken for a numerical grade.

Learning outcomes for these programs can be found at: www.redlands.edu/ba-csci/learning-outcomes/.

Bachelor of Arts in Computer Science

Requirements

Computer Science Foundation (4 courses):

CS 110 Introduction to Programming

CS 111 Data, File Structures, and OOP

CS 222 Web Application Development

-or- CS 230 Operating Systems

CS 240 Theory of Algorithms

-or- CS 220 Architecture and Assembly

Computer Science Electives (Choose 2 courses):

CS 223 Game Programming and AI

CS 301 Business Analysis and Excel

CS 323 Mobile Programming

CS 330 Database Management

CS 340 Programming Languages

CS 341 Software Engineering

Related Field Requirements (2 courses):

SBUG 415 Competing with Analytics (Counts toward the MS Business Analytics)

SBUG 420 Data Science Foundations (Counts toward the MS Business Analytics)

GIS 411 GIS Fundamentals (Counts toward the MS GIS)

GIS 467 Programming for GIS (Counts toward the MS GIS)

MATH 111 Elementary Statistics with Applications

MATH 121 Calculus I

-or MATH 119 Integrated Calculus II

Computer Science Capstone (1 course):

CS 450 Computer Science Senior Project

Bachelor of Science in Computer Science

Requirements

Computer Science Foundation (9 courses):

CS 110 Introduction to Programming

CS 111 Data, File Structures, and OOP

CS 222 Web Application Development or CS 323 Mobile Programming

CS 240 Theory of Algorithms

-or- CS 220 Architecture and Assembly

CS 340 Programming Languages

-or- CS 230 Operating System

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CS 341 Software Engineering

At least 3 additional courses at the 200- or 300-level

Computer Science Capstone (1 course):

CS 450 Computer Science Senior Project

Related Requirements (Choose 4 courses):

SBUG 415 Competing with Analytics (Counts toward the MS. Business Analytics)

SBUG 420 Data Science Foundations (Counts toward the MS Business Analytics)

GIS 411 GIS Fundamentals (Counts toward the MS GIS)

GIS 467 Programming for GIS (Counts toward the MS GIS)

ECON 400 Intro to Econometrics

MATH 311 Probability

-or- MATH 312 Mathematical Statistics

MATH 201 Discrete Mathematical Structures

-or- MATH 205 Mathematical Cryptology

MATH 231 Introduction to Mathematical Modeling

MATH 235 Differential Equations

MATH 331 Numerical Analysis

PHYS 231 General Physics I

PHYS 232 General Physics II

PHYS 310 Electronics Applications

Computer Science Minor

The Computer Science Minor is designed to provide basic expertise in computer science. The requirements focus on a basic foundation and allow students who are specializing in another discipline to benefit from knowing more about computing.

Requirements (6 courses):

CS 110 Introduction to Programming

CS 111 Data, File Structures, and OOP

Three additional courses from Computer Science (CS) offerings

MATH 111 Elementary Statistics with Applications

Advanced Placement in Computer Science

Students who receive a score of four or five on the exam will receive 4 credits and credit for CS 110.

Departmental Honors

A departmental honors program is available for exceptionally able and motivated students pursuing a Bachelor of Science degree. Admission to the program may come by departmental invitation or, should students initiate their own applications, by an affirmative vote of the computer science faculty. Students must work with a faculty advisor during their junior year to develop a detailed proposal, and then complete an individual honors project during their senior year.

Computer Science Course Descriptions

CS 101 Introduction to Computers (PC)

Fall (4), Spring (4)

Fall (4), Spring (4)

Introduction to interactive multimedia design and

Designed to make students computer literate.

elements of interface design. Development of skills in

Introduction to computers and the Internet and how they

creating interactive projects using animation, graphics,

work. Introduction to the Windows operating system,

sound, virtual reality, and basic object-oriented

word processing, spreadsheets, graphics programs,

programming (OOP) to facilitate navigation.

databases, programming, email, searching, social-media

Offered as needed. Numeric grade only.

sites and ethical issues in computer use.

CS 109 Principles and Practices of Programming

CS 103 Introduction to Multimedia

Fall (4)

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An introduction to principles and practices of computer

Basic principles of problem-solving and algorithm

programming using Python, JavaScript, and SQL. This

development are studied. Various statements of the

course explores the use of programming as a tool for

programming language Visual Basic will be presented and

problem solving and creativity through applications

used in this context. A fairly rapid pace of coverage will

inspired by the humanities, social sciences, business, and

occur in this course, as this is not the first course in

sciences. Designed for students with little or no prior

programming; complex and demanding assignments will

programming experience.

form part of the coursework.

Offered as needed. Numeric or Evaluation grade only.

Prerequisite(s): CS 111 and MATH 119 or higher. Offered

in alternate years.

CS 110 Introduction to Programming

Fall (4), Spring (4)

CS 222 Web Application Development

Introduction to problem-solving methods and algorithm

Fall (4)

development through the use of computer programming

The study of web technologies and emerging web

in the Java language. Emphasis on data and algorithm

standards, protocols, markup, and web development

representation. Topics include declarations, arrays,

languages. This course focuses on designing and

strings, expressions and statements, control structures,

developing both client-side and server-side Web-based

functions, and input/output processing.

applications. Students are exposed to service-side

Prerequisite(s): Placement into MATH 118 or higher.

development including database access for data driven

Numeric grade only.

applications and asynchronous communication between

client and server.

CS 111 Data, File Structures, and OOP

Prerequisite(s): CS 111 and one of MATH 119, MATH 121,

Spring (4)

MATH 122, or MATH 221. Offered every year.

Advanced topics concerning Object-Oriented concepts,

data structures, and algorithm representation using Java.

CS 223 Game Programming and Artificial Intelligence

Topics include stacks, recursion, linked lists, trees,

Spring (4)

sorting, and hashing.

Examines AI approaches that can be applied to digital

Prerequisite(s): CS 110 Pre- or Co-requisite(s): MATH 119

games. Students learn AI programming techniques and

or higher.

how they strongly interface with game design. Topics

covered are rational behavior, knowledge

CS 208 Java Programming

representations, kinetic movement, collisions, finite state

Fall (4), Spring (4)

machines, path finding, and decision-making.

Exploration of the Java language for students familiar

Prerequisite(s): CS 111 and one of MATH 119, MATH 121,

with object-oriented programming. Topics include

MATH 122, or MATH 221. Offered alternate years.

multimedia programming, threads, exception handling,

Numeric grade only.

and network communications.

Prerequisite(s): CS 111. Offered as needed.

CS 230 Operating Systems

Fall (4)

CS 211 Introduction to Data Sciences

Introduction to principles of operating systems. Topics

Spring (4)

include processes (sequential and concurrent), tasks, task

Techniques for data wrangling/munging (acquisition,

management, processor scheduling, memory

cleaning, transformation), visualization (using the

management, file handling, device management,

grammar of graphics), and modeling that are

command languages, interrupts, I/O, and security.

foundational to data science. Topics to include efficient

Prerequisite(s): CS 111. Offered in alternate years.

management of large and sparse datasets,

uni/multivariate graphical and numerical descriptive

CS 240 Theory of Algorithms with Python

statistics, code efficacy (memory and speed), study

Spring (4)

reproducibility, and data ethics.

Notions of complexity analysis, along with the

Prerequisite(s): CS 110. Recommended: MATH 111 or

mathematical underpinnings of efficient algorithm design

equivalent. Offered as needed. Numeric grade only.

will be studied. Techniques will incorporate divide-and-

conquer and searches and sorts. Additional topics will

CS 220 Computer Architecture and Assembly Language

include graph theory and simulations.

Spring (4)

Prerequisite(s): CS 111 and one of MATH 119, MATH 121,

MATH 122, or MATH 221.

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CS 331 Artificial Intelligence

CS 260, 360, 460 Topics in Computer Science

Spring (4)

Spring (4)

Introduction to artificial intelligence designed to

Features a topic of current interest in computer science

introduce the basic ideas about search and control

not otherwise offered in the curriculum.

strategies, heuristics, problem solving, constraint

Prerequisite(s): by permission. May be repeated for

exploitation, and logic. Rule-based systems and expert

degree credit for a maximum of 8 credits, given a

systems techniques and the process of generating

different topic. Offered as needed.

intelligent behavior for computers using these

information processing strategies are also discussed.

CS 301 Business Analysis with Excel

Prerequisite(s): CS 111. Offered as needed.

Fall (4), Spring (4)

Data analysis and decision making is an integral part of

CS 340 Programming Languages

any successful business and the study of large data sets

Fall (4)

with the help of Microsoft Excel is the main focus of this

Introduction to programming language concepts and

course. The processes that enable data consolidation to

representatives of several different programming

make meaningful business decisions will be studied in

language techniques. Topics include data, operations,

depth.

sequence control, data control, storage management,

Prerequisite(s): ACCT 220 or CS 110.

operating environment, syntax, and comparison of

various programming paradigms.

CS 323 Mobile Programming

Prerequisite(s): CS 111.

Spring (4)

Introduction to the development of mobile device

CS 341 Software Engineering

applications with an emphasis on programming for the

Fall (4)

latest Android platform. Topics will include the

Introduction to the new and maturing field of software

implementation of multi-touch gestures, sensor and

engineering. Topics include the management of

camera events, threads and background tasks, and

expectations, computer technologies, people and their

working with location services. Current development

skills, time, cost, and other resources needed to create,

issues are also examined.

test, and maintain a software product that meets the

Prerequisite(s): One of CS 222, CS 223, or CS 240. Offered

needs of computer users.

in alternate years.

Prerequisite(s): One of CS 222, CS 223, or CS 240.

CS 330 Database Management

CS 450 Computer Science Capstone Project

Spring (4)

Spring (4)

Introduction to principles of database design and

This course provides the opportunity for a senior in

management for information systems. Discussion of file

Computer Science to design, develop, and implement a

design leads to study of logical and physical database

reasonably-sized software project as a capstone

concepts relating to three models of database

experience. This implementation work integrates the

organization: hierarchical, network, and relational.

knowledge acquired from earlier computer science

Includes issues relating to query processing, integrity and

courses and the principles of project management and

security of data, and distributed database systems.

delivery.

Prerequisite(s): CS 111. Offered as needed.

Prerequisite(s): Senior standing.

Creative Writing

The Faculty

Greg Bills

Leslie Brody

Patricia Geary

Joy Manesiotis

Alisa Slaughter

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The Major

The Creative Writing Department’s focus is on the creative process rather than on specialization in any one genre.

Requirements are designed to foster a rapport with all forms of literary expression and to promote community among our majors.

Learning Outcomes: Learning outcomes for this program may be found at www.redlands.edu/BA-CRWR/learning-

outcomes.

Bachelor of Arts in Creative Writing

Foundation courses (3 courses/12 credits):

CRWR 104 Non-Fiction Workshop I (4)

CRWR 105 Poetry Workshop I (4)

CRWR 107 Fiction Workshop I (4)

Intermediate courses (3 courses/12 credits):

CRWR 204 Non-Fiction Workshop II (4)

CRWR 205 Poetry Workshop II (4)

CRWR 207 Fiction Workshop II (4)

Advanced courses (1 course/4 credits)

CRWR 304 Nonfiction Workshop III (4)

-or- CRWR 305 Poetry Workshop III (4)

-or- CRWR 307 Fiction Workshop III (4)

At least two advanced writing seminars (6-8 credits)

CRWR 310 Creative Writing Seminar (3-4)

Senior Portfolio (2 courses/8 credits):

CRWR 440 Senior Portfolio: Reading and Drafting (4)

CRWR 441 Senior Portfolio: Revision and Final Project (4)

CRWR 440 and 441 may not be taken concurrently.

Recommendations:

o By the beginning of the sophomore year, the student who intends to major in Creative Writing is expected to choose one of the department’s resident writers as an academic advisor and, with the advisor, plan an appropriate three-year schedule.

o Strongly encouraged: Additional advanced level workshops and seminars in all genres.

Creative Writing Minor

The minor is designed for students to explore creative expression as part of a broad education. The minor in Creative Writing consists of a minimum of 28 credits.

Minor requirements:

CRWR 104 Non-Fiction Workshop I (4)

CRWR 105 Poetry Workshop I (4)

CRWR 107 Fiction Workshop I (4)

CRWR 204 Non-Fiction Workshop II (4)

CRWR 205 Poetry Workshop II (4)

CRWR 207 Fiction Workshop II (4)

CRWR 310 Creative Writing Seminar (4)

Advanced level workshops and seminars are recommended.

Departmental Honors

Every Creative Writing major must enroll in CRWR 440 and CRWR 441, ideally in senior year. The products of those two courses are evaluated for honors. To qualify for consideration, the candidate must have a 4.0 in CRWR 440. It is also necessary to have a minimum GPA of 3.5 in the major and maintain it through graduation.

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Publications, Awards, and Readings

The department publishes a literary magazine, Redlands Review, showcasing student work. Students hold positions on the editorial board and manage the editing and layout.

In conjunction with the Academy of American Poets, the department sponsors the Jean Burden Prize in poetry. The department also sponsors annual fiction and nonfiction contests and an Editor‘s Prize. Contests are judged by writers of national repute.

The Creative Writing Department sponsors the Visiting Writers Series, which brings nationally known writers to campus to give readings and interact with students.

Sigma Tau Delta

Majors and minors in English and Creative Writing are eligible for membership in Sigma Tau Delta, an international honor society. Sigma Tau Delta serves as a way to recognize outstanding achievement, foster the love of writing and reading, and give members an opportunity to share those passions with the community around them through service projects of their own design. To be eligible, students must have:

o Completed three semesters of college.

o Achieved a 3.5 GPA in the major/minor

o Ranked in the top third of their class or overall GPA.

Application materials are available in the English Department Office.

Creative Writing Course Descriptions

CRWR 104 Non-Fiction Workshop I

CRWR 205 Poetry Workshop II

Fall (4), Spring (4)

Fall (4), Spring (4)

Introductory literary nonfiction workshop with a primary

Intermediate poetry writing workshop with a stress on

focus on student writing while stressing process.

process. In-depth exploration and refinement of skills.

Prerequisite(s): CRWR 105 or by permission.

CRWR 105 Poetry Workshop I

Fall (4), Spring (4)

CRWR 207 Fiction Workshop II

Beginning-level poetry writing workshop with a primary

Fall (4), Spring (4)

focus on student writing while stressing process.

Intermediate fiction writing workshop with a stress on

process. In-depth exploration and refinement of skills.

CRWR 107 Fiction Workshop I

Prerequisite(s): CRWR 107 or by permission.

Fall (4), Spring (4)

Introductory fiction writing workshop with a primary

CRWR 304 Nonfiction Workshop III

focus on student writing while stressing process.

Fall (4), Spring (4)

Advanced writing course in writing literary nonfiction.

CRWR 125 Introduction to Creative Writing

May be repeated for degree credit for a maximum of 8

Fall (4), Spring (4)

credits.

Introductory creative writing workshop focused on

Prerequisite(s): CRWR 204 or by permission.

process and technique in poetry, fiction, and creative

nonfiction, with emphasis on critical reflection.

CRWR 305 Poetry Workshop III

Fall (4), Spring (4)

CRWR 204 Non-Fiction Workshop II

Advanced writing course in poetry. May be repeated for

Fall (4), Spring (4)

degree credit for a maximum of 8 credits.

Intermediate literary nonfiction writing workshop

Prerequisite(s): CRWR 205 or by permission.

encourages the revision process and includes peer

review.

CRWR 307 Fiction Workshop III

Prerequisite(s): CRWR 104 or by permission.

Fall (4), Spring (4)

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Advanced writing course in writing literary fiction. May

CRWR department publications, and take part in public

be repeated for degree credit for a maximum of 8 credits.

events and readings. Internships, interdisciplinary

Prerequisite(s): CRWR 207 or by permission.

collaborations, and individual projects encouraged.

Offered as needed.

CRWR 310 Creative Writing Seminar

Fall (4), Spring (4), May Term (3)

CRWR 440 Senior Portfolio: Reading and Drafting

This is an upper-level seminar designed for Creative

Fall (4)

Writing majors. Topics will rotate, but will provide in-

First course in a two-semester capstone for CRWR majors

depth study for writers. May be repeated for degree

and Johnston students with emphasis in CRWR. Students

credit for a maximum of 12 credits.

work individually with a writing faculty mentor to

Prerequisite(s): CRWR 104, CRWR 105, or CRWR 107.

envision a writing project, develop and respond to a

focused reading list, read the work of and meet with

CRWR 312 Redlands Review

visiting authors, and generate material.

Spring (4)

Prerequisite(s): Completion of or concurrent enrollment

Theoretical study and practical application of skills and

in at least one CRWR 300-level workshop. Should be

ideas to produce an original literary magazine as a team.

taken in sequence with CRWR 441.

Course activities include studying and discussing the

history of literary magazines, and soliciting and editing

CRWR 441 Senior Portfolio: Revision and Final Project

material for our own. Participants will adhere to a

Spring (4)

budget, set deadlines, and organize publicity and

Second course in a two-semester capstone project for

distribution.

CRWR majors and Johnston students with emphasis in

Creative Writing. Students work individually with a

CRWR 313 Publishing/Literary Community

writing faculty committee to revise and polish a creative

Fall or May only, (3-4)

writing manuscript. Students also read the work of and

This course explores literary publishing and other

meet with visiting authors.

professional options for writers. Participants read widely

Prerequisite(s): CRWR 440.

in all genres, solicit and develop content for campus and

Economics

The Faculty

Nathaniel Cline

Lorenzo Garbo

Dorene Isenberg

Nicholas Reksten

Nicholas Shunda

Samantha Sterba

The Majors

The major program in economics offers the following three degrees:

Bachelor of Arts in Economics:

A course of study in Economics that emphasizes its interdisciplinary and political economic character, gives students the greatest freedom in choosing Economics electives, and is especially recommended to students interested in working in policy and/or the non-profit sector. In the capstone project that concludes the major, students are expected to integrate their studies in Economics with at least one course taken in other social sciences or humanities.

Bachelor of Science in Economics:

A course of study in Economics that emphasizes its quantitative and political economic aspects (related field: Mathematics), and that is especially recommended to students who might be interested in pursuing graduate studies in Economics or working in policy and/or the non-profit sector.

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Bachelor of Science in Financial Economics:

A course of study in Economics that emphasizes its financial and applied aspects (related fields: Accounting and Global Business), and that is especially recommended to students who might be interested in entering the business world in general and the financial sector in particular upon graduation.

Learning outcomes for the three degrees may be found at www.redlands.edu/BA-ECON/learning-outcomes.

Grade Requirements

In order to satisfy prerequisites for any economics course, the specified courses (whether in Economics or in other departments) must be passed with a grade of 2.0 or higher. Additional courses taken toward any one of the three Economics degrees described above or towards the minor in Economics (described below) must be passed with a grade of 1.7 or higher.

Quantitative Preparation

Calculus is a prerequisite for ECON 350 Microeconomic Theory (4) and ECON 351 Macroeconomic Theory (4) courses required for all minors in Economics and majors in Economics and Financial Economics. Students satisfy this requirement by completing one of the following four options: MATH 120 Brief Calculus (4) OR MATH 121 Calculus I (4), OR the sequence MATH 118 Integrated Calculus I (4) and MATH 119 Integrated Calculus II (4), OR by being placed in MATH 122 Calculus II (4) or above in the placement test administered by the Mathematics department.

Core Economics Requirements for all Economics and Financial Economics Majors:

All majors in Economics and Financial Economics must complete the following required courses (6 courses/22 credits):

ECON 101 Principles of Economics (4)

MATH 111 Elementary Statistics with Applications (4)

-or- POLI 202 Statistical Analysis and Mapping of Social Science Data (4)

-or- CDIS 208 Statistical Methods (4).

Should be taken prior to the junior year and preferably during the sophomore year.

ECON 310 Research Methods in Economics (2)

ECON 350 Microeconomic Theory (4)

ECON 351 Macroeconomic Theory (4)

ECON 465 Senior Seminar in Economics (4)

Bachelor of Arts in Economics

In addition to the Core Economics Requirements listed above, candidates for the Bachelor of Arts degree must also complete the following:

Requirements (5 courses/20 credits):

ECON 304 Economic History (4)

-or- ECON 307 History of Economic Thought (4)

Electives (4 courses/15–16 credits):

At least Four elective courses in Economics (15-16 credits) at the 200-level or higher. At most two of these may be at the 200-level. At most one elective may be a course offered by another program and cross-listed with Economics. May Term courses (3 credits) in Economics or courses offered by another program and cross-listed with Economics qualify as elective courses.

Bachelor of Science in Economics

In addition to the Core Economics Requirements courses listed above, candidates for the Bachelor of Science degree must also complete the following 10 courses:

Requirements (3 courses/12 credits):

ECON 304 Economic History (4)

-or- ECON 307 History of Economic Thought (4)

ECON 400 Introduction to Econometrics (4)

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ECON 401 Mathematical Economics (4)

Electives (3 courses/11–12 credits):

Three elective courses in Economics at the 200-level or higher. At most one of these may be at the 200-level. At most one elective may be a course offered by another program and cross-listed with Economics. May Term courses (3 credits) in Economics or courses offered by another program and cross-listed with Economics qualify as elective courses. With advisor approval, a CS or MATH course may be substituted as an elective course.

Mathematics (4 courses (at least)/16–20 credits):

MATH 121 Calculus I (4)

-or- the sequence MATH 118 Integrated Calculus I and MATH 119 Integrated Calculus II

MATH 122 Calculus II (4)

At least one course chosen from among the following:

o MATH 231 Introduction to Mathematical Modeling (4)

-or- MATH 235 Differential Equations (4)

-or- MATH 241 Linear Algebra (4)

-or- MATH 311 Probability (4)

-or- MATH 321 Real Analysis (4)

A fourth Mathematics course of the student’s choice (4)

Bachelor of Science in Financial Economics

In addition to the Core Economics Requirements listed above, candidates for the Bachelor of Science in Economics must also complete the following 11 courses:

Requirements (11 courses/44 credits):

Economics (5 courses/20 credits)

ECON 230 Does Money Make the World Go Round? A Look at Money in Capitalism (4)

ECON 400 Introduction to Econometrics (4)

ECON 424 International Economics (4)

-or- GLB 356 International Finance (4)

ECON 430 Financial Systems (4)

ECON 452 Industrial Organization and Public Policy (4)

Accounting/Global Business (6 courses/24 credits):

ACCT 210 Principles of Financial Accounting & Reporting (4)

ACCT 310 Intermediate Financial Reporting for Operations (4)

ACCT 320 Intermediate Financial Reporting for Financing Transactions (4)

GLB 421 Corporate Finance (4)

GLB 422 Investments (4)

One course chosen from among the following

o ACCT 330 Intermediate Financial Reporting for Investing Transactions (4)

-or- ACCT 410 Auditing (4)

-or- ACCT 440 Financial Statement Analysis (4)

Economics Minor

Students who elect a minor in Economics must complete the following 6 economics courses (22–24 credits):

ECON 101 Principles of Economics (4)

MATH 111 Elementary Statistics with Applications (4)

-or- POLI 202 Statistical Analysis and Mapping of Social Science Data (4)

-or- CDIS 208 Statistical Methods (4)

Should be taken prior to the junior year and preferably during the sophomore year.

ECON 350 Microeconomic Theory (4)

ECON 351 Macroeconomic Theory (4)

Two elective courses in Economics at the 200-level or above. At most one of these may be at the 200-level. (ECON

310 Research Methods in Economics (2) does NOT count toward the minor.) At most one elective may be a course 151

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offered by another program and cross-listed with Economics. Either ECON 304 Economic History (4) or ECON 307

History of Economic Thought (4) is strongly recommended. May Term courses (3 credits) in Economics or courses offered by another program and cross-listed with Economics qualify as elective courses.

Advanced Placement in Economics

• Students who take Advanced Placement Macroeconomics with a score of 4 or above will only receive 4 State and Economy Liberal Arts Foundation credits.

• Students who take Advanced Placement Microeconomics with a score of 4 or above will only receive 4 State and Economy Liberal Arts Foundation credits.

• Students with scores of 4 or higher on the Advanced Placement Macroeconomics exam or Microeconomics exam, but not both, will receive 4 State and Economy Liberal Arts Foundation credits or 4 Quantitative Reasoning Embedded/Social Scientific Practice Liberal Arts Inquiry credits.

• Students with scores of 4 or higher on both of the Advanced Placement Macroeconomics and Microeconomics exams will receive 4 credits for ECON 101 Principles of Economics, which fulfills the ECON 101 prerequisite for Economics electives and fulfills the ECON 101 requirement for the majors in Economics and Financial Economics and the minor in Economics.

Departmental Honors

A departmental honors program is available for exceptionally able and well-motivated students. Interested students should inquire about requirements and the application process

with their Economics advisor and/or department chair during the Spring semester of their junior year. Admission to the program requires an affirmative vote of all Economics faculty and must be completed within the first month of the senior year.

Internships

Students are encouraged to pursue internships to complement their academic work at the University. Students may earn 3

to 14 credits for participating in internships that are closely related to their courses of study, but a maximum of 4 credits may count toward fulfilling the requirements of any of the degrees in economics; students must obtain departmental sponsorship before the internship begins.

Economics Course Descriptions

ECON 100 Economics and Society

ECON 202 Game Theory

Fall (4), Spring (4)

Spring (4)

The course provides an analytical, non-technical

Application of the analytical tools of mathematics and

introduction to the study of socioeconomic issues from a

probability to the study of behavior in strategic

variety of political and economic perspectives. It explores

interactions. Topics include simultaneous move games,

the structure of fundamental dynamics of a market

pure versus mixed strategies, Nash equilibrium,

economy, interactions between individuals, markets, and

sequential-move games, sub-game perfection, repeated

government institutions, economic aspects of social

games, and evolutionary games. Applications include

issues, and moral dimensions of economic processes.

pricing, advertising, cooperation, bargaining, and conflict.

Prerequisite(s): ECON 100 or ECON 101 or by permission.

ECON 101 Principles of Economics

Offered in alternate years.

Fall (4), Spring (4)

Introduction to the study of economic systems from a

ECON 205 Ecological Economics

micro and macro perspective. The course includes

Spring (4)

economic principles underlying the process of

The course explores the relationship between the

consumption, production, and distribution in a market-

ecological system and economic sub-systems. Topics of

oriented economy (microeconomics), and the structure,

the course include the economics of entropy,

operation, measures, and major theoretical models of

throughput, alternative notions of environmental

the whole economy (macroeconomics).

sustainability, ecological impacts of technological change,

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limits to economic growth, and analysis of policies to

ECON 230 Does Money Make the World Go Round? A

promote sustainability.

Look at Money in Capitalism

Prerequisite(s): ECON 100 or ECON 101 or by permission.

Fall (4)

Offered in alternate years.

The role of the financial sector in producing strong stable

economic activity or as a source of instability is analyzed.

ECON 206 Political Economy of Sustainability in Europe

Emphasis is on financial structure, institutions,

May Term (3)

regulation, and the role of monetary policy.

Course explores German and European environmental

Prerequisite(s): ECON 100 or ECON 101 or by permission.

policy, including issues of climate policy, transportation

Offered in alternate years.

and land use, and energy with a special focus on local

context of Freiburg, incorporating guest speakers and

ECON 240 Economics of Race, Class, and Gender

site visits to connect theories of political economy,

Spring (4)

ecological and degrowth economics to concrete

The economic position of women and minorities in

applications.

society. Racial and sexual discrimination, women’s labor

Prerequisite(s): ECON 100 or ECON 101. Not regularly

force participation, occupational segregation, domestic

offered.

work, immigration of workers, and racial marginalization

in market economies. Mediating influences such as

ECON 212 Political Economy

education, spatial forces, and institutional and public

Fall (4) Spring (4)

policies.

Analysis of the interactions among various dimensions of

Prerequisite(s): ECON 100 or ECON 101 or by permission.

social formations such as the economy, the state, class

Offered in alternate years.

structures, and ideology, with a specific emphasis on

heterodox economic paradigms which may include

ECON 254 Economics of the Public Sector

feminist, humanistic, institutionalist, Marxist, and post-

Fall (4), Spring (4)

Keynesian approaches to economic theory and policy.

This course looks at the economics of public expenditure

Prerequisite(s): ECON 100 or ECON 101 or by permission.

and public revenue. Public expenditure: allocative role of

Offered as needed. Numeric and Evaluation grade only.

federal, state, and local governments; social choice,

provision of public goods and public policy to correct

ECON 221 Economics of Development

diseconomies such as pollution. Public revenue:

Spring (4)

Alternative forms of taxation and their impact on

Development theories grounded in the development

economic efficiency, equity, and growth.

patterns of Western and Eastern Europe, North America,

Prerequisite(s): ECON 100 or ECON 101 or by permission.

Latin America, Australia, and Southeastern Asia. Issues of

Offered as needed

development and income distribution, population

growth, and countries’ cultural and economic openness.

ECON 304 Economic History

Comparison of development and growth theory.

Fall (4)

Prerequisite(s): ECON 100 or ECON 101 or by permission.

Broad themes in global economic history. Topics include

Offered in alternate years.

pre-capitalistic economic society, the rise of capitalism,

causes and consequences of the industrial revolution,

ECON 222 International Political Economy

and the divergence in the long-run growth experience of

Fall (4)

countries.

Study of the dialogue between scholarship and practice

Prerequisite(s): ECON 101 or by permission.

in economics and political science on the three broad

topics: the political economy of international trade,

ECON 307 History of Economic Thought

international financial relations, and development. The

Spring (4)

primary focus is on the reciprocal interactions among

Economic doctrines throughout the Western evolution of

markets, social forces, and political objectives that shape

economic ideas. Historiographical discussion of major

the international political economic system.

analytical discoveries, with particular emphasis on the

Prerequisite(s): ECON 100 or ECON 101, or by permission.

conditions that led to the separation of economics from

Offered in alternate years. Numeric and Evaluation grade

moral philosophy, and on the contributions by Adam

only.

Smith, John Stuart Mill, Karl Marx and Alfred Marshall.

Prerequisite(s): ECON 101 or by permission.

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ECON 310 Research Methods in Economics

ECON 424 International Economics

Fall (2), Spring (2)

Spring (4)

Fundamentals of the research process in economics,

Theoretical analysis of international trade and finance.

including specification of research questions.

Models of comparative advantage and analysis of

Identification and use of sources, statements and claims,

commercial policy (tariffs, subsidies, quotas, government

and communication of the results of a research project.

procurement, and regulation). History and functions of

Introduction and comparison of the range of economic

the world financial system. Analysis of exchange rates

methodologies.

and exchange rate regimes. Balance of payments

Prerequisite(s): ECON 101, MATH 111, or POLI 202, or

analysis, and short-run/long-run macroeconomic models

CDIS 208 and junior standing or by permission. Numeric

in open economy.

and Evaluation grade only.

Prerequisite(s): ECON 350, and ECON 351, or by

permission. Offered as needed. Numeric and Evaluation

ECON 350 Microeconomic Theory

grade only.

Fall (4), Spring (4)

Theory of the household, the firm, and the market. The

ECON 430 Financial Systems

logic of market decision-making, resource allocation, and

Spring (4)

efficiency questions.

The creation of money and other financial assets is

Prerequisite(s): ECON 101, POLI 202, MATH 111, or CDIS

analyzed in the context of their use and distribution in

208, or by permission.

different periods of capitalism. Emphasis is on the role of

the financial sector in producing strong stable economic

ECON 351 Macroeconomic Theory

activity or as a source of instability.

Fall (4), Spring (4)

Prerequisite(s): ECON 351 or by permission. Offered in

The use of theoretical tools to explain the level and

alternate years. Numeric and Evaluation grade only.

changes in aggregate income, employment, and price

level; application of theory to problems of national

ECON 452 Industrial Organization and Public Policy

economic policy.

Spring (4)

Prerequisite(s): ECON 101, MATH 111, or POLI 202, or

Analysis of the various ways that firms in the imperfectly

CDIS 208, or by permission.

competitive industries seek to compete or to gain and

maintain market power. Topics include theory of the

ECON 400 Introduction to Econometrics

firm, price discrimination, quality discrimination,

Fall (4)

advertising, product differentiation, entry deterrence,

Application of descriptive and inferential statistics to the

cartelization and the social welfare implications of firm

measurement and testing of various economic models.

behavior and industrial structure.

Diagnosis and correction of various problems with

Prerequisite(s): ECON 350 or by permission. Offered in

empirical research: specification errors, multicollinearity,

alternate years.

heteroskedasticity, serial correlation, and simultaneity.

Statistical software used to implement estimation

ECON 453 Economics of Labor

techniques.

Spring (4)

Prerequisite(s): ECON 350, MATH 111, or POLI 202, or

Development and utilization of human resources: wage

CDIS 208, or by permission.

determination, labor force participation, employment

patterns, the role of labor organizations, human capital

ECON 401 Mathematical Economics

theories, manpower policies and programs.

Spring (4)

Prerequisite(s): ECON 350 or by permission.

Introduction to mathematical methods in economics.

Recommended: ECON 351. Offered as needed.

Topics include matrices, linear algebra, systems of

equations; univariate and multivariate differential

ECON 455 Environmental and Resource Economics

calculus; comparative statistics, Taylor series

Fall (4)

approximations, unconstrained and constrained

Overview of the theory and management of natural

optimization; integral calculus; differential and difference

resource use and environmental policy. Topics include

equations.

the control of air and water pollution, solid waste

Prerequisite(s): ECON 350 or by permission. Offered in

management and recycling, forestry, curbing suburban

alternate years.

sprawl, water management, and mitigation of climate

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change. Issues addressed from both theoretical and

empirical perspectives.

ECON 465 Senior Seminar in Economics

Prerequisite(s): ECON 350 or by permission.

Spring (4)

Recommended: ECON 351. Offered in alternate years.

Independent student research on one or more economic

problems. Discussion, debate, and critical analysis of a

ECON 460 Advanced Topics in Economics

variety of topics in a seminar setting. Open to majors

Fall (4), Spring (4)

only.

Continuation of a specific 300- or 400-level course in

Prerequisite(s): six courses in economics, including ECON

economics, allowing students to pursue topics beyond

350 and ECON 351 or by permission.

one semester.

Prerequisite(s): by permission only. Offered in alternate

years. Numeric and Evaluation grade only.

Education

The Faculty

Janee Both Gragg

Mikela Bjork

Ann Blankenship-Knox

Brian Charest

Rod Goodyear

Nicol Howard

Jose Lalas

Phil Mirci

Ross Mitchell

Ronald Morgan

Pauline Reynolds

Adriana Ruiz-Alvarado

Gary Scott

Alayne Sullivan

Tamara Tribitt

James Valadez

Preliminary Teacher Credential Program

Single and Multiple-Subject Teacher Credentials

An educational foundation course is followed by four methods‐related courses and a foundations of literacy course. When candidates demonstrate the required program competencies, including all prerequisites, content and pedagogy coursework with a 3.0 or higher cumulative grade point average, they may begin their student teaching placements and the culminating seminar course. Throughout this portion of the program’s sequence, CalTPA Cycle 1 and 2 are completed and evaluated.

The use of educational technology is incorporated in all courses, field experiences and CalTPA cyles, as are the theory and skills needed to effectively teach English Learners and diverse student populations.

Enrollment

Students from the College of Arts and Sciences interested in earning a teaching credential must apply to the School of Education. Undergraduate students can enroll in Child Development (EDUG 331) and Foundations of Learning (EDUG 401) before the School of Education admission process. Students need to contact the enrollment counselor to discuss the best credential program pathway.

Advising

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Students interested in becoming teachers are encouraged to complete prerequisite courses for admission to the Teacher Credential Program during their undergraduate program. The coursework and non-coursework requirements for admission to the Teacher Credential Program are described in the School of Education section of this Catalog.

The integration of teacher credential classes with undergraduate coursework is facilitated by collaborative advising between the College of Arts and Sciences and the School of Education. Students interested in cross-enrollment should discuss their plans with their faculty advisor, followed by consultation with the teacher education advisor in the School of Education.

Cross-registration with Arts and Sciences

Full-time School of Education students may cross register for one Arts and Sciences course per term as part of their degree program with the approval of their academic advisor, provided the course does not duplicate a School of Education offering. Classes must be at the intermediate or advanced level. Arts and Sciences add requests must be signed by the student’s academic advisor and the Registrar. Part-time students are subject to the same regulations applicable to full-time students.

Program Application and Admission Requirements for the Preliminary Teacher Credential

Application Requirements

• Completed application to the School of Education

• Evidence of a 2.75 cumulative undergraduate GPA or approved petition

• Completion of an approved child development course or Child Development (EDUG 331)

Admission Requirements

• Verification of meeting the California Basic Skills Requirement

• Evidence of 50 hours of observation or work with children

• Proof of Certificate of Clearance

• Registration for one sub test of the California Subject Examinations for Teachers (CSET)

• Evidence of negative tuberculosis test results within last two years

• Two letters of recommendation from professionals

Program Requirement

To be eligible to be recommended for the Preliminary Teaching Credential or the Preliminary Education Specialist Credential, candidates must meet the U.S. Constitution requirement. For details on meeting this requirement, contact the School of Education. Introduction to American Politics (POLI 111) or American History to 1877 (HIST 121) or their equivalents satisfy the requirement.

Subject Matter Competency

All teacher credential candidates must demonstrate competency in their specific subject matter area. In the state of California, this requirement can be met by successful completion of one of the alternatives described below.

Multiple Subject (teaching in elementary schools) must either

1. pass the Multiple Subject CSET (subtest I, II, and III);

-or-

2. complete a state-approved, multiple subject waiver program. Speak to an advisor for equivalency.

Single Subject (teaching single-content areas in middle or high schools) candidates must either

1) Pass state-approved examinations (CSET) in their specific subject matter area;

-or-

2) Complete a state-approved, single-subject waiver program. Speak to an advisor for equivalency.

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Before teacher credential candidates are allowed to student teach, competency in related subject matter content areas must be evidenced either by passing the CSET or by having completed at least four-fifths of an approved subject matter competency program. A student who successfully completes a waiver program does not need to pass the state-approved subject competency examinations.

Student-Teaching Requirements

Prior to the student teaching seminar (EDUG 455) students must complete the following:

• Multiple Subject- CSET subject subtests

• Single Subject- CSET single subject subtests

Prior to completion of the credential program, students must complete the following:

• Multiple Subject- CPR requirement, Individualized Development Plan (IDP) and CalTPA Cycle 1 and 2 passed

• Single Subject- CPR requirement, Individualized Development Plan (IDP) and CalTPA Cycle 1 and 2 passed Learning Outcomes: Learning outcomes for the Preliminary Teacher Credential programs are found at: Multiple Subject— www.redlands.edu/CTC-PMS/learning-outcomes and Single Subject— www.redlands.edu/CTC-PSS/learning-outcomes.

Multiple Subject Teacher Credential

Required Courses (10 courses/30 credits):

EDUG 401 Foundations of Learning (3)

EDUG 403 Multiple Subject Methods I: STEM Methods (3)

EDUG 405 Multiple Subject Methods II: English Language Arts (3)

EDUG 407 Multiple Subject Methods III: Multicultural Social Studies (3)

EDUG 409 Multiple Subject Methods IV: Literacies and Assessment (3)

EDUG 411 Foundations of Literacies (3)

EDUG 455 Foundations of Teaching: Student-Teaching Seminar (2)

EDUG 453A Student Teaching I (5)

EDUG 453B Student Teaching II (5)

Single Subject Teacher Credential

Required Courses (10 courses/30 credits):

EDUG 401 Foundations of Learning (3)

EDUG 402 Single Subject Methods I: Critical Pedagogy and Instructional Design (3)

EDUG 404 Single Subject Methods II: Literacies for Diverse Learners (3)

EDUG 406 Single Subject Methods III: Content Area Teaching (3)

EDUG 408 Single Subject Methods IV: Content Area Literacy and Assessment (3)

EDUG 411 Foundations of Literacies (3)

EDUG 455 Foundations of Teaching: Student-Teaching Seminar (2)

EDUG 453A Student Teaching I (5)

EDUG 453B Student Teaching II (5)

Master of Arts in Learning and Teaching (MALT)

Undergraduates who take credential EDUG courses will be able to, after graduating, transfer up to a maximum of 18 credits into the Master of Arts in Learning and Teaching (MALT) Program in the School of Education. Any EDUG fieldwork courses will not be accepted for transfer credit for MALT as there are different graduate level expectations. Consult with the School of Education for more information.

The following model is for multiple and single subject candidates:

Multiple Subject Undergraduate course transfers:

EDUG 401 (3) transfers to MALT 601

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EDUG 403 (3) transfers to MALT 603

EDUG 405 (3) transfers to MALT 605

EDUG 407 (3) transfers to MALT 607

EDUG 409 (3) transfers to MALT 609

EDUG 411 (3) transfers to MALT 611

Single Subject Undergraduate course transfers:

EDUG 401 (3) transfers to MALT 601

EDUG 402 (3) transfers to MALT 602

EDUG 404 (3) transfers to MALT 604

EDUG 406 (3) transfers to MALT 606

EDUG 408 (3) transfers to MALT 608

EDUG 411 (3) transfers to MALT 611

Education Course Descriptions

differences affect learning. Teacher candidates

EDUG 310 Introduction to Second Language Acquisition

investigate effective and meaningful instruction and

May Term (3)

assessments based on subject matter knowledge,

For teachers and prospective teachers seeking a teaching

content standards, and use of technology through the

credential. Theories and research on language learning,

theoretical lens of social justice and critical theory.

language structure and use of theories and factors in

Prerequisite(s): EDUG 401 and permission from the

first- and second-language development are studied.

School of Education.

Examination of effective teaching strategies that

empower teachers while teaching second language

EDUG 403 Multiple Subject Methods I: STEM Methods

learners.

Fall (3)

Focuses on pedagogical content knowledge and

EDUG 331 Child Development

instructional methods in Science, Technology,

Fall (3), Spring (3)

Engineering, and Mathematics (STEM), and related

Cognitive, social, and language development of children

content. Models project and problem-based learning

from birth through adolescence; various learning

incorporating digital resources with an emphasis on

theories and their implications for the timing of

promoting research-based strategies.

instruction; and developmental implications for teaching

Prerequisite(s): EDUG 401.

the whole child.

EDUG 404 Single Subject Methods II: Literacies for

EDUG 401 Foundations of Learning

Diverse Learners

Fall (3), Spring (3), May Term (3)

Fall (3), Spring (3)

Introduction to the field of education—its history,

This course examines factors related to classroom-based

philosophy, sociocultural context, diversity, pedagogy,

work with at-risk learners, including ELL's, special needs

educational psychology, legal issues, and educational

students and others whose profiles require care. Topics

reform. Integrates traditional educational thinking with

include language development, assessment, curriculum

culturally relevant perspectives and current research

development, leadership, and research based on the

practices. Field experiences required with observations

needs of such learners. A critical theory lens is adopted in

and reflections. Not open to students who have received

viewing relevant critical issues.

credit for EDUC 501.

Prerequisite(s): EDUG 401.

Prerequisite(s): permission to enroll in Teacher Credential

courses from the School of Education.

EDUG 405 Multiple Subject Methods II: English

Language Arts

EDUG 402 Single Subject Methods I: Critical Pedagogy

Spring (3)

and Instructional Design

Examines the relationship between language, power, and

Fall (3)

signifying practices from the perspective that literacies

Engages candidates in the creation of culturally

are multiple, distinctive, situated social practices.

responsive curricula with an understanding that diversity

Considers the role of oral language, critical literacy, and

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situated literacy in a linguistically and culturally diverse

the role of oral language, critical literacy, and situated

society.

literacy in a linguistically and culturally diverse society.

Prerequisite(s): EDUG 401.

Prerequisite(s): EDUG 401.

EDUG 406 Single Subject Methods III: Content Area

EDUG 420 Culture and Globalization on Contemporary

Teaching

Educational Issues

Fall (3)

Fall (2), Spring (2)

Development of methodology and strategies related to

Explore, examine, and understand current issues related

advanced curriculum and instructional methods,

to culture and globalization utilizing socially situated

assessment and diagnostic strategies pertaining to the

theoretical perspectives in framing approaches to

content areas in secondary schools. Focus includes

curriculum, instruction, and assessment. Study major

inclusive teaching, content area literacy and assessment

developments and implications associated with

methodology through the theoretical orientation of

internationalization and culture that are shaping

critical theory. Field experience required.

education.

Prerequisite(s): EDUG 401.

Prerequisite(s): instructor approval. Not regularly

offered.

EDUG 407 Multiple Subject Methods III: Multicultural

Social Studies

EDUG 421 Culture and Globalization on Contemporary

Fall (3)

Educational Issues

Evidence-based strategies for planning, implementing,

Fall (1), Spring (1)

and assessing K-8 history-social science curriculum.

Exposure to international themes in the study of culture,

Emphasis on developing analytic thinking skills while

globalization, and education. The course will culminate in

providing insights into historical periods and cultures.

a reflective, personal, journal-type conceptual paper or in

Focuses on critical educational perspectives,

a comprehensive research paper that covers

comprehension, and creation of complex relevant texts,

international themes related to culture, globalization,

and integration of diverse media and technology in

and educational justice.

classrooms.

Prerequisite(s): instructor approval. Not regularly

Prerequisite(s): EDUG 401.

offered.

EDUG 408 Single-Subject Content Area Literacy

EDUG 453A Student Teaching I

Spring (3)

Fall (5), Spring (5)

Explores principles, and practices related to curriculum

Supervised classroom experiences in Pre–K through

design, assessment and methods applicable to

grade 12. Full-day student teaching required for one

candidates' content areas. Candidates apply curricular

semester, constituting a fulltime job. Student teaching

and assessment design principles, investigate specific

placements are arranged prior to student teaching by

content-area literacy strategies, and apply micro-

The Office of Student Success. EDUG 453A must be

teaching approaches. Formative and summative

scheduled concurrently with EDUG 452 Teaching

assessments explored relative to subject area. A critical

Seminar. Not open to students who have received credit

theory lens embraces course content.

for EDUC 553A.

Prerequisite(s): EDUG 401.

Prerequisite(s): permission from the School of Education.

EDUG 409 Multiple-Subject Literacy and Language II

EDUG 453B Student Teaching II

Spring (3)

Fall (5), Spring (5)

Enhances understanding of the theoretical frameworks

Supervised classroom experiences in Pre–K through grade

and processes involved in elementary literacy instruction.

12. Full-day student teaching required for one semester,

Focuses on effective practices to promote literacy.

constituting a full-time job. Credit for both 453A and 453B

Prerequisite(s): EDUG 401.

precedes recommendation for a multiple or single subject

credential. Student teaching placements are arranged

EDUG 411 Foundations of Literacies

prior to student teaching by The Office of Student Success.

Fall (3), Spring (3), May (3)

Not open to students who have received credit for EDUC

Examines the relationship between language, power, and

553B.

signifying practice from the perspective that literacies are

Prerequisite(s): permission from the School of Education.

multiple, distinctive, situated social practices. Considers

Corequisite: Must be taken concurrently with EDUG 452.

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practice and prepares them for seeking a position in a

EDUG 455 Foundations of Teaching: Student-Teaching

school district.

Seminar

Prerequisite(s): All CSET Tests must be passed by the

Fall (2), Spring (2)

stated deadline, EDUG 401, EDUG 402 or EDUG 403,

Culmination of the Teacher Credential Program for

EDUG 404 or EDUG 405, EDUG 406 or EDUG 407, EDUG

Student-Teachers. Consists of a series of topics designed

408 or EDUG 409, TPA I and TPA II must be passed.

to further develop candidates' professional preparation.

Corequisites: EDUG 453A and EDUG 453B.

Provides time for candidates to link theory to daily

English

The Faculty

Nancy Carrick

Anne Cavender

Priya Jha

Heather King

Sharon Oster

Scott Stevens

The English major and minor center on the rigorous study of literature and writing from a variety of national traditions, global perspectives, genres, and time periods. Core courses hone skills in critical reading, interpretation, research, and academic writing. Lower-division courses provide opportunities to practice interpretive strategies; upper-division coursework deepens students’ engagement with contexts, research, and critical practice. At all levels, students develop their abilities as writers. Students will engage with literary study as a strongly interdisciplinary practice, including in courses cross-listed with other departments or offered through the Johnston Center.

Outside of the classroom, English majors can study abroad, take advantage of a growing number of internships, work as tutors in the campus Writing Center, and participate in Sigma Tau Delta, an international honors society. For more information on these opportunities, see the “so you want to. . .” pathways on the department’s career bulletin board.

To learn more about department faculty and program learning outcomes, please see the departmental web page:

https://www.redlands.edu/study/schools-and-centers/college-of-arts-and-sciences/undergraduate-studies/english-

literature-and-writing/

The Major

In addition to the elective courses outlined below, students can pursue relevant courses in other departments and programs, such as Media and Visual Culture, the Johnston Center, and others. Consult with your advisor about these options.

Bachelor of Arts in English

Requirements: Minimum of 11 courses

There are four core courses required for the English major; two taken at the sophomore level and one each in the Fall of junior and senior years:

Core Requirements (4 courses/16 credits)

Methods of Literary Study

ENGL 201 Textual Study: Reading and Interpretation (4)

ENGL 202 Textual Study: Research (4)

ENGL 303 Literary Criticism and Theory (4)

ENGL 420 Senior Seminar in Literature (4)

Electives (7 courses/26-28 credits):

In addition to the four core courses, majors will complete up to three lower-division literature courses (100-200

level) and a minimum of four upper-division literature courses (300-400 level). Four of these electives must be at 160

2022-2023 Academic Catalog

the 300-level or above, and four of them must be taken in the English department; with advisor approval, courses from other departments can be counted toward the remaining three electives.

Recommendations

• Students are expected to actively pursue breadth of study, choosing courses from diverse literary traditions and global perspectives.

• Subject to departmental approval, upper division literature classes in a foreign language may be counted toward the major.

• Subject to departmental approval, Johnston seminars may be counted toward the major..

• Students are encouraged to study abroad during their junior Spring in order to immerse themselves in another culture and to expand their breadth of knowledge of other literary and interpretive practices.

Your advisor is your best resource to guide you in meeting these expectations.

English Minor

This minor is designed for the student who wishes to read; discuss; interpret; and enjoy novels, plays, stories, poetry, and literary theory as part of a broad liberal education. The minor in English Literature consists of a minimum of six courses (22-24 credits):

ENGL 201 Textual Studies: Reading

One additional 200-level course (ENGL 202 Textual Studies: Research and Writing or other)

Four courses in literature numbered 300 or above. Please consult with a departmental advisor or the department chair in choosing these classes.

Departmental Honors

Exceptionally able and motivated students with a GPA of 3.5 or higher in the major are eligible to apply for consideration to pursue an honors project. Interested students should consult their advisors for information about application procedures and requirements no later than the second semester of their junior year.

Advanced Placement in English

Students who score four or five on the test for Advanced Placement in English Language and Composition will receive 4

credits for ENGL 100.

Students who score four or five on the test for Advanced Placement in English Literature and Composition will receive 4

credits for ENGL 112.

Sigma Tau Delta

Majors and minors in English are eligible for membership in Sigma Tau Delta, an international honor society. Sigma Tau Delta recognizes outstanding achievement, fosters the love of writing and reading, and gives members an opportunity to share those passions with the community around them through social activities and service projects of their own design.

Application materials are available in the English Department Office. Sigma Tau Delta welcomes English and Creative Writing majors and minors, and Johnston students with literature and writing emphases.

Awards

Each spring, the department awards the Eugene Kanjo Prize for Excellence in Literary Studies to a graduating senior for outstanding work in literary criticism. Students are invited by thefaculty to apply for consideration.

English Course Descriptions

Note: All English classes are offered for Numeric grade or

ENGL X04 Writing Studio

Evaluation except for ENGL X04 and ENGL 498, which are

Fall (1), Spring (1)

offered for Credit/no credit only.

Weekly, one-hour (1-credit) facilitated group workshop

to analyze and discuss papers in development for other

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university courses (such as LAI writing or capstone

Examines texts written in English and/or translation from

courses) or extracurricular writing, including application

a variety of national traditions within a global context.

essays. Study of student and professional texts to

Focus will vary with instructor, but may include novels

understand how rhetorical moves in writing vary by

(Beowulf, Things Fall Apart), films (Rashomon,

situation and genre.

Persepolis), poetry, and drama (The Peony Pavilion, The

May be repeated for a maximum of four credits.

Swamp-Dwellers).

Credit/no credit only.

ENGL 120 Contemporary Literature

ENGL 100 Analytical Reading and Writing

Fall (4), Spring (4)

Fall (4), Spring (4)

Cultures are continually reinvented by the people who

Learn to read like a scholar and to use time and writing

live them, and literary culture is no different. This course

to develop ideas. Practice “having something to say” in

focuses on the study of literature written by

response to texts, especially dense academic writing.

contemporary authors and will consider the question of

Analyze how experienced writers make choices and make

why reading writing matters. Special attention to

your own choices as a writer, give and receive feedback,

developing critical and analytical skills.

and develop meaningful drafts.

ENGL 126 British Literatures

ENGL 102 Academic Writing Seminar

Fall (4), Spring (4)

Fall (4), Spring (4)

Explores different kinds of literature–stories, poems, and

Practice analyzing reader expectations and revise writing

plays–studying idiom and culture. In discussion, students

to communicate effectively with distinct audiences.

discover new ways to interpret literature. In their critical

Learn generalizable and transferable processes to

writing, they investigate and employ the power of

analyze writing situations, develop drafts, and revise with

language. They acquire a grounding in analytic practice

feedback to shape significant writing projects for specific

for the serious study of literature.

purposes.

Restricted grading option–students must earn a grade of

ENGL 130 Literature of the Americas

2.0 to receive credit.

Fall (4), Spring (4)

This course explores American literature broadly,

Lower Division Literature Courses

whether defined by regional boundaries, such as nation

or hemisphere, or cultural ones, such as identity,

ENGL 110 Poetry

language, custom, or shared history. Covers multiple

Fall (4), Spring (4)

genres and periods. Special attention to developing skills

Introduction to poetry and creative expression.

in critical reading, literary analysis, and argumentative

Examination of sound, rhythm, and majesty in poetry

writing.

with a focus on how a poem speaks of our lives.

ENGL 161 Studies in Literature

ENGL 112 Fiction

Fall (1-4), Spring (1-4), May Term (1-3)

Fall (4), Spring (4)

Selected topics, themes, or authors in literary fields .

Introductory study of the uses of language to convey and

May be repeated for degree credit, given different topics,

evoke experience. Readings are international in scope,

for a maximum of 8 credits. Offered as needed.

including works of many cultures and countries.

Assignments develop skills in analytical reading and

ENGL 201 Textual Study: Reading and Interpretation

writing.

Fall (4), Spring (4)

An introduction to close critical reading of texts in several

ENGL 114 War in Literature and Film

genres and to argument about literary texts. Students

Fall (4), Spring (4)

will attend to the characteristics and effects of literary

Exploration of ways in which war is reflected in literature

language and will explore varieties of form, structure,

and film, including a variety of genres. Consideration of

style, and genre. They will also be introduced to a basic

ethical issues is integral to the course. Extensive writing

vocabulary of literary critical terms.

and active class discussion are required.

Recommended: one 100-level literature course or

comparable first-year seminar or by permission.

ENGL 119 World Literature

Fall (4), Spring (4)

ENGL 202 Textual Study: Research and Writing

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Fall (4), Spring (4)

representation and inclusivity, and how folk and fairy

This course builds on the interpretive strategies acquired

tales critique power and inequality.

in English 201. Students will develop the ability to place

their own interpretations in conversation with those of

ENGL 210 Poetry

other critics. They will be introduced to literary theory

Fall (4), Spring (4)

and its application to texts, as well as disciplinary

Exploration of the structures of lyric poetry, with a focus

research methods.

on rhythm, figuration, and tonality. Texts are chosen

Required or Permission: ENGL 201.

from a wide range of poets, with an ear for the sheer

pleasure of poetic language.

ENGL 203 Intermediate Composition

Fall (4), Spring (4)

ENGL 212 Fiction

Practice in expository prose with emphasis on

Fall (4), Spring (4)

explanation, interpretation, and argument. Students

Intensive study of the uses of language to convey and

write essays of varied length, complexity, and mode.

evoke experience. Readings are international in scope,

Emphasis on understanding the writing process through

including works of many cultures and countries.

drafting and revision. May be repeated for degree credit

Assignments develop skills in analytical reading and

fora maximum of 8 credits.

writing.

ENGL 206 Composing in New Media

ENGL 213 Drama

Fall (4), Spring (4)

Fall (4), Spring (4)

Practice in modes of literacies enabled by new media.

Study of dramatic forms in various cultures and periods.

Introduction to a range of issues, theories, and practices

May be repeated for degree credit given a different topic.

relevant to working in new media environments. May

include writing in digital environments, digital video,

ENGL 216 Poetry East-West

weblogs, document, and web design.

Fall (4), Spring (4)

Comparative study of poetry from the Chinese,

ENGL 207 Children’s Literature

European, and American traditions. Attentive reading of

Spring (4)

poems from all periods with the aim of exploring

Focus on middle grade fiction (4th-8th grade) with

similarities and differences between these two

attention to questions of representation and inclusivity.

traditions. Introduction to theoretical disputes about

Students will develop strategies for interpretation,

what poetry is or does in both traditions and to issues in

especially focused on character and narrative structure,

translation.

and questions of the self in society.

Offered in alternate years.

ENGL 217 Images of Women and Gender

Fall (4), Spring (4), May Term (3)

ENGL 208 Young Adult Fiction

Focuses on the representation and construction of

Spring (4)

gender in a variety of texts and explores the critical

“YA” is a familiar, yet nebulous category of literature.

significance of those representations. Primary texts

This class will examine the rise and development of this

(literature, film, and/or popular culture), historical

genre, with attention to questions of representation and

periods, and critical approaches, will vary depending on

inclusivity. Students will develop strategies for

instructor.

interpretation, especially focused on thematic and

symbolic readings, and analyzing varying perspectives

ENGL 218 Graphic Novels and Comics

and world views.

Fall (4), Spring (4), May (3)

Offered in alternate years.

Sequential narrative art, graphic novels, and comics

provide increasingly important for telling stories about

ENGL 209 Fairy Tale Traditions and Innovations

world views and power. Content of this course varies by

May (3)

instructor, ranging from graphic adaptation to graphic

Fairy Tales have long pasts, and equally long shadows of

memoir to superhero comics.

influence. This class will introduce students to the origins

of fairy and folk tales, and explore modern adaptations of

ENGL 221 Shakespeare to 1600

iconic tales, with particular attention to questions of

Fall (4)

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The first semester, Shakespeare to 1600, covers early

the perspectives of those in the process of becoming

plays and the sonnets, the literary traditions and

Americans.

backgrounds of the plays, Shakespeare's language and

Offered every other year.

theater.

ENGL 238 Literature by Women of Color

ENGL 222 Shakespeare after 1600

Fall (4), Spring (4)

Fall (4), Spring (4)

The course analyzes the political roles of women of color

The second semester covers plays written after 1600

in national and international contexts as reflected in their

with emphasis on interpreting irony and tragedy through

writing. It examines the diverse ways that gender

dramatic structure and imagery.

resistance take shape in different social, economic,

cultural, and political contexts. Themes include

ENGL 230 American Jewish Literature

neocolonialism and neoliberalism, globalization, and

Fall (4), Spring (4)

sexual differences.

Introduction to American Jewish literature from the 19th

Offered as needed.

century forward. Covers genres including poetry, fiction,

graphic narrative, film/TV, and drama. Explores Jewish

ENGL 239 Chicana/o Literature

writing in the U.S. within historical contexts of

Fall (4), Spring (4)

immigration; Judaism; Protestant-American culture;

Serves as an introduction to contemporary Chicana/o

antisemitism and white supremacist racism; the labor

literature, emphasizing historical and cultural contexts.

movement; the Holocaust; the Civil Rights Movement;

This class will focus on a body of work that emerges from

and Israeli-Palestinian conflict; through theories of race,

the Chicana/o movement in the 1960s and continues to

gender, sexuality, and other intersectional formations.

evolve as an expression of artistic and sociopolitical self-

Offered every other year.

determination.

Offered as needed.

ENGL 233 African-American Literature

Fall (4), Spring (4)

ENGL 242 Studies in Language

Literatures by Black authors covering multiple genres

Fall (4), Spring (4)

such as fiction, poetry, drama, visual representation, and

Topics vary and include introduction to linguistics; history

autobiography and their interconnections with other

of English; linguistic approaches to literary criticism;

cultural forms, including music and visual arts. Examines

bilingualism and issues in sociolinguistics; innate

how authors work and rework certain styles, techniques,

concepts, hard-wired grammar, language, and the brain;

genres, and structures. Themes include identity,

metaphoric and literal language; and history of

freedom, sexuality, mobility, and security.

approaches (e.g., Plato, Augustine, Condillac, Saussure,

Chomsky, Kristeva). May be repeated for credit given

ENGL 236 Science, Colonialism, Postcolonialism

different topics for a maximum of 8 credits.

Fall (4), Spring (4)

Offered as needed.

Class examines intersections of science, imperialism, and

post-colonialism. It explores images of disease and

ENGL 250 Theories of Popular Culture

hygiene in various forms of medical, bio-political, literary,

Fall (4), Spring (4)

and popular cultures. Areas of study may include

Why should we take popular culture seriously, and how

literature, film, social medicine history, medical policy,

do we read it critically? An introduction to the methods,

history, and material cultures. Topics may include:

issues, and theories developed and applied within the

HIV/AIDS, malaria, public health, and blood.

interdisciplinary field of Cultural Studies, including

Prerequisite(s): one prior literature class, or by

semiotics, structuralist and post-structuralist approaches,

permission.

ideological analyses, as well as feminist and ethnic

studies-based methods.

ENGL 237 Immigrant Literature

Offered as needed.

Fall (4), Spring (4)

Introduction to literature of U.S. immigration from the

ENGL 251 South Asian Literary Cultures

19th century to the present. We will explore immigrant

Fall (4), Spring (4)

experience in terms of race, ethnicity, and national

Exploration of South Asian literature, with a focus on the

identity; cultural, religious, gender, and generational

contemporary. Covers the cultural, historical, and

tensions; and assimilation in theory and practice, from

political contexts of British colonialism and its effects on

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literary cultures of India, Pakistan, Nepal, Bangladesh,

An advanced topics course in writing and rhetoric

and Sri Lanka. Topics may include caste, gender,

examining genre boundaries and variations in written

globalization, sexualities, and film cultures in South Asia

discourse primarily outside the academy. Topics might

and its diasporas.

include public advocacy, alternative rhetorics, the ethics

of representation, and non-canonical argument

ENGL 256 Native American Literature

paradigms (feminist, moral, post-modern, etc.). Because

Fall (4), Spring (4)

this is a writing course, study and practice of writing

Introduction to contemporary Native American

genres appropriate to the topic will be central to the

literature. Covers a breadth of genres: essays, poetry,

course.

short fiction, and film. Historical, cultural, and political

Prerequisite(s): Completion of the WA/WF requirement,

approaches will shape class discussions, and students will

junior or senior standing, or by permission.

engage in extensive textual analysis. We will consider

carefully the role of American Indian women writers in

ENGL 311 Film and Literature

this evolving tradition.

Fall (4), Spring (4)

Offered as needed.

Study of the practice and theory of adapting film from

literature, demonstrated in select literary works made

ENGL 261 Studies in Literature

into feature films.

Fall (1-4), Spring (1-4), May Term (1-3)

Recommended: MVC 111 or by permission.

Selected topics, themes, or authors in literary fields. May

be repeated for degree credit for a maximum of 8 credits

ENGL 317 Women’s Literature

given different topics.

Fall (4), Spring (4) May Term (3)

Offered as needed.

Focuses on literature written by women and why that

particular focus matters to us as readers and critics.

ENGL 262 Literature Travel Course

Students will engage in extensive textual analysis of both

May Term (3)

creative and critical texts. Historical periods, critical

Travel seminar featuring the reading of selected texts

approaches, and national traditions will vary, depending

from various places and times. Visits to literary sites,

on the instructor.

theatre performances, museum or archival work, and

Recommended: ENGL 201 or ENGL 202.

other immersion experiences are followed by discussions

and other relevant assignments.

ENGL 320 Medieval Literature

Fall (4), Spring (4)

Upper Division Courses (English 201 and/or 202

Course focuses on literary works from the Old and

recommended prior to all)

Middle English periods, but includes works written on the

Continent and is interdisciplinary in approach,

ENGL 303 Literary Criticism and Theory

incorporating linguistics, manuscript studies, discussion

Fall (4)

of oral versus written culture, Gregorian chant, the

Exploration of literary criticism from ancient times to the

Bayeux Tapestry, an archaeological dig, and court

present. Topics may vary, but the course combines

documents in our literary study. Primary sources from

theory with readings in literary and cultural studies. Can

literature, philosophy, and art.

be repeated for credit with different instructor.

Recommended: ENGL 201 or ENGL 202.

Prerequisite(s): Junior standing or by permission

ENGL 321 Renaissance Literature

ENGL 308 Mentoring College Writers

Fall (4), Spring (4)

Fall (4)

Study of an exuberant period, characterized by zeal for

Introduction to Writing Studies and both the theory and

new learning, for mastering the demands of the physical

practice of mentoring college writers, including

world, and for scholarship, art, and ethics. Course

observations of experienced writing mentors. Study and

readings provide different perspectives of the

research approaches to and issues in mentoring college

Renaissance as you witness characters and actions and

writers.

study them within their historical context.

Prerequisite(s): completion of the WA/WF requirement

Recommended: ENGL 201 or ENGL 202.

ENGL 309 Writing in the Public Sphere

ENGL 322 The Eighteenth Century: Colonialism and

Fall (4), Spring (4)

Consequences

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Fall (4), Spring (4)

From 1660–1820, British culture was

ENGL 331 American Literature: Industry and Enterprise

characterized by colonial expansion, fear of invasion,

Fall (4), Spring (4)

scientific experiment, consumerism, and anxieties about

Between the Civil War and World War I, America

how to control all of this novelty. Selected texts will

experiences a “golden age,” a “gilded age,” and an “age

include poetry, plays, essays, and the century’s signature

of industry.” In what manner, and on whose terms, does

genre, the novel.

America come to recognize itself and its experience? May

Recommended: ENGL 201 or ENGL 202. Offered every

include works by Whitman, Dickinson, Chestnut, Twain,

other Fall

James, Wharton, Crane, and Dreiser.

Recommended: ENGL 201 or ENGL 202. Offered every

ENGL 323 The Romantics

other year.

Fall (4), Spring (4)

We will explore different kinds of Romantic imagination

ENGL 332 American Literature: Making It New

through topics such as the intertextuality of William

Fall (4), Spring (4)

Wordsworth, Dorothy Wordsworth; Coleridge, Blake, and

Examination of American literature from World War I and

Byron’s eccentric long poems; and the ways in which

the beginnings of modernism through post-modern and

Jane Austen and Mary Wollstonecraft responded to the

contemporary poetry and prose. This course will explore

“woman question.”

the American identities articulated—and subverted—in

Recommended: ENGL 201 or ENGL 202. Offered as

20th-century literature and will examine stylistic

needed.

innovation in writers from T.S. Eliot and Jean Toomer to

Toni Morrison and John Ashbury.

ENGL 324 Victorian Literature

Recommended: ENGL 201 or ENGL 202.

Fall (4), Spring (4)

Study of a complex age of expansion and power and of

ENGL 333 Diasporic Literature

the growth of the novel, as well as experimentation in

Fall (4), Spring (4), May Term (3)

poetic forms. Topic and texts vary.

This course explores how literatures in English is shaped

Recommended: ENGL 201 or ENGL 202. Offered as

as much by the flows of people and transnational routes

needed.

as nations and borders. From the cultures of the Black

Atlantic to contemporary transnational and multicultural

ENGL 325 Modernism

fiction, it highlights key debates within literary/cultural

Fall (4), Spring (4)

studies about migration, diasporic flows, displacements,

Study of modernist writers from both sides of the

and statelessness.

Atlantic through topics such as the role of the “little

Recommended: ENGL 201 or ENGL 202. Offered as

magazine” and the visual arts, gender, the materiality of

needed.

language, and more. Representative writers include

Djuan Barnes, T.S. Eliot, D.H. Lawrence, James Joyce,

ENGL 334 Representing the Holocaust

Gertrude Stein, W. C. Williams, and Virginia Woolf.

Fall (4), Spring (4)

Recommended: ENGL 201 or ENGL 202. Offered as

This course examines a range of Holocaust

needed.

representations in memoirs, diaries, fiction, poetry, film,

and historiography. Explores themes of bearing witness,

ENGL 330 American Literature 1620–1860: Republicans

trauma and the work of memory, fiction and history, and

and Revolutionaries

the contradictions between ethics and aesthetics.

Fall (4), Spring (4)

Recommended: ENGL 201 or ENGL 202. Offered every

Exploration of major movements and themes from

other year.

America’s beginnings to the Civil War. Includes

Puritanism, Transcendentalism, Romanticism, the radical

ENGL 351 Postcolonial, Global, & Transnational

creation of the republic, and the search for an American

Literatures

identity, as well as careful study of some of the best

Fall (4), Spring (4)

American writing through the first half of the 19th

Survey of critical and creative texts from nations that

century.

have experienced colonization by European empires,

Recommended: ENGL 201 or ENGL 202. Offered every

particularly Britain. Studies how national, cultural, and

other year.

individual identities have been radically altered by this

experience. Themes include identity, power, migration,

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race, gender, representation, and resistance. Pays close

Recommended: ENGL 201 or ENGL 202.

attention to social, cultural, and historical contexts.

Recommended: ENGL 201 or ENGL 202.

ENGL 403 Contemporary Literary Criticism and Theory

Spring (4)

ENGL 361 Studies in Literature

Exploration of representative schools of current literary

Fall (4), Spring (4)

theory. Topics may vary, but the course is a combination

Selected topics in literary figures and themes.

of theory with readings in fiction and poetry.

Recommended: ENGL 201 or ENGL 202.

Prerequisite(s): junior standing or by permission.

ENGL 362 Single-Author Seminar

ENGL 420 Senior Seminar in Literature

Fall (4), Spring (4), May Term (3)

Fall (4)

Studying a single author in depth, situating his or her

Capstone course designed to allow students to reflect

works in the social, historical, and literary context.

upon and synthesize their work in the major.

Authors include figures from any point in the Anglophone

Requirements include a research supported essay

literary tradition, including Chaucer, Milton, Austen,

demonstrating substantial new work, whether a revision

Dickens, Melville, Joyce, Woolf, Faulkner, Williams,

of a previous essay for a new undertaking.

Merrill, Morrison, Rushdie, and many others.

Prerequisite(s): senior standing, ENGL 303 or permission

May be repeated for degree credit, given different topic,

required.

maximum 8 credits.

Recommended: ENGL 201 OR ENGL 202.

ENGL 498 Honors Independent Research

Fall (1–4), Spring (1–4)

ENGL 363 Literature in Adaptation

Independent thesis research and writing as part of an

Fall (4), Spring (4)

approved honors project. Each student will research and

What is at stake when a story moves from a literary

write a thesis under the supervision of an honors

mode to the visual? Or when the bones of a story are

committee chaired by a department faculty member.

reconfigured centuries later? This course will focus on

Students will be granted honors upon completion of a

the intricacies of the practice of adaptation. Focus will

successful oral defense and any required revisions.

depend on instructor, but may include film, comics, and

Prerequisite(s): ENGL 420 and by permission only.

other transfigurations.

Credit/no credit only.

May be repeated for degree credit, given different topic,

maximum 8 credits.

Environmental Studies

The Faculty

Hillary Jenkins

Daniel Klooster

Timothy Krantz

Blodwyn McIntyre

Valerie Rountree

The Majors

The department provides students with the tools to analyze complex environmental problems and contribute to their solutions. Three majors are offered; a Bachelor of Arts in Environmental Studies, a Bachelor of Science in Environmental Science, and a Bachelor of Science in Sustainable Business. All three majors integrate social, ethical, and environmental science understandings of environmental issues. Environmental Studies majors examine the social, economic and political aspects of environmental issues, Environmental Science majors study the ecological, geological, chemical, and physical sciences to provide a quantitative understanding of environmental issues, and Sustainable Business majors integrate environmental challenges with successful business strategy and management practices. Capstone requirements and honors opportunities are the same for all three degrees and are found under the Bachelor of Science in Environmental Science. A minor in a supporting is field highly recommended, for example, Spatial Studies or Environmental Chemistry for the major 167

2022-2023 Academic Catalog

in Environmental Science, or Business Administration for the major in Environmental Studies. The Sustainable Business degree contains the Business Administration minor embedded within it.

Students entering the major are expected to have a 2.3 cumulative GPA on a 4.0 scale. Transfer students are expected to have a 2.3 average from their previous school(s).

Learning outcomes for Environmental Studies may be found at http://www.redlands.edu/BA-EVST/learning-outcomes;

learning outcomes for Environmental Science may be found at www.redlands.edu/BS-EVSS/learning-outcomes; learning outcomes for Sustainable Business may be found at https://www.redlands.edu/evst/.

Bachelor of Arts in Environmental Studies

Environmental Studies Categories and Courses (13 courses)

Foundation Course (1 course at the 100-level):

EVST 100 Introduction to Environmental Studies (4) or equivalent.

Earth Science Core (1 course at the 200-level). Choose 1 from the following:

EVST 220 Physical Geography (4)

EVST 290 Environmental Geology (4)

Environmental Social Science Core (1 course at the 200-level):

EVST 241 Environment and Society (4)

Life Science Core (1 course at the 200-level). Choose 1 from the following:

EVST 305 Ecology for Environmental Scientists (4)

EVST 245 Marine Environmental Studies (4)

Tools, Applications, and Methods (2 courses):

The recommendation is SPA 110 and one additional course. Choose from the following:

SPA 110 Introduction to Spatial Analysis & GIS (4)

EVST 235 Environmental Impact Assessment (4)

EVST 250 Environmental Design Studio I (4)

EVST 399 Research Methods & Design (4)

POLI 202 Statistical Analysis and Mapping of Social Science Data (4)

MATH 111 Elementary Statistics with Applications (4)

MATH 231 Introduction to Mathematical Modeling (4)

Experiential Learning (Practicum): 0 credits, Complete one of the following:

Environmental Study Abroad

Environmental Internship

Environmental Travel Course

Approved Environmental Community Service Activity

Environmental Studies Elective (1 course):

Choose any course in EVST numbered 200 and above.

Advanced Environmental Studies courses (4 courses):

Note at least 3 courses must be selected from the Social Science Electives List and at least 3 of the 4 must be taken within EVST. Choose at least three from the following:

Social Science Electives

EVST 210 Energy and the Environment (4)

EVST 215 Literature of the Environment (4)

EVST 242 Food and Nature (4)

EVST 276 Market-Based Conservation Policy (4)

EVST 277 Environmental Justice (3-4)

EVST 310 Environmental Law (4)

EVST 311 Environmental Law in Action (3)

EVST 315 Environmental Nonfiction (4)

EVST 325 Public Lands Policy (4)

EVST 335 Environment and Development (4)

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EVST 347 Innovation for Sustainability (4)

EVST 350 Environmental Design Studio II (3-4)

EVST 351 Panamapping: Geodesign to Conserve the Rainforest (3)

EVST 451 Panamapping: Geodesign to Conserve the Rainforest (3)

ACCT 210 Principles of Financial Accounting and Reporting (4)

BUS 136 Principles of Global Marketing (4)

BUS 310 Principles of Management and Organizational Behavior (4)

ECON 205 Ecological Economics (4)

PHIL 211 Environmental Ethics (4)

PLCY 100 Introduction to Public Policy Analysis (4)

POLI 207 Environmental Politics and Policy (4)

REL 122 Religion and Ecology: Environmental Ethics (4)

SPA 210 Advanced GIS (4)

SPA 230 GIS Field Methods (3)

Natural Science Electives (Choose no more than one from the following):

EVST 205 Great Environmental Disasters (4)

EVST 225 California Plants: Taxonomy and Ecology (4)

EVST 230 Biodiversity (4)

EVST 254 Climate Disruption: Science and Sustainability (4)

EVST 255 Ornithology (4)

EVST 281 The Palau Expedition: Explorations in Sustainable Development (3)

EVST 355 The Ecology of Australia and New Zealand (3)

EVST 375 Tropical Rainforests: the Amazon, the Andes and the Inca (3)

EVST 391 Environmental Hydrology (4)

EVST 392 Oceanography (4)

EVST 430 Advanced Geology Seminar (4)

Capstone (1 course). Taken in the fall of senior year.

EVST 475 Senior Capstone (4)

See specific information for the capstone courses and honors policy following the Environmental Sciences major requirements.

Bachelor of Science in Environmental Science

Environmental Science Categories and Courses: 14 courses

Foundation Course (1 course at the 100-level):

EVST 100 Introduction to Environmental Studies (4) or equivalent.

Earth Science Core (1 course at the 200-level). Choose 1 from the following:

EVST 220 Physical Geography (4)

EVST 290 Environmental Geology (4)

Environmental Social Science Core (1 course at the 200-level):

EVST 241 Environment and Society (4)

Life Science Core (1 course at the 200-level). Choose 1 from the following:

EVST 305 Ecology for Environmental Scientists (4)

EVST 245 Marine Environmental Studies (4)

Chemistry (1 course). General Chemistry is recommended. Choose 1 from the following:

CHEM 102 Introduction to Chemistry of Environment (4)

CHEM 131 General Chemistry (4)

EVST 290 Environmental Geology (4)

Allied Science (1 course):

Take 1 course from Physics, Chemistry (132 and above), Biology (200 and above), or Spatial Studies (200 and above).

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Math (1 course). Either statistics or calculus fulfills this requirement. Both are recommended. Choose one from the following:

EVST 399 Research Methods & Design (4)

MATH 111 Elementary Statistics with Applications (4)

MATH 118 Integrated Calculus I (4)

-or- higher

MATH 231 Introduction to Mathematical Modeling (4)

POLI 202 Statistical Analysis and Mapping of Social Science Data (4)

Environmental Studies Elective (1 course):

Choose any course in EVST numbered 200 and above.

Experiential Learning (Practicum): 0 credits. Choose 1 from the following:

Environmental Study Abroad

Environmental Internship

Environmental Travel Course

Approved Environmental Community Service Activity

Advanced Environmental Science Courses (4 courses):

Note at least 3 courses must be selected from the Natural Sciences Electives List and at least 3 of the 4 must be taken within EVST.

Natural Science Electives (Choose at least 3 from the following):

EVST 205 Great Environmental Disasters (4)

EVST 225 California Plants: Taxonomy and Ecology (4)

EVST 230 Biodiversity (4)

EVST 250 Environmental Design Studio I (3-4)

EVST 254 Climate Disruption: Science and Sustainability (4)

EVST 255 Ornithology (4)

EVST 281 The Palau Expedition: Explorations in Sustainable Development (3)

EVST 350 Environmental Design Studio II (3-4)

EVST 355 The Ecology of Australia and New Zealand (3)

EVST 375 Tropical Rainforests: the Amazon, the Andes and the Inca (3)

EVST 391 Environmental Hydrology (4)

EVST 392 Oceanography (4)

EVST 430 Advanced Geology Seminar (4)

Social Science Electives (Choose no more than 1 from the following):

EVST 210 Energy and the Environment (4)

EVST 215 Literature of the Environment (4)

EVST 242 Food and Nature (4)

EVST 276 Market-Based Conservation Policy (4)

EVST 277 Environmental Justice (3-4)

EVST 310 Environmental Law (4)

EVST 311 Environmental Law in Action (3)

EVST 315 Environmental Nonfiction (4)

EVST 325 Public Lands Policy (4)

EVST 335 Environment and Development (4)

EVST 347 Innovation for Sustainability (4)

EVST 351 Panamapping: Geodesign to Conserve the Rainforest (3)

EVST 451 Panamapping: Geodesign to Conserve the Rainforest (3)

CHEM 312 Advanced Environmental Chemistry (4)

CHEM 132 General Chemistry (4)

CHEM 231 Organic Chemistry (4)

CHEM 232 Organic Chemistry (4)

CHEM 331 Physical Chemistry I (4)

MATH 118 Integrated Calculus I (4)

MATH 121 Calculus I (4)

MATH 150 Techniques in Problem Solving (1)

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MATH 231 Introduction to Mathematical Modeling (4)

MATH 312 Mathematical Statistics (4)

MATH 335 Advanced Modeling Techniques (4)

PHYS 220 Fundamentals of Physics I (4)

PHYS 221 Fundamentals of Physics II (4)

PHYS 231 General Physics I (4)

PHYS 232 General Physics II (4)

PHYS 233 General Physics III (4)

SPA 210 Advanced GIS (4)

SPA 230 GIS Field Methods (3)

SPA 425 Remote Sensing Image Analysis (4)

Capstone (1 course). Taken in the fall of Senior Year.

EVST 475 Senior Capstone (4)

Capstone (4 credits)

The purpose of the senior capstone sequence is (1) to declare an area of specialization that caters to the student’s interest and abilities, (2) to prepare a literature review of key knowledge sources and use them to prepare a researchable question or theme about some aspect of the desired specialization, (3) to answer the question or explore a theme in ways that demonstrate high levels of relevant learning, analysis, and synthesis applied to the field of specialization, and (4) to integrate learning in the area of specialization and in previous coursework in ways that demonstrate the three EVST

learning outcomes, along with practical knowledge of relevant career opportunities related to planning beyond college.

To that end, each student produces a senior portfolio that is evaluated by the student’s capstone advisor. The portfolio must include a research paper or essay focused on the student’s declared area of specialization, and/or selected work from previous classes that demonstrates student competence in Environmental Studies learning outcomes. These outcomes involve integrative thinking about the field, application of appropriate tools, and evidence of mastery of a well-defined area of specialization within the major or concentration. Students graduating in the Fall rather than the spring should consult their advisor to determine whether to take this course in the Junior spring or as an independent study in the fall of senior year.

Honors

Juniors hoping to graduate with an overall GPA or a GPA in the major of 3.7 or higher are eligible to apply for departmental honors during their junior year. Students must work with a faculty advisor to develop a detailed proposal, and then complete an individual honors project during their senior year. For information, speak to an EVST faculty member. Honors are conferred upon approval by a majority of the EVST faculty. Honors capstone projects will follow the normal sequence of steps, but will require high levels of independent and original research, culminating in more ambitious and extensive final products that will be evaluated by multiple members of the Environmental Studies faculty.

Bachelor of Science in Sustainable Business

Sustainable Business Categories and Courses (16 courses)

Foundation Course (1 course at the 100-level):

EVST 100 Introduction to Environmental Studies (4) or equivalent.

Earth Science Core (1 course at the 200-level). Choose 1 from the following:

EVST 220 Physical Geography (4)

EVST 290 Environmental Geology (4)

Environmental Social Science Core (1 course at the 200-level):

EVST 241 Environment and Society (4)

Life Science Core (1 course at the 200-level). Choose 1 from the following:

EVST 305 Ecology for Environmental Scientists (4)

EVST 245 Marine Environmental Studies (4)

Tools, Applications, and Methods (2 courses). The recommendation is SPA 110 and one additional course. Choose from the following:

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SPA 110 Introduction to Spatial Analysis & GIS (4)

EVST 235 Environmental Impact Assessment (4)

EVST 250 Environmental Design Studio I (4)

EVST 399 Research Methods & Design (4)

POLI 202 Statistical Analysis and Mapping of Social Science Data (4)

MATH 111 Elementary Statistics with Applications (4)

MATH 231 Introduction to Mathematical Modeling (4)

Sustainability Core (3 courses). Choose from the following:

EVST 248 Introduction to Sustainable Business (4)

EVST 348 Sustainable Business Development (4)

ECON 205 Ecological Economics (4)

-or- ECON 455 Environmental & Resource Economics (4)

Business Core (6 courses). Choose from the following:

ECON 101 Principles of Economics (4)

BUS 136 Principles of Global Marketing (4)

BUS 226 The Rise of American Capitalism 1860-1941 (4)

-or- GLB 228 Globalization (4)

EVST 310 Environmental Law (4)

-or- BUS 240 Business Law (4)

ACCT 210 Principles of Financial Accounting and Reporting (4)

BUS 310 Principles of Management and Organizational Behavior (4)

-or- BUS 410 Organizational Consulting (4)

-or- BUS 430 Human Resource Management (4)

Capstone (1 course) Taken in the fall of senior year.

EVST 475 Senior Capstone (4)

See specific information for the capstone course and honors policy following the Environmental Sciences major requirements.

Environmental Studies Minor

Three courses must come from within the department (6 courses/ 24 credits):

Foundation Course (1 course at the 100-level):

EVST 100 Introduction to Environmental Studies (4) or equivalent.

Earth Science Core (1 course at the 200-level). Choose 1 from the following:

EVST 220 Physical Geography (4)

EVST 290 Environmental Geology (4)

Environmental Social Science Core (1 course at the 200-level):

EVST 241 Environment and Society (4)

Life Science Core (1 course at the 200-level). Choose 1 from the following:

EVST 305 Ecology for Environmental Scientists (4)

EVST 245 Marine Environmental Studies (4)

Tools, Applications, and Methods (2 courses). The recommendation is SPA 110 and one additional course. Choose from the following:

SPA 110 Introduction to Spatial Analysis & GIS (4)

EVST 235 Environmental Impact Assessment (4)

EVST 250 Environmental Design Studio I (4)

EVST 399 Research Methods & Design (4)

POLI 202 Statistical Analysis and Mapping of Social Science Data (4)

MATH 111 Elementary Statistics with Applications (4)

MATH 231 Introduction to Mathematical Modeling (4)

Environmental Studies Elective (1 course):

Choose any course in EVST numbered 200 and above.

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Teaching Credential Subject Matter Program in Environmental Studies

Students who wish to be certified to teach science must pass the CSET and CBEST examinations. The best preparation for these examinations is a B.S. in Environmental Science or B.A. in Environmental Studies. Students must meet with the director of the Center for Science and Mathematics and with an advisor in the School of Education for information concerning certification and the teacher education preparation program process. Most students complete the teacher preparation program, including student teaching, during a fifth year after graduation. Please refer to the Education section under the College of Arts and Sciences of this Catalog “Preliminary Teacher Credential Program” for a more detailed list of requirements.

Advanced Placement in Environmental Studies

Students who receive a score of four or higher on the Advanced Placement Test will receive credit for EVST 100.

Program Honors

Students with outstanding records of academic achievement (GPA of 3.7 or higher in the major) may apply for departmental honors during the second semester of their junior year, but no later than the end of the fourth full week of their first semester as a senior. Candidates must complete an honors capstone project on a challenging topic approved by a faculty committee. The project must demonstrate both analysis and synthesis of environmental issues, along with constructive critical thought. Candidates who successfully complete and defend their final projects before a faculty committee will graduate with honors in Environmental Studies.

Environmental Studies Course Descriptions

Hurricane Katrina, we develop an understanding of these

EVST 100 Introduction to Environmental Studies

events and their impacts from an earth science

Fall (4), Spring (4)

perspective.

Overview of the major causes and consequences of

pollution, natural resource depletion, and loss of

EVST 210 Energy and the Environment

biological diversity. The primary objective is to develop

Fall (4), Spring (4)

an interdisciplinary understanding of our natural

Sources, production, distribution, and consumption of

environment, the human impacts that degrade it, and

energy are considered with special attention to

the measures we can take to protect and restore

alternative energy systems—including wind, solar, and

environmental quality.

geothermal—and conservation. Environmental effects of

air and water pollution also are considered. Experiments

EVST 110 Introduction to Spatial Analysis and GIS

are conducted to aid in understanding the principles

Fall (4), Spring (4)

presented. Field trips to regional energy production

Introduction to concepts of spatial analysis and to

facilities are included.

geographic information systems (GIS). Emphasis on

Recommended: EVST 100. Offered as needed.

spatial reasoning and analysis. Topics include spatial data

models; data requirements and acquisition; spatial

EVST 215 Literature of the Environment

analysis using GIS; implementation within an

Fall (4)

organization; and especially, the application of GIS to

Investigation of the ways in which our experience with

problem solving in other disciplines. Two lectures and

nature is both shaped by and reflected through literary

two laboratories. Not open to students who have

fiction and non-fiction as well as poetry.

received credit for SPA 110.

Numeric grade only.

Prerequisite(s): EVST 100 or by permission.

EVST 220 Physical Geography

EVST 205 Great Environmental Disasters

Fall (4)

Fall (4), Spring (4)

Exploration of the physical geography of Earth by

This course examines great environmental disasters that

examination of lithospheric, atmospheric, hydrological,

have occurred throughout geologic time. From the

and biological processes. Laboratory includes field

impact that resulted in the extinction of dinosaurs to the

methods, topographic map reading, and in-depth

volcanic eruptions at Pompeii to the aftermath of

discussion of these principles.

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Prerequisite(s): EVST 100 or by permission.

Prerequisite(s): EVST 100 or by permission. Offered as

needed.

EVST 225 California Plants: Taxonomy and Ecology

Spring (4)

EVST 248 Introduction to Sustainable Business

Exploration of the biodiversity of California plant life.

Spring (4)

Lectures focus on the varied physical environments and

Examines various aspects of sustainability and options

ecology of California plant communities. Laboratories

available to businesses to establish sustainable practices.

delve into the intimacies of plant taxonomy and

Explores opportunities that businesses create, the

identification. Field-trip laboratories will afford first-hand

challenges encountered, and the contributions toward

experience with coastal, interior valley, montane and

protecting the environment while simultaneously

desert plant communities and their environments.

sustaining a profit. The role of environmental policy,

Prerequisite(s): EVST 100 or by permission. Offered in

leadership, technology, and public opinion is also

alternate years.

investigated.

Prerequisite(s): EVST 100.Numeric and Evaluation grade

EVST 230 Biodiversity

only.

Fall (4)

Examination of global and local biodiversity and the

EVST 250 Environmental Design Studio I

causes and implications of biodiversity decline. Emphasis

EVST 350 Environmental Design Studio II

on threatened and endangered species and human

EVST 450 Environmental Design Studio III

activities related to the decline of species. This course is

Fall (4), Spring (4), EVST 350 only: May Term (3)

field-trip and project intensive.

Students work collaboratively in teams on environmental

Prerequisite(s): EVST 100 or by permission.

problem-solving projects. Many studios make use of GIS

and other spatial analysis tools. Research concepts and

EVST 235 Environmental Impact Assessment

tools become more complex in advanced levels of this

Fall (4), Spring (4)

sequence.

Comprehensive overview of environmental impact

Prerequisite(s) for EVST 250: EVST 100 and EVST 110 or

assessment. Federal and State legislative foundations

by permission.

governing the content and process of environmental

review are examined. Culminates in preparation of an

EVST 254 Climate Disruption: Science and Sustainability

environmental impact report analyzing the potential

Spring (4)

impacts and mitigations.

Examines dilemmas in climate science, politics,

Prerequisite(s): EVST 100.

economics, and ethics—all with an eye to the implications

for global and regional sustainability. Emphasis is placed

EVST 241 Environment and Society

on solutions and practices to minimize or adapt to climate

Fall (4), Spring (4)

impacts, ranging from green innovations in energy

This course critically examines several of the most

technology to climate-friendly changes in human values

influential perspectives for understanding the

and behavior.

relationships between people and the environment, such

Prerequisite(s): EVST 100 recommended. Numeric grade

as population, economics, institutional, ethical, and

only.

social constructionist approaches. It explores a variety of

current environmental topics using these lenses.

EVST 255 Ornithology

Prerequisite(s): EVST 100 or SOAN 100 or SOAN 102 or

Spring (4)

ECON 100 or ECON 101. Numeric and Evaluation grade

Provides a comprehensive overview of the science and

options.

field study of birds, ranging from their origin and

evolution, physiology, anatomy, communication,

EVST 245 Marine Environmental Studies

behavior and environment, reproduction and

Fall (4), Spring (4)

development, population dynamics and conservation.

Overview of human environmental influence on the

Laboratories introduce students to auditory and field

oceans. Combines the study of marine science, policy,

identification methods.

and management in an effort to understand

Offered in alternate years.

environmental protection issues arising from coastal

development, overfishing, climate change, oil spills, and

EVST 260 Topics in Environmental Studies

other threats to marine ecosystems.

Fall (1–4), Spring (1–4), May (3)

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Topics of current interest in environmental studies such

and the ecology of a dynamic environment to the history,

as energy, air quality, water, and environmental justice.

economics, and politics of human uses of beaches. Topics

May be repeated for degree credit up to a maximum of 8

include tourism, recreational uses, contests over access,

credits.

oil extraction, beach replenishment, and sea level rise.

EVST 277 Environmental Justice

EVST 290 Environmental Geology

Fall (4), Spring (4), May Term (3)

Fall (4), Spring (4)

This course will focus on issues of environmental justice

This course investigates how critical events in Earth

with a particular emphasis on racism, classism, and

history have shaped the landscape that we see today.

sexism—both in the U.S. and globally—and how

Main topics include mountain building, volcanoes,

situations of environmental degradation impact some

faulting, glaciers, oceans and coastlines, energy

groups more significantly than others. Aspects of global

resources, the geology of Southern California, and global

capitalism will be examined as a contributing factor to

climate change. Course includes a weekly lab/field

environmental injustice.

component.

Offered as needed

EVST 281 The Palau Expedition: Explorations in

Sustainable Development

EVST 300 Food, Nature, Power

May Term (3)

Fall (4), Spring (4)

This course combines the study of Palau‘s marine ecology

Examines the ways production, trade, and consumption

and natural history, its clan-based system of social

of food affects ecosystems, social systems, and people.

organization, and its efforts to achieve sustainable forms

Topics include environmental impacts of industrial

of development. Students participate in a series of

agriculture and meat production, the political economy

interviews with traditional chiefs, elder women, high-

of food systems and food policy, and potential solutions

government officials, and Palauan conservation and

such as agroecology.

natural resource experts. Extensive field study and

Prerequisite(s): EVST 100 and either EVST 241 or EVST

immersion in the ocean and rainforests require strong

200. Not available to students who have taken EVST 242.

swimming skills and excellent fitness.

EVST 305 Ecology for Environmental Scientists

EVST 283 Mapping Animals

Spring (4)

Fall (4), Spring (4), May Term (3)

Exploration of environmental factors responsible for

Investigation of animal movements and behavior from a

distributions of species, communities, and biomes with

spatial perspective. Emphasis on using mapping tools to

particular reference to human-induced changes in

design conservation strategies with an understanding of

ecology. This is a writing-intensive course with emphasis

species’ behavioral ecology. Course includes weekly field

on scientific writing and the use of the scientific method

trips to study local species within their natural

in ecological research.

environment.

Prerequisite(s): EVST 100 and a WA course. Offered every

Prerequisite(s): BIOL 200 or EVST 100.

year.

EVST 285 Tetiaroa Geodatabase Project

EVST 310 Environmental Law

May Term (3)

Fall (4), Spring (4)

Students will complete surveys of the flora and fauna of

Exploration of the American legal system and the

the Tetiaroa atoll, including establishing monitoring

framework of creation, implementation, and

programs for terrestrial and marine ecosystems. Data

interpretation of environmental laws. Study of the

collection using GPS will be entered into a GIS for the

central role of regulatory agencies in developing and

project, to be maintained at the U.C. South Pacific

implementing environmental law and, of course,

Research Station on Moorea, French Polynesia.

methods interpreting and shaping it. Includes analysis of

Prerequisite(s): EVST 110 or SPA 100 or SPA 110 or by

major environmental laws and case studies. Emphasis on

permission.

California and the West.

Offered as needed.

EVST 287 Beaches, Environment, and Society

May Term (3)

EVST 311 Environmental Law in Action

This course represents an interdisciplinary environmental

May (3)

studies exploration of beaches connecting the geology

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This course will introduce environmental law and policy,

May Term (3)

including the National Environmental Policy Act, the

Through visits, this class examines the role of indigenous

California Environmental Quality Act, the Endangered

communities in conservation and development projects,

Species Act, the Clean Water Act, and the Clean Air Act.

such as ecotourism, forestry, and environmental service

Through case study analysis, field excursions, and moot

provision. It analyzes the role of local social institutions

court exercises participants will model regulatory and

of self-governance in these projects, and the impacts of

non-regulatory decision-making processes.

migration to the U.S. on institutions, conservation, and

Prerequisite(s): EVST 100 or POLI 206 or POLI 207 and

development possibilities.

POLI 209. Course fee applies.

Prerequisite(s): by permission.

EVST 315 Environmental Nonfiction

EVST 347 Innovation for Sustainability

Spring (4)

Fall (4), Spring (4)

This course prepares students to write nontechnical

Participants join a team to develop sustainable products

essays, reports, and articles on environmental topics and

and services, conduct research with potential customers,

in various forms, including documentary, lyric,

build prototypes, and test them with target users. Each

advocacy/public engagement, and experimental.

time the course is offered, students will be presented

Students read and discuss published nonfiction, write

with a different design challenge, for example, a solar

drafts and a final portfolio, and participate in group

heated, solar powered, self-filtering shower using

critiques.

recycled water.

Prerequisite(s): EVST 340.

EVST 325 Public Lands Policy

Spring (4)

EVST 348 Sustainable Business Development

Overview of the origins and history of public lands in the

Fall (4)

U.S. (National Parks, National Forests, Bureau of Land

Examines sustainable business development from a

Management lands, and others). Exploration of policies

functional perspective including marketing, supply chain

governing public lands and historic and current

management, operations management, and finance that

management practices. Controversial issues on public

determines performance through environmental, social

lands will be examined and debated, as will compromises

and economic measures. Students use innovation,

and solutions.

entrepreneurship, and strategic management to create

Offered in alternate years.

business models and business plans.

Prerequisite(s): EVST 100 and EVST 248 (or EVST-340).

EVST 335 Environment and Development

Offered as Needed.

Fall (4), Spring (4)

Identifies threats to biodiversity and culture and relates

EVST 351 PanaMapping: Geodesign to Conserve the

them to poverty, inequality, and overexploitation. Traces

Rainforest.

roots of current problems to colonization, international

EVST 451 PanaMapping: Geodesign to Conserve the

exploitation, and national development models.

Rainforest

Examines sustainable development debates and

May Term (3)

initiatives.

Nicknamed 'GIS in the Jungle', students work in

Panamanian rainforest preserve to gather original

EVST 342 Food, Nature, Power

empirical evidence of forest growth, carbon content,

Fall (4)

watersheds, land cover, and land cover change. They

Examines the ways production, trade, and consumption

produce maps and present their data and interpretations

of food affects ecosystems, social systems, and people.

to conservation area stakeholders. Conservation

Topics include environmental impacts of industrial

challenges in indigenous areas are also addressed.

agriculture and meat production, the political economy

Prerequisite(s): SPA 110 or similar GIS course.

of food systems and food policy, and potential solutions

such as agroecology. Not open to students who

EVST 355 The Ecology of Australia and New Zealand

previously completed EVST-242.

May Term (3)

Prerequisite(s): EVST 100 and EVST 241.

This course focuses on 1) evolution of present-day

Australia and New Zealand through plate tectonics,

EVST 345 Sustainable Development and Migration in

geologic, and climatic history; 2) the diverse ecosystems

Mexico

that we will encounter; 3) how the two different cultures

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of native peoples (Aborigines and Maori) impacted their

environments and how white Europeans impacted the

EVST 392 Oceanography

native peoples and environments.

Fall (4), Spring (4)

In this course, we will examine the oceans from four

EVST 360 Advanced Topics in Environmental Studies

different perspectives; the geological, chemical, physical,

Fall (1–4), Spring (1–4)

and biological. Select course topics include California

Consideration of recent research developments in

beach erosion, coral reefs and atolls, black smokers,

environmental science with varying topics each

thermohaline circulation, the El Niño Southern

semester. Examples include tropical island biogeography,

Oscillation, wave formation, and red tides.

physical biogeography, and California plants’ taxonomy

Numeric grade only.

and ecology.

Prerequisite(s): EVST 100. Offered as needed.

May be repeated for degree credit up to a maximum of 8

credits.

EVST 399 Research Methods & Design

Spring (4)

EVST 375 Tropical Rainforests: The Amazon, the Andes

A survey course of qualitative and quantitative research

& the Inca

methods used by environmental scientists. We will learn

May Term (3)

techniques from both social and natural sciences. A

In this course we will travel to the tropical rainforests

research proposal that can double as the EVST capstone

and the cloud forests of Peru to explore the climatology,

proposal will be an end-goal of the course. Students from

ecology, and biodiversity of this region. We will explore

outside EVST can apply to join.

the ancient culture of the Inca, their empire at Machu

Prerequisite(s): EVST 250. Numeric grade only.

Picchu, and the modern Peruvian cultures that now

thrive in this region.

EVST 413 Responses to Climate Change

Prerequisite(s): Permission of instructor.

Spring (4)

This upper-level seminar explores current theories,

EVST 376 Markets and Conservation Policies

research, and policies related to climate change

Spring (4)

mitigation and adaptation. Particular emphasis will be

Conservation policy increasingly relies on markets.

placed on understanding how stakeholders at the

Examples include nongovernmental certifications like

international, national, state, local, private, and non-

organic as well as various payment for environmental

governmental sector scales are taking action or planning

services policies promoted by governments and

to mitigate and manage existing and projected climate

international treaties. Concepts like equity, efficiency,

impacts.

the commodity chain, and the commodification of nature

Prerequisite(s): EVST 100, EVST 241, EVST 220, or EVST

are mobilized to examine these policies.

290, and EVST 305, or EVST 254, or by instructor

Prerequisite(s): EVST 241. Not be available to students

permission.

who have taken EVST 276. Offered as needed.

Offered every year and as needed.

EVST 385, 485 Advanced Program Internship

EVST 430 Advanced Geology Seminar

Fall (2–4), Spring (2–4)

Spring (4)

May be repeated for degree credit for a maximum of 8

From the cliffs of Madagascar to the glacial crevasses of

credits with permission of the Chair. Credit/no credit only.

the Transantarctic Mountains to the selenite crystals of

Mexico, the Earth is filled with formations that inspire

EVST 391 Environmental Hydrology

wonder and awe. This course explores the geologic

Spring (4)

processes that create these amazing formations.

This course examines the ways that water has shaped

Prerequisite(s): EVST 205 or EVST 220 or EVST 290 or by

our planet by exploring the following topics: hydrologic

instructor permission.

cycling, spatio-temporal patterns of water distribution

and scarcity, water quality and pollution, groundwater

EVST 433 Climate Science

and stream flow, and the challenges surrounding water

Fall (4), Spring (4)

resource allocation. Course includes a weekly lab/field

This seminar provides an overview of the physical climate

component with off-campus field trips.

system and its variability across time and space, including

Prerequisite(s): EVST 100 and MATH 101 or higher, or by

the physical, chemical, biological, and geological

permission.

processes that influence earth’s climate. Land-

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atmosphere interactions and complex ocean-atmosphere

Prerequisite(s): EVST 340 OR EVST 248. May be repeated

feedbacks that create weather systems and climate on

for a maximum of 8 credits. Offered as needed.

both short and long timescales will be presented.

Prerequisite(s): EVST 100. Numeric and Evaluation Grade

EVST 475 Capstone Senior Project in Environmental

Options. Offered as needed.

Studies

Fall (2–4), Spring (2–4)

EVST 448 Sustainable Business Capstone

Students complete a substantial project either as part of

Spring (4)

a group or individually. The work usually extends over

Students complete a substantial sustainable business

two semesters.

project either as part of a group or individually.

Numeric grade only.

French

The Faculty

Francis T. Bright

The Major

Bachelor of Arts in French

Requirements (36 credits):

For the French major, students must complete 36 credits beyond FREN 102. Sixteen credits must be taken in residence with department faculty. At least 12 of these credits in residence must be taken in courses numbered 400 or above.

A semester at IES, in either Paris or Nantes, is recommended in the junior year. In addition to its own diversified offerings, IES makes it possible for students having the proper degree of proficiency to register at the universities of Paris and Nantes, as well as the Ecole du Louvre, the Institut Catholique, and the Institut d’Etudes Politiques.

Learning outcomes for this program may be found at www.redlands.edu/BA-FREN/learning-outcomes.

French Minor

Requirements (28 credits):

A minor in French requires 28 credits beyond FREN 102. Students starting at the third-year level or beyond are considered to have completed 8 of these credits. These exempted credits apply only to the minor and not to the 128 total credits required for graduation. Students also are required to take at least one 400-level course (for 4

credits) in residence with department faculty.

Placement in French

Students with previous experience in French must take the French placement exam before enrolling in a French-language course.

Course Sequencing

Courses must be taken in the correct sequence, i.e., FREN 101, FREN 102, FREN 201, FREN 202, FREN 301, FREN 302. While a student might enter the sequence at a level beyond FREN 101, no student subsequently can receive credit for a course lower in the sequence than the highest numbered course already completed. This regulation applies only to language courses, not to civilization and literature courses beyond FREN 302.

Transfer and Third-Year Level Students

Students who begin at the third-year level are exempt from 8 credits of the major or minor program requirements. These exempted credits apply only to the major or minor and will not apply to the credits required for graduation.

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Advanced Placement in French

• French language: Students receiving a score of three on the Advanced Placement test receive 4 credits for FREN

201; those scoring four or five receive 8 credits for FREN 201 and FREN 202.

• French literature: Students scoring four or five receive 8 credits for French literature.

Departmental Honors

A departmental honors program is available for exceptionally able and motivated students. Admission to the program may come by invitation from faculty in French or, should students initiate their own applications, by faculty approval. Interested students should consult with French program faculty during the course of their junior year for information about the application procedures and requirements.

Departmental Honors Requirements

• Students must have a minimum 3.45 cumulative GPA at the time of application.

• Interested students must apply no later than the advanced registration period (for the following Fall) during the Spring semester of their junior year.

• Students will enroll for 4 credits of honors work in the Fall semester of their senior year to do research and to complete a rough draft of the thesis. In the Spring of the senior year, students will carry 2 credits to finish the final draft and to defend the thesis orally before the committee.

• The honors thesis will be a scholarly research paper in French of 50–75 pages in length.

• The honors committee will consist of faculty in French plus another professor mutually agreed upon by the student and the French faculty.

French Course Descriptions

Evolution of the theatre in France from the 17th century

FREN 101 First-Year French

to the present. Reading, lectures, and discussions in

FREN 102 First-Year French

French.

Fall (4), Spring (4)

Prerequisite(s): FREN 302, placement exam, or by

Pronunciation, conversation, essentials of grammar and

permission. Offered as needed.

composition, and reading of elementary texts for

students who have had no previous experience in French.

FREN 451 The Novel in France

Fall or Spring (4)

FREN 201 Second-Year French

Development of the novel in France from the 17th

FREN 202 Second-Year French

century to the present. Readings, lectures, discussions,

Fall (4), Spring (4)

and films in French.

Review of grammar, with emphasis on conversation,

Prerequisite(s): FREN 302, placement exam, or by

reading and writing.

permission. Offered as needed.

Prerequisite(S) for FREN 201: FREN 102, placement

exam, or by permission.

FREN 452 French Lyrical Poetry

Prerequisite(s) for FREN 202: FREN 201 or by permission.

Fall or Spring (4)

Development of lyrical poetry in France from the 14th

FREN 301 Third-Year French

century to the present. Lectures, readings, and

FREN 302 Third-Year French

discussions in French.

Fall (4), Spring (4)

Prerequisite(s): FREN 302, placement exam, or by

Review of essential points of grammar. Readings in

permission. Offered as needed.

literature, history, and culture. Emphasis on oral

presentation and discussion.

FREN 456 French Cinema

Prerequisite(s) for FREN 301: FREN 202, placement exam,

Spring (4)

or by permission.

Examination of the development of cinema in France

Prerequisite(s) for FREN 302: FREN 301 or by permission.

from its beginnings in the silent era to the nouvelle vague

and cinema today. Lectures, discussions, and student

FREN 450 French Theater

exposés in French. All films in French with English

Fall or Spring (4)

subtitles.

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Prerequisite(s): FREN 302, placement exam, or by

permission. Offered as needed.

FREN 463 Topics in French Literature

Fall (4)

FREN 459 The Francophone World

Diverse topics in French literature dealing with either

Fall or Spring (4)

specific themes, currents of thought, or genres and

Exploration of the social, cultural, and artistic

forms. Readings, lectures, discussions, and films in

development of countries in which French is the primary

French. May be repeated for degree credit given a

language. Readings, slide lectures, discussions, films, and

different topic.

exposés in French. May be repeated for degree credit

Prerequisite(s): FREN 302, placement exam, or by

given a different topic.

permission. Offered as needed.

Prerequisite(s): FREN 302, placement exam, or by

permission. Offered as needed.

Geographic Information Systems

The Faculty

Douglas M. Flewelling

Mark P. Kumler

Ruijin Ma

Fang Ren

Master of Science in Geographic Information Systems (GIS)

The Master of Science in Geographic Information Systems (GIS) degree is designed for professionals and recent university graduates seeking to enhance their knowledge of the analysis, management, and communication of geographic information. It combines the development of strong technical skills and in-depth understanding of geographic information science and theory.

Program Learning Outcomes may be found at www.redlands.edu/ms-gis-learning-outcomes/.

Entrance Requirements

Minimum requirements for entrance include:

• A bachelor’s degree or equivalent in any field.

• Two letters of recommendation confirming the applicant’s potential for success in the program.

• Competence in speaking and writing English. Students for whom English is a second language must demonstrate competence by submitting a Test of English as a Foreign Language (TOEFL) score above 550 written (210

computer-based; Internet-based minimum of 80 with no section score lower than 18). Alternative internationally recognized tests such as International English Language Testing System (IELTS) overall score at band 6.5 or above may be considered equivalent.

• Analytical and technical aptitude demonstrated through appropriate coursework, professional experience, Graduate Record Examination (GRE) or similar test scores, or letters of recommendation.

Program Structure

The one-year program consists of 10 months of coursework and the undertaking of a Major Individual Project (MIP). Each of the three semesters is 14 weeks in length and the annual schedule allows for two three-week breaks. Student cohorts begin each year in September and January.

The two-year program consists of up to six fourteen-week semesters, with corresponding three-week breaks as in the one-year program.

Each of the first two fourteen-week terms includes both core courses and a variety of elective courses. Students not only learn the critical theoretical foundations and the cutting-edge technologies, but also explore broader issues related to 180

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effective and appropriate application of the technology. A menu of short workshops (GIS 660) is offered throughout the program to provide opportunities for students to selectively focus their attention on one of the many major themes in GIS, specific application areas, or advanced theory topics.

Each of the first two semesters includes one or more intensive multi-day, instructor-led course(s) from the current Esri software training curriculum that supplement the regular theory and technology courses. GIS colloquia are offered during the year. These colloquia give students exposure to cutting-edge research and developments in GIS and an opportunity to hear from some of the most well-known GIS scholars and managers.

All students are required to undertake a Major Individual Project (MIP) that applies GI Technology and/or Science to a problem of their choice. This is the professional equivalent of an academic master’s thesis. The Project Course series (GIS

69X) is directed toward building students’ skills in project design and implementation.

Opportunities for projects come from University of Redlands Faculty, organizations in the region, or from students’ former, current, or future employers. Students begin developing their MIP topics during the beginning of the GIS 69X series and make gradual progress toward completing the MIP by the end of their program, be it one year or two. Before graduating, all students must successfully pass an oral defense of their project work before their Advisory Committee and submit an approved extended written report on the work completed. Students are also required to make an oral presentation and a poster presentation of their MIP before an audience of their peers and colleagues in the discipline of their project.

Master of Science Program Requirements

The Master of Science degree requires 36 credits at the graduate level, which are comprised of 10 credits of core courses, 18 credits of elective courses, and 8 credits of Major Individual Project. Elective courses can be taken in the form of regularly offered electives, GIS workshops, topics courses that are offered from time to time by GIS-related faculty, University of Redlands School of Business GIS-focused electives, or by individualized study, the focus of which is determined by GIS faculty.

Core Courses (10 credits):

GIS 611 Fundamentals of Geographic Information, Research, Techniques & Applications (4)

GIS 691 Project Concept & Scope (2)

GIS 692 Project Management (4)

Electives (18 credits):

GIS 660 GIS Workshops (1-4)

GIS 661 Topics Course(s) (1-2)

GIS 662 Geographic Database Management Systems (4)

GIS 663 Remote Sensing and Image Analysis (4)

GIS 665 Geospatial Analysis (4)

GIS 666 Projections and Coordinate Systems (2)

GIS 667 Programming for GIS (2)

GIS 668 Communicating Geographic Information (2)

GIS 669 GIS for the Web (2)

GIS 630 GIS Professional Practice (2)

GIS 671, GIS 672, GIS 673 Individualized Study (1–2)

GISB 691 Project Concept and Scope (2)

Project Courses (8 credits):

GIS 695 Project Implementation (2)

GIS 696 Project Completion (6)

The most current information about the curriculum, entrance requirements, and application procedures is available on the program’s website at www.redlands.edu/gis/or by contacting the program office at (909) 748-8128 or by e-mail at

gis@redlands.edu.

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Master of Geographic Information Systems (MGIS)

The Master of Geographic Information Systems (MGIS) degree is designed for professionals and recent university graduates seeking to enhance their knowledge of the analysis, management, and communication of geographic information. It combines the development of strong technical skills and in-depth understanding of geographic information science and theories.

Program Learning Outcomes maybe found at www.redlands.edu/m-gis-learning-outcomes/.

Entrance Requirements

Minimum requirements for entrance include:

• a bachelor’s degree or equivalent in any field

• two letters of recommendation confirming the applicant’s potential for success in the program

• competence in speaking and writing English. Students for whom English is a second language must demonstrate competence by submitting Test of English as a Foreign Language (TOEFL) scores above 550 written (210 computer-based; Internet-based minimum of 80 with no section score lower than 18). Alternative internationally recognized tests such as International English Language Testing System (IELTS) scores at band 6.5 or above may be considered equivalent

• analytical and technical aptitude demonstrated through appropriate coursework, professional experience, Graduate Record Examination (GRE) or similar test scores, or letters of recommendation

Program Structure

The program consists of 8 months of coursework and the undertaking of an internship of 400 hours. Each of the two semesters is 14 weeks in length and the annual schedule allows for one three-week break. Student cohorts begin each year in September and January.

Each of the first two fourteen-week semesters includes both core courses and a variety of elective courses. Students not only learn the critical theoretical foundations and the cutting-edge technologies, but also explore broader issues related to effective and appropriate application of the technology. A menu of short workshops (GIS 660) is offered throughout the program to provide opportunities for students to selectively focus their attention on one of the many major themes in GIS, specific application areas, or advanced theory topics.

Each of the first two semesters includes one or more intensive multi-day, instructor-led courses from the current Esri software training curriculum that supplement the regular theory and technology courses. GIS colloquia are offered during the year. These colloquia give students exposure to cutting-edge research and developments in GIS and an opportunity to hear from some of the most well-known GIS scholars and managers.

All students are required to take a project course (GIS692), and a professional GIS internship that applies GI Technology and/or Science within a professional practice (GIS 697). The GIS Internship is directed toward enhancing students’ skills in building GIS applications and solving geospatial problems.

Master of GIS Program Requirements

The Master of GIS degree requires 36 credits at the graduate level which are comprised of 8 credits of core courses, 20

credits of elective courses, and 8 credits of GIS Internship. Elective courses can be taken in the form of regularly offered electives, GIS workshops, topics courses that are offered from time to time by GIS-related faculty, University of Redlands School of Business GIS-focused electives, or by individualized study, the focus of which is determined by GIS faculty.

Core Courses (8 credits):

GIS 611 Fundamentals of Geographic Information, Research, Techniques & Applications (4)

GIS 692 Project Management (4)

Electives (20 credits):

GIS 660 GIS Workshops (1-4)

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GIS 661 Topics Courses(s) (1-2)

GIS 662 Geographic Database Management Systems (4)

GIS 663 Remote Sensing and Image Analysis (4)

GIS 665 Geospatial Analysis (4)

GIS 666 Projections and Coordinate Systems (2)

GIS 667 Programming for GIS (2)

GIS 668 Communicating Geographic Information (2)

GIS 669 GIS for the Web (2)

GIS 630 GIS Professional Practice (2)

GIS 671, GIS 672, GIS 673 Individualized Study (1–2)

GISB 691 Project Concept and Scope (2)

GIS Internship (8 credits):

GIS 697 GIS Internship (3–8)

The most current information about the curriculum, entrance requirements, and application procedures is available on the program’s website at www.redlands.edu/gis/ or by contacting the program office at (909) 748-8128 or by e-mail at:

gis@redlands.edu.

Certificate in Geographic Information Systems

This certificate program is designed to provide working professionals with a basic understanding of what a geographic information system is, and teach them how to create and organize data, how to present the data in a cartographically pleasing manner, how to use Python to extend their GIS, and how to develop a web GIS application.

The ideal candidate for this certificate is a professional that is not entirely familiar with the principals of GIS, while their industry has adopted the use of GIS in their daily work, or a professional that is interested in using GIS technology to collect and analyze data in a meaningful way for their field of expertise.

If a student completes this certificate and decides to continue their GIS education at Redlands, the credits earned from these courses may be applied to either the MGIS or MS GIS degree program.

The online GIS certificate program consists of one required course and three electives. For the students who are new to GIS, the electives are suggested to follow the required course.

Required Course:

GIS 610 Fundamentals of Geographic Information, Techniques, and Applications (3)

Electives (choose three):

GIS 662 Geographic Database Management Systems (4)

GIS 663 Remote Sensing and Image Analysis (4)

GIS 667 Programming for GIS (2)

GIS 669 GIS for the Web (2)

Geographic Information Systems Course Descriptions

assignments on GIS data collection, process, analysis,

GIS 411 Fundamentals of Geographic Information,

output, and presentation.

Research, and Application

Prerequisite(s): SPA 210; Junior or Senior standing

Fall (4), Spring (4)

recommended.

This is an upper division GIS course for undergraduate

students that focuses on the foundation of theoretical

GIS 467 Introduction to Programming for GIS

and applied skills in GI Science and technology. Students

Fall (2), Spring (2)

will gain a better understanding of GIS theory and

Introduces the fundamentals of programming using

technology concepts through a progression of tasks and

Python and use these fundamentals to perform GIS

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operations with the ArcPy package. This class is primarily

GIS 661 Topics in GIS

a skills class, and the students will learn how to address

Offered as needed (1–2)

"real-world” GIS problems with Python scripts. Basic

Designed to reflect curriculum trends and emerging GIS

understanding of programming and prior Python

technology.

programming experience is highly recommended.

May be repeated for degree credit, given different topics,

Recommended: Basic understanding of programming

for a maximum of 4 credits.

and prior Python programming experience.

Prerequisite(s): enrollment in MS GIS or MGIS Program or

by permission of the instructor.

GIS 610 Fundamentals of Geographic Information,

Techniques, and Applications

GIS 662 Geographic Database Management Systems

Offered as needed (3)

Fall (4), Spring (4)

Provides students with the foundation of theoretical and

Provides fundamental theoretical knowledge about

applied skills in GI Science and technology. The class

information systems, in general, and the unique

focuses on GIS data collection, organization analysis,

demands for managing spatial data. Introduces

output, and presentation. Students work on various tasks

information systems theory and best practices, system

and assignments to gain understanding of geographic

design and architecture, and data modeling. Practice

principles and enhance their spatial problem-solving

application of database theory and methods builds

skills.

understanding of modern GIS technology.

Prerequisite(s): GIS 611 or by permission of the

GIS 611 Fundamentals of GIS

instructor. Numeric grade only.

Fall (4), Spring (4)

Provides students with the foundation of theoretical and

GIS 663 Remote Sensing and Image Analysis

applied skills in GIScience and technology. Students work

Fall (4), Spring (4)

on a progression of tasks and assignments focused on GIS

This course discusses the principles of remote sensing

data collection, manipulation, analysis, output, and

and image analysis. It introduces image data format,

presentation. The assignments reinforce the GIS theory

acquisition, and interpretation. Additionally, the course

and technology concepts introduced through lectures

covers the subject of electromagnetic radiation

and discussion.

principles, remote sensing sensor characteristics, image

Prerequisite(s): enrollment in MS GIS or MGIS program or

data classification, and photogrammetry.

by permission of the instructor. Numeric grade only.

Prerequisite(s): GIS 611 or by permission of the

instructor. Numeric grade only.

GIS 630 GIS Professional Practice

Offered as needed (2)

GIS 665 Geospatial Analysis

Provides student exposure to advanced research and

Fall (4), Spring (4)

innovative developments in geographic information

This course surveys a wide range of analytical methods

science and systems and the opportunity to hear

and techniques commonly applied to geospatial data.

presentations from GIS researchers, analysts, developers,

Both data-driven (exploratory data analysis) and model-

and managers who live in or visit the Redlands region.

driven (testing hypothesis) approaches are included.

Participation in both annual Esri User Conference and GIS

Major topics include point pattern analysis, spatial

colloquia is required.

autocorrelation, spatial regression models, network

Prerequisite(s): enrollment in MS GIS or MGIS program or

analysis, and field analysis.

by permission of the instructor. Credit/no credit only.

Prerequisite(s): GIS 611 or by permission of the

instructor. Numeric grade only.

GIS 660 GIS Workshops

Offered as needed (1–4)

GIS 666 Projections and Coordinate Systems

Topic-oriented workshops in various GIS applications will

Offered as needed (2)

be offered for the students to choose “cafeteria style.”

This course explores map projections and coordinate

Approximately 10 workshops will be offered per calendar

systems. We will study the principles and properties of

year and students are required to attend a minimum of

several of the common map projection families,

four workshops during the term of their program.

spherical/geographical coordinate systems, and SPC and

Prerequisite(s): enrollment in MS GIS or MGIS program or

UTM planar coordinate systems, all within the ArcGIS and

by permission of the instructor. Credit/no credit only.

GeoCart software environments.

Numeric grade only.

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Prerequisite(s): enrollment in MS GIS program, or by

GIS 667 Programming for GIS

permission of Department Chair. Numeric grade only.

Fall (2), Spring (2)

Introduction to programming concepts necessary for GIS:

GIS 692 GIS Project Management

writing simple statements, organizing code, handling

Fall (4), Spring (4)

user interaction, and incorporating decision-making logic

Students will learn project management skills involved in

in code. Introduction to object-oriented programming

a GIS project, including developing a project plan,

concepts: methods, properties, and event-driven

conducting systems analysis and design, and executing a

programming.

GIS project through construction and deployment. The

Prerequisite(s): GIS 611 or by permission of the

assignments include writing assignments corresponding

instructor. Numeric grade only.

to each phase of a GIS project.

Prerequisite(s): Enrollment in MS GIS or MGIS Program.

GIS 668 Communicating Geographic Information

Numeric grade only.

Fall (2), Spring (2)

Begins with basic theory of cartographic and graphic data

GIS 695 Project Implementation

as it applies to GIS data. Explores GIS data models to

Fall (2), Summer (2)

support mapping and various advanced applications of

Built on the previous work completed in GIS 691 and 692,

cartographic methods, including multivariate mapping,

students will focus on developing their Major Individual

multi-scale mapping, cartographic visualization including

Project (MIP) in this class. The course takes a form of

mixed virtual reality, animated and interactive mapping,

graduate seminars. The GIS faculty and the students will

and Web mapping.

meet weekly to discuss the project progression, address

Prerequisite(s): GIS 611 or by permission of the

technical issues, and ensure the quality of the project

instructor. Numeric grade only.

deliverables. Students will also work with their MIP

advisor individually to solve project related questions. In

GIS 669 GIS for the Web

addition, students will complete a project poster

Fall (2), Spring (2)

throughout several poster sessions. The students are

Practices the skills needed to create GIS

expected to have a live demonstration of their MIP at the

applications for the Web and other networks. Through

end of the class.

hands-on projects, students will create their own Web

Prerequisite(s): GIS 692 and enrollment in MS GIS

GIS application; in-depth discussions of issues that affect

program. Credit/no credit only.

Web GIS from network and security concerns to design

for focused and effective Web applications.

GIS 696 Project Completion

Prerequisite(s): GIS 611 recommended or by permission

Fall (6), Summer (6)

of the instructor. Numeric grade only.

The final term of the program is spent completing the

Major Individual Project (MIP). A defense, public

GIS 671, 672, 673 Individualized Study

presentation, and extended report are required.

Offered as needed (1–2)

Prerequisite(s): GIS 695 and enrollment in MS GIS

Individualized study courses of 1–2 credits offered for

Program. Numeric grade only.

students to design their own course of study in a

particular GIS topic.

GIS 697 GIS Internship

Prerequisite(s): enrollment in MS GIS or MGIS Program

Offered as needed (3-8)

and approval of the instructor. Credit/no credit only.

This course is designed for students to enhance their

knowledge of the analysis, management, and

GIS 691 Project Concept and Scope

communication of geographic information through a

Fall (2), Spring (2)

professional GIS internship that applies GI technology

The objective of this course is to initiate the concept and

and/or science within a professional practice. May span

scope of the student’s Major Individual Project (MIP).

across semesters.

Students will identify their project client and topic,

Prerequisite(s): GIS 692 and enrollment in MGIS

conduct preliminary research on the topic and write a

program, or by permission of Program Director. Credit/no

background paper outlining previous research and

credit only.

studies on their topic.

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Global Business

The Faculty

Heung-joo Cha

Faisal Harahap

Walter Hutchens

The Major

The Global Business Department offers a Bachelor of Science (B.S.) in Global Business. Though one of the University’s youngest departments, we are among the most distinguished programs in terms of the career success of our graduates, support from alumni and donors, and recognition from on and off-campus entities, e.g. the J.W. Fulbright awards.

Global Business graduates have been hired by a litany of major publicly traded firms, been accepted to many of the world’s most prestigious graduate schools, and launched successful careers as business executives, entrepreneurs, public servants or professionals in non-governmental, not-for-profit organizations. Our Graduates have done these things working both solely within the United States and working abroad.

If you choose to major in Global Business, we want you to have a meaningful study abroad experience, master at least one language besides English (not just perfunctorily study another language for a few semesters, but really become proficient with it), and deeply study the history and current conditions of a country or region other than the United States. We also pride ourselves on being a rigorous program that attracts many talented, hardworking students.

Thus, among the key distinctive features of the Global Business program are that we do not merely suggest but actually require that our majors: 1) study abroad for at least a semester, 2) complete at least three years (six semesters) of university- level study of a foreign language (or demonstrate equivalent competence), and 3) take courses focused on places outside of the United States. We also have GPA requirements for entry into the program and degree completion that are higher than University norms. Students are strongly encouraged to take Calculus I, and it is one of the requirements to graduate within department honors.

Global Business students learn how differences in culture, political systems, economic systems, languages, levels of development, historical experiences, and the natural environment, among other factors, can affect business around the world. The major in Global Business prepares students for careers in business, international business, public service, and not-for-profit sector leadership, as well as graduate study in a number of disciplines including law, finance, business, and government.

Global Business Department classes (GLB) may be taken towards the major based upon prerequisites or with the permission of the instructor or department chair. All classes, prerequisites, core courses, and advanced electives, must have an overall cumulative GPA of 3.0 or higher to fulfill the requirements for the Global Business degree.

The gateway course for the major is GLB 228 Globalization. Students must first complete Econ 101 and a WF/IMLI course with a 3.0 or higher and have junior standing or below.

Any student seeking to declare a major in Global Business must have a cumulative GPA of at least 3.0 at the time they submit their Declaration of Major. (Those students interested in the Accounting, Business Administration, or Management majors should refer to the specific Accounting Department’s section or Business Administration and Management Department’s section of this Catalog.) Students who do not meet the GPA requirements as noted above may petition the Global Business Department for permission to enroll in Global Business 228 or to declare the major. Petitions will be reviewed by the Global Business Department Chair and will be granted only in exceptionally compelling circumstances.

Students are encouraged to develop a geographic area of emphasis or concentration through interdisciplinary study. The requirements that students become proficient in a second language and that they study abroad for at least one full semester are linked to the expectations that students will have a strong regional focus. Approval from the student’s Global Business advisor or the Department Chair is required for all interdisciplinary and overseas-study aspects of the degree, and such approval is not automatic if a student’s study abroad plans are not integrated with other academic work.

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Learning outcomes for the BS may be found at www.redlands.edu/bs-glbs/learning-outcomes/.

Bachelor of Science in Global Business

Prerequisite Courses (8 courses/32 credits):

The Global Business degree can be thought of as a “business plus” degree; students take courses in accounting, economics, marketing, and statistics typical of most all business programs, then add language study and study abroad experiences. We advise students to complete the majority of their prerequisite courses no later than the spring of their sophomore year. All prerequisite courses must be taken for a numerical grade and students must earn a minimum grade of 3.0 in each course.

The following courses are prerequisites to the required major courses. Substitutions to these requirements can be made only with the written approval of the Department Chair. Some also satisfy Liberal Arts Foundation (LAI) requirements.

BUS 136 Principles of Global Marketing (4)

ECON 101 Principles of Economics (4)

POLI 202 Statistical Analysis and Mapping of Social Science Data (4)

-or- MATH 111 Elementary Statistics with Applications

ACCT 210 Principles of Financial Accounting (4)

ACCT 220 Principles of Managerial Accounting (4)

Required Department Courses (10 courses/40 credits):

GLB 200 Communications for Global Business (4)

GLB 228 Globalization (4)

GLB 240 U.S. Business Law for Global Business Majors (4)

GLB 250 U.S. Global Business Law (4)

GLB336 International Business (4)

GLB 353 Financial Management (4)

GLB 356 International Finance (4)

GLB 457 Strategic Issues in Global Business (4)

GLB 459 Business Policy and Strategy for BS majors (4)

Additional Requirements

Study Abroad: Minimum of one semester abroad, with additional study abroad recommended and supported by the department. Students are expected to study abroad in a location relevant to the language(s) they have studied.

We want you to develop a depth of expertise in a specific region, not just go abroad for a superficial experience.

Language proficiency: Testing placement at the entry point to the 400 level of a foreign language by graduation.

This means the student will have completed the 302-level course with at least a grade of 3.0 in the final semester, or the equivalent. For languages not taught at the University of Redlands, students must provide appropriate documentation to the Department Chair.

Foreign-language study: All students must take at least 8 credits of a foreign language. Students who are already proficient may take the required 8 credits either at an advanced level in the language(s) in which they are proficient (by for example taking a literature class in that language or a class on translation) or another language.

Emphasis within the Major

Global Business majors may elect to have a formal emphasis within the major. Currently, these are available for Europe, Latin America, and China.

For a Global Business – China emphasis, students must be approved by the Department, and:

1. Demonstrate Mandarin proficiency at the end-of-fourth-year level by passing CHNS 402 (or equivalent class, as approved by the Global Business Department) or by otherwise demonstrating equivalent language proficiency to the satisfaction of the Global Business Department;

2. Study abroad in a substantially Chinese-speaking location for at least a semester; and

3. Complete five classes about China that are approved by the Global Business Department.

The five China-focused classes may consist of:

GLB 188 China: An Introduction (4)

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GLB 451 Government and Business in China (4)

GLB 458 China’s Legal System (4)

GLB 488 China’s Financial System (4)

GLB 460 Topics in Global Business (2-4)

GLB May Term or other GLB study abroad program to Greater China

HIST 240 Modern China (4)

Other relevant courses as approved by the Department Chair such as China-focused classes taken while abroad or at other accredited universities, or internships in China, subject to approval by the Global Business Department (which in most cases is readily granted; students typically complete some of the required international courses while abroad).

For a Global Business – Europe emphasis, students must be approved by the Department and:

1. Demonstrate proficiency in French, German, or Spanish to the 402-level (completing 402 or its equivalent), or any other accepted European language as approved by the Department;

2. Study abroad in a European nation for at least a semester; and

3. Complete five classes about European topics, approved by the Global Business Department.

The five European classes may consist of:

GLB 450 The European Union (4)

GLB 453 International Negotiations (4)

GLB 360 Topics in Global Business (2-4) GLB 460 Topics in Global Business (2-4)

POLI 346 Foreign Policies: Russia and the Former Soviet (4)

Other relevant courses as approved by the Department Chair such as Europe-focused classes taken while abroad or at other accredited universities, or internships in a European nation, subject to approval by the Global Business Department (which in most cases is readily granted; students typically complete some of the required international courses while abroad).

For a Global Business – Latin America emphasis, students must be approved by the Department and: 1. Demonstrate proficiency in Spanish or Portuguese to the 402-level (completing 402 or its equivalent); 2. Study abroad in any Latin American country; and

3. Complete five classes about Latin American topics, approved by the Global Business Department.

The five Latin America classes may consist of:

GLB 360 Topics in Global Business (2-4) GLB 460 Topics in Global Business (2-4)

SPAN 425 Spanish American Civilization (4)

SPAN 426 Survey of Spanish American Literature (4)

SPAN 440 Spanish American Narrative (4)

Other relevant courses as approved by the Department Chair such as Latin America-focused classes taken while abroad or at other accredited universities, or internships in a Latin American nation, subject to approval by the Global Business Department (which in most cases is readily granted; students typically complete some of the required international courses while abroad).

Internships

The department encourages all Global Business juniors and seniors to consider internships as opportunities to enhance their academic program. Internships allow students to explore career possibilities and integrate classroom learning with practical experience. Students are encouraged to seek internship opportunities and are encouraged to discuss options with their faculty advisor. To receive academic credit for any business internship, students must complete an organizational and industry study as defined by the professor advising this activity or an equivalent activity within their domestic or overseas study programs.

Study Abroad

Study abroad greatly enhances the undergraduate experience for all Global Business students. The department requires one semester, minimum, of study abroad as well as advance planning for doing so. Early consultation with your Global Business advisor will allow for meaningful integration of one’s international and university studies.

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Travel Abroad

The faculty periodically offers May Term travel courses to Asia and Europe. These courses expose students to both cultural and business issues through interaction with government officials, industry leaders, and scholars. Cultural and industrial site visits are extensive.

Departmental Honors

Students who have met the following criteria are eligible for Departmental Honors:

• A cumulative GPA of 3.7 or higher in the major, including prerequisites and electives counted towards the major;

• Completion of a 400-level course in a language other than English, or equivalent;

• MATH 120 Brief Calculus (4) or MATH 121 Calculus I (4) or MATH 118 Integrated Calculus I AND MATH 119

Integrated Calculus II (8); and

• Completion of the Global Business Capstone (GLB 459) with at least a 3.0.

Global Business Course Descriptions

GLB 100 Introduction to Business

Fall (4)

GLB 240 U.S. Business Law

Should you major in business? What business careers

Fall (4), Spring (4)

could you pursue? Is business boring and soul-crushing or

An introduction to the American legal system, our

creative and exhilarating? Does business harm or benefit

constitutional framework, the role of judicial decisions,

society? How is business conducted globally? This

and statutory law. Special emphasis is placed on business

introductory class explores these topics. Suitable for

torts and contract law, along with other concepts

students contemplating business majors and those just

important in the business world.

wanting to better understand their world.

Prerequisite(s): BUS 226 or GLB 228 or by permission.

Numeric only.

Evaluation and numeric grade options. Not open to

students who have completed BUS 240.

GLB 160 Topics in Global Business

GLB 260 Topics in Global Business

GLB 250 Global Business Law

GLB 360 Topics in Global Business

Fall (4), Spring (4)

GLB 460 Topics in Global Business

This course surveys the legal environment of global

Fall (2-4), Spring (2-4)

business. Which country's law governs a cross-border

transaction? How do parties resolve disputes? How do

GLB 188 China: An Introduction

W.T.O. and E.U. rules interact with national laws and

Fall (4)

private ordering? These and other issues in private and

China is among the most significant countries in the

public international law will be explored.

world, yet too few people know enough about it.

Numeric only.

Students in this course diminish that gap by learning

about China’s enormous successes, challenges,

GLB 336 International Business

complexity, and global impact. Focus is on business and

Fall (4), Spring (4)

economic issues, richly contextualized with background

This course is a required course for Global Business and

on China’s history, politics, geography, languages, and

Business Administration/ Management majors and a

cultures.

prerequisite for more advanced courses in global

business. It provides you with a general overview of the

GLB 228 Globalization

international dimensions of business. It helps you on how

Fall (4), Spring (4)

to think critically’ about conducting international

Traces the evolution of capitalism in the United States,

business. It also exposes you to the practices of doing

China, Japan, and Europe, reviewing varying cultural and

business in today’s global environment. The course

political approaches which create varied economic

begins with an overview of the globalization

models. Students will explore the issues of doing

phenomenon and the key differences that characterize

business in each of the above-named nations or groups

the various countries of the globe. Then, you will be

through analysis of an assigned company.

introduced to trends affecting the global trade and

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investment environment as well as the strategy and the

GLB 422 Investments

structure of international business. Finally, issues related

Fall (4)

to international business operations such as production,

The course examines investment analysis and portfolio

marketing, logistics, human resources management,

management through the study of the nature and

accounting and finance will be discussed.

functioning of securities markets, alternative investment

Prerequisite(s): ECON 101 with minimum grade of 2.0 or

opportunities, valuation of stock, fixed income securities,

higher, GLB 228 or BUS 226 of 2.0 or higher with

derivative securities.

minimum grade.

Prerequisite(s): GLB 353 or ACCT 310 or by permission.

Not open to students who have received credit for BUS

GLB 353 Financial Management

353.

Fall (4), Spring (4)

Study of financial planning and analysis, taxation, capital

GLB 450 The European Union

budgeting, risk and cost of capital, cash flow analysis,

Fall (4), Spring (4)

management of working capital and long-term funds,

Focuses on European institutions and the conduct of

dividend policy, and valuation.

business within the Union, beginning with the 1991

Prerequisite(s): ACCT 220 and ECON 101, and one course

Maastricht Treaty. The impact of anti-trust policy and

from POLI 202, MATH 111, or PSYC 250. Not open to

trade relations with the United States is followed closely.

students who have received credit for BUS 353.

Prerequisite(s): junior standing or by permission.

GLB 356 International Finance

GLB 451 Government and Business in China

Spring (4)

Spring (4)

This course explores the characteristics of international

Examines the evolution of economic and political reforms

financial markets and examines various aspects of

beginning with the rise of Deng Xiaoping in 1976. Hong

international financial management. Topics include

Kong’s integration, relationship with Taiwan, rise of

international flow of funds, foreign exchange risk

Shanghai, state-owned enterprises, and foreign direct

management, international investment analysis,

investment are considered in the context of foreign

international financial markets, operation of

corporations conducting business in China.

multinational firms, and international trade finance.

Prerequisite(s): Junior standing or by permission.

Prerequisite(s): GLB 353 or by permission. Numeric

Numeric grading only.

grading only.

GLB 452 Japanese Corporations and Global Business

Fall (4), Spring (4)

GLB 387 China’s Business Environment

Covers operating styles in the management of Japanese

May Term (3)

firms, the relationship of major Japanese corporations to

A travel course to China. Students gain direct exposure to

the Government of Japan, and the direct investment of

one of the world’s most vibrant and consequential

Japanese firms in both developed and developing

business environments. Participants visit foreign-

nations.

invested enterprises, government offices, and prominent

Prerequisite(s): junior standing.

local firms. They encounter individuals on the front lines

of China’s development.

GLB 453 International Negotiations

Fall (4), Spring (4), May Term (3)

GLB 421 Corporate Finance

Intended to introduce students to the fundamentals of

Spring (4)

negotiation and to create awareness of critical cultural

This course studies financial management in the

points in international negotiations. Lenses through

corporate setting at an advanced level. Topics include the

which the process will be viewed include the individual

firm’s investment and financing decisions, capital

entrepreneur, small companies, major corporations, and

budgeting analysis, investment analysis under

that of a customer.

uncertainty, the cost of capital, capital structure theory,

Prerequisite(s): BUS 226 or GLB 228, or by permission.

dividend policy, and other current topics in finance.

Recommended: GLB 336.

Prerequisite(s): GLB 353 or ACCT 310 or by permission.

Not open to students who have received credit for BUS

GLB 457 Strategic Issues in Global Business

421.

Spring (4)

Selected current topics and their impact on business

operations are explored in depth. This course emphasizes

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the need for businesses to closely monitor and develop

formulate and implement business and corporate

both an understanding and sensitivity to major social,

strategies in national and global contexts. Of particular

cultural, environmental, and political issues.

interest are the ways in which organizations develop and

Prerequisite(s): senior standing, global business major or

execute effective business strategies, the criteria by

by permission.

which organizations are evaluated, and potential success

estimated. We will explore both major variables that are

GLB 458 China’s Legal System

within the control of a corporation, and outside

Spring (4)

variables, over which a corporation may have some,

"Rule the country with law" is a common Chinese refrain,

little, or no control.

and vast amounts of law have recently been

Prerequisite(s): GLB 240, ACCT 220, GLB 353, GLB 336 or

promulgated. Yet China's legal system retains special

by permission.

characteristics compared to legal system elsewhere. This

introductory course examines China's constitution and

GLB 488 China’s Financial System

laws affecting foreign investment, human rights, and

Spring (4)

relations with Hong Kong.

As a major global economy, China’s financial system

Offered as needed. Numeric grade only.

affects China’s vast population and has profound global

ramifications. This introductory course examines China’s

GLB 459 Global Business Policy and Strategy for

currency, securities markets, banks, non-bank financial

Bachelor of Science Majors

institutions, insurance sector, regulation of inbound and

Spring (4)

outbound foreign investment, and concerns about

This course is a required capstone course for Global

systemic weaknesses from non-performing loans.

Business majors. It calls for students to integrate their

Offered as needed. Numeric grade only.

knowledge of accounting, finance, management,

marketing, law and international business to analyze,

Health, Medicine, and Society

Director

James Krueger, Philosophy

Advisory Committee

Ben Aronson, Biology

Kimberley Coles, Sociology and Anthropology

Larry Gross, Race and Ethnic Studies

Jessie Hewitt, History

Caryl Forristall, Biology

Celine Ko, Psychology

Victoria Lewis, Theater Emerita

Jennifer Nelson, Women, Gender, and Sexuality Studies

Lisa Olson, Biology

Tim Seiber, Johnston

Samantha Sterba, Economics

The Program

The Health, Medicine, and Society (HMS) program seeks to integrate coursework relevant to the field of medicine from across many disciplines. It is meant to serve students interested in a wide range of career paths, from medical provider (physician, nurse, physician assistant, midwife) to health care administrator, from public health to healthcare policy. The program is built upon the conviction that questions about health and healthcare can only be meaningfully addressed by integrating different disciplinary perspectives. Thus, it provides a framework for navigating a wide range of classes ensuring both breadth of exposure and depth of perspective. Students will devise a personal course of study within the structure laid out below. Due to the integrative and interdisciplinary nature of the program, all HMS students are encouraged to consider making HMS a second major, expanding and enhancing a primary field of study.

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The program is structured around four broad areas. The first, Natural Science, covers basic biology and chemistry. Such disciplines provide an important foundation for our understanding of health, and our development of possible medical interventions and public health programs. The second, Policy and Management, recognizes the complex legal, political, and economic context that defines how we respond to health challenges. Courses in this area provide important skills for developing and analyzing health policy, and for managing complex healthcare organizations. The third, Person and Society, draws on the rich traditions of medical anthropology, sociology, and psychology. Such fields help us to understand the complex social and personal forces that shape health and disease, and our responses to them. Finally, the fourth, Health and Social Justice, draws from a range of disciplines to explore the legacies and current impacts of systems of power on health and health care. All HMS majors are expected to complete some coursework in this area addressing topics such as racism, sexism, ablism, and other forms of discrimination.

In addition to this interdisciplinary focus, the HMS program is committed to healthcare as a form of service. The completion of an HMS degree requires a practical internship or service project as the foundation of the major capstone.

The flexible, interdisciplinary nature of the program requires careful planning with an advisor. Students interested in the program are strongly encouraged to take the foundational seminar (HMS 100) in their first or second year of studies.

The Major

Students declaring an HMS major will develop a course of study comprised of a minimum of 11 courses (a minimum of 38

credits). This will include an emphasis comprised of five courses (a minimum of 19 credits) addressing one of the four core areas defined by the program, and at least two courses in one elective area (a minimum of 7 units). To ensure depth of study, a maximum of 3 100-level courses can count towards a student’s concentration and electives.

Given that the ability to communicate with diverse communities is essential to health care, all HMS majors are strongly encouraged to develop competency in a second language.

Learning outcomes for this program may be found at www.redlands.edu/ba-hms/learning-outcomes/

Bachelor of Arts in Health, Medicine, and Society

All HMS majors must complete the following requirements (minimum 38 credits):

1. Foundation Course (1 course/4 credits):

HMS 100 Health, Medicine, and Society (4)

2. Mathematical Methods (1 course/4 credits):

MATH 111 Elementary Statistics with Applications (4)

-or- POLI 202 Statistical Analysis and Mapping of Social Science Data (4)

-or-PSYC 250 Statistical Methods (4)

3. Concentration (5 courses/19-20 credits):

Take five courses addressing one of the areas below.

4. Health and Social Justice or Electives (2 courses/7-8 credits):

All HMS majors must take at least two courses in the Health and Social Justice area. If your concentration is in that area, you can select two elective courses in any of the other areas as electives.

5. Capstone (2 courses/4 credits):

Complete the capstone sequence:

HMS 300 Integrative Seminar I (2)

HMS 400 Integrative Seminar II (2)

HMS 300 should be completed at the end of a student’s junior year. HMS 400 should be completed at the end of a student’s senior year. Students will design a service/internship plan in HMS 300, then reflect upon and integrate their service experience with their course of study in HMS 400 after that project is completed. The completion of a service/internship project is required to complete the capstone sequence. For more information, consult an advisor within the HMS program.

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Department Honors

Students may apply for departmental honors in the fall of their senior year. To complete the honors requirements, students must successfully defend an Honors Project in HMS. The defense committee shall be composed of at least two faculty members, one of whom shall be an advisory board member in the HMS program. Students interested in pursuing honors will apply to seek honors in the fall of their senior year. For more information, contact the program director.

Area Courses

The following courses have been identified as addressing the four possible areas of study within the HMS program. Note that courses listed may have prerequisites. Additional courses not listed here may count as addressing each area at the discretion of the program director. For more information, consult an advisor within the HMS program.

Natural Science

BIOL 200 Principles of Biology: Unity & Diversity (4)

BIOL 201 Principles of Biology II: Molecular/Cellular Biology and Genetics (4)

BIOL 239 Molecular Genetics and Heredity (4)

BIOL 317 Human Anatomy (4)

BIOL 325 Medical Genetics (4)

BIOL 326 Neuroscience (4)

BIOL 332 Nutrition (4)

BIOL 338 Cell Biology (4)

BIOL 343 Microbiology (4)

BIOL 344 Human Physiology (4)

BIOL 345 Immunology (4)

CDIS 100 Introduction to Communication Sciences and Disorders (4)

CHEM 102 Introduction to Chemistry of the Environment (4)

CHEM 131 General Chemistry (4)

CHEM 132 General Chemistry (4)

CHEM 231 Organic Chemistry (4)

CHEM 232 Organic Chemistry (4)

CHEM 312 Advanced Environmental Chemistry (4)

CHEM 320 Biochemistry (4)

PE 320 Introduction to Exercise Physiology (4)

PE 340 Introduction to Sports Medicine (3)

Policy and Management

BUS 305 Organizational Communication (4)

BUS 310 Principles of Management and Organizational Behavior (4)

BUS 312 Leadership (4)

BUS 410 Organizational Consulting (4)

ECON 101 Principles of Economics (4)

ECON 221 Economics of Development (4)

ECON 240 Economics of Race, Class and Gender (4)

ECON 245 Health Economics (4)

ECON 254 Economics of the Public Sector (4)

EVST 100 Introduction to Environmental Studies (4)

EVST 235 Environmental Impact Assessment (4)

EVST 242 Food and Nature (4)

PLCY 100 Intro to Public Policy Analysis (4)

POLI 457 Health Care Policy (4)

REST 335 Race, Gender and Public Policy (4)

SPA 110 Introduction to Spatial Analysis and GIS (4)

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SPA 210 Advanced GIS (4)

Person and Society

ARTH 323 Gender and Sex in Renaissance Art (4)

HIST 318 Gender and Sexuality in Modern European History (4)

HMS 240 Health Promotion and Education (4)

PSYC 100 Introduction to Psychology (4)

PSYC 220 Abnormal Child Psychology (4)

PSYC 320 Psychology of Gender (4)

PSYC 335 Developmental Psychology (4)

PSYC 344 Abnormal Psychology (4)

PSYC 350 Evolutionary Psychology (4)

PSYC 450 Health Psychology (4)

REL 250 Compassion (4)

SOAN 137 Contemporary Issues in Anthropology (4)

SOAN 205 Social Issues (4)

SOAN 230 Bodies and Society (4)

SOAN 329 Anthropology of Mothering (4)

SOAN 342 Gender and Sexuality (4)

SOAN 418 Death and Dying (4)

Health and Social Justice

HIST 215 History of Disability (4)

HMS 150 Health & Medicine in Southern Africa (3)

HMS 310 History of Medicine in the US: Historical Methods (4)

PHIL 215 Bioethics: Doctors and Patients (4)

PHIL 216 Bioethics: Technology and Justice (4)

PHIL 231 Philosophy, Science, and Medicine (4)

PHIL 232 Biology, Health, and Disease (4)

REST 220 Ending Oppression (4)

REST 245 Race and Science (4)

SOAN 326 Charity and Helping Others (4)

WGS 232 History of Sexuality in the United States (4)

WGS 333 Pregnancy & Power: Reproductive Politics and Policies (4)

Health, Medicine, and Society Course Descriptions

HMS 100 Health, Medicine, and Society

An exploration of health and medicine in Southern Africa.

Fall (4), Spring (4)

Travel to Eswatini and South Africa to explore the culture

An introduction to the wide range of disciplinary

and history of the region, and how these impact health

perspectives that are relevant to understanding health,

and medicine. Undertake service projects in conjunction

medicine, and their relationship with broader society.

with the Eswatini Ministry of Health.

Students will learn to identify broad questions related to

Credit/no credit only.

these themes, and work to identify the disciplines, and

courses, that will help provide the tools necessary to

HMS 240 Health Promotion and Education

answer them.

Spring (4)

Prerequisite(s): 1st- year or 2nd- standing, all others by

This course provides students with foundational

permission.

knowledge of Public Health and Health education,

including theoretical frameworks and models of health

HMS 150 Health & Medicine in Southern Africa

behavior. It also provides Certified Peer Educator

May Term (3)

Training that prepares students to be peer health

educators. Includes an in-depth self-study of a health

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issue affecting college students and hands-on

HMS 310 History of Medicine in the US: Historical

experience.

Methods

Numeric grade only.

Spring (4)

Historians have looked to complex explanations to

HMS 300 Integrative Seminar I

explore the relationship between the health care system

Spring (2)

and the rest of society. This course examines these

This is the first course in the HMS major capstone

relationships through the lens of gender, race, sexuality

sequence. Students will report on their progress through

and class. It is concerned with exploring how gender,

the program, reflecting on lessons learned about health,

science, medicine, class and race constitute one another

medicine, and society. They will then develop and

over time in the American context.

propose their service internship required to complete the

Offered in alternate years. Numeric of Evaluation grade

program.

only.

Prerequisite(s): HMS 100.

HMS 400 Integrative Seminar II

HMS 301 Networking for Health Professions

Spring (2)

Fall (1), Spring (1)

This is the final course in the HMS capstone sequence.

This course allows for further practice of skills developed

Students will report on all aspects of their education,

in HMS 300 to refine a range of communication skills

including their service internship, and reflect on lessons

important to your career development.

learned. The final, written report completes the capstone

Prerequisite(s): HMS 300. By permission only. Credit/No

for the program.

credit.

Prerequisite(s): HMS 300.

History

The Faculty

Kathleen A. Feeley

John Glover

Jessie Hewitt

Kathy J. Ogren

Matthew T. Raffety

Patrick Wing

The History Department offers a global perspective for an interconnected world. Our curriculum teaches students historical method, theory, and analysis, and develops critical research, writing, and communication skills. In answering the questions,

“What is history?” and “Why study history?” students learn multiple approaches for understanding the past, develop finely tuned interpretive skills, and construct clear and effective written and oral arguments.

The Major

Students who major in history explore the voices and narratives of the past in classes where they are encouraged to engage in critical analysis of multiple perspectives. Majors take two foundation courses at the 100-level and at least six electives. In addition, ideally by the end of the second year, history majors complete HIST 290 Seminar in Historical Theories and Methods, an introduction to the tools historians use to interpret historical sources and move beyond just "what happened when." In this course, students read and analyze historical literature and actively engage in historiographic debates.

In addition, majors personalize their program by declaring a thematic focus, tying together coursework, and laying the foundation for a capstone project of original historical research completed in HIST 490. In an information-based economy, the BA in history provides an excellent foundation for a wide range of careers, including teaching, business, public service, law, journalism, advertising, public relations, publishing, historical preservation, and archival management.

Learning outcomes for this program may be found at www.redlands.edu/BA-HIST/learning-outcomes.

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Bachelor of Arts in History Major

Students who choose to major in history must complete the following minimum requirements, usually in the sequence outlined.

Foundation Courses (To be completed by the end of the sophomore year; 2 courses):

HIST 101 World History to 1450 (4)

HIST 102 World History since 1450 (4)

HIST 111 Early Modern Europe (4)

HIST 112 Modern Europe (4)

HIST 121 American History to 1877 (4)

HIST 122 American History since 1877 (4)

HIST 131 Latin American Civilizations (4)

HIST 141 Classical Asian Civilizations: China and Japan (4)

HIST 142 Modern Asian Civilizations: China and Japan (4)

HIST 151 The African Experience Before 1800 (4)

HIST 152 The Emergence of Modern Africa (4)

Theories and Methods (1 course):

HIST 290 Seminar in Historical Theories and Methods (4)

Electives (6 courses):

A minimum of six History courses. At least two of the six courses must be at the 300-level.

Capstone Experience (1 course):

HIST 490 Capstone Research Seminar (4)

History Minor

Students who minor in history complete two 100-level foundation courses, as well as at least four elective courses. History minors also complete HIST 290 Seminar in Historical Theories and Methods. The critical thinking and research skills developed in the History minor complement any number of major programs in the humanities as well as the natural and social sciences and prepare students for a wide range of careers. Students minoring in history must complete the following requirements, usually in the sequence outlined.

Foundation Courses (Ideally to be completed by the end of the sophomore year; 2 courses):

HIST 101 World History to 1450 (4)

HIST 102 World History since 1450 (4)

HIST 111 Early Modern Europe (4)

HIST 112 Modern Europe (4)

HIST 121 American History to 1877 (4)

HIST 122 American History since 1877 (4)

HIST 131 Latin American Civilizations (4)

HIST 141 Classical Asian Civilizations: China and Japan (4)

HIST 142 Modern Asian Civilizations: China and Japan (4)

HIST 151 The African Experience Before 1800 (4)

HIST 152 The Emergence of Modern Africa (4)

Theories and Methods (1 course):

HIST 290 Seminar in Historical Theories and Methods (4)

Electives (4 courses):

A minimum of four History courses. At least one of the four courses must be at the 300-level.

Foundation Courses

HIST 101 World History to 1450 (4)

HIST 102 World History since 1450 (4)

HIST 121 American History to 1877 (4)

HIST 122 American History since 1877(4)

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HIST 111 Early Modern Europe (4)

HIST 112 Modern Europe (4)

HIST 131 Latin American Civilizations (4)

HIST 141 Classical Asian Civilizations: China and Japan (4)

HIST 142 Modern Asian Civilizations: China and Japan (4)

HIST 151 The African Experience Before 1800 (4)

HIST 152 The Emergence of Modern Africa (4)

Area Focus Courses

HIST 200 History of Wine (3)

HIST 215 History of Disability (4)

HIST 216 Global Cinemas (3-4)

HIST 222 U.S. Foreign Relations before 1920 (4)

HIST 223 Anxiety Race and Empire: U.S. c. 1900 (4)

HIST 224 History of Sports in America (4)

HIST 225 Public History: Applications in American Life (4)

HIST 226 Native American History (4)

HIST 227 Mapping African American History (4)

HIST 228 U.S. City and Suburb (4)

HIST 229 U.S. History on Film (3-4)

HIST 251 Mapping African History (4)

HIST 260 Topics in History (3–4)

HIST 265 Twentieth-Century Europe on Film (3)

HIST 266 Europe since 1945 (4)

HIST 281 History of the Islamic Middle East (600-1800) (4)

HIST 282 History of the Modern Middle East (4)

HIST 283 The Ottomans in Europe: Nationalism, Islam and Empire (4)

HIST 284 The Middle East on Film (3)

Historical Theories and Methods

HIST 290 Seminar in Historical Theories and Methods (4)

Advanced Seminars

HIST 311 Europe: 1890–1945 (4)

HIST 315 France and the World, 1750-present (4)

HIST 318 Gender and Sexuality in Modern European History (4)

HIST 320 U.S. Cultural History (4)

HIST 321 U.S. Civil War and Reconstruction (4)

HIST 323 California (4)

HIST 324 Cold War America (4)

HIST 326 Primary Witness in Women’s History (4)

HIST 327 Modern African-American History (4)

HIST 328 Gender, Media, and U.S. Culture (4)

HIST 330 Rise of the Anglo-Atlantic World 1500–1815 (4)

HIST 332 U.S. in the Era of Jefferson and Jackson (4)

HIST 352 Africa and the Atlantic Slave Trade (4)

HIST 354 Race and History in South Africa (4)

HIST 360 Historical Problems (4)

HIST 376 California Indian Seminar (4)HIST 381 Mongol World Empire (4)

HIST 382 Religion and Politics in Iran (4)

HIST 401 Advanced Reading Colloquium (2)

HIST 490 Capstone Research Seminar (4)

HIST 499 Honors Thesis in History (2-4)

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Special Offerings

HIST 185 Public History Internship (1–4)

If you are a CAS undergraduate student interested in a future career as a teacher, please visit the CAS Undergraduate Teacher Credential Program webpage for information regarding admission to the School of Education, coursework pathways, and requirements to earn a California Teaching Credential. Students planning to earn their multiple subject or single subject teaching credential should take HIST 121 American History to 1877, which fulfills the Constitution requirement for the credential. Students should discuss their plans with their CAS advisor and work closely with them to customize an academic plan.

Advanced Placement in History

1. For AP scores of 1, 2, or 3 in U.S., European, or World History, no credit will be awarded by the department.

2. For AP scores of 4 or 5, the department awards four credits for each score presented.

In U.S. History, credit is given for HIST 122.

In European History, credit is given for HIST 112.

In World History, credit is given for HIST 102.

International Baccalaureate

1. For a score of 6 or higher in History higher level Route 1, credit is given for HIST 111.

2. For a score of 6 or higher in History higher level Route 2, credit is given for HIST 102.

Internships

For exceptional students, particularly those with a focus on Public History, the department offers credit-bearing internships in partnership with local archives and historical facilities. In the past, students have held placements at the Watchorn Lincoln Shrine, Smiley Library, Kimberly Crest, University Archives, and others. Interested students should contact the Department Chair for details.

Departmental Honors

A departmental honors program is available for exceptionally able and motivated students. Students with a cumulative GPA of 3.50 or better may initiate an application to undertake an honors project. Interested students must consult with the Department Chair for information about the application procedure and requirements. Application deadline is Monday of the fourth week of the first semester of the senior year. Ordinarily, students will take HIST 490 in the fall and HIST 499 in the spring semester of their senior year with their major research paper completed and thesis defended by the last day of spring semester classes.

History Course Descriptions

HIST 101 World History to 1450

end of the Cold War. Unavoidably selective, the course

Fall (4), Spring (4)

focuses upon the forces of modernization and change

Introductory survey of the principal world civilizations of

revolutionizing traditional world cultures and resulting in

the ancient, classical, and medieval eras, with emphasis

the interdependent, global system of today.

on the major features and patterns of change of each

civilization in a comparative framework, and cross-

HIST 111 Early Modern Europe

cultural interactions and exchanges. Also considered are

Fall (4)

non-traditional approaches to history, such as the

Exploration of the profound transformation that

feminist perspective.

occurred in European culture as it moved from its

medieval configuration to the essentially modern form

HIST 102 World History since 1450

assumed by the end of the 18th century. Topics include

Fall (4), Spring (4)

the Renaissance, the Reformation, the Enlightenment,

Introduction to the chief themes or issues shaping world

the birth of modern science, and the English and French

history from the European age of discovery through the

revolutions.

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China and Japan are traced from the height of empire

HIST 112 Modern Europe

through their respective transformations under the

Spring (4)

impact of Western imperialism to the present day.

Development of European civilization from its 19th-

Offered as needed.

century display of vigorous, commanding growth to its

20th-century expressions of uncertainty, fragmentation,

HIST 151 The African Experience Before 1800

and barbarity. Topics include the French and Industrial

Fall (4)

revolutions, Romanticism, the rise of radical social

The history of sub-Saharan Africa before the era of

theory, the challenge of irrationalism, the savagery of

European Imperialism. The diversity of African societies

totalitarianism, total war, and genocide.

will be emphasized by exploring the relationships

between geography, environment, and history across the

HIST 121 American History to 1877

continent. Topics include cultural ecology, ethnicity,

Fall (4), Spring (4)

Africa’s place in the Islamic world, and the Atlantic slave

This survey explores major themes in the development of

trade.

American culture, economy, and politics from First

Offered as needed.

Contact through Reconstruction. Topics include colonial

encounters, the Revolutionary War, the rise of

HIST 152 The Emergence of Modern Africa

participatory democracy, slavery and the creation of

Spring (4)

race, the “Market Revolution,” geographic expansion,

The history of sub-Saharan Africa from the end of the

and the Civil War and its aftermath.

Atlantic slave trade to the present. Agency and the

development of new African identities underscore an

HIST 122 American History since 1877

interdisciplinary examination of how Africa negotiated

Fall (4), Spring (4)

European colonization and the subsequent challenges of

This survey explores major themes in the development of

independence and neo-imperialism.

American culture, economy, and politics from the Civil

Offered as needed.

War and its aftermath to the present. Topics include the

rise of American empire; industrialization; urbanization

HIST 185 Public History Internship

and suburbanization; war; political and social reform and

Fall (1–4), Spring (1–4), May Term (1–3)

activism; mass culture and mass media; and the study of

Independent internship overseen by faculty member in

class, race, gender, and sexuality.

partnership with a local historical institution. Duties,

responsibilities, opportunities, and availability will vary.

HIST 131 Latin American Civilizations

Students will work in concert with public history

Fall (4)

professionals in an archive, museum, or other public

Introduction to Latin America through analysis of

history setting.

selected social, economic, and political themes. Topics

Repeatable for a maximum of 6 credits. Offered as

include the colonial heritage, economic dependency, a

needed. Credit/no credit only.

stratified society, the role of the church, the Latin

American military, and the influence of the United States

HIST 200 History of Wine

in the region.

May Term (3)

Offered as needed.

The study of the history of wine as it has evolved from its

origins over 5,000 years ago in Russia to its

HIST 141 Classical Asian Civilizations: China and Japan

contemporary development in California. Instructing how

Spring (4)

best to develop the necessary skills to communicate and

Study of the Chinese and Japanese civilizations before

appreciate the emergence of wine as a focus of culture

the encounter between East and West, and these

and lifestyle; hence the prerequisites.

civilizations’ philosophical, material, and institutional

Prerequisite(s): Must be minimum 21 years of age.

contributions to world culture.

Course fee applies.

Offered as needed.

HIST 215 History of Disability

HIST 142 Modern Asian Civilizations: China and Japan

Fall (4), Spring (4)

Spring (4)

This course examines the history of disability since 1500.

Topics include the difference between early modern and

modern understandings of sickness and health; the

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professionalization of medicine; disability and the nation-

pursue individual projects involving direct experience

state; disability and modern warfare; eugenics in fascist

with primary sources.

and liberal societies; and the disability rights movement.

Offered as needed.

Offered as needed. Numeric and Evaluation grade only.

HIST 226 Native American History, 1600–Present

HIST 216 Global Cinemas

Fall (4)

Fall (4), Spring (4), May Term (3)

Survey of Native American history from the era of first

This course will examine the global history of cinema,

contact with Europeans to contemporary controversies.

from the silent to sound to digital ears. Topics include:

Topics include the contesting of European colonization,

nation-building, transnational conflict and consensus,

the phenomenon of intercultural captivity, the “era of

class conflict, racial/ethnic consciousness and conflict,

removal,” battles over cultural assimilation, personal and

gender relations and norms, industrial organization, and

collective identities, American Indian law, gender issues,

an emerging global mass culture.

and tribal sovereignty.

Offered as needed. Numeric and evaluation grade

Offered in alternate years.

options.

HIST 227 Mapping African American History

HIST 222 US Foreign Relations before 1920

Fall (4), Spring (4)

Fall (4), Spring (4)

This course seeks to promote a more comprehensive

This course examines the twist and turns of US foreign

understanding of the historical geography of racism and

policy from the Revolution through the end of World War

segregation as well as the growth of Black businesses and

I, examining how the United States went from a fledgling

communities and the freedom struggle across the entire

republic struggling for legitimacy to embracing a position

mid-twentieth century United States through mapping

of world leadership by the beginning of the twentieth

and spatially analyzing various historical topics.

century.

Numeric and Evaluation grades only. Offered as needed.

Numeric grade only. Offered as needed.

HIST 228 U.S. City and Suburb

HIST 223 Anxiety, Race, and Empire: U.S. c. 1900

Fall (4)

Fall (4), Spring (4)

Where and how Americans have chosen or have been

From 1876–1917, the U.S. experienced optimism and

forced by circumstance to live, work, and play and how

dismay over profound economic, demographic, cultural,

this has changed over the last century will be the central

and political changes. This course explores shifting

focus. Topics include immigration, industrialization,

conceptions of race and empire (both on the closing

urbanization, suburbanization, social reform, and

frontier and worldwide); mass media’s development; and

activism.

questions of modernity, authenticity, and identity at the

Offered as needed.

oft-bewildering dawn of the “American Century.”

Offered as needed.

HIST 229 U.S. History on Film

Fall (4), Spring (4), May Term (3)

HIST 224 History of Sports in America

Analyze history of U.S. film industry and society and

Fall (4), Spring (4)

explore the political, economic, social, and cultural

Examines historical development and shifting meanings

meaning of film. Consider strengths and limits of film as a

of American sports from the colonial era through the

tool for understanding U.S. culture and history. Key

present. We focus on links between sports and national

themes: class; gender; and racial conflict and

identity, industrialization, religion, and urbanization; and

consciousness; and the rise of a mass consumer culture

the issues of race, class, gender, and sexuality on and off

and American empire.

the field. We may even get in a few games ourselves.

Offered as needed.

Offered as needed.

HIST 251 Mapping African History

HIST 225 Public History: Applications in American Life

Fall (4), Spring (4)

Spring (4)

A spatial approach to African history involving a critical

Students apply historical methods locally, addressing

examination of the relationships between space and

such questions as how the past becomes history, who

history in Africa and the demonstration of those

uses history in the local community, and how priorities

relationships through mapping. The use of GIS

are set in collecting and preserving the past. Students

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(geographic information systems) provides a wide range

HIST 282 History of the Modern Middle East

of tools to analyze a range of historical topics.

Fall (4), Spring (4)

Offered as needed.

This course is an introduction to the history of the Middle

East from the early 19th century to the present. Topics

HIST 260 Topics in History

include growing Western influence, changing

Fall (4), Spring (4), May Term (3)

interpretations of religion, origins and history of the

Introductory study of compelling contemporary

Israel-Palestine conflict, and the role of the U.S. in the

problems any place on the globe, with an emphasis on

Middle East since World War I.

how study of the past illuminates the present. Possible

Offered as needed.

topics: the modern Middle East, issues in Native

American history, and modern Africa. May be repeated

HIST 283 The Ottomans in Europe: Nationalism, Islam,

for degree credit given a different topic.

and Empire

Spring (4)

HIST 265 Twentieth-Century Europe on Film

History of Ottoman society in Europe, from the 14th

Fall (4), Spring (4), May Term (3)

century to World War I. Emphasis on Ottoman

This course examines twentieth-century European

integration of a wide diversity of religious, ethnic, and

history through films and other primary sources. Key

linguistic populations, as well as the challenges faced by

topics include World War I, the rise of fascism and

the rise of nationalism in the 19th century, and the

communism, World War II, Cold War politics and

gradual disintegration of Ottoman rule.

cultures, and the fall of the Iron Curtain.

Offered as needed.

Numeric grade only.

HIST 284 The Middle East on Film

HIST 266 Europe since 1945

May Term (3)

Fall (4), Spring (4)

This course examines the depiction of the Middle East in

This course examines European history since 1945,

popular Hollywood movies, as well as the history and

including the legacy of the Second World War,

culture of the region through the work of screenwriters

decolonization, life on both sides of the Iron Curtain, the

and directors from countries such as Iran, Israel,

rise of the European Union, the sexual revolution,

Lebanon, and Turkey.

deindustrialization, the fall of the Berlin Wall, immigrant

life, and the resurgence of nationalist politics.

HIST 290 Seminar in Historical Theories and Methods

Numeric and Evaluation grade options. Offered as

Fall (4), Spring (4)

needed.

Overview of the study of history as discipline and

practice, and as an approach to understand moral, social,

HIST 275 Mapping Metal: A Historical Geography

economic, and political questions. This course covers

Fall (4)

historical theory, methodology, writing, and

An examination of the historical geography of Metal as a

interpretation. Students will read and analyze historical

global musical genre, complete with sub-genres, from its

literature and debates, write historiographic essays, and

origins in the 1960s to the current day. Utilizing historical

develop an emphasis in the major/minor.

geomusicology as a research methodology, students will

pursue original research projects. Course includes use of

HIST 311 Europe: 1890–1945

ArcOnline, Dashboards, and Story Maps.

Fall (4)

Offered as needed.

The great upheavals and ordeals of Europe in the first

half of the 20th century: the first and second World

HIST 281 History of the Islamic Middle East (600-1800)

Wars, the rise of fascism and communism, the Third

Fall (4), Spring (4)

Reich and the Holocaust, and the collapse of Europe after

History of Islam between the Nile and Oxus rivers, from

Hitler’s war.

the time of the Prophet Muhammad until the end of the

Prerequisite(s): HIST 290. Offered as needed.

18th century. Themes include the earliest Muslim

community, the question of leadership and sectarian

HIST 315 France and the World, 1750-present

divisions, non-Muslim communities living within Islamic

Fall (4), Spring (4)

society, mysticism, and women and the harem.

This course examines the history of France and the

Offered as needed.

French Empire since 1750. Topics include the French and

Haitian Revolutions, the industrial revolution and

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nineteenth-century culture, the colonization and

history: diaries, correspondence, oral narratives, and

decolonization of Algeria, the First and Second World

autobiographies. Focus on the problems posed by private

Wars, and contemporary debates over immigration,

and public evidence in historical scholarship. Students

religion, and race.

also apply these methods to their own writings and

research.

HIST 318 Gender and Sexuality in Modern European

Prerequisite(s): HIST 290. Offered as needed.

History

Fall (4), Spring (4)

HIST 327 Modern African-American History

This course examines the history of gender and sexuality

Spring (4)

in Europe since 1750. Topics include the influence of the

Study of African-American history from emancipation to

Enlightenment, the French Revolution, and the Industrial

the present. Topics include the struggle to incorporate

Revolution on the development of the new gender

freedmen into the American polity and market economy;

ideals, the “invention” of sexuality, the links between

the development of African-American communities; and

gender and empire, and the long sexual revolution.

cultural, economic, and political changes that proved

most significant for 20th-century African-American

HIST 320 U.S. Cultural History

history.

Fall (4)

Offered as needed.

Explores the nature and purpose of the historian’s craft

and the historical method through the rise of cultural

HIST 328 Gender, Media, and U.S. Culture

history in modern U.S. Topics include the rise of

Spring (4)

industrial capitalism and growth of urban mass consumer

Study of gender and media theory and history in modern

culture and its output, including film and television.

United States. Major themes include the evolution of the

mass media, how this media both reflects and shapes

HIST 321 U.S. Civil War and Reconstruction

gender roles and norms, and how gender norms and

Spring (4)

stereotypes have evolved and have also shaped U.S.

This course analysis the cause, conduct, consequences,

media.

and memory of the U.S. Civil War and then the

Reconstruction that followed. Topics include how various

HIST 330 Rise of the Anglo-Atlantic World 1500–1815

Americans understood, experienced, and documented

Fall (4), Spring (4)

the conflict and its aftermath and how the war shaped

Research seminar examining the development of the

American culture, economy, and politics.

Anglophone Atlantic from the 16th through the 19th

centuries as a maritime empire that bound together

HIST 323 California

people, goods, and ideas from four continents centered

Spring (4)

on the Atlantic, while exploring the promise and perils of

Evolution of California society traced from the arrival of

the “Atlantic turn” in historiography.

Native Americans. Topics include the Spanish and

Offered as needed.

Mexican colonization, Gold Rush, development of agri-

business, industrialization, population growth, and the

HIST 332 U.S. in the Era of Jefferson and Jackson

unique cultural and ethnic heritage of the state. Primarily

Fall (4), Spring (4)

for teaching credential students.

Examines the critical period in the early American

republic, 1789–1850. Particular attention is given to the

HIST 324 Cold War America

rise of popular democratic participation and the party

Spring (4)

politics, the development of race as a central line of

Explore how the Cold War has shaped U.S. (and global)

division, and the economic and cultural processes by

economy, culture, politics, gender roles, media, and

which the U.S. began to cohere as a nation.

history. Topics include McCarthyism, nuclear politics, civil

Offered as needed.

rights activism and backlash and Cold War literature.

Offered as needed.

HIST 352 Africa and the Atlantic Slave Trade

Spring (4)

HIST 326 Primary Witness in Women’s History

Examination of the central role of slavery and

Fall (4)

emancipation in the history of Africa and the Atlantic

Examination of four major kinds of primary documents

world from 1450–1900. While emphasizing the African

used to reclaim and analyze United States women’s

experience, a consideration of the development of slave

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societies in the Americas will provide a comparative and

Chinese, Islamic, and Latin Christian societies; and the

more comprehensive view of the topic.

Mongols as brokers of cross-cultural exchange.

Offered in alternate years.

Offered as needed.

HIST 354 Race and History in South Africa

HIST 382 Religion and Politics in Iran

Spring (4)

Fall (4), Spring (4)

An exploration of the major developments in South

This course examines the relationship between religious

Africa that led to the creation of apartheid or racial

and political authority in Iran. Focus is on the modern

separation. African perceptions of European colonization,

period. Topics include traditional Persian kingship, Shiì

industrialization, urbanization, and land alienation are

Islam, the Constitutional Revolution of 1905–1911, the

stressed. The course concludes with a look at the work of

CIA-led coup of 1953, the Iranian Revolution of 1978–

African nationalist leaders such as Mandela and Biko.

1979, and life in the contemporary Islamic Republic.

Offered in alternate years.

Offered as needed.

HIST 360 Historical Problems

HIST 401 Advanced Reading Colloquium

Fall (4), Spring (4)

Fall (2). Spring (2)

In-depth treatment of selected topics in social,

Opportunity for students and instructor(s) to examine a

intellectual, economic, women’s, and ethnic history.

historical problem or body of literature in a small,

Possible topics: debating change in the modern American

collaborative setting. Topic is open to interests of

West and issues in Chicano history. May be repeated for

participants.

degree credit given a different topic.

Prerequisite(s): by permission.

Offered as needed.

HIST 490 Capstone Research Seminar

HIST 376 California Indian Seminar

Fall (4)

Spring (4)

This course serves as the culmination of the major. Each

The result of combining ethnography and history into

student will plan, research, draft, revise, and complete an

ethno-history presents the Native American side of

original research paper of 18 to 20 pages, reflecting

Indian-White relations in California. Using GIS tools of

advanced historiographical understanding and skill under

analysis and plotting permits mapping Indian movement

the guidance and with the approval of department

in the mission system, revealing their agency and

faculty. Content will be driven by student projects.

growing power in coping with European and American

Prerequisite(s): prior coursework in the major and senior

directed social change.

standing or by instructor permission.

HIST 381 Mongol World Empire

HIST 499 Honors Thesis in History

Fall (4), Spring (4)

Spring (2–4)

Research seminar on the Mongol Empire, which

Students approved by the department continue the work

stretched from Korea to Hungary in the 13th and 14th

done in HIST 490 to develop an extended, original Honors

centuries. Topics include pastoral nomadic origins; the

Thesis that seeks to break meaningful new ground in its

life and legacy of Chinggis Khan; Mongol encounters with

research topic.

Human-Animal Studies

The Program Director

Catherine Salmon, Psychology

The Faculty Advisory Committee

Kathie Jenni, Philosophy

Wendy McIntyre, Environmental Studies

Lei Lani Stelle, Biology

Dustin VanOverbeke, Biology

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The Field of Study

Human-Animal Studies (HAST) is a rapidly growing interdisciplinary field devoted to examining and critically evaluating the relationships between humans and nonhuman animals: historical or contemporary, factual or fictional, real or symbolic, beneficial or detrimental. In exploring these relationships, we acquire a greater understanding of the ways in which animals figure in our lives and we in theirs. As our understanding of ecology and the fundamental inter-connectedness of all living beings continues to grow, the importance of studying human-animal interactions becomes ever more evident.

All students with an interest in the interactions between humans and animals are encouraged to consider a Human-Animal Studies major or minor. This program will have an especially practical use for students pursuing careers related to wild or domesticated animals in zoos, shelters, refuges, wildlife rehabilitation centers, laboratory science, veterinary medicine, conservation programs, or other settings.

Advising

Students pursuing the major/minor must select an advisor as early as possible, and no later than when they declare, to help them plan a coherent and balanced course of study. Students should meet with their advisor at least once each semester to ensure a rich interdisciplinary experience. Since many of the courses have prerequisites, early planning is important.

Human-Animal Studies Major

Foundation: 4 courses (16 credits)

HAST 100: Introduction to Human-Animal Studies

Choose one Animal / Environmental Ethics course

o PHIL 110: Contemporary Moral Issues*

o PHIL 211: Environmental Ethics

o PHIL 212: Humans & Other Animals

o PHIL 213: Animal Ethics & Policy

o REL 120: Religion & Ethics

o REL 122: Religion & Ecology: Environmental Ethics

* Assuming animal ethics content

Choose one Animal Behavior course:

o BIOL 352: Animal Behavior

o PSYC 350: Evolutionary Psychology

Choose one Ecology Course:

o BIOL 109: Contemporary Issues in Ecology

o BIOL 111: Introduction to Marine Biology

o BIOL 238: Ecology, Evolution and Behavior

o BIOL 340: Conservation Biology

o EVST 230: Biodiversity

Area of Emphasis (4 Related Content Courses/16 credits):

In consultation with a HAST Advisor, each student will select an Area of Emphasis (AOE) consisting of four courses chosen from the lists below. The Area of Emphasis must be approved by the program Director. Examples of Areas of Emphasis include (but are not limited to) domesticated animal care, industrial uses of animals, evolution of animal agriculture, animals in religion, animals as symbols in literature, or any other focused area of study in human-animal relationships.

Science Courses: Any course listed below that is not taken for the Foundation*

BIOL 320: Marine Conservation (May Travel)

BIOL 334: Comparative Animal Physiology

BIOL 339: Zoology

EVST 281: The Palau Expedition (May Travel)

EVST 283: Mapping Animals

EVST 305: Ecology for Environmental Scientists

EVST 355: The Ecology of AU & NZ (May Travel)

* Exception: BIOL 340: Conservation Biology and EVST 230: Biodiversity may not both count toward the HAST major.

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Courses in Humanities, Society, and Culture: Any course listed below that is not taken for the Foundation

ECON 205: Ecological Economics

ENGL 256: Native American Literature

EVST 215: American Environmental Literature

EVST 241: Environment & Society

EVST 242: Food & Nature

EVST 276: Market-Based Conservation Policy

EVST 277: Environmental Justice

EVST 311: Environmental Law in Action

EVST 325: Public Lands Policy

EVST 335: Environment & Development

HIST 226: Native American History

PHIL 260: Animals & Science

PHIL 301: Chinese Buddhism

POLI 207: Environmental Politics & Policy

POLI 394: Boundaries of Political Community: Humans, Animals, Cyborgs

REL 120: Religion and Ethics

REL 122: Religion & Ecology: Environmental Ethics

REL 250: Compassion

REST 334: Native American Environmental Issues

REST 346: Native American Religions & Worldviews

Practicum / Internship (1 course/2 credits, appropriate to the Area of Emphasis:

HAST 370 – Practicum

-or- HAST 380 Directed Study

Methods Course (1 course/4 credits, appropriate to the Area of Emphasis:

SPA 110: Intro to Spatial Analysis & GIS

HIST 290: Seminar in Historical Theories and Methods

POLI 202: Statistical Analysis and Mapping of Social Science Data

PSYC 250: Statistical Methods

PSYC 300: Research Methods

Capstone Experience (2 credits):

HAST 401: Senior Capstone I (Fall only; 2 credits): Fieldwork, Career Preparation, Thesis Research Additional Options and Restrictions:

• Negotiable Courses: Other courses may count toward the HAST major electives provided that a major project in the course involves a HAST topic. Students should negotiate such arrangements with the instructor and obtain permission from the Advisory Committee before the beginning of the course.

• Up to two Directed Studies may count toward the major, with permission of the instructor and the program Director.

• To ensure depth of study, no more than three 100-level courses may count toward the major.

• To ensure breadth of study, the major must include coursework in no fewer than three disciplines.

Human-Animal Studies Minor

The minor in HAST consists of six (3 or 4 credit) courses: two foundation courses, three electives, and a practicum. These should be selected from the same course lists as for the major (see above). In addition, for the minor (a) at least one course must be selected from the sciences and one from the humanities, (b) at least three disciplinary areas must be represented in the minor, and (c) no elective may duplicate a foundational course. One elective may be satisfied through a directed 205

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study in a HAST-related topic, subject to approval by the HAST Advisory Committee. No more than two courses in the minor may count toward the biology, environmental studies, or philosophy major.

Appropriate additional courses and directed studies from a variety of departments may be counted toward the HAST minor.

To be eligible, a course must include significant attention to Human-Animal relationships and offer the opportunity to focus a research paper or project on related issues.

Students should discuss the potential of a course counting toward the minor with the instructor as early as possible (ideally, before the course has begun) and negotiate special assignments or projects in consultation with the instructor and the HAST Advisory Committee early in the semester. Negotiable courses must be approved by the Advisory Committee for credit toward the minor.

Human-Animal Studies Course Descriptions

HAST 100 Introduction to Human-Animal Studies

students to apply their knowledge of HAST and its

Fall (4)

practical use in an applied setting via a critical written

Introductory study of relationships between humans and

reflection on the activities and experience of the

other animals: biological, ecological, psychological,

practicum integrating insights from at least three HAST

ethical, and more. Topics include the social construction

disciplinary areas. The practicum is expected to be

of animals, uses of animals in economies and cultures,

completed within one semester’s time and can be

attitudes and violence toward animals, and connections

completed in any semester.

between human oppression and animal suffering.

CR/NC only

Readings, films, guest speakers, and class discussions.

Offered in alternate years. Numeric and Evaluation grade

HAST 401 HAST Capstone

only.

Fall (2)

The Capstone consists of HAST 401 (Fall, 2 units) and

HAST 371 HAST Practicum

HAST 402 (Spring, 2 units). HAST 401 includes work with

Fall/Spring (2)

OCPD, guest speakers, and directed fieldwork OR thesis

The Human-Animal Studies Program at the University of

research.

Redlands offers a field practicum in HAST to provide

Prerequisite(s): Senior Status and HAST major. Offered as

students with the opportunity for experiential learning in

needed. Permission only. Numeric grade only.

the field. The practicum may take the form of any

experiential project involving animals that is approved by

HAST 402 HAST Capstone

the program director. Examples of relevant projects

Spring (2)

include: the Philosophy Animals in Service May term

The Capstone consists of HAST 401 (Fall, 2 units) and

course, independent work with any Redlands faculty,

HAST 402 (Spring, 2 units). HAST 401 includes work with

Community Service Learning activities conjoined with

OCPD, guest speakers, and directed fieldwork OR thesis

HAST faculty oversight, Fieldwork via Environmental

research.

Study Abroad programs conjoined with HAST faculty

Prerequisite(s): Senior Status and HAST major. Offered as

oversight, an internship in a HAST-related organization

needed. Permission only. Numeric grade only.

with HAST faculty oversight. This practicum requires

International Relations

The Program Director

John Glover, History and Spatial Studies

Advisory Committee

Graeme Auton, Political Science

Francis Bright, French

Nate Cline, Economics

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Kimberley Coles, Sociology and Anthropology

Eric McLaughlin, Political Science

Patrick Wing, History

The International Relations program emphasizes an interdisciplinary approach to understanding the complexity of factors that influence global interactions. It is increasingly difficult to understand local, regional, and national developments without a grasp of their global context. The program does not privilege a single approach, but rather is designed knowing that the interests of states, markets, transnational organizations, and cultural communities are inextricably linked, and thus must be systematically viewed together in order to address issues of security, diplomacy, sustainability, and development.

The Major

The International Relations major offers a conceptual vision and practical skills in written and spoken languages that will allow our graduates to find and create meaning in an interconnected world where people around the world are affected by a vast array of linkages that cross and perhaps reject geographic and political boundaries. Students take issue and theory-based foundation courses in global studies as well as economics, political science, cultural anthropology, and history; two courses emphasizing social science methodologies; and at least four electives in a concentration. Students are also required to acquire aptitude in a non-English language and are strongly encouraged and supported to engage in international/global internships, field experiences, or study abroad for one semester.

The major consists of a minimum of 48 credits selected in consultation with an advisor. A minimum of 28 credits for the major must be taken at the University of Redlands.

Our Concentrations

Global Political Economy and Economic Development (GPED)

This concentration focuses on the economics and political economy of international trade, finance, and development. It examines applied and theoretical aspects of past and current approaches towards international political economy, with particular emphasis on the role of global institutions (such as the World Bank, International Monetary Fund, and specialized agencies of the United Nations system), various regional arrangements, and non-governmental entities (such as NGO’s and transnational corporations) in driving and managing the increasing economic interdependence among countries. In this concentration students may also explore the relationship between domestic and international political economic interests, doctrines and practices that have characterized the field of economic development, and current efforts to foster economic development around the world.

Global Environment, Health, and Natural Resources (GEHN)

This concentration focuses on the environmental, health, and resource issues that manifest within the global commons as well as in less-developed or emerging economy countries. It explores environmental issues, as well as environmental and resource economics, the economic and environmental impact of globalization, and the role of the World Bank, United Nations Development Program and United Nations Environment Program, and the social, economic, and political dimensions of health and health services.

Global Institutions and Society (GLIS)

This concentration focuses on global civil society issues, including questions of race, development and humanitarian aid, ethno-national conflict, gender, social movements, and democratization. It examines the power and influence of non-state actors including supranational organizations, non-governmental organizations, international law, international corporations, as well as sub-national socio-political groups and interests.

International Politics, Peace, and Security (IPPS)

This concentration focuses on the analysis of conflict within and across national borders and efforts by state actors to reduce threats and promote a peaceful and safe world. Courses may interrogate the political and security relationships among sovereign states, global and regional balances of power, “traditional” and “non-traditional” security threats such as terrorism, regional security issues, foreign policy and national security policy making, and international security and arms control.

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Learning outcomes for the program may be found at www.redlands.edu/BA-IR/learning-outcomes.

Bachelor of Arts in International Relations

Students who choose to major in International Relations must complete the following minimum requirements (48 credits).

Foundation (2 courses/8 credits):

IR 201 Introduction to International and Global Studies (4)

IR 200 International Relations Theory (4)

Interdisciplinary Core (3 courses/ 12 credits):

HIST 102 World History since 1450 (4)

SOAN 202 Principles of Cultural Anthropology (4)

ECON 100 Economics & Society (4)

-or- ECON 101 Principles of Economics (4)*

*Students choosing the Global Political Economy and Economic Development concentration should take ECON 101.

Methodologies (2 courses/7–8 credits). Two courses from different departments and programs. These should be classes that include the following:

ECON 202 Game Theory (4)

EVST 399 Research Methods & Design (4)

HIST 290 Seminar in Historical Theories and Methods (4)

IR 350 Translation and Interpretation Workshop (4)

POLI 200 The Study of Politics (4)

POLI 202 Statistical Analysis and Mapping of Social Science Data (4)

POLI 203 Playing Politics (3)

SOAN 300 Research Methods and Design (4)

SOAN 301 Fieldwork and Ethnographic Methods (4)

SOAN 303 World Ethnographies (4)

SOAN 305 Mapping People, Mapping Place (4)

SPA 110 Introduction to Spatial Analysis and GIS (4)

or other courses approved by the advisor

Concentration (4 courses/16 credits):

Choose four courses to take within a concentration. No more than two may be a lower division course (100- or 200-level).

Courses must be taken from at least two, and preferably three, different departments. Students negotiate the appropriate classes with their advisors; sample courses and pathways are shown in alpha order below.

GLB 228, GLB 336

ECON 205, ECON 221, ECON 222, ECON 240, ECON 424, ECON 455

EVST 242, EVST 260 (with approval), EVST 391

HIST 112, HIST 131, HIST 142, HIST 152, HIST 231, HIST 232, HIST 240, HIST 242, HIST 251, HIST 260, HIST 272, HIST

274, HIST 282, HIST 311, HIST 330, HIST 343, HIST 354, HIST 381, HIST 382

POLI 207, POLI 220, POLI 226, POLI 230, POLI 244, POLI 250, POLI 322, POLI 325, POLI 332, POLI 337, POLI 345, POLI 346, POLI 354, POLI 362 (with approval), POLI 364, POLI 464

SOAN 221, SOAN 222, SOAN 232, SOAN 256, SOAN 257, SOAN 259, SOAN 281, SOAN 325, SOAN 326, SOAN 337, SOAN 348, SOAN 349, SOAN 405, SOAN 406

REST 334

Capstone (1 course/ 4 credits):

IR 400 International Relations Capstone (4)

Related Field Requirement:

Foreign Language: Pass at least one course at or above the 300-level in a non-English language.

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International Relations Minor

Students who minor in International Relations complete four foundation courses as well as at least two courses in a single concentration. International Relations minors meet non-English language requirements equivalent to passing a class at the 200-level. The critical thinking and research skills developed in the International Relations minor complements any number of major programs, giving students the tools to understand the processes underlying global interactions and their consequences.

Foundation (2 courses/8 credits):

IR 201 Introduction to International and Global Studies (4)

IR 200 International Relations Theory (4)

Interdisciplinary Core (2 courses/8 credits):

HIST 102 World History since 1450 (4)

SOAN 202 Principles of Cultural Anthropology (4)

ECON 100 Economics & Society (4)

-or- ECON 101 Principles of Economics (4)*

*Students choosing the Global Political Economy and Economic Development concentration should take ECON 101.

Concentration (2 courses/8 credits):

Select one concentration area and complete two courses within that concentration; no more than one may have lower division designations. Courses in the concentration must be taken from at least two departments.

Related Field Requirement:

Foreign Language: Pass at least one course at or above the 200-level in a non-English language.

Internships, Field Experiences, and/or Study Abroad

The program encourages all International Relations majors to practice their skills in an applied setting, when at all possible, for at least one semester. This may take the form of study abroad where students gain cross-cultural experience living, working, and/or studying with residents and citizens of other countries. Similarly, internships and field experiences through May Term, summer research, or semester-long experiences are also encouraged.

Sigma Iota Rho

SIR is the nation-wide Honor Society for International Relations, International Studies, and Global Studies. “The purpose of Sigma Iota Rho shall be to promote and reward scholarship and service among students and practitioners of international studies, international affairs, and global studies and to foster integrity and creative performance in the conduct of world affairs.” Our chapter serves as a co-curricular community for IR students. See website for more information.

Departmental Honors

Only students with a GPA of 3.5 or higher in the major are eligible for departmental honors. Eligible students may earn honors through the successful completion of an original Honors Thesis which breaks meaningful new ground in its research topic. Exceptional students are encouraged to initiate an application with the program chair.

Courses in the Concentrations

Possible courses for each concentration within International Relations are listed; however, there will be other courses whose topics fall within the scope of the concentration. Students should discuss all concentration course choices in consultation with their advisor, as well as any topics courses not listed and relevant Study Abroad programs/courses.

Global Political Economy and Economic Development (GPED)

ECON 222 International Political Economy

SOAN 222 Development and Change in the Americas

POLI 322 Political Change

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GLB 336 International Business

ECON 424 International Economics

Global Environment, Health, and Natural Resources (GEHN)

EVST 242 Food and Nature

POLI 207 Environmental Politics and Policy

PHIL 215 Bioethics: Doctors and Patients

EVST 391 Environmental Hydrology

REST 334 Native American Environmental Issues

ECON 455 Environmental Economics

Global Institutions and Society (GLIS)

ECON 221 Economics of Development

SOAN 256 Middle Eastern Women

HIST 330 Rise of the Anglo-Atlantic World 1500-1815

HIST 354 Race and History in South Africa

SOAN 326 Charity and Helping Others

SOAN 405 Israeli-Palestinian Conflict

International Politics, Peace, and Security (IPPS)

HIST 152 The Emergence of Modern Africa

ECON 221 Economics of Development

POLI 226 Middle East and African Politics

POLI 244 International Security

POLI 346 Foreign Policies of Russia and the Former Soviet States

SOAN 337 Ethnicity, Nationalism, and Conflict

International Relations Course Descriptions

IR 200 International Relations Theory

IR 350 Translation and Interpretation Workshop

Fall, (4), Spring (4)

Spring (4)

Exploration of international relations theory, focusing on

Translation provides a bridge between diverse peoples in

ideas and concepts that have been invoked to explain

an increasingly globalized world, and allows people to

forces at work in interstate politics and the global

access knowledge, services and resources that they

system. Topics include political realist, liberal,

desperately need. This course will unlock students'

constructivist, and feminist approaches to international

understanding of the structures, uses, and etymologies

relations theory, foreign policy, and national security

of foreign languages and English, and help them cross

decision making.

cultural, national, and ethnic boundaries.

Required of all International Relations majors.

Prerequisite(s): One 300-level foreign language course or

permission of instructor. Offered as needed.

IR 201 Introduction to International and Global Studies

Fall (4)

IR 400 International Relations Capstone

An interdisciplinary introduction to the contemporary

Spring (4)

world that focuses on the ideological, political, economic,

An interdisciplinary research seminar for International

and cultural dimensions of modernity. The class

Relations majors in which students examine common

considers the principal actors, institutions, processes,

issues in international relations from their various areas

and power relations that have shaped the challenges and

of expertise and then produce a major research project.

opportunities associated with globalization and

Required of all International Relations majors.

international relations.

Prerequisite(s): IR 200 or by permission.

Required of all International Relations majors. Numeric

and Evaluation grade only.

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Latin American Studies

The Director

Barbara Conboy, Communication Sciences & Disorders

The Advsiory Committee

Shana Higgins, Armacost Library

Daniel Klooster, Environmental Studies

Liesder Mayea, Spanish

Andrea Muilenburg, Director of College of Arts and Sciences Study Away

Sara Schoonmaker, Sociology and Anthropology

Steve Wuhs, Political Science

The Major

Latin American Studies allows students to bring together knowledge from environmental studies, the humanities, and the social sciences to build a foundation in the cultural, economic, environmental, geographical, historical, literary, and political contexts of Latin America. In addition to breadth in Latin American Studies through coursework in multiple disciplines, the program also emphasizes depth in understanding through concentration in a focused problem, topic, area, discipline, or method. Students develop significant language skills, cross-cultural understanding, an interdisciplinary approach, and the ability to incorporate Latin American perspectives in their analysis of fields including art, development, environmental conservation, history, literature, and politics. Both a major and minor are offered.

Learning outcomes for this program may be found at www.redlands.edu/BA-LAST/learning-outcomes.

Major Requirements

Spanish-Language Requirement

All students majoring in Latin American Studies must achieve communicative competence in Spanish or another language from Latin America. We require satisfactory completion of SPAN 202 or demonstrated proficiency in Spanish at this level.

Demonstrated competence in a Latin American language other than English may be substituted for Spanish under exceptional circumstances.

Required Experiential Learning (Immersion Experience): 0 credits

All students majoring in Latin American Studies must complete one of the following:

• Semester of Study Abroad in Latin America

• University of Redlands Faculty-Led May Term Travel Course in Latin America

• Approved Community-Based Internship with Latin American Immigrant Communities in the U.S.A.

• Approved Community Service Activity with Latin American Immigrant Communities in the U.S.A

Students should consult their Latin American Studies advisor, the Director, and the College of Arts and Sciences Office of Study Away for program options.

Capstone Experience

Majors are required to complete a culminating project in Latin American Studies, such as a portfolio of work and reflections, or a substantial project reflecting the learning outcomes of the major. The project should be completed while the student is enrolled in an upper-division seminar or capstone taught by a program committee member, preferably during the senior year.

Bachelor of Arts in Latin American Studies

The major in Latin American studies consists of 12 courses/48 credits.

Core Course (1 course/4 credits):

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LAST 101 Introduction to Latin America (4)

Methods Course (1 course/4 credits):

Majors must take one methods course from the approved list, or another course approved by the LAST advisor or director.

Methods courses without Latin American content may be used to fulfill the methods requirement, but do not count toward the credits needed to complete the major. Students are advised to use courses from their content areas for additional appropriate methods to build depth in the major. Note: many of these courses have prerequisites, so students should plan accordingly. The following are some suggested courses, but not a complete list of those that may count for this requirement. Consult the LAST advisor or director if you have questions.

ENGL 201 Critical Reading (4)

EVST 235 Environmental Impact Assessment (4)

EVST 399 Research Methods and Design (with focus on Latin America) (4)

MATH 111 Elementary Statistics with Applications (4)

POLI 200 The Study of Politics (4)

POLI 202 Statistical Analysis and Mapping of Social Science Data (4)

SOAN 300 Research Methods and Design (4)

SOAN 301 Fieldwork and Ethnographic Methods (4)

SPA 110 Introduction to Spatial Analysis and GIS (4)

SPAN 410 Introduction to Spanish Linguistics (4)

WGS 330 Feminist Research Methods (4)

Content Areas (8 courses/32 credits):

LAST majors must take eight courses, distributed across three content areas: Environmental Studies, the Humanities, and the Social Sciences (see the list of “Content Area Courses,” below). To demonstrate breadth, at least one course must be taken from each content area. To demonstrate depth, LAST majors develop, in consultation with the LAST advisor, thematic, regional, or disciplinary emphases based on at least four courses, structured around their interests and experiences. Study abroad courses apply to specific content areas at the discretion of the LAST advisor or director.

Electives (2 courses/8 credits):

In addition to the above requirements, LAST majors must take another two courses. These include courses such as LAST 400 (Capstone in Latin American Studies), POLI 495, directed independent studies, additional methods classes, and other electives falling into a content area.

Latin American Studies Minor

Spanish-Language Requirement

All students minoring in Latin American Studies must achieve communicative competence in Spanish or another language from Latin America. We require satisfactory completion of SPAN 202 or demonstrated proficiency in Spanish at this level.

Demonstrated competence in a Latin American language other than English may be substituted for Spanish under exceptional circumstances.

Required Experiential Learning (Immersion Experience): 0 credits

All students minoring in Latin American Studies must complete one of the following:

• Semester of Study Abroad in Latin America

• University of Redlands Faculty-Led May Term Travel Course in Latin America

• Approved Community-Based Internship with Latin American Immigrant Communities in the U.S.A.

• Approved Community Service Activity with Latin American Immigrant Communities in the U.S.A

Students should consult their Latin American Studies advisor, the Director, and the College of Arts and Sciences Office of Study Away for program options.

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The minor in Latin American Studies consists of six courses emphasizing breadth in Latin American Studies.

Core Course (1 course/4 credits):

LAST 101 Introduction to Latin America (4)

Content Area and Methods Courses (5 courses/18-20 credits):

Minors must take an additional five LAST, cross-listed, or study-abroad courses approved by the LAST advisor or director. At least two of the three LAST content areas (Environmental Studies, the Humanities, and the Social Sciences) must be represented by at least one course. Study abroad courses apply to specific content area at the discretion of the LAST advisor or director.

Suggested Content Area Courses for the Major and Minor

(Other courses, such as Study Abroad Courses and other electives, may be substituted with the LAST Program Director’s approval).

Environmental Studies Content Area

EVST 220 Physical Geography (with a focus on Latin America) (4)

EVST 242 Food and Nature (4)

EVST 276 Market-Based Conservation Policy (4)

EVST 277 Environmental Justice (4)

EVST 351 PanaMapping: Geodesign to Conserve the Rainforest (3)

EVST 315 Environmental Nonfiction (4)

Humanities Content Area

ENGL 239 Chicana/o Literature (4)

HIST 131 Latin American Civilizations (4)

SPAN 424 Introduction to Hispanic Literature (4)

SPAN 425 Spanish-American Civilization & Culture (4)

SPAN 426 Survey of Spanish-American Literature (4)

SPAN 427 Survey of Spanish-American Literature (4)

SPAN 440 Spanish-American Narrative (4)

SPAN 441 Hispanic Women Novelists (4)

SPAN 442 Latin American Literature of the 20th Century (4)

SPAN 450 Hispanic Poetry: Genres (4)

SPAN 452 Hispanic Theater (4)

Social Science Content Area

CDIS 260 Travel/Service Learning in Latin America Focus on Language, Culture and Education (3)

POLI 230 Latin American Politics and Development (4)

POLI 323 Mexican Politics (4)

POLI 495 Political Science Capstone (with focus on Latin America) (4)

REST 260 Chican@/Latinx Identity, Community & Politics (4)

REST 260 Self-Directed Indigenous Language (4)

SOAN 257 Latin American Societies and Cultures (4)

WGS 165 Latinas Remaking America (4)

WGS 365 History of Women in Latin America (4)

Advising

Both major and minor students must have a faculty advisor in the LAST program. They can choose from the director or those on the Advisory Committee. Advisors will aid students in choosing a range of courses, fulfilling their respective requirements, and focusing on their concentrations. Students declaring either a major or minor will need to fill out a declaration form with the director.

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Internships

A semester-long internship or service-learning project can count toward the completion of the major or minor. Students should consult with their Latin American Studies advisor or the LAST director, who can aid them in finding and/or setting up their internship. Internships need to be focused on some aspect of Latin American society, language, or culture. If conducted in Spanish, the internship may count toward the language requirement.

Latin American Studies Course Descriptions

LAST 101 Introduction to Latin America

credit, given a different topic, for a maximum of 12

Fall (4), Spring (4)

credits.

Explores the history, environment, and diversity of

Offered as needed.

human cultures shaping Latin America. Untangles the

interrelationships between Latin American regions and

LAST 360 Advanced Topics in Latin American Studies

global systems, including conquest, colonialism, and

Interdisciplinary approaches to key issues, periods,

globalization. Takes a geographical approach,

personalities, movements, or tendencies in Latin

synthesizing the influence of environment, culture,

American intellectual, political, social, or cultural history.

technology, history, and the influence of power at

Topics chosen tend to be examined from a cultural

various scales.

studies perspective. May be repeated for degree credit,

given a different topic, for a maximum of 12 credits.

LAST 160 Special Topics

Offered as needed.

Topics of current interest in Latin American Studies. May

be repeated for degree credit, given a different topic, for

LAST 400 Capstone in Latin American Studies

a maximum of 8 credits.

Fall (4)

Offered as needed.

This course integrates the interdisciplinary work of Latin

American Studies majors and minors, including their on-

LAST 260 Topics in Latin American Studies

campus classes and study abroad coursework. Students

Diverse topics in Latin American studies dealing with

engage in the production and consumption of original

either specific themes, currents of thought, or any other

research in Latin American Studies and begin to plan

economic, political, social, or cultural manifestation

post-collegiate professional lives as Latin Americanists.

coming from Latin America. May be repeated for degree

Prerequisite(s): LAST 101. Offered as needed.

Liberal Studies

The Program Director

Katherine Hickey, Music

The Faculty Committee

Janet Beery, Mathematics

John Glover, History

Nicol Howard, School of Education

Heather King, English

Jose Lalas, School of Education

Francisco Silva, Psychology

Debra Van Engelen, Chemistry

The Major

Liberal Studies (LBST) is an interdisciplinary program composed of a double major for students interested in earning a Single Subject Teaching Credential or a Multiple Subject Teaching Credential for teaching grades K–8. The Liberal Studies core consists of a sequence of LBST courses that introduce prospective teachers to the field, expose them to philosophical and theoretical foundations of education from a variety of disciplinary perspectives, and prepare them to propose and implement research projects in education. Subject-matter coursework in the Liberal Studies degree is designed to achieve the subject matter breadth that is required to teach at the K-8 level. Completion of subject matter courses in seven content 214

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areas satisfies some of the Liberal Arts Inquiry Requirements for graduation from the University of Redlands. The courses prepare students for the multiple subjects test in the California Subject Examination for Teachers (CSET; formerly MSAT or Multiple Subject Assessment for Teachers) required under federal and state mandates.

Second Major Requirement

The Liberal Studies degree requires a second major of the student’s choosing for disciplinary depth. Interdisciplinary majors are also available to the student. By selecting and completing a second major, Liberal Studies majors develop a strong understanding of the conceptual foundations of at least one subject area in depth, as well as an understanding of how knowledge is created and organized in that subject. Students are encouraged to select a subject area that will provide the foundation for supplementing a Multiple Subject Teaching Credential with teaching a Single Subject at the secondary level or one that will lead to a second profession or graduate study. Common second majors include Biology, Chemistry, Communication Sciences and Disorders, English Literature, Environmental Science, History, Mathematics, Psychology, and Spanish.

Students may enter the School of Education to begin credential coursework while completing a B.A. in Liberal Studies. Some course prerequisites for admission to the teaching credential program in the University’s School of Education are satisfied within the Liberal Studies major. Academic advising for undergraduate students interested in becoming LBST majors is coordinated through the Liberal Studies program in the College of Arts and Sciences. Students who plan to be teachers should seek early advising by the Liberal Studies Program, followed by consultation with the School of Education.

Learning outcomes for this program may be found at www.redlands.edu/BA-LBST/learning-outcomes.

Bachelor of Arts in Liberal Studies

Requirements: All Liberal Studies core courses and the subject matter courses must be at least 3 credits and must be completed with a grade of 2.0 or higher. Students with recommended placement in advanced courses in any discipline are encouraged to enroll accordingly.

All course substitutions or equivalences for major courses must be approved by the Liberal Studies program director; students should contact the Liberal Studies Program office regarding suitability of specific courses in each subject area.

Liberal Studies Core Courses (4 courses/16 credits):

LBST 101 Introduction to Education (4)

LBST 201 Studies in Education (4)

LBST 301 Inquiry and Analysis in Education (4)

LBST 401 Senior Research Seminar in Education (4)

Subject-Matter Courses (7 courses/26–27 credits):

The following courses are required Subject Matter courses for the Liberal Studies degree. The courses are the most appropriate choices for fulfilling the respective LAI or LAF relative to the state’s teaching content standards.

EDUG 331 Child Development (3)

HIST 122 American History Since 1877 (4)

ENGL 207 Children’s Literature (4)

-or- any 200-level English course

MUS 118 Teaching Music in the Classroom (4)

MATH 102 Explorations of Mathematics for Prospective Educators (4) (Prerequisites: MATH 101 Finite Mathematics)

BIOL 107 Concepts of Biology (3–4)

CHEM 102 Introduction to Chemistry of the Environment (4)

Course substitutions must be approved by the Liberal Studies Director.

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Additional Recommended Courses

EVST 220 Physical Geography (4)

PHYS 103 General Astronomy (4)

POLI 111 Introduction to American Politics (4)

Meets California Constitution requirement

HIST 101 World History to 1450 (4)

-or- HIST 102 World History since 1450 (4)

-or- HIST 121 American History to 1877 (4)

PE 310 Instructional Strategies for Physical Education (4)

PHIL 100 Introduction to Philosophy (4)

PSYC 100 Introduction to Psychology (4)

REL 125 Introduction to World Religions (4)

SPCH 110 Fundamentals of Speech (4)

THA 140 Acting Fundamentals (4)

Foreign Language— To be chosen by student

Second Major

The course of study is subject to the guidelines set forth by the program in which the second major is taken. The second major must be declared before registration for the junior year.

Departmental Honors

A departmental honors program in Liberal Studies is available for those students who wish to pursue advanced undergraduate research in education. Students must have a cumulative University of Redlands GPA of at least 3.6 to apply to the program. Successful completion of LBST 301 or its equivalent is also a prerequisite to apply to the program.

University guidelines for Honors Projects apply to all projects. Applicants are encouraged to submit a thesis proposal to the program director by the end of the Spring semester of their junior year. The deadline to apply for the honors program is October 15 in the fall semester of the senior year. The final draft of the Senior Honors Project must be presented to the Honors committee by the end of February; award forms signed by the committee must be in the Registrar’s Office no later than one month prior to graduation. The project includes an oral defense of the Honors Project in early March; final written project must be completed by mid-March.

Liberal Studies Course Descriptions

LBST 101 Introduction to Education

Fall (4), Spring (4)

LBST 201 Studies in Education

An introduction to the many aspects of the teaching

Fall (4), Spring (4)

profession, this course will prepare students to integrate

An introduction to research, educational philosophy and

the different subject matters of the Liberal Studies

practice as it relates to specific subject-matter areas. This

curriculum into a developing personal philosophy and

course allows students the opportunity to relate their

practice of education. Includes an introduction to

own educational experiences and knowledge of

classroom observation and fieldwork. Numeric grade

disciplinary subject matter to their developing

only.

philosophy of education. Topics of focus may vary.

Community service component included.

LBST 170 Directed Study

Prerequisite(s): LBST 101 or by permission of department

LBST 270 Directed Study

chair.

Fall (2–4), Spring (2–4)

This individualized study option provides majors with

LBST 301 Inquiry and Analysis in Education

opportunities to design their own courses and to work

Fall (4), Spring (4)

closely with faculty on a one-on-one basis. The directed

Research enables educators to improve teaching, to

study may be disciplinary, interdisciplinary, or from areas

measure teaching effectiveness, and to determine how

outside the current liberal studies curriculum.

schools are funded and administered. Students are

Credit/no credit grade only.

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introduced to research techniques and develop proposals

Credit/ no credit grade only.

for educational research. Topics of focus may vary.

Prerequisite(s): LBST 201 or by permission.

LBST 401 Senior Seminar in Education

Fall (4), Spring (4)

LBST 370 Advanced Directed Study

Students conduct research in education under the

LBST 470 Advanced Directed Study

guidance of experts in the discipline and complete their

Fall (2–4), Spring (2–4)

portfolios. Students will gain knowledge of the

This individualized study option provides majors with

professional research process and put that knowledge

opportunities to design their own courses and to work

into practice. Students will be encouraged to consult

closely with faculty on a one-on-one basis. The directed

professionals in the field of their research, providing

study may be disciplinary, interdisciplinary, or from areas

valuable career contacts.

outside the current liberal studies curriculum.

Prerequisite(s): LBST 301 or by permission.

Mathematics

The Faculty

Janet L. Beery

James Bentley

Joanna Bieri

Richard N. Cornez

Elizabeth Doolittle

Deon Garcia

Deborah Huston

Alexander Koonce

Steven Morics

Tamara Veenstra

The Major

The Bachelor of Science degree in mathematics offers both breadth and depth in mathematical preparation appropriate for graduate studies or careers in a variety of fields. The requirements for the major in mathematics include both theoretical and applied courses. Students should plan with their advisors as they select elective courses appropriate to their educational interests and goals.

Students declaring a mathematics major are required to have a 2.3 cumulative GPA in the sophomore core mathematics sequences (MATH 221, MATH 241, and one of MATH 201, MATH 204, or MATH 205). In order to maintain satisfactory progress toward graduation in four years, students should have successfully completed the sophomore core mathematics sequence by the end of their sophomore year. In order for transfer students to graduate in two years after matriculation to the University of Redlands, they need to have completed the Calculus sequence (I, II, and III) and Linear Algebra prior to transferring to Redlands; additionally, a course in discrete mathematics or introduction to proofs is highly recommended.

Learning outcomes for this program may be found at http://www.redlands.edu/BS-MATH/learning-outcomes.

Bachelor of Science in Mathematics

Core Requirements (5 courses/19-20 credits):

MATH 122 Calculus II (4) (except for those mathematics majors who begin the calculus sequence with MATH 221)

MATH 201 Discrete Mathematical Structures (4)

-or- MATH 204 Conjecture and Proof in Discrete Mathematics (3)

-or- MATH 205 Cryptography (3)

MATH 221 Calculus III (4)

MATH 241 Linear Algebra (4)

MATH 459 Senior Research Seminar (4)

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Mathematical Reasoning Requirements (2 courses/8 credits):

At least two courses, with at least one numbered 321 or above, from:

MATH 245 Number Theory/History of Mathematics (4)

MATH 251 College Geometry (4)

MATH 321 Real Analysis (4)

MATH 341 Abstract Algebra (4)

Mathematical Applications Requirement (1 course/4 credits):

At least one course from

MATH 311 Probability (4)

MATH 331 Numerical Analysis (4)

MATH 338 Partial Differential Equations (4)

Elective Requirements (4 courses/14-16 credits):

Four additional courses from

MATH 201 Discrete Mathematical Structures (4) and above. Both MATH 201 and MATH 204 may be counted toward the major only with departmental approval. At most two of MATH 208, MATH 212, or MATH 231 may count toward the major. If taken as part of a second major, one of MATH 208, MATH 212, or MATH 231 can be replaced with ECON 202, ECON 400, ECON 401; PHYS 331, PHYS 332, PHYS 341, PHYS 344; CHEM 331, CHEM 332; any CS course at the CS 111 level and above (except CS 301); PHIL 151 (4 credits).

Upper Division Requirements (3 courses/12 credits):

Beyond the mathematical core requirements, at least 3 Mathematics (MATH) courses taken in the major must be numbered above MATH 300, not including MATH 458 or MATH 459.

Related Field Requirements (4 courses/16 credits):

CS 110 Introduction to Programming (4)

-or- a course in a structured programming language

-or- the student must demonstrate proficiency in a structured programming language.

At least 12 additional credits in courses outside mathematics that involve quantitative or logical reasoning, or a minor or second major in any field. Courses from EDUG 401, EDUG 402, EDUG 404, EDUG 406 and EDUG 408 may be counted toward the related fields requirement.

Single-Subject Teaching Credential

Students interested in obtaining the California Single-Subject Teaching Credential in mathematics should meet with advisors in the Mathematics Department and the School of Education for information regarding admissions to the School of Education, coursework pathways, and requirements to earn a California Teaching Credential. Students should also discuss their plans with their CAS advisor and work closely with them to customize an academic plan.

All teacher candidates in California must demonstrate competency in the subject matter they will be authorized to teach.

Students interested in earning a credential to teach mathematics can be prepared to pass the California Subject Examination for Teachers (CSET) by completing a Bachelor’s in Mathematics.

The following courses are recommended for students to prepare for the CSET exams:

1. CSET: Mathematics Subtest (Number and Quantity, Algebra)

a. MATH 241 Linear Algebra (Spring) and MATH 245 Number Theory (Fall) and MATH 341 Abstract Algebra (Spring)

2. CSET: Mathematics Subtest II (Geometry, Probability, and Statistics)

a. MATH 251 Geometry (Spring – alternate years) and MATH 311 Probability (Fall) and MATH 312 Statistics (Spring)

3. CSET: Mathematics Subtest III (Calculus)

a. MATH 221 Calculus III (Fall and Spring) and MATH 321 Real Analysis (Fall – alternate years)

The Department of Mathematics recommends that students seeking a California Single-Subject Teaching Credential in mathematics complete a minor in another academic area commonly taught in secondary schools.

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Mathematics Minor

A minor in mathematics consists of 6 courses/23–24 credits

MATH 121 Calculus I (4)

MATH 122 Calculus II (4)

MATH 221 Calculus III (4)

At least one course from

o MATH 201 Discrete Mathematical Structures (4)

o MATH 204 Conjecture and Proof in Discrete Mathematics (3)

o MATH 205 Mathematical Cryptology (3)

o MATH 241 Linear Algebra (4)

o MATH 300 level and above

Two additional courses from

o MATH 201 and above, to include at most one of MATH 208, MATH 212, MATH 231. Both MATH 201 and

MATH 204 may be counted toward the minor only with departmental approval.

Advanced Placement in Mathematics

• Calculus AB or BC: Students who attain AP Calculus BC scores of four or AB scores or AB sub-scores of four or five automatically receive 4 credits for MATH 121. Students with a BC score of five receive 4 credits for MATH 121 and 4 credits for MATH 122.

• Statistics: Students who attain AP Statistics scores of four or five receive 4 credits for MATH 111.

Departmental Honors

A departmental honors program is available for exceptionally able and motivated students. Admission to the program may come by departmental invitation or, should students initiate their own applications, by affirmative vote of the mathematics faculty. Honors students are required to take a minimum of 4 courses above MATH 300, not including MATH 459, and must maintain a cumulative GPA of 3.45 or higher in their mathematics courses and overall. Interested students should consult during their junior year with a mathematics faculty member for information about procedures and requirements.

Mathematics Course Descriptions

Unless otherwise indicated, all courses in the department are offered for either a numerical grade or evaluation with the permission of the instructor. To meet a course prerequisite, a minimum grade of 1.7 must have been earned in the prerequisite course. Placement in mathematics courses is determined based on either SAT/ACT scores (for MATH 100 and MATH 101) or a placement exam (for MATH 118, MATH 119 or MATH 121) completed prior to the start of classes. Students with AP Calculus credit are placed into a mathematics class based on a faculty interview. Students who do not place into a University of Redlands mathematics course required for a general education (LAF or LAI as appropriate) or academic program requirement will be placed in a 1-credit preparatory mathematics laboratory course as follows:

MATH 001L prepares students for MATH 100 or MATH 101.

MATH 002L prepares students for the MATH 118–MATH 119 sequence.

Placement in a course with prerequisites does not constitute a course challenge to any of the prerequisite courses.

MATH 100 Mathematics for the Real World

MATH 101 Finite Math

Fall (4), Spring (4)

Fall (4), Spring (4)

Selections from both historical and current topics in

Introduction to modern ideas in finite mathematics.

mathematics are included in this general interest course.

Topics may include probability, logic, combinatorics,

Topics may include the mathematics of voting and

functions, matrix algebra, linear programming, and graph

power, fair division and apportionment, population

theory. MATH 101 is not a prerequisite to calculus.

growth, finance, management science and art. MATH 100

Prerequisite(s): MATH 001L or placement at MATH 100/

is not a prerequisite to calculus.

MATH 101 level.

Prerequisite(s): MATH 001L or placement at the MATH

100/ MATH 101 level.

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2022-2023 Academic Catalog

MATH 102 Explorations in Mathematics for Prospective

scores, are not prepared for MATH 121. Topics from

Educators

precalculus include properties of linear, rational,

Spring (4)

exponential, logarithmic, and trigonometric functions;

Topics include structure of mathematical systems,

and compositions, transformations, and inverses of these

elementary number theory, operations in the real

functions. Calculus topics include successive

number system, and elementary problem solving. Review

approximation and limits of functions; local linearity and

of arithmetic, algebraic, and geometric topics to

differentiation; applications of differentiation to graphing

reinforce existing knowledge. Introduction to methods

and optimization; and the definite integral,

and tools currently recommended for use by K–8

antiderivatives, and differential equations.

educators. An 80-minute lab experience is required

Prerequisite(s): MATH 002L or Math Placement at MATH

weekly. Not recommended for first-year students.

118 level or by permission.

Prerequisite(s): MATH 101 and LBST 101.

MATH 119 Integrated Calculus II

MATH 107 Math of Origami

Spring (4)

May Term (3)

For students whose programs require calculus but who,

Introduction to mathematical analysis of paper folding.

based on their background and placement examination

Topics include geometric analysis of designs, constructing

scores, are not prepared for MATH 121. Topics from

and analyzing polygons and polyhedra, Euler’s formula

precalculus include properties of linear, rational,

for polyhedra, three and four colorability criteria,

exponential, logarithmic, and trigonometric functions;

Hamilton cycles, and theorems about when an origami

and compositions, transformations, and inverses of these

crease pattern will fold flat.

functions. Calculus topics include successive

Prerequisite(s): completion of Mathematics Placement

approximation and limits of functions; local linearity and

Exam at MATH 100 or MATH 101 level or higher, or by

differentiation; applications of differentiation to graphing

permission.

and optimization; and the definite integral,

Prerequisite(s): Mathematics placement at MATH 100/

antiderivatives, and differential equations.

MATH 101 level or by permission.

Prerequisite(s): MATH 118 or by permission.

MATH 111 Elementary Statistics with Applications

MATH 120 Brief Calculus

Fall (4), Spring (4)

Spring (4)

Descriptive and inferential statistics for students from

Intended for business, environmental science, or other

diverse fields. Distribution, correlation, probability,

related fields. The following topics are presented with

hypothesis testing, use of tables, and examination of the

applications in the business world and applied science:

misuse of statistics and relation of statistics to vital

functions, graphs, limits, exponential and logarithmic

aspects of life. Computer packages used as tools

functions, differentiation, integration, and relevant

throughout the course.

applications of integration and optimization. This course

Prerequisite(s): Mathematics placement at MATH 100/

is NOT a prerequisite for MATH 122.

MATH 101 level or higher, or MATH 001L or by

Prerequisite(s): MATH 002L or Math Placement at MATH

permission

118 level or by permission. Offered every year. Numeric

grading only.

MATH 115 Mathematics Through Its History

Fall (3), Spring (3), May Term (3)

MATH 121 Calculus I

Introduction to the history of mathematics, especially

Fall (4), Spring (4)

elementary mathematics. Topics include early uses of

Functions and their graphs; successive approximation

counting, number systems, arithmetic, fractions,

and limits; local linearity and differentiation; applications

geometry, algebra, probability, and infinite series in

of differentiation to graphing and optimization; and the

civilizations around the world.

definite integral, antiderivatives, and differential

Prerequisite(s): Mathematics placement at MATH 100/

equations.

MATH 101 level or by permission. Offered as needed.

Prerequisite(s): Mathematics Placement at MATH 121

Level or by Permission.

MATH 118 Integrated Calculus I

Fall (4)

MATH 122 Calculus II

For students whose programs require calculus but who,

Fall (4), Spring (4)

based on their background and placement examination

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Riemann sums and the definite integral; techniques of

polyalphabetic ciphers, public key cryptography and

integration and application of integrals; introduction to

block ciphers. Incorporates results from discrete

differential equation; sequences and series.

mathematics, number theory, probability, and

Prerequisite(s): MATH 121 or MATH 119 or by

permutations. Repeating the course for grade

permission.

replacement is allowed only once and requires

permission.

MATH 150 Techniques in Problem Solving

Prerequisite(s): A minimum grade of 2.7 or higher in

Fall (1)

MATH 221. Numeric grade only.

Practice in the mathematical area of problem solving in

preparation for the Putnam Examination.

MATH 208 Game Theory

Material and problems chosen from prior Putnam Exams,

May Term (3)

Mathematics Olympiads, and other sources; and from

Games are used to model competition in economics,

across mathematics, including basic strategies,

politics, and conflict. The mathematical techniques used

combinatorics, geometry, induction, series, number

to analyze these games are explored. Topics include zero-

theory, algebra, and calculus.

sum and nonzero-sum games, Nash equilibria, pure and

Prerequisite(s): permission of the instructor. Credit/no

mixed strategies, and cooperative games. Combinatorial

credit grade option.

games are also considered.

Offered in alternate years with ECON 202.

MATH 160 Introductory Topics in Mathematics

Fall (4), Spring (4), May Term (3)

MATH 212 Mathematical Consulting

Introductory topics of current interest in mathematics

Fall (2–4), Spring (2–4)

not otherwise covered in the curriculum.

Application of mathematical techniques to real-world

Prerequisite(s): completion of Mathematics Placement

problems. Groups of students act as consultants on

Exam at MATH 100 or MATH 101 level. Offered as

problems solicited from university departments, local

needed.

businesses, and/or charitable organizations. Additional

material may be included as needed. May be repeated

MATH 201 Discrete Mathematical Structures

for degree credit, but 4 credits maximum may be applied

Fall (4)

toward the math major or minor.

Study of discrete mathematical topics important in both

Evaluation grade only.

mathematics and computer science, including

Prerequisite(s): CDIS 208 or MATH 111 or POLI 202 or

combinatorial techniques, sets and relations, algorithms,

PSYC 250, or by permission. Offered as needed.

and graph theory.

Prerequisite(s): MATH 221 – Must be completed prior to

MATH 221 Calculus III

taking this course. Offered as needed.

Fall (4), Spring (4)

Topics in multivariable calculus related to differentiation

MATH 204 Conjecture and Proof in Discrete

and integration. Sequences, series, and Taylor

Mathematics

approximations.

May Term (3)

Prerequisite(s): MATH 122 or by permission.

Introduction to the nature and structure of mathematics.

Through active study and exploration of a selected area

MATH 222 Calculus IV, Vector Calculus

of discrete mathematics, students develop problem-

May Term (3)

solving skills, as well as skills in proving mathematical

Investigation of vector calculus with an emphasis on

theorems. A different topic is selected each year based

applications in physics. Parametrized curves and

on student and faculty interest. May be repeated for up

surfaces; vector fields; line integrals and Green’s

to 6 degree credits with departmental permission.

Theorem; flux integrals; divergence and curl; the

Prerequisite(s): A minimum grade of 2.7 or higher in

Divergence Theorem and Stokes’s Theorem.

MATH 221.

Prerequisite(s): MATH 221. Offered as needed.

MATH 205 Mathematical Cryptology

MATH 231 Introduction to Mathematical Modeling

May Term (3)

Fall (4), Spring (4)

Mathematical techniques in cryptology with a focus on

Investigation of the process of modeling. Special

problem solving and forming conjectures.

emphasis placed on how to build, test, and refine

Monoalphabetic ciphers and frequency analysis,

models; how to analyze assumptions and results; and

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2022-2023 Academic Catalog

defining model limitations. Deterministic and stochastic

A modern approach to classical geometries such as

models, rate equations and population dynamics, and

Euclidean, non-Euclidean, and projective. Sets, logic and

statistical analysis. Final project tied to outside interests.

synthetic and analytic proof techniques in geometry are

Prerequisite(s): MATH 119 or MATH 120 or MATH 121 or

studied.

MATH 122 or MATH 221 or by permission.

Prerequisite(s): An average GPA of 2.3 in MATH 241 and

one of MATH 201, MATH 204, or MATH 205 or by

MATH 233 Introduction to Machine Learning

permission.

Fall (4)

Offered in alternate years.

Machine learning is the practice of programming

computers to learn and improve through experience.

MATH 260 Topics in Mathematics

This course provides an introduction to the mathematical

MATH 360 Topics in Mathematics

underpinnings, algorithms, and practices that enable a

MATH 460 Topics in Mathematics

computer to learn. Topics include supervised learning,

Fall (4), Spring (4), May Term (3)

unsupervised learning, and evaluation methodology.

A group of students pursue topics in mathematics not

Students are required to program in Python.

otherwise covered in the curriculum.

Programming Intensive.

Prerequisite(s): by permission. May be repeated for

Prerequisite(s): A minimum grade of 1.7 in MATH 241

degree credit, but maximum of 8 credits allowed for the

and CS 111, or a minimum grade of 1.7 in MATH 122 and

degree from MATH 260, MATH 360, and MATH 460.

CS 240, or a minimum grade of 1.7 in MATH 122 and GIS

Offered as needed.

167, or by permission.

MATH 311 Probability

MATH 235 Differential Equations

Fall (4)

Spring (4)

Introduction to the theory of probability with

Differential equations theory and applications. First-

applications in management science and the physical and

order linear and nonlinear differential equations with

social sciences. Topics include combinatorial probability,

analytic and numerical techniques. Higher-order linear

densities, mathematical expectation, moment-generating

differential equations and complex algebra. Phase

functions, and the central limit theorem.

trajectory and stability analysis. Systems of linear

Prerequisite(s): MATH 221

differential equations with constant coefficients. Matrix

methods, Gauss-Jordan, and iterative techniques.

MATH 312 Mathematical Statistics

Prerequisite(s): MATH 221.

Spring (4)

Principles of statistical decision theory. Estimation and

MATH 241 Linear Algebra

hypothesis testing, regression, and parametric and non-

Spring (4)

parametric tests. Mathematical theory and applications

Study of vector spaces. Topics include systems of linear

of above.

equations, matrices, the geometry of vectors, vector

Prerequisite(s): MATH 311 or by permission.

spaces, linear transformations, eigenvalues and

eigenvectors, determinants, and selected applications.

MATH 321 Real Analysis

Prerequisite(s): MATH 221.

Fall (4)

Rigorous approach to the concepts underlying the

MATH 245 Number Theory/History of Mathematics

calculus, building on the fundamental idea of the limit

Fall (4)

within the real number system. Topics include metric

Study in two related areas: number theory and history of

spaces, continuity, the derivative, the Riemann integral,

mathematics. Number theory topics include primes,

and series of constants and functions.

Diophantine equations, congruences, number theoretic

Prerequisite(s): An average GPA of 2.3 in MATH 241, and

functions, modern applications, and unsolved problems

at least one of MATH 201, MATH 204, or MATH 205.

of number theory. Readings include primary and

Students must have junior standing or by permission.

secondary historical sources.

Offered in alternate years.

Prerequisite(s): MATH 241 and one of MATH 201, MATH

204, or MATH 205. Offered in alternate years.

MATH 325 Complex Analysis

Spring (4)

MATH 251 College Geometry

Analytic functions and their properties, including contour

Spring (4)

integrals, residues, transforms, and conformal mappings.

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2022-2023 Academic Catalog

Prerequisite(s): MATH 321. Offered in alternate years.

Study of significant algebraic structures and their

properties, with particular attention given to groups,

MATH 331 Numerical Analysis

rings, and fields.

Fall (4)

Prerequisite(s): An average GPA of 2.3 in MATH 241 and

The theory and application of numerical methods for

at least one of MATH 201, MATH 204, or MATH 205.

solving mathematical problems. Topics include numerical

Students must have junior standing or by permission.

methods for solving algebraic equations and ordinary

differential equations, interpolation and approximation,

MATH 355 Point Set Topology

and numerical integration.

Spring (4)

Prerequisite(s): MATH 235 or MATH 241. Offered in

Metric spaces, topological spaces, continuous mappings

alternate years.

and homeomorphisms, connectedness, and

compactness.

MATH 335 Advanced Modeling Techniques

Prerequisite(s): MATH 321. Offered every third year.

Spring (4)

Techniques for mathematical modeling of continuous,

MATH 458 Honors Project Seminar

discrete, and stochastic systems are presented. Topics

Fall (1)

include purpose and validation, continuous systems,

Students invited to pursue an honors project in

random numbers and variables, and discrete systems.

mathematics will choose a topic and project adviser,

Prerequisite(s): MATH 235. Recommended: MATH 311.

begin research, learn mathematical research and

Offered as needed.

typesetting skills, and produce the beginnings of their

projects to be completed in the Spring.

MATH 338 Partial Differential Equations

Prerequisite(s): Permission only.

Fall (4)

Partial Differential Equations theory and applications. We

MATH 459 Senior Research Seminar

will explore solution methods for parabolic, hyperbolic,

Spring (4)

and elliptic equations. Topics include separation of

Selected topics are assigned for individual students to

variables, transforming nonhomogeneous equations,

research and present to mathematics

Eigenfunction expansions, Integral Sine and Cosine

majors and faculty. A paper is submitted prior to

transformations, Fourier and Laplace Transforms, the

presentation of the topic.

Method of Characteristics, and an introduction to

Prerequisite(s): Senior standing and successful

Green’s Functions.

completion of a minimum of seven mathematics courses

Prerequisite(s): MATH 235. Offered in alternate years.

at the 200 level or higher that must include at least one

from the Mathematical Reasoning Requirements. At least

MATH 341 Abstract Algebra

one of MATH 321 or MATH 341 is strongly recommended.

Fall (4), Spring (4)

Media and Visual Culture Studies

The Director

Piers Britton

The Advisory Board

Nancy Carrick, English

Priya Jha, English

Hongwei Lu, Asian Studies

Greg Thorson, Political Science

Affiliated Faculty

Kelly Hankin, Johnston Center

Tim Seiber, Johnston Center

Learning outcomes for this program may be found at: www.redlands.edu/BA-MVC/learning-outcomes.

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2022-2023 Academic Catalog

The Major

Media and Visual Culture Studies (MVC) is an interdisciplinary program, offering core and other courses under the MVC

alpha but also incorporating cross-listed courses from a range of departments. Students are trained in media literacy and visual competency through engagement with diverse methodologies and develop transferable skills that will position them to be effective and responsible producers as well as consumers of media in the network age. Those interested in pursuing careers in the media and entertainment business are strongly encouraged to seek out relevant internships throughout their university careers; academic credit in the major is available for these.

Bachelor of Arts in Media and Visual Culture Studies

The major consists of 40 credits minimum, including the following required elements:

I. Core (2 courses/8 credits)

All majors complete

MVC 101 Introduction to Media and Visual Culture Studies (4), usually before the junior year

MVC 211 Screen Genres (4)

-or- MVC 261 Critical Approaches to Media (Topics) (4), usually before, and not later than, spring of the junior year II. PRODUCTION (1 course/4 credits from the following list, or others approved by the director) Relevant courses include:

MVC 202 Visual Storytelling (4)

MVC 203 Screenwriting (4)

ART 235 Introduction to Photography (4)

ART 252 Introduction to Graphic Design (4)

CS 103 Introduction to Multimedia (4)

III. ELECTIVES (5 courses/20 credits)

In addition to cross-listed courses offered regularly or semi-regularly (see below), a list of electives for each semester is posted on the MVC pages on the university website and is available on request from the program office or the director. Students must work with their advisors to draw from the lists of approved courses to ensure their experience in the major encompasses an appropriate breadth of content and methodology, ideally including courses that address: media forms; theoretical and historical approaches to visual communication and media cultures, and media/visual culture in global perspectives.

IV. CAPSTONE EXPERIENCE (2 courses/8 credits)

The two-course capstone sequence begins in the junior year, and is completed in either spring or fall of the senior year.

All majors complete MVC 396 Praxis/Method, which serves as the capstone’s threshold class and satisfies the first 4 credits, in spring of the junior year. (This course may be attended asynchronously by students studying abroad, but assigned work must be complete by the end of the spring semester.)

Based on the learning contract drawn up in MVC 396, there are a number of possibilities for the remaining 4 credits of the capstone experience during the senior year, as follows:

1. Options for single majors: MVC majors who have no second major have three paths to fulfilling the capstone requirement:

a. complete MVC 495 Capstone (4) in the senior year, usually writing an undergraduate thesis

-or-

b. complete a 4-unit, 300- or 400-level MVC, ARTH or cross-listed class (e.g. MVC 461, ARTH 365, ENGL 311), which, with approval of the instructor and MVC program director, forms the basis for the capstone

-or-

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2022-2023 Academic Catalog

c. complete an advanced internship, MVC 480, which builds on a prior internship/practicum experience, and write an accompanying critical reflection on that experience, showing mastery-level engagement with program learning outcomes.

2. Options for double majors: MVC majors who also major in another field may either:

a. complete two separate capstone experiences; one in Media and Visual Culture (as detailed above) AND

one in the second major

-or-

b. where appropriate and feasible, write a shared capstone that integrates the student’s learning outcomes in both majors (with the director’s approval and that of advisor and capstone instructor in the second major), with the Media & Visual Culture component reflected in the transcript either as MVC 495 or as the capstone in the second program (e.g. ENGL 420, BUS 458, HIST 490, POLI 495, REST 401 & 402, WGS 459), depending on the nature of the project.

Regardless of which of the foregoing options is selected, the capstone must focus substantively and centrally on media forms, representation, practices, organizations, ecologies, or theory and students must meet MVC program learning outcomes at mastery level. In most cases other than Option 1(a) above, this will entail supplementary or extension writing above and beyond what is required by the course nominated as the basis for the capstone.

Program Honors

By faculty invitation only, a two-semester departmental honors program is available to exceptionally motivated students with unusually strong attainment. A GPA in the major of 3.5 is a minimum requirement for being invited to pursue honors.

Honors students take MVC 499 in successive semesters (usually fall and spring of the senior year) in place of the capstone options listed above. Current details of the honors process are available from the director or the MVC program office (HOL

203).

Media and Visual Culture Studies Minor

The minor consists of 4 courses/20 credits, including the following required elements:

MVC 101 Introduction to Media and Visual Culture Studies (4)

MVC 211 Screen Genres

-or- MVC 261 Critical Approaches to Media (Topics) (4)

Electives: Students may shape the minor to enhance their major program and can do so in consultation with the director.

Cross-listed Courses

Descriptions of these courses can be found in Catalog listings for the relevant department. Check these also for prerequisites, if any. These courses concentrate entirely or significantly on issues pertaining to media and visual culture.

They may be counted automatically toward the major or minor.

• ART 159 Digital Imaging (4)

• ART 235 Introduction to Photography (4)

• ART 252 Introduction to Graphic Design (4)

• ARTH 222 Renaissance Artists and their Clients (4)

• ARTH 226 Modernism and Modernity (4)

• ARTH 228 After the Modern (4)

• ARTH 323 Gender and Sexuality in Renaissance Art (4)

• ARTH 327 Modern Art and Politics (4)

• ARTH 329 The City in Modern Art and Film (4)

• AST 211 Contemporary Chinese Film (4)

• AST 240 Japanese Popular Culture (4)

• CS 103 Introduction to Multimedia (4)

• ENGL 114 War in Literature and Film (4)

• ENGL 250 Theories of Popular Culture (4)

• ENGL 311 Film and Literature (4)

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• HIST 216 Global Cinemas (3-4)

• HIST 223 Anxiety/Race/Empire (4)

• HIST 229 U.S. History on Film (4)

• HIST 265 Europe on Film (3-4)

• HIST 324 Cold War America (4)

• HIST 328 Gender, Media, and U.S. Culture (4)

• REST 232 Representing Race and Ethnicity in Film (4)

• SOAN 206 Popular Culture (4)

• WGS 249 Women Filmmakers (4)

• WGS 340 Film Feminisms (4)

• WGS 341 Gender and Nation (4)

Media and Visual Culture Studies Course Descriptions

MVC 101 Introduction to Media and Visual Culture

television assignment and a first draft of a first act of a

Studies

feature screenplay.

Fall (4), Spring (4)

Introduces students to the critical study of visual culture

MVC 211 Screen Genres

and the spectrum of media. Provides basic grounding in

Fall (4), Spring (4), May Term (3)

the critical analysis of film, broadcast media, and new

Introduces the concept of genre and how it has been

media, introducing techniques of formal, semiotic, and

understood in film and media studies, exploring the basis

feminist analysis, etc. and approaches such as reception

for generic categorization, engaging with debates over

theory.

contested categories (such as film noir, the women’s

Prerequisite(s): Freshman or Sophomore standing, or

film, and melodrama), and examining specific instances

with instructor consent.

of one or more genres. May be repeated for degree

credit.

MVC 111 Introduction to the Art of Film

Offered as needed.

Fall (4), Spring (4)

This course introduces students to the primary visual,

MVC 213 Sports, Media & Culture

aural, and narrative conventions used in the creation of

Fall (4), Spring (4)

film, including editing, mise-en-scène, sound,

Analyzes the relationship between sport and its coverage

cinematography, and digital effects. By developing a core

and representation in print, radio, film, television, and

set of analytical skills around observation, students will

now the Internet, and how that convergence has

learn some of the ways that films become meaningful for

influenced various cultural dynamics.

their audiences.

Offered as needed.

Offered as needed.

MVC 261 Critical Approaches to Media (Topics)

MVC 202 Visual Storytelling

Fall (4), Spring (4)

Spring (4)

This course is designed to help students to hone their

Explores the means of creating narrative through media

ability to think and write critically about film, television

with a central visual component, chiefly still photography

and other media, develop research skills, and practice

and digital filmmaking. Students will analyze effective

writing and revising a sustained research paper with a

visual storytelling, and will devise, make, and edit a series

topic of their devising. Course topics vary. May be

of exploratory exercises, developing awareness of

repeated for degree credit.

techniques proper to the medium.

Prerequisite(s): MVC 101 or permission.

MVC 203 Screenwriting

MVC 395 Media Theories

Fall (4)

Fall (4), Spring (4)

This course serves as an introduction to screenwriting for

Addresses critical and theoretical concerns that define

feature films and television. Work includes critical

critical film, media and visual studies: specific focus will

examination of screenplays and finished films, and both

vary.

critical and exploratory writing, including a group

Offered as needed.

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completion of a major writing assignment. Topics vary.

MVC 396 Praxis/Method

May be repeated for degree credit.

Spring (4)

Prerequisite(s): MVC 211 or 261 and junior or senior

Students prepare for the capstone through deepening

standing.

engagement with a media-related research topic or pre-

professional experience, drawing on prior work in the

MVC 495 Capstone

major and in the wider liberal-arts context of the College.

Spring (4)

Prerequisite(s): Junior standing.

A research-based project, in which students integrate

and extend skills and knowledge previously developed in

MVC 461 Advanced Seminar in Media and Visual

the major. Preparatory reading and development of a

Culture (Topics)

project plan, breakdown and investigation of relevant

Fall (4), Spring (4)

literature culminate in drafting and subsequent revision

An advanced and in-depth examination of media forms,

of a thesis (or another project approved by the

history, organizations, etc., which requires the

instructor).

Prerequisite(s): MVC 261, MVC 396 and senior standing.

Music

School of Performing Arts: Conservatory of Music

Director

Joseph Modica

Mission Statement

The Mission of the University of Redlands Conservatory of Music

• To provide our students with rigorous conservatory training allied with a broad liberal arts curriculum.

• To produce, create, and share musical knowledge and experiences through a commitment to excellence in performance, scholarship and creative work.

• To cultivate an inclusive, supportive and safe community that values diversity and fosters our collective musical and intellectual growth.

• To enrich our community through performances, youth programs, service projects and innovative outreach efforts.

Diversity Statement

The University of Redlands Conservatory of Music recognizes that the roles of arts and culture are fused. It seeks to reflect the inherent value of diversity in all aspects of its faculty, its students, its projects, and its mission, influence, and impact.

In order to achieve full diversity, we seek to reflect the views and values of our backgrounds and stories and respect the diversity of musical disciplines and aesthetic approaches.

The University of Redlands Conservatory of Music makes a concerted effort to mitigate the impact of systemic oppression in the arts by creating access to and inclusion opportunities in arts experience, arts education, and community engagement in the arts.

The University of Redlands Conservatory of Music is committed to Inclusive Excellence and gives thoughtful attention to issues surrounding diversity, inclusion, and equity in all aspects of its work, and to implement its diversity policy in a way that fosters meaning and reciprocity among and between communities.

Director

Joseph Modica

Associate Director

Anthony Suter

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The Faculty

Nicholle Andrews

Katherine Baber

Caitlin Carlos

Samuel Fischer

Christopher Gabbitas

Katherine Hickey

Louanne Fuchs Long

Andre Myers

Co Nguyen

David Scott

Eddie R. Smith

Melissa Tosh

Lara Urrutia

The Undergraduate Program

The University of Redlands Conservatory of Music is an accredited institutional member of the National Association of Schools of Music and its requirements for entrance and graduation comply with the standards of this accrediting organization.

Learning outcomes for Conservatory of Music programs may be found at www.redlands.edu/BA-MUS/learning-outcomes.

Bachelor of Music

The Bachelor of Music degree is an intensive pre-professional program with majors in Performance, Composition, and Music Education. The degree is intended for students who seek a concentrated focus in music with the intention of pursuing a career in performance, composition, or teaching. The performance major is available in voice, piano, organ, violin, viola, cello, double bass, classical guitar, jazz/studio guitar, harp, flute, oboe, clarinet, bassoon, saxophone, horn, trumpet, trombone/euphonium, tuba, and percussion.

Entrance Requirements

Applicants for all Bachelor of Music degrees must pass an entrance audition. This audition may be performed before entering the University as part of the admissions process, or while the student is in residence, preferably no later than the end of the second semester of full-time study. Students in residence or living within 200 miles of Redlands are encouraged to audition in person; however, applicants may submit a video audition in lieu of a live audition. Whether executed in person or by recording, the audition should last no more than 15 minutes. Although no specific repertory is demanded, the audition material should demonstrate the applicant’s musical and technical ability and should, if possible, be drawn from two or more historical or style periods. Prospective composition majors should submit copies of two recent scores, and recordings when available, directly to the Conservatory of Music as part of the application process, in addition to an audition in a specialized performance area. For more information on audition requirements please see: www.redlands.edu/music.

Entering Vocal Proficiency Levels

Vocalists who are applying for admission and applied lessons have generally had two or more years of private vocal study and previous solo experience. As a result of the entering vocal auditions, students will be placed in one of these levels: Introduction to Voice, Minor in Music: Vocal emphasis, BA in Music, or BM in Performance: Voice.

Music Courses for Non-Music Majors

Any University student may participate in musical activities through enrollment by audition in the University Choir, Chapel Singers, Wind Ensemble, Studio Jazz Band, Orchestra, Symphonic Band, Opera Workshop, and a variety of chamber music ensembles. By audition, students are invited to register for private, group, or class lessons, available on all instruments and for voice.

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The following courses have been designed with the general University student in mind:

Note: MUSI indicates performance courses.

MUS 116 Musicianship Skills (2)

MUS 117 Musicianship Skills II (2)

MUS 231 Jazz History to the 1940s (4)

MUS 232 Jazz History 1940s to Present (4)

MUS 233 American Music (4)

MUSI 111 University Choir (0-1)

MUSI 112 Chapel Singers (0-1)

MUSI 121 Class Piano I (1)

MUSI 124 Introduction to Voice (1)

MUSI 131 UR Symphony Orchestra (0-1)

MUSI 136 Studio Jazz Band (0-1)

MUSI 138 Wind Ensemble (0-1)

MUSI 140 Symphonic Band (0-1)

Additional requirements and information are listed in the Conservatory of Music Student Handbook, which can be obtained from the Conservatory of Music website.

Students are invited to enroll in any other music courses of interest, provided they meet the prerequisites.

Graduation Requirements for the Bachelor of Music

General Education Requirements for the Bachelor of Music

Each student in the Bachelor of Music degree must complete 30 course credits outside the School of Music that will provide a broad education. Any course not listed as MUS, MUSI or MUAP will apply toward this requirement.

Liberal Arts Inquiry (LAI) Requirements

First-Year Seminar – 4 credits

Research and Communication – Writing Foundation (WF) course and courses that provide the Research and Information & Media Literacy (WR/IMLI), Writing in the Discipline (WD), Advanced Information and Media Literacy (IMLA), and Oral Communication (OC) embedded experiences.

Community Engagement & Reflection – 3 credits

Each Bachelor of Music major must successfully complete courses in at least 4 of the Areas of Inquiry and Practices listed below, at least two of which must be in one of the three practices.

For detailed information about each category, see the Liberal Arts Inquiry descriptions in the Arts and Sciences Graduation Requirements section of this Catalog.

Humanities Practices (H)

Natural Scientific Practices (NS)

Social Scientific Practices (SS)

Analyzing Perspectives and Worldviews (APW)

Evaluating Self in Society (ESS)

Critiquing Power and Inequalities (CPI)

Thinking Globally (TG)

A total of 30 credits outside of music is required; any course not labeled MUS, MUSI, or MUAP will count toward these 30

credits.

Multiple Majors

Students in the Bachelor of Music degree have the flexibility to complete a second major or minor in another department in the College of Arts and Sciences. Students with multiple majors will designate a first/primary major and follow the requirements of that major’s degree. Students with multiple majors who designate a first/primary as performance, music education or composition major follow the degree requirements for the Bachelor of Music. Students with two majors 229

2022-2023 Academic Catalog

receive only one degree, in this case the Bachelor of Music degree. One or more additional majors may be selected, whether in the same degree or not. Specific requirements for each major(s) must be met. Because this is not a dual-degree program, it is normally completed in four years.

Double-Degree Program: Bachelor of Music and Bachelor of Arts or Bachelor of Science

The double-degree program is a five-year course of study where students can pursue pre-professional studies in music as well as a liberal arts degree within the College of Arts and Sciences. Upon completing the program, students are awarded both the Bachelor of Music and a Bachelor of Arts or Bachelor of Science degree.

Admission Requirements

Students must be accepted for study in the College of Arts and Sciences and in the Conservatory of Music’s Bachelor of Music program. Students may not select the Bachelor of Arts in Music and Bachelor of Music as their double-degree program. The second degree must be in a different discipline.

Coursework

• A minimum of 160 hours is required for graduation.

• Completion of all requirements for the major in each degree program.

• Fulfillment of all the requirements for the Liberal Arts Inquiry as specified for the Bachelors of Arts or the Bachelor of Science degree.

Declaration of Double-Degree and Fifth-Year Eligibility

Students need to declare their double-degree majors before the end of the fifth semester. In order to be eligible for the fifth year, students must show the completion of sufficient coursework to justify timely completion of both degrees.

Advising

Completing the double-degree program requires careful planning. Students are required to have advisors in each major field and to meet regularly with their advisors to maintain a five-year plan of study.

Disclaimer on Financial Aid

Students should be aware of the financial aid implications of this course of study. External funding by federal sources may be subject to eligibility requirements, which may preclude support for a fifth year of study. Funding from the State of California is not available for the fifth year. Consult with Student Financial Services before pursuing the double-degree program.

Basic Music Courses for the Bachelor of Music

The Bachelor of Music degree is an intensive pre-professional program with majors in Performance, Composition, and Music Education. The degree is intended for students who seek a concentrated focus in music with the intention of pursuing a career in performance, composition, or teaching. Studies in music comprise roughly two-thirds of the degree.

Students experiencing class conflicts necessitated by other courses taken to fulfill degree requirements are directed to the School of Music administration to receive advice regarding an alternate section to accommodate their needs.

Required Courses:

MUS 110 Recital Repertory Class (0)—each semester in residence

MUSI 121 Class Piano I (1)

MUSI 126 Class Piano II (1)

MUSI 221 Class Piano III (1)

MUS 101A Integrated Musicianship I (4)

MUS 102A Integrated Musicianship II (4)

MUS 103A Integrated Musicianship III (4)

MUS 104A Integrated Musicianship IV (4)

MUS 300 Music History and Literature from Antiquity to 1750 (4)

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MUS 301 Music History and Literature from 1750 to the Present (4)

MUS 335 Introduction to Conducting (2)

Elective Courses

Additional credits selected from MUS courses 200-level and above*. MUAP and MUSI courses do not count toward this requirement.

o BM Composition – 4 elective credits required

o BM Performance – 10 elective credits required

o BM Music Education – exempt from this requirement

*One course must be outside the Western classical tradition. (*MUS 307, MUS 231, or MUS 232)

The Performance Majors

The Major in Performance: Piano or Organ

The following courses are required in addition to the Basic Music Courses:

Private instruction on the Major instrument for a total of 24 credits

o MUAP 302 Classical Piano (3)

-or- MUAP 305 Organ (3)

Complete 2 credits of private instruction from:

o MUAP 304 Jazz Piano (1)

MUAP 305 Organ (1) (for Piano Majors only)

-and/or- MUAP 306 Harpsichord (1)

MUS 211 Accompanying (1)—for a total of 8 credits

MUS 217 Piano Literature (2) (Piano majors)

-or MUS 157 Organ History and Literature (2) (Organ majors)

MUS 228 Pedagogy (4)

MUS 299 Upper-Division Qualifying Examination (0)

MUS 399 Junior Recital (0) (or production of a professional-level edited recording)

MUS 498A Full Senior Recital (0)

Appropriate conducted ensemble— complete a total of 4 credits

*Piano and Organ Majors are exempt from Class Piano MUSI 121, 126, and 221.

The Major in Performance: Voice

The following courses are required in addition to the Basic Music Courses:

MUAP 308 Classical Voice (3) — for a total of 24 credits

MUS 224 German, Italian, and French Vocal Literature and Diction (4)

MUSI 110 Opera Workshop (0-3) — for a total of 4 credits

MUS 228 Pedagogy (4)

MUS 299 Upper-Division Qualifying Examination (0)

MUS 347 History of Opera (4)

MUS 399 Junior Recital (0) (or production of a professional-level edited recording)

MUS 498A Full Senior Recital (0)

Appropriate conducted ensemble— complete a total of 8 credits

The Major in Performance: Violin, Viola, Cello, Double Bass, or Harp

The following courses are required in addition to the Basic Music Courses:

Private instruction on the Major instrument for a total of 24 credits

o MUAP 309 Violin (3)

-or- MUAP 310 Viola (3)

-or- MUAP 311 Cello (3)

-or- MUAP 312 Double Bass (3)

-or- MUAP 326 Harp (3)

Note: Violin majors must also complete 2 credits of private study in viola. Viola majors must also complete 2

credits of private study in violin.

MUS 228 Pedagogy (4)

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MUS 299 Upper-Division Qualifying Examination (0)

MUS 399 Junior Recital (0) (or production of a professional-level edited recording)

MUS 498A Full Senior Recital (0)

Appropriate conducted ensemble— complete a total of 8 credits

Chamber Ensemble— complete a total of 4 credits

The Major in Performance: Guitar

The following courses are required in addition to the Basic Music Courses:

Private instruction on the Major instrument for a total of 24 credits

o MUAP 328 Classical Guitar (3)

-or- MUAP 330 Jazz Guitar (3)

Note: Additionally, students whose primary instrument is jazz guitar must also complete 2 credits of MUAP 328

Classical Guitar, and students whose primary instrument is classical guitar must also complete 2 credits of MUAP 330 Jazz Guitar.

MUS 228 Pedagogy (4)

MUS 299 Upper-Division Qualifying Examination (0)

MUS 399 Junior Recital (0) (or production of a professional-level edited recording)

MUS 498A Full Senior Recital (0)

Appropriate conducted ensemble— 4 credits

Guitar Ensemble— complete a total of 8 credits

The Major in Performance: Wind Instrument or Percussion

The following courses are required in addition to the Basic Music Courses:

MUAP 300–399 Private Instruction on the Major Instrument— for a total of 24 credits

Note: Percussion majors whose primary instrument is drum set must take a minimum of 2 credits of MUAP 322

Classical Percussion and students whose primary instrument is classical percussion must take a minimum of 2

credits of MUAP 324 Jazz Percussion.

MUS 228 Pedagogy (4)

MUS 299 Upper-Division Qualifying Examination (0)

MUS 399 Junior Recital (0) (or production of a professional-level edited recording)

MUS 498A Full Senior Recital (0)

Appropriate conducted ensemble— complete a total of 8 credits

Chamber Ensemble— 4 credits

The Major in Composition

The following courses are required in addition to the Basic Music Courses:

MUS 438 Composition Studio Class (0-4)— for a total of 8 credits

MUAP 300–399 Private Instruction on the Primary Instrument— complete a total of 8 credits

MUAP 325 Composition (1)— for a total of 8 credits

MUS 208 Computer Music (4)

MUS 299 Upper-Division Qualifying Examination (0)

MUS 356 Orchestration (4)

MUS 399 Junior Recital (0)

MUS 406 Twentieth-Century Music Literature (4)

MUS 498A Full Senior Recital (0)

Appropriate conducted ensemble— complete a total of 8 credits

The Junior Recital for composition majors is a performance recital on the student’s primary instrument. Students must perform at least one work of their own creation.

The Senior Recital for composition majors consists of original works composed while in residence. With the approval of the composition faculty, a portfolio of recordings of original works composed while in residence may substitute for a live concert recital. Pre-recitals are waived for composition majors’ composition recitals.

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The Major in Music Education

The following courses are required in addition to the Basic Music Courses:

MUAP 300–399 Private Instruction in the Major Instrument or Voice— for a total of 14 credits

MUS 151 String Instrument Techniques (2)

MUS 131 Percussion Instrument Techniques (2)

MUS 133 Woodwind Instrument Techniques (2)

MUS 134 Brass Instrument Techniques (2)

MUS 299 Upper-Division Qualifying Examination (0)

MUS 307 World Music (4)

MUS 339 Music in the Elementary School (3)

MUS 356 Orchestration (2)

MUS 323 Choral Music at the Pre-College Level (4)

MUS 312 Instrumental Music at the Pre-College Level (4)

MUS 399 Junior Recital (0)

MUS 498B Half Senior Recital (0)

Appropriate conducted ensemble— complete a total of 7 credits

Chamber Ensemble— 2 credits

Additional Courses for the Music Education Major (Vocal Track)

MUS 436 Advanced Choral Conducting (4)

Additional Courses for the Music Education Major (Instrumental Track)

MUS 141 Marching Band Techniques (2)

MUS 211 Accompanying (1)—2 credits (keyboard majors only)

MUS 437 Advanced Instrumental Conducting (4)

MUSI 124 Introduction to Voice (1)

Single Subject Teaching Credential

Students interested in teaching music at the elementary and/or secondary level need to complete a Single-Subject Preliminary Teacher Credential Program in addition to finishing their baccalaureate degree. The courses taken in the Music Education major satisfy the Single-Subject Content Competency requirement for the Preliminary Teacher Credential; students who have not taken the Music Education major must pass the PRAXIS, SSAT, or CSET standardized examination for music to demonstrate content competency.

Students should consult with the music education advisor about their major and degree requirements. Students also need to contact the School of Education’s faculty advisor for undergraduate students to discuss information about undergraduate and post-baccalaureate teacher credential programs. Please refer to the School of Education section of this Catalog for further information about the Preliminary Single-Subject Teacher Credential.

Bachelor of Arts in Music

This degree is intended for students who seek to include musical studies in the broad context of a liberal arts education.

Studies in music comprise roughly one-third of the degree. Students enrolled in the Bachelor of Arts with a major in music must satisfy the Liberal Arts Inquiry requirements as listed in the College of Arts and Sciences Graduation Requirements section of this Catalog.

Requirements (46 credits in music required):

MUS 110 Recital Repertory Class (0) (each semester in residence)

MUSI 121 Class Piano I (1)

MUSI 126 Class Piano II (1)

MUSI 221 Class Piano III (1)

MUS 101A Integrated Musicianship I (4)

MUS 102A Integrated Musicianship II (4)

MUS 103A Integrated Musicianship III (4)

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MUS 300 Music History and Literature from Antiquity to 1750 (4)

MUS 301 Music History and Literature from 1750 to the Present (4)

MUAP 302–338 Private Instruction on a Single Instrument or in Voice— for a total of 8 credits

Appropriate conducted ensemble— a total of 6 credits

Chamber Ensemble— 2 credits

Music Electives— 4 credits (*One course must be outside the Western classical tradition)

The student must also complete a 0–2 credit senior project, approved by the advisor, drawing together the strands of the program of study. With the approval of the advisor, the student may substitute a Half Senior Recital for the senior project. This recital is subject to all the rules and regulations governing a required Senior Recital.

Note: Students experiencing class conflicts necessitated by other courses taken to fulfill degree requirements are directed to the Conservatory of Music administration to receive advice regarding an alternate section to accommodate their needs.

Music Minor

The music minor is designed to encourage the development of competence in a specific area of music. It is intended for those students who are majoring in an area outside of music, but who may have been actively involved in musical activities in high school, have musical talent, enjoy listening to and/or performing music, or simply wish to continue their musical studies.

Prospective minors must complete the Declaration of Major/Minor form as soon as possible in order to avoid music fees, however you must declare a major first; an audition on your primary instrument and the approval of the Director of the Conservatory of Music is also required. Students are encouraged to seek out a music faculty member to serve as a minor advisor. Other than MUS 110 Recital Repertory Class, and MUSI 124 Introduction to Voice, no course for the minor may be taken for credit/no credit.

Students must declare their desire to minor in music prior to the beginning of their junior year. Contact the Director of Admissions for the School of Performing Arts for assistance at music@redlands.edu or (909) 748-8014.

Requirements for the Minor Program

Minor in Instrumental or Vocal Music

This minor is for students seeking to improve their facility on an instrument or voice. A performance audition is required of applicants to this program. Admission is primarily based on classical performance ability. To minor in an instrument or voice, a student must demonstrate a sufficient proficiency level. Two selections from the standard repertoire of their primary instrument or voice should be prepared for the audition. To schedule an audition or for further information, contact the Director of Admissions for the School of Performing Arts in the School of Music at music@redlands.edu or (909) 748-8014.

Required Courses (7 or more courses/22 credits):

MUS 116 Musicianship Skills (2)

MUS 117 Musicianship Skills II (2)

One course chosen from the following:

o MUS 231 Jazz History to the 1940s (4)

-or- MUS 232 Jazz History 1940s to the Present (4)

-or- MUS 347 History of Opera (4)

Major Conducted Ensemble complete 4 credits

Applied Music (MUAP 100-level) complete 4-6 credits

Music Electives (4)**

MUS 110 Recital Repertory—4 semesters (0)

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*Students wishing to pursue the Minor in Vocal Music should enroll in a minimum of four semesters of MUSI 124

Introduction to Voice. This course may be repeated for additional credits. Singers may also audition for applied lessons, which will be offered if Vocal Proficiency Guidelines are met (see heading above) and if studio openings exist.

Note: MUS 101A may be substituted for MUS 116 and MUS 117

**The Liberal Studies Major seeking a multiple-subject credential should take MUS 118 Music for the Classroom Teacher as an elective.

Music Scholarship Awards

Music Scholarship Awards enable the Conservatory of Music to assist outstanding undergraduate applicants who demonstrate–through live or recorded audition, or by other evidence–excellence in preparation, as well as potential for unusual growth in music performance or other specialty areas. Scholarships are automatically renewed each year (up to a maximum of four years) if the student maintains a sound academic record and meets all other University scholarship criteria. Applications are available from the Director of Admissions for the School of Performing Arts.

In addition to meeting general University requirements for scholarship holders, recipients of talent awards and other Conservatory of Music scholarships are required to: participate in the appropriate conducted ensemble each semester, or accompany selected soloists and ensembles (if the major instrument is piano or organ); complete at least one credit of private instruction each semester on the major instrument or voice; maintain a cumulative grade point average of 3.0 or higher; and perform as soloists or ensemble musicians on special occasions as requested by the Director of the Conservatory of Music.

Performance

Music majors and other qualified University students registered for private lessons may participate in solo and chamber music recitals and concerts as often as they and their private teachers deem desirable.

All students taking private lessons are required to appear in regularly scheduled performance classes. Such students are expected to perform in recital as often as the private instructor requires.

Subject to audition, full-time music majors are required to register and participate in an appropriate conducted ensemble each semester in residence. The Conservatory of Music offers the major ensembles listed below. They are open to all University students by audition. These ensembles fulfill the “appropriate conducted ensemble” requirement as described in the catalog for music majors and minors. To receive credit towards this requirement, students must audition on their principal instrument (or voice, if a voice principal) and register for one credit in the ensemble to which they are assigned.

Winds, Brass, and Percussion principals will be assigned to either Symphonic Band or Wind Ensemble, Voice principals will be assigned to either University Choir or Chapel Singers, and String principals will be assigned University Orchestra.

Keyboard and Guitar principals should audition either for the choral ensembles or on a secondary instrument (if applicable).

Wind and Percussion principals may be offered secondary placements in either University Orchestra or Symphonic Band.

Secondary placements may be taken for 0 or 1 credit. Music Education majors are encouraged to participate in ensembles beyond their assigned “appropriate conducted ensemble” on a secondary instrument.

Note that students receiving a music scholarship must participate in a major ensemble as assigned on their principal instrument (or voice, if a voice principal) each semester to maintain the scholarship, regardless of major. The scholarship eligibility requirements for piano and organ principals may be met by accompanying selected soloists and/or ensembles.

The pianist, bassist, drumset player, and guitarist in the rhythm section of the Studio Jazz Band (as selected by audition) may count MUSI-136/636 Studio Jazz Band as their appropriate conducted ensemble. Exceptional circumstances requiring any modification of the above policy will be reviewed by the Director of the Conservatory of Music.

Appropriate Ensembles Include:

• Wind or percussion: Wind Ensemble, Symphonic Band, and/or Orchestra

• Strings: Orchestra

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• Singers: University Choir or Chapel Singers

• Harp, guitar and keyboard majors either play parts in conducted ensembles or perform in a secondary area.

Performance in off-campus organizations and ensembles is permitted as long as such participation does not conflict with scheduled rehearsals or performances of University organizations or ensembles. Music majors must perform in appropriate conducted ensembles when the Director of the Conservatory of Music for a specific concert or event requests their participation.

Music majors whose work has resulted in outstanding scholarship and performance are eligible during their junior or senior year for election to membership in Pi Kappa Lambda, the national music honorary society. Students become eligible for membership during the junior year. The Conservatory of Music also has active chapters of Phi Mu Alpha Sinfonia, the national professional music fraternity, and Sigma Alpha Iota, the national professional music sorority.

Departmental Honors

A departmental honors program is available for exceptionally able and motivated students. After consultation with a faculty advisor, interested students should initiate their own applications by submitting a written proposal to the Director of the Conservatory of Music in the last semester of the junior year. Approval is determined by an affirmative vote of the music faculty. Projects may include public performances or lecture presentations and are normally accompanied by extensive research culminating in a formal paper. Students are evaluated by a committee of two full-time music faculty chosen by the student, as well as the Director of the Conservatory of Music, in a final one-hour oral examination. Students may choose an additional examiner from outside the Conservatory of Music. Projects normally will not require additional coursework other than that required for graduation. Applicants must have a minimum grade point average of 3.50. Also see the Graduation with Honors section of the Awards and Honors chapter of this Catalog.

Study Away

The University offers a variety of study away opportunities for music majors as part of the Salzburg Semester offerings. (See more detailed information in the Study Away section of this Catalog.) The IES Program in Vienna has also proved to be popular for those who are proficient in German. The decision to study away must be made early on in a student’s course of study and with the assistance of the faculty advisor. Failure to carefully work out a course of study may result in the necessity of taking a ninth semester in order to graduate. In some cases, it might be impossible to construct an eight-semester program—particularly if the student is enrolled in the B.M. in Music Education. Indeed, the Conservatory of Music cannot guarantee an eight-semester course of study to anyone who elects to take part in a Study Away program.

Music Course Descriptions

MUS 100 Experiencing Music

MUS 101A Integrated Musicianship I

Fall (4), Spring (4), May Term (3)

Fall (4)

Exploration of sound—its sources, effects, and

This course is the starting point for a detailed study of

organization—with emphasis on direct involvement

tonal harmony and the development of basic

through listening. Music of major styles and periods is

musicianship skills. The class will deal with the

introduced with emphasis on Western music. Students

fundamental aspects of tonal music theory, centered on

develop and become familiar with music technology.

the core repertory of music written in the Western

Numeric and Credit/no credit grade only.

Classical Tradition.

Corequisite: MUSI 121. Numeric grade only.

MUS 101 Theory I

Fall (2)

MUS 102 Theory II

The study of basic diatonic harmony in Western tonal

Spring (2)

music, including harmonic analysis, harmonic dictation,

A continuation of the study of Western tonal music,

phrase and cadence structures, part writing, and the

including basic chromatic function, modulation, and

application of analysis to the performance of 18th

small forms as they appear in 18th and early 19th

century music.

century music.

Numeric grade only.

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Prerequisite(s): MUS 101. Usually taken concurrently

Fall (2)

with MUS 106. Numeric grade only.

Introduction to rhythmic sight reading, melodic and

rhythmic dictation, recognition of intervals, and triad

MUS 102A Integrated Musicianship II

quality. Usually taken concurrently with MUS 101.

Spring (4)

Numeric grade only.

This course continues work in diatonic harmony and

moves into the grammar and structure of basic

MUS 106 Ear Training and Sight-Singing II

chromatic harmony. Foundational concepts behind form

Spring (2)

in tonal music and skills to better understand, hear,

Continuation of melodic and rhythmic sight reading,

identify, and perform basic chromatic music in the

melodic dictation, and interval recognition. Chord quality

common practice tonal style.

recognition including seventh chords and inversions.

Corequisite: MUSI 126. Prerequisite(s): MUS 101A.

Prerequisite(s): MUS 101 and MUS 105 or equivalent.

Numeric grade only.

Usually taken concurrently with MUS 102. Numeric grade

only.

MUS 103 Theory III

Fall (2)

MUS 107 Ear Training and Sight-Singing III

A study of advanced chromatic harmony in Western

Fall (2)

tonal music, including mode mixture, altered

Sight-singing of melodies containing non-diatonic

predominants, enharmonicism, and large forms,

pitches, sight reading of more complex rhythms. One-

particularly focused on 19th century music.

and two-part melodic dictation including non-diatonic

Prerequisite(s): MUS 102. Usually taken concurrently

pitches. Continuation of interval and chord recognition.

with MUS 107. Numeric grade only.

Prerequisite(s): MUS 102 and MUS 106 or equivalent.

Usually taken concurrently with MUS 103. Numeric grade

MUS 103A Integrated Musicianship III

only.

Fall (4)

This course delves into the analysis of increasingly

MUS 108 Ear Training and Sight-Singing IV

chromatic music and covers the rich harmonic

Spring (2)

innovations of the mid to late 19th century. Topics

Advanced melodic and rhythmic sight reading.

include mode mixture, altered predominants, and large-

Continuation of interval and chord recognition, and of

scale forms.

one- and two-part melodic dictation, including chromatic

Corequisite: MUSI 221. Prerequisite(s): MUS 102A.

elements such as altered chords and modulation.

Numeric grade only.

Prerequisite(s): MUS 103 and MUS 107 or equivalent.

Usually taken concurrently with MUS 104. Numeric grade

MUS 104 Theory IV

only.

Spring (2)

An introduction to various methodologies, structures,

MUS 110 Recital-Repertory Class

and techniques of post-tonal music in the Western

Fall (0), Spring (0)

concert music tradition, including linear chromaticism,

Required of all music majors; open to others.

free atonality, serialism, and ad hoc approaches to the

Credit/no credit grade only.

analysis of contemporary music.

Prerequisite(s): MUS 103. Usually taken concurrently

MUS 116 Musicianship Skills

with MUS 108. Numeric grade only.

Fall (2)

Designed for students to develop an understanding of

104A Integrated Musicianship IV

the basic structures of music and a functional level of

MUS Spring (4)

music literacy and keyboard ability over two semesters.

This course begins near the end of the common practice

Course is intended for students seeking a music minor

ear. Work in this course will deal with issues in the

degree and students interested in gaining a basic level of

analysis of post-tonal music, focusing on strategies for

music literacy. Keyboard lab is required.

meaningful analysis in an era of a vast multiplicity of

musical languages.

MUS 117 Musicianship Skills II

Prerequisite(s): MUS 103A. Numeric grade only.

Spring (2)

Designed for students to develop an understanding of

MUS 105 Ear Training and Sight-Singing I

the basic structures of music and a functional level of

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music literacy and keyboard ability over two semesters.

composition majors are given priority for use of

Course is intended for students seeking a music minor

University-owned instruments.

degree and students interested in gaining a basic level of

Prerequisite(s): ability to read music. Offered in alternate

music literacy. Keyboard lab is required.

years.

MUS 118 Teaching Music in the Classroom

MUS 140 Orchestra Performance Practicum

Fall (4)

Spring (0–1)

Introduction to teaching music in the pre–K to 6th grade

Practicum in orchestral performance from audition to

classroom. Course emphasizes age-appropriate, quality

performance. Students develop performance resumes,

music materials and teaching strategies. Students will

research excerpts lists, and perform mock auditions,

further develop their own music literacy skills. Course is

study collective bargaining agreements, rehearsal

designed for music minors and Liberal Studies majors

protocol and complete field experiences in a professional

seeking a multiple subject credential.

orchestral setting.

Numeric grade only.

Prerequisite(s): permission of instructor and a confirmed

field experience such as having qualified for the RSO

MUS 120 Musicians in Their Own Words

student musician list. May repeat for credit, maximum 4

Fall (4)

credits.

This course introduces you to fundamental and integral

virtues of compelling academic writing. Here, we are

MUS 141 Marching Band Techniques

curious about the lives and work of musicians from our

Fall (2)

present and recent past, and we carefully read memoirs

Study and experience in various charting procedures,

of musical artists. We consider insights these musicians

including Step-Two, Asymmetrical, Corps style, and

share with us about the creative process and wonder at

computer charting. Developing effective rehearsal

how those insights might inform our work as college

techniques, philosophical considerations, and arranging

writers. And we compose writing that demonstrates

for a marching band.

interest in how academic curiosity enables us to read and

Offered in alternate years.

write with authority, agency, and compassion.

Numerical grade only.

MUS 151 String Instrument Techniques

Fall (2)

MUS 131 Percussion Instrument Techniques

Introduction to the violin, viola, cello, and double bass

Fall (2)

with emphasis on practical experience in group and/or

Introduction to the instruments of the percussion family

individual performance. Music education and

with emphasis on practical experience in group and/or

composition majors are given priority for use of

individual performance.

University-owned instruments.

Prerequisite(s): ability to read music. Offered in alternate

Prerequisite(s): ability to read music. Offered in alternate

years.

years.

MUS 133 Woodwind Instrument Techniques

MUS 157 Organ History and Literature

Spring (2)

Spring (2)

Introduction to the flute, oboe, clarinet, bassoon, and

Examination of the construction and repertoire of the

saxophone with emphasis on practical experience in

pipe organ from its invention to the present day. Topics

group and/or individual performance. Music education

include iconography, mechanics, and acoustics, as well as

and composition majors are given priority for use of

cultural and societal interdependence. Open to non-

University-owned instruments.

organists.

Prerequisite(s): ability to read music. Offered in alternate

Offered as needed.

years.

MUS 160 Special Studies

MUS 134 Brass Instrument Techniques

Fall (1–3), Spring (1–3), May Term (1–3)

Spring (2)

Special topics offered as needed. May be repeated for

Introduction to the trumpet, horn, trombone, baritone,

degree credit given a different topic.

and tuba with emphasis on practical experience in group

and/or individual performance. Music education and

MUS 208 Computer Music

Spring (4)

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Provides an introduction to electro-acoustic music

1750 commonly performed on the piano also included.

through the study of electro-acoustic compositions,

Stylistic, social, and cultural elements are explored.

synthesis techniques, and current computer applications.

Extensive listening and examination of scores.

On completion, students should have a strong sense of

Prerequisite(s): ability to read music. Offered as needed.

the development of electro-acoustic music, a working

knowledge of the supporting details (terminology,

MUS 220 Musical Theatre Performance

techniques, genres, composers, etc.) and an aural sense

Fall (2), Spring (2)

of different styles.

The goal of this course is to provide students with a

Prerequisite(s): MUS 113 or by permission. Numeric

sound foundation in the craft of musical theatre

grade only. Offered as needed.

performing. Course instruction will guide students to

connect vocally, emotionally, and physically to their

MUS 211 Accompanying

material. Song assignment will reflect various historical

Fall (1), Spring (1)

periods and styles of American (and British) musical

Study of vocal coaching (opera and art song) and

theatre.

instrumental accompanying techniques. Practicing,

Prerequisite(s): THA 140. Offered in alternate years.

rehearsing together, literature, transposition, and sight

Evaluation grade only.

reading. Supervised practice sessions.

Prerequisite(s): by permission. May be repeated for

MUS 224 German, Italian and French Diction

degree credit up to 8 credits.

Fall (4)

Exploration of literature for the voice in the German,

MUS 212 Sound Recording

Italian and French languages and correct diction for each

Spring (2)

language. Also includes learning and working with the

Introduction to sound recording techniques through

International Phonetic Alphabet.

theoretical studies and practical application. Topics

Numeric grade only.

included are acoustics, microphone characteristics and

placement, multichannel mixing, and tape

MUS 225 Advanced Diction for Singers

recording/editing methods. Students record soloists and

Spring (2)

small and major conducted ensemble performances in

Advanced study of literature for the voice in Spanish,

classical, jazz, and popular music idioms.

Russian and other languages. Also includes learning and

Offered as needed.

working with the International Phonetic Alphabet.

Numeric grade only.

MUS 213 Jazz Improvisation I

Fall (2)

MUS 228 Pedagogy

Study of jazz nomenclature, performance strategies, and

Spring (4)

resources for improvisation. Emphasis on applied ear

Principles and theories of pedagogy applied to the

training and performance on the student’s major

teaching of music.

instrument.

Prerequisite(s): MUS 101A and MUS 105. Open to music

Prerequisite(s): MUS 102, MUS 106, or by permission.

majors or minors only.

MUS 214 Jazz Improvisation II

MUS 231 Jazz History to the 1940s

Spring (2)

Fall (4)

Continuation of improvisation and performance

The roots of jazz, early styles, contributions of key

strategies studied in Jazz Improvisation I. Emphasis on

innovators, and the “meanings” of jazz. Topics include

advanced ear training, performance on student’s major

the origins and development of blues, ragtime, early jazz,

instrument, and music transcription.

and swing, as well as how American society and jazz both

Prerequisite(s): by permission. May be repeated for

influenced and reflected new ways of understanding

degree credit for up to 4 credits.

culture, race, creativity, individuality, cooperation, and

community.

MUS 217 Piano Literature

Offered as needed.

Fall (2), Spring (2)

Literature for solo piano, chamber music with piano, and

MUS 232 Jazz History 1940s to the Present

concertos written from the mid-18th century to the

Spring (4)

present. Music for harpsichord and clavichord prior to

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2022-2023 Academic Catalog

Post-swing era jazz styles, the musicians, and the

MUS 312 Instrumental Music at the Pre-College Level

“meanings” of jazz. Focus on Bebop, Cool, Fusion, Latin,

Fall (4)

and Contemporary styles. Includes guided listening, key

Methods and materials for teaching instrumental music

innovators, the relationship between mainstream

in K–12 schools, including concert and marching bands,

America and jazz artists, and how technological

orchestra, jazz and pop groups, social instruments,

innovations, as well as racial, economic, political, and

theory, and listening experiences.

social issues, shaped modern styles.

Prerequisite(s): MUS 335.

Offered as needed.

MUS 323 Choral Music at the Pre-College Level

MUS 233 American Music

Fall (4)

Spring (4)

Methods and materials for teaching vocal music in K–12

An introduction to American musical culture, including

schools, including chorus, vocal chamber ensembles,

important composers, genres, and styles. Emphasis also

voice classes, recitals, stage productions, theory, and

on important conductors, performers, institutions, and

listening experiences.

technologies. Issues of identity, class, race, and ethnicity

Prerequisite(s): MUS 335. Offered in alternate years.

will be addressed in readings, discussions, and guided

listening.

MUS 335 Introduction to Conducting

Ability to read music preferred. For music majors and

Fall (2), Spring (2)

interested non-majors.

Elements of the conductor’s techniques, beat formation,

and all rhythms; practice in choral and instrumental

MUS 299 Upper-division Qualifying Examination

conducting. Baton techniques and score reading with

Spring (0)

practical application.

Credit/no credit grade option. Prerequisite(s): sophomore

Prerequisite(s): MUS 102A.

standing.

MUS 339 Music in the Elementary School

MUS 300 Music History and Literature from Antiquity to

Spring (3)

1750

Music education pedagogy and materials for Pre–K to

Fall (4)

grade 6. Units include philosophical, historical and

Comprehensive survey of the Western musical tradition

psychological foundations of music education, lesson

from antiquity to the end of the Baroque period.

planning and assessment of music learning. Approaches

Development of musical style studied through the

of Orff, Dalcroze, Kodaly, and Gordon are examined and

achievements of great composers and the artistic, social,

practiced in peer-teaching activities.

and cultural elements that were determining factors.

Prerequisite(s): MUS 335 or by permission. Offered in

Prerequisite(s): ability to read music desirable.

alternate years.

MUS 301 Music History and Literature from 1750 to the

MUS 347 History of Opera

Present

Fall (4)

Spring (4)

This is a survey course examining the development of

Survey of the Western musical tradition covering the

Lyric Theatre from its beginnings in the seventeenth

periods from the Viennese classicism period through

century to the present day. Special focus will be on the

New Romanticism. Development of styles is studied using

aesthetic interplay and relationship between text and

the works of the great composers from Sanmartini

music and how it affected the composer’s and singer’s

through Adams. Artistic, social, and cultural elements of

art throughout the history of Lyric Theatre. Ability to read

style also explored.

music preferred.

Prerequisite(s): MUS 102A.

Offered in alternate years.

MUS 307 World Music

MUS 356 Orchestration

Fall (4). Spring (4)

Fall (2-4), Spring (2-4)

Study of the basic elements of music outside the

Nature and potential of musical instruments.

Western or European tradition, including melody, scales

Arrangement and scoring for conventional groups

systems, rhythm, harmony, and form.

(symphony orchestra, symphony band, marching band,

Prerequisite(s): MUS 301. Numeric grade only.

principal chamber combinations), and for immediate

practical instrumentation.

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MUS 360 Special Studies

MUS 436 Advanced Choral Conducting

Fall (2–4), Spring (2–4)

Spring (4)

Special topics offered as needed. May be repeated for

This course will enable students to improve basic

degree credit given a different topic.

conducting skills; understand the relationship between

Prerequisite(s): MUS 300 and MUS 301, or by permission.

text and music and how one's gesture will be affected.

Numeric grade only.

Approaches include gesture, overcoming vocal and/ or

musical problems; techniques to encourage proper tone

MUS 399 Junior Recital

production; score analysis, and the recognition and

Fall (0), Spring (0)

improvement of problem areas in conducting.

A minimum of one credit of private instruction on the

Prerequisites: MUS 335 or equivalent. Offered in

major instrument or voice must be taken concurrently.

alternate years.

Recital must be 30 minutes in length.

Credit/no credit grade option.

MUS 437 Advanced Instrumental Conducting

Spring (4)

MUS 402 Medieval and Renaissance Music Literature

Continuation and development of conducting techniques

Fall (4)

developed in MUS 335 or MUS 436. Application of these

Detailed survey of music examples from 600 to 1600,

precepts to both choral and instrumental ensembles.

with emphasis on the definition of style and how it is

Emphasis on preparing and conducting from full choral

expressed by individual composers. Approaches include

and orchestral scores.

performance, analysis, and research methods.

Numeric grade only. Prerequisite(s): MUS 335 or

Prerequisite(s): MUS 300. Offered in alternate years.

equivalent. Offered in alternate years.

MUS 403 Baroque Music Literature

MUS 438 Composition Studio Class

Fall (4)

Fall (0–4), Spring (0–4)

Study of musical examples from 1600 to 1750, with

Weekly seminar and private study to encourage further

emphasis on the definition of style and how it is

exploration and development of an individual

expressed by individual composers. Approaches include

compositional style. Coursework will include specific

performance, analysis, and research methods.

composing assignments, listening reports, and the

Prerequisite(s): MUS 300. Offered in alternate years.

completion of a performance-ready score, as well as

individual composing projects. May be repeated for

MUS 404 Classical Music Literature

degree credit for a maximum of 16 credits.

May Term (3)

Numeric grade only. Prerequisite(s): admission into the

Survey of music written between 1750 and 1800, with

B.M. in Composition, or instructor’s permission.

emphasis on the definition of style and how it is

expressed by individual composers. Approaches include

MUS 498A Full Senior Recital

performance, analysis, and research methods.

Fall (0), Spring (0)

Prerequisite(s): MUS 301. Offered in alternate years.

A minimum of 3 credits of private instruction on the

major instrument or voice must be taken concurrently.

MUS 405 Nineteenth-Century Music Literature

Composition majors may present, during the senior year,

May Term (3)

well-rehearsed public presentations of three to four

Survey of music written between 1820 and 1900, with

works (or equivalent) in lieu of a single recital. The Full

emphasis on the definition of style and how it is

Senior Recital must be one hour in length.

expressed by individual composers. Approaches include

Credit/no credit grade option.

performance, analysis, and research methods.

Prerequisite(s): MUS 301. Offered in alternate years.

MUS 498B Half Senior Recital

Fall (0), Spring (0)

MUS 406 Twentieth-Century Music Literature

A minimum of 1 credit of private instruction on the major

Spring (4)

instrument or voice must be taken concurrently. The Half

Examination and appreciation of the styles and major

Senior Recital must be thirty minutes in length.

composers of the twentieth century. Detailed study of

Credit/no credit grade option.

selected works.

Prerequisite(s): MUS 301. Offered in alternate years.

MUS 498C Senior Project

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Fall (0–2), Spring (0–2)

Credit/no credit grade option.

PERFORMANCE STUDIES

Private Lessons. Performance majors usually register for 3 credits each semester (one one-hour lesson per week) and Music Education majors usually register for 2 credits each semester (one 45-minute lesson per week). General University students usually register for 1 credit per semester (one 30-minute lesson per week). Private lessons begin during the second full week of classes.

Juries. Final examinations in performance are required of all students who take private instruction for evaluation or a grade.

All students who enroll in performance studies for a grade are required to attend a regularly scheduled performance class and participate in a major conducted ensemble during the semester of enrollment. Juries are not required for students who are taking the UDQE, performing a recital or major role in opera workshop.

Chamber Music. All Bachelor of Music and Bachelor of Arts students who choose the recital option are required to perform chamber music during their degree recitals. Ensembles should be varied in size and nature. The pre-recital jury committee determines the appropriateness of the selected chamber works and approves them when the recital repertoire is approved.

Pre-recital Jury Examinations. Students presenting required recitals, students presenting a full or partial recital to fulfill the senior project requirement in the Bachelor of Arts program, and any other students recommended to do so by their private instructor must present a pre-recital jury examination. In the semester prior to the scheduled recital, students must bring a list of their proposed recital repertory to the area jury for approval. Students studying abroad must present their proposed program to the performance studies chairman during the first week of the semester following the student’s return. The pre-recital jury examination must be presented at least four weeks, and no sooner than eight weeks, before the scheduled recital date.

The pre-recital jury will consist of the private teacher and one or more additional faculty member(s) approved by the private teacher. At least one member of the pre-recital jury must be a full-time faculty member. At the examination, the student must be prepared to perform the entire recital at final performance level, including memorization, if required. All those who will participate in the recital must perform at the pre-recital examination.

If the pre-recital jury examination is not approved, the student may not present the recital until a subsequent semester.

Pre-recital jury examinations and all required recitals must take place when classes are in session during the regular academic year.

MUS 299 Upper-Division Qualifying Jury Examination

Bachelor of music majors in performance, composition, and music education must pass the upper-division qualifying Jury Examination to register for private instruction as a junior or senior music major. These examinations will be scheduled at 15-minute intervals, and each student in the Bachelor of Music in Performance and the Bachelor of Music in Music Education will be expected to perform for at least 12 minutes. Each student in the Bachelor of music in composition program will undergo a 30-minute portfolio review with a faculty panel. Upper-division Qualifying Jury Examinations will normally be taken at the end of the Spring semester of the sophomore year. A student who fails the Upper-division Qualifying Jury Examination will be denied permission to continue in the current major. Music Education students must also show evidence of a 2.75 cumulative undergraduate GPA or approved petition by the end of their sophomore year in order to continue in the program.

MUAP Applied Instruction Courses

Students wishing to study privately in piano, guitar, organ, or voice must first complete the class instruction offered or demonstrate equivalent proficiency prior to registering for private lessons.

Fees may be required for MUAP courses. Please refer to the Tuition and Fees section of the catalog for more information.

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Music instruction for non-music majors or music majors on a secondary instrument (MUAP 100s) is offered in the following areas. Consult the Schedule of Classes for current offerings.

MUAP 102 Classical Piano

MUAP 305 Organ

MUAP 104 Jazz Piano

MUAP 306 Harpsichord

MUAP 105 Organ

MUAP 308 Classical Voice

MUAP 106 Harpsichord

MUAP 309 Violin

MUAP 108 Classical Voice

MUAP 310 Viola

MUAP 109 Violin

MUAP 311 Cello

MUAP 110 Viola

MUAP 312 Double Bass

MUAP 111 Cello

MUAP 313 Flute

MUAP 112 Double Bass

MUAP 314 Oboe

MUAP 113 Flute

MUAP 315 Clarinet

MUAP 114 Oboe

MUAP 316 Bassoon

MUAP 115 Clarinet

MUAP 317 Saxophone

MUAP 116 Bassoon

MUAP 318 Horn

MUAP 117 Saxophone

MUAP 319 Trumpet

MUAP 118 Horn

MUAP 320 Trombone

MUAP 119 Trumpet

MUAP 321 Tuba

MUAP 120 Trombone

MUAP 322 Classical Percussion

MUAP 121 Tuba

MUAP 324 Jazz Percussion

MUAP 122 Classical Percussion

MUAP 326 Harp

MUAP 124 Jazz Percussion

MUAP 328 Classical Guitar

MUAP 126 Harp

MUAP 330 Jazz Guitar

MUAP 128 Classical Guitar

MUAP 331 Jazz Improvisation

MUAP 130 Jazz Guitar

MUAP 332 Pop Guitar

MUAP 132 Pop Guitar

MUAP 334 Electric Bass

MUAP 134 Electric Bass

MUAP 335 Classical Other

MUAP 135 Classical Other

MUAP 336 Jazz Other

MUAP 136 Jazz Other

MUAP 337 Other

MUAP 137 Other

Fall (1–3), Spring (1–3)

Fall (1), Spring (1)

Private Instruction for Music Majors

Private Instruction for non-music majors

MUAP 325 Composition

MUAP 302 Classical Piano

Fall (1), Spring (1)

MUAP 304 Jazz Piano

Individual instruction in music composition.

Ensembles

The Conservatory of Music offers the following major conducted ensembles. They are open to all University students, by audition.

• University Choir —MUSI 111/ MUSI 611

• Chapel Singers —MUSI 112/ MUSI 612

• Wind Ensemble—MUSI 138/ MUSI 638

• Symphonic Band — MUSI 140/ MUSI 640

• University of Redlands Symphony Orchestra— MUSI 131/ MUSI 631

Each of these ensembles meets from two to six hours weekly for rehearsals. Performances will vary from two per semester to as many as ten or more depending upon the organization. The meeting time for each ensemble is listed in the Schedule of Classes.

Redlands Symphony Orchestra

Students who exhibit outstanding performing ability may be invited to audition for participation in the Redlands Symphony Orchestra. Auditions are held during MUS 110 Recital Repertory Class at the beginning of each term.

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Chamber Ensemble

Small ensemble (one-on-a-part) experiences are available each semester. Participation without registering is subject to the approval of the instructor. At least one of the meetings will be with an instructor-coach.

Music Class Instruction Course Descriptions

Fall (0–3), Spring (0–3)

MUSI 121 Class Piano I

Preparation and performance of scenes from opera or

Fall (1), Spring (1)

musical theatre.

This course is an introduction to basic practical keyboard

Numeric grade only.

skills and keyboard theory. The skills, exercise, and

repertory included in this course reify and support the

MUSI 111 University Choir

competencies and skills that are being developed in MUS

Fall (0–1), Spring (0–1)

101 and MUS 105.

Prerequisite(s): audition required. Numeric grade only.

MUSI 123A Class Classical Guitar I

MUSI 112 Chapel Singers

Fall (1), Spring (1)

Fall (0–1), Spring (0–1)

Credit/no credit grade option.

Prerequisite(s): audition required. Numeric grade only.

MUSI 123B Class Classical Guitar II

MUSI 114 Bel Canto

Fall (1), Spring (1)

Fall (0–1), Spring (0–1)

Credit/no credit grade option.

Prerequisite(s): audition required. Numeric grade only.

MUSI 124 Introduction to Voice

MUSI 131 University of Redlands Symphony Orchestra

Fall (1), Spring (1)

Fall (0–1), Spring (0–1)

Credit/no credit grade option.

Prerequisite(s): audition required. Numeric grade only.

MUSI 125A Class Popular Guitar I

MUSI 133 Chamber Ensemble: Strings

Fall (1), Spring (1)

Fall (0–1), Spring (0–1)

Credit/no credit grade option.

Numeric grade only.

MUSI 125B Class Popular Guitar II

MUSI 135 Jazz Improvisation Ensemble

Fall (1), Spring (1)

Fall (0–1), Spring (0–1)

Credit/no credit grade option.

Performance of small jazz ensemble literature from

various style periods with a focus on developing

MUSI 125C Class Popular Guitar III

improvisation skills.

Fall (1), Spring (1)

Prerequisite(s): audition required. Numeric grade only.

Credit/no credit grade option.

MUSI 136 Studio Jazz Band

MUSI 126 Class Piano II

Fall (0–1), Spring (0–1)

Spring (1)

Numeric grade only.

This course is a continuation of the class piano sequence,

and builds on key skills and concepts from Class Piano I.

MUSI 137 Chamber Ensemble: Winds and Percussion

This course includes more intermediate level repertoire

Fall (0–1), Spring (0–1)

that tracks along with the increasingly chromatic

Numeric grade only.

repertoire studied in Music Theory II.

Prerequisite(s): MUSI 121.Credit/no credit only.

MUSI 138 Wind Ensemble

Fall (0–1), Spring (0–1)

Ensembles

Numeric grade only.

MUSI 110 Opera Workshop

MUSI 139 Special Ensemble

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Fall (0-1), Spring (0-1)

This course is the culmination of the class piano

Numeric grade only.

sequence, and builds upon key skills and concepts

introduced and developed in Class Piano I and Class

MUSI 140 Symphonic Band

Piano II. The course includes more advanced level

Fall (0–1), Spring (0–1)

repertoire that tracks along with the fully chromatic

Numeric grade only.

repertoire of the late 19th century studies in Music

Theory III.

MUSI 221 Class Piano III

Prerequisite(s): MUSI 121 and MUSI 126. Credit/ no

Fall (1)

credit only.

The Graduate Program

Admission

Applications for graduate study are available from the School of Performing Arts Admissions Office, Conservatory of Music, P.O. Box 3080, University of Redlands, Redlands, CA 92373-0999; telephone (909) 748-8014. Applicants should have a grade point average of at least 2.75 on a 4.0 scale from an accredited undergraduate program and must have a bachelor’s degree or equivalent in music.

The deadline for submission of applications is four weeks prior to the beginning of each term, with the exception of the MM

in Vocal Chamber Music which has a December 1 deadline. Applicants are encouraged to submit their documentation well in advance of the intended semester of matriculation.

Only completed applications will be considered. A completed application must include the following: 1. A University of Redlands Application for Admission to Graduate Study in Music;

2. The $40 non-refundable application fee;

3. Two recommendations from professionals qualified to assess the applicant’s potential for success in the intended major;

4. Official transcripts from each college or university previously attended; Note: Transcripts from foreign colleges and universities must be evaluated by the Credential Evaluation Service of the International Education Research Foundation, Inc. and sent directly to the School of Music.

5. A TOEFL score of 550 (or 213 for the computer-based test or 80 for the Internet-based test) or higher is required for international students whose primary language is not English;

6. An admission audition for those intending to major in performance (applicants living within 200 miles of Redlands are expected to audition in person; others may submit tapes); and

7. Copies of representative original scores for those intending to major in composition.

Auditions

Admission auditions may be performed by appointment at the University of Redlands (on special days set aside for admission auditions) or through submission of a high-quality recording. Auditions should last no more than twenty minutes.

While no specific repertory is required for instrumentalists, selections should demonstrate the applicant’s full range of musical and technical ability and works from two or three different historical periods or of differing type are suggested.

Voice applicants must present at least four arias or songs—one each in English, French, German, and Italian.

Conducting applicants must meet all of the current requirements for admission to the graduate program and have significant conducting experience. Submit a thirty-minute video of rehearsal and performance, repertoire list and current curriculum vitae and have an interview (live interview preferred). (To schedule an audition, contact the Director of Music Admissions. Audition recordings also should be sent to the Director of Music Admissions.)

Acceptance

The Director of the Conservatory of Music sends notification of acceptance into the master’s program.

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Master of Music

The Master of Music degree is a post-baccalaureate program with majors in Performance, Composition, Conducting, Vocal Chamber Music, and Pedagogy. The degree is intended for advanced study beyond the undergraduate level.

Program Requirements

All graduate students must enroll in MUS 600 during the first two semesters of study. Each major program requires 32

credits distributed as follows:

The Major in Composition

MUS 600 Graduate Studies in Musicology (3)

MUS 601 Graduate Studies in Music Theory (3)

MUS 615 Graduate Seminar in Literature and Analysis (3)

MUAP 625 Composition (3) for a total of 12 credits

Music electives— 7 credits

Note: Students are encouraged to take at least one elective course outside the field of music.

MUS 698 Graduate Recital (0)

The graduate recital consists of original works composed while in residence.

With the approval of the composition faculty, a portfolio of recordings of original works composed while in residence may substitute for a live concert recital. Pre-recitals are waived for composition majors’ composition recitals.

The Major in Conducting

MUS 600 Graduate Studies in Musicology (3)

MUS 601 Graduate Studies in Music Theory (3)

MUS 615 Graduate Seminar in Literature and Analysis (3)

MUAP 638 Conducting (1-6) for a total of 16 credits

MUS 645 Score Study and Analysis (2)

MUS 646 Conducting Rehearsal Techniques (2)

MUS 698 Graduate Recital (0)

Students are required to perform one public recital each year (2 total)

The final recital is recommended to include an instrumental ensemble (for choral conductors) and a choral ensemble (for instrumental conductors).

Ensemble each term of residence (Students are required to perform in the ensemble they assist.)

Electives—3 credits, other 600-level music courses or Applied Lesson (Ensembles cannot be counted toward the elective requirement.)

The Major in Performance

MUS 600 Graduate Studies in Musicology (3)

MUS 601 Graduate Studies in Music Theory (3)

MUS 615 Graduate Seminar in Literature and Analysis (3)

Applied studies— for a total of 16 credits

Major Conducted Ensembles

-or- MUSI 610 Opera Workshop for vocal majors

-or- MUS 611 Accompanying for Keyboard majors. —4 credits

Music electives —3 credits

MUS 698 Graduate Recital (0)

Note: Students must perform two Graduate Recitals.

The first recital must occur before the completion of 20 credits. Between twenty-five and fifty percent of the repertoire for one of the recitals must consist of chamber ensemble works (larger than instrument plus keyboard). The combined recitals must contain at least one work written within the past fifty years. Content of each recital must be approved by the student’s graduate committee.

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The Major in Pedagogy

The M.M. in Pedagogy is a graduate degree program tailored for the 21st-century private studio teacher. Practical experience in teaching is integrated with pedagogy coursework. Faculty feedback in workshops and applied teaching sessions provide individualized mentoring for maximum professional growth.

This degree specifically focuses on the students’ primary performance area and on studio (not classroom) teaching. The MM in Pedagogy is offered in piano, voice, and strings.

The MM in Pedagogy is designed to prepare students to be successful studio teachers, with the skills needed to develop, market, and maintain a private teaching studio of their own. Through the applied pedagogy courses, students will gain valuable teaching experience with clients from diverse backgrounds and ability levels.

MUS 600 Graduate Studies in Musicology (3)

MUS 601 Graduate Studies in Music Theory (3)

MUS 658 Psychology of Music (3)

MUS 659 Introduction to Methods (3)

MUS 639 Applied Music Pedagogy (3)- take 3 times for a total of 9 credits

MUAP Applied lessons on major instrument (6)

MUS 695 Final Project (0)

600-level MUS electives (3)

Transfer Credit

A maximum of 6 credits of graduate credit completed at another regionally accredited institution within the previous six years may count toward the Master of Music, subject to approval by the Graduate Studies Coordinator.

Diagnostic Entrance Examinations

Preceding the first semester of study, entering students must take a diagnostic examination in music theory, aural musicianship, and literature. This test covers knowledge equivalent to the expectations of graduates of the University of Redlands Bachelor of Music program. Areas of weakness identified through this examination must be strengthened through enrollment in MUS X06 (at the additional cost of one credit of tuition).

Graduate Assistantships

The application for a graduate assistantship is part of the Application for Admission to Graduate Study. Assistantships are awarded in a wide variety of areas including, but not limited to, teaching, accompanying, ensemble assistance, concert management, and recording.

Special Regulations Master of Music Performance

Students in the MM in Performance must register for a minimum of 4 credits of private instruction on the major instrument/voice during the semester in which a required graduate recital is presented. All majors (except keyboard and voice—see the following) are expected to earn 4 credits in an appropriate Conservatory of Music major conducted ensemble unless the normal assignment is waived or reassigned by petition to the music faculty. The normal appropriate major conducted ensembles are: MUSI 611 University Choir (vocal majors), MUSI 612 Chapel Singers, MUSI 638 Wind Ensemble (wind and percussion majors), MUSI 631 University of Redlands Symphony Orchestra (string majors), and MUSI 640 Symphonic Band. Guitarists will be assigned according to their secondary interests. Keyboard majors are required to enroll in MUS 611 Accompanying for up to 4 credits as required by the degree instead of a major conducted ensemble. In addition, vocal majors may elect to take 4 credits in MUSI 610 Opera Workshop in lieu of a major conducted ensemble.

At least four weeks prior to each required performance recital, the complete proposed repertoire must be performed for the candidate’s committee at a pre-recital evaluation jury. In the case of composition recitals, all scores and parts must be available for examination and at least half of the works must be performed for the committee. At the completion of the evaluation, the committee will notify the candidate whether the recital may be given as scheduled. Completed, typed, and edited program notes must be presented to the committee for approval at the time of the pre-recital evaluation. All printed recital programs must contain approved program notes. Verbal commentary at recitals is not permitted.

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The Major in Vocal Chamber Music

Admission

Students will be required to have completed a bachelor’s degree in music, preferably with a choral performance focus, and must have experience of ensemble singing at a collegiate level. It is essential that they have excellent sight-reading ability, a firm grounding in music theory, and a proven ability to hold their own musical line within an ensemble. Students should also have knowledge of an interest in choral music throughout the ages. All students must pass an entrance audition, which will encompass both solo and ensemble singing and must be taken in person. Solo material should be taken from at least two historical periods and should demonstrate technical ability as well as general musicianship and interpretation skills.

Audition

This two-year master’s program will enroll 8 singers per cohort. Pre-screening material is due December 1st of the year before beginning the program and can be uploaded online. The required repertoire for pre-screening is four contrasting pieces, in four different languages, representing both operatic and song repertoire. Successful pre-screened candidates will be invited to an audition day during the spring semester of the year in which they plan to begin studies. Candidates invited for a live audition will prepare the following:

30 minutes of memorized material from which the audition panel will select specific repertoire. It is encouraged that candidates prepare an aria with significant recitative. Pieces should include works in English, French, German and Italian. It is suggested that candidates prepare the following: 1 opera aria, 1 oratorio aria, 1 aria of choice, 2 mélodies, 2 lied, 1 song post-1960 and 1 song of choice. Solo pieces must be performed from memory. An accompanist will be provided for solo repertoire.

Three assigned choral works to be chosen by the faculty panel. During the audition, candidates will be assigned to quartets and octets where they will rehearse with other candidates in preparation for a chamber component of the audition.

Ensemble pieces should NOT be memorized as this will inhibit the rehearsal aspect of the audition. Please bring score and pencils for this part of the audition.

An unseen sight-singing piece will be provided 10 minutes prior to the audition.

Requirements:

MUS 616 Body Mapping Seminar

MUS 618 Commercial Music-Making and Succeeding in the Music Industry (4)

MUS 619 Choral Repertoire Seminar (4)

MUS 620 Western Polyphonic Music through the Ages: 500 Years of Song (4)

MUS 621 Choral Conducting and Rehearsal Techniques (4)

Chamber Ensemble Lessons (4)

MUSI 642 Large Choral Ensemble Intensive (2)

MUS 622 Diction for Choral Musicians (4)

MUSI 642 Large Choral Ensemble Intensive (2)

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Artist Diploma in Music Performance

The Artist Diploma is an intensive, post-graduate performance program intended for students to focus on their individual performance.

Admission

Prospective students must have a bachelor’s degree or equivalent in music. There will be an in-person audition specific to each instrument or voice. Once admitted, students must pass an Artist Diploma Entrance Jury (scheduled within the normal year-end jury examinations) by the end of the first year before being allowed to continue in the program.

Those students whose primary language is not English must report a score of at least 450 on the TOEFL examination by the end of the first year of study.

Required Courses

Applied Music—24 credits, 6 per semester

Graduate-level music courses—4 credits

Participation in a major conducted ensemble (or accompanying for organ and piano majors)—4 credits, 1 per semester

Three formal recitals

Graduate Music Course Descriptions

MUS 606 Twentieth-Century Music Literature

MUS X06 Graduate Tutorial in Music Theory

Spring (2)

Fall (1), Spring (1)

Detailed study of music examples from the twentieth

Review of tonal theory, including advanced chromatic

century, with the goal of examining the basic directions

harmony and formal analysis. Includes preparation for

of contemporary music. Included are neoclassicism,

graduate-level work in music theory. Note: This course

nationalism, classical and post-Webern serialism,

does not count towards degree completion.

eclecticism, indeterminacy, electronics, and jazz.

Offered in alternate years.

MUS 600 Graduate Studies in Musicology

Fall (3)

MUS 608 Computer Music

Exploration of varied methodologies in musicology,

Spring (2)

ethnomusicology, and related fields. Selected area(s) of

Provides an introduction to electro-acoustic music

topical emphasis to be determined by instructor.

through the study of electro-acoustic compositions,

Numeric grade only.

synthesis techniques, and current computer applications.

On completion, students should have a strong sense of

MUS 601 Graduate Studies in Music Theory

the development of electro-acoustic music, a working

Spring (3)

knowledge of the supporting details (terminology,

Exploration of varied analytical techniques useful in

techniques, genres, composers, etc.), and an aural sense

interpretation, performance, and composition of tonal

of different styles.

and post-tonal music. Includes in-depth study of selected

scores.

MUS 610 Jazz Improvisation I

Prerequisite(s): Successful completion of music theory

Fall (1)

placement exam or MUS X06. Numeric grade only.

Study of jazz melody, harmony, rhythm, improvisational

resources and strategies used in jazz improvisation.

MUS 602 Graduate Seminar in Literature and Analysis

Focus is on development of advanced aural musicianship

Spring (3)

skills through performance on the student's instrument

Intensive study of a selected repertoire, historical topic,

and transcription/analysis of outstanding improvisations

or analytical mode as determined by the instructor,

in various jazz styles.

culminating in an independent research or creative

Prerequisite(s): by permission.

project.

Prerequisite(s): MUS 600 and MUS 601.

MUS 611 Accompanying

Fall (1), Spring (1)

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Study of vocal coaching (opera and art song) and

Fall (4)

instrumental accompanying techniques. Practicing,

Students will be immersed in the language and purpose

rehearsing together, literature, transposition, and sight

of western polyphonic choral music from the

reading. Supervised practice sessions. May be repeated

Renaissance to the present day, within the context of

for up to 4 degree credits.

society, politics, and geography.

Numeric grade only.

MUS 614 Jazz Improvisation II

Spring (2)

MUS 621 Choral Conducting and Rehearsal Techniques

Study of advanced jazz improvisation with the goal of

Summer (4)

enabling students to develop styles of their own.

This course will introduce students to a variety of

Prerequisite(s): by permission.

rehearsal techniques through conductor

observation/discussion, readings and podium time. Each

MUS 615 Graduate Seminar in Literature and Analysis

student will be required to observe conductors on a

Spring (3)

weekly basis and discuss their findings to the class.

Intensive study of a selected repertoire, historical topic,

Numeric grade only.

or analytical mode as determined by the instructor,

culminating in an independent research or creative

MUS 622 Diction for Choral Musicians

process.

Summer (4)

Prerequisite(s): MUS 600 and MUS 601. Numeric grade

This course focuses on an immersion into the

only.

International Phonetic Alphabet, focusing on the

Ecclesiastical and Berman Latin pronunciation, German,

MUS 616 Body Mapping Seminar

French, Spanish, and Russian.

Spring (4)

Numeric grade only.

This course will study human anatomy and movement

and teach participants to move well and avoid injury.

MUS 624 German, Italian, and French Vocal Literature

Body Mapping, or Andover Education, founded by

and Diction

Alexander Technician Barbara Conable, provides

Fall (2)

conscience and tangible information regarding how a

Exploration of literature for the voice in the German,

musician’s body moves to create sound.

Italian and French languages and correct diction for each

Numeric grade only.

language. Also includes learning and working with the

International Phonetic Alphabet.

MUS 618 Commercial Music-making and Succeeding in

the Music Industry

MUS 625 Advanced Diction for Singers

Fall (4)

Spring (2)

This course focuses on the importance of understanding

Advanced study of literature for the voice in Spanish,

how to create, sustain and monetize a fine arts chamber

Russian and other languages. Also includes learning and

organization. Discussion will include choice of vehicle and

working with the International Phonetic Alphabet.

name of entity, understanding markets and communities,

Numeric grade only.

marketing events, composition/structure of entity, fund-

raising and endowments, and the benefits of outreach

MUS 628 Pedagogy

and education.

Fall (2)

Numeric grade only.

Principles and theories of pedagogy applied to the

teaching of music.

MUS 619 Choral Repertoire Seminar

Spring (4)

MUS 629A Voice Pedagogy Practicum

With a focus on creating concert and recording

Spring (2)

programs, students will explore how to compare and link

MUS 629B Strings and Guitar Pedagogy Practicum

musical styles in order to produce balanced and inspiring

Spring (2)

repertoire and material.

MUS 629C Keyboard Pedagogy Practicum

Numeric grade only.

Spring (2)

MUS 629D Wind, Bass, and Percussion Pedagogy

MUS 620 Western Polyphonic Music through the Ages:

Spring (2)

500 Years of Song

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Supervised and observed studio teaching. University

collective bargaining agreements and rehearsal protocol,

students teach two or more private students for an

and complete field experiences in a professional

entire semester. One segment explores methods and

orchestral setting.

materials appropriate for teaching one’s own instrument

Prerequisite(s): permission of Instructor and a confirmed

or voice.

field experience such as having qualified for the RSO

Prerequisite(s): MUS 628.

student musician list.

MUS 636 Advanced Choral Conducting

MUS 645 Score Study and Analysis

Spring (4)

Spring (2)

This course will enable students to improve basic

This seminar is the study of musical coherence and

conducting skills; understand the relationship between

formal structure as seen in orchestral and choral works

text and music and how one’s gesture will be affected;

written from the mid-eighteenth century to the late

communicate expression and assist an ensemble to

twentieth century. The structural investigation of each

overcome vocal and/or musical problems through

work will be based on harmonic and thematic design,

gesture; discover techniques to encourage proper tone

motive elaboration, text selection and orchestration.

production; analyze scores; recognize and improve

Prerequisite(s): by permission. Numeric grade only.

problem areas in conducting; and learn to conduct the

Offered as needed.

music, not the notes.

Offered in alternate years.

MUS 646 Conducting Rehearsal Techniques

Fall (2)

This course will introduce students to a variety of

MUS 637 Advanced Instrumental Conducting

rehearsal techniques through conductor

Spring (4)

observation/discussion, weekly readings and podium

Students develop analytical skills, knowledge of

time. Each student will be required to observe

appropriate wind literature, effective nonverbal

conductors on a weekly basis and report their findings to

communication skills, and effective rehearsal techniques.

the class.

Numeric grade only. Offered in alternate years.

Prerequisite(s): by permission. Numeric grade only.

Offered as needed.

MUS 638 Composition

Fall (1), Spring (1)

MUS 656 Orchestration

The exploration and development of individual

Fall (2). Spring (2–4)

compositional styles through private lessons and class

Nature and potential of musical instruments;

meetings. Projects and assignments are geared to each

arrangement and scoring for conventional groups

student’s background and experience. May be repeated

(symphony orchestra, symphony band, marching band,

for degree credit for a maximum of 16 credits.

principal chamber combinations) and for immediate

Prerequisite(s): ability to read and notate music, basic

practical instrumentation.

keyboard skills. Numeric grade only.

MUS 658 Psychology of Music

MUS 639 Applied Music Pedagogy

Spring (3)

Fall (3). Spring (3)

Examination of contemporary music learning theories

The focus of this course is to develop skills and

with an emphasis on current research-based teaching

knowledge of instrument specific applied music

methods.

instruction, materials, literature and techniques in a

Offered in alternate years.

private lesson setting. Students will be assigned private

students in the CSMA program for field experience,

MUS 659 Introduction to Methods

which will serve as the focus of the lessons.

Fall (4)

Numeric grade only.

A survey course of the major pedagogical approaches

and methods for teaching applied music including Orff,

MUS 640 Orchestra Performance Practicum

Suzuki, Kodaly, Dalcroze, and Body-Mapping. Students

Spring (0–1)

will also attend workshops in Suzuki and Orff methods

Practicum in orchestral performance from audition to

offered through the University of Redlands Community

performance. Students develop performance resumes,

School of Music and Art and observe lessons and studio

research excerpts lists, perform mock auditions, study

classes.

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Offered as needed. Numeric grade only.

Graduate Ensembles

MUS 697 Special Studies

Fall (3), Spring (3)

MUSI 611 University Choir

MUSI 612 Chapel Singers

MUS 698 Graduate Recital

MUSI 614 Bel Canto

Fall (0), Spring (0)

MUSI 631 UR Symphony Orchestra

Once each year, composition majors may present well-

MUSI 633 Chamber Ensemble: Strings

rehearsed public presentations of three to four works (or

MUSI 635 Jazz Improv Ensemble

equivalent) in lieu of a single recital.

MUSI 636 Studio Jazz Band

MUSI 637 Chamber Ensemble: Winds and Percussion

Applied Instruction Courses

MUSI 638 Wind Ensemble

MUSI 639 Percussion Ensemble/Guitar Ensembles

MUAP 602 Classical Piano

MUSI 640 Symphonic Band

MUAP 604 Jazz Piano

Fall (0–1), Spring (0–1)

MUAP 605 Organ

Participation in, and assistance with, a specific School of

MUAP 606 Harpsichord

Music ensemble.

MUAP 608 Classical Voice

Numeric grade only.

MUAP 609 Violin

MUAP 610 Viola

MUSI 610 Opera Workshop

MUAP 611 Cello

Fall (0–3), Spring (0–3)

MUAP 612 String Bass

Preparation and performance of scenes or a full

MUAP 613 Flute

production of opera or musical theatre.

MUAP 614 Oboe

Numeric grade only.

MUAP 615 Clarinet

MUAP 616 Bassoon

MUSI 631 University of Redlands Symphony Orchestra

MUAP 617 Saxophone

Fall (0–1), Spring (0–1)

MUAP 618 Horn

Prerequisite: audition required.

MUAP 619 Trumpet

Numeric grade only.

MUAP 620 Trombone

MUAP 621 Tuba

MUSI 641 Small Choral Ensemble Intensive

MUAP 622 Classical Percussion

Summer (2)

MUAP 624 Jazz Percussion

An intensive study, preparation, rehearsal, and

MUAP 626 Harp

performance of substantial choral works for small

MUAP 628 Classical Guitar

ensemble.

MUAP 630 Jazz Guitar

Numeric grade only. Repeatable for degree credit with a

MUAP 632 Popular Guitar

total of 4.

MUAP 634 Electric Bass

MUAP 635 Classical Other

MUSI 642 Large Choral Ensemble Intensive

MUAP 636 Jazz Other

Summer (2)

MUAP 637 Other

An intensive study, preparation, rehearsal, and

MUAP 638 Conducting

performance of substantial choral works for large

MUAP 639 Applied Music Pedagogy

ensemble.

Fall (1–6), Spring (1–6)

Numeric grade only.

Private Instruction for Graduate Students.

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Philosophy

The Faculty

Kathie Jenni

Xinyan Jiang

James Krueger

The Major

The Philosophy Department offers our majors a wide range of courses including the Western philosophical tradition (e.g., Greek Philosophy and 17th and 18th Century Philosophy), Chinese Philosophy (e.g., Confucianism, Daoism, and Chinese Buddhism), and a rich selection of Applied Philosophy courses (e.g., Contemporary Moral Issues; Environmental Ethics; Ethics and Law; Philosophy of Sex and Gender; Biology, Health, and Disease; Bioethics: Technology and Justice; Humans and Other Animals; and Animal Ethics and Policy). The major may not only serve as a pre-law program but will also help students prepare for working in corporations, the legal profession, teaching, government service and a variety of self-created opportunities.

Learning outcomes for this program may be found at: www.redlands.edu/BA-PHIL/learning-outcomes.

Bachelor of Arts in Philosophy

Philosophy Major Requirements

The major in philosophy consists of eight courses in philosophy, or seven courses in philosophy and one (only) of the following courses: POLI 150 Foundations of Political Theory, POLI 212 Classical Political Thought, POLI 214 Modern Political Thought, POLI-461 Queer Phenomenologies, or EVST-277 Environmental Justice. Furthermore, students majoring in philosophy must include the following in their coursework:

Required Courses (3 courses/11-12 credits):

PHIL 100 Introduction to Philosophy

PHIL 102 Introduction to Chinese Philosophy

PHIL 460 or PHIL 470 (as Capstone)*

One course in philosophy at 300 level.

Electives: 4 courses/ 15–16 credits

Any 4 additional PHIL courses or 3 additional PHIL courses plus one of the following courses: POLI 150, POLI 212, POLI 214, POLI 461, or EVST 277.

*The Capstone Experience

The capstone requirement is fulfilled by completing a major writing assignment in an Advanced Seminar (PHIL 460) during a student’s senior year. During the fall semester all seniors should enroll in PHIL 460 (4 credits) or PHIL 470 (Directed Study 3-4 credits when PHIL 460 is not available). There are two options for completing the senior project through PHIL 470: (1) a portfolio (3-4 collected philosophy class papers and a reflective essay about the student’s progress in Philosophy through the UG years), or (2) a thesis developed from a previously written paper for a philosophy class.

Philosophy Minor

The minor in philosophy consists of five courses, meeting the following requirements:

Required Courses (2 courses/7-8 credits)

PHIL 100 Introduction to Philosophy

PHIL 102 Introduction to Chinese Philosophy

Electives (3 courses/11-12 credits)

3 additional PHIL courses, with at least 2 above the 100-level

Departmental Honors

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Students with a GPA of 3.5 or above in philosophy are eligible to apply to seek honors during the fall semester of their senior year. The application includes a proposal for a thesis project. If the application is approved, a thesis committee will be formed and a writing schedule devised. The committee may revoke thesis approval at any time if adequate progress towards completion is not made. Students should consult with their advisor concerning application requirements and deadlines.

Study Abroad

Philosophy majors and minors are strongly encouraged to include study abroad in their academic planning. The opportunity to develop deeper understanding of another culture is of immense value to any liberally educated person, and of particular value to philosophy students. A number of programs are available that would be especially beneficial to someone studying philosophy, including programs in English and other languages. Students should plan off-campus study early in consultation with both their department advisor and the Study Abroad Office.

Philosophy Course Descriptions

PHIL 100 Introduction to Philosophy

Study of selected topics, movements, authors, or works

Fall (4), Spring (4)

in philosophy chosen to reflect student interest and

Introduction to substantive issues in philosophy through

instructor availability. May be repeated for degree credit,

examination of historical and contemporary sources.

given different topics, for a maximum of 8 credits.

Designed to provide a survey of topics in various areas,

Offered as needed.

including ethics, metaphysics, and epistemology.

PHIL 200 Greek Philosophy

PHIL 102 Introduction to Chinese Philosophy

Fall (4), Spring (4)

Fall (4)

Study of original texts in Greek philosophy selected

An introduction to Chinese philosophy. Readings selected

from the pre-Socratics, Plato, Aristotle, and the Stoics.

mainly from Confucian, Taoist, and Buddhist traditions.

Students are acquainted with philosophers who began

No prior acquaintance with Chinese literature or

the Western intellectual tradition.

philosophy will be presupposed.

Offered as needed.

PHIL 110 Contemporary Moral Issues

PHIL 205 Seventeenth- and Eighteenth-Century

Fall (4), Spring (4)

Philosophy

Examination of competing ethical and social political

Fall (4), Spring (4)

theories in the context of current ethical controversies.

Study of the works of major philosophers selected from

the modern period (1600–1780). Readings selected from

PHIL 111 Crime and Punishment

writings of Bacon, Descartes, Hobbes, Locke, Leibniz,

Fall (4)

Spinoza, Berkeley, and Hume.

An introduction to philosophy via an examination of

Offered as needed.

philosophical issues surrounding crime and punishment.

Topics include the Free Will-Determinism problem,

PHIL 211 Environmental Ethics

theories of ethics and justice, the justification of

Fall (4), Spring (4)

punishment, and the morality of capital punishment.

Examination of ethical issues about the environment:

foundational questions about moral status, public policy

PHIL 121 Animal Ethics and Service

issues, and questions of personal morality. Traditional

PHIL May Term (3)

perspectives such as anthropocentrism and individualism

An animal ethics course combined with hands-on work at

are contrasted with alternatives such as the Land Ethic

local animal rescues. A course-fee of $150 applies;

and ecofeminism.

instructor permission is required.

Offered in alternate years.

Credit and Evaluation grade only.

PHIL 212 Humans and Other Animals

PHIL 160 Introductory Topics in Philosophy

Fall (4)

Fall (4), Spring (4), May Term (3)

Study of relations between humans and other animals,

both empirical and ethical. Topics include the nature of

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animal minds, theories of animal ethics, animals as food,

and the claims made by advocates for Evidence Based

animal experimentation, hunting and fishing, zoos and

Medicine (EBM).

aquariums. Films, guest speakers, and readings from

Numeric and Evaluation grade only. Offered in alternate

classical and contemporary sources.

years.

Offered in alternate years.

PHIL 232 Biology, Health, and Disease

PHIL 213 Animal Ethics and Policy

Spring (4)

Fall (4)

Examination of basic issues in the philosophy of biology

Study of animal ethics and the evolution of animal

through the lens of the concepts of health and disease.

welfare policy since the Animal Welfare Act of 1966.

Addresses evolutionary theory and the nature of

Examines in substantial depth competing moral

biological functions by examining evolutionary and

arguments and related policy developments in the

functional accounts of health and disease. It also

arenas of companion animal treatment, farmed animal

examines genetic explanations by exploring the nature of

welfare, animal research, and broader theories. Numeric

genetic disease.

and Evaluation grade only.

Numeric and Evaluation grade only. Offered in alternate

Offered as needed.

years.

PHIL 215 Bioethics: Doctors and Patients

PHIL 260 Topics in Philosophy

Fall (4)

Fall (4), Spring (4)

Examination of the ethical issues that arise within the

Study of selected topics, movements, authors, or works

relationship between doctors and patients. Topics

in philosophy, chosen to reflect student and instructor

include paternalism, autonomy, confidentiality, informed

interest.

consent, and the conflicts that can arise in medical

research.

PHIL 301 Chinese Buddhism

Numeric and Evaluation grade only.

Spring (4)

Offered in alternate years.

Study of Chinese Buddhist philosophy. The main focus is

on the school known as Chan

PHIL 216 Bioethics: Technology and Justice

(pronounced “Zen” in Japanese), but other Chinese

Fall (4)

Buddhist schools such as the Three Treatises,

Examination of the ethical issues that arise from the

Consciousness-Only, Tiantai, Huayan, and Pure Land will

distribution of health resources and the nature of

be discussed as well.

particular procedures and technologies. Topics include

Offered every third year.

fairness in rationing health resources, genetic screening,

abortion, and end of life care.

PHIL 302 Daoism

Numeric and Evaluation grade only. Offered in alternate

Spring (4)

years.

Study of Daoist (Taoist) philosophy. Classical Daoist texts

such as Daode Jing (Tao Te Ching) and Zhuangzi (Chuang

PHIL 221 Ethical Theory

Tzu), as well as Neo-Daoist commentaries and

Fall (4), Spring (4)

contemporary interpretations of Daoist classics.

Examination of the nature and status of ethical value

Offered every third year.

through historical and contemporary writings. Addresses

philosophical arguments defending the objectivity and

PHIL 303 Confucianism

rationality of ethical principles in light of the challenges

Spring (4)

presented by individual psychology and cultural

Study of classical Confucianism. Readings include Confucian

difference.

classics such as Confucius’ Analects, The Book of Mencius,

and Xunzi (Hsün Tzu), as well as contemporary

PHIL 231 Philosophy, Science, and Medicine

interpretations of classical Confucianism.

Spring (4)

Offered every third year.

Examination of basic issues in the philosophy of science

as they apply to medicine. Topics include the nature of

PHIL 310 Philosophy of Sex and Gender

scientific evidence, explanation, causation, and causal

Spring (4)

inference. Examples will be drawn from epidemiology

Examination of conceptual and moral issues surrounding

sexual equality: sexism and its relation to other forms of

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oppression; the notion of male and female natures;

Study of major thinkers in the period from 1780 to 1850.

friendship, love, marriage, and the family; moral analyses

Primary focus on Kant and Hegel, with readings from

of rape, abortion, and pornography. Classical and

original sources.

contemporary readings from philosophy, the social

Prerequisite(s): one course in philosophy or by

sciences, and political documents.

permission. Offered as needed.

Prerequisite(s): one philosophy course or by permission.

Offered as needed.

PHIL 342 Twentieth-Century Continental Thought

Fall (4), Spring (4)

PHIL 313 Moral Psychology

Examination of original texts in existential and

Fall (4), Spring (4)

phenomenological traditions, exploring distinctiveness

Examination of selected issues in moral psychology, the

and interrelation. Readings selected from Husserl,

philosophical study of the psychic capacities involved in

Heidegger, Sartre, Beauvoir, Merleau-Ponty, and Levinas.

moral life. Topics have included moral perception, moral

Prerequisite(s): one course in philosophy or by

imagination, the nature of emotions, the scope of

permission. Offered as needed.

empathy, and self-deception.

Prerequisite(s): One course in Philosophy. Offered in

PHIL 350 Symbolic Logic

alternate years.

Fall (4), Spring (4)

Study of increasingly complex systems of deductive logic.

PHIL 320 Ethics and Law

Topics include sentential logic and predicate logic.

Spring (4)

Prerequisite(s): either one course in philosophy, or by

Study of selected problems concerning law, society, and

permission. Offered in alternate years.

morality. Topics include legal paternalism, legal

moralism, the ethics of criminal punishment, political

PHIL 360 Advanced Topics in Philosophy

obligation, civil disobedience, and justification of the

Fall (4), Spring (4), May Term (3)

state. Readings from classical and contemporary sources.

Advanced study of selected topics, movements, authors,

Prerequisite(s): one course in philosophy, POLI 212, POLI

or works in philosophy chosen to

214, or by permission. Offered in alternate years.

reflect student interest and instructor availability. May

be repeated for degree credit, for a maximum of 12

PHIL 332 Philosophy of Science

credits, given a different topic.

Fall (4), Spring (4)

Prerequisite(s): one philosophy course or by permission.

Examination of fundamental issues in the philosophy of

science. Topics include the nature of scientific theories

PHIL 460 Advanced Seminar in Philosophy

and theory change, scientific rationality, and

Fall (4), Spring (4)

realism/antirealism.

An advanced and in-depth examination of a particular

Prerequisite(s): PHIL 220, one 200-level science course, or

topic, movement or figure in philosophy that requires the

by permission. Offered as needed.

completion of a major writing assignment. Topics vary.

May be repeated for degree credit.

PHIL 341 Nineteenth-Century Philosophy

Prerequisite(s): one course in Philosophy, junior or senior

Fall (4), Spring (4)

standing, or by permission.

Physical Education

The Director

Jeffrey P. Martinez

The Faculty

James Ducey

Michael C. Maynard

Rich Murphy

Suzette A. Soboti

Thomas T. Whittemore

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Physical Education Minor

For students interested in a minor in physical education, the following required courses are designed to provide a foundation of study (6 courses/ 24 credits):

PE 110 Foundations of Physical Education and Sport (4)

PE 210 Social Sciences in Physical Education and Sport (4)

PE 310 Instructional Strategies for Physical Education (4)

PE 320 Scientific Concepts for Physical Education and Sport (4)

In order to satisfy the 6 additional credits of required physical education coursework, students may choose from a variety of other academic classes outlined in the Physical Education course descriptions. Activity classes do not fulfill the requirements for the 6 additional credits.

Activities Program

All University students are encouraged to participate in the Physical Education Activities Program. The courses are categorized according to the primary goal of the class: fitness activities, lifetime sports, martial arts, recreational sports, and intercollegiate athletics. Students are encouraged to select at least one from each category. All courses are designed to enhance physical fitness, improve skills, and develop an appreciation of the many benefits of developing and maintaining a healthy and active lifestyle. Activity courses are offered for 1 credit on a Credit/no credit basis.

Physical Education Credits

Students may earn a maximum of 4 credits toward a degree. Physical Education activity credits are exempt from the excess credit fee.

Fitness Activities (1 credit)

Designed to improve cardiovascular fitness, body composition, muscular endurance, strength, and flexibility.

• PEAC 0FA

Water Aerobics

• PEAC 0FD

Dynamic Fitness Speed and Agility

• PEAC 0FE

Dynamic Fitness Strength and Power

• PEAC 0FJ

Jogging

• PEAC 0FL

Boot Camp Aerobics

• PEAC 0FP

Personalized Fitness

• PEAC 0FS

Life Saving

• PEAC 0FW1

Weight Training—Beginning

• PEAC 0FW2

Weight Training—Intermediate

• PEAC 0FX

Flexibility

• PEAC 0FY

Yogalates

• PEAC 0FY1

Yoga—Beginning

• PEAC 0FY2

Yoga—Intermediate

• PEAC 0FZ

Topics in Fitness

Lifetime Sports (1 credit)

Designed to improve the skill performance in the selected sport through instruction, drills, and competitive play.

• PEAC 0LB

Badminton

• PEAC 0LC

Soccer

• PEAC 0LF

Ultimate Frisbee

• PEAC 0LG

Golf

• PEAC 0LH

Cheerleading

• PEAC 0LK

Coed Basketball

• PEAC 0LL

Lacrosse

• PEAC 0LN

Sand Volleyball

• PEAC 0LR

Racquetball

• PEAC 0LS

Swimming

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• PEAC 0LT1

Tennis—Beginning

• PEAC 0LT2

Tennis—Intermediate

• PEAC 0LT3

Tennis—Advanced

• PEAC 0LV

Volleyball

• PEAC 0LW

Wallyball

• PEAC 0LZ

Topics in Lifetime Sports

Martial Arts (1 credit)

Designed to train both the mind and body. Some may require additional fees and/or equipment.

• PEAC 0MA

Aikido

• PEAC 0MK1

Karate—Beginning

• PEAC 0MK2

Karate—Intermediate

• PEAC 0MS

Self Protection

• PEAC 0MZ

Topics in Martial Arts

Recreational Sports (1 credit)

Designed to provide instruction in recreational activities. Each of these classes requires an additional fee and/or equipment, and many are conducted on weekends.

• PEAC 0RH

High Adventure Ropes

• PEAC 0RK

Kayaking

• PEAC 0RR

Rock Climbing

• PEAC 0RS

Scuba

• PEAC 0RW

Windsurfing

• PEAC 0RZ

Topics in Recreational Sports

Intercollegiate Athletics

For students who excel in a particular sport or sports, the University offers an opportunity to compete in a comprehensive program of intercollegiate athletics. Men’s teams are fielded in baseball, basketball, cross-country, football, golf, soccer, swimming and diving, tennis, track and field, and water polo. Women’s teams are sponsored in basketball, cross-country, golf, lacrosse, soccer, softball, swimming and diving, tennis, track and field, volleyball, and water polo. The University of Redlands is associated with and competes nationally under the direction of Division III of the National Collegiate Athletic Association (NCAA) and is a member of the Southern California Intercollegiate Athletic Conference (SCIAC). For information on eligibility to participate in Intercollegiate Athletics, please refer to “Athletic Eligibility” in the Academic Standards chapter of this Catalog.

Intercollegiate Sports (1 credit)

Students who participate on an intercollegiate team may earn 1 activity credit in Physical Education. This activity credit does not fulfill any requirements for the Physical Education minor.

• PEAC BB–M

Baseball: Men

• PEAC BK–M

Basketball: Men

• PEAC BK–W

Basketball: Women

• PEAC CC–M

Cross-Country: Men

• PEAC CC–W

Cross-Country: Women

• PEAC FB–M

Football: Men

• PEAC GF–M

Golf: Men

• PEAC GF–W

Golf: Women

• PEAC LA–W

Lacrosse: Women

• PEAC SB–W

Softball: Women

• PEAC SC–M

Soccer: Men

• PEAC SC–W

Soccer: Women

• PEAC SW–M

Swimming and Diving: Men

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• PEAC SW–W

Swimming and Diving: Women

• PEAC TF–M

Track and Field: Men

• PEAC TF–W

Track and Field: Women

• PEAC TN–M

Tennis: Men

• PEAC TN–W

Tennis: Women

• PEAC VB–W

Volleyball: Women

• PEAC WP–M

Water Polo: Men

• PEAC WP–W

Water Polo: Women

Physical Education Course Descriptions

PE 110 Foundations of Physical Education and Sport

PE 310 Instructional Strategies for Physical Education

Fall (4)

Spring (4)

Introduction to the historical and philosophical

Teaching strategies, techniques, and evaluation

foundations of physical education and sport. Includes an

procedures in the field of physical education. Discussion

interpretive study and analysis of ethical decisions,

focuses on lesson planning, unit planning, and class

current issues, organization, and administration of

organization. Students then implement planning skills in

physical education and athletics. Career opportunities in

a physical education setting.

the field are also discussed.

PE 320 Introductory Exercise Physiology

PE 210 Social Sciences in Physical Education and Sport

Fall (4)

Spring (4)

Examination of the biological, physiological, and

Introduction to the investigation of the social and

mechanical principles that govern all movement in

psychological dimensions of sport. Theoretical

physical activity, as well as adjustments and

considerations are supplemented by current literature

acclimatizations that accrue as a result of training and

from sociology and psychology. Some topics discussed

skill development.

include: performance anxiety, sport socialization,

Prerequisite(s): BIOL 107 or by permission.

minorities and gender in sport, and motivation.

PE 330 Enhancing Athletic Performance

PE 220 First Aid and CPR

Spring (3)

Fall (3), Spring (3)

Undergraduate-level, 3-credit course designed to provide

Practical “hands-on” course in the principles of basic first

a comprehensive overview of strength/ conditioning.

aid and emergency care. The American Red Cross

Emphasizes exercise sciences (including anatomy,

requirements for certification in CPR and basic life

exercise physiology, and biomechanics) and nutrition,

support are also completed.

exercise technique, program design, organization, and

Offered as needed.

administration, testing and evaluation. Prepares for CSCS

and CPT certification examinations. By completing an

PE 250 Methods of Teaching Team and Individual Sports

additional internship, a 4th credit may be granted.

Fall (3)

Prerequisite(s): PE 320.

Designed to instruct students in the methods of teaching

individual and team skills. This includes teaching

PE 340 Introduction to Sports Medicine

progressions and drill development.

Fall (3)

Prerequisite(s): PE 310 recommended.

Designed to teach future healthcare providers, coaches,

and educators the basics of prevention, recognition,

PE 260 Topics in Athletics and Physical Education

and/or care of common athletic injuries. Topics include:

Fall (4), Spring (4)

roles of sports medicine team, protective techniques,

Topics of current interest in athletics and physical

and treatment options. Laboratory work with an athletic

education. Focus could be on history, evolution,

trainer is required.

philosophy, or any other appropriate area. Individual

Recommended: PE 320, BIOL 317. Offered in alternate

topics are chosen to reflect student interest and

years.

instructor availability.

PE 350 Theories of Coaching

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Spring (3)

PE 382 Special Internship: Coaching

Designed to introduce students to a variety of coaching

Fall (2–4), Spring (2–4)

theories, methods and techniques. Coaching roles are

Experience in working as a coach or a coaching assistant

discussed, along with administrative organizational

in an athletic program for the duration of a sport’s

responsibilities. Practice and game planning in addition

season. May be repeated for a maximum of 4 degree

to ethics and coaching philosophy are also studied.

credits.

Credit/no credit only. Prerequisite(s): by permission.

PE 381 Special Internship: Physical Education

Fall (1–3), Spring (1–3)

PE 383 Special Internship: Athletic Training

Prerequisite(s): by permission. May be repeated for a

Fall (2–3), Spring (2–3)

maximum of 3 degree credits.

Prerequisite(s): by permission. Credit/no credit and

Credit/no credit only.

Evaluation grade only.

Physics

The Faculty

Alan J. DeWeerd

S. Eric Hill

Martín Hoecker-Martínez

The Majors

Physics investigates and models nature in the most precise and fundamental ways possible. It is a driving force in the continual scientific and technological revolutions that define the modern world. This program prepares students for work or graduate studies in physics, astronomy, engineering, and other technical fields. Major courses address theoretical and experimental aspects of Classical Mechanics, Quantum Mechanics, Electricity and Magnetism, and Statistical Mechanics and Thermodynamics. Additionally, advanced topics courses are offered such as Relativity, Physical Oceanography, and Condensed Matter. Students perform research in addition to coursework. There are opportunities to work with faculty in areas such as fluid dynamics, condensed matter, and optics.

The Physics department offers both Bachelor of Arts and Bachelor of Science degrees. Both majors offer training in the fundamentals of physics, from classical mechanics to quantum mechanics. We strongly recommend students begin either major with PHYS 231 General Physics I as early as possible (ideally, during the first year). Four years from the beginning of the General Physics sequence are required to complete the requirements for the Bachelor of Science degree, but the Bachelor of Arts degree can be completed in three years.

Students declaring a physics major are required to have a 2.5 cumulative GPA in the general physics and calculus sequences (PHYS 231, PHYS 232, PHYS 233, and MATH 121, MATH 122, MATH 221).

Learning outcomes for these programs may be found at: www.redlands.edu/BA-PHYS/learning-outcomes.

Bachelor of Arts in Physics

This program provides students with a basic understanding of the fundamentals of physics and allows them to choose which subjects to study at the advanced level. Students are encouraged to meet with physics faculty early in their program in order to choose courses that will prepare them for their future goals.

Requirements

Physics† (28 credits):

PHYS 231 General Physics I (4)

PHYS 232 General Physics II (4)

PHYS 233 General Physics III (4)

PHYS 391 Junior Seminar (3)

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PHYS 491 Senior Seminar (3)

AND at least 10 additional credits at the 300-level

Mathematics (16 credits):

MATH 121 Calculus I (4)

MATH 122 Calculus II (4)

MATH 221 Calculus III (4)

MATH 235 Differential Equations (4)

Bachelor of Science in Physics

This program offers advanced training in the fundamentals of physics. It is designed for well prepared and highly motivated students, particularly those interested in further study of physics at the graduate level. After completing this program, students will be well grounded in classical and modern physics and equipped to choose a specialized area for further study and research.

Requirements

Physics† (42-44 credits):

PHYS 231 General Physics I (4)

PHYS 232 General Physics II (4)

PHYS 233 General Physics III (4)

PHYS 310 Electronics Applications (4)

PHYS 331* Classical Mechanics (4)

PHYS 332* Electricity and Magnetism (4)

PHYS 341* Quantum Mechanics (4)

PHYS 344* Thermal and Statistical Physics (4)

PHYS 349 Advanced Experimental Physics (4)

PHYS 391 Junior Seminar (3)

PHYS 491 Senior Seminar (3)

AND at least 2 credits of PHYS 378 or other department-approved research experience

Related Field Requirements (32 credits):

MATH 121 Calculus I (4)

MATH 122 Calculus II (4)

MATH 221 Calculus III (4)

MATH 235 Differential Equations (4)

Also choose four of the following, with at least one from each category:

Category A

CHEM 131 General Chemistry (4)

CHEM 132 General Chemistry (4)

CHEM 331 Physical Chemistry I (4)

CHEM 332 Physical Chemistry II (4)

MATH 222 Vector Calculus (4)

MATH 241 Linear Algebra (4)

MATH 311 Probability (4)

MATH 312 Mathematical Statistics (4)

MATH 338 Partial Differential Equations (4)

PHYS 360 Topics in Physics in Astronomy (2-4)

Other courses approved by the department chair

Category B

MATH 231 Introduction to Modeling (4)

MATH 331 Numerical Analysis (4)

MATH 335 Advanced Modeling Techniques (4)

CS 110 Introduction to Programming (4)

CS 111 Data, Files Structures, & OOP (4)

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CS 211 Introduction to Data Science (4)

CS 240 Theory of Algorithms Python (4)

Other courses approved by the department chair

Explanation of course markings

† Math co- and pre-requisites for Physics courses are given in the individual course descriptions.

* These courses are offered every other year. Students should plan their schedules accordingly.

Engineering

Through the Engineering 3-2 Combined Degree program, the Physics B.A. can be paired with an Engineering B.S. from Columbia University in New York City, or Manhattan College School of Engineering, or Washington University at St. Louis.

This program combines three years at Redlands with two years at Columbia’s or Washington's School of Engineering. For more information, see “ENGINEERING 3-2 COMBINED DEGREE” in the Integrated Programs of Study section of this Catalog.

Contact the program advisor listed for more information. Alternatively, a Physics bachelor’s degree is good preparation for graduate study in various fields of Engineering.

Physics Minor

A minor in physics can provide students with an understanding of the basic laws of the physical universe. When combined with a major in another science, students who minor in physics will be well prepared for graduate study in the sciences.

Requirements (32 credits):

Introductory physics† (8 credits):

Choose one of the following sequences:

Sequence A

o PHYS 231 General Physics I (4)

o PHYS 232 General Physics II (4)

-or-

Sequence B

o PHYS 220 Fundamentals of Physics I (4)

o PHYS 221 Fundamentals of Physics II (4)

Additional physics courses (12 credits):

PHYS 233 General Physics III (4)

8 credits in 300-level courses (except PHYS 391)

Mathematics (12 credits):

MATH 121 Calculus I (4)

MATH 122 Calculus II (4)

MATH 221 Calculus III (4)

Departmental Honors

The Physics Department offers honors to recognize outstanding student achievement as reflected by a major GPA of at least 3.5 and an excellent research project culminating in a Senior Thesis (PHYS 491) and a presentation. Students should consult with the department chair for requirements.

Single-Subject Teaching Credential

Students who wish to be certified to teach science should meet with an advisor in the School of Education for information concerning certification and the teacher education preparation program process. Most students complete the teacher preparation program, including student teaching, during a fifth year after graduation. Please refer to the School of Education section of this Catalog for a more detailed list of requirements.

Advanced Placement in Physics

Students who scored well on the Physics AP exams may receive credit and place out of introductory courses based on an interview with department faculty. There are two different exams in physics:

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• Physics 1: Students who earned a score of three receive 0 to 4 credits, depending on the results of an interview with department faculty. Scores of four or five earn 4 credits.

• Physics 2: Students who earned a score of three receive 0 to 4 credits, depending on the results of an interview with department faculty. Scores of four or five earn 4 credits.

• Physics C: Students who earn a score of three may receive 0 to 7 credits, depending on the results of a faculty interview. Scores of four or five earn 3 to 8 credits, depending on the results of the faculty interview.

Research

Research is an important component of a science student’s experience at Redlands. Physics students can work with faculty during the school year for credit (PHYS 378) and during the summer when a number of research fellowship positions are available for students within the Stauffer Center for Science and Mathematics. They can also take advantage of summer programs offered by other institutions (such as Research Experiences for Undergraduates). Most students begin work in their sophomore or junior years that evolves into a senior thesis.

Students join faculty on research in areas such as Turbulence, Optics, and Surface Science. The fluid dynamics lab is a student designed facility for geophysical dynamics experiments as well as analysis of oceanic and atmospheric flow observations. Students have worked on a variety of laser and optical experiments, including light scattering, optical tweezers, and quantum optics. Recent surface science work has featured the development and construction of a Scanning Tunneling Microscope to investigate atomic-scale surface features and phenomena.

Physics Course Descriptions

mechanics, and relativity. Includes lecture and laboratory

PHYS 102 Astronomy of Planets

components. Expects competency in high school algebra.

Fall (4), Spring (4)

Offered as needed.

Introductory study of selected topics in planetary

science. Basic information about the planets, moons, and

PHYS 107 Sound Physics

other objects in our solar system will be covered.

Fall (4), Spring (4)

Additional possible topics include space exploration,

This is an introductory-level lab science course. Students

planetary geology, search for life in the solar system, and

will develop an understanding of the physical principles

planetary impact hazards. Includes lecture and

underlying the phenomena of musical acoustics: sound

laboratory components. Expects competency in high

production, propagation, and perception. Includes

school algebra, geometry, and trigonometry.

lecture and laboratory components. Expects competency

Offered as needed.

in high school algebra.

Offered as needed.

PHYS 103 General Astronomy

Fall (4), Spring (4)

PHYS 160 Topics in Physics and Astronomy

Introductory study of astronomy designed to acquaint

Fall (4), Spring (4), May Term (3)

the student with stars, black holes, galaxies, and the

Topics in physics and astronomy of interest to non-

origin and present state of the universe. Students will

majors that are not regularly offered.

learn about these concepts in the context of the scientific

May be repeated for degree credit for a maximum of 12

method. Laboratory is one day a week with occasional

credits, given different topics. Offered as needed.

evening observing sessions. Includes lecture and

laboratory components.

PHYS 220 Fundamentals of Physics I

Prerequisite(s): Expects competency in high school

Fall (4)

algebra, geometry, and trigonometry. Offered as needed.

Introduction to Newtonian mechanics, fluids, and

thermodynamics. Includes lecture and laboratory

PHYS 106 Physics Comes to Light

components. Expects competency in high school algebra,

Fall (4), Spring (4)

geometry, and trigonometry.

Introductory study of the physics of light. Students will

learn about the production of light, the nature of color,

PHYS 221 Fundamentals of Physics II

everyday optical phenomena, vision, quantum

Spring (4)

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Introduction to oscillations, waves, electricity,

Prerequisite(s): PHYS 231. Pre- or corequisite: MATH

magnetism, optics, and modern physics. Includes lecture

235. Offered alternate years.

and laboratory components.

Prerequisite(s): PHYS 220.

PHYS 332 Electricity and Magnetism

Fall (4)

PHYS 231 General Physics I

Development and application of Maxwell’s equations

Fall (4)

describing electromagnetic fields. Topics include

Quantitative study of classical Newtonian mechanics.

boundary value problems, and dielectric and magnetic

Includes lecture and laboratory components.

materials.

Prerequisite(s): MATH 119, MATH 121, MATH 122, or

Prerequisite(s): PHYS 232 and MATH 235. Offered in

MATH 221.

alternate years.

PHYS 232 General Physics II

PHYS 341 Quantum Mechanics

Spring (4)

Fall (4)

Introduction to classical electricity and magnetism.

Fundamentals of quantum theory. Includes development

Includes lecture and laboratory components.

of mathematical formalism, application to two- and

Prerequisite(s): PHYS 231. Pre- or corequisite: MATH 122

three-dimensional models, and a detailed treatment of

or MATH 221.

the one-electron atom.

Prerequisite(s): PHYS 233 and MATH 235. Offered in

PHYS 233 General Physics III

alternate years.

Fall (4)

Introduction to geometric optics, wave optics, quantum

PHYS 344 Thermal Physics

mechanics, thermodynamics, and statistical mechanics.

Spring (4)

Includes lecture and laboratory components.

Fundamental principles of classical thermodynamics and

Prerequisite(s): PHYS 231 and PHYS 232 or instructor’s

kinetic theory. Classical and quantum statistical

permission. Pre- or corequisite: MATH 221.

properties of matter and radiation.

Prerequisite(s): PHYS 233 and MATH 221. Offered in

PHYS 291 Physics Instructional Techniques

alternate years.

PHYS 292 Physics Instructional Techniques

Fall (2–4), Spring (2–4)

PHYS 349 Advanced Experimental Physics

Experience in classroom lecturing, experimental

Fall (4)

demonstration, construction and design of student

Laboratory course in solid state, molecular, atomic,

laboratory experiments, tutoring, and individual

optical, nuclear, and particle physics.

instruction. This course may be associated with any 100-

Prerequisite(s): PHYS 233 and PHYS 310.

or 200-level physics course.

Prerequisite(s): instructor’s permission. Available

PHYS 360 Topics in Physics and Astronomy

concurrently with associated Physics courses.

Fall (2–4), Spring (2–4), May Term (3)

Special topics in physics and astronomy not otherwise

PHYS 310 Electronics Applications

covered in the curriculum. Topics vary with semester and

Spring (4)

may include fluid mechanics, optics, computational

Instrumentation, transistor theory, integrated circuits,

physics, relativity, and solid-state physics. May be

and fundamental analog and digital circuit design.

repeated for degree credit given a different topic.

Lecture and lab components.

Prerequisite(s): PHYS 231 and PHYS 233 or instructor’s

Prerequisite(s): MATH 121

permission. Offered as needed.

PHYS 331 Classical Mechanics

PHYS 378 Physics Research

Spring (4)

Fall (1–4), Spring (1–4)

Applications of Newtonian mechanics to various systems,

Students can earn credits while gaining valuable research

and introduction of calculus of variations and Lagrangian

experience with faculty in the department. Contact

mechanics. This course acquaints students with

individual faculty to discuss opportunities. May be

mathematical techniques used to solve more realistic

repeated for degree credit.

and complex problems.

Prerequisite(s): instructor’s permission. Credit/no credit

and Evaluation grade only.

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PHYS 391 Junior Seminar

PHYS 491 Senior Seminar

Spring (3)

Spring (3)

Students develop the skills for communicating scientific

Development of written and oral communication skills.

articles, writing papers, and giving presentations.

Preparation and presentation of a senior thesis.

Prerequisite(s): PHYS 233. Numeric and Evaluation grade

Prerequisite(s): PHYS 391 Junior Seminar. Numeric and

only.

Evaluation grade only.

Political Science

The Faculty

Graeme Auton

Eric McLaughlin

Althea Sircar

Arthur G. Svenson

Greg Thorson

Renee Van Vechten

Steven Wuhs

The Department of Political Science is committed to educating our majors to be effective analysts, practitioners and/or scholars. Our program of study builds on three elements: foundational understanding of how to conceive of and analyze political systems; curricular sequences determined by students’ interests within the field of political science; and an emphasis on the skills students need to succeed in life (e.g. effective argumentation, problem-solving, analytic, writing, and public speaking skills). The Political Science program also supports students’ initiatives to transfer the content and competencies they master in the curriculum into graduate studies in law, policy, and politics; into careers in advocacy, campaigns and elections, and foreign affairs; and into government and public service work.

The Major

The major in political science encompasses courses taken for foundational knowledge, breadth, and specialization. Majors must complete a minimum of 44 credits or the equivalent of 10 courses plus a 4-credit senior capstone.

Learning outcomes for this program may be found at: www.redlands.edu/BA-POLI/learning-outcomes.

Bachelor of Arts in Political Science

The major in Political Science consists of 10 courses plus a 4-credit senior capstone for a minimum of 44 credits. Students must complete the following requirements:

Foundation (3 courses/12 credits):

POLI 111 Introduction to American Politics (4)

POLI 150 Foundations of Political Theory (4)

-or- POLI 212 Classical Political Thought (4)

-or- POLI 214 Political Theory (4)

POLI 200 The Study of Politics (4)

-or- POLI 202 Statistical Analysis and Mapping of Social Science Data (4)

Elective Concentration (4 courses/16 credits):

Students must develop an elective concentration through one of two paths:

1. Independently Elected Concentration Students opting for this path select four courses in an area of their interest, at least one of which is a 400-level seminar.

2. Established Elective Concentrations Students opting for this path select four courses from one of the established concentrations below, at least one of which is a 400-level seminar.

Law and Politics Concentration

POLI 306 Constitutional Law: National and State Powers (4)

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POLI 307 Constitutional Law: Liberty and Authority (4)

POLI 318 American Political Thought and Practice (4)

POLI 345 International Law and Organization (4)

POLI 363 Special Topics in Public Law (4)

POLI 463 Advanced Seminar in Public Law (4)

Governance and Policy Concentration

POLI 207 Environmental Politics and Policy (4)

POLI 208 California Politics (4)

POLI 250 American Foreign Policy (4)

POLI 304 Congress (4)

POLI 354 Immigration Politics and Policy (4)

POLI 456 Education Policy (4)

POLI 457 Health Care Policy (4)

PLCY 100 Introduction to Public Policy Analysis (4)

Parties, Campaigns, and Elections Concentration

POLI 220 European Politics and Development (4)

POLI 230 Latin American Politics and Development (4)

POLI 304 Congress (4)

POLI 308 U.S. Presidency (4)

POLI 321 Democratic Theory (4)

POLI 325 Comparative Parties and Elections (4)

POLI 460 Advanced Seminar in American Politics (4)

POLI 462 Advanced Seminar in Comparative Politics (4)

World Politics Concentration

POLI 220 European Politics and Development (4)

POLI 226 Middle East and African Politics (4)

POLI 230 Latin American Politics and Development (4)

POLI 244 International Security (4)

POLI 250 American Foreign Policy (4)

POLI 322 Political Change (4)

POLI 325 Comparative Parties and Elections (4)

POLI 332 (4) Politics of Japan and Korea (4)

POLI 337 Nations, Nationalism, and Conflict (4)

POLI 345 International Law and Organization (4)

POLI 346 Foreign Policies of Russia and the Former Soviet States (4)

POLI 462 Advanced Seminar in Comparative Politics (4)

POLI 464 Advanced Seminar in International Relations (4)

IR 200 International Relations Theory (4)

Electives (3 courses/8 credits)

Students must enroll in three additional 4-credit courses, at least one of which is a 400-level seminar. Elective courses may support students’ curricular concentration.

Capstone

POLI 495 Political Science Capstone (4)

The senior capstone is offered as a 4-credit course to be taken in the fall of the senior year. Students must employ best practices in the discipline to complete an independent research project; a student who does not successfully complete this project will not graduate with a major in Political Science.

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Political Science Minor

A minor in Political Science consists of a minimum of 24 credits in the department. At least 12 credits must be taken at the University of Redlands.

Other courses

With prior approval of their academic advisors and the Political Science Department chair, students may count three upper-division courses offered by other departments, off-campus coursework (such as through foreign study programs or a Washington Semester), internships, and individualized study courses for up to 12 credits of elective credit toward the major or minor.

Advanced Placement in Political Science

Students receiving scores of four or above on an AP (Advanced Placement) United States Government and Politics Examination will be given credit for POLI 111.

Departmental Honors

Only students with a GPA of 3.5 or higher in the major are eligible for honors. Eligible students may earn honors in one of two ways:

1. Thesis: Students who wish to write a thesis must submit a proposal to the department; upon approval, a committee will be assigned and a writing schedule prepared. If at any point the committee determines the student is not progressing adequately, thesis approval may be revoked. Honors are awarded at the discretion of the thesis committee.

2. Portfolio: Students may generate a portfolio including three significant research papers from previous classes, inclusive of revisions, and summative and reflective essays to demonstrate mastery of the department's learning outcomes. If the department determines a portfolio demonstrates outstanding merit, the student will be invited to submit to an oral examination of their mastery of the Political Science major. Excellent performance in this exam merits honors.

Related Programs

Political Science students who are interested in the prelaw program or the International Relations or Public Policy major should consult the appropriate sections in this Catalog.

Political Science Course Descriptions

POLI 111 Introduction to American Politics

Fall (4), Spring (4)

Fall (4), Spring (4)

Overview of approaches to the study of politics. Students

Introduction to the dynamics of government and politics

develop skills necessary to read, assess, and produce

in the United States and analysis of major contemporary

works of social science. Coursework involves analytic

public policy problems.

reviews of monographs and articles, production of

literature reviews, and the development of an

POLI 150 Foundations of Political Theory

independent research proposal.

Fall (4), Spring (4)

Prerequisite(s): POLI 111

Answers to questions such as “What is justice? (Or

freedom? or equality?)” “Who is a good citizen and

POLI 202 Statistical Analysis and Mapping of Social

why?” ”What is a good state?”, and “What should my

Science Data

obligations be?” are debated continually, even as they

Fall, (4), Spring (4)

shape much of the world we live in and share with

Principles of hypothesis development and testing,

others. This course introduces students to these core

strategies for making controlled comparisons, principles

questions as developed by political theorists from

of statistical inference, and tests of statistical

antiquity to today, and challenges students to generate

significance. Development and testing of important

working answers to those questions.

research questions using such prominent data sets as the

General Social Survey and the National Election Series.

POLI 200 The Study of Politics

Numeric and Evaluation grading only.

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Origin, defense, and criticism of capitalistic democracy

POLI 203 Playing Politics

and political liberalism. Original works of such theorists

May Term (3)

as Hobbes, Locke, Madison, Rousseau, Mill, Marx, and

An experiential learning course in which students learn

Lenin.

about the politics of social dilemmas, social choice

theory, and elementary game theory through playing

POLI 220 European Politics and Development

competitive games throughout May Term. Each game

Spring (4)

models a particular social problem found in real-world

The organization, functioning, political behavior, and

politics.

contemporary problems of major European governments

and European intergovernmental regimes and

POLI 207 Environmental Politics and Policy

organizations.

Fall (4), Spring (4)

Explores local, national and international contexts within

POLI 221 Austrian Social Policy

which key decisions about the environment are made,

May Term (3)

emphasizing the U.S. experience. Focuses on the tensions

An examination of how culture, history, and politics

between science and politics, health/safety and national

interact to produce social policies within Austria, with

security, and action and values. Develops theoretical and

special focus on the areas of immigration, education,

analytical tools to evaluate policy responses to major

health care, economic, and incarceration policies.

environmental episodes and controversies.

Examination of how these policies vary both within

Austria and between Austria and the rest of Europe.

POLI 208 California Politics

Credit/ no credit only. Additional Fees.

Spring (4), May Term (3)

A three-part course. The first part focuses on the current

POLI 226 Middle East and African Politics

political environment in California, learning who the

Fall (4), Spring (4)

representatives are and how the system works. The

A thematic introduction to the politics of the Middle East

second portion centers on reflection upon the past, and

and Africa, in which students address themes and issues

in the last section, students study how California’s

such as state formation, democracy and

institutions have formed and evolved over the years.

authoritarianism, political violence and terrorism,

Offered every year. Recommended: POLI 111. Additional

ethnicity and nationalism, gender and human rights, and

Fees.

the complex relationship between religion and politics.

Offered in alternate years.

POLI 211 Politics of Race and Ethnicity in America

Spring (4)

POLI 227 Political Geography

An introduction to the study of identity politics in

May Term (3)

America, including race, ethnicity, gender, class, and the

Exploration of the relationship between space, place, and

intersectionality among these factors. Topics include the

politics in comparative American politics. Particular

history of Latino and Black civil rights movements, the

emphasis on the development of electoral politics at the

legacy of colonialism, key judicial decisions and

state and local levels, with a collaborative, community-

legislation, and contemporary political issues facing

based component.

people of color.

POLI 230 Latin American Politics and Development

POLI 212 Classical Political Thought

Spring (4)

Fall (4)

Introduction to the dynamics of politics in Latin America

Intensive reading of the political texts forming the

and contemporary issues of concern. Examination of

foundation of the Western tradition of political

political stability and recent trends toward

philosophy. Emphasis on ancient Greek thought,

democratization. Assessment of the success and/or

particularly Plato, Aristotle, and Sophocles, with some

failure of the different types of political systems in 20th-

survey of Roman, medieval, and/or Confucian political

century Latin America, focusing on the role of

thought.

landowners, the military, political parties, labor unions,

and the church.

POLI 214 Modern Political Thought

Offered as needed.

Fall (4), Spring (4)

POLI 244 International Security

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Fall (4)

executive, and judicial powers, as well as the nexus

A survey course on key issues of international security,

between national and state powers, are extensively

including interstate and sub-state conflict, alliances,

explored.

collective security, peacekeeping, preventive diplomacy,

Prerequisite(s): sophomore standing.

and both “traditional” and “non-traditional” threats. The

course also focuses on regional security issues in Europe,

POLI 307 Constitutional Law: Liberty and Authority

the Middle East/Southwest Asia, and Northeast Asia. This

Spring (4)

course is required for students majoring in the

Analysis of the Supreme Court’s interpretation of both

International Politics, Peace and Security (IPPS) track of

substantive and procedural rights as they are outlined in

the International Relations major.

the Bill of Rights and are applied to state governments.

The ever-present tension between individual rights and

POLI 250 American Foreign Policy

social responsibility serves as the thematic framework.

Fall (4)

Prerequisite(s): sophomore standing.

How to analyze American foreign policy. Variables

discussed include idiosyncrasy, roles, perception and

POLI 308 U.S. Presidency

misperception, political culture, interest groups, the

Fall (4), Spring (4)

media, public opinion, bureaucratic behavior and politics,

The operations of the modern presidency given the

decision making, multiple advocacy, the Congress, the

constraints and opportunities provided by the U.S.

international system, and international political

Constitution and other political, economic, and cultural

economy.

factors.

Prerequisite(s): Any American politics course.

POLI 257 Policy Making in Washington, DC

May Term (3)

POLI 317 Feminist Political Theory

Students spend the term in Washington DC meeting with

Fall (4), Spring (4)

alumni active in national politics. Half the term is

Survey of the philosophical/theoretical approaches

devoted to domestic policy and half to foreign policy.

taking gender as central to the analysis, investigation,

Prerequisite(s): by permission of instructor. Credit/no

and explication of politics and political phenomena.

credit only.

Topics may include the social construction of gender,

power, and identity; oppression and liberation; feminist

POLI 300 Advanced Quantitative Methods in the Social

legal theory; women and democracy; gender and race;

Sciences

etc.

Fall (4), Spring (4)

Offered in alternate years.

Examination of the most commonly used advanced

statistical techniques used in the social sciences. Topics may

POLI 318 American Political Thought and Practice

include Ordinary Least Squares (OLS) regression,

Fall (4)

Logit/Probit, and/ or other advanced methods.

Examination of both the distinctly American forms of

Prerequisite(s): POLI 202 or MATH 111.

political philosophy and theoretical approaches analyzing

the practice of American politics. Readings include

POLI 304 Congress

primary texts (particularly the founding), normative

Fall (4), Spring (4)

theory, and interpretive approaches. Topics may include

Role of Congress in the American political system,

the Constitution, equality, individualism, pluralism,

focuses on historical development; rules, procedures,

pragmatism, race and gender in American politics, and

structures; and legislative behavior. Questions how

citizenship.

Congress works and why individual members of Congress

function as they do.

POLI 319 Contemporary Political Theory

Prerequisite(s): POLI 111 or any American politics course.

Fall (4), Spring (4)

Survey of the major ideas and approaches to political

POLI 306 Constitutional Law: National and State Powers

theory developed since 1900. Texts and themes vary, but

Fall (4)

may include modern liberalism, political identity

Examination of governmental powers focusing primarily

(theories of race, gender, ethnicity), morality, nihilism,

on the Supreme Court’s interpretation of constitutional

justice and distribution, power, postmodernism, cultural

language contained in Articles I, II, III, VI, and

studies, mass society, and/or ethics. May be repeated for

Amendment X; the relationships among legislative,

degree credit.

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Offered as needed.

POLI 337 Nations, Nationalism, and Conflict

POLI 321 Democratic Theory

Fall (4), Spring (4)

Fall (4), Spring (4)

Investigation of the social and political connections

Examination of the historical development of, and

between modernization and the emerging politics of

current approaches to, the concept of democracy.

ethnicity on a worldwide scale. Examination of several

Particular focus is given to contemporary debates about

current examples of ethnic conflict and exploration of

the meaning of participation, representation,

several theoretical approaches to race, ethnicity,

deliberation, postmodernism, and the limitations of

nationality, and the modernization process. Review of

modern forms of democracy.

various ethnic and anti-ethnic political movements in the

Offered in alternate years.

United States and worldwide.

Prerequisite(s): A Comparative Politics or International

POLI 322 Political Change

Relations course. Offered in alternate years.

Fall (4), Spring (4)

The 20th century saw dramatic processes of political

POLI 345 International Law and Organization

restructuring—including revolutions, democratic

Spring (4)

breakthroughs, and authoritarian reversals. This course

Various forms of the quest for world order, emphasizing

introduces and employs contemporary theoretical

issues of international law and the structure and

approaches to examine and compare these macro-level

functioning of intergovernmental organizations, including

processes of political and economic change (including

the United Nations.

case studies from Latin America, Eastern and Western

Prerequisite(s): IR 200, or instructor permission.

Europe, and sub-Saharan Africa).

POLI 346 Foreign Policies of Russia and the Former

POLI 323 Mexican Politics/Política Mexicana

Soviet States

Fall (4), Spring (4)

Spring (4)

México es de alto significado político: hubo allí una

The first part of the course is an overview of the Soviet

revolución social, tenía el régimen autoritario más largo

Union’s foreign policy from 1917–1991. The second part

del siglo XX y ahora una democracia débil. En este curso

is an examination of the international ramifications of

exploramos estos temas para entender lo Bueno y lo

the break-up of the Soviet Union and discusses the

malo, lo histórico y lo presente, de la política mexicana

diverse foreign policy objectives (and circumstances) of

del siglo pasado.

the newly independent states of the former Soviet

Recommended: Advanced Spanish skills required. Offered

Union, concentrating on Russia.

in alternate years.

POLI 354 Immigration Politics and Policy

POLI 325 Comparative Parties and Elections

Fall (4), Spring (4)

Fall (4), Spring (4)

Explores the concept of citizenship and how it relates to

Examination of how parties are formed, their functions

immigration politics, human rights, public benefits, legal

as central actors in democratic and democratizing

privileges, and civic duties; borders and security;

settings, and how they compete with one another.

statelessness and exclusion; and how wars, terrorism,

Comparative assessment of parties and what the

globalization, climate change, and other phenomena

implications of parties and party systems are for

affect immigration flows and policies in the U.S. and

democracy and elections.

globally.

Prerequisite(s): POLI 111 or instructor permission.

POLI 332 Politics of Japan and Korea

Spring (4)

POLI 360 Special Topics in American Politics and Policy

An introduction to the political systems of Japan, South

Fall (4), Spring (4)

Korea, and North Korea. Topics include political

Selected intermediate topics in American government

institutions, party systems, electoral politics of Japan and

chosen to reflect student interest and instructor

South Korea, social policy, political economy, foreign

availability. May be repeated for degree credit for a

policy, and the broader role of all three countries in East

maximum of 8 credits given a different topic.

Asian regionalism.

Prerequisite(s): An American Politics course. Offered as

Prerequisite(s): A Comparative Politics or International

needed.

Relations course.

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POLI 361 Special Topics in Political Theory

Examination of the U.S. health care system, including the

Fall (4), Spring (4), May Term (3)

evolution and impact of Medicare, Medicaid, and the

Selected intermediate topics in political theory chosen to

SCHIP programs. Comparison of effectiveness of the U.S.

reflect student interest and instructor availability. May

health care system with other systems around the world.

be repeated for degree credit for a maximum of 8 credits

Examination of recent attempts to reform the U.S. health

given a different topic.

care system and their likely impacts.

Offered as needed.

Prerequisite(s): PLCY 100 or POLI 111, and POLI 202.

Offered in alternate years.

POLI 362 Special Topics in Comparative Politics

Fall (4), Spring (4), May Term (3)

POLI 460 Advanced Seminar in American Politics

Selected intermediate topics in comparative government

Fall (4), Spring (4)

chosen to reflect student interest and instructor

Topics are announced in the Schedule of Classes. May be

availability. May be repeated for degree credit for a

repeated for degree credit, provided sections are in

maximum of 8 credits given a different topic.

different topics.

Prerequisite(s): A Comparative Politics and International

Prerequisite(s): An American politics course.

Relations course. Offered as needed.

POLI 461 Advanced Seminar in Political Theory

POLI 363 Special Topics in Public Law

Fall (4), Spring (4)

Fall (4), Spring (4), May Term (3)

Topics are announced in the Schedule of Classes. May be

Selected intermediate topics in public law chosen to

repeated for degree credit, provided sections are in

reflect student interest and instructor availability. May

different topics.

be repeated for degree credit for a maximum of 8 credits

Prerequisite(s): any Political Theory or Constitutional Law

given a different topic.

course.

POLI 364 Special Topics in International Relations

POLI 462 Advanced Seminar in Comparative Politics

Fall (4), Spring (4)

Fall (4), Spring (4)

Selected intermediate topics in international relations

Topics are announced in the Schedule of Classes. May be

chosen to reflect student interest and instructor

repeated for degree credit, provided sections are in

availability. May be repeated for degree credit for a

different topics.

maximum of 8 credits given a different topic.

Prerequisite(s): any Comparative Politics or International

Prerequisite(s): A Comparative Politics and International

Relations course.

Relations course. Offered as needed.

POLI 463 Advanced Seminar in Public Law

POLI 365 Special Topics in Political Science

Fall (4), Spring (4)

Fall (4), Spring (4), May (3)

Topics are announced in the Schedule of Classes.

Selected intermediate topics in government that do not

Prerequisite(s): POLI 306 or 307.

fit one of the established sub-field topic courses. May be

repeated for credit for a maximum of 8 credits given a

POLI 464 Advanced Seminar in International Relations

different topic.

Fall (4), Spring (4)

Topics are announced in the Schedule of Classes. May be

POLI 456 Education Policy

repeated for degree credit, provided sections are in

Fall (4)

different topics.

Examination of the history and evolution of federal and

Prerequisite(s): Any Comparative Politics or International

state education policy. Review of research conducted by

Relations course.

leading scholars, think tanks, and non-partisan

government organizations on the effectiveness of

POLI 485 Specialized Internship in Law

education policy.

Fall (2–4), Spring (2–4)

Prerequisite(s): PLCY 100 or POI 111, and POLI 202.

A work-related experience, usually with a local law firm,

Offered in alternate years.

that serves to enrich understanding of the law.

POLI 457 Health Care Policy

POLI 495 Political Science Capstone

Fall (4), Spring (4)

Fall (4), Spring (4)

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Four-credit guided research seminar for graduating

reflect best practices and mastery of the Department's

seniors. Students will produce and present individual

learning outcomes required for major; students must

research projects with a common theme. Work must

pass to graduate.

Public Policy

Co-Directors

Wendy McIntyre, Environmental Studies

Renée Van Vechten, Political Science

The Advisory Committee

Graeme Auton, Political Science

Lawrence Gross, Race and Ethnic Studies

Jill Jensen, Business Administration and Management

Steven Morics, Mathematics

Jennifer Nelson, Women, Gender and Sexuality Studies

Nicholas Reksten, Economics

Valerie Rountree, Environmental Studies

Jennifer Tilton, Race and Ethnic Studies

Greg Thorson, Political Science

The Major

The Public Policy major draws its theoretical foundations from a variety of disciplines in the social sciences. Majors are trained both in the ethics of public policy making as well as in the diverse methodologies used in the field. Because public policy is an applied field, majors take a variety of applied courses in such diverse areas as environmental studies, race and ethnic studies, gender studies, political science, economics, and sociology. Students develop a concentration that allows them to develop substantial expertise in an area of public policy analysis. The major consists of ten courses, including an internship of variable credits (37-credit minimum).

Bachelor of Arts in Public Policy

Required courses: A minimum of 37 credits is required for completion of the major.

Core Course in Public Policy Analysis (1 course/4 credits):

PLCY 100 Introduction to Public Policy Analysis (4)

Foundations of Public Policy Analysis (2 courses/8 credits):

ECON 100 Economics of Society (4)

-or- ECON 101 Principles of Economics (4)

POLI 111 Introduction to American Politics (4)

Ethics (1 course/4 credits):

PHIL 110 Contemporary Moral Issues (4)

PHIL 212 Humans and Other Animals (4)

PHIL 213 Animal Ethics & Policy (4)

PHIL 215 Bioethics: Doctors & Patients (4)

PHIL 216 Bioethics: Technology & Justice (4)

PHIL 221 Ethical Theory (4)

PHIL 320 Ethics and Law (4)

PHIL 332 Philosophy of Science (4)

REL 120 Religion and Ethics (4)

REL 122 Religion & Ecology: Environmental Ethics (4)

BUS 434 Applied Business Ethics (4)

Methods (1 course/4 credits):

POLI 200 The Study of Politics (4)

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POLI 202 Statistical Analysis and Mapping of Social Science Data (4)

POLI 300 Advanced Quantitative Methods (4)

ECON 400 Introduction to Econometrics (4)

EVST 110 Introduction to Spatial Analysis & GIS (4)

EVST 399 Research Methods for Environmental Scientists (4)

MATH 111 Elementary Statistics with Applications (4)

PSYCH 250 Statistical Methods (4)

SOAN 300 Research Methods in the Social Sciences (4)

SOAN 305 Mapping People, Mapping Places (4)

CS 110 Introduction to Programming (4)

SPA 100 Foundations of Spatial Thinking (4)

SPA 110 Introduction to Spatial Analysis & GIS (4)

Public Policy Concentration

3 courses/12 credits

Majors shall develop a public policy concentration in consultation with the advisor. The concentration shall reflect substantial depth in a single area of public policy analysis. Concentrations must consist of a minimum of three courses at the 200 level or higher (no more than two courses at the 200 level). The courses in your concentration should be drawn across multiple departments and no more than 2 courses can be drawn from any single alpha (i.e., at least two programs of study or departments must be represented, and this includes transferred courses or study away courses). There are no limits on Study Away, transferred, or May Term courses that may count towards the major requirements.

A program contract must be completed detailing the specific courses required for the completion of the public policy concentration. The program contract shall be signed by the student, the advisor, and the Program Director. Contracts will be kept on file in the Program Office and in the Registrar’s Office. Samples of previously approved concentrations can be found in the Program Office.

Approved concentrations have been developed in the following areas:

• Business

• Comparative

• Education

• Environmental

• Economic

• Gender

• Health

• Law

• National Security

• Race and Immigration

• Research Methods

• Students may develop their own concentration in consultation with their advisor.

Internship Requirement

PLCY 381 Public Policy Internship (1–4)

In order to meet the major requirements, the Public Policy Internship must have a University of Redlands faculty sponsor and be approved by your major advisor. One credit equals 40 hours of work, including approximately 35

hours on site plus coursework.

Capstone Experience

The Capstone Experience must be completed in the senior year.

Requirement Options for Single majors:

Public Policy majors who do not major in any other field (i.e. single majors) may either:

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a) complete a capstone in their primary substantive field of study (e.g., POLI 495, ECON 465, EVST 475, REST 402, WGS 459, or other capstone approved by the Director).

-or-

b) complete PLCY 495 Public Policy Capstone, POLI 456 Education Policy, or POLI 457 Health Care Policy

Requirement Options for Double majors:

Public Policy majors who also major in another field (i.e., double majors) may either:

a) complete two separate capstone experiences; one in Public Policy and one in the second major (e.g., POLI 495, ECON 465, EVST 475, REST 402, WGS 459, or other capstone experience approved by the Director)

-or-

b) complete a shared capstone that integrates the student’s learning outcomes in both majors with Director’s approval.

Regardless of which option is selected, the capstone must focus on a public policy issue and address all of the Public Policy major learning outcomes.

Learning outcomes for this program may be found at www.redlands.edu/ba-plcy/learning-outcomes/.

Double Majors

Consistent with general catalog requirements, if a student has more than one major then at least 28 credits must be unique to Public Policy (i.e., may not be shared).

Public Policy Minor

Completion of the minor in Public Policy requires a minimum of 24 credits in the following policy-related courses: Core Course in Public Policy Analysis (1 course/4 credits):

PLCY 100 Introduction to Public Policy Analysis (4)

Foundations of Public Policy Analysis (2 courses/8 credits):

ECON 100 Economics of Society (4)

-or- ECON 101 Principles of Economics (4)

POLI 111 Introduction to American Politics (4)

Methods (1 course/4 credits):

POLI 200 The Study of Politics (4)

POLI 202 Statistical Analysis and Mapping of Social Science Data (4)

POLI 300 Advanced Quantitative Methods (4)

ECON 400 Introduction to Econometrics (4)

EVST 110 Introduction to Spatial Analysis & GIS (4)

EVST 399 Research Methods for Environmental Scientists (4)

MATH 111 Elementary Statistics with Applications (4)

PSYCH 250 Statistical Methods (4)

SOAN 300 Research Methods in the Social Sciences (4)

SOAN 305 Mapping People, Mapping Places (4)

CS 110 Introduction to Programming (4)

SPA 100 Foundations of Spatial Thinking (4)

SPA 110 Introduction to Spatial Analysis & GIS (4)

Public Policy Concentration (2 Courses/8 credits):

Two approved Public Policy courses at the 200-level or above.

Advanced Placement

Students receiving scores of four or above on an Advanced Placement American Government exam will be given credit for POLI 111.

Students who receive a score of four or higher in macroeconomics and microeconomics exams receive 4 credits for ECON

101 Principles of Economics.

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Departmental Honors

Students may apply for departmental honors in the fall of the senior year. Students must have a minimum 3.5 GPA in the major to apply. To successfully complete the honors requirements, students must successfully defend an Honors Thesis in Public Policy. The defense committee shall be composed of at least two faculty members, one of whom shall be an advisory member in the Public Policy program.

Public Policy Course Descriptions

Selected topics in Public Policy chosen to reflect student

PLCY 100 Introduction to Public Policy Analysis

interest and instructor availability. May be repeated for

Fall (4), Spring (4)

degree credit for a maximum of 8 credits given a

Introduction to both the theoretical foundations and

different topic.

processes of public policy making. Case studies of

Prerequisite(s): PLCY 100. Offered as needed.

educational policy, health care policy, economic policy,

and/or tax policies.

PLCY 381 Public Policy Internship

Fall (1–4), Spring (1–4)

PLCY 260 Special Topics in Public Policy, Introductory

Internship in Public Policy. At least 40 hours of internship

Level

experience, including related coursework.

Fall (3–4), Spring (3–4)

Selected topics in Public Policy chosen to reflect student

PLCY 460 Special Topics in Public Policy, Advanced Level

interest and instructor availability. May be repeated for

Fall (3–4), Spring (3–4)

degree credit for a maximum of 8 credits given a

Selected topics in Public Policy chosen to reflect student

different topic. Offered as needed.

interest and instructor availability. May be repeated for

degree credit for a maximum of 8 credits given a

PLCY 360 Special Topics in Public Policy, Intermediate

different topic.

Level

Prerequisite(s): Any 300-level course in PLCY or POLI.

Fall (3–4), Spring (3–4)

Offered as needed.

Psychology

The Faculty

Susan B. Goldstein

Jessica Hehman

Celine Ko

Fredric E. Rabinowitz

Catherine Salmon

Francisco Silva

Kathleen Silva

The Major

Bachelor of Arts in Psychology

Majors must complete a minimum of ten courses in psychology, seven of which must be in residence, a senior capstone, and the psychology exit exam.

Students can declare the major after completion of PSYC 100 (with a minimum grade of 2.7), PSYC 250 (with a minimum grade of 2.0), and one additional psychology course with a combined 2.3 GPA across their Psychology courses. Transfer students are expected to meet the same prerequisites and GPA standards as students in residence.

Learning outcomes for this program may be found at: www.redlands.edu/BA-PSYC/learning-outcomes.

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Prerequisite Course Requirements

We strongly advise students to complete all their prerequisite courses no later than their junior year. PSYC 100 should ideally be taken in the first year, followed by PSYC 250 and PSYC 300 by the end of year three.

All prerequisite courses must be taken for a numerical grade. Students must earn a minimum grade of 2.7 in PSYC 100 for it to serve as a prerequisite for other PSYC courses. Students must also earn a minimum grade of 2.0 in PSYC 250 and PSYC

300 for these courses to serve as prerequisites for upper-level courses.

Repeating Courses Policy

Students are allowed to repeat a PSYC course only once. Students who want to repeat a course a second time must obtain permission from the Psychology Department Chair. For additional information about repeating courses, see the section in the Catalog about “Repeating Courses.”

Required Courses (4 courses/12 credits):

PSYC 100 Introduction to Psychology (4)

PSYC 250 Statistical Methods (4)

PSYC 300 Research Methods (4)

PSYC 490 Exit Exam (0)

Intermediate Courses (3 courses/12 credits):

PSYC 210 Personality Theories (4)

PSYC 220 Abnormal Child Psychology (4)

PSYC 252 Culture and Human Behavior (4)

PSYC 260 Topics in Psychology (4)

PSYC 320 Psychology of Gender (4)

PSYC 335 Developmental Psychology (4)

PSYC 344 Abnormal Psychology (4)

PSYC 349 Social Psychology (4)

PSYC 350 Evolutionary Psychology (4)

PSYC 352 Human Sexuality (4)

PSYC 355 Psychology of Prejudice and Discrimination (4)

PSYC 360 Advanced Topics in Psychology (4)

Advanced Courses (3 courses/12 credits):

These courses generally have an empirical component involving data collection, analysis, interpretation, and a written report.

PSYC 435 Cross-Cultural Psychology (4)

PSYC 439 History and Systems (4)

PSYC 440 Counseling (4)

PSYC 441 Learning (4)

PSYC 450 Health Psychology (4)

PSYC 452 Evolutionary Psychology Research (4)

PSYC 460 Advanced Topics in Psychology (4)

Recent topics have included: Behavior Modification, Child Psychopathology, Environmental Psychology, Origins of Human Relationships, and Psychology of the Sex Industry

Elective (1 course/3-4 credits):

Students may select the tenth course from any 3- to 4-credit course in psychology. This may also include the cross-listed courses.

BIOL 104 Introduction to Neuroscience (4)

BIOL 326 Neuroscience (4)

BUS 430 Human Resource Management (4)

Psychology-oriented Johnston Seminars may also serve as a tenth elective course with approval from the Department.

Please see the Biology and Business sections of this Catalog for course descriptions and prerequisite requirements.

Capstone:

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In addition to these ten courses, students must complete at least one semester of:

PSYC 473 Senior Seminar (2)

-or PSYC 475 Research Capstone (2)

-or- PSYC 487 Senior Field Placement (2)

-or- honors

Exit Exam:

490 Psychology Exit Exam (0)

Students must complete the psychology exit exam during the last semester before they graduate.

Psychology Minor

The minor in psychology consists of a minimum of six courses, four of which must be in residence. It is recommended that students take PSYC 100 first, as it is a prerequisite for most psychology classes. PSYC 250 and PSYC 300 are not required for the minor, however, they are prerequisites for all 400-level courses.

Study Abroad

Students planning to study abroad should contact their advisor early to coordinate this experience with the major program sequence. The department supports and encourages cross-cultural studies.

Advanced Placement and International Baccalaureate in Psychology

Students who receive a score of four or five on the Advanced Placement Exam or a score of five or higher in the International Baccalaureate course may enroll in courses that list PSYC 100 as a prerequisite and will receive 4 credits for PSYC 100.

Departmental Honors

A departmental honors program that involves an exceptional senior project is available for qualified and motivated students. Admission to the program might come by departmental invitation or, should students initiate their own applications, with sponsorship by the psychology faculty. Interested students should consult their advisors for information about application procedures and requirements.

Psychology Course Descriptions

Students who do not meet prerequisites must obtain

dynamics, functions, and development of the normal

permission from the instructor prior to enrolling.

personality.

Prerequisite(s): PSYC 100 or by permission.

PSYC 100 Introduction to Psychology

Fall (4), Spring (4)

PSYC 220 Abnormal Child Psychology

Survey of classic and contemporary theory and research

Fall (4), Spring (4)

in human and animal behavior. Topics include the

Nature, determinants, and problems associated with

biopsychological bases of behavior, learning, cognition,

Intellectual and Learning Disabilities, Conduct and

motivation, developmental and social processes, and

Behavioral Disorders, Anxiety, and Mood Disorders,

psychological disorders and their treatment.

Autism Spectrum Disorder, and Physical Disorders in

children.

PSYC 171 Psychology Practicum

Prerequisite(s): PSYC 100 or by permission.

Fall (0–1), Spring (0–1)

Practical experience as a research or teaching assistant.

PSYC 250 Statistical Methods

Prerequisite(s): PSYC 100 or by permission.

Fall (4), Spring (4)

Introduction to the use of descriptive and inferential

PSYC 210 Personality Theories

statistics in the collection of data and the interpretation

Fall (4), Spring (4)

of research in psychology and education.

Survey of major paradigms of personality theories

Prerequisite(s): PSYC 100 or by permission.

emphasizing different perspectives on the structure,

PSYC 252 Culture and Human Behavior

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Spring (4)

the ethical and societal concerns related to psychiatric

This course focuses on the role of culture in human

and behavioral disorders.

behavior. Attention is given to (1) the conceptual, ethical,

Prerequisite(s): PSYC 100 or by permission.

and methodological challenges involved in making cross-

cultural comparisons, (2) understanding how

PSYC 349 Social Psychology

psychological inquiry is informed by a cultural

Spring (4)

perspective, and (3) applying psychological principles in

Survey of the effect of social environment and social

order to understand and improve intercultural

interaction upon individuals’ perceptions of themselves

interaction.

and others. Topics include self-perception, interpersonal

Prerequisite(s): PSYC 100 or by permission. Note:

perception, social influence, (e.g., conformity and

Students who receive credit for this course may not

persuasion), and social relations (e.g., aggression,

receive credit for PSYC 435 Cross-Cultural Psychology.

altruism, and interpersonal attraction).

Prerequisite(s): PSYC 100 or by permission.

PSYC 260 Topics in Psychology

Fall (4), Spring (4), May Term (3)

PSYC 350 Evolutionary Psychology

Topics of current interest in psychology that fall outside

Fall (4)

the regular curriculum. Recent offerings have included

The evolution of social behavior is the primary focus of

Sports Psychology, Learning Research, and Industrial-

this course. The first few weeks will be devoted to the

Organizational Psychology.

study of evolutionary theory as it applies to behavior. We

Prerequisite(s): PSYC 100 or by permission.

will cover parental care, parent-offspring conflict, sexual

selection, sex differences, sexuality, altruism, and

PSYC 300 Research Methods

cooperation.

Fall (4), Spring (4)

Prerequisite(s): PSYC 100 or by permission.

Study of scientific methods in psychology, including

descriptive, correlational, and experimental approaches,

PSYC 352 Human Sexuality

with emphasis on artifacts, biases, and ethical issues in

Spring (4)

psychological research.

This course consists of an overview of the field of human

Prerequisite(s): PSYC 100, and PSYC 250, or by

sexuality, including how we evaluate the claims of

permission.

sexuality research. If psychology is the study of human

behavior, a better understanding of our sexual

PSYC 320 Psychology of Gender

psychology is important to understanding the factors

Fall (4)

that shape and motivate behavior.

Survey of biological, psychological, and sociocultural

Prerequisite(s): PSYC 100 or by permission.

issues relevant to the psychology of gender. Emphasis on

cultural images of men, women, and children; gender

PSYC 355 Psychology of Prejudice and Discrimination

differences and similarities; gender-role socialization;

Spring (4)

sexuality and reproduction; psychological adjustment;

This course focuses on psychological theory and research

and interpersonal relations.

as a mechanism for understanding prejudice and

Prerequisite(s): PSYC 100 or by permission.

discrimination. The class explores cases based on such

dimensions as gender, race/ ethnicity, class, age, religion,

PSYC 335 Developmental Psychology

sexual orientation, and physical ability in order to

Fall (4), Spring (4)

investigate the causes and consequences of, and

Survey of normal developmental patterns from infancy to

interventions for, intergroup prejudice and

old age and theories of development with emphasis on

discrimination.

current literature.

Prerequisite(s): PSYC 100 or by permission.

Prerequisite(s): PSYC 100 or by permission.

PSYC 360 Advanced Topics in Psychology

PSYC 344 Abnormal Psychology

Fall (4), Spring (4), May Term (3)

Fall (4), Spring (4)

In-depth examination of contemporary topics in the field

Survey of current theories of abnormal behavior with

of psychology. Recent offerings have included Psychology

emphasis on the role of the psychologist in diagnosis,

of Criminal Behavior, Current Issues in Personality, and

research, and treatment, as well as an understanding of

Psychology of Aging.

Prerequisite(s): PSYC 100 or by permission.

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PSYC 452 Evolutionary Psychology Research

PSYC 435 Cross-Cultural Psychology

Spring (4)

Fall (4)

This course is designed to provide experience in

The methods and issues involved in cross-cultural

conducting empirical research. This includes all the steps

psychology. The first half is an exploration of cross-cultural

taken by graduate students/ researchers, including:

methodology and an examination of the universality of

successful IRB application, data collection and analysis,

psychological theory. The second half is a focus on how

and a formal written and oral presentation of the results.

knowledge about cultural differences has been applied to

Prerequisite(s): PSYC 100, and PSYC 250, and PSYC 300,

situations of intercultural contact.

or by permission.

Prerequisite(s): PSYC 100, and PSYC 250, and PSYC 300,

or by permission. Note: Students who receive credit for

PSYC 460 Advanced Topics in Psychology

this course may not receive credit for PSYC 252, Culture

Fall (4), Spring (4)

and Human Behavior.

In-depth examination of contemporary topics in the field

of psychology. Recent offerings include Child

PSYC 439 History and Systems

Psychopathology, Psychology of the Sex Industry, Origins

Fall (4)

of Human Relationships, Behavior Modification, and

A sampling of theoretical approaches throughout the

Environmental Psychology.

history of psychology emphasizing understanding and

Prerequisite(s): PSYC 100, and PSYC 250, and PSYC 300,

evaluating psychological information in its historical

or by permission.

context, and the development of an appreciation for the

diversity of psychology.

PSYC 473 Senior Seminar

Prerequisite(s): PSYC 100, and PSYC 250, and PSYC 300,

Fall (2), Spring (2)

or by permission.

In-depth examination of contemporary topics in the field

of psychology.

PSYC 440 Counseling

Prerequisite(s): PSYC 100, and PSYC 250, and PSYC 300,

Fall (4), Spring (4)

and senior standing or by permission. Credit/no credit

Philosophy, theories, and applications of counseling and

only.

psychotherapy. Emphasis on developing basic counseling

skills, learning professional ethics and standards, and

PSYC 475 Research Capstone

exploring current theoretical models of counseling and

Fall (2), Spring (2)

their relation to the needs and trends within society.

This capstone is designed to give students research

Prerequisite(s): PSYC 100, and PSYC 250, and PSYC 300,

experience in preparation for graduate school (including

or by permission.

submitting an IRB application, designing/ conducting a

research study, data collection/ analysis, and interpreting

PSYC 441 Learning

findings). At the end of the semester, students will

Fall (4)

create a poster of their research to present at the Senior

Presentation of leading psychological, behavioral, and

Capstone Poster Session.

cognitive theories of how animals and humans adapt to

Prerequisite(s): PSYC 100, and PSYC 250, and PSYC 300,

changes in their environment.

and senior standing or by permission. Credit/no credit

Prerequisite(s): PSYC 100, and PSYC 250, and PSYC 300,

only.

or by permission.

PSYC 487 Senior Field Placement

PSYC 450 Health Psychology

Fall (2), Spring (2)

Spring (4)

Placement with a business, community service agency, or

Provides an overview of the field of health psychology.

research institute. Faculty and on-site supervision.

We will cover the history of health psychology, the major

Students complete a detailed journal on the experience

theories of the field, and the methods of applying health

and a presentation to the department faculty. The

psychology knowledge to promoting health and

Community Service requirement can be met through an

preventing diseases. We will be focusing on individual,

unpaid field placement at a non-profit agency.

social, cultural, and economic factors in health.

Prerequisite(s): PSYC 100, and PSYC 250, and PSYC 300,

Prerequisite(s): PSYC 100, and PSYC 250, and PSYC 300,

and senior standing or by permission. Credit/no credit

or by permission.

only.

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PSYC 490 Psychology Exit Exam

Prerequisite(s): PSYC 100, and PSYC 250, and PSYC 300,

Spring (0)

and senior standing. Credit/no credit only.

This is a graduation requirement for psychology seniors.

It is an end of senior year exam to assess

knowledge/skills obtained over the degree.

Race and Ethnic Studies

The Director

Keith Osajima

The Faculty

Lawrence W. Gross

Jennifer Tilton

Kathryn Tucker

The Advisory Committee

Ben Aronson, Biology

Susan B. Goldstein, Psychology

Dorene Isenberg, Economics

Priya Jha, English

Jennifer Nelson, Women, Gender and Sexuality Studies

Nora Pulskamp, Native Student Programs

Gregory, Ramos, Theater

Elizabeth Shulterbrandt, Native Student Programs

Althea Sircar, Political Science

Denise Spencer, Program Coordinator, REST

Monique Stennis, Campus Diversity and Inclusion

Peter Tupou, Campus Diversity and Inclusion

The Major

The major consists of 48 credits. Race and Ethnic Studies is an interdisciplinary and multi-disciplinary field of study.

Requirements for the major are met through Race and Ethnic Studies (REST) courses, cross-listed, and negotiable courses in other departments and programs. The major includes a foundation of core courses, a flexible area of emphasis where students pursue depth and concentration of knowledge in an area of their choice, breadth courses, and a capstone experience to integrate their studies.

Learning outcomes for this program may be found at www.redlands.edu/BA-REST/learning-outcomes.

Bachelor of Arts in Race and Ethnic Studies

Core Requirements (2 courses/8 credits):

REST 120 Introduction to Race and Ethnic Studies (4)

An overview of the field, looking at the experiences of major race and ethnic groups in the United States through interdisciplinary lenses.

REST 351 Race Theory (4)

Examines key theoretical perspectives in REST, with the goal of helping students develop the reading, analytic and writing skills needed to understand theory and how it can be applied to issues of race and ethnicity.

Area of Emphasis (5 courses minimum/20 credits):

Majors must construct, in consultation with faculty and the director, an area of emphasis designed to develop depth and concentration of knowledge. Must include at least one REST methods course or other methods course appropriate to the area of emphasis. All areas of emphasis and their course lists must be approved by the director.

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Breadth Courses (4 courses minimum/16 credits):

Majors, in consultation with faculty and the director, must take four courses selected to complement the area of emphasis.

Capstone Courses (2 courses/4–6 credits):

REST 401 Senior Capstone I: Project Design (2)

REST 402 Senior Capstone II: Project Implementation (2–4)

Students should enroll in REST 401 in the first semester of their senior year. This 2-credit course will bring together all graduating majors and will be an opportunity to develop both common understanding of REST and individual senior projects tied to areas of emphasis. In the second semester, students will enroll in REST 402 and work independently under the supervision of seminar faculty and faculty advisors to complete their senior project.

Race and Ethnic Studies Minor

Minor Requirements (6 courses minimum/24 credits):

REST 120 Introduction to Race and Ethnic Studies (4)

To ensure an interdisciplinary focus, students must select courses from two or more departments.

Registration Information

Each semester during registration, the Race and Ethnic Studies Program provides a current list of the REST cross-listed courses for the coming term. Because new courses (particularly Johnston courses and special topics courses in various departments) are likely to be added, this list will always have the most current course offerings. The current REST course list is posted on the Race and Ethnic Studies bulletin board in Larsen Hall, distributed to faculty advisors, and available from the director.

Cross-Listed Courses include, but are not limited to:

ECON 240 Economics of Race, Class, and Gender (4)

ENGL 233 African American Literature (4)

ENGL 237 Immigrant Literature (4)

ENGL 239 Chicana/o Literature (4)

ENGL 256 Native American Literature (4)

ENGL 351 Postcolonial and Global Literature (4)

EVST 277 Environmental Justice (3-4)

POLI 208 California Politics (4)

HIST 321 Civil War and Reconstruction (4)

HIST 327 Modern African-American History (4)

HIST 352 Africa and the Atlantic Slave Trade (4)

JNST Selected courses each year

POLI 211 Politics of Race & Ethnicity in US (4)

PSYC 252 Culture and Human Behavior (4)

PSYC 355 Psychology of Prejudice and Discrimination (4)

PSYC 435 Cross-Cultural Psychology (4)

REL 125 Introduction to World Religions (4)

REL 252 African-American Religion and Spirituality (4)

THA 254 Performing Civil Rights

THA 255 Diversity on the American Stage

WGS 145 Gender, Sexuality, Power: Global

WGS 235 History of Women in the US: 20th Century

Negotiable Courses

Faculty members may be willing to negotiate special assignments or projects, which add race and ethnic emphases into a course. These negotiable courses can then count toward the REST major and minor. Students should negotiate special 281

2022-2023 Academic Catalog

assignments or projects in consultation with the instructor and the Race and Ethnic Studies director. Such negotiations should take place early in a semester or May Term to ensure that the course will be counted toward the major or minor.

Program Honors

Students with excellent records of academic achievement (GPA of 3.3 or higher in the major) may apply for program honors during the second semester of their junior year, and no later than the sixth full week of their first semester as a senior.

Candidates must submit a proposal describing project goals, methods, time line for completion, and annotated bibliography. Proposals are reviewed and approved by REST faculty. Completion of approved honors projects is overseen and evaluated by a faculty committee. Honors candidates are expected to make a public presentation of their work. For details about application process and criteria, please see the program director.

Individualized and Specialized Study

Directed studies and internships can be arranged through Race and Ethnic Studies, and a number of departments including Art, Communicative Disorders, Economics, Education, History, Religion, Sociology and Anthropology, Spanish, and Women, Gender, and Sexuality Studies. In addition, specialized courses might be offered on a one-time or as-needed basis during May Term or through the Johnston Center.

Race and Ethnic Studies Course Descriptions

REST 120 Introduction to Race and Ethnic Studies

Topics of current interest in race and ethnic studies. May

Fall (4), Spring (4)

be repeated for degree credit given different topics.

Examination of the historical and contemporary

Offered as needed.

experiences of racial and ethnic groups in the United

States. Topics include dimensions of racism and

REST 190 Introduction to Africana Studies

discrimination in American society, the interrelated

Fall (4), Spring (4)

experiences of racial groups, community-building and

This course offers an introduction to Africana Studies.

cultural development, and movements for social change.

The class examines multidisciplinary approaches and

perspectives on the Africana and African American

REST 130 Introduction to Native American Studies

experience in varied historical moments.

Fall (4) Spring (4)

Offered as needed. Not open to students who have

This course provides an understanding of the history,

completed REL 190.

culture, and current concerns of Native Americans.

Traditional aspects of Native American cultures such as

REST 210 Reach Juvenile Justice

art and religions are explored, as well as topics affecting

Fall (2), Spring (2)

Native Americans today. The course also examines the

This REACH class enables students to learn about the

influence of Native Americans on current American

juvenile justice system as they volunteer to work with

society.

incarcerated youth as tutors and workshop facilitators.

Students develop their own learning goals and write

REST 140. Intro to Chicana/o Studies

reflections to analyze their experience in juvenile hall to

Fall (4) Spring (4)

meet these goals. May be repeated for degree credit.

This class serves as a foundational course to address the

Credit/ no credit only.

interdisciplinary field of Chicana/o studies with an oral

communication emphasis. We explore the multiplicity of

REST 220 Ending Oppression

Chicanx, Latinx and Indigena communities via

Fall (3), Spring (3), May Term (3)

monologues, debates, peer discussions and research

Students will learn the theory and practice of Re-

presentations.

Evaluation Counseling and use the peer counseling tool

Offered as needed.

to examine how various forms of oppression appear in

society and impact their lives. May be repeated for

REST 160 Topics in Race and Ethnic Studies

degree credit for a maximum of 6 credits.

REST 260 Topics in Race and Ethnic Studies

Prerequisite(s): by permission of instructor.

REST 360 Topics in Race and Ethnic Studies

Fall (4), Spring (4)

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REST 225 Juvenile Justice: Coming of Age From the

are addressed. This course emphasizes field trips and

Inside Out

hands-on experiences.

Spring (4)

Prerequisite(s): by permission of instructor.

This course uses the juvenile justice system as a lens

through which we can understand how race, class and

REST 245 Race and Science

gender shape coming of age in America. Students will

Fall (4), Spring (4)

learn about the juvenile justice system from the inside

This course examines the last 200 years of the scientific

out in a shared classroom with young men who are

study of race in Western Europe and the United States. A

incarcerated in San Bernardino.

historical approach is taken through studies of

contemporary issues which will be examined with the

REST 230 Race and the Law

unique perspective that the historical analysis allows.

Fall (4)

Provides a survey of the role of race and ethnicity in the

REST 255 Criminal Justice Policy and Action

American legal system.

May Term (3)

Offered as needed.

This class will engage students in research and action in

collaboration with the Inland Empire Fair Chance

REST 231 Native American Women and Gender Issues

Coalition which is working to reduce barriers people with

Fall (4)

criminal records face in the job market. Students will

This course examines the role of Native American women

learn about the effects of criminal justice policies on our

in traditional societies. It also investigates issues of

communities and explore diverse strategies advocates

concern in modern society for Native American women.

use to change criminal justice policies.

The course further includes an exploration of gender

issues in Native American Societies, including so-called

REST 281 Criminal Justice Internship

two spirit, or other gendered people.

Fall (1-4), Spring (1-4)

Offered in alternate years.

The Criminal Justice Internship offers students the

opportunity to learn about the criminal justice system

REST 236 Sex, Race, and Class in Popular Culture

and its impact on the community through internships

Fall (4), Spring (4)

with non-profits and governmental agencies. Students

Examines the role of race, class, sex, and gender in

explore potential careers and build concrete skills that

dominant and alternative cultural practices, especially as

will help them transition successfully to graduate school

they reveal, define, and negotiate identities in national

and employment.

and transnational contexts.

Offered as needed. Credit/No credit only.

Offered as needed. Not open to students who have

completed WGS 236.

REST 282 Diversity Intern in Higher Education

Fall (1-4, Spring (1-4)

REST 240 Chican@ Latinx Identity, Culture and Politics

The REST Diversity Internship in Higher Education allows

Fall (4), Spring (4)

students to develop skills and knowledge needed to work

This course addresses Chican@ Latinx identity culture

on issues of diversity and inclusion in colleges and

and politics in national and transnational context.

universities. Students explore potential careers and build

Students will critically analyze research in social

concrete skills that will help them transition successfully

construction of race, education, immigration, gender,

to graduate school and employment.

politics, citizenship, language, xenophobia, culture and

Offered as needed. Credit/No credit only.

representation.

Offered as needed.

REST 283 Internship in Native Tribal Communities

Fall (1-4), Spring (1-4), May (1-3)

REST 242 Southern California Indian Relationships with

The REST Internship in Native Tribal Communities allows

the Land

students to develop skills and knowledge

May Term (3)

needed to work with Tribal Governments, Native cultural

This course examines Southern California Indian relations

institutions and Native education through a

with the land in three ways: traditional societies are

range of internships

examined; the historical period from contact up to the

Prerequisite(s): REST 347.

modern era is explored; and modern issues of concern

REST 315 Race and Education

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Fall (4), Spring (4)

ideological perspectives, leadership styles, and political

Explores issues of race and racism in the public schools

events that influenced the civil, feminist, labor, and

and examines strategies used to address educational

human rights movements.

inequalities.

Offered as needed.

Offered as needed.

REST 345 Whiteness and Anti-Racism

REST 325 Race and Criminal Justice Policy

Fall (4), Spring (4)

Spring (4)

The course examines the social construction of whiteness

This class will examine how race and gender affect our

and traces how whites are implicated in the formation

criminal justice policies at different points in

and continued existence of racism. The course also

policymaking and implementation, including arrest, trial,

explores how whites have and can be effective allies in

sentencing as well as the broad effects our criminal

anti-racist activities.

justice policies have on our communities, families and

Offered as needed.

ideas of race and citizenship.

Offered as needed.

REST 346 Native American Religions and Worldviews

Spring (4)

REST 330. Mapping Race in the I.E.

This course examines the varieties of Native American

Fall (4), Spring (4)

religions in their traditional setting and modern

This class examines how race and class have been built

manifestations. For traditional Indian religions, the

into the Inland Empire and enables students to use oral

relationship between philosophy, land, and culture is

histories, maps & archives to explore the rich Black and

explored. For modern-day practices, Indian Christian

Mexican histories of the Inland Empire. Student mapping

thought, the Native American church, and issues related

and research will be used to develop Ethnic Studies

to cultural survival are examined.

curriculum for local schools.

Offered as needed

REST 351 Race Theory

Spring (4)

REST 334 Native American Environmental Issues

Examination of theoretical perspectives on race and

Spring (4)

racism. Through close readings of texts and seminar

This course focuses on indigenous philosophies relating

discussion, students will develop comparative analytic

to creation and struggles for the land. It explores the

skills needed to chart the theoretical contours of the

situation in the Americas prior to contact, specific

field. Topics may include the social construction of race,

indigenous people, and current conflicts over land,

globalization and race, and intersections of race, class,

resources, and environmental racism. Students will

and gender.

develop a holistic understanding of the Native ecological

philosophies and environmental issues.

REST 401 Senior Capstone I: Project Design

Offered in alternate years.

Fall (2), Spring (2)

The first of a two-semester capstone experience for REST

REST 335 Race, Gender and Public Policy

majors. Designed to help students build upon, integrate,

Fall (4), Spring (4)

and extend previous REST work through the design and

This class explores the connection between race, gender

development of a proposal for a capstone project.

and public policy making in America, past and present.

Prerequisite(s): REST 120 or by permission. Offered as

We will focus on specific case studies of welfare systems,

needed.

foster care, housing or criminal justice systems, and

explore race and gender inequalities.

REST 402 Senior Capstone II: Project Implementation

Offered as needed.

Fall (2–4), Spring (2–4)

The second of a two-semester capstone experience.

REST 342 Race and Social Protest

During this semester, students will complete the

Fall (4), Spring (4)

capstone project that was designed in REST 401.

Explores how people of color collectively mobilized and

Students are also expected to prepare a presentation of

re-shaped social/political attitudes and forms of civic

their work.

participation while challenging patterns of racism in

Prerequisite(s): REST 120 or by permission. Offered as

search of social equality. Students study various

needed.

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Religious Studies

The Faculty

Julius Bailey

Karen Derris

Frances Grace

William B. Huntley , Professor Emeritus

Lillian Larsen

John Walsh

The Major

The study of religious traditions explores the religious beliefs, actions, and cultural practices of individuals and communities across the world and throughout history. In the course of their studies, our students gain an inter-cultural literacy and an appreciation for the world views of other peoples and communities, as well as their own. Religious Studies courses approach the study of religion from a variety of disciplinary perspectives. Students are invited to critically consider the spiritual, historical, literary, ethical, doctrinal, psychological, contemplative and social dimensions of religious people and practice. Through engaging the study of religions in an academic context, we seek to generate respect for the religious lives of all traditions. While many students find the study of religion is important for reflecting upon their own religious identity, no particular religious position is privileged or assumed in any of our courses.

Learning outcomes for this program may be found at: www.redlands.edu/BA-REL/learning-outcomes.

Bachelor of Arts in Religious Studies

A major consists of seven courses and the senior capstone (8 courses in total). The seven courses are to be fulfilled from the categories listed below.

One introductory course in Foundations of Religious Studies:

The foundational course provides students with a framework for understanding religious traditions and introduce students to the methods and approaches used to study religion.

REL 125 World Religions (4)

Exploring Religious Traditions:

Students should take TWO of the following courses. With the permission of the advisor, students may substitute one of the courses with another course in that same tradition.

REL 145 Introduction to Islam

REL 232 Hinduism(s)

REL 233 Buddhisms

REL 308 Christian Scriptures

Four Electives:

Four additional courses selected from the list below or from a semester abroad program chosen in consultation with an advisor in the Religious Studies Department. Johnston seminars or First-Year Seminars taught by Religious Studies Faculty might count toward that total with the approval of the Religious Studies faculty advisor. Students interested in graduate study are encouraged also to take REL 299: Research Methods.

REL 120 Religion and Ethics (4)

REL 122 Religion and Ecology: Environmental Ethics (4)

REL 126 Asian Religions in Southern California (4)

REL 131 American Religious History (4)

REL 145 Introduction to Islam (4)

REL 165 Islam in America (4)

REL 189 Religion and Popular Culture (3-4)

REL 199 Cults and Sects: The History of New Religious Movements in America (4)

REL 202 History of Judaism (4)

REL 206 The 'Other' Jesus (4)

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REL 208 Global Christianities (4)

REL 225 Islam in the Media

REL 232 Hinduism(s) (4)

REL 233 Buddhisms (4)

REL 241 Ancient/Biblical Hebrew (take 2 course sequence, 2 credits each) (4)

REL 242 Hellenistic Greek (take 2 course sequence, 2 credits each) (4)

REL 245 LGBTQ Spiritual Journeys, Religious Controversies (4)

REL 250 Compassion (4)

REL 251 Women, Sexuality and Western Religion (4)

REL 252 African-American Religion and Spirituality (4)

REL 255 Gender in Islam (4)

REL 265 The Prophet (4)

REL 292 Sacred Life Stories in Asian Religious Traditions (4)

REL 299 Research Methods (4)

REL 307 Old Testament Literature: Hebrew Scriptures (4)

REL 308 Christian Scriptures (4)

REL 323 Mysticism (4)

REL 325 Japanese Religion and Arts (4)

REL 330 Buddhist Literary Imagination (4)

REL 350 The History of Social Protest in America (4)

REL 351 Women, Sexuality, and Buddhist Traditions (4)

REL 358 Psychology and Religion (4)

REST 231 Native American Women and Gender (4)

REST 234 Race, Ethnicity and Religion (4)

REST 346 Native American Religions and World Views (4)

SOAN 354 Jewish Identity (4)

OR a topics course approved by departmental advisor

Capstone Requirement:

Two Senior Seminars:

REL 490 Senior Seminar (2) (taken Fall semester of senior year)

REL 495 Senior Seminar (2) (taken Spring semester of senior year)

Senior Religious Studies minors, Johnston seniors, and seniors from interdisciplinary programs may request permission to enroll in these seminars.

Capstone Project

Three options and requirements:

1) Senior Paper

a. Twenty pages in length

b. Minimum fifteen source bibliography

c. One reader

2) Honors Thesis

a. 35 pages in length

b. Minimum of twenty-five sources

c. Two readers

d. GPA in Religious Studies courses of 3.45

e. Timeline for Honors proposal and drafts will be set by the Senior Seminar instructor,

3) Internship

a. Internship work begun prior to senior year

b. Internship must be 80 hours minimum

c. Students must have a proposal for internship approved by department advisor prior to beginning it d. Paper of 15 pages reflecting upon the internship and how the experience interconnects with coursework in religious studies

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e. One reader

f. Assessment letter from internship supervisor

Religious Studies Minor

Students should take REL 125 and four electives of their choice from the list of courses above, in consultation with a departmental advisor.

Study Abroad

Students majoring or minoring in Religious Studies will find it especially useful to complement the above courses by a semester of study abroad. Many institutions in Europe, Asia, and Australia have offerings in religious studies. Among the more valuable are the courses in Hebrew Scripture, Christian Scripture, and Islamic studies at the University of Edinburgh and the Oxford University. For Buddhism, consider the School for International Training (SIT) programs in Thailand; and, for Tibetan studies, the programs offered by SIT in India and Nepal.

Departmental Honors

Requirements:

• 3.45 cumulative GPA

• Highly motivated and accomplished Religious Studies major

• Submission of Honors Thesis Proposal

• Formation of a Faculty Committee (two members) for the Honors Thesis who will have the opportunity to give feedback at timely intervals of the project

• Submission of draft of Honors Thesis by early February, public presentation of the Honors Thesis and final evaluation for granting honors by faculty committee

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Religious Studies Course Descriptions

REL 120 Religion and Ethics

historical emergence and contemporary importance of

Fall (4)

Islamic thought, culture, legal systems, communal

Exploration of religious ethics in relation to

formation, and spiritual traditions.

contemporary issues in politics, medicine, biology, and

Offered as needed. Numeric and Evaluation grade only.

law.

REL 160 Topics in Religion

REL 122 Religion and Ecology: Environmental Ethics

Fall (1–4), Spring (1–4), May Term (3)

Spring (4)

Topics of current interest in religious studies. Course

Consideration of the environmental crisis from a religious

content varies from term to term. May be repeated for

perspective, and a search to understand why ecology is a

degree credit given a different topic.

problematic concern within religion. Evaluation of

Offered as needed.

theological, philosophical, and sociological factors that

shape the various religious responses to ecological

REL 165 Islam in America

concerns.

Fall (4), Spring (4)

This course will provide a thorough historical

REL 125 Introduction to World Religions

understanding of the roots of Islam in America and the

Fall (4), Spring (4)

situation of contemporary American Muslims in a post

By studying major religious traditions of the world,

9/11 world.

students will consider how religious traditions guide the

Offered as needed.

way people live their lives in an ever increasingly diverse

and religiously pluralistic world. Investigations will

REL 189 Religion and Popular Culture

include both historical studies and the writings of

Fall (4), Spring (4), May Term (3)

religious traditions.

This course analyzes the interconnectedness of religion

and popular culture and what it can tell us about the

REL 126 Asian Religions in Southern California

nature of religion in America.

May Term (3)

Offered as needed. Numeric and evaluation grade

Exploration of the dynamic Asian religious landscape of

options.

Southern California. Focus upon the preservation and

transformation of received traditions as religious

REL 190 Introduction to Africana Studies

communities develop in Southern California.

Fall (4), Spring (4)

Consideration of the religious lives and experiences of

This course offers an introduction to Africana Studies.

immigrant communities and converted practitioners of

The class examines multidisciplinary approaches and

Buddhism, Hinduism, and Taoism.

perspectives on the African and African American

Offered as needed.

experience in varied historical moments.

Offered as needed. Cross-listed with REST 190.

REL 131 American Religious History

Fall (4), Spring (4)

REL 199 Cults and Sects: The History of New Religious

Exploration of religion in America from the pre-colonial

Movements in America

era to the present. Emphases will vary, drawing from a

Fall (4), Spring (4)

variety of religious communities (including Puritan,

Offers an introduction to the variety of new religious

Native American, Muslim, Buddhist, African American,

movements. Examines the multiple ways these

Hindu, Evangelical, Catholic, and Neo-Pagan) and issues

communities have been understood and what those

(such as civil rights, “cults,” church/state, gender, race,

constructions tell us about religion and identity.

and ethnicity).

Offered as needed.

REL 145 Introduction to Islam

REL 202 History of Judaism

Fall (4), Spring (4)

Fall (4)

This course introduces the foundational religious tenets

This course will use primary and secondary texts and

that guide Islamic teaching and practice. Its aim is to

stories to deepen students’ understandings of the

provide students with a deeper understanding of the

historical and cultural development of Judaism. Through

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close, critical reading, course lectures, and in-class

REL 232 Hinduism(s)

discussions and presentations, students will undertake

Fall (4)

intensive historical analysis of Jewish faith and practice in

Explores the many ways Hindu beliefs and practices

ancient, medieval, and modern manifestations.

shape and are shaped by the communities and

Offered as needed.

individuals who live their lives, defined in infinitely

variable ways, as adherents of Hindu traditions.

REL 206 The 'Other' Jesus

Offered in alternate years.

Fall (2-4)

Study of biblical and extra-biblical recounting of the life

REL 233 Buddhisms

and teachings of Jesus. Emphasis placed on reading

Fall (4), Spring (4)

ancient and contemporary life stories as critical

Considers the variety of ways that Buddhists have

resources for understanding emergent Christianity and

engaged with the “three jewels” of Buddhism: the

the early Jewish/Christian world–in space and over time.

Buddha, the Dharma (the teaching), and the Sangha (the

Offered in alternate years.

Buddhist community). Examination of doctrine, practice,

and culture in different parts of the Buddhist world in a

REL 208 Global Christianities

variety of historical periods.

Spring (4)

Offered in alternate years.

Through studying key figures, movements, and themes,

students will learn about the origins, historical

REL 241 Ancient/Biblical Hebrew

development, major controversies, and emergent trends

Fall (2), Spring (2)

that shape the Christian teaching and praxis. Attention

Elementary Hebrew grammar and composition with

will be given to social, political, economic, global, and

emphasis on Biblical vocabulary and syntax. In this

cultural analysis.

course, we will read, in Hebrew, the entire book of Ruth.

Offered in alternate years.

This course will meet once a week for two consecutive

semesters.

REL 210 Introduction to Meditation

Fall (2), Spring (2)

REL 242 Hellenistic Greek

This course, which is primarily experiential, introduces

Fall (2), Spring (2)

students to a range of meditation methods and

Hellenistic Greek grammar and composition with

contemplative practices.

emphasis on using ancient pedagogical strategies to

May be repeated for credit, maximum 8 credits. Credit/no

explore Classical, Hellenistic, Jewish, and Early Christian

credit only.

sources.

This course meets once each week during both fall and

REL 225 Islam and the Media

spring terms. Students may register for one or both

Fall (4), Spring (4)

semesters. Offered in alternate years.

This course will analyze the ways in which Muslims and

Islam are represented in social media, news, film,

REL 245 Queer Religiosities

television, and YouTube. We will explore media outlets

Fall (4)

not only to understand representations of Islam, but the

Lesbian/gay issues have sparked major controversies in

ways in which Americans gain or absorb religious

Christianity and Judaism. Debates are emerging in Islam

knowledge.

and other religions. Topics include: religious acceptance

Offered as needed. Numeric, Evaluation, and Credit/No

versus demands to change, sacred text interpretations,

Credit grade options.

ordination, marriage/civil unions, parenting, hate crimes,

sexuality education, political rights. Focus is on

REL 226 Religions in Europe

lesbian/gay approaches and responses.

May Term (3)

Designed as a travel course for May Term, this course

REL 250 Compassion

journeys to European cities and deals with several

Spring (4), May Term (3)

religions found there. A daily journal is required,

Explores what it means to live a life of compassion

discussing readings done in preparation, interviews with

through these lenses: 1) biographical models such as

locals, and visits to religious sites, museums and

Gandhi, Nelson Mandela, The Dalai Lama, Mary Oliver,

marketplaces.

Viktor Frankl, and Mother Teresa; 2) the compassion

teachings of the world’s religions; 3) the psychology of

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compassion ; 4) experiential investigation of compassion

Topics of current interest in religious studies. Course

practices.

content varies from term to term. May be repeated for

Offered as needed. Numeric grade only.

degree credit given a different topic.

Offered as needed.

REL 251 Women, Sexuality, and Western Religion

Spring (4)

REL 265 The Prophet

Consideration of a range of women’s roles in Western

Fall (4), Spring (4)

religions. Examination of tension between women’s

This course will provide a thorough and multifaceted

subordination and liberation in Christianity, Judaism, and

examination of the Prophet of Islam, Muhammad.

Islam. Sources include Christian and Hebrew bibles,

Students will examine the Prophet's historical life

church fathers and mothers, new views of women’s

through multiple lenses from the classical period to

history and feminist analysis of religion, and

modernity, and from the perspectives of communities

contemporary goddess spirituality.

that span the globe.

Offered in alternate years.

Offered as needed. Credit/no credit only.

REL 252 African-American Religion and Spirituality

REL 290 Meditation: Intermediate Practicum

Fall (4), Spring (4)

Fall (4), Spring (4)

Intermediate-level lecture and discussion course, which

Explore the effects of meditation through daily practice

is an examination of religious themes in African-

of specific techniques from various religious, spiritual,

American experience, including slavery, Black Church

and secular frameworks. The techniques selected will

denominations (mainstream and Holiness), Black

vary according to instructor. Mindfulness, meditation

Nationhood and civil rights movements, Black Muslims,

and contemplative practices have been shown to foster

Black and Womanist (Black feminist) theologies, African

wellbeing. This course is an opportunity to research the

religions in the Americas (Santeria and Voudoun), and

effects for yourself.

new spiritual visions.

Offered in alternate years.

REL 292 Sacred Life-stories in Asian Religious Traditions

Spring (4)

REL 255 Gender in Islam

Sacred life-stories told in the form of biographies,

Fall (4)

hagiographies, or autobiographies offer their

This course offers comprehensive analysis of the factors

audiences—both historical and present-day readers—

that shape perceptions of Islamic women.

critical resources for understanding and interpreting

To better understand the dynamic role of women in

religious worlds. Consists of a close reading of a broad

Islamic tradition, students will explore gendered

range of life-stories from Buddhist, Hindu, and Chinese

space, the mystical dimensions of female Sufis, media

religious traditions.

portrayals of Muslim women, and engage debates about

Offered in alternate years.

veiling, circumcision, education, and Islamophobia.

Offered as needed. Numeric and Evaluation grade only.

REL 299 Research Methods

Fall (4), Spring (4)

REL 257 Science and Religion

This course examines varied research methods in the

Spring (4)

study of religion.

Exploration of differences as well as the intersections

Offered as needed.

between the scientific and religious quests for ultimate

truth. Emphasis will vary, including topics such as

REL 307 Old Testament Literature: Hebrew Scriptures

evolution and creationism, neuro-scientific experiments

Fall (4)

on religious experiences (e.g., love, forgiveness, altruism,

Close reading of selected books from Torah, prophets,

healing, meditation), quantum mechanics, energy

and writings in English translation. The method is

theories, Deep Ecology, human nature, and nature.

historical and literary with student compositions on a

Prerequisite(s): one course in religious studies and one

chapter in Genesis, a Biblical text about a woman, a

course in science, or by permission.

psalm, and a book review of a modern feminist.

Offered as needed.

REL 308 Christian Scriptures

REL 260 Topics in Religion

Spring (4)

Fall (1–4), Spring (1–4), May Term (3)

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Through situating canonical and extracanonical texts

Exploration of the diverse roles and representations of

within their Jewish and Greco-Roman frame, this course

women in multiple Buddhist traditions, past and present.

engages the complex social, cultural and historical fabrics

Special attention is given to the historical agency of

of the writings included in Christian Scripture. Close

Buddhist women in shaping Buddhist traditions and in

reading, informed by critical debate, invites students to

creating possibilities for various forms of participation in

explore contemporary manifestations of ancient teaching

these institutions throughout the Buddhist world.

and practice–in space and over time.

Offered in alternate years.

REL 323 Quest of the Mystic: The Inner Path

REL 358 Psychology and Religion

Spring (4)

Spring (4)

Examines the intense inner quest and culminating

Investigates the intersections of psychological theories,

spiritual realizations by mystics and sages found in every

religious commitment and coping, differing views of

religion. The topic is explored through three lenses: 1)

human wholeness, cross-cultural approaches to healing

biographical study of representative mystics; 2)

and mental health, psyche / soma connection, spiritual

comparative analysis of the teachings about Self-

process and addiction, peak experiences and the nature

Realization, Enlightenment, Divine Union, states of

of consciousness. Explores the diversity of transpersonal

consciousness, and spiritual evolution; and 3) first-person

psychologies found in the major world religions.

investigation of contemplative methods recommended

by the mystics under study.

REL 360 Topics in Advanced Hebrew

Offered as needed.

Spring (3)

Advanced-level study of Hebrew language and literature

REL 325 Japanese Religion and Arts

organized around Hebrew reading materials in a wide

May Term (3)

range of genres and styles. Emphasis on individual

This course will give students the opportunity to read

discussion and grasp of advanced grammar and

about Japanese religions and art forms, then visit

composition.

religious settings and museums. Meanwhile, we will be

Prerequisite(s): REL 241, or permission of instructor.

visiting Japanese schools and given the opportunity to

Offered as needed. Numeric and Evaluation grade only.

teach Japanese children and university students by

engaging in discussions.

REL 411 Masterpieces of Asian Literature

Spring (4)

REL 330 Buddhist Literary Imaginations

Classics from Asian literature that treat religious themes

Fall (4), Spring (4)

such as the Dhammapada, the Ramayana, the Tale of

Examines how Buddhism is imagined and constructed in

Genji, and the Sound of the Wave. Major focus on Indian

literary texts within and outside of Buddhist traditions.

and Japanese literature.

Readings from both Buddhist literature and modern

Offered as needed.

fiction from around the world about Buddhism are used

in order to explore Buddhist social, ethical, and historical

REL 450 Jameson Center Colloquia

realities.

Fall (2), Spring (2)

Prerequisite(s): sophomore standing or by permission.

Students enrolled in this course will participate in all the

Offered in alternate years.

Monday afternoon colloquia of the Jameson Center for

the Study of Religion and Ethics. A faculty associate of

REL 350 The History of Social Protest in America

the Jameson Center will supervise participation, including

Spring (4)

negotiation of a contract for each student’s responses to

This course examines the influence of religion on the

the colloquia.

origins and development of the pan-ethnic civil rights

May be repeated for degree credit for a maximum of 8

movement in the U.S. from the 1950's to the 1970's by

credits. Credit/no credit only.

focusing on the African American, Mexican

American/Chicano, and American Indian Movement

REL 490 Senior Seminar

(AIM) struggles.

Fall (2)

Offered as needed. Credit/no credit only.

The Senior Seminar is designed to allow students to

synthesize their training in Religious Studies and to

REL 351 Women, Sexuality, and Buddhist Traditions

complete their capstone project.

Fall (4)

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Prerequisite(s): Religious Studies major or minor or by

Prerequisite(s): Religious Studies major or minor or by

permission.

permission.

REL 495 Senior Seminar

Spring (2)

The Senior Seminar is designed to allow students to

synthesize their training in Religious Studies and to

complete their capstone project.

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Sociology and Anthropology

The Faculty

Wesley Bernardini

Kimberley Coles

Sawa Kurotani

Sharon D. Lang

William Rocque

Sara Schoonmaker

The Sociology and Anthropology Department offers an array of courses on various aspects of social life worldwide. We strive to understand humanity in all its social and cultural diversity. Our courses explore the relationship between individual experience and its broader cultural and historical contexts. We regard our disciplines as liberatory enterprises: we seek to reveal the social structures, power relationships and prejudices that keep people from directing their own lives. As such, ours are value-laden disciplines. We emphasize the possibility of change in human society, rooted in the understanding that social conditions are constructed through human action. At the same time, we believe that liberation is impossible without clear, empirically grounded analysis of the social structures, institutions and processes that reproduce relations of power and inequality. Our program thus combines passion and dispassion into a whole that we believe gives our students a well-rounded liberal arts education. We contribute to the University's mission by challenging stereotypes, by promoting pluralistic values and by promoting a reflective understanding of the social and cultural world. In doing so, we encourage students to make enlightened choices and engage in responsible citizenship.

The Major

Students in the department earn a Bachelor of Arts degree in sociology and anthropology. At minimum 12 courses (46-48

credits) are required to complete the major. At least seven of the major courses must be at the 300-400 level. A maximum of one 100-level course and four 200 level courses may be counted toward the major.

No more than four of the major courses may be taken at other schools. To transfer courses from other schools or study abroad programs, permission must be obtained from an academic advisor.

Learning outcomes for this program may be found at: www.redlands.edu/ba-soan/learning-outcomes/.

Bachelor of Arts in Sociology and Anthropology

All students majoring in Sociology and Anthropology must complete the following requirements:

SOAN Principles Courses (Students are required to take two of the following three courses):

SOAN 200 Principles of Sociology (4)

SOAN 202 Principles of Cultural Anthropology (4)

SOAN 204 Principles of Archaeology (4)

Spirit of Inquiry (Two courses total, one methods and one theory)

The following is the current list of courses that satisfy the methods requirement:

SOAN 300 Research Methods & Design (4)

SOAN 301 Fieldwork and Ethnographic Methods (4)

SOAN 303 World Ethnographies (4)

SOAN 305 Mapping People, Mapping Place (4)

SOAN 306 Research Methods: Interviewing (4)

The following is the current list of courses that satisfy the theory requirement:

SOAN 390 Classical Social Theory (4)

SOAN 391 Contemporary Social Theory (4)

SOAN 392 Anthropological Theories (4)

Border Crossing (One course)

The following is the current list of courses that satisfy this requirement:

SOAN 205 Social Issues (4)

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SOAN 365 Refugees: History, Policy, Voices (3)

SOAN 256 Japan: Society and Culture in Transition (4)

SOAN 259 The Middle East (4)

SOAN 281 Middle Eastern Women Speak (4)

SOAN 326 Charity and Helping Others (4)

SOAN 331 Consuming Paris (3)

SOAN 340 Sustainable Alternatives to Capitalism (4)

SOAN 342 Gender and Sexuality (4)

SOAN 345 American Gun Culture (4)

SOAN 349 Living in/with Democracy (4)

SOAN 350 Archeological Field School (4)

SOAN 405 Israeli-Palestinian Conflict (4)

Individual, Culture, and Society (One course)

The following is the current list of courses that satisfy this requirement:

SOAN 206 Popular Culture (4)

SOAN 221 Rethinking Politics (4)

SOAN 230 Bodies and Society (4)

SOAN 310 American Gun Culture (4)

SOAN 314 World Dance (4)

SOAN 320 Self and Society (4)

SOAN 327 Food for Thought (4)

SOAN 329 Anthropology of Mothering (4)

SOAN 336 Consumers and Consumption (4)

SOAN 337 Ethnicity and Ethnic Conflict (4)

SOAN 338 Children and Youth (4)

SOAN 345 Interrogating Masculinity (4)

SOAN 352 Who Owns the Past? (4)

SOAN 354 Jewish Identity (4)

SOAN 405 Israeli-Palestinian Conflict (4)

SOAN 418 Death and Dying (4)

Electives

Students must take at least five courses in addition to the above-designated requirements to bring the total number of courses completed to 12, for a total of 46-48 credits. At least seven of the major courses must be at the 300-400 level. A maximum of one 100-level course and four 200-level courses may be counted towards the major. Elective courses should be selected in consultation with the major advisor.

Courses taken with departmental faculty through interdisciplinary programs such as the Johnston Center may be counted toward these requirements with the permission of that faculty member or the department chair. Classes cross-listed with SOAN are also applied toward these requirements.

Senior Capstone

In their senior year, students will complete a culminating experience by taking any 400-level senior seminar OR pursuing departmental honors.

Senior Seminar Option (One course, SOAN 400-465)

Students must have attained senior standing for a 400-level seminar to count as their Senior Capstone. Juniors may take these courses if they choose to but will need to take an additional 400-level course their senior year as a capstone.

Prerequisites for 400-level seminars are two principles courses AND three 300-level courses, one of which must be either a theory or methods course, OR by instructor permission.

Honors Thesis Option (SOAN 499)

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Students are required to have a 3.00 GPA in the major to pursue honors in the department. They begin to plan their projects in consultation with one or more permanent faculty members during their junior year, including developing a research proposal in their methods course. They must submit proposals for their projects to the department chair by the end of September of their senior year. Honors proposals are reviewed by all department faculty. If approved, students may enroll in SOAN 499 Honors Independent Research in both fall and spring of the senior year, during which they complete a significant independent research project under the guidance of their faculty chair. The research must be substantial and significant and is subject to approval by the department faculty. A major written report is followed by a public presentation and oral examination. These must be performed at an honors level, as determined by the honors committee.

Suggested Sequence of Required Courses

First Year

Take a 100-level elective course.

Sophomore Year

Take two principles classes and, if schedule permits, one or more electives.

Junior Year

Take the SI theory and SI methods courses by the spring semester of the junior year to prepare for upper division coursework, and Capstone in senior year. Take ICS and BC courses and continue taking upper-division electives. Students interested in pursuing honors in their senior year should begin planning their project this year, including developing a research proposal in their methods course in consultation with their professor.

Senior Year

Students take a senior seminar as capstone either fall or spring semester; if pursuing honors, students enroll in honors independent research (SOAN 499) fall and spring semesters. Finish taking upper-division electives.

Sociology and Anthropology Minor

Seven courses, each taken for three credits or more totaling a minimum of 21 credits, are required for a minor in sociology and anthropology: two principles classes and six electives, only one of which may be taken at the 100-level.

No more than three of these courses may be taken at other schools. Courses taken with departmental faculty through the Johnston Center may be counted toward these requirements with the permission of that faculty member or the department chair.

Experiential Learning

The department strongly encourages students to engage in experiential learning opportunities including Study Away programs and May Term travel courses. The University offers annual Border Crossing Scholarships to support experiential learning opportunities; contact the Department Coordinator or Chair for details.

The Helen and Vernon Farquhar Laboratory

The department maintains the Helen and Vernon Farquhar Laboratory of Anthropology. The laboratory is used to encourage student research in cultures and history of the American Southwest. Assistantships are available.

Internships

Students in both the major and minor programs are encouraged to take advantage of internship opportunities. Students can choose to work in numerous public and private community-service agencies, grass roots organizations, or museums. A maximum of one internship, taken for three credits or more, may be used to fulfill the major or minor requirements.

Directed Study

This provides students the opportunity to gain experience with learning on a one-to-one basis with a member of the SOAN

faculty.

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Internships and Directed Study require an Individualized Study Application contract, to be completed and submitted in the Registrar’s Office. These forms are available in the Registrar’s Office and the SOAN office.

Sociology and Anthropology Course Descriptions

This course explores the common ground between

SOAN 100 Introduction to Sociology

humanistic anthropology and literature, through careful

As needed

reading of culturally grounded works of fiction from

Study of the structure and process of social life; the

around the world, written by anthropologists and

impact of cultural, structural, and sociohistorical forces

novelists, cultural insiders and outside observers alike.

on groups and society; and the interdependence of

Concept of culture, ethnography, cross-cultural

society and the individual.

communication, colonialism, and storytelling conventions

are among topics of consideration.

SOAN 102 Introduction to Cultural Anthropology

Offered as needed. Numeric and Evaluation grade only.

As needed

Introduction to the anthropological perspective in

SOAN 135 Story of My Life!: Autoethnographic

viewing personal, social, and cultural events in human

Approach

life. Attention given to evolutionary and comparative

Spring (4)

ways of describing, analyzing, and interpreting ways of

Autoethnography is an interdisciplinary genre of inquiry

life from a cross-cultural perspective.

and writing that seeks to understand our self-identity in

the broader social and cultural contexts. We will consider

SOAN 104 Introduction to Archaeology

the intellectual merits of this approach and apply the

As needed

insights we gained to analyze our own experiences and

An overview of human cultural evolution, from the

write an autoethnographic account of ourselves.

earliest human ancestors through the diverse forms of

Offered as needed. Numeric or evaluation grade only.

social organization of recent human groups. Exploration

of the causes of cultural change and lessons to be

SOAN 137 Contemporary Issues in Anthropology

learned from the past about the nature of the human

Fall (4), Spring (4)

species and human society.

This course features recent anthropological studies that

shed light on contemporary issues of global reach and

SOAN 105 Human Origins

local significance. Through close reading of ethnographic

Fall (4), Spring (4)

studies, it will introduce students to the unique

Who are we? Where do we come from? Why do we look

perspectives anthropologists employ to gain detailed and

and act the way we do? We will review human evolution

nuanced understanding of the worldviews and

from our earliest hominoid ancestors some 6 million

experiences of different social/cultural groups.

years ago until the emergence of anatomically modern

Numeric and Evaluation grades only. Offered as needed.

humans.

SOAN 146 Norms, Liberation and Danger

SOAN 126 Places of Home: Mobility and Belonging

Fall (4), Spring (4)

Fall (4), Spring (4)

Explores the dynamic relationship between individuals

What is “home” anyway? This course examines the

and society through theory and practice. Assignments

dynamics of belonging through practices, rhetorics, and

include "desocialization experiments" to probe

ideologies of space and place, territory, and mobility.

connections between society and self. Analysis of a range

This course will examine contemporary, comparative,

of theoretical perspectives highlights the prospects for

and historical social and cultural dynamics of individual

danger, liberation and environmental sustainability

and family homes, neighborhoods, and nation-states.

involved with accomplishing and resisting social norms.

Numeric and Evaluation grade only. Offered in alternate

Offered as needed.

years.

SOAN 160, 260, 360, 460 Topics in Sociology

SOAN 131 Anthropology through Fiction

Fall (2–4), Spring (2–4)

Fall (4)

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Topics of current interest such as collective behavior,

Fall (4)

religion and social conflicts, sociology of medicine,

Examination of important contemporary social issues in

sociology of disabilities, or sociology of sport.

the United States. Focus on the interrelationship of social

Prerequisite(s): by permission is required for the 400-

structures, institutions, and individuals in the production

level course. The 200-level and above may be repeated

and management of these issues, as well as their

for degree credit given a different topic.

individual and social consequences.

Offered as needed.

Offered as needed.

SOAN 165, 265, 365, 465 Topics in Anthropology

SOAN 206 Popular Culture

Fall (4), Spring (4), May (3)

Fall (4)

Topics of current interest such as gender and feminist

Introduction to the analysis of popular culture; how the

studies, archaeological frauds, medical anthropology,

cultural products of post-industrial society shape and

death and dying, and regional and social issues pertaining

police the subjectivity of individuals; how people use,

to the U.S., Asia, and the Middle East.

abuse, and subvert these cultural products to create

Prerequisite(s): permission required for the 400-level

their own meanings in efforts of self-determination.

course. The 200-level and above may be repeated for

Offered as needed.

degree credit given a different topic. Offered as needed.

SOAN 210 Things That Matter: Anthropological

SOAN 200 Principles of Sociology

Approaches to Material Culture

Fall (4), Spring (4)

Fall (4), Spring (4)

This course is intended to introduce majors and potential

Clothes, shoes, electronic gadgets, furniture, books,

majors to the ideas, methods, and debates in the study

toiletries, beddings – why do we accumulate so much

of Sociology. The class will provide crucial information

stuff and what can we learn about ourselves by studying

about the sociological perspective, how it is developed,

it? This course takes an anthropological approach to

and examined through various forms of research

examine the complex relationship between human

methods, and how the ideas can be applied to

begins and material objects they own.

understand or intervene in the ongoing society.

Prerequisite(s): Any SOAN course. Numeric and

Prerequisite(s): Any SOAN course.

Evaluation grade only.

SOAN 202 Principles of Cultural Anthropology

SOAN 221 Rethinking Politics

Fall (4)

Fall (4), Spring (4)

This course establishes an intellectual foundation for

Introduces political relations and the relationship

declared and intended SOAN majors and minors to

between culture and power through the detailed

successfully pursue upper-level studios in cultural

examination of politicized forms of power and their

anthropology. It introduces key conceptual and

manifestations at the global, national, state, local, and

methodological tools, including “ethnography,” an

personal level. Central themes will be equality and

immersion-based qualitative research method to elicit a

inequality, practices of belonging and exclusion,

nuanced and grounded understanding of culturally

strategies and forms of domination and resistance, and

specific perspectives, worldviews and experiences.

shifts in legal and bureaucratic effects and practices.

Prerequisite(s): Any SOAN course. Offered once a year.

Offered in alternate years.

Numeric grade only.

SOAN 230 Bodies and Society

SOAN 204 Principles of Archaeology

Fall (4), Spring (4)

Fall (4), Spring (4)

This course is an introduction to sociological thought

The course presents an introduction to the methods and

about human bodies and their relationships to culture

major findings of the discipline of archaeology, the study

and society. We will place bodies at the center of our

of the human past. Topics covered will include methods

analysis, exploring their crucial sociocultural dimensions

for locating and recovering data from sites; how to make

and critically examining the notion that the only

inferences about human behavior from material culture;

disciplines fit to study bodies are biology and medicine.

why societies change; and the ethical issues in the study

of the past.

SOAN 233 Jewish Culture, Cooking and Community

May Term (3)

SOAN 205 Social Issues

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This course delves into Jewish culture, community, and

Southwestern Native American pottery, students will

cuisine, highlighting diversity and essential underpinnings

learn traditional hand-building pottery skills while gaining

of this ethnic minority. Interaction with the Jewish

insights into the social significance of pottery.

community, complemented by readings, films, cooking,

and field trips, teaches students fundamentals of history,

SOAN 269, 369, 469 Travel/Study in Sociology and

beliefs, and cultural practice.

Anthropology

May Term (3)

SOAN 255 Peoples of the American Southwest

Travel/study tours to various world locales. Past locations

Fall (4), Spring (4)

have included Australia, England, Jamaica, Baja California,

The greater American southwest includes communities

and southern Mexico. Focus typically on wider social

that are mosaics of culturally different lifestyles while

processes present in the travel locale.

sharing many common problems. This course examines

Prerequisite(s): by permission. May be repeated for

the variety of responses to those problems and reflects

degree credit, for a maximum of 6 credits given a different

the cultural similarities and differences of the peoples

destination.

who live in the area.

Offered as needed.

Offered as needed. Numeric and evaluation grade

options.

SOAN 281 Middle East Women Speak: Perspectives

through Film and Text

SOAN 256 Japan: Society and Culture in Transition

Fall (4), Spring (4), May Term (3)

Fall (4), Spring (4)

Exploration of the lives of Middle East women through

Contemporary Japan is society in transition, where old

film and text. We will look at issues that they view as

norms and assumptions are challenged, unfamiliar social

meaningful to their identity, culture, and shaping of their

issues are emerging, and novel meanings and possibilities

worlds. A variety of key questions will be raised in

are created. Using an anthropological approach, this

regards to gender, religion, family, politics, history, and

course will take an in-depth look at how these changes

social relations.

affect the lives of ordinary Japanese today.

Offered as needed.

Offered as needed.

SOAN 300 Research Methods and Design

SOAN 259 The Middle East

Fall (4), Spring (4)

Fall (4), Spring (4)

Critical analysis of research methodology involving both

Students are encouraged to appreciate the dynamic

quantitative and qualitative approaches to the collection

cultural diversity of the Middle East through class

of data. Practical experience in data collection and

discussions and a variety of films and readings, many of

analysis accompanies discussion of ethical issues.

which come from indigenous sources. Exploration of vital

Prerequisite(s): SOAN 200, SOAN 201, SOAN 202, or

and timely sociopolitical issues, including Islam, gender,

instructor permission.

nationalism, and the Israeli-Palestinian and other

regional conflicts.

SOAN 301 Fieldwork and Ethnographic Methods

Offered as needed.

Fall (4), Spring (4)

Examination of the nature of ethnography and the

SOAN 261 How We Know What We Know

application of fieldwork methods for the development of

Fall (4), Spring (4)

an ethnography. Emphasis on practicing the method of

This course explores the difference between scientific

participant observation for data formulation. Ethical and

and non-scientific ways of knowing about the world. We

methodological issues of fieldwork are examined.

will explore how knowledge is produced and evaluated

Prerequisite(s): SOAN 200, 202, 204, or instructor

with a focus on paranormal and pseudoscience

permission. Offered as needed.

phenomena such as ghosts, psychics, and alternative

medicine treatments.

SOAN 303 World Ethnographies

Fall (4), Spring (4)

SOAN 262 Native American Ceramics

Students gain a thorough understanding of the central

Fall (4), Spring (4), May Term (3)

methodological paradigms of anthropologists: participant

This class combines hands-on training in Native American

observation. Students have the chance to deconstruct a

pottery techniques with an introduction to archeological

number of full-length ethnographies with an eye toward

ceramic analysis. In the course of replicating prehistoric

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comparing and contrasting the research methods and

both created from, and a creator of, the social order.

writing styles of various contemporary anthropologists.

Language and basic processes of social interaction are

Prerequisite(s): SOAN 200, 202, 204, or instructor

explored.

permission. Offered as needed.

Prerequisite(s): One SOAN class, or instructor

permission. Offered as needed.

SOAN 305 Mapping People Mapping Place

Fall (4), Spring (4)

SOAN 321 Gender and Emotion

The structure of the places we inhabit affects how we

Fall (4), Spring (4)

experience the world in profound ways: how we move

Explores how ideas of gender and ideas of emotions co-

around, how we interact with other people, even the

construct existing inequalities and stereotypes in society.

way we conceptualize the world. We’ll use geographic

Focus is on the social definitions, constraints, displays

information systems (GIS) to explore the “science of

and uses of emotions and how these articulate gendered

space.”

identities.

Prerequisite(s): One SOAN class, or instructor

SOAN 306 Research Methods: Interviewing

permission.

Fall (4), Spring (4)

Discussion of interviewing as a tool for social research.

SOAN 324 Hunger and Homelessness in America

Students learn various interviewing practices and then

Fall (4)

engage the methods through collecting, analyzing and

This course explores the social, economic, and political

writing their research. Special attention to interviewing

causes of homelessness and hunger in the United States,

as an interaction, the way social diversity in

mainly as a consequence of severe poverty. It combines

communication influences outcomes, and ethics of

classroom study with field experiences and community

interview protocols.

service work in outside agencies dedicated to addressing

Prerequisite(s): SOAN 200, 202, 204, or instructor

this social problem.

permission. Offered as needed. Numeric and Evaluation

Prerequisite(s): One SOAN class, or instructor

grade only.

permission.

SOAN 310 American Gun Culture

SOAN 325 Class and Inequality

Fall (4), Spring (4)

Fall (4), Spring (4)

This course explores gun culture and masculinity in the

Theoretical and substantive analysis of the major

United States. It examines the social meaning of guns

dimensions of economic inequality in industrial societies.

and how these meanings circulate, how guns have been

The theoretical contributions from Marx and Weber to

linked to manhood and masculine identities, and how

contemporary theory are used as context for the study of

they facilitate the development of violent nationalisms.

social stratification, social mobility, and changes in these

Prerequisite(s): One SOAN class, or instructor

processes in the United States, Western Europe, and

permission.

socialist states.

Prerequisite(s): One SOAN class, or instructor

SOAN 314 Dancing Around the World

permission. Offered as needed.

Fall (4), Spring (4)

In this course we will experience a variety of dance styles

SOAN 326 Charity and Helping Others: Humanitarian

from different cultures and societies around the world.

Assistance

We will examine which, when, where, how, and why

Fall (4), Spring (4)

people dance in society. Topics explored include gender,

Explores the history, animating ideals, and contemporary

politics, religion, class, race, and individual expression.

paradoxes of humanitarian action. Analyzes

Dance experience is not required.

humanitarianism in the context of globalization,

Prerequisite(s): One SOAN class, or instructor

assessing its limits and possibilities with particular

permission. Credit/no credit only. $150 course fee.

interest in its social and cultural relations: sovereignty,

the ethics of giving care and bearing witness, the “aid

SOAN 320 Self in Society

business,” and the role of the media.

Fall (4), Spring (4)

Prerequisite(s): One SOAN class, or instructor

Focus on the definition of the individual and the meaning

permission.

of individuality in society. Concentration on the study of

the “self” allows students to see how the individual is

SOAN 327 Food for Thought

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Fall (4), Spring (4)

political movements in the United States and

This course examines food and food-related practices

worldwide.

through the conceptual lens of culture. Extensive body of

Prerequisite(s): One SOAN class, or instructor

scholarly work provides intellectual foundation for

permission. Offered as needed.

careful reflection on our own food-related habits and

assumptions. We will use digital media throughout the

SOAN 338 Children and Youth

semester to generate contents and develop and share

Fall (4), Spring (4)

our critical insights.

Examines childhood and youth as phases of social life

Prerequisite(s): One SOAN class, or instructor

actively constructed by young people and adults in

permission. Offered as needed.

context of structural inequalities of age, race, class,

gender, and sexuality. Studies scholarly, popular cultural,

SOAN 329 Anthropology of Mothering

and literary representations of the lives and experiences

Fall (4), Spring (4)

of children and youth.

This course will examine concepts of motherhood and

Prerequisite(s): SOAN 200, 202, 204, or instructor

how practices of mothering are culturally created,

permission Offered in alternate years.

upheld, and naturalized in various societies. Topics

addressed include breast feeding, mothering and

SOAN 340 Sustainable Alternatives to Capitalism

sexuality, single mothering, adoption, medical

Fall (4), Spring (4)

technologies, surrogate mothers, lesbian mothers, trans-

How can we create a socially just, environmentally

racial mothers, teen mothers, and more.

sustainable society? Study communities building

Prerequisite(s): One SOAN class, or instructor permission.

alternatives to capitalism, including sustainable

Offered as needed.

economies, free software, and net neutrality. Field trips

explore local businesses, community supported

SOAN 331 Consuming Paris

agriculture, and more. Experiential exercises encourage

May Term (3)

reflection on implications of consumption practices, daily

In this course, we engage in the ethnographic method of

routines, and relationships for sustainability.

participant observation to explore urban life in Paris. We

Prerequisite(s): One SOAN class, or instructor

study consumption as integral to our engagement with

permission. Offered as needed.

public space; the health of our environment; and diverse

forms of citizenship, social belonging, and social

SOAN 342 Gender and Sexuality

inequality.

Fall (4), Spring (4)

Offered in alternate years.

Gender and sexuality in various cultural areas around the

world, and consideration of the significance and

SOAN 336 Consumers and Consumption

implications of gender and sexuality in the social life of

Fall (4), Spring (4)

these people, while introducing current theoretical issues

Explores consumption as a central dimension of social life

in the cross-cultural study of gender and sexuality.

that shapes and is shaped by the actions of consumers

Prerequisite(s): One SOAN class, or instructor

and has both constraining and enabling qualities.

permission. Offered as needed.

Examines links between consumption, social inequality,

and environmental sustainability in the context of

SOAN 344 Anthropology of Dance

globalization.

Fall (4)

Prerequisite(s): One SOAN class, or instructor

Based on anthropological texts, films, and performed live

permission. Offered in alternate years.

experiences, students take a look at who, when, where,

how, and why people dance in order to gain an

SOAN 337 Ethnicity, Nation & Identity

understanding of the meanings of dance within a society.

Fall (4), Spring (4)

Specific topics include revolutionary politics and dance,

Investigation of the social and political connections

dance as embodied knowledge, and exotic dance.

between modernization and the emerging politics of

Prerequisite(s): One SOAN class, or instructor

ethnicity on a worldwide scale. Examination of current

permission. Offered as needed.

examples of ethnic conflict and exploration of theoretical

approaches to race, ethnicity, nationality, and the

SOAN 345 Interrogating Masculinity

modernization process. Review of ethnic and anti-ethnic

Fall (4)

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Exploration of Western thought about masculinities.

Prerequisite(s) : One SOAN class, or instructor

Examines the relationship between masculinities and

permission. Offered as needed.

femininities, power, class, race, disability, sexual

orientation, and popular culture. Issues under

SOAN 352 Who Owns the Past?

consideration include the negotiation of gender and

Spring (4)

sexual identity, work/family conflicts, violence, and

Discussion of political issues involved in the practice of

dating.

archaeology. Topics include the relationship between

Prerequisite(s): One SOAN class, or instructor

archaeologists and indigenous peoples, looting and the

permission.

antiquities market, and museum ethics. Ideas under

consideration are who owns the past and who has the

SOAN 346 Norms, Liberation, and Danger

right to write history.

Fall (4), Spring (4)

Prerequisite(s): One SOAN class, or instructor

Explores the dynamic relationship between individuals

permission. Offered in alternate years.

and society through theory and practice. Engage in

"desocialization exploriments" to probe connections

SOAN 354 Jewish Identity

between society and self. Analysis of a range of

Fall (4), Spring (4)

theoretical perspectives, highlights the prospects for

Topics raised will include: Jewish religious and communal

danger, liberation and environmental sustainability

life; Jewish immigration, patterns of acculturation and

involved with accomplishing and resisting social norms.

assimilation; forms of anti-Semitism; religion and

Prerequisite(s): One SOAN class, or instructor

homo/sexuality; biracial identities and questions of

permission. Offered as needed.

cultural survival. Also incorporated: Jewish history, anti-

Semitism, perspectives on Israel, and the Holocaust in an

SOAN 348 Economic Justice and Migration in Mexico

ongoing articulation of American Jewish identities.

May Term (3)

Prerequisite(s): One SOAN class, or instructor

Explores economic justice by visiting projects that

permission. Offered as needed.

prioritize human needs over profit-making. Studies

connections between economic justice and migration by

SOAN 356 Writing Social Science for a Public Audience

meeting with migrants, refugees, and nongovernmental

Spring (4)

organizations. Cultural and linguistic immersion includes

This course focuses on the writings by scholars in

living in an international peace community in Mexico

sociology, anthropology and related fields intended for

City.

the public audience. Students will consider the

Prerequisite(s): One SOAN class, or instructor

significance of communicating social-scientific thoughts

permission. Offered as needed.

in the language accessible to the educated public and

engage in their own public writing projects.

SOAN 349 Living in/with Democracy

Prerequisite(s): One SOAN class, or instructor

Fall (4)

permission. Offered as needed.

Focuses on democracy as actually lived and experienced

by members of society through the ethnographic

SOAN 391 Contemporary Social Theory

examination of the cultural assumptions embedded in

Fall (4), Spring (4)

democracy, ranging from representation to freedom,

Examination of important twentieth-century

analyzing it as a hegemonic ideology, a form of

developments in social theory, including critical, neo-

governance, a set of institutions, and a solution to peace

Marxist, Foucauldian, symbolic interactionist, ethno-

and prosperity.

methodological, queer, and black feminist theories.

Prerequisite(s): One SOAN class, or instructor

Prerequisite(s): One SOAN class, or instructor

permission. Offered in alternate years. Numeric grade

permission. Offered in alternate years.

only.

SOAN 392 Anthropological Theories

SOAN 350 Archaeological Field School

Fall (4), Spring (4)

Spring (4)

An in-depth examination of selected classical and

Intensive training in archaeological field methods

contemporary theories in anthropology with particular

through participation in ongoing field research. Includes

attention to the concept of culture.

archaeological survey and/or excavation, mapping,

Prerequisite(s): One SOAN class, or instructor

artifact recording, and analysis.

permission. Offered as needed.

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A cooperative seminar for senior SOAN majors, devoted

SOAN 405 The Israeli-Palestinian Conflict

to reading and discussing serious books on various

Fall (4); Spring (4)

aspects of sociology and anthropology.

This course will study the Israeli-Palestinian conflict from

Prerequisite(s): SOAN 201 and three 300-level courses,

its inception to its contemporary contexts. We will

one of which must be either a Theory or Practice course,

explore the background of the conflict, including the role

or instructor permission.

of Western powers in creating the conditions of

instability in the region after WWII, also connecting this

SOAN 460 Topics in Sociology

history to current 21st century conditions.

Fall (4), Spring (4), May Term (3)

Prerequisite(s): SOAN 201 and three 300-level courses,

Exploration of an advanced topic in sociology through

one of which must be either a Theory or Practice course,

intensive reading and discussion. In all seminars,

or instructor permission.

students will critically analyze the complex interplay

between individual, culture, and social structure to reach

SOAN 406 Why Societies Change

a nuanced understanding of sociocultural processes and

Fall (4)

inequalities.

Change is a persistent quality of human existence. But,

Prerequisite(s): SOAN 201 and three 300-level courses,

what is social change, and how do we identify, explain,

one of which must be either a Theory or Practice course,

and interpret social change over time? We’ll explore

or instructor permission.

factors that encourage the expansion of human societies

and contribute to their collapse, including the

SOAN 465 Topics in Anthropology

environment, religion, disease, and war.

Fall (4), Spring (4)

Prerequisite(s): SOAN 201 and three 300-level courses,

Exploration of an advanced topic in anthropology

one of which must be either a Theory or Practice course,

through intensive reading and discussion. In all seminars,

or instructor permission.

students will critically analyze the complex interplay

between individual, culture and social structure to reach

SOAN 418 Death and Dying

a nuanced understanding of sociocultural processes and

Fall (4), Spring (4)

inequalities. May repeat for credit, given a different

The objective of this course is to examine societal and

topic.

personal issues regarding the process of dying and death.

Prerequisite(s): SOAN 201 and three 300-level courses,

A major emphasis will be on increasing the depth and

one of which must be either a Theory or Practice course,

dimensions of self-reflection in the face of conflicting

or instructor permission.

ideas, sentiments, values, and "facts" of death.

Prerequisite(s): SOAN 201 and three 300-level courses,

SOAN 475 Independent Research

one of which must be either a Theory or Practice course,

Fall (2–4), Spring (2–4)

or instructor permission.

Independent research, generally included as an element

of the senior capstone. Students work with a department

SOAN 430 Power, Marginality, and Exclusion

faculty member who helps design the project, supervises

Fall (4), Spring (4)

it, and provides advice about analyzing the material. The

Study of the social process of identifying and attributing

analysis results in a comprehensive written report.

meaning to significant differences among individuals.

Prerequisite(s): SOAN 201 and three 300-level courses,

Particular focus on: consequences of marginalization and

one of which must be either a Theory or Practice course,

exclusion, how social perceptions of differences change

or instructor permission.

over time, individual and group responses to being

labeled deviant, social isolation and potential creativity

SOAN 485 Sociology and Anthropology Internship

of being positioned on the social margin, and how power

Fall (2–12), Spring (2–12), May Term (2-12)

is distributed and exercised in these processes.

Work in an applied setting, which is generally included as

Prerequisite(s): SOAN 201 and three 300-level courses,

a component of the senior capstone. This experience is

one of which must be either a Theory or Practice course,

broadly defined and suited to the student’s interests.

or instructor permission.

Students work with a faculty member to establish the

internship and to determine how to analyze the setting.

SOAN 451 Reading Sociology and Anthropology

The analysis results in a comprehensive report. May be

Fall (4), Spring (4)

repeated for degree credit.

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Prerequisite(s): SOAN 201 and three 300-level courses,

chaired by a department faculty member. The committee

one of which must be either a Theory or Practice course,

supervises the project, helps in research design and

or instructor permission. Credit/no credit only.

analysis, and provides advice for the comprehensive

report formally presented to the department faculty and

SOAN 499 Sociology and Anthropology Honors

the committee. May be repeated for degree credit for a

Independent Research

maximum of 8 credits or by permission.

Fall (2–4), Spring (2–4)

Prerequisite(s): SOAN 201 and three 300-level courses,

Independent research as part of an approved honors

one of which must be either a Theory or Practice course,

project. Each student works with an honors committee

or instructor permission. Offered as needed.

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Spanish

The Faculty

Ivonne Gordon Vailakis

Liesder Mayea

Esther Domenech

The Major

The major in Spanish consists of 44 credits beyond SPAN 201 and SPAN 202. Spanish majors may choose an emphasis in Latin American or Spanish literature, culture, and civilization. At least 30 credits must be in prescribed courses other than individualized study, and at least 28 of these credits must be earned at the University of Redlands. Students must obtain at least a 2.3 GPA in the major to graduate.

Learning outcomes for this program may be found at: www.redlands.edu/BA-SPAN/learning-outcomes.

Bachelor of Arts in Spanish

11 courses/ 44 credits

Required courses:

SPAN 301 Third-Year Spanish (4)

SPAN 302 Third-Year Spanish (4)

Students who place at the 400 level or take and pass a course at the 400-level are exempt from taking courses at the 300-level. Students beginning the major at the 300-level must obtain a minimum GPA of 2.0 in both SPAN 301, and SPAN 302 in order to continue with the major.

SPAN 424 Introduction to Hispanic Literature (4)

SPAN 426 Survey of Spanish-American Literature (4) and SPAN 427 Survey of Spanish-American Literature (4)

-or- SPAN 436 Survey of Spanish Literature (4) and SPAN 437 Survey of Spanish Literature (4) Additional courses:

SPAN 425 Spanish-American Civilization (4)

-or- SPAN 435 Spanish Civilization and Culture (4)

SPAN 458 Senior Seminar: Reading Component (4)

SPAN 459 Senior Seminar: Writing Component (4)

Three additional 400-level Spanish courses (12)

Students who plan to major in Spanish should discuss their programs of study with faculty advisors as early as possible.

Spanish Minor

The minor in Spanish consists of 24 credits beyond SPAN 202. At least 12 of these credits must be earned at the University of Redlands.

Required courses:

SPAN 301 and SPAN 302 Third-Year Spanish (8) or equivalent, except for students who start at the fourth year level*

Four additional courses at the 400-level

*Students placed at 400-level must complete six courses at the 400-level.

Placement in Spanish

Students with previous experience in Spanish must take the Spanish placement exam before enrolling in a Spanish language course.

Course Sequencing

Courses must be taken in the correct sequence, i.e., SPAN 101, SPAN 102, SPAN 201, SPAN 202, SPAN 301, SPAN 302. While a student might enter the sequence at a level beyond SPAN 101, no student subsequently can receive credit for a course lower in the sequence than the highest numbered course already completed.

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Transfer and Fourth-Year Level Students

Students who begin at the fourth-year level are exempt from 8 credits of the major program requirements. These exempted credits apply only to the major and do not apply to the credits required for the minor or toward graduation.

Students who place at the 400 level, or take a course at the 400 level, may subsequently take any course at the 400 level.

Advanced Placement and International Baccalaureate

Spanish Language: Students receiving a score of three on the Advanced Placement Test or a score of five or six in an International Baccalaureate higher-level course (Lang-B) will receive 4 credits; those who score four or five on the Advanced Placement Test or seven in an International Baccalaureate higher-level course (Lang-B) will receive 8 credits toward the major or 8 credits for graduation.

Spanish Literature: Students with scores of four or five on the Advanced Placement test or seven in an International Baccalaureate higher-level course (Lang-B) will receive 8 credits toward the major or 8 credits for graduation.

Study Abroad

May Term in Ecuador. Students will spend May Term in Ecuador. They will live with Ecuadorian families and experience the culture firsthand. They will travel to different geographical zones to experience and learn about the three distinct ecosystems, including the volcanic, the highlands of the Andes, and the cloud forest. The students will learn about the Ecuadorian culture, including urban Ecuadorian society, as well as indigenous groups. The May Term session may be counted toward the minor.

Semester and Full-Year Programs Abroad

Students should consult with the Study Abroad office. Students must discuss their program of study with the Spanish faculty before departure and have courses approved or will not receive credit in Spanish.

Departmental Honors

A departmental honors program is available for exceptionally able and motivated students. Admission to the program may come by departmental invitation or, should students initiate their own applications, by an affirmative vote of the Spanish faculty. Interested students should consult with the Spanish faculty by their junior year for information about the application procedure and requirements.

Spanish Course Descriptions

SPAN 101 First-Year Spanish

communicative aspects of the language. Four hours

SPAN 102 First-Year Spanish

lecture. Very little English spoken.

Fall (4), Spring (4)

Prerequisite(s) for SPAN 201: SPAN 102, placement

Pronunciation, conversation, essentials of grammar and

exam, or by permission.

composition, reading of elementary texts. Practice and

Prerequisite(s) for SPAN 202: SPAN 201, or by

drills on four basic skills: reading, writing, speaking, and

permission.

listening. Periodic lectures on Hispanic culture. Four

hours lecture.

SPAN 301 Third-Year Spanish

Prerequisite(s) for SPAN 101: placement exam only if

SPAN 302 Third-Year Spanish

student has previous experience in language.

Fall (4), Spring (4)

Prerequisite(s) for SPAN 102: SPAN 101 or by permission.

Complete grammar review preparing students for

advanced courses. Includes intensive training in

SPAN 201 Second-Year Spanish

composition and conversation. Four hours lecture.

SPAN 202 Second-Year Spanish

Taught completely in Spanish.

Fall (4), Spring (4)

Prerequisite(s) for SPAN 301: SPAN 202, placement

Review of grammar and composition. Conversation.

exam, or by permission.

Reading of selected materials to give an introduction to

Prerequisite(s) for SPAN 302: SPAN 301 or by permission.

Spanish literature and culture. Emphasis on

SPAN 410 Introduction to Spanish Linguistics

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Fall (4)

Survey of the geography, history, art, literature, and

Synchronic investigation of the principles of articulatory

society of Spain. History of Spanish language. Class

phonetics, morphology, syntax, and semantics of

discussion. Oral and written reports required.

Spanish. Includes a review of grammar and a discussion

Prerequisite(s): SPAN 302, placement exam, or by

of how linguistic forms of Spanish and English compare

permission. Offered as needed

and contrast. Taught in Spanish.

Prerequisite(s): Completion of SPAN 302 or higher,

SPAN 436 Survey of Spanish Literature

placement or by permission. Offered as needed.

SPAN 437 Survey of Spanish Literature

Fall (4), Spring (4)

SPAN 412 Advanced Grammar and Writing

Spanish literature from its beginnings to the present day.

Fall (4), Spring (4)

Emphasis on relating literary works to historical events

This course is designed to explore the structure of the

and cultural values.

Spanish language. It is designed to strengthen

Prerequisite(s): SPAN 302, placement exam, or by

grammatical and writing competence. The course will

permission. Offered in alternate years.

provide practice in advanced stylistic devices, as well as

compositional strategies.

SPAN 440 Spanish-American Narrative

Prerequisite(s): Completion of SPAN 302 or higher,

Fall (4), Spring (4)

placement or by permission. Offered as needed.

Contemporary novelists from early beginnings to present

day. Addresses principal political and social Latin

SPAN 424 Introduction to Hispanic Literature

American problems.

Fall (4), Spring (4)

Prerequisite(s): Completion of SPAN 302 or higher,

Reading and introduction to Hispanic literary texts to

placement or by permission. Offered as needed

develop skills in literary analysis and critical writing using

examples from Hispanic literature in the three genres.

SPAN 441 Hispanic Women Novelists

Students will read such authors as Márquez, Cortázar,

Fall (4), Spring (4)

Poniatowska, Garro and Fuentes. This course is intended

Study of Hispanic novels written by women during the

to introduce students to in-depth understanding of

last decades to reflect on the problems faced by women

literature and writing.

in present-day Spain and Latin America. The chosen

Prerequisite(s): Completion of SPAN 302 or higher,

works exemplify different aspects of women’s liberation,

placement or by permission.

contrasting the situation of Hispanic women of the past

and in the present.

SPAN 425 Spanish-American Civilization

Prerequisite(s): Completion of SPAN 302 or higher,

Fall (4), Spring (4)

placement or by permission. Offered as needed.

Geography, history, art, literature, and society of

Spanish-American lands. Class discussion and oral and

SPAN 442 Latin American Literature of the 20th

written reports required.

Fall (4), Spring (4)

Prerequisite(s): Completion of SPAN 302 or higher,

This upper division class, taught completely in Spanish, is

placement or by permission. Offered as needed

an overview of Latin American literature of the 20th

Century. In addition to reading works that have

SPAN 426 Survey of Spanish-American Literature

traditionally been considered canonical masterpieces, we

SPAN 427 Survey of Spanish-American Literature

will also analyze non-canonical works. In this course, we

Fall (4), Spring (4)

will analyze a series of topics and concepts from four

Development of Spanish-American literature from the

different genres (short story, poetry, theater and novel)

pre-Columbian to the present day. Emphasis on relating

that are relevant for the understanding of Latin American

literary works to historical events and cultural values.

literature.

Prerequisite(s): Majors only. Completion of SPAN 302 or

Prerequisite(s): Completion of SPAN 302 or higher,

higher, placement or by permission. Offered in alternate

placement or by permission. Offered as needed.

years.

SPAN 450 Hispanic Poetry: Genres

SPAN 435 Spanish Civilization and Culture

Fall (4), Spring (4), May Term (3)

Fall (4), Spring (4)

Examination of poetry through its varied expressions in

Hispanic literature. Successive offerings focus on the

historical development of the poetry of Latin America or

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Spain. Exploration of selected topics in literary themes in

the genres. May be repeated for degree credit given

SPAN 456 Panorama of the Contemporary Spanish

different topics.

Novel

Prerequisite(s): Completion of SPAN 302 or higher,

Fall (4), Spring (4)

placement or by permission. Offered as needed.

Major contemporary novelists. The main aspects of the

Spanish Civil War and its influence in contemporary Spain

SPAN 452 Hispanic Theatre

are addressed in these novels.

Fall (4), Spring (4)

Prerequisite(s): SPAN 302, placement exam, or by

A study of dramatic and theatrical Hispanic works,

permission. Offered as needed.

combining both canonical and non-canonical texts.

Includes drama theory, videos of dramas, live plays, and

SPAN 458 Senior Seminar: Reading Component

the process of “mise en scéne” or staging.

Fall (4)

Prerequisite(s): Completion of SPAN 302 or higher,

Offers the student the opportunity to read extensively

placement or by permission. Offered as needed.

and closely texts from particular author(s), genre(s),

work(s), or themes in Latin American literature or

SPAN 454 Spanish Golden Age Literature

Peninsular literature. By completing the required

Fall (4), Spring (4)

reading, students prepare themselves for work that will

Focus on the Golden Age masterpieces while providing a

be required the following semester.

fundamental insight to the most valuable works

Prerequisite(s): Spanish majors only, senior standing or

according to the genre and topics. Students will read,

by permission. Numeric grade only.

discuss, and analyze the works using the most recent

critics.

SPAN 459 Senior Seminar

Prerequisite(s): SPAN 302, placement exam, or by

Spring (4)

permission. Offered as needed.

This course deals with research of, critical approach to,

and writing about literary works from the previous

SPAN 455 The Generation of ’98

semester. Students do extensive research and write

Fall (4), Spring (4)

several drafts of their final thesis. A senior thesis that

Representative writers, including Ganivet, Unamuno,

includes a comprehensive bibliography is expected (30–

Azorín, Baroja, Valle Inclán, Maeztu, and Machado.

40 pages).

Primarily prose. Political and social problems of Spain as

Prerequisite(s): Spanish majors only, SPAN 458 and

reflected in literary works.

senior standing, or by permission.

Prerequisite(s): SPAN 302, placement exam, or by

permission. Offered as needed.

Spatial Studies

The Advisory Committee

Lisa Benvenuti, Center for Spatial Studies

Wes Bernardini, Sociology and Anthropology

Douglas Flewelling, Geographic Information Systems

John Glover, History

Eric Hill, Physics

Dan Klooster, Environmental Studies

Lillian Larsen, Religious Studies

Steven Moore, Center for Spatial Studies

Fang Ren, Geographical Information Systems

Scott E. Randolph, Business Administration and Management

David Smith, Center for Spatial Studies

Nathan Strout, Center for Spatial Studies

The Field of Study

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Spatial thinking is the use of two- and three-dimensional representations of information to structure problems, find answers, and express solutions. The ability to visualize and interpret location, distance, direction, relationships, movement and change through space is fundamental to content understanding and problem solving. Spatial literacy is a critical skill in the sciences, humanities, and social sciences; indeed, a spatial approach helps to reveal the interdisciplinary, interconnected nature of many problems. Learning to think spatially is a form of learning how to learn.

Spatial Studies Minor

Spatial Studies is an interdisciplinary program that includes courses from a wide array of departments. Requirements include two core spatial courses and four electives chosen from a diverse range of programs at the University of Redlands.

Students minoring in Spatial Studies must complete six courses totaling 22–24 credits, including the following requirements: I. Core courses:

Take two from the following (ideally to be completed before the end of the sophomore year but can be taken at any point):

SPA 100 Foundations of Spatial Thinking (4)

SPA 110 Introduction to Spatial Analysis and GIS (4)

SPA 210 Advanced Spatial Analysis and GIS (4)

II. Elective Courses

Take four at least two of the following categories. At least two of the electives must be taken at the 200-level or higher:

Physical World

Culture and Communities

Methods and Representations

Physical World Elective Courses

BIOL 111 Introduction to Marine Biology (4)

CHEM 290 Mile High Chemistry: Field Experience in Environmental Chemistry (3)

CHEM 312 Advanced Environmental Chemistry (4)

CHEM 311 Environmental Chemistry Field Experience: Environmental Modeling (3)

EVST 205 Great Environmental Disasters (4)

EVST 220 Physical Geography (4)

EVST 230 Biodiversity (4)

EVST 250 Environmental Design Studio I (4)

EVST 350 Environmental Design Studio II (4)

EVST 283 Mapping Animals (3)

EVST 290 Environmental Geology (4)

EVST 305 Ecology for Environmental Scientists (4)

EVST 351 PanaMapping: Geodesign to Conserve the Rainforest (3)

EVST 451 PanaMapping: Geodesign to Conserve the Rainforest (3)

EVST 391 Environmental Hydrology (4)

EVST 392 Oceanography (4)

EVST 430 Advanced Geology Seminar (4)

PHYS 360 Topics in Physics (4)*

Culture and Communities Elective Courses

BUS 333 Labor in the Global Economy (4)

ENGL 334 Representing the Holocaust (4)

EVST 277 Environmental Justice (4)

HIST 251 Mapping African History (4)

HIST 227 Modern African American History (4)

HIST 376 California Indian Seminar (4)

MUS 347 History of Opera (4)

POLI 202 Statistical Analysis and Mapping of Social Science Data (4)

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POLI 227 Political Geography (3)

REL 125 Introduction to World Religions (4)*

REL 206 The ‘Other’ Jesus (4)

REL 252 African-American Religion and Spirituality (4)

REL 308 Christian Scriptures (4)

REST 330 Black History of the Inland Empire (4)

SOAN 305 Mapping People, Mapping Place (4)

Methods and Representations Elective Courses

ART 132 2-D Design (4)

ART 145 Introduction to Sculpture (4)

ART 252 Introduction to Graphic Design (4)

BUS 351 GIS & Spatial Analysis for Organizations (4)

GIS 411 Fundamentals of Geographic Information, Research, and Applications (4)

GIS 467 Introduction to Programming for GIS (2)

MATH 111 Elementary Statistics with Applications (4)

MATH 221 Calculus III (4)

MATH 222 Vector Calculus (3)

MATH 231 Introduction to Mathematical Modeling (4)*

MATH 241 Linear Algebra (4)

MATH 251 College Geometry (4)

PHYS 107 Sound Physics (4)

PHYS 232 General Physics II (4)

PHYS 332 Electricity and Magnetism (4)

SPA 230 GIS Field Methods (3)

SPA 260 Applied GIS (4)

SPA 260 Topics in Spatial Thinking & GIS (4)

SPA 360 Advanced Topics in Spatial Thinking & GIS (4)

SPA 425 Remote Sensing Image Analysis (4)

* Eligible if instructor includes spatial content

Negotiable Electives

Appropriate additional courses from a variety of departments may be counted toward the SPA minor. To be eligible, a course must include significant attention to spatial studies in an explicit, rather than implicit, fashion. Students should discuss the potential of a course counting toward the minor with the instructor as early as possible (ideally, before the course has begun) and negotiate special assignments or projects in consultation with the instructor and the Spatial Studies Advisory Committee. Negotiable courses must be approved by the Advisory Committee for credit toward the minor.

Student Portfolios

Although not required, a Senior Story Map Spatial Portfolio is highly recommended to showcase student work and to use as a resume piece. See your SPA minor advisor for details.

Spatial Studies Course Descriptions

SPA 100 Foundations of Spatial Thinking

as we learn to recognize patterns and the processes that

Fall (4), Spring (4), May Term (3)

generate them.

Everything is related to everything else, but near things

are more related than far things. How does this “First

SPA 110 Introduction to Spatial Analysis and GIS

Law of Geography” affect you? In this class, we will study

Fall (4), Spring (4)

our world—from the global to the local—in spatial or

Introduction to concepts of spatial analysis and

geographic terms. We will become better spatial thinkers

geographic information systems (GIS). Emphasis on

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spatial reasoning and analysis. Topics include the spatial

Topics of current interest in Geographic Information

data models, data requirements and acquisition, spatial

Sciences, Spatial Thinking, and Applied Spatial Analysis.

analysis using GIS, implementation within an

May be repeated for degree credit. Offered as needed.

organization, and especially the application of GIS to

problem-solving in other disciplines.

SPA 360 Advanced Topics in Spatial Thinking and GIS

Fall (4), Spring (4)

SPA 210 Advanced Spatial Analysis and GIS

Advanced topics in Geographic Information Science,

Fall (4), Spring (4)

Spatial Thinking, and Applied Spatial Analysis.

This course is directed at developing more advanced

May be repeated for degree credit. Offered as needed.

geospatial skills in students who have already been

initiated in the basic concepts of geographical

SPA 425 Remote Sensing Image Analysis

information systems. Students will use advanced GIS

Spring (4)

tools as well as be introduced to raster data processing in

This course discusses the theoretical foundation of

both ArcGIS Pro and ERDAS Imagine.

remote sensing and applied skills in image understanding

Prerequisite(s): SPA 110.

and image interpretation that students can apply in their

respective disciplines. Utilizing image analysis software,

SPA 260 Applied GIS

students work on a progression of tasks and assignments

Fall (4), Spring (4)

focusing on image data format, image display, image

data collection, and image analysis and classification.

Theatre Arts

SCHOOL OF PERFORMING ARTS

Director: Joseph Modica

Faculty

Chris Beach

Gregory Ramos, Chair

Administration

Trevor Norton, Director of Production

Keldon Sorvig, Technical Director

The Major

The Bachelor of Arts in Theatre emphasizes the collaborative process and nurtures the theatre artist in body, intellect, and spirit. Students are encouraged to pursue diverse theatre goals, cultivate individual expression, and understand theatre as a tool for social and cultural discourse.

Learning outcomes for this program may be found at: www.redlands.edu/BA-THA/Learning-Outcomes.

Bachelor of Arts in Theatre Arts

Requirements (44 total credits)

THA 105, 205, 305 Prod Credits (4) (4 experiences = 4 experiences, includes Actor’s Lab)

THA 125 Stage Design Fundamentals (4)

THA 130 Intro to Theatre Technology (4)

THA 140 Acting Fundamentals (4)

THA 210 Playwriting (4)

THA 230 Stage Management Lab (2)

THA 250 Topics in Theatre History (4)

THA 360 Topics in Making Theatre 2 (1-2 variable credits)

THA 425 Senior Seminar (4)

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One from:

o THA 254 Performing Civil Rights (4)

o THA 255 Diversity on the American Stage (4)

o THA 256 Contemporary Latinx Theatre Lab (4)

Additional History Related course - Choose from one of:

o ENG 213 Drama (4)

o ENGL 221 Shakespeare before 1600 (4)

o ENGL 222 Shakespeare after 1600 (4)

o ENGL 223 Performing Shakespeare (4)

o MUS 231 Jazz History to the 1940s (4)

o MUSCS 130 Intro to Jazz History (4)

Plus 4 credits from:

o THA 200 Voice and Movement

o THA 220 Musical Theatre Dance (2 credits course)

o THA 240 Acting Techniques

o THA 340 Advanced Acting

o THA 260 Special Topics

o THA 228 Scenography

o THA 310 Directing

Theatre Arts Capstone Requirement

THA 425 Senior Seminar (offered in spring semester) is the course through which Theatre Arts and Theatre Business majors realize their Capstone Projects as part of a Spring Play Festival. Theatre Arts and Theatre Business seniors will propose a project in their area of interest in the fall of their senior year. Proposals must be approved by faculty. Areas of focus may include - Acting, Design, Directing, Dramaturgy, Marketing, Playwriting, or Stage Management. All capstone projects must include a writing component that demonstrates critical capacity and a formal presentation appropriate to the student’s target audience.

Courses considered for cross-listing toward degree credit include:

Media and Visual Culture Studies, Studio Art, Dramatic Literature/Shakespeare, Vocal performance.

Bachelor of Arts in Theatre Business

The Theatre Business major emphasizes theatre arts theory and practice as well as entrepreneurial skills from the department of business. Majors are trained in both theatre arts and business practices. A minimum of 48 credits is required for completion of the major. Classes listed as “or” are intended to be self-directed toward a specific area of study with guidance from their advisor.

Learning outcomes for this program may be found at: www.redlands.edu/BA-THAB/learning-outcomes.

Theatre Business Degree Requirements (48-52 credits):

THA 105, 205, 305 Prod Credits (4) (4 Experiences)

THA 125 Stage Design Fundamentals (4)

-or- THA 130 Intro to Theatre Tech (4)

THA 140 Acting Fundamentals (4)

THA 230 Stage Management Lab (2)

THA 250 Theatre History Survey (4)

THA 360 Topics in Making Theatre (2) (1-2 variable credits)

THA 425 Senior Seminar (4)

Additional History Related Course (4) - Choose from:

o ENG 213 Drama

o ENGL 221 Shakespeare before 1600

o ENGL 222 Shakespeare after 1600

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o ENGL 223 Performing Shakespeare

o MUS 231 Jazz History to the 1940s

o MUSCS 130 Intro to Jazz History

ECON 101 Principles of Economics (4)

BUS 136 Principles of Global Marketing (4)

ACCT 210 Principle of Financial Accounting/Reporting (4)

BUS 310 Principle of Management and Organizational Behavior (4)

-or- BUS 430 Human Resource Management (4)

BUS 304 Non-Profit Management (4)

-or- BUS 369 (Topics course approved by Dept) (4)

Internship Requirement (0-4)

Internship Requirement: 0-4 credits

Each student will complete an internship with a professional theatre company or will create an internship involving a University sponsored event. Internships must be completed in junior year or in the fall of senior year. Students’ internship experience will be connected with their written capstone experience.

Theatre Business Capstone Requirement

THA 425 Senior Seminar (offered in spring semester) is the course through which Theatre Arts and Theatre Business majors realize their Capstone Projects as part of a Spring Play Festival. Theatre Arts and Theatre Business seniors will propose a project in their area of interest in the fall of their senior year. Proposals must be approved by faculty. Areas of focus may include - Acting, Design, Directing, Dramaturgy, Marketing, Playwriting, or Stage Management. All capstone projects must include a writing component that demonstrates critical capacity and a formal presentation appropriate to the student’s target audience. Capstone requirement will include a specific business element based on the specifics of each student’s capstone with at least one committee member from the theatre faculty and one from the business administration faculty.

Courses considered for cross-listing toward Theatre arts and theatre business degree credit include: Media and Visual Culture Studies, Studio Art, Dramatic Literature/Shakespeare, Vocal performance.

Theatre Arts Minor

The minor in Theatre Arts is designed to engage students in the many disciplines of theatre arts and to provide the opportunity to develop creative expression within the context of a well-rounded liberal arts education.

THA 105/205/305 (2 sections) Production Credit (2)

THA 125 Stage Design Fundamentals (4)

THA 130 Intro to Theatre Technology (4)

THA 140 Acting Fundamentals (4)

THA 250 Topics in Theatre History (4)

Plus 12 credits from:

o THA 200 Voice and Movement

o THA 220 Musical Theatre Dance (2 credits course)

o THA 240 Acting Techniques

o THA 340 Advanced Acting

o THA 254 Performing Civil Right

o THA 255 Diversity in American Theatre

o THA 256 Latinx Theatre Lab: Contemporary Latinx Theatre

o THA 260 Special Topics

o THA 228 Scenography

o THA 310 Directing

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Musical Theatre Minor

The minor in Musical Theatre is designed to engage students in the experience of musical theatre performance within the context of a well-rounded liberal arts education. Requirements are satisfied through classes in the areas of Theatre, Music, and Dance and are offered through the School of Music and the Department of Theatre Arts.

Requirements (28-32 credits):

MUS 116 Musicianship Skills (2)

MUS 117 Musicianship Skills II (2)

MUAP 108 Classical Voice (1) – complete 4-6 credits

MUS 220 Musical Theatre Performance (2)

THA 105/205/305 Production Credit (2 sections – 2 experiences: acting, stage management, design assistant, crew; experiences cannot be in the same category)

THA 140 Acting Fundamentals (4)

THA 200 Voice & Movement for Performers (4)

THA 220 Musical Theatre Dance (2)

THA 240 Acting Techniques (4)

-or- THA 340 Advanced Acting (4)

Electives 2-4 credits from Music (MUS), Theatre (THA), and Dance (DNCE)

Department Facilities

The University’s Center for the Arts includes three fully equipped theatre spaces—the Glenn Wallichs Theatre, a 326-seat, low-fly proscenium stage; the Loewe Theatre, a flexible Black Box space with seating for up to 140; and Rabbit Hole, a 50-seat student performance space equipped with lighting and sound systems. In addition, the Theatre Department boasts specialized classroom spaces for performance and design, suitable for the wide range of course offerings and instruction in a theatre curriculum that integrates theory and practice at all levels, from classroom exercises to fully mounted productions. Theatre operates fully equipped costume and scenic shops, staffed by professionals and students.

Department Activities

The department produces an average of four theatrical works annually, in a range of styles that includes classic plays, contemporary plays, musicals, and original student work. These productions are directed and designed by faculty and/or professional guest artists. Students are involved in all aspects of these productions. In addition, the Theatre Department hosts annual dance concerts, jazz concerts and special events. The Theatre Odyssey Program provides hands-on, in-depth encounters with artists and organizations that reflect the (1) cultural diversity, (2) theatrical innovation, and (3) professional expertise unique to Southern California and that contribute to the students’ engagement with best practices in the field.

Activities include play attendance, seminars, guest artists/lecturers, and workshops.

Internships

In addition to participating in theatre productions and courses, many students choose to take advantage of internships with professional theatres available through the department. Recent internships have occurred with the Cornerstone Theater Company, and Florida Studio Theatre.

Dance Course Descriptions

DNCE 122 Ballet

DNCE 125 Modern Dance

Fall (3)

Spring (3)

Study and practice of the technique and discipline of

Introduction to the basic fundamentals of modern dance

ballet. Beginning to advanced levels. No previous formal

technique and style through the development of

training required. May be repeated for degree credit for a

muscular strength, coordination, balance, body

maximum of 12 credits.

alignment, endurance, flexibility and rhythm.

Theatre Course Descriptions

THA 105 Production Credit

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Fall (1–4), Spring (1–4), May Term (1–3)

Intermediate-level participation in faculty supervised

Introductory level participation in faculty supervised

department productions. Possible assignments include all

department productions. Possible assignments include all

aspects of performance, design, technical theatre, and

aspects of performance, design, technical theatre, and

management as determined by departmental audition or

management as determined by departmental audition or

interview. Instructor permission is required. May be

interview. Instructor permission is required. May be

repeated for credit. Theatre majors: a total of four

repeated for credit. Theatre majors: a total of four

Production Credit experiences required.

Production Credit experiences required.

THA 210 Playwriting

THA 125 Stage Design Fundamentals

Spring (4)

Fall (4), Spring (4)

Course provides a foundational concepts of

Overview of the function and responsibilities of scenic,

contemporary playwriting. Focus placed on dramatic and

lighting, and costume designers. Primary information

thematic action through the use of plot, character, idea

about the tools and basic techniques used to bring the

(theme), dialogue, structure, visual stage components,

designer’s concept to the stage is explored, as well as

and style. Through class lectures, discussions, assigned

methods of creative problem solving and conceptual

readings, exercises, analysis of scenes and plays, play

thinking specific to the theatrical design practice.

viewing, and writing assignments, students gain an

understanding of the necessary components of effective

THA 130 Introduction to Theatre Technology

stage drama. Offered as needed.

Fall (4), Spring (4)

Students learn techniques of stagecraft, production

THA 220 Musical Dance Theatre

management, and production support. Elements of

Fall (2)

technical design and production involving scenic, lighting,

Studio dance class. Musical Theatre Dance explored

and costume techniques are explored as tools for

through physical expression, readings, viewings,

interpreting and supporting production designs. Includes

discussion, and lecture. Includes dance conditioning,

lab component.

dance technique, dance vocabulary, choreography, and

the study of styles of musical theatre dance 20th-21st

THA 140 Acting Fundamentals

century. Influences: ballet, jazz, modern, and

Fall (4), Spring (4)

contemporary dance styles. Can be taken multiple times

Intensive training of the student’s unique expressive

for degree credit.

abilities. Focus on training the actor’s instrument: the

Recommended: DNCE 122 Ballet level recommended, but

body, voice, and creative imagination. Through

open to all. Offered in alternate years.

structured ensemble and solo work, students develop

the basic tools of performance: concentration,

THA 225 Set Design Techniques

relaxation, intention, physicalization, and moment-to-

Fall (4), Spring (4)

moment play. May be repeated for degree credit with

Studio class focused on tools and strategies used to

department chair approval.

design scenery for the stage. Design techniques

presented include approaches to text analysis, design

THA 200 Voice and Movement for Performers

research methods, creating a conceptual point of view,

Fall (4), Spring (4)

and visual communication skills of drawing, painting, and

Workshop format designed to liberate, expand, and

scale model making. Emphasis on collaborative aspects

integrate the student’s vocal and physical expressive

of theatre set design. May be repeated for degree credit

capacities. Through structured vocal and physical

with department chair approval.

exercises, students deepen their technical and intuitive

Prerequisite(s): THA 125 or by permission of the

understanding of the voice, body, and mind relationship.

instructor. Offered as needed.

May be repeated for degree credit with department chair

approval.

THA 226 Costume Design Techniques

Offered as needed.

Fall (4), Spring (4)

Studio class in the art and practice of costume design for

THA 205 Intermediate Production Credit

the stage. Design techniques presented include

Fall (1–4), Spring (1–4), May Term (1–3)

approaches to text analysis, development of a

conceptual point of view, design research methods, and

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2022-2023 Academic Catalog

visual communication skills of drawing and painting.

and play the character’s essential action. May be

Emphasis placed on the collaborative aspects of theatre

repeated for degree credit with department chair

costume design. Can be repeated with approval of

approval.

instructor.

Prerequisite(s): THA 140 or by permission.

Prerequisite(s): THA 125 or ART 131, or by permission of

the instructor. Offered as needed.

THA 250 Topics in Theatre History

Fall (4)

THA 227 Lighting Design Techniques

This course identifies historical patterns and well as

Fall (4), Spring (4)

structural forms, social conditions, and cultural themes

Studio class focused on tools and strategies used to

that have led to the creation of theatre works by specific

design lighting for the entertainment industry. Design

theatre artists and groups. Topics may include, but are

techniques presented include approaches to text

not limited to: Greek Theatre and Contemporary

analysis, design research methods, use of technical tools

Adaptation; Classical Theatre and Contemporary

required to accomplish a lighting design, visual

Adaptation, Acting Techniques and Approaches 1700s to

communication skills of sketching light, drafting, and

present, Theatrical Design Neo-Classical Period to the

using a light lab. Emphasis on collaborative aspects of

Present, History of the American Musical Theatre, History

design. May be repeated for degree credit with

of Sex on the American Stage, History of Queer Theatre.

department chair approval.

Prerequisite(s): THA 125 or by permission of the

THA 254 Performing Civil Rights-documentary-verbatim

instructor. Offered as needed.

plays

Fall (4)

THA 228 Scenography

This course explores social history through documentary-

Spring (4)

verbatim plays that emerged at crises in social justice

Studio class focused on tools and strategies used to

struggles in the late 20th and early 21st centuries. The

design for the stage. Design techniques presented

course will combine research and study of these civil

include approaches to text analysis, design research

right movements with reader’s theatre in the form of an

methods, creating a conceptual point of view, and visual

ensemble preparing and performing staged readings.

communication skills of drawing, painting, scale model

May be repeated up to 8 credits. Offered as needed,

making, and computer aided design. Emphasis on

Numeric and evaluation grade only.

collaborative aspects of theatre set design. May be

repeated for degree credit with department chair

THA 255 Diversity on the American Stage: Plays and

approval.

Players

Prerequisite(s): THA 124 and THA 130. Additional fees for

Spring (4)

the course. May be repeated for degree credit. Numeric

Examines American plays from the 1930s till today –

and Evaluation grade only.

African American, Asian American, Latinx, Native

American, LGBTQ theatre and plays by deaf and disabled

THA 230 Stage Management

playwrights with additional focus on producing

Spring (2)

conditions: casting, venue and financing. Includes the

Practical introduction to the theories and applications of

struggle for equity in US theatre practice by playwrights,

state management techniques for the theatre and other

actors, directors and designers. May be repeated for

live performances. Hands on experience in all stages of

degree credit with department chair approval.

auditions and rehearsals; the design, creation, and use of

Numeric and evaluation grade only.

the prompt book; methods and practices of calling and

maintaining performances.

THA 256 Latinx Theatre Lab: Contemporary Latinx

Prerequisite(s): THA 130.

Theatre

Fall (4)

THA 240 Acting Techniques

This course explores contemporary Latinx theatre as a

Spring (4)

tool for social, cultural and personal transformation and

Techniques for building a character. Specific focus on the

expression. With a focus on American plays, we will read,

actor’s approach to the text through work on auditions,

analyze, discuss, and perform plays as a means of

monologues, and scenes. Students learn the necessary

understanding the influences upon the creation of Latinx

skills to analyze a scene, physicalize character intention,

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Theatre as well as the influence Latinx theatre has had on

specific communities and the American Theatre.

THA 340 Advanced Acting

Spring (4)

THA 260 Theatre Topics

Focus on various approaches to character and style

Fall (1–4), Spring (1–4), May Term (1–3)

analysis. Through in-depth study, the differences and

In-depth study of selected topics from the various

similarities of diverse acting styles are examined. Sources

theatre disciplines. Topics may include Performance

of study include mask work, approaches to text, video

Project, Dance, Mask Making, Acting for the Camera,

and live performances, and historical research. May be

Latino Theatre Workshop, Images of Disability in Theatre,

repeated for degree credit with department chair

Theatre for Social Change, Women in Theatre. May be

approval.

repeated for degree credit with department chair

Prerequisite(s): THA 140 and THA 240. Offered as

approval.

needed.

Offered as needed.

THA 360 Topics in Making Theatre

THA 305 Advanced Production Credit

Fall (1–3), Spring (1–3)

Fall (1–4), Spring (1–4), May Term (1–3)

Practical application in focused areas of theatre making

Advanced-level participation in faculty supervised

under guided faculty mentoring. Areas include, but are

department productions. Possible assignments include all

not limited to: Audition/Interview skills,

aspects of performance, design, technical theatre, and

Resume/Portfolio/Website development, Devising

management as determined by departmental audition or

Theatre, Monologue writing, Generating Solo Work,

interview. May be repeated for credit. Theatre majors: a

Performance Art, Puppetry, Mask Making, Scene

total of four Production Credit experiences required.

Painting, Drafting, CAD, Scene Construction, Costume

Prerequisite(s): Instructor permission is required.

Crafts, Advanced lighting programming, sound design.

Prerequisite(s): Instructor permission is required.

THA 310 Directing for the Stage

Fall (4), Spring (4)

THA 381 Theatre Internship

A combination lecture/discussion/workshop focused on

Fall (0–4), Spring (0–4)

the fundamentals of stage direction. Scenes are

Internship in professional theatrical or other

presented in class and evaluated on student director’s

entertainment company. Students work with faculty or

written analysis and execution of the scene’s dramatic

administrator to establish an appropriate internship.

action, character attitudes, idea/intention, ground plan,

Students complete a report analyzing the experience.

environmental factors, dialogue, mood, tempo, and

Prerequisite(s): THA 230.

style.

Prerequisite: by permission.

THA 425 Theatre Arts Senior Seminar

Spring (4)

THA 325 Advanced Design Workshop

Under faculty supervision, students work on a

Fall (4), Spring (4)

culminating capstone project in one or more areas of

An advanced studio class in which students complete

concentration—performance, design, dramaturgy,

individual design projects that challenge them to

technical production, marketing, producing, playwriting

advance their conceptual and craft skills of scenic,

and/or directing. The seminar format provides guidance

costume, and/or lighting design techniques. Emphasis on

to the capstone projects, as well as furthering students’

solving complex design problems, expressing a variety of

transition to professional or post graduate pursuits, and

theatrical styles, and on the collaborative aspects of

the practice of collaborative methods and peer critique.

theatre process. May be repeated for degree credit with

Prerequisite(s): THA 105, and THA 125, and THA 130, and

department chair approval.

THA 140, and THA 251 or by permission.

Prerequisite(s): THA 225, or THA 226, or THA

Numeric grade only.

227. Offered as needed.

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2022-2023 Academic Catalog

Women, Gender, and Sexuality Studies

The Director

Jennifer Nelson

The Faculty Committee

Jessie Hewitt, History

Shana Higgins, Armacost Library

Dorene Isenberg, Economics

Priya Jha, English

Kimberly Welch, Women, Gender, and Sexuality Studies

Friends of Women, Gender, and Sexuality Studies

There are also diverse faculty and administrators who work with Women, Gender, and Sexuality Studies by offering cross-listed courses, sponsoring internships or directed studies, and advising the program on projects.

The Program

Women, Gender, and Sexuality Studies is an interdisciplinary program that brings together diverse sources of research, analysis, insight, and experience to examine women’s concerns and gender issues related to gender and sexuality. The rapid pace of change in current societies includes major shifts in the power, social circumstances, ideas, needs, and desires of women, men, and children. Women, Gender, and Sexuality Studies is multiracial and multicultural. Our courses may explore specific or wide-ranging areas, as well as historical background and controversial topics.

A Women, Gender, and Sexuality Studies major or minor can equip students to better understand and actively participate in social changes. This course of study can lead to many different paths, including preparation for professional specialization in diverse fields (such as law, government, psychology, social work, education, medicine, the arts, religion, and business), public service work and activism, and a clearer comprehension of personal and global issues. Women, Gender, and Sexuality Studies is grounded in valuing knowledge from both analysis and experience. Our courses embody a commitment to shared approaches to learning.

Learning outcomes for this program may be found at: www.redlands.edu/BA-WGS/learning-outcomes.

The Major

Women, Gender, and Sexuality Studies is an interdisciplinary program offering courses carrying the WGS designation and cross-listed courses from many departments.

Bachelor of Arts in Women, Gender, and Sexuality Studies

Requirements for the Major (48 credits)

I. Foundation (1 course/4 credits). Introductory courses include:

WGS 145 Gender, Sexuality and Power (4)

WGS 150 Introduction to Women, Gender, and Sexuality Studies (4)

WGS 153 Queer Cultures and Identities in the Twentieth Century (4)

Select First Year Seminars taught by WGS faculty

Other courses approved by the Director

II. Theory & Activism (2 courses/8 credits). At least one theory course and one activism course required. Theory courses include:

WGS 340 Film Feminisms (4)

WGS 341 Gender and Nation (4)

WGS 359 Queer Theories (4)

ECON 240 Economics of Race, Class, and Gender (4)

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ENGL 351 Postcolonial and Global Lit/Crit (4)

ENGL 403 Contemporary Literary Criticism and Theory (4)

POLI 317 Feminist Political Theory (4)

PHIL 310 Philosophy of Sex and Gender (4)

PSYC 320 Psychology of Gender (4)

SOAN 320 Self in Society (4)

SOAN 321 Gender and Emotion (4)

SOAN 329 Anthropology of Mothering (4)

SOAN 342 Gender and Sexuality (4)

SOAN 345 Interrogating Masculinity (4)

Other courses approved by the director

Activism courses include:

WGS 230 Feminist Community Engagement (4)

WGS 240 Feminist and Social Justice Activism (4)

WGS 427 Women in Collective Action (4)

WGS 180, WGS 280 Exploratory Internships (2–4)

WGS 380, WGS 480 Specialized Internships (2–4)

BUS 410 Organizational Consulting (4)

Other courses approved by the director

III. Methods (1 Course/4 credits).

At least one 4-credit course must be a WGS methods course or other methods course appropriate to the focus of the major, chosen in consultation with the student’s WGS advisor.

IV. Electives (24 credits):

Electives will be selected from WGS and WGS cross-listed courses in consultation with a majoring student’s WGS

advisor. Electives will help EGS majors explore their own learning goals and map out a course of study toward those goals. Majoring students will work closely with their advisors to develop an individualized plan reflective of their particular interdisciplinary interests.

V. Capstone (8 credits):

WGS 459 Senior Seminar: All majors enroll in the fall of their senior year for 4 credits.

WGS Senior Project: All majors complete an Independent Senior Project (WGS 470) or Honors Research Project (WGS 499) in the spring of their senior year for 4 credits.

Women, Gender, and Sexuality Studies Minor

The minor consists of 24 credits. Students are required to take a 100-level WGS course as a core interdisciplinary course.

Students may shape the minor to enhance their major program and can do so in consultation with the director or other members of the Faculty Advisory Committee.

Registration Information

Each semester at registration, then later at check-in, the Women, Gender, and Sexuality Studies Program provides a current list of WGS and cross-listed courses for the coming term. Because the Women, Gender, and Sexuality Studies Program is growing and new courses (including Johnston courses and special topics courses in various departments) are likely to be added, this list always will have the most current course offerings. Current WGS course listings are available in Larsen Hall 207 and from the director and are distributed to every faculty advisor. They also are posted on the Women, Gender, and Sexuality Studies bulletin board next to Larsen 220.

Directed Study and Internships

Students can design a course of directed study, WGS 170, WGS 270, WGS 370, and WGS 470, with the director or with other WGS faculty members in consultation with the director, whose signature is required on the Individualized Study form.

Internships—both exploratory (WGS 180, WGS 280) and specialized (WGS 380, WGS 480)—offer the opportunity for learning more about particular employment and community service settings. Internships can also be student-initiated and negotiated with the director.

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2022-2023 Academic Catalog

The following internships are available each Fall and Spring semester and include:

• WGS 180.01 San Bernardino Sexual Assault Services (4). Training to become a volunteer advocate for SBSAS.

Credit may also be earned for volunteer work as an advocate after training.

• WGS 180.02 Battered Women’s Shelter (2–4). Training to become a volunteer for Option House Shelter for battered women and their children

• WGS 180.03 Gender Justice Center (2–4). Specific focus negotiated with student facilitators of the Gender Justice Center and the Director of the Center.

• WGS 180.04 Pride Center (2–4). Specific focus negotiated with student facilitators of the Pride Center and the Director of the Center.

• WGS 180.05 Planned Parenthood (2-4). Volunteer services will be negotiated with Planned Parenthood.

Application to Planned Parenthood must be approved by the organization.

• WGS 180.06–09 Student proposed (2-4).

Cross-listed Courses

These courses are described by their own departments. Check the appropriate departmental listings for full descriptions and prerequisites, if any. They are regularly applicable to Women, Gender, and Sexuality Studies and may be counted automatically toward the major or the minor. These courses concentrate entirely or significantly on women’s gender issues associated with sexuality and sexual identity:

ECON 240 Economics of Race, Class, and Gender

JNST Odd Characters in Literature

(4)

JNST Transgender Dialectic

ECON 310 Research Methods in Economics (2)

JNST Intersectionality

ENGL 114 War in Literature and Film (4)

PHIL 310 Philosophy of Sex and Gender (4)

ENGL 119 World Literature (4)

PSYC 320 Psychology of Gender (4)

ENGL 215 Children’s Literature (3-4)

PSYC 352 Human Sexuality (4)

ENGL 217 Images of Women in Literature (4)

REL 131 Religions of America (4)

ENGL 223 Shakespeare in Adaptation (4)

REL 199 Cults and Sects: the History (4)

ENGL 239 Chicana/ o Literature (4)

REL 245 Queer Religiosities (4)

ENGL 250 Theories of Popular Culture (4)

REL 251 Women, Sexuality, and Western

ENGL 256 Native American Literature (4)

Religion (4)

ENGL 317 Women’s Literature (4)

REL 255 Gender in Islam (4)

ENGL 322 The Eighteenth Century (4)

REL 265 The Prophet (4)

ENGL 325 Modernism (4)

REL 351 Women and Buddhism (4)

ENGL 333 Topics in African Diasporic Literature

REST 231 Native American Women and Gender

(4)

(4)

ENGL 351 Postcolonial and Global Lit/Crit (4)

REST 232 Representing Race and Ethnicity in

ENGL 403 Contemporary Literary Criticism and

Film (4)

Theory (4)

REST 235 Hip Hop and Racial Politics (4)

ENGL 362 Single Author Seminar (4)

REST 335 Race, Gender, and Public Policy (4)

HIST 224 History of Sports in the U.S. (4)

SOAN 205 Social Issues (4)

HIST 229 U.S. History on Film (4)

SOAN 230 Bodies and Society (4)

HIST 324 Cold War America (4)

SOAN 231 Gunning for Manhood (4)

HIST 326 Primary Witness in Women’s History

SOAN 281 Middle Eastern Women Speak (3-4)

(4)

SOAN 320 Self in Society (4)

HIST 328 Gender, Media, and U.S. Culture (4)

SOAN 321 Gender and Emotion (4)

JNST Feminist Film Activism

SOAN 338 Children & Youth (4)

JNST Forbidden Love: Literatures of Lesbian

SOAN 342 Gender and Sexuality (4)

Desire

SOAN 345 Interrogating Masculinity (4)

JNST Gay, Lesbian, and Queer Cinemas

Negotiable Courses

Occasionally, additional courses and individualized studies from other departments also may be counted as Women, Gender, and Sexuality Studies courses. Such a course would include significant attention to women’s and/or gender issues 319

2022-2023 Academic Catalog

and/or issues associated with sexuality or sexual identity and offer the opportunity for focusing a research paper or project on such issues.

In a negotiable course, students must clarify with the instructor (at the beginning of the semester) their plans to have their work credited toward the major or minor. Students also should discuss their intentions to focus research papers or projects on Women, Gender, and Sexuality Studies issues. Negotiable courses must be approved by the director of Women, Gender, and Sexuality Studies for credit toward the WGS major or minor.

Women, Gender, and Sexuality Studies Course Descriptions

Spring (4)

WGS 145 Gender, Sexuality, and Power in Global

Explores the connections between theory and practice

Contexts

with academic readings on activism and community

Spring (4)

building and student experiences as interns or

This course introduces students to the discipline of

community activists with non-profit organizations.

Women’s and Gender Studies by providing an overview

Possible topics for projects are sexual violence, battering,

of prominent societal issues faced by women and others

poverty among women, self-defense, women and the

in marginalized identity groups. We will be primarily

law, reproductive rights, or women’s health issues.

concerned with the complex interactions between

Offered in alternate years.

gender and other social divisions such as race, class,

ability, and sexual orientation.

WGS 232 History of Sexuality in the United States

Spring (4)

WGS 150 Introduction to Women, Gender, and

Explores the understandings of sexuality from the

Sexuality Studies

colonial period to the present, charting both the

Fall (4), Spring (4)

development of sexuality as a concept and the explosion

This course takes an interdisciplinary approach to

of discussion about it. Topics include prostitution, rape,

introduce students to the interdisciplinary field of

birth control, abortion, courting rituals, sexual

Women, Gender, and Sexuality Studies by providing an

revolution, women’s liberation, sexual identity, and

overview of prominent societal issues faced by women

campaigns for lesbian and gay rights.

and others in marginalized identity groups. We will be

Offered in alternate years.

primarily concerned with the complex interactions

between gender and other social divisions such as race,

WGS 234 History of Women in the United States: 19th

class, ability, and sexual orientation.

Century

Fall (4)

WGS 153 Queer Culture and Identity in the 20th Century

Explores important historical factors that shaped gender

Fall (4)

roles and women's particular experiences in America

The course features several distinct units, each of which

during the nineteenth century. By placing women at the

will focus on a different part of the 20th century gay

center of historical interpretation, this course examines

experience. The course will address the historical

how class, ethnicity and race influenced American

development of the LGBTI identities as well as the future

women's economic, social and cultural contributions in

of distinctly queer sensibilities in an era typified by

the making of 19th century America.

assimilation of LGBTI individuals into mainstream social

structures such as marriage and parenthood.

WGS 235 History of Women in the United States:

Twentieth Century

WGS 165, 265, 365 Special Topics in Women, Gender,

Spring (4)

and Sexuality Studies

Examines recent research on the private and public lives

Fall (2–4), Spring (2–4)

of women from 1880 to the present with attention to the

Topics of current interest in Women, Gender, and

differences among women of varied regional, racial,

Sexuality Studies.

ethnic, and economic backgrounds. Covers significant

May be repeated for a maximum of 8 degree credits,

themes in women’s history, including work inside and

given a different topic. Offered as needed.

outside of the household, reform movements,

immigration, sexuality, and feminism.

WGS 230 Feminist Community Engagement

Offered in alternate years.

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2022-2023 Academic Catalog

Fall (4)

WGS 236 Sex, Race, and Class in Popular Culture

Students will read broadly from the writings of the

Spring (4)

contemporary feminist movements, including "Third

This class explores how films, music, and other forms of

Wave Feminism," "Power Feminism," "Do-me Feminism,"

popular culture have represented gender, race, and class

and "Third World/Transnational Feminism." They will

as they intersect with nationalism and sexualities, and

also discuss the historical origins of these movements.

how these representations consequently shape and

Theoretical material, media (films and TV shows), and

influence our understanding of people in the real world.

personal testimony of feminist action will be included.

Not open to students who have completed REST 236.

Offered as needed.

Offered as needed.

WGS 255 Sex, Lies, and Urban Life

WGS 249 Women Filmmakers

Spring (4)

Fall (4)

This course explores the historical and literary discourse

Focuses on the rich tradition of women directors who

associated with the cultural and socioeconomic aspects

have made their marks on film history and audiences.

of urban migration and settlement for women to and

Students will focus on the films of a number of

within American cities. Examines how issues of sexuality,

prominent female directors from a range of historical

work, gender, inequality, domesticity, race and ethnicity

time periods, cinema traditions, and national film

shape the metropolitan experience of women in the

industries.

United States.

Offered as needed.

Offered as needed.

WGS 250 Student Conference Organizing

WGS 256 Women and Witchcraft in America

Spring (1-4)

Fall (4)

This course offers students the opportunity to organize

Examines the significance of gender, class, sexuality, and

the Annual Women, Gender, and Sexuality Studies

ethnicity in the history of witchcraft in America, from the

Student Conference. Students will gain experience in

colonial period to the present. Studies how the

event planning, budgeting, fundraising, advertising and

constructions of gender and sexuality shape the history

promotion (both in the U of R and in the Redlands

of witchcraft in America.

Communities), evaluating student submissions (including

awarding awards for best paper and conference program

WGS 333 Pregnancy & Power: Reproductive Politics and

art), organizing student panels and community tabling

Policies

(AAUQ, Planned Parenthood, SBSAS, The Open Door, the

Fall (4)

U of R Title IX Office, the Center for Gender Justice, the

Women’s knowledge of their bodies, especially

Pride Center, the Multicultural Center, Native Student

concerning sexuality and reproduction, is a primary issue

Programming, Race On Campus, etc.), communicating

for women’s well-being. This course focuses on current

with faculty advisers, and coordinating both student and

controversies over sexuality education, birth control,

faculty participants.

abortion, and related issues.

Evaluation and Credit/No Credit grade options.

WGS 337 Working Sex: Interdisciplinary Studies

WGS 252 Sexuality and Politics in the Borderland

Spring (4)

May Term (3)

We will examine feminist methodology and epistemology

This travel course brings students to the United

by closely examining one topic: sex work—the

States/Mexico border to explore how sexuality and

experiences of women with sex work and the political

politics intersect to impact peoples' daily lives on both

policies and cultural beliefs that shape those

sides of the border and how immigrants, migrants and

experiences. We will also look at the subject of sex work

refugees' lives are impacted by sexual identity and

from multiple feminist methodological perspectives with

decision making over reproduction. The course will begin

a focus on how different authors utilize interdisciplinary

in Redlands and travel to Mexicali, Tijuana, and San

methods to engage in feminist scholarship.

Diego.

Prerequisite(s): second-year status. Offered in alternate

Recommended: Spanish Language skill recommended.

years.

Offered as needed.

WGS 340 Film Feminisms

WGS 253 21st Century Women’s Movements

Spring (4)

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2022-2023 Academic Catalog

Introduction to theoretical frameworks developed

approaches draw links between disability, performativity

around women, gender, feminism, and film studies, using

and subjectivity; queer temporalities; urban space and

both canonical and non-canonical films and using these

gentrification; native, queer settler colonial, and

films to discuss pressing issues in feminist and gender

neocolonial epistemologies; and transnational labor and

theory. You will also interrogate the role of the spectator

migration.

in the production of meaning in film.

Offered in alternate years.

WGS 459 Senior Seminar

Fall (2-4)

WGS 341 Gender and Nation

Students synthesize and reflect on their interdisciplinary

Fall (4), Spring (4)

Women, Gender, and Sexuality Studies learning. All

This course explores the ways gender informs our

students design and develop a research paper or project.

understanding of nationalism, and how nationalist

Those who are Women, Gender, and Sexuality Studies

discourses imagine and construct identities in specifically

majors do so in consultation with their advisor and plan

gendered, class, race, community, and caste terms in

for a Directed Study to complete their paper or project in

various locales. We will read a variety of different works

spring.

by feminist scholars, political scientists, literary critics,

Prerequisite(s): WGS 150, WGS 145, WGS 153, or a

and historians.

comparable 100-level course approved by the director of

WGS; two 200-level courses (WGS or Cross-listed); one

WGS 359 Queer Theories

300- or 400-level course (WGS or Cross-listed); and senior

Fall (4), Spring (4)

standing; or by permission.

This course focuses on a range of queer theories with an

emphasis on intersecting marginalizations. Theoretical

Additional Course Offerings

reading and written skills in Modern Standard Arabic

Arabic

language.

Prerequisite(s): ARAB 102, placement exam or by

ARAB 101 First-Year Arabic

permission.

Fall (4), Spring (4)

Beginning level Modern Standard Arabic language for

ARAB 202 Second-Year Arabic

students with no previous background. Introduction to

Fall (4), Spring (4)

the alphabet, basic spoken communication, grammar,

Review of grammar, with emphasis on conversation and

and culture of Arabic-speaking societies.

Modern Standard Fos’ha speaking societies. Expansion of

vocabulary and introduction of complex grammatical

ARAB 102 First-Year Arabic

structures. Further development of oral, listening,

Fall (4), Spring (4)

reading and written skills in Modern Standard Arabic

Beginning level Modern Standard Arabic language for

language.

students with no previous background. Introduction to

Prerequisite(s): ARAB 102, placement exam or by

the alphabet, basic spoken communication, grammar,

permission.

and culture of Arabic-speaking societies. Continues ARAB

101 Beginning Arabic I.

American Sign Language

Prerequisite(s): ARAB 101, placement exam or by

permission.

ASL 101 First-Year American Sign Language

Spring (4)

ARAB 201 Second-Year Arabic

Culture and language of the deaf in America. Focus on

Fall (4), Spring (4)

cultural values and linguistic features of American Sign

Review of grammar, with emphasis on conversation and

Language (ASL), with exposure to other signed languages.

Modern Standard Fos’ha speaking societies. Expansion of

Students learn basic conversational skills, including

vocabulary and introduction of complex grammatical

vocabulary and grammar forms, within the context of

structures. Further development of oral, listening,

deaf culture. Comparative linguistics of ASL and English

are covered.

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2022-2023 Academic Catalog

Designed for service-oriented internships, previous

ASL 102 First-Year American Sign Language

service (including U of R courses not cross-listed), or

Spring (4)

public service outside the University. Formal

This course continues building linguistic and cultural

documentation of hours and a final reflective paper are

knowledge of American Sign Language (ASL) and Deaf

required. Zero credit options are offered to avoid

Culture. Learning advanced elements of the language

overloading and to recognize past and/or paid service.

including grammar and conversational strategies will

enable students to carry on casual conversations with

CSAC 301A Service Learning: Tie-in Initiative

classmates and members of the Deaf Community using

Fall (1–2), Spring (1–2)

expressive and receptive skills of ASL.

In negotiation with CSL, students may earn 1 or 2 credits

Prerequisite(s): ASL 101 or by permission.

beyond the departmental course credits by tying service

into the course experience (1 credit equals 30 hours of

ASL 201 Second-Year American Sign Language

service and reflection; 2 credits double those number).

Fall (4)

Reflective components include journals, evaluations,

This course in American Sign Language (ASL) is designed

time sheet, final paper, and group verbal reflection.

to enhance comprehension, grammar, syntax, and

Prerequisite(s): Individual meeting with a CSL

fingerspelling to ensure students can participate in

administrator prior to contract development and

various complex conversations including the exchange of

approval.

personal information, describing places and objects,

discussing abstract ideas, and discussing events in the

CSAC 302B America Reads

past, present, and future tense.

Fall (0), Spring (0)

Prerequisite(s): ASL 102. Offered as needed.

Work-study students placed as America Reads tutors in

local schools and after school programs may enroll in this

Community Service Activity/Community Engagement

section to fulfill their graduation requirement. Students

and Reflection (CER)

work in K through 5th grades and focus on developing and

All students are required to successfully complete an

improving literacy skills.

approved community engagement and reflection (CER)

(see the Graduation Requirements section of this catalog

CSAC 303A Gardeners in Residence

for more information.) All Community Service Activities

Fall (3), Spring (3)

Courses (CSAC) meet the CER requirement.

CSAC 303B Gardeners in Residence

Fall (0), Spring (0)

The following CSAC course descriptions outline the

Gardeners in Residence (GIRs) perform general tasks

general focus of each course. Students should visit the

such as planting, pruning, irrigation, weeding, harvesting,

Community Service Learning (CSL) office in Hunsaker

and basic garden upkeep while planning and creating

Center, second floor, to investigate all service

new garden areas and projects needed in the sustainable

possibilities including summer options. Students may also

University of Redlands Farm and elsewhere. Reflective

view the CSL website at www.redlands.edu/student-

components include journals, evaluations, time sheet,

affairs/community-service-learning/.

final paper, and group verbal reflection.

Grading option for all CSAC courses is Credit/No credit.

CSAC 304A Big Buddies Mentoring

Fall (3), Spring (3)

CSAC 300A Community Service Activity

CSAC 304B Big Buddies Mentoring

Fall (3), Spring (3), May Term (3)

Fall (0), Spring (0)

A 3-credit, 80-hour service activity with individual

An on-campus, child-centered mentoring program that

placement contracts where students independently

provides positive college role models for elementary and

select and contract their own narrative curriculum to

middle school students. The program meets one night

serve a non-profit agency. Reflective components include

weekly and is a year-long commitment with an

journals, evaluations, time sheet, final paper, and group

application process to become a mentor. Reflective

verbal reflection.

components include journals, evaluations, time sheet,

final paper, and group reflection.

CSAC 300B Community Service Activity

Prerequisite(s): must complete interview process and be

Fall (0), Spring (0), May Term (0)

accepted as a mentor as well as meet with a CSL

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2022-2023 Academic Catalog

administrator for approval and permission prior to

administrator for approval and permission prior to

enrollment.

enrollment.

CSAC 305A Totally Kids Outreach

CSAC 313A University Humor Outreach Program (UHOP)

Fall (3), Spring (3)

Fall (3), Spring (3)

CSAC 305B Totally Kids Outreach

CSAC 313B University Humor Outreach Program (UHOP)

Fall (0), Spring (0)

Fall (0), Spring (0)

TKO provides service to Totally Kids Rehabilitation

University Humor Outreach Program (UHOP) uses the art

Hospital. Students serve medically fragile children who

of improv to build community within children’s groups.

are residents at the hospital, helping facilitate recreation

UHOP meets weekly throughout the year for practice and

and sensory activities. This is a semester commitment

provides workshops at child-centered community sites.

with an orientation process. Reflection components

Reflective components include journals, evaluations,

include journals, evaluations, time sheet, final paper, and

time sheet, final paper, and group verbal reflection.

group verbal reflection.

Prerequisite(s): must complete interview process and be

Prerequisite(s): Requires an individual meeting with a CSL

accepted as a mentor as well as meet with a CSL

administrator for contract development and approval.

administrator for approval and permission prior to

enrollment.

CSAC 306A APO Service

Fall (3), Spring (3)

CSAC 314A Jasper’s Corner Tutoring

CSAC 306B APO Service

Fall (3), Spring (3)

Fall (0), Spring (0)

CSAC 314B Jasper’s Corner Tutoring

Alpha Phi Omega (APO) is a national service organization.

Fall (0), Spring (0)

Local members must complete 40 hours of group

Jasper’s Corner tutors provide K-12 students with free

projects and 40 hours of individual service at one agency

homework assistance and tutoring at on-and off-campus

for CASC requirement. Reflective components include

locations. Jasper’s Corner operates Monday through

journals, evaluations, time sheet, final paper, and group

Thursday from 3:00 p.m. to 7:00 p.m. Reflective

evaluation.

components include journals, evaluations, time sheet,

Prerequisite(s): Must be a member of the APO

final paper, and group verbal reflection.

organization.

CSAC 315A ASUR Clubs and Organizations

CSAC 307B Non-Profit Work-Study

Fall (3), Spring (3)

Fall (0), Spring (0)

CSAC 315B ASUR Clubs and Organizations

The University of Redlands partners with nonprofit

Fall (0), Spring (0)

agencies and schools, allowing students to work as

Members of an on-campus club or organization may

assistant case managers, volunteer coordinators, tutors,

fulfill CSAC with 40 hours completed with 10% of the

or program assistants for nonprofit agencies, schools, or

organization participating at one agency. Additional 40

hospitals where they may fulfill their CSAC requirement.

hours are completed independently with organizations of

Prerequisite(s): students must be eligible to receive a

the student’s choice. Reflective components include

work-study award through the University of Redlands.

journals, evaluations, time sheet, final paper, and group

verbal reflection.

CSAC 310A CHAMPS Mentoring

Fall (3), Spring (3)

CSAC 316A Roots and Shoots

CSAC 310B CHAMPS Mentoring

Fall (3), Spring (3)

Fall (0), Spring (0)

CSAC 316B Roots and Shoots

College High School Alliance Program and Service

Fall (0), Spring (0)

(CHAMPS) provides high school students role models,

A course that provides environmental programs for

helping them achieve goals prior to and after graduation.

youth at local school buildings on the vision of Dr. Jane

CHAMPS meets one night weekly with a year-long

Goodall. The program meets weekly and requires a

commitment with an application process. Reflective

semester/yearlong commitment with a membership

components include journals, evaluations, time sheet,

application. Student Directors provide transportation.

final paper, and group reflection.

Reflective components include journals, evaluations,

Prerequisite(s): Must complete interview process and be

timesheet, final paper, and group reflection.

accepted as a mentor as well as meet with a CSL

Prerequisite(s): must complete interview process and be

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accepted as a mentor as well as meeting with a CSL

Community Coaching Skills provides students with the

administrator for approval and permission prior to

opportunity to practice coaching techniques with local

enrollment.

youth in the community, work in a fun and dynamic

group setting, and begin to develop and mold individual

CSAC 360 Service Learning: Special Topics

coaching styles. Course typically meets Monday through

Fall (3–4), Spring (3-4), May Term (3)

Friday in the afternoons.

Faculty-taught courses integrating service with the

curriculum. The standard class involves 40+ hours of class

CSAC 365B Spring Break Plunge

instruction and 30+ hours of service outreach. Faculty

May Term (0)

establish their own take-home assignments, but

This in-country travel course takes place during spring

generally preservice preparation, time sheet, journal,

break. It is a seven-day service outreach trip, typically

final paper, and group verbal reflection are required.

focused in serving in a disaster zone or areas with a

Various faculty—see Schedule of Classes.

critical need. Pre- and post-trip meetings are required.

Prerequisite(s): Meeting with a CSL administrator for

CSAC 360A Into the Streets

approval and travel course paperwork.

May Term (3)

Students serve a variety of non-profit agencies which

CSAC 366B Bulldogs Football in Service

may include service at shelters, animal rescue

May Term (0)

sanctuaries, trail clean-ups, schools, and food drives. The

This course is for members of the football team who

course schedule varies, depending on service needs.

attend an intensive service outreach trip during May

Groups may be participating evenings and weekends.

break.

Students must have a flexible schedule. Requires a

Prerequisite(s): Must be a member of the University of

meeting with a CSL administrator for approval.

Redlands Bulldogs football team.

CSAC 361A Ropes Course Leadership

CSAC 367 Producing a Concert in a Virtual Setting

May Term (3)

May Term (3)

This course trains U of R students to facilitate trust and

This course teaches music educators and performers how

team building exercises through low ropes activities to

to reach populations of music students - particularly

groups visiting campus. Typically meets Monday-Friday

vulnerable populations, through virtual teaching, choral

from 9 a.m. to noon with some evenings and weekends.

and instrumental methods while developing audio and

editing skills for on-line performances. Music educators

CSAC 362A Worthy Poor History of Service in America

and performers may face challenges in the future due to

May Term (3)

pandemics and/or even socioeconomic issues of children

This course will examine the history of community

wanting to be included in music education. This course

engagement and service in the United States by paying

specifically builds technical skills and speaks to the

particular attention to the perpetual emphasis on what it

practical application of technology for music educators

means to be worthy of services. Race, religion, sexuality,

and performers "going virtual." The final product

gender, addiction and mental health will be among the

culminates with an end-of-the-class concert to be

major topics discussed in this course.

enjoyed by others.

Prerequisite(s): By permission only.

Offered as needed.

CSAC 363A Community and Urban Gardens

CSAC 380 Service Learning: Activity

May Term (3)

(3)

Students will explore the benefits and challenges of

An 80-hour service activity with individual placement

farming and landscaping in city environments. Duties will

contracts, reflective components, journals, evaluations,

include planting, weeding, harvesting, composting,

time sheet, final paper, and group verbal reflection.

irrigation systems, vermiculture, and watering. All

Required group and individual meetings with the CSL

requisite training will be provided on-site, either by the

administrator prior to contract development and

garden coordinator or student employees. Students will

approval.

also participate in off-campus outreach events.

CSAC 382 Service Learning: Initiative

CSAC 364A Community Coaching Skills

(1–2)

May Term (3)

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In negotiation with the CSL director, students may earn 1

Presentation of major grammatical aspects of the

or 2 credits (1 credit equates to 30 hours of service and

structure of the language. For beginners only.

additional reflection; 2 credits double those numbers)

Prerequisite(s) for GRMN 102: GRMN 101.

beyond the departmental course credits. Students must

have an approved placement contract, a reflective

GRMN 150 Keeping Up Your German

component, journal, evaluations, time sheets, final

GRMN 250 Keeping Up Your German

paper, and verbal reflection. This option may be

GRMN 350 Keeping Up Your German

appropriate for travel courses and study abroad

Fall (1), Spring (1)

programs. (Approval from CSL director and Study Abroad

An atmosphere of congenial, loosely structured

if travel course.)

conversations in German, spiced by occasional native-

Prerequisite(s): by permission.

speaker guests. Designed to maintain and refresh oral

skills. May be repeated once for degree credit.

CSAC 383 Service Learning: Outreach

Prerequisite(s): by permission. Offered as needed.

(0)

Credit/no credit only.

Designed for service-oriented work study placements,

previous service (including University of Redlands

GRMN 160 Seminar in German Studies

courses), or extensive service outside the University.

May Term (3)

Formal documentation of hours and a final reflective

Open to all students, this German travel course typically

paper must accompany the CSL 383 Request. See CSL

covers Holocaust studies or aspects of modern German

about registration requirements.

society. One week is spent on campus, and the remaining

time is spent traveling to specific sites in Germany and

Library

related areas. Does not count toward German major or

minor.

LIB 201 Information Studies for Social Justice

Prerequisite(s): Instructor permission. Offered as needed.

Fall (4), Spring (4)

Credit/no credit only.

In this class, we will explore various media, technologies

used to access information, and information artifacts

GRMN 201 Second-Year German

surrounding social justice movements. Through writing

GRMN 202 Second-Year German

assignments and class discussions we will discover how

Fall (4), Spring (4)

information is produced to inform, (mis)inform,

Practice of oral and written language skills. Presentation

persuade, agitate, and ultimately, is leveraged to effect

and study of various aspects of German civilization and

change.

culture. Continued study and review of grammatical

Offered as needed. Numeric grading only.

structures.

Prerequisite(s) for GRMN 201: GRMN 102, placement

LIB 301 Advanced Library Research Skills: Peer Tutor

exam, or by permission.

Training

Prerequisite(s) for GRMN 202: GRMN 201 or by

(1)

permission.

Library Reference Assistants (LRA) will participate in

ongoing training in library resources and will provide

GRMN 301 Third-Year German

peer reference/research assistance in the Library, as well

GRMN 302 Third-Year German

as selected campus locations outside the Library. Training

Fall (4), Spring (4)

offers the opportunity to develop advanced information

Emphasis on written and oral presentations and

and interpersonal skills, as well as an opportunity to

discussions. These courses encompass readings in

shape and provide training in future LRA programs.

literature, history, and culture; an introduction to

translation skills; as well as a review of essential points of

German

grammar.

Prerequisite(s) for GRMN 301: GRMN 202, placement

GRMN 101 First-Year German

exam, or by permission.

GRMN 102 First-Year German

Prerequisite(s) for GRMN 302: Completion of GRMN 301

Fall (4), Spring (4)

or by permission.

Practice in understanding and speaking German of

appropriate difficulty. Introduction to the contemporary

GRMN 360 Seminar in German Studies

civilization and culture of German-speaking peoples.

GRMN 460 Seminar in German Studies

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Fall (4), Spring (4)

Study of German civilization and culture, focusing on key

GRMN 415 Practice in Translation

issues, places, personalities, events, periods, and

Fall (4), Spring (4)

movements in German history and culture. Topics are

Introduction to the specialized skill of translation. Texts

examined from various perspectives, including music, art,

of a variety of styles will be assigned with an emphasis on

architecture, literature, politics, religion, and business.

developing competent, idiomatic translations.

Topics vary.

Prerequisite(s): Completion of GRMN 302 or higher,

Prerequisite(s) for GRMN 360 or GRMN 460: Completion

placement exam or by permission. Offered as needed.

of GRMN 302 or higher, placement exam, or by

permission.

GRMN 445 Topics in German Literature

Offered as needed.

Fall (4), Spring (4)

Varied topics in German literature covering specific

GRMN 390 Proficiency Exam Preparation

genres or periods. Readings, lectures, discussions, and

Fall (0), Spring (0)

written and oral reports completed in German. May be

Minors prepare for the Goethe Institute examination by

repeated for degree credit, given a different topic, for a

doing the online practice exams and by writing and

maximum of 8 credits.

speaking about the study abroad experience. Required

Prerequisite(s): Completion of GRMN 302 or higher,

for German minor.

placement exam or by permission. Offered as needed.

Credit/no credit only.

GRMN 460 Seminar in German Studies

GRMN 395 Capstone Preparation

Spring (4), Fall (4)

Fall (1), Spring (1)

Study of German civilization and culture, focusing on key

Taken during approved semester abroad. Investigates

issues, places, personalities, events, periods, and

the relationship between the practices, products, and

movements in German history and culture. Topics are

perspectives of the culture studied. Specific course

examined from various perspectives, including music, art,

content to be approved by advisor prior to beginning of

architecture, literature, politics, religion, and business.

course. Required for German major.

Topics vary. May be repeated for degree credit, given a

Prerequisite(s): by permission only. Credit/no credit only.

different topic.

Prerequisite(s): GRMN 302 or higher, placement exam, or

GRMN 401 Survey of Older German Literature to 1750

by permission.

Fall (4), Spring (4)

Survey of German literature with emphasis on literary

GRMN 490 Senior Capstone Prep

movements and genres as related to historical events

Fall (0–1), Spring (0-1)

and cultural developments to ca. 1750.

Majors prepare for the Goethe Institute examinations

Prerequisite(s): Completion of GRMN 302 or higher,

and give the oral Referat presentation of work done for

placement exam or by permission.

GRMN 395 that details the relationship between the

practices, products, and perspectives of the culture

GRMN 402 Survey of Newer German Literature from

studied. Required as detailed.

1750

Prerequisite(s): Majors only. Senior standing or by

Fall (2), Spring (4)

permission. Credit/no credit only.

Survey of German literature with emphasis on literary

movements and genres as related to historical events

GRMN 495 Senior Capstone Part II

and cultural developments ca. 1750 to present.

Spring (0–1)

Prerequisite(s): Completion of GRMN 302 or higher,

Based on the required reading list, successful completion

placement exam or by permission. Offered as needed.

of a written exam demonstrates knowledge and

understanding of various periods of German cultural

GRMN 404 Germany Today

history emphasizing representative literary works and

Fall (4), Spring (4)

authors and their significance.

Survey of present-day German society. Topics selected

Credit/no credit only.

are current issues as highlighted in contemporary

Prerequisite(s): Majors only, completion of GRMN 490 or

German media.

by permission.

Prerequisite(s): Completion of GRMN 302 or higher,

placement exam or by permission. Offered as needed.

Speech

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we will read and discuss some of the latest research on

The Faculty

the experiences of first year college students.

William Southworth

SSRV 101 Residence Life 101

The College of Arts and Sciences offers service courses in

Fall (0–2), May Term (0–2)

public speaking. Speech courses have been designed for

This course focuses on the tenets of community building

students pursuing careers in business (Business Speech)

and communication for the incoming Community

and for students who seek to develop their skills in public

Assistant. Students will develop an understanding of

speaking and debate (Fundamentals of Speech and

community building, programming, communication skills

Contemporary Oral Argumentation). Most courses are

and policies, and emergency protocol. Through active

offered without prerequisites and can be found on the

discussion, creative projects, and guest speakers,

list of recommended courses outside the major in many

students will build an understanding of creating

departments.

successful communities and supporting students.

Prerequisite(s): by permission. Credit/No credit only.

SPCH 110 Fundamentals of Speech

Fall (4)

SSRV 112 D.U.D.E.S.: Understanding and Supporting

Principles of public speaking and interpretation with

College Men’s Journey

classroom evaluation of speeches. Designed to enhance

Fall (1), Spring (1)

the student’s skills in persuasive or informative speaking.

This course will explore Edwards’ Man Mask from a

theoretical and practical lens. Historical and societal

SPCH 111 Contemporary Oral Argumentation

norms of masculinity will also be interrogated. Special

Fall (4), Spring (4)

topics such as healthy relationships, race sexual identity,

Introduction to the study of argumentation, controversy,

drug/alcohol use, and gender roles will be discussed. A

and debate through theory and practice. Focuses on

safe space to talk about issues will be provided.

theories of argumentation and debate and providing

May be repeated, maximum 4 credits. Credit/No credit

students with multiple opportunities to refine their

only.

argumentative voices. Students will be expected to

participate on a regular basis, be creative, and think and

SSRV 113 D.U.D.E.S.: College Men Journey Put into

speak on their feet.

Action

Fall (2), Spring (2)

SPCH 115 Business Speech

This course will create a space for students to discuss

Spring (4)

issues facing men in and beyond college, create

Theory relevant to a variety of business speech

programming around campus for awareness of issues

situations, including speeches to inform, entertain, and

related to Men and Masculinity and enhance leadership

persuade. Instruction in the following business speech

qualities through development of the curriculum for a

situations: interviews, sales, technical reports, and

D.U.D.E.S. retreat, discussions, workshops and

conference speaking.

recreational activities.

May be repeated, maximum 4 credits. Credit/No credit

SPCH 260 Topics in Speech

only.

May Term (3)

Seminar includes a rhetorical analysis of contemporary

SSRV 130 Tutor Training

social issues and movements.

Fall (0-1), Spring (0-1)

Prerequisite(s): by permission.

This course is designed to help students learn to be

effective peer tutors. Students will learn about the peer

Student Services

tutor model and how to utilize educational theories and

learning strategies that have been the mainstays of peer

SSRV 100 College Success Skills

tutoring. Each class session will combine discussion,

Fall (1)

activities, and self-assessment to measure learning

This course will provide an introduction to university

outcomes. Tutors who complete all course training

life. Topics will include the challenges of balancing life

sessions, plus 25 hours of tutoring, will receive College

and school, academic success strategies, dealing with

Reading & Learning Association (CRLA) Level 1 Tutor

financial aid, and diversity and inclusion. In addition,

Certification.

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2022-2023 Academic Catalog

Prerequisite(s): Must be hired as a peer tutor in the

Academic Success Center or have instructor permission.

SSRV 201 Community Leadership

Credit/No credit only.

May Term (0–2)

This course focuses on leadership in our residential

SSRV 140 Campus Activism

communities. Students will develop an understanding of

Spring (1)

leadership, professionalism, community development,

This class focuses on the practical aspects of “doing

and management. The class will combine guided study

activism” on a university campus. In order to carry out

activities and regular group meetings to build an

this work, a thorough knowledge of activist movements,

understanding of their role in creating successful

successes, and failures, is necessary. Each class will

residence hall communities and developing student staff.

combine discussion of readings and projects that

Prerequisite(s): by permission. Credit/No credit only.

students are working on currently or planning to

undertake in the near future.

SSRV 256 STEP Peer Mentoring

Fall (0 or 2)

SSRV 150 Real World 101: Life after College

This class allows mentees to move into the role of

May Term (3)

mentors within the Students Together Empowering Peers

Designed to prepare students for life after college while

(STEP) Program. Students will design and present

challenging them to develop a solid post-graduate plan.

educational programs, develop mentoring skills to

This is accomplished through self-assessment,

effectively engage their mentees in weekly meetings and

exploration of career possibilities, graduate school and

ensure a readiness to live successfully beyond

job search planning, and preparation and development

graduation.

of a variety of real-world survival skills.

Prerequisite(s): SSRV 156.

Prerequisite(s): juniors only.

SSRV 257 STEP Mentoring

SSRV 154 College Success Strategies

Spring (0 or 2)

Fall (2), Spring (2)

This course serves as an introduction to first generation

Provides an opportunity for students to adopt habits that

student mentoring. Over the course of the semester,

promote academic success. Key elements include setting

students will read and discuss theories related to

goals, enhancing study skills (time management, note-

mentoring under-served populations. Students will

taking, memorization, etc.), and developing life skills.

develop their own understanding of mentoring while

Students are expected to make an active commitment to

simultaneously using this knowledge to develop

self-assessment, experimentation with new techniques,

curriculum for Summer Bridge and the following

and taking concrete action steps toward achievement.

semester’s STEP program.

SSRV 156 STEP Peer Mentoring

SSRV 259 TRAIN Facilitation Leadership Course

Fall (0 or 2)

Fall (0-2), Spring (0-2)

Students Together Empowering Peers (STEP) will provide

To develop student’s skills in designing and facilitating

technical skills, introductions to campus resources, clubs,

structured group experience, specifically for the TRAIN

and experts that can help facilitate academic success and

Leadership Retreat, from the conception to delivery and

nurture a network of support to ease the transition to

evaluation. To increase observational techniques,

college. Through mentoring, STEP offers a

direction delivery, processing, coaching, positive role

comprehensive program that will enhance students'

modeling, program development, interpersonal

overall educational experience at the University.

interaction, and teambuilding design.

Prerequisite(s): By permission only.

SSRV 157 Global Ambassadors Mentor Preparation

Spring (0 or 2)

This course is designed for students who are interested

University Activity

in becoming Global Ambassadors for incoming

The University offers credit for such activities as work

international students. Students will investigate the

with the student newspaper or with productions in Glenn

theoretical construction of culture, design and present

Wallichs Theatre. Students should check with the

culturally-based programs, and learn to mentor

appropriate project sponsors for enrollment information.

international students as they transition to the United

States and the University of Redlands.

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2022-2023 Academic Catalog

UACT 125 Principles of Journalism

paid for work on student media or internships enroll for

Fall (0-1), Spring (0-1)

zero credit. Students working without a salary or taking

Support and coaching for journalism experience through

unpaid internships/service enroll for one credit.

internships, community engagement, and paid or unpaid

work for University of Redlands student media. Students

Integrated Programs of Study

Pre-Law

Program Advisor: Arthur G. Svenson, Political Science

Major Emphasis

Students should plan a major in a specific discipline in consultation with their advisors. Typically, the major would be from one of the following departments: business, economics, global business, political science, history, English, philosophy, public policy, or sociology and anthropology.

Recommended Central Courses

We recommend that prelaw students select a minimum of eight courses from the following list:

ACCT 210 Principles of Financial Accounting and Reporting (4)

ACCT 220 Principles of Managerial Accounting (4)

BUS 226 The Rise of American Capitalism 1860–1932 (4)

GLB 228 Globalization (4)

BUS 240 Business Law (4)

BUS 310 Principles of Management and Organizational Behavior (4)

BUS 353 Financial Management (4)

ECON 101 Principles of Economics (4)

ECON 350 Microeconomic Theory (4)

ENGL 126 Literary Inquiries (4)

ENGL 130 Literature of the Americas (4)

ENGL 161 Studies in Literature (4)

ENGL 230 American Jewish Literature (4)

ENGL 233 African American Literature (4)

ENGL 237 Immigrant Literature (4)

ENGL 256 Native American Literature (4)

ENGL 309 Writing in the Public Sphere (4)

POLI 208 California Politics (4)

POLI 111 Introduction to American Politics (4)

POLI 212 Classical Political Thought (4)

POLI 306 Constitutional Law: National and State Powers (4)

POLI 307 Constitutional Law: Liberty and Authority (4)

HIST 121 American History to 1877 (4)

HIST 122 American History since 1877 (4)

PHIL 110 Contemporary Moral Issues (4)

PHIL 151 Reasoning and Logic (4)

PHIL 320 Ethics and Law (4)

SPCH 110 Fundamentals of Speech (4)

SPCH 111 Contemporary Oral Argumentation (4)

Recommended Elective Courses

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2022-2023 Academic Catalog

Students are advised to take at least five courses in this area, taking care not to duplicate courses in the Liberal Arts Inquiry or those from the major. (Specific courses are determined by students in consultation with their advisors.)

BUS 354 Investments (4)

GLB 336 International Business (4)

BUS 421 Corporate Finance (4)

GLB 450 The European Union (4)

ECON 452 Industrial Organization and Public Policy (4)

ECON 254 Economics of the Public Sector (4)

ECON 455 Environmental and Resource Economics (4)

ENGL 210 Poetry (4)

ENGL 216 Poetry East-West (4)

ENGL 221 Shakespeare to 1600(4)

ENGL 222 Shakespeare after 1600 (4)

ENGL 233 African American Literature (4)

ENGL 251 South Asian Literary Cultures (4)

POLI 123 Introduction to World Politics (4)

POLI 214 Modern Political Thought (4)

POLI 220 European Politics and Development (4)

POLI 244 International Security (4)

POLI 304 Congress (4)

POLI 308 U.S. Presidency (4)

POLI 318 American Political Thought and Practice (4)

HIST 111 Early Modern Europe (4)

HIST 112 Modern Europe (4)

PSYC 100 Introduction to Psychology (4)

SOAN 100 Introduction to Sociology (4)

SOAN 102 Introduction to Cultural Anthropology (4)

SOAN 205 Social Issues (4)

Pre-Med/Pre-Health Professions

Program Advisors: Please contact the Biology Department to be assigned a health professions advisor.

The Curriculum

The minimum requirements for admission to most medical schools in the United States include 8 to 16 semester credits of biology, 16 to 20 of chemistry, 4 to 8 of mathematics, 6 to 8 of physics, and 8 to 10 credits from English and the humanities.

Students can pursue any major and take these minimum requirements. Many pre-health students major in Biology, but others pursue majors in fields ranging from Chemistry, Psychology, and Business to Religious Studies. The Health, Medicine, and Society major (see separate section in this catalog) is not required for someone to pursue a health care career but is an excellent complement to such a course of study by integrating coursework from the natural sciences, humanities, social sciences, and policy and management.

Central Courses

Students generally take the following courses:

BIOL 200 Principles of Biology: Unity and Diversity (4)

BIOL 201 Principles of Biology: Molecular/Cellular Biology and Genetics (4)

CHEM 131 General Chemistry (4)

CHEM 132 General Chemistry (4)

CHEM 231 Organic Chemistry (4)

CHEM 232 Organic Chemistry (4)

ENGL–6 to 8 credits, including composition*

PHYS 220 Fundamentals of Physics I (4)

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2022-2023 Academic Catalog

PHYS 221 Fundamentals of Physics II (4)

PSYC 100 Introduction to Psychology (4)

* In most cases, fulfilling the WF, WR, and WD requirements for the LAI will suffice.

Recommended Courses

A student’s application to medical school is strengthened if several of the following courses are taken†:

BIOL 239 Molecular Genetics and Heredity (4)

BIOL 334 Comparative Physiology (4)

-or- BIOL 344 Human Physiology (4)

BIOL 341 Emergency Room Observation (4)

CHEM 320 Biochemistry (4)

MATH 121 Calculus I (4)

-or- MATH 118 Integrated Calculus I (4) and MATH 119 Integrated Calculus II (4)

-or- Statistics (4)

PHIL 216 Bioethics: Technology and Justice (4)

SOAN 100 Introduction to Sociology (4)

† To see the MCAT’s official list of topics examined, go to

https://www.aamc.org/students/download/85566/data/bstopics.pdf.

Many of these required and recommended courses are either full-year sequences, prerequisites for other courses, not offered every semester or year, or must be completed before taking the MCAT (usually taken in the spring of the junior year). Students should plan a tentative schedule for their entire course of study early.

The health professions advisors provide students with support and information concerning course selection, the MCAT, application procedures, and letters of recommendation. Students should consult with the health professions advisors to develop programs tailored to their particular needs and interests.

For other health-related fields, admissions requirements and application procedures are similar to those for medical school.

Students interested in careers in dentistry, veterinary medicine, physical therapy, physician assistance, and the like should consult with the health professions advisors for more details and information.

Proudian Interdisciplinary Honors Program

Program Director: Kathleen Feeley, History

Requirements

The Proudian Program is designed for up to 15 talented students in each graduating class who wish to explore interdisciplinary learning. The program offers students three special seminars on interdisciplinary topics. Two of these occur in the sophomore year (Spring and May Term), and one in the senior year (Fall). These courses frame two individualized junior-year options: study abroad or, in special cases, an internship in a profession or business. A senior thesis/project is required of each scholar. The program assumes the value—indeed the necessity—of interdisciplinary inquiry in the twenty-first century.

There are special privileges that come with election to the program. Scholars have exclusive use of the Proudian Room (Hall of Letters 200) and its equipment. They have faculty borrowing privileges at the library. Scholars may also propose alternate ways of meeting the Liberal Arts Foundation and Liberal Arts Inquiry requirements for graduation. These proposals must be approved by a faculty member who teaches in the relevant Foundation category, project and by the director. These changes also require, of course, successful completion of the full program, including senior thesis/project.

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2022-2023 Academic Catalog

Admission to the program is competitive and based on highly selective criteria (transcripts, GPA, writing samples, faculty interviews, a scholar-led workshop). Selection takes place during the first semester of the sophomore year. More specific information concerning application may be obtained from the director of the program.

Proudian Interdisciplinary Honors Program Course Descriptions

IDS 365 Sophomore Seminar I

IDS 380 Junior-Year Exploratory Internship

Spring (2-4)

Fall (2–3), Spring (2–3)

Introduces interdisciplinary theory and method, as well

Prerequisite(s): admission to program.

as seminar learning skills. Requires completion of several

papers/projects and includes experiential learning.

IDS 465 Senior Seminar

Culminates in an academic symposium where students

Fall (2-4)

present their work to a University-wide audience.

Advanced interdisciplinary topics are addressed and

Prerequisite(s): admission to program.

selected by faculty, in consultation with students. This

seminar includes discussion/development of senior

IDS 366 Sophomore Seminar II

projects/honors theses.

May Term (3)

Prerequisite(s): admission to program.

Interdisciplinary seminar that requires completion of

several papers/projects and includes group and

IDS 495 Senior Thesis

experiential learning.

Fall (1–4), Spring (1–4)

Prerequisite(s): admission to program. Offered every

Prerequisite(s): admission to program.

year.

Engineering 3-2 Combined Degree

(see the course catalog and program site, www.redlands.edu/engineering3-2 for details) The Program Advisor and Liaison: Eric Hill, Physics

Program Description

In partnership with Columbia University in New York City, and Washington University at St. Louis, the University of Redlands provides the opportunity to earn both a B.A. from Redlands and a B.S. from either Columbia University’s Fu Foundation School of Engineering and Applied Science or Washington’s School of Engineering and Applied Science. This program combines the strengths of a liberal arts education in a small college setting with professional preparation at highly regarded schools of engineering. It is preparation for a career in industry or graduate work in engineering, mathematics, or the physical sciences.

Through junior year, students study at the University of Redlands and complete the general education requirements appropriate for a B.S. student, their major, and pre-engineering requirements. Early second semester of their junior year, they apply for admission to either Washington University’s or Columbia University’s School of Engineering. For the next two years, students study at one of these schools of engineering. Upon successful completion of the program at the end of five years, students are awarded a double degree–one from Redlands and the other from either Columbia University’s or Washington University’s School of Engineering and Applied Science. Alternatively, students at Washington may transition into a graduate program during the fifth year and earn a Masters from Washington at the end of the sixth year. Students are free to pair any University of Redlands undergraduate major with any engineering or applied science major, however, the pre-engineering requirements are most compatible with the Physics B.A. or individualized Johnston emphases. See appropriate sections of this Catalog for more information on the Physics and Johnston programs.

Students interested in this program must work closely with the Program Advisor to develop a suitable plan of study.

Regardless of whether a student participates in this Combined Degree program the pre-engineering courses, in combination with a science or math undergraduate degree, are good preparation for enrolling in an Engineering graduate program.

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Columbia University

Requirements for Admission to Columbia’s Fu Foundation School of Engineering and Applied Science 1. Full-time enrollment at the University of Redlands or another affiliated school for at least the two years prior to applying.

2. An overall and pre-engineering GPA of 3.3 or higher as calculated by Columbia. Additionally, the minimum grade for each pre-engineering science or math course must be a B (3.0) or greater on the first attempt.

3. Three favorable recommendations: one each from the Program liaison, a math professor, and a science professor.

4. Completion (before entering Columbia) of your Redlands major and general education requirements.

5. Completion (by the end of the semester in which you are applying) of the specific prerequisite courses for your intended major–see below and consult with the Program Advisor.

Pre-Engineering Courses

I. Foundational

The following pre-engineering courses are required for pursuing all engineering majors at Columbia:

MATH 121 Calculus I (4)

-or- MATH 118 & MATH 119

MATH 122 Calculus II (4)

MATH 221 Calculus III (4)

PHYS 231 General Physics I (4)

PHYS 232 General Physics II (4)

PHYS 233 General Physics III (4)

CHEM 131 General Chemistry (4)

CS 110 Introduction to Programming (4)

ECON 101 Principles of Economics (4)

II. Major-specific

In addition to the Foundational Pre-Engineering Courses, students must take courses specific to their engineering major of choice. Possible Columbia majors and numbers of courses required are listed below; consult with the Program Advisor for details.

Applied Math or Applied Physics (1 course)

Biomedical Engineering (6 courses, Intro Sci. Python Programming replaces CS 110)

Chemical Engineering (3 courses)

Civil Engineering (3 courses)

Computer Engineering (4 courses)

Computer Science (2 courses)

Earth and Environmental Engineering (4 to 5 courses)

Electrical Engineering (3 courses)

Engineering Management Systems (5 courses)

Industrial Engineering / Operations Research (4 courses)

Engineering Mechanics (2 courses)

Material Science and Engineering (2 courses)

Mechanical Engineering (5 courses)

Washington University at St. Louis

Requirements for Application to Washington University’s School of Engineering and Applied Science 1. An overall and pre-engineering GPA of 3.25 or higher.

2. Completion (before entering Washington) of your Redlands major and general education requirements.

3. Completion (by the end of the semester in which you are applying) of the specific prerequisite courses for your intended engineering major–see below and consult with the Program Advisor.

Pre-Engineering Courses

I. Foundational

The following pre-engineering courses are required for pursuing all engineering majors at Washington: 334

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MATH 121 Calculus I (4)

-or- MATH 118 & MATH 119

MATH 122 Calculus II (4)

MATH 221 Calculus III (4)

MATH 235 Differential Equations (4)

PHYS 231 General Physics I (4)

PHYS 232 General Physics II (4)

PHYS 233 General Physics III (4)

CS 110 Introduction to Programming (4)

II. Major-specific

In addition to the Foundational Pre-Engineering Courses, students must take courses specific to their engineering major of choice. Possible Washington majors and numbers of courses required are listed below; consult with the Program Advisor for details.

Biomedical Engineering (2 courses)

Chemical Engineering (3-5 courses)

Computer Science & Computer Engineering (1 course, also MATH 235 and CHEM 131 are not required)

Electrical Engineering (0 additional courses)

Mechanical Engineering (0 additional courses)

Systems Science & Engineering (0 additional courses)

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School of Business & Society

The Dean

Thomas A. Horan

The Faculty

Bing Bai

Johannes Moenius

Angelo Carlo Carrascoso

Monica L. Perry

Hamid Falatoonzadeh

James B. Pick

Allison Fraiberg

Hindupur V. Ramakrishna

Kamala Gollakota

Avijit Sarkar

Neena Gopalan

James C. Spee

Gerald M. Groshek

Riaz Tejani

Roy Jafari

Satish Thosar

Denise MacNeil

Joseph Vavrus

Michael MacQueen

Xin Zhao

Ketan Mhatre

Introduction

The School of Business & Society designs programs for professionals that provide a high-quality education with real-world relevance. Our degree programs offer undergraduate and graduate study within the framework of a liberal arts institution.

Mission Statement

Empowering professionals to create opportunities that positively impact business and society.

Program Delivery and Regional Campuses

Students receive a personalized schedule that lists the courses they need to complete their degree. The schedule is published for each student at the beginning of the program and is subject to change with written notification.

Our programs are offered at convenient locations throughout California, including corporate partnerships and alliances with California Community Colleges that allow on-site learning. In addition to our main campus in Redlands, courses are offered in Rancho Cucamonga, Riverside, Temecula, San Diego, Santa Ana, Burbank, and Marin. The centers provide the academic and administrative support that enables our students to complete their programs by attending class one time per week.

Informational Meetings

The School of Business & Society regularly schedules informational meetings for individuals and will schedule meetings for organizations upon request. At these meetings, a University representative presents information on programs offered, admission requirements, curriculum, degree-completion requirements, cost, and financial aid. Individual pre-admission counseling is encouraged.

School of Business & Society Admissions

Undergraduate Admission

The School of Business & Society offers a Bachelor of Science in Business and a Bachelor of Science in Management.

All applicants must complete a formal application and include:

• Official transcripts from every college or university attended (in any country) since high school must be submitted.

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consideration of eligibility for transfer. Applicants must have all international coursework evaluated by International Education Research Foundation (IERF) and must request an official “detail report.”

• Forty semester credits of accepted transfer and assessment credit are required for admission. Courses taken in the University of Redlands School of Business & Society core program cannot be applied to the 40-credit minimum.

• A minimum grade point average of 2.00 (C) on a 4.0 scale is required in all college courses acceptable to the University of Redlands.

Graduate Admission

The School of Business & Society offers master’s degrees in business administration, organizational leadership and business analytics.

The School of Business & Society perceives the educational process holistically, recognizing that individuals from a variety of backgrounds and experiences can benefit from a graduate business education. Students entering graduate study must demonstrate both the motivation and the capability to manage effectively.

A complete application will include:

• A completed application form, including essays

• Official transcripts reflecting undergraduate degree from a regionally accredited institution. Only transcripts sent to the Registrar’s Office or to Graduate and Professional Enrollment from the registrar of each institution attended will be accepted as official. Applicants must have all international coursework evaluated by International Education Research Foundation (IERF) and must request an official “detail report.”

• Current resume

• Other information may be supplied to support an application, such as GMAT or other test scores, life and work experiences, interviews, and letters of recommendation. Students who have recently completed an undergraduate degree in business or related field within the last seven (7) years with a reasonable cumulative GPA may be permitted to be admitted into the MBA program and enrolled in either the twenty-four month or eighteen-month curricular track.

International Applicants Supplemental Documentation

International applicants are required to submit all documentation and information necessary to adequately assess their eligibility to be admitted to School of Business & Society academic programs and the I-20 issuing process, including but not limited to:

• Official transcript reflecting an undergraduate degree from a regionally accredited institution. Only transcripts sent to the Registrar’s Office or to Graduate and Professional Enrollment from the registrar of each institution attended will be accepted. Applicants must have international coursework evaluated by International Research Foundation (IERF) and must request a “detailed report”.

• Certificate of finances, which is required by the federal government to ensure international applicants have sufficient resources to pay for school expenses.

• Scan of passport.

• International supplemental information requested on the online application.

• TOEFL requirement

o Undergraduate International applicants whose primary language is not English must present a TOEFL

score of 500 (or 173 for the computer-based test or 61 for the Internet-based test) or higher.

o Graduate International students whose primary language is not English must present a TOEFL score of 550

(or 213 for the computer-based test or 80 for the Internet-based test) or higher.

Appeal Procedure to the Admissions Review Committee

The School of Business & Society recognizes that college work previously undertaken by adults in their earlier years may not reflect current abilities. To allow for a measure of flexibility, the School of Business & Society has formed the Admissions Review Committee to consider petitions from students who do not meet admissions requirements, but believe they have compelling reasons for being granted an exception. Petitions are to be addressed to Graduate and Professional Enrollment.

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After reviewing each petition, the Admissions Review Committee will make one of three recommendations: 1) The student will be admitted without further qualification;

2) The student will be admitted on provisional status for the first four courses (This status requires that the student earn a cumulative GPA of 3.00 or better in the first four courses. After this requirement is met, the student is transferred automatically to regular admission status.);

3) The student will be denied admission.

The decision of the Admissions Review Committee is final.

School of Business & Society Academic Standards

Standards listed below provide additional information relevant to the School of Business & Society. For policies that apply University-wide, please see “University Academic Standards” section of this Catalog.

Undergraduate Academic Standing

Satisfactory Academic Standing

A student who is making reasonable progress toward graduation (measured by completed credits toward graduation) and who is not subject to academic probation or academic disqualification (see below) is considered to be in good standing. A minimum cumulative GPA of 2.00 in all work taken at the University and in the major is necessary to graduate.

Academic Warning

Students receive an academic warning if they receive grades below 2.0 in two consecutive courses even if their cumulative GPA is 2.00 or higher. Students placed on academic warning receive letters indicating this status but, because they are considered to be in good standing, this action is not reflected on transcripts.

Academic Probation

Academic probation indicates that a student’s difficulties are serious and his or her continuation at the University is in question. A student is placed on academic probation when his/her cumulative or semester GPA falls below 2.00. Students have two consecutive courses to restore their cumulative GPA to the 2.00 required for continuing registration and for graduation.

Academic Disqualification

Students are subject to academic disqualification if their cumulative GPA is not restored to 2.00 by the end of the second consecutive course following the academic probation action. Academic disqualification bars students from further study at the University of Redlands for a period of six months. Students who have begun a course prior to receiving notification of academic disqualification are permitted to complete that course.

Restoration to Satisfactory Academic Standing

Students are automatically restored to good standing if their cumulative and semester GPA are restored to 2.0 by the end of the second consecutive course following academic probation.

Reinstatement from Academic Disqualification

No sooner than six months after notification of academic disqualification, students may appeal to the Academic Review Board (ARB) for reinstatement.

Appeals of academic disqualification include the following documentation:

• a plan from the student analyzing his/her academic load, work commitments, and any other factors that might have contributed to poor performance, and what steps the student has taken and will take in the future to correct the situation;

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• a letter of support from the student’s Assistant Director of Student Success or Program Director Indicating a plan for restoration to satisfactory academic standing;

• supporting documents from qualified professionals for students who have experienced medical difficulties or other unusual circumstances;

• for students who have spent time away from the University of Redlands since academic disqualification, official transcripts of work completed during that time must be forwarded to the ARB. Students may include letters of support from persons qualified to assess their ability to return to academic work.

For students who successfully appeal, the notation on their transcripts will be changed from academic disqualification to continued academic probation.

Graduate Academic Standing

Please see “Graduate Academic Standing” section of this catalog, for information pertaining to graduate standing in all graduate programs.

Attendance

Students are expected to attend all scheduled meetings of the courses for which they are registered. Each professor has the right to establish regulations regarding attendance (e.g., the relation between attendance and the final grade). Students who miss the first two consecutive class meetings may be administratively dropped from the course by the professor.

Professors will notify Student Success of those students who miss the first two consecutive class meetings and have not communicated with their professor.

Administrative Dismissal for Non-Attendance

Should a student drop or be dropped from two courses in sequence, or three courses within a twelve-month period of matriculation, the student may be administratively withdrawn from the program. The amount of the student’s financial obligation for tuition and fees is determined using the last date the student attended class.

Administrative Dismissal for Financial Obligation

Students who fail to meet their financial obligations to the University will be dismissed and will be accountable for tuition and fees accrued through the dismissal date. Students dismissed for any reason must stop attending class as they are no longer registered.

Examinations

Faculty members may administer quizzes and examinations during a course but are expected to notify students of quizzes and examinations in the course syllabus. Students will not usually be permitted to make up missed final examinations; however, if absence from any announced examination is required because of an emergency (personal or work related), the examination may be made up if the instructor is provided with written verification of the emergency.

Incomplete Grades (I)

See the Academic Standards section “Incomplete Grades (I)” section of this Catalog for more information regarding incomplete grades. For School of Business & Society students, the deadline is established by the instructor, but the instructor must submit a grade change to the Registrar by the end of the eighth week following completion of the course.

School of Business & Society students cross-registered in the College of Arts and Sciences courses must meet the College of Arts and Sciences deadlines.

Concurrent Coursework

A matriculated School of Business & Society student may take the regular course(s) in the student’s schedule concurrently with one elective. If this limit is to be exceeded, the student must obtain approval.

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Independent Study

In exceptional cases, independent study provides alternatives not available through regular course offerings or because of scheduling limitations. No more than 12 credits can be counted toward the degree.

Students desiring an independent study course must first consult with their Assistant Director of Student Success and complete a petition. Second, the Associate Dean must approve the independent study and assign the faculty member.

Third, the student must work with the assigned faculty member to develop an independent study contract. The completed contract, which specifies course requirements (e.g., the number of meetings, readings, fieldwork, papers, and examinations), must be signed by the student and the faculty member. Fourth, the contract must be approved and signed by the Associate Dean prior to enrollment/registration or beginning any work. These four steps must occur in the specified order. An independent study fee must be paid upon petition approval and prior to issuance of a contract. (See “Tuition, Fees, and Expenses” section of this Catalog.)

Transfer Credit

Undergraduate

A maximum of 66 lower-division semester credits may be transferred from regionally accredited, two- and four-year colleges. Grades of 2.0 (C) or higher are required. Of the 66 lower-division credits, a maximum of 24 may come through the College Level Examination Program (CLEP), DANTES, DSST, or any combination thereof. For students who have upper-division coursework from four-year colleges, transfer credits are accepted up to the total credits required for the degree minus the number of credits earned in the major program. Course waivers from the major program are allowed, up to the residency requirement of 32 credits. Additional work may be required at the discretion of the department or programs.

Students already admitted to the University of Redlands who wish to take courses at other institutions to complete their degree may only transfer work completed with a grade of 2.0 (C) or higher. All registration at the other institutions must be approved in advance of enrollment. After completion of the major program, a student may take up to 24 credits from other colleges or universities. If a student requires more than 24 credits to complete degree requirements, the balance of those credits must be taken through the University of Redlands. Quality grade points (derived from number grading) are not awarded for transfer work, and credits for these courses are not calculated into the GPA. A student will not be granted credit for any prior transferable credit coursework that is not declared at admission or during the first term of attendance.

Graduate

Graduate students may transfer a maximum of 8 credits, grade 3.0 (B) required, from regionally accredited institutions to waive program requirements. Transfer credit acceptability is usually determined during the admissions process. Program requirements may be waived only where the course content equates with a University of Redlands course and when obsolescence is not a factor.

Withdrawal or Leave of Absence

A student who needs or desires to take a Withdrawal (WDL) or take a Leave of Absence (LOA) from the University of Redlands must schedule an appointment with their Assistant Director of Student Success and complete an exit interview. A WDL or LOA is considered official once the student submits a written request of their intent and the request has been completed and submitted to their Assistant Director of Student Success. The request will state the intentions of the student to discontinue the course(s) in which they are registered and the effective date the WDL or LOA will be implemented, which is then recorded by the Registrar’s Office.

In order for a student to drop a course after the course has begun but prior to the last meeting of the course, the Registrar must be notified in writing. The request should include the last date of attendance. The withdrawal is effective the day after the last date of attendance. The student is responsible for obtaining refunds of tuition and/or charges, which are calculated according to the tuition refund schedule located in the appropriate Tuition and Fees selection of this Catalog. The student will receive a grade of “W” on their transcript.

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The University may administratively withdraw students from courses or programs for non-attendance, final non-payment, or academic actions. The student is responsible for obtaining refunds of tuition and/or charges, which are calculated in accordance with the tuition refund schedule located in the appropriate Tuition and Fees section of this Catalog. The student will receive a grade of “W” on their transcript. If a student is dropped from two courses in a sequence, or three courses within a twelve-month period of matriculation, they may be administratively withdrawn from the program.

During a student’s leave of absence, the University maintains all of their official records on an active basis. Students returning from a leave of absence of one year or less are not required to be formally readmitted. Students will be expected to fulfill the graduation requirements in effect at the date of their original matriculation. Students who do not return from a leave of absence within one year are withdrawn from the University. To return, they must be formally readmitted.

Readmission for Returning Students

Students who have withdrawn and seek readmission must contact their Assistant Director of Student Success and submit a Readmission Application. A student’s account must be current at the time of application or re-enrollment will be denied.

Readmitted students must meet the graduation requirements in effect at the time of re-enrollment. Students seeking readmission to the University in a different degree program from their prior matriculation must meet the requirements of the program in which they plan to enroll. Students re-enrolling after withdrawal from the University will be charged the current tuition rates and fees based on the start date of new registration.

Course Numbering System

0–99

Freshman level (not counted toward degree credit)

100–199

Freshman level (included in degree grade point ratio)

200–299

Sophomore level

300–399

Junior level

400–499

Senior level

500–599

Continuing education courses not otherwise offered at undergraduate or graduate levels

600–699

Graduate level

Course Frequency

Major program courses are offered in sequence at times indicated in the schedule. A schedule is published for each student at the beginning of the program and is subject to change with written notification.

Definition of Academic Credit

One semester credit is awarded for the amount of work an average student would accomplish in a minimum of 40 hours (undergraduate) and 45 hours (graduate), including the hours spent in the laboratory or classroom.

School of Business & Society Graduation Requirements

Undergraduate Programs

Catalog Requirement

Students must complete the graduation requirements as stated in this Catalog for the year of admission. If a student is readmitted, the requirements prevailing at the time of readmission must be met. A student is not permitted to select graduation requirements from more than one catalog.

Prerequisite Courses

For admission to a course that requires a prerequisite, a student must have satisfactorily completed a prerequisite course with a grade of 1.7 or higher.

Quantity and Quality of Work

To graduate, students must complete all of the requirements of their degree programs and earn at least 120 credits of academic credit. Students must maintain a grade point average (GPA) of 2.00 or better in all work taken at the University of 341

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Redlands. Quality grade points (derived from numeric grading) are not awarded for transfer work or courses taken on a Credit/No Credit basis, and credits for these courses are not calculated in the GPA.

Graduation Requirements

Students must fulfill five basic requirements before receiving a baccalaureate degree:

• Completion of 120 semester credits of study, of which at least 32 credits must be earned or certified at the University of Redlands.

• Completion of the major program to which the student was admitted. The specific requirements are outlined in this Catalog.

• Satisfaction of General Education requirements consisting of a minimum of 42 semester credits, as listed under general education requirements.

• A minimum cumulative GPA of 2.00 earned for all college-level work taken at the University of Redlands.

• Readmitted students must meet the graduation requirements in effect at the time of re-enrollment.

General Education Requirements

While the School of Business & Society major programs focus primarily on advanced work in business-related courses, the School believes that well-educated students also need experience in arts and humanities, behavioral and social sciences, mathematics and science, and writing and communication. General education requirements, therefore, constitute a significant portion of the degree and are intended to acquaint students with a variety of theoretical concepts and the diversity of methodologies employed in the pursuit of knowledge.

The degree comprises 120 credits divided into three areas: general education, the major, and electives. Each student must earn 42 semester credits of general education, distributed among four categories: Arts and Humanities (AH), Mathematics/Science (MS), Behavioral/Social Science (SS), and Writing and Communication (WC). Among the four categories, each has its own required number of credits. Six of these credits are the student’s individual choice and may be taken from any of the categories. A minimum of 9 of these credits must be earned in upper-division courses. Students may apply a maximum of 4 Physical Education (PE) activity credits (not required) towards a School of Business undergraduate degree. No individual course can fulfill more than one category requirement.

Students, with the assistance of their Assistant Director of Student Success, are responsible for monitoring their progress toward fulfillment of the General Education requirements. The students bear the ultimate responsibility for monitoring academic progress and ensuring fulfillment of all degree requirements.

Arts and Humanities (AH)

A minimum of 12 semester credits is required.

Behavioral/Social Science (SS)

A minimum of 9 semester credits is required.

Mathematics/Science (MS)

A minimum of 9 semester credits is required. Students are required to take:

• at least one 3-credit college-level mathematics course;

• at least one (minimum 1-credit) natural science course (biology, chemistry,

physics, geology, physical geography, astronomy, oceanography and

physical anthropology) is required. Students may take one course in

computer science or another science.

Writing/Communication (WC)

A minimum of 6 semester credits is required. Students must take at least one course

in English composition.

General Education requirements may be fulfilled by:

• transfer of appropriate and acceptable credit from other colleges or universities, including the University of Redlands College of Arts and Sciences and School of Continuing Studies; or

• successful completion of the appropriate Electives for Business courses; or

• successful evaluation of work through Registrar’s Office Assessed Learning, including work certified through the American Council on Education, NSSRS or the University of Redlands; or

• successful completion of CLEP, DANTES, or DSST exams; or

• Advanced Placement.

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Bachelor of Science in Business

The following courses in the Bachelor of Science in Business schedule of instruction qualify as General Education courses and partially fulfill General Education graduation requirements.

Writing/Communication (WC)

• BUSB 301 Critical Analysis: Written and Oral Communication (4)

Social Science (SS)

• BUSB 230 Economics for Business (4)

• BUSB 300 Ethical and Legal Environment of Business (4)

Mathematics/Science (MS)

BUSB 145 Mathematical Foundations for Business (4)

BUSB 232 Data Driven Decision-Making (4)

BUSB 260 Financial and Managerial Accounting (4)

BUSB 333 Business Information Systems (4)

Bachelor of Science in Management

The following courses in the Bachelor of Science in Management schedule of instruction qualify as General Education courses and partially fulfill General Education graduation requirements.

Writing/Communication (WC)

• BUSB 301 Critical Analysis: Written and Oral Communication (4)

Social Science (SS)

• BUSB 230 Economics for Business (4)

• BUSB 300 Ethical and Legal Environment of Business (4)

Arts and Humanities (AH)

• BAMG 401 Critical Perspectives for Management (4)

Mathematics/Science (MS)

• BUSB 145 Mathematical Foundations for Business (4)

Graduate Programs

Requirements vary among graduate programs. Students should consult the appropriate departmental listing in this Catalog for specific requirements. However, the following regulations pertain to graduate students in all programs at the University of Redlands.

Credit Obsolescence

No course that has been completed more than six years before the date of graduation shall be counted toward a University of Redlands graduate degree.

Graduation Requirements

Students must fulfill three basic requirements before receiving a graduate degree:

• Completion of the program to which the student was admitted. The specific requirements are outlined in this Catalog.

• A minimum grade of 2.0 in all graduate courses and a minimum cumulative GPA of 3.0 earned for all graduate-level coursework taken at the University of Redlands.

• Readmitted students must meet the graduation requirements in effect at the time of re-enrollment.

The following applies to both Undergraduate and Graduate Programs:

Minimum Credit and Curriculum Requirements

The minimum number of credits required varies according to the program. See individual listings for this information.

Curricula for School of Business & Society graduate degree programs may be subject to change each year.

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Commencement

The School of Business & Society enrolls students throughout the year and has students completing degree requirements at various points during the year. Students may commence in the academic year in which they complete their degree requirements if all degree requirements are completed by August 31 of the same year. An application to participate in commencement must be completed and postmarked by the current year's deadline.

Commencement is a voluntary ceremonious event for eligible students to recognize their academic accomplishments.

Students may participate in commencement providing they meet the following eligibility requirements:

• Undergraduate students may commence in the calendar year in which they complete their degree requirements provided they meet the following eligibility requirements:

o they are officially scheduled to complete all required core courses by August 31st of the same year (courses not scheduled must be planned in Self-Service (Student Planning) by application deadline.) o have eight (8) or fewer non-core credits remaining

o have submitted a detailed plan to complete remaining non-core credits by August 31st

o have a minimum cumulative GPA of 2.0

• Graduate students may commence in the calendar year in which they complete their degree program if the following criteria have been met:

o officially scheduled to complete all required courses by August 31st of the same year (courses not scheduled must be planned in Self-Service (Student Planning) by application deadline.)

o have a minimum cumulative GPA of 3.0

School of Business & Society Awards and Honors

• Gordon C. Atkins Memorial Scholarship Award: This award recognizes School of Business & Society graduates for their academic achievement and program participation. It is given annually in memory of Dr. Atkins, who helped create the Alfred North Whitehead College.

• Walker Ethics Award: Recipients are students who demonstrate an understanding of the importance of ethics within organizations by submitting a written essay, research paper, or case study addressing an ethical problem, issue, or accomplishment within a particular organization.

• Banta Community Service Award: Recipients are students who demonstrate a commitment to their communities through philanthropic, volunteer, and/or service activities.

• Alice Mozley Endowed Business Scholarship Award: This award recognizes an outstanding undergraduate or graduate student enrolled in the School of Business & Society.

• Williamina Davidson, Evelyn Reamer Matich ‘51 and Catherine Matich ’49 Endowed Scholarship Award: This award recognizes an undergraduate or graduate student from Riverside or San Bernardino counties enrolled in the School of Business & Society.

• Kathie J. Rawding Endowed Scholarship Award: Recipients are female undergraduate or graduate students of color enrolled in the School of Business & Society who possess high potential for success, have demonstrated financial need, and are not receiving tuition remission from an employer.

• Rosanne O'Brien Endowed Business Study Abroad Scholarship Award: This award recognizes an undergraduate or graduate student enrolled in the School of Business & Society, is in good academic standing, and is participating in a University-approved program.

• Thomas and Virginia Swann Endowed Business Scholarship Award: This award recognizes an undergraduate student enrolled in the School of Business & Society, is in good academic standing, and has a demonstrated financial need as determined by the University’s prevailing practices and policies. Preference is for students over the age of 35 at the time of award.

• Lee Steven Bertrand Military Recognition Award: This award recognizes active-duty and veteran students (including Reservists and National Guard) who demonstrate the qualities that characterized Lee Bertrand's life and work: determination, resilience, ethical integrity, intellectual rigor, and responsibility to family and community.

This award is open to all undergraduate and graduate students enrolled in the School of Business who are currently serving in, or have served in, any branch of the U.S. Armed Forces.

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• Whitehead Leadership Society: The purpose of the Whitehead Leadership Society (WLS) is to encourage leadership and academic excellence within the School of Business & Society.

As facilitators of professional education and lifelong learning, individual members provide active service and support to the University community, foster an academic climate to enhance student achievement, focus on increasing productive student and faculty dialog, and honor the traditions of liberal education.

Students who have demonstrated leadership through service in the community, workplace, classroom, or through academic excellence may be nominated. All full-time and adjunct faculty are qualified to join the society.

High Distinction

Undergraduate honors are identified as High Distinction on the transcripts and diplomas of students who have maintained a GPA of 3.96 or higher. For undergraduate students to have their honors recognized in the printed program at commencement, all of their degree requirements must be met by March 1. There are no exceptions to this honors policy.

Delta Mu Delta

Delta Mu Delta is an international honor society that recognizes academic excellence in Baccalaureate, Master’s, and Doctorate degree business programs at Accreditation Council for Business Schools and Programs-accredited schools.

Outstanding School of Business undergraduate students in a baccalaureate degree program who have completed three quarters or more of the work required for the degree, with at least a cumulative grade point average of 3.5 and who are in the top 10 percent of their college class are considered for election to Delta Mu Delta. Outstanding graduate students in a master’s degree program who have completed three quarters or more of the work required for the master’s degree with at least a cumulative grade point average of 3.75 and who are in the top 10 percent of their college class are considered for election to Delta Mu Delta.

Banta Research Fellowships

Twice each academic year, the Banta Center for Ethical and Purposeful Leadership appoints up to three School of Business students to assist the faculty with research projects related to business ethics and corporate responsibility. Recipients receive tuition remission.

Banta Center for Ethical and Purposeful Leadership

The School of Business is home to the Banta Center for Ethical and Purposeful Leadership, originally endowed in 2006 by distinguished alumnus David Banta (‘63). It promotes the examination and practice of ethical and purposeful leadership as the keynote of excellence in business and society through co-curricular lectures and seminars, as well as student awards and fellowships. Its faculty also oversee the development and evaluation of the School of Business’ ethics curriculum, including the business ethics courses that are required in every degree program.

School of Business & Society Undergraduate Programs of Study

The School of Business faculty works continuously to improve its undergraduate degree programs in response to feedback from students, stakeholders, and business leaders concerning the current subject needs for high-quality business education.

Curriculum can and does change over time in order to ensure business relevance and to offer innovative features that make the programs more valuable to students. Consult with admissions for the most up-to-date version of our programs.

The Bachelor of Science in Business

The Bachelor of Science in Business is designed to enhance the knowledge and effectiveness of business professionals by linking their experiences with concepts from various business disciplines. Students learn how to apply business concepts in solving problems, synthesizing information as reflective practitioners, and integrating knowledge learned in real-world and classroom settings. The themes of ethics, communication, critical thinking, and organizing global knowledge from a cultural and geographic perspective are woven into the program and demonstrated in course projects. The program culminates in the development and presentation of a capstone paper. Assessments will be conducted at the onset and prior to completion of the program.

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Learning Outcomes: Learning outcomes for this program may be found at: http://www.redlands.edu/bs-bsb/

Requirements

The major program consists of fifteen required core courses totaling 60 semester credits. Course descriptions are found in the section of this Catalog titled Course Descriptions.

Core Courses (15 courses/60 credits):

BUSB 300 Ethical and Legal Environment of Business (4)

BUSB 301 Critical Analysis: Written and Oral Communication (4)

BUSB 145 Mathematical Foundations for Business (4)

BUSB 330 Managing and Leading Organizations (4)

BUSB 230 Economics for Business (4)

BUSB 333 Business Information Systems (4)

BUSB 232 Data Driven Decision-Making (4)

BUSB 340 Principles of Marketing (4)

BUSB 260 Financial and Managerial Accounting (4)

BUSB 342 International Business (4)

-or- INTB 470, International Area Studies (4)

BUSB 361 Financial Management (4)

BUSB 370 Managing Quality and Operations (4)

BUSB 433 GIS for Business (4)

BUSB 481 Strategic Management (4)

BUSB 485 Capstone: Analysis and Integration in Business and Management (4)

-or- BUAD 495 Business Consultancy Capstone (4)

-or- INTB 495 Global Business Consultancy Capstone (4)

-or- INTB 470, International Area Studies (4)

The Bachelor of Science in Management

The Bachelor of Science in Management offers students a well-rounded educational experience that focuses on the development of management and leadership skills. The program is of particular interest to those who need to complete their baccalaureate education to move up the organizational hierarchy and want to supplement their current skills with specific business functions (such as finance, budgeting, operations, information systems, etc.) with specialized knowledge of leadership and organizational behavior. The core of the Management program provides students with a conceptual foundation on managing and leading people and organizations; it also emphasizes demonstrable communication skills that help students evolve as managers and leaders in the future. Students have the opportunity to relate the classroom experience to their current jobs and apply their new knowledge. Assessments will be conducted at the onset and prior to completion of the program.

Learning Outcomes: Learning outcomes for this program may be found at: www.redlands.edu/study/schools-and-

centers/business.

Requirements

The major program consists of fifteen required core courses totaling 60 semester credits. Course descriptions are found in the section of this Catalog entitled Course Descriptions.

Core Courses (15 courses/60 credits):

BUSB 300 Ethical and Legal Environment of Business (4)

BUSB 230 Economics for Business (4)

BUSB 301 Critical Analysis: Written and Oral Communication (4)

BUSB 145 Mathematical Foundations for Business (4)

BUSB 330 Managing and Leading Organizations (4)

BUSB 232 Data Driven Decision-Making (4)

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BAMG 401 Critical Perspectives for Management (4)

BAMG 356 Human Resources Management (4)

BAMG 334 Understanding Informational Contexts (4)

BAMG 365 Accounting and Finance for Managers (4)

BAMG 430 Advanced Topics in Organizational Behavior and Human Resources Management (4)

BUSB 342 International Business (4)

-or- INTB 470, International Area Studies (4)

BUSB 340 Principles of Marketing (4)

BUSB 481 Strategic Management (4)

BUSB 485 Capstone: Analysis and Integration in Business and Management (4)

-or- BUAD 495 Business Consultancy Capstone (4)

-or- INTB 495 Global Business Consultancy Capstone (4)

-or- INTB 470, International Area Studies (4)

Electives

The School of Business & Society and the School of Continuing Studies offer electives designed to assist undergraduate students in accomplishing their academic goals. This is done by providing elective courses in general education and business that enhance and complement the core program, offer academic depth and breadth in areas of interest, and enable students to earn academic credit toward degree completion. Weekend and evening courses are conveniently scheduled at regional campus locations throughout Southern California and on the main campus in Redlands. For further information please contact your Assistant Director of Student Success.

The Assessment of Prior and Experiential Learning

School of Business & Society undergraduate students have the opportunity to earn certified credit toward graduation requirements through assessed learning, which is the review of college-level learning acquired in some courses, as well as outside the environment of an academic institution.

Credits earned through the Registrar’s Office Assessed Learning process may be used to meet General Education category requirements and general graduation requirements. A maximum of 30 credits may be certified through faculty assessment of prior and experiential learning, including assessed prior learning credits from other institutions. The services of the Registrar’s Office Assessed Learning are available only to students in the School of Business & Society undergraduate programs. Assessed Learning credits will be published on a student’s academic transcript. However, the transferability of those credits is dependent upon the institution receiving them.

Study Abroad Programs

Students may choose from a growing number of study abroad programs. INTB 470, International Area Studies, may include programs in Asia, Europe and other regions of the world. This course can replace BUSB 342 International Business, or BUSB

485 Capstone: Analysis and Integration in Business and Management or can serve as an elective course. These programs are tailored to the schedules of working adults, concentrating the travel portion of the course over two weeks.

School of Business & Society Graduate Programs

The School of Business & Society faculty works continuously to improve its graduate degree programs in response to feedback from students, stakeholders, and business leaders concerning the current subject needs for high-quality business education. Curriculum can and does change over time in order to ensure business relevance and to offer innovative features that make the programs more valuable to students. Consult with admissions for the most up-to-date version of our graduate programs.

The Master of Business Administration

The Master of Business Administration (MBA) provides a foundation in the core functions of business and the development of leadership and integrity, enhanced through a firm grounding in the University of Redlands’ rich liberal arts tradition.

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Successful leaders need attributes drawn from a liberal education, especially the ability to think critically, communicate effectively, and work in teams. The Master of Business Administration program provides an academic balance through a combination of conceptual knowledge, critical thinking, and practical application in the fundamental disciplines of business and management.

The program begins with three foundational courses that fill the gaps in knowledge a student may have in the field of business. Students who have completed an undergraduate degree in business or related field from a regionally accredited university within the last seven (7) years may be admitted to the MBA program following a holistic appraisal of their academic and professional backgrounds. They begin with four graduate level core courses to enhance their broad knowledge and skills in business in either the eighteen (18) month or ten (10) month curricular track. Students will continue learning by selecting a specialized area of study with four in-depth knowledge concentration courses and conclude with a strategy capstone course. The capstone course allows students to apply and synthesize knowledge from prior coursework in an intensive “real life” consultancy project or a simulated setting that involves management of a business in a changing and competitive market. With such experiential learning, students perfect their problem-solving, critical thinking, and decision-making skills and refine business communication and cultural competencies. Assessments will be conducted at the onset and prior to completion of the program.

The MBA is offered totally online, in a hybrid format, and in a classroom environment. The sessions include seminars, lectures, simulations, case analyses, and small group activities. Student interaction inside and outside of the classroom is key to a successful experience. Concentration courses in the classroom environment are delivered in a web-enhanced format that combines in-class sessions with online activities.

Learning Outcomes: Learning outcomes for this program may be found at: http://www.redlands.edu/MBA-BSAD/learning-

outcomes.

Requirements

Business Foundation Knowledge (3 courses/12 credits):

BUAD 658 Accounting and Finance for Managers (4)

BUAD 631 Data Driven Decision-Making (4)

BUAD 632 Introduction to Managerial Economics (4)

General Business Knowledge (4 courses/16 credits):

MGMT 667 Business, Ethics, and Society (4)

MGMT 631 Management and Organizational Behavior (4)

BUAD 683 Information and Knowledge Management (4)

MGMT 651 Analytics for Managerial Decision-Making (4)

Specialized Area In–Depth Knowledge (4 courses/16 credits):

Students choose a concentration, or complete the following:

Non-concentration General MBA Specialized Area Course Sequence:

INTB 655 Global Environment for Business (4)

BUAD 660 Managerial Finance (4)

MGMT 680 Marketing Management (4)

MGMT 674 Human Resources Management (4)

Interdisciplinary Integrating Capstone (1 course/4 credits):

BUAD 696 Strategy Capstone (4)

All MBA students are required to complete BUAD 696 Strategy Capstone (4). In addition, students may opt to choose BUAD

695 Business Consultancy Capstone (4), INTB 695 Global Business Consultancy Capstone (4) in lieu of BUAD 696 or INTB

670.

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MBA Concentration

Students may add an optional concentration to their MBA degree. A concentration consists of four courses in a focused area. These specialized courses are substituted for selected core courses in the MBA program and do not add to the overall length of the program. Four areas of specialization are available: Marketing, Finance, Global Business, or Location Analytics.

Marketing Concentration

Marketing has proven to be more and more a crucial functional area for businesses to succeed in today’s competitive environment. The Marketing Concentration covers in-depth disciplinary knowledge, including concepts, theories, tools, and cases that are essential in pursuing career opportunities in marketing. Students approach the subject from both a theoretical as well as a practical perspective that will allow them to make strategic decisions.

The School of Business MBA’s Marketing Concentration provides an alternative for students to substitute core MBA courses with offerings that focus on:

• analyzing business problems from the marketing perspective

• exploring marketing concepts in the global marketplace

• applying marketing analytics to drive strategic decision making

• integrating marketing and other functional areas to provide orientation for organizations

Marketing Concentration Course Sequence

MGMT 680 Marketing Management (4)

INTB 694 Global Marketing (4)

MGMT 683 Marketing Analytics (4)

MGMT 693 Marketing Strategy (4)

Finance Concentration

Finance is a field with great potential for a rewarding career. The finance concentration curriculum provides training, knowledge, and tools in corporate finance and international financial management–skills essential to the success of nearly any organization.

A finance concentration allows a career-motivated MBA graduate to pursue a wide range of job opportunities in financial institutions and financial markets that demand in-depth financial knowledge. These career opportunities are available in commercial banks, investment banking firms, mutual fund companies, mortgage banking, life insurance companies, pension fund management, property and casualty insurance companies, credit rating agencies, and health insurance firms.

The School of Business MBA’s Finance Concentration provides an alternative for students to substitute core MBA courses with offerings that focus on:

• theories, models, and practical applications on the efficient and effective management of corporate finance to accomplish the objectives of the firm

• planning, raising, controlling, and administering of funds for the business

• operating characteristics of financial institutions of financial markets

• financial analysis and analytical techniques in evaluation managerial decisions vs. economic value-added and market value-added for the firm

• investment analysis, asset allocation strategies, and security selection decisions that effectively and efficiently manage investment risk and/or transfer risk

• corporate approaches to global financial markets and multinational financial management

Finance Concentration Course Sequence

FINC 661 Financial Markets and Institutions (4)

BUAD 660 Managerial Finance (4)

INTB 693 Global Finance (4)

FINC 662 Investment Theory and Analysis (4)

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Global Business Concentration

Trends in the international economy have made it essential for businesses–both multinational and domestic–to be responsive to challenges and opportunities originating abroad. The focus of the Global Business Concentration is to prepare the student to analyze the reasons behind the movement of goods, services, labor, capital, technology, information, and production among nations and the implications of government and business policies on these flows.

The School of Business & Society MBA’s Global Business Concentration provides an alternative for students to add to their core MBA courses with offerings that focus on

• the global environment for businesses

• international operations

• global finance

• cross-cultural marketing

• global strategic business

Global Business Concentration Course Sequence

INTB 655 Global Environment for Business (4)

INTB 694 Global Marketing (4)

INTB 693 Global Finance (4)

INTB 690 Global Business Operations (4)

Location Analytics Concentration

The Location Analytics Concentration focuses on producing management professionals who can analyze and resolve complex business problems utilizing spatial information and analytics. This field is rapidly growing and has a world class industry cluster centered in Redlands, California. Students have the flexibility to develop their capabilities with locational and geographic approaches to analysis of business activities.

The School of Business & Society MBA’s Location Analytics Concentration provides students with the concepts and tools to manage and understand locational patterns and trends in order to:

• manage geographic information

• apply locational knowledge for business decision making

• apply market segmentation and target marketing using GIS as a decision-making tool

• assess mapping patterns and spatial trends for entering international markets and global sourcing

• analyze and evaluate GIS opportunities related to mobile technologies, big data, social media, and locational analytics

• develop and contribute to leadership of effective strategic planning and management using geographic information and GIS

• utilize leading GIS technology tools and apply them as part of a team in developing a strategic plan for a local firm or government office

Location Analytics Course Sequence

GISB 691 Introduction to Location Analytics and Marketing (4)

GISB 692 Spatial Analysis of Global Business (4)

GISB 694 Location Analytics and Decision Making (4)

GISB 695 Managing and Leading the Contemporary Spatial Business (4)

Study Abroad Programs for the MBA

Students may choose from a growing number of study abroad programs. INTB 670 International Area Studies may include programs to Asia, Europe, and other regions of the world. These programs are tailored to the schedules of working adults, concentrating the travel portion of the course over a two-week period. INTB 670, International Area Studies, may substitute for BUAD 642, INTB 655, GISB 692, INTB 693, INTB 694, or BUAD 696.

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The Master of Science in Business Analytics

The Master of Science in Business Analytics empowers students to combine disciplinary knowledge of business with quantitative reasoning and analytical skills to make informed decisions. Students learn to make ethical use of data to derive information and meaningful insights leading to actions that benefit both business and society. Graduates are business intelligence (BI) analysts and leaders who can design an enterprise-wide analytics strategy to solve organizational problems.

Graduates will be effective liaisons between technical experts and organizational users of business analytics, so the value of fact- and data-driven decisions can be fully realized by the organization.

The program begins with four foundational courses that orient students to the contexts for analytics in contemporary businesses, along with an emphasis on data and its ethical use for decision-making. These foundational courses are followed by four analytics courses that provide in-depth overview of descriptive, predictive, and prescriptive analytics. In this core part of the program, a variety of analytics use cases are showcased and students are exposed to industry-leading analytics software. An elective course provides an opportunity to students to build on their knowledge of analytics in specialized areas such as location analytics and marketing analytics or round out their knowledge of business. The program ends with an integrative Capstone that provides a culminating real-world analytics project experience in an organization.

The MSBA is offered in an online hybrid format and in a classroom environment. The classroom sessions include seminars, lectures, simulations, case analyses, and small group activities. Student interaction inside and outside of the classroom is key to a successful experience.

Learning Outcomes: Learning outcomes for the program may be found at: www.redlands.edu/msba

Requirements

The major program consists of ten courses totaling 36 semester credits. Course descriptions are found in the section of this Catalog titled Course Descriptions.

Foundation Courses (4 courses/12 credits):

BUAN 600 MSBA Program Orientation (0)

BUAN 610 Data Ethics for Business (4)

BUAN 615 Competing with Analytics (4)

BUAN 620 Data Science Foundations (4)

Analytics Courses (4 courses/16 credits):

BUAN 630 Data Visualization and Storytelling (4)

BUAN 631 Data Driven Decision-Making (4)

BUAN 651 Prescriptive Analytics for Managerial Decision-Making (4)

BUAN 640 Data Mining for Predictive Analytics (4)

Elective Courses (1 course/4 credits): (Select One)

BUAN 691 Introduction to Location Analytics & Marketing (4)

BUAN 694 Location Analytics and Decision-Making (4)

BUAN 683 Marketing Analytics (4)

BUAN 660 Managerial Finance (4)

BUAD 658 Accounting and Finance for Managers (4)

MGMT 680 Marketing Management (4)

INTB 655 Global Environment for Business (4)

MGMT 631 Management and Organizational Behavior (4)

Capstone (1 course/4 credits):

BUAN 695 Analytics Capstone (4)

The Master of Science in Organizational Leadership

Developing 21st Century Purposeful Leaders

The Master of Science in Organizational Leadership (MSOL) is designed to address the needs and challenges of 21st century organizational leaders. Today’s organizations have multifaceted and immersive relationships with employees, customers, 351

2022-2023 Academic Catalog

suppliers, and communities. Consequently, there is a need to develop leaders with critical 21st century business skills and with the ability to lead purposefully at the individual, group, organizational, and societal levels. Within this context, a successful leader must improve the bottom line, while responding to the needs and values of stakeholders.

The program advances leaders who will be able to:

• Integrate organizational behavior and leadership theory to effectively address issues related to talent management.

o Example: Develop proficiency in building a culture of trust and managing performance of diverse groups.

• Utilize principles, theories, and methods of leadership and management to address issues related to organizational effectiveness.

o Example: Learn the keys to successful change management and the use of data for better decision-

making.

• Master written, oral, and analytical expression to communicate effectively.

o Example: Learn to apply strategic and persuasive communication practices to solve organizational problems.

• Assess, practice, and apply managerial and leadership skills to positively impact an organization and society.

o Example: Become a purposeful leader who has a sustained positive impact on the organization and

society.

• Integrate ethical concepts, principles, and theories in management.

o Example: Learn the role of ethical behavior as a cornerstone to leadership effectiveness and societal contribution.

The program begins with an immersive assessment of 21st Century Leadership Skills. This one-credit course (MGMT 633, Assessment of 21st Century Leadership Skills) is taken at the beginning of the program concurrently with another course and serves as an opportunity for students to be self-reflective regarding their current leadership skills in advance of the transformation ahead. Students then progress through leadership and management courses exploring the self, the team, the organization, and society. At the end of the program students complete a one-credit course (MGMT 639, Reflection on 21st Century Leadership Skills) to determine what skills they have developed or strengthened and in what areas they may need further development. They also create a plan to continue their growth as leaders after completion of the MSOL.

Learning Outcomes: Learning outcomes for this program may be found at: www.redlands.edu/msol.

Requirements

The major program consists of nine required courses totaling 30-semester credits. Course descriptions are found in the section of the Catalog titled Course Descriptions.

Required Courses (9 courses/ 30 credits):

MGMT 633 Assessment of 21st Century Leadership Skills (1)

MGMT 634 Leading Individuals and Teams (4)

MGMT 635 Analytics for Managers (4)

MGMT 636 Leadership Communication (4)

MGMT 637 Strategic Leadership and Management of Change (4)

MGMT 638 Purposeful Leadership (4)

MGMT 667 Business Ethics & Society (4)

MGMT 674 Human Resources Management (4)

MGMT 639 Reflection on 21st Century Leadership Skills (1)

School of Business & Society Course Descriptions

Management

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3 credits

BAMG 334 Understanding Informational Contexts

Discussion of electronic commerce, including its

4 credits

components, structure, and technology, as well as the

Introduction to using information systems to create

application of marketing concepts to e-commerce.

contexts for effective business environments. Examines

how to effectively use and produce information to build

BUAD 393 Principles of Personal and Family Finance

dynamic organizational cultures that support creative

2–3 credits

individuals and teams.

Emphasis on principles of finance and financial planning

underlying personal and family finance. Topics include

BAMG 356 Human Resources Management

budgeting, installment buying, savings, investments,

4 credits

borrowing, pensions, wills, estates, insurance, home

Study of the theory and practice of the human

ownership, banking, taxes, and buying on credit.

resource/personnel function in organizations, including

labor relations. Current issues in Human Resources

BUAD 475 Practical Training and Internship

Management will be addressed.

0–4 credits

Helps students learn skills and knowledge that will have

BAMG 365 Accounting and Finance for Managers

positive impact on their careers. It provides students

4 credits

with valuable opportunities, including the opportunity to

Focuses on the role of financial and accounting

observe and apply concepts learned in the classroom as

information in managerial decision-making. This course

well as the chance to “test drive” companies, industries,

explores how managers access capital, manage

functions, or careers that interest them.

resources, budget operations, and report economic

Credit/no credit only. Course may be repeated for degree

events.

credit, up to 24 credits maximum.

BAMG 401 Critical Perspectives for Management

BUAD 495 Business Consultancy Capstone

4 credits

4 credits

Develops advanced critical analysis skills in writing,

Integrating prior coursework within the context of

reading, and oral presentation through considering

strategy formulation and implementation, student teams

aspects of leadership in management in its various

conduct a “live” consulting engagement with a domestic

dimensions and within diverse theoretical and

organization. Students develop the parameters of the

disciplinary frameworks.

engagement and apply appropriate theoretical

Prerequisite(s): BUSB 301.

knowledge in a practical setting to prepare and present a

project report. May substitute for BUSB 485.

BAMG 430 Advanced Topics in Organizational Behavior

Prerequisite(s): BUSB 481.

and Human Resources Management

4 credits

BUAD 631 Data Driven Decision-Making

4 credits

In-depth study of advanced topics in human resources

The course focuses on descriptive and predictive

management and organizational behavior that includes a

analytics for decision-making from a variety of business

review of the literature, a deeper understanding of

disciplinary perspectives. Important elements include

theoretical foundations, and applications to real

identification of data driven decision-making contexts in

organizational issues.

business, ascertaining data needs, analyzing data,

Prerequisite(s): BUSB 330, BAMG 356, and BAMG 401.

interpreting and communicating results, and ultimately

the value proposition of analytics.

Business Administration

Not open to students who earned a 3.0 or higher GPA for

BUAD 648.

BUAD 301 Small Business Management

3 credits

BUAD 632 Introduction to Managerial Economics

Considerations for those involved in small business.

4 credits

Analysis of location, legal problems, staffing, financing,

Examination of economic concepts essential for

marketing, and other topics.

managerial decision-making. Focus on applying

macroeconomic fundamentals and microeconomics

BUAD 348 Electronic Commerce and Internet Marketing

analysis to a wide array of business problems.

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Not open to students who earned a 2.0 or higher GPA for

conduct a “live” consulting engagement with a domestic

BUAD 644.

organization. Students develop the parameters of the

engagement and apply appropriate theoretical

BUAD 658 Accounting and Finance for Managers

knowledge in a practical setting to prepare and present a

4 credits

project report.

Focuses on the role of accounting and finance in

May substitute for MGMT 697, FINC 664, INTB 692W,

managerial decision-making. This course explores how

ISYS 683W, GISB 693W, MGMT 694W, MGMT 695, or

managers access capital, invest in resources, budget

BUAD 696.

operations, and report economics events.

Not open to students who have completed BUAD 660.

BUAD 696 Strategy Capstone

4 credits

BUAD 660 Managerial Finance

Integrating knowledge and skills from prior coursework

4 credits

to analyze and solve business problems from strategic

An overview of financial management tools used in

and functional perspectives. Students work in an

analyzing and developing strategies for making business

experimental and adaptive learning environment of

decisions. Topics include: time value of money, bond and

dynamic simulation to experience the complexity of

stock valuation, risk and return, capital budgeting, capital

business decision- making. The simulative decision-

structure and dividend policy, working capital

making focuses on teamwork and critical thinking in

management, options, and their applications in

collaborative development and execution of strategic

corporate finance.

plans.

Prerequisite(s): This course may be substituted by the

BUAD 675 Advanced Practical Training and Internship

study-abroad programs in INTB 670.

0–4 credits

Helps students learn skills and knowledge that will have

Business Analytics

positive impact on their careers. It provides students

with valuable opportunities, including the opportunity to

BUAN 600 MSBA Program Orientation

observe and apply concepts learned in the classroom as

0 credits

well as the chance to “test drive” companies, industries,

Introduces students to the MSBA curriculum and the

functions, or careers that interest them.

approach to graduate academic engagement offered at

Credit/no credit only. Course may be repeated for degree

the University of Redlands School of Business and its

credit, up to 24 credits maximum.

unique learning community.

Prerequisite for all other MSBA courses. Credit/no credit

BUAD 683 Information and Knowledge Management

only.

4 credits

Survey of information systems principles emphasizing the

BUAN 610 Data Ethics for Business

strategic role of information systems in business, and

4 credits

global and interactive aspects of information systems.

Evaluates the ethical, social, and legal ramifications of

Not open to students who have received credit for MGMT

the choices we make at different stages of data analysis

691.

and information privacy, and the impact of those choices

on managerial decision-making.

BUAD 694 Entrepreneurship Capstone

Prerequisite(s): BUAN 600.

4 credits

This capstone course takes students through all 8 steps

BUAN 615 Competing with Analytics

on the SLAM diagram which all aim to evolve theoretical

4 credits

‘product-market’ fit and how a startup intends to focus

This course examines organizational contexts for

and grow with a pre-identified target customer group

business analytics. Focus is on creating competitive

and also de-risk the startup implementation journey

advantage across business functions such as marketing,

once positive validation has been established.

operations, finance, human resources, R&D, and supply

chain through strategic use of analytics.

BUAD 695 Business Consultancy Capstone

Prerequisite(s): BUAN 600.

4 credits

Integrating prior coursework within the context of

BUAN 620 Data Science Foundations

strategy formulation and implementation, student teams

4 credits

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This course provides an in-depth understanding of data,

Prerequisite(s): BUAN 615.

data technologies, and techniques essential to effective

and ethical data analytics. The course also includes

BUAN 660 Managerial Finance

fundamental concepts and skills to effectively manage,

4 credits

clean, integrate, pre-process, and transform data for

An overview of financial management tools used in

analytics using industry-standard tools such as Python or

analyzing and developing strategies for making business

R.

decisions. Topics include time value of money, bond and

Prerequisite(s): BUAN 600 and BUAN 615.

stock valuation, risk and return, capital budgeting, capital

structure and dividend policy, working capital

BUAN 630 Data Visualization & Storytelling

management, options, and their applications in

4 credits

corporate finance.

Evaluates the role of descriptive analytics, both statistical

Prerequisite(s): BUAN 631 or BUAD 631.

measures and visualization, in delivering organizational

value to decision-making contexts. Includes use of spatio-

BUAN 683 Marketing Analytics

temporal data for “story-telling” and the effective

4 credits

communication of results to organizational decision-

Examination of the strategic planning process, with

makers.

emphasis on resource allocation decision driven by

Prerequisite(s): BUAN 615 and BUAN 620.

marketing analytics. Focus on the use of quantitative and

data analysis tools to define optimal marketing mix,

BUAN 631 Data-Driven Decision-Making

perform effective analysis of customers and digital

4 credits

marketing campaigns, as well as integrate spatial thinking

Course focuses on descriptive and predictive analytics for

in decision making.

decision-making from a variety of business disciplinary

Prerequisite(s): BUAN 631 or BUAD 631.

perspectives. Important elements include identification

of data-driven decision-making contexts in business,

BUAN 691 Introduction to Location Analytics and

ascertaining data needs, analyzing data, interpreting and

Marketing

communicating results, and ultimately the value

4 credits

proposition of analytics.

Introduction to the fundamentals of location analytics

Prerequisite(s): BUAN 615 and BUAN 620.

including location value and spatial maturity growth

across business functions. Moving from fundamentals,

BUAN 640 Data Mining for Predictive Analytics

the course focuses on marketing applications of GIS and

4 credits

location analytics to enhance customer value by

Provides an overview of data mining concepts, process,

understanding, examining, and predicting the needs and

and popular methods in the context of business.

preferences of modern customers.

Supervised and unsupervised methods are covered using

Prerequisite(s): BUAN 631 or BUAD 631.

large, real-life business datasets, with statistical modeling

and machine learning support provided by programming.

BUAN 694 Location Analytics and Decision Making

Spatial data mining, privacy issues and pitfalls of data

4 credits

mining are also discussed.

Focus on decision-making spanning various stages of

Prerequisite(s): BUAN 615, BUAN 620, and BUAN 631 or

location value chain in businesses employing GIS and

BUAD 631.

location analytics. Emphasis on illustrations of location

analytics project planning, development, and

BUAN 651 Prescriptive Analytics for Managerial

implementation in businesses. Topics include spatial

Decision-Making

decision support, location analytics to examine big data,

4 credits

social media, mobile technologies, and their spatial

Provides an understanding of the role analytics plays in

components.

decision-making process. Topics include quantitative

Prerequisite(s): BUAN 631 or BUAD 631.

methods of managerial decision-making, including linear

programming, network models, transportation,

BUAN 695 Analytics Capstone

assignment, transshipment, project management

4 credits

(PERT/CPM), inventory management, simulation,

Culmination of the MSBA program with focus on an

decision theory, forecasting, and supply chain

applied analytics project. Using knowledge gained

management.

throughout the program, students work on a real-world

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project that requires strategic deployment of analytics.

Emphasis on improving decision-making and

BUSB 260 Financial and Managerial Accounting

communicating the value generated by analytics.

4 credits

Prerequisite(s): BUAN 600, BUAN 615, BUAN 620, BUAN

Examines accounting information as an economic

630, BUAN 631 or BUAD 631, BUAN 640, and BUAN 695.

decision-making tool. This course presents the concepts,

policies, and procedures that govern accounting

Business

information systems. Students use that understanding to

improve resource allocation by managers, owners, and

BUSB 095 Mathematical Fundamentals for Business

creditors of an organization.

0 credits

Prerequisite(s): BUSB 145 or equivalent.

The course includes the study of the basic laws of

numbers, fractions, exponents, graphing, and radicals, as

BUSB 300 Ethical and Legal Environment of Business

well as gaining an understanding of a variety of

4 credits

expressions and equations, including equalities,

Examination of moral and legal business issues in

inequalities, polynomials, and quadratics. The

domestic and international contexts with emphasis on

development of solving of word problems will be studied

contemporary problems.

extensively.

Credit/no credit only.

BUSB 301 Critical Analysis: Written and Oral

Communication

BUSB 145 Mathematical Foundations for Business

4 credits

4 credits

Deepens students’ analytical skills in written and oral

Introduction of mathematical foundations with

communication. Focus on purpose, depth, organization,

applications for decision-making in business, economics,

research, style, and effectiveness. Special attention is

finance, business statistics, and operations management.

paid to contemporary business contexts, as well as

Focus is on mathematical concepts, including functions

historical perspectives.

and their graphs, systems of equations and inequalities,

linear programming, mathematics of finance, and basic

BUSB 330 Managing and Leading Organizations

probability and statistics.

4 credits

Prerequisite(s): successful completion of the Math

Overview of organizational behavior and theory. Focus is

Readiness Evaluation or ALEKS PPL (Placement,

on the behavior of individuals and groups within

Preparation, and Learning Assessment).

organizations. The study of organizational decision-

making, organizational design, culture, leadership, power

BUSB 230 Economics for Business

and politics, and management of change. Ethics,

4 credits

diversity, and globalization are integrated throughout the

Introductory study of macroeconomics and

course.

microeconomics. Microeconomics studies decision-

Prerequisite(s): BUSB 301 or equivalent.

making by individual firms and consumers in regard to

the allocation of scarce resources, supply and demand

BUSB 333 Business Information Systems

basics, and optimum output determination.

4 credits

Macroeconomics includes coverage of the national and

Introductory organizational and managerial overview of

global economy, the impact of economic aggregates, and

information systems. Assessing and constructing data

government action.

and information for decision-making, designing

interactive and spatial information systems, and

BUSB 232 Data Driven Decision-Making

assessing their ethical implications. Communicating

4 credits

effectively in a systems development environment.

Introduction to basic statistical concepts, including

measures of central tendency and dispersion, frequency

BUSB 340 Principles of Marketing

distributions, probability distributions, sampling

4 credits

distributions, and estimation. Also, application in

Introduction to the concept of marketing and marketing

statistical inference, one- and two-sample hypothesis

principles. Focus on creating value for customers.

testing, chi-square, analysis of variance, and multiple

Develops an understanding of the four elements of the

regression models.

marketing mix (product, price, promotion, and

Co-requisite: BUSB 145 or equivalent.

place/distribution) with application to product, service,

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profit, and not-for-profit enterprises in local, national,

alternatives. Emphasizes interrelationships of various

and international environments.

organizational functions.

Prerequisite(s): BUSB 301 or equivalent.

Prerequisite(s) in the BS Management program: BUSB

330, BAMG 334, BUSB 340, and BAMG 365 or their

BUSB 342 International Business

equivalents. Prerequisite(s) in the BS Business program:

4 credits

BUSB 330, BUSB 333, BUSB 340, and BUSB 361, or their

Examination of developments within international

equivalents.

markets and the effects of the activities of business

Co-requisite: BUSB 342 or equivalent.

enterprises. Students study the effects of increasing

international linkages on the role and conduct of

BUSB 484 BSB Entrepreneurship Capstone

domestic and international business functions. This

4 credits

course may be substituted by the study-abroad programs

This capstone course takes students through the Startup

in INTB 470.

Launch Assistance Map diagram to evolve theoretical

Prerequisite(s): BUSB 301 or equivalent.

‘product-market’ fit and determine how their proposed

startup will focus and grow with a pre-identified target

BUSB 361 Financial Management

customer group. The process will de-risk the startup

4 credits

implementation journey once the student positively

Principles of financial planning, control, and analysis of

validates their idea.

the firm and the role of the financial manager within the

Prerequisite(s): BUSB 340 or equivalent and BUSB 342 or

firm.

equivalent. Co-requisite: BUSB 481 or equivalent.

Prerequisite(s): BUSB 145 or equivalent. Co-requisite:

BUSB 260 or equivalent.

BUSB 485 Capstone: Analysis and Integration in

Business and Management

BUSB 370 Managing Quality and Operations

4 credits

4 credits

Focuses on integrating knowledge and skills acquired

Operations management issues and techniques to

during the program and applying them to an

analyze problems for organizations that provide services

organizational analysis. Students develop and present a

and manufacturing products. Strategic issues and

capstone paper that utilizes artifacts created in earlier

practical applications include productivity,

courses, synthesizes principles and theories from a broad

competitiveness, supply chain management, decision-

arena of learning, and demonstrates effective skills of

making, quality management, process selection, linear

critical inquiry. This course may be substituted by the

programming, transportation models, forecasting,

study-abroad programs in INTB 470.

inventory management, enterprise resource planning,

Prerequisite(s): BUSB 340 or equivalent and BUSB 342 or

project management, and simulation.

equivalent. Co-requisite: BUSB 481 or equivalent.

Prerequisite(s): BUSB 145 and BUSB 232 or equivalent.

English

BUSB 433 GIS for Business

4 credits

ENGB 102 Composition II: Critical Analysis

Overview of GIS and spatial analysis applied to

3 credits

organizations. Focus is on geographic information,

Methods, strategies, and contexts for developing clear

location-based decision-making, spatial data, investment

and effective analytical writing. Special attention paid to

in and value of GIS, ethical aspects, and GIS strategies.

taking a position, argument development, use of

Students learn through case studies and lab practice with

evidence, organization, and style. Not open to students

spatial data.

who have received credit for ENGW 201.

Prerequisite(s): BUSB 333 or equivalent.

ENGB 125 Business and Professional Speaking

BUSB 481 Strategic Management

3 credits

4 credits

Theory and practice relevant to a variety of business and

Develops analytical tools critical to assessing

professional speaking situations. Topics include listening,

environments, opportunities, and threats needed to

audience analysis, research, organization, style, and

build and sustain long-term competitive advantage.

delivery.

Addresses knowledge, skills, and approaches necessary

to generate, evaluate, and implement strategic

ENGB 323 Reading Film

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3 credits

FINC 662 Investment Theory and Analysis

Study of the dynamics, theory, and structures of film,

4 credits

exploration of film genres, and analysis of films from

Examination of theoretical framework for investments

various genres, historical periods, and cultures. Prior

and portfolio analysis. Focuses on development of

completion of BUSB 301 is recommended.

investment objectives and evaluation of risk-return

trade-off leading up to optimal portfolio selection and

ENGB 326 Contemporary Literary Contexts

management.

3 credits

Study of theories and techniques of critical literary

Geographic Information Systems

analysis with application to texts from various genres,

historical periods, and cultures. Prior completion of BUSB

GISB 410 The Urban Community: A Spatial Approach

301 is recommended.

3 credits

Study of the urban community, including the topics of

ENGB 351 Writing and Work

city dynamics, metropolitan concepts, neighborhoods,

3 credits

migration, race, ethnicity, gender, poverty, industrial

Advanced course focusing on diverse forms of writing in

location, edge cities, environment, and urban planning.

the workplace, including but not limited to reports,

Spatial analysis is introduced to better understand the

proposals, evaluations, and persuasive documents.

city. Several GIS labs on urban processes are included.

Special attention paid to collaborative writing settings,

Prerequisite(s): BUSB 333 or introductory-level course in

presentation strategies, and web design principles.

Information Systems.

ENGB 360 Topics in Literature and Film

GISB 691 Introduction to Location Analytics and

1–3 credits

Marketing

Selected intermediate topics in literature and/ or film

4 credits

chosen to reflect student interest and instructor

Introduction to the fundamentals of location analytics

availability. May be repeated for degree credit for a

including location value and spatial maturity growth

maximum of 6 credits, given a different topic.

across business functions. Moving from fundamentals,

the course focuses on marketing applications of GIS and

ENGB 447 Business, Literature, and Film

location analytics to enhance customer value by

3 credits

understanding, examining, and predicting the needs and

Examination of representations of business, commerce,

preferences of modern customers.

and related themes in literature and film from various

genres, periods, and cultures.

GISB 692 Spatial Analysis of Global Business

4 credits

ENGB 449 Literature, Globalism, and Enterprise

Analysis of location aspects of global business and value

3 credits

chains in the context of a complex, international

Study of literature from various genres, periods, and

environment. Emphasis is on employing GIS for spatial

cultures through the twin lenses of globalism and

analysis of country characteristics to gain important

enterprise. Themes may include cultural and economic

insights to global production and sales decisions, as

hegemony; multinational business; post-colonialism;

businesses increasingly focus on international markets.

evolving representations of markets, exchange, and

power; regionalism; authority and voice; etc.

GISB 694 Location Analytics and Decision Making

4 credits

Finance

Focus on decision-making spanning various stages of

location value chain in businesses employing GIS and

FINC 661 Financial Markets and Institutions

location analytics. Emphasis on illustrations of location

4 credits

analytics project planning, development, and

Analysis of the role of money/capital markets and

implementation in businesses. Topics include spatial

financial institutions in the allocation of capital in the

decision support, location analytics to examine big data,

economy. Depository and non-depository financial

social media, mobile technologies, and their spatial

institutions are examined with special attention to the

components.

evolution and regulation of such institutions.

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GISB 695 Managing and Leading the Contemporary

Geographical Information Systems (GIS). Covers the

Spatial Business

design and functioning of GIS, applications to business

4 credits

and environmental problems, and management of GIS.

Culmination of Location Analytics concertation with focus

Includes hands-on experience. Not open to students who

on management and leadership aspects of contemporary

have completed ISYS 365.

spatial business enterprise. Emphasis on application of

management principles for spatial transformation,

International Business

development, prototyping of spatial strategies for

competitive advantage spanning the organizational value

INTB 470 International Area Studies

chain. Topics include GIS strategy, cost-benefit analysis,

4 credits

and ROI of spatial investments.

Students intensively study a specific country or region in

the world. They evaluate the characteristics of the

Health Science

analyzed area’s socioeconomic conditions, its policy

environment, and its business activities. They then

HLSC 116 The Stress of Living

analyze how these factors jointly influence the

3 credits

international marketplace. Course combines lectures

Considers individual lifestyles and stress styles and

with overseas seminars, company/institutional visits, and

teaches stress management techniques, including

cultural exposure.

relaxation response, imagery, and self-hypnosis.

May substitute for BUSB 342 or BUSB 485.

Appropriate stress management intervention for the

Prerequisite(s): BUSB 301 or by permission. May be

individual, group, and organization. Includes experiential

repeated for credit given different country or region.

and didactic learning experiences.

INTB 495 Global Business Consultancy Capstone

HLSC 396 Special Studies in Health Science

4 credits

1–6 credits

Integrating prior coursework within the context of

Reading and research in a special area under faculty

strategy formulation and implementation, student teams

direction. Project to include statement of objectives,

conduct a “live” consulting engagement with an

outline of activities planned, results expected, and how

organization in a foreign country. Students develop the

each is to be reported and evaluated.

parameters of the engagement and apply appropriate

theoretical knowledge in a practical setting to prepare

Humanities

and present a project report. With Undergraduate

Program Director approval, may substitute for BUSB 485.

HUMB 309 Theories of Human Nature

Prerequisite(s): BUSB 481.

3 credits

Analysis and comparison of a number of major theories

INTB 655 Global Environment for Business

of human nature. Not open to students who have

4 credits

received credit for MGTW 310.

Exploration of the theoretical and practical concepts of

geopolitical and economic relations to evaluate the

HUMB 396 Special Studies: Arts and Humanities

effects of globalization on business. Focus is on

1–6 credits

evaluating and formulating strategic responses to diverse

Reading and research in a special area under faculty

political, economic, and social factors regarding the risks

direction. Project to include statement of objectives,

they present for international trade and investment,

outline of activities planned, results expected, and how

resource allocation decisions, and organizational

they are to be reported and evaluated. May repeat for a

structures . This course can be substituted with INTB 670

maximum of 6 credits, given different content.

International Area Studies.

Prerequisite(s): Not open to students who have received

Information Systems

credit for INTB 693, FINC 662, GISB 692, or INTB 670.

ISYS 364 Geographical Information Systems: Managing

INTB 670 International Area Studies

Environmental Problems

4 credits

3 credits

Students intensively study a specific country or region in

Students, managers, and business professionals are

the world. They evaluate the characteristics of the

introduced to the use and practical importance of

analyzed area’s socioeconomic conditions, its policy

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environment, and its business activities. They then

1–6 credits

analyze how these factors jointly influence the

Reading and research in a special area under faculty

international marketplace. Course combines lectures

direction. Project to include statement of objectives,

with overseas seminars, company/institutional visits, and

outline of activities planned, results expected, and how

cultural exposure . Note: Students cannot repeat the

they are to be reported and evaluated.

same course destination from their undergraduate

program. May substitute for BUAD 642, INFT 630, INTB

MGMT 334 Management Simulation

655, INTB 693, INTB 694, ISYS 680, GISB 692, or MGMT

1–6 credits

690, INTB 690, BUAD 696, OR MGMT 636.

Advanced applications approach to the study of

management. Survey and application of the main aspects

INTB 690 Global Business Operations

of management: communicating, motivating, planning,

4 credits

organizing, leading, controlling, change, and conflict.

Advanced analysis of the causes that motivate businesses

to establish operations on a global scale, the application

MGMT 347 Supervision

of effective techniques to manage these activities and

3 credits

their financial consequences, and the integration of

Study of the worker with emphasis on motivating,

global operations decisions across business functions.

communicating, counseling, training, managing time, and

This course can be substituted with INTB 670

evaluating performance. Emphasis is on small groups and

International Area Studies.

individuals rather than the organization and its

environment.

INTB 693 Global Finance

4 credits

MGMT 387 Humor and Creative Management

Study and application of finance in the global arena.

3 credits

Focus of critical attention on how financial strategies,

Consideration of cognitive styles and exploration of

risk, tools, investments, theories, and institutions work in

theories of humor while providing exercises connecting

a global context. This course can be substituted with INTB

creative intelligence and humor. Students develop

670 International Area Studies.

framework for examining organizational humor and

cognition and their relationships to innovation and

INTB 694 Global Marketing

creativity. Also construct models and plans for

4 credits

intervention to enhance humor and creative intelligence

Exploration and application of marketing concepts to the

in organizations. Not open to students who have received

demands and conditions of the global marketplace.

credit for MGMT 386.

Critical evaluation of the marketing challenges presented

by the increased exposure of individuals, businesses, and

MGMT 396 Special Studies: Management

governments to international market forces. This course

0–6 credits

can be substituted with INTB 670 International Area

Reading and research in a special area under faculty

Studies.

direction. Project to include statement of objectives,

outline of activities planned, results expected, and how

INTB 695 Global Business Consultancy Capstone

they are to be reported and evaluated.

4 credits

Integrating prior coursework within the context of

MGMT 397A Special Studies: Leadership and Motivation

strategy formulation and implementation, student teams

1–3 credits

conduct a “live” consulting engagement with an

Leadership and motivation theory with personal

organization in a foreign country. Students develop the

application and development for understanding

parameters of the engagement and apply appropriate

leadership in today’s diverse work environments. Topics

theoretical knowledge in a practical setting to prepare

include merging leadership and motivational concepts

and present a project report. May substitute for MGMT

such as transformational leadership, emotional

697/697W, INTB 692W, FINC 664W, GISB 693W, ISYS

intelligence, the triarchic theory of intelligence,

683W, MGMT 694W, MGMT 695, OR BUAD 696.

followership, job satisfaction, power and influence,

change and creativity.

Management

MGMT 397B Special Studies: Management of Human

MGMT 296 Special Studies: Military Science

Capital

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1–3 credits

management skills, management knowledge through a

Study and critical analysis of both theory and practice of

standardized test, and knowledge of business

human capital management in modern complex

mathematics.

organizations.

Numeric grade only.

MGMT 397C Special Studies: Money and Banking

MGMT 634 Leading Individuals and Teams

1–3 credits

4 credits

Development of electronic money and banking into the

Leading Individuals and Teams provides the foundations

traditional subjects of money, banking, and financial

for understanding the behavior of individuals and teams

markets. The course provides an integrated coverage of

in organizations. The course takes an application-

domestic and international financial markets and the

oriented perspective on understanding individuals and

global economy.

groups and managing their performance.

Numeric grade only.

MGMT 398 Special Studies: Public Service

Administration

MGMT 635 Analytics for Managers

1–6 credits

4 credits

Reading and research in a special area under faculty

This course provides a managerial overview of business

direction. Project to include statement of objectives,

analytics in the contemporary organization.

outline of activities planned, results expected, and how

Current/aspiring managers and consumers of analytics

they are to be reported and evaluated.

will learn about analytical approaches to managerial

decision-making. Stages of analytical maturity and

MGMT 604 Managerial Assessment and Development

elements of analytical competitiveness will be examined

4 credits

to prescribe a roadmap for successfully deploying

Students assess and develop their personal skills,

analytics in the organization.

interpersonal skills, group skills, and specific

Numeric grade only.

communication skills through self-assessment, study of

theory, analysis, practice, and application. Students

MGMT 636 Leadership Communication

assess their career preferences and develop personal

4 credits

action plans.

Course provides advanced analytical approaches for

strategic written, presentation, and interpersonal

MGMT 610 Contexts for Contemporary Management

communication in organizational contexts. Focus on

4 credits

practical methods that advance leaders’ abilities to

Critical analysis course providing students with research

inform, engage, persuade, and influence professional

methods, written and oral communication strategies,

audiences, Special attention paid to changing forms,

and leadership skills necessary for graduate-level work.

formats, and culture in contemporary professional

Focus on diverse historical and cultural contexts in

communication.

management thought, with special attention paid to

Numeric grade only.

shifting perspectives on organizational life.

MGMT 637 Strategic Leadership and Management of

MGMT 631 Management and Organizational Behavior

Change

4 credits

4 credits

Topics include managing individual performance, team

Strategic leadership and management of change provides

and intergroup dynamics, leadership, human resource

a macro view of organizations. The course takes a big

management, organizational design, decision making and

picture view of organizations and walks a student

management of change.

through strategic thinking about their own organization.

The course takes an application-oriented perspective on

MGMT 633 Assessment of 21st Century Leadership

organizational change, decision making, organizational

Skills

design, organizational culture and power and politics.

1 credit

Numeric grade only.

Orientation to and assessment of 21st Century Skills

including improving performance with systemic thinking,

MGMT 638 Purposeful Leadership

supporting change, and adding value. Includes 360-

4 credits

degree assessment and personal assessment of

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Purposeful Leadership provides an integrative

Study and critical analysis of theory and practice of the

perspective of organizational and societal responsibilities

human resource/personnel function in modern, complex

of leaders. The course covers four interwoven

organizations. Topics such as personnel policies,

dimensions of purposeful leadership: personal,

workforce diversity, HR practices, employee discipline,

relational, strategic and societal. Drawing upon a wide

health and safety, and collective bargaining. Addresses

range of concepts and applications, the primary theme of

goals of equity, efficiency, and effectiveness in a diverse

the course is an examination of the critical role leaders

environment.

play an ensuing that organizations perform in an

effective, meaningful, ethical and socially redeeming

MGMT 680 Marketing Management

manner.

4 credits

Numeric grade only.

Exploration of crucial aspects of marketing with emphasis

on the customer and the marketing mix. Development of

MGMT 639 Reflection on 21st Century Leadership Skills

analytical and critical thinking skills through case study.

1 credit

Design and assessment of a basic marketing plan. Not

Assessment of and reflection on 21st century skills

open to students who have received credit for INTB-

including improving performance with systemic thinking,

694W, ISYS-681W, FINC-661W or GISB-691W.

supporting change, and adding value. Includes 360-

degree assessment and personal assessment of

MGMT Marketing Analytics

management skills, management knowledge through a

4 credits

standardized test, and knowledge of business

Examination of the strategic planning process with

mathematics.

emphasis on marketing resource allocation decision

Numeric grade only.

driven by marketing analytics. Focus on the use of

quantitative and data analysis tools to define optimal

MGMT 651 Analytics for Managerial Decision Making

marketing mix, perform effective analysis of customers

4 credits

and digital marketing campaigns as well as integrate

Provides students with an understanding of the role

spatial thinking in decision making.

analytics plays in the decision-making process. Topics

include quantitative methods of managerial decision-

MGMT 686 Organization Theory

making including linear programming (LP), network

4 credits

models, transportation, assignment, transshipment,

Students develop social skills and apply theories of

project management (PERT/CPM), inventory

organizational structure and design, decision-making,

management, simulation, decision theory, forecasting,

power, politics, culture, innovation and change to real-

and supply chain management.

world case studies in order to make convincing

recommendations to management.

MGMT 661 Introduction to Analytics and Decision

Making

MGMT 690 Strategy

4 credits

4 credits

This course provides an introduction to business analytics

Strategy sets a critical direction and guides the allocation

and applied decision-making using simple quantitative

of resources to achieve long-term organizational

techniques. Topics include cost-revenue models,

objectives. Examination of the formulation of strategy

competitiveness, productivity, forecasting, project

based on internal strengths and weaknesses, as well as

management, and linear programming as they relate to

external opportunities and threats in the context of

business decisions in a dynamic environment.

changing technology and environment. Not open to

students who have completed MGMT 697W.

MGMT 667 Business, Ethics, and Society

4 credits

MGMT 693 Marketing Strategy

Examination of the ethical, legal, and social environment

4 credits

of business and its impact on managerial decision-

Marketing strategy integrates marketing and other

making.

functional areas within a firm. It provides orientation to

organizations on how to use resources and capabilities to

MGMT 674 Human Resources Management

maximize long-run customer value, as well as generate

4 credits

the greatest financial return.

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MGMT 695 Management Consulting Capstone

4 credits

SOCB 302 The Personal and Social Impact of Marital

This course integrates prior coursework within the

Dissolution

program with student teams developing the relevant

2–3 credits

parameters for a consulting engagement and applying

Issues include the environment of the formerly married

appropriate theoretical knowledge in that setting to

(divorced, separated, widowed); problems encountered

prepare and present a project report.

before, during, and after the process of dissolution;

Prerequisite(s): All other MAM courses.

single parenthood; common causes of marital difficulties

and approaches to their resolution; adjustments of the

Science

individual from married to single life; and social forces

affecting the lives of the formerly married. Not open to

SCIB 150 Current Issues in Science and Technology

students who have received credit for ISSS 302.

3 credits

Examination of some of the most important

SOCB 304 Death and Bereavement

technological developments of this century and their

2–3 credits

impact upon human lives. Examination of the complex

Economic, legal, psychological, and historical aspects of

relationship among humans, the environment, and

the process of the dying person and the survivors;

technology. Not open to students who have received

similarities and differences of reactions to death and

credit for LSNS 150.

dying; causes and consequences of suicide; fear of and

curiosity about death; and social attitudes concerning

SCIB 201 Natural Sciences Through Living Laboratories

death and dying. Not open to students who have received

3 credits

credit for ISSS 304.

Exploration of the principles and methodology of

astronomy, marine biology, natural history, and ecology

SOCB 307 Gender and Work

to understand the natural environment. Students will

3 credits

utilize campus-based facilities and field sites throughout

Examination of social-psychological, political, and

Southern California as laboratories. Not open to students

historical realities affecting men and women in the

who have received credit for LSNS 201.

workplace. Incorporates personal experience as

students; examines issues such as power tokenism,

SCIB 460 Topics in Environmental Science

support, networking, socialization, and change. Special

3 credits

interplay to the exchange between gender and other

Greater understanding of the science that underlies such

social factors such as race, class, and sexual orientation.

environmental problems as ozone depletion and the loss

of genetic diversity through explorations of the nature

SOCB 309 The American Family

and scope of science relative to environmental issues.

3 credits

The methods of science, the limitations of scientific

Broad interdisciplinary overview of the variety of

knowledge, and the role of science in society today are

situations that we call “the American family.” Designed

discussed. Not open to students who have received credit

to allow students to pursue particular interests in this

for EVSW 460.

area. Not open to students who have received credit for

SOC 309.

Social Science

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School of Education

The Dean

Mario Martinez

The Faculty

Yang Ai

Phil Mirci

Mikela Bjork

Ross Mitchell

Ann Blankenship-Knox

Conroy Reynolds

Janee Both Gragg

Pauline Reynolds

Brian Charest

Adriana Ruiz-Alvarado

Mousumi De

Alayne Sullivan

Brian Furgione

Tamara Tribitt

Nicol Howard

James Valadez

Jose Lalas

Andrew Wall

Kimiya Sohrab Maghzi

Introduction

Founded in 1924, the graduate and professional School of Education endeavors to transform students into innovative scholar-practitioners, guided by the ideals of equity and access, who serve their communities as leaders in Pre-K-12, and higher education. Through personalized, inclusive, globally engaged teaching and scholarship, we aim to shape and enrich educational practices that advance a more just society and impact the lives of individuals in our community and beyond.

Mission

The faculty, staff, and students of the graduate and professional School of Education form a vibrant community of inquiry committed to experiential learning, diversity of ideas and people, and collaborative scholarship. Through our transformative, high-quality teaching and scholarship, we prepare leaders and professionals who enhance the learning and livelihoods of all people in increasingly complex educational contexts.

Regional Campuses

Some of our courses and programs are offered at convenient locations throughout Southern California. For more programmatic regional campus information, refer to the University of Redlands School of Education website.

School of Education Admissions

The School of Education Admissions Office encourages all interested individuals to visit the campus either informally or by appointment. To schedule an appointment, please call (909) 748-8064 or visit web site at www.redlands.edu for School of Education admissions information. Prospective applicants receive information describing the school’s degree and credential programs, course curriculum, admissions requirements, cost, and financial aid. Potential students will work with an enrollment counselor to identify a program that is best suited for his/her educational needs. University of Redlands School of Education has an appeals policy and procedure for admission decision. For more details, contact your admission counselor.

Admission Status

Official admission status must be attained before continuing into the second course or term. Students may be permitted provisional admission (with approval from the Departmental Admissions Committee).

Provisional Admission

Applicants who do not meet the 2.75/3.0 GPA requirement may petition to be provisionally admitted with the approval of the Departmental Admissions Committee. If approved the student is considered fully admitted but with provisions.

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2022-2023 Academic Catalog

Provisionally admitted students are eligible for financial aid. These students attend the first semester of the program and academic progress is monitored carefully. If the student earns at least a 3.0 in each of his or her courses during the first semester, the provisions are lifted. Students who do not meet the academic requirements during the first term will be academically dismissed from the program.

Matriculation

Students will be matriculated when the Registration and Tuition agreement has been signed.

Appeal Decision

Students seeking to appeal an admission decision can contact the Office of Graduate and Professional Enrollment.

Additional documentation in support of the appeal must be provided.

Preliminary Teacher Credential

The School of Education offers the Multiple Subject, Single Subject, and Education Specialist Teacher Credential Programs.

The programs are accredited by the California Commission on Teacher Credentialing. The teacher credential programs are designed for individuals who have earned their baccalaureate degrees. For undergraduate credential programs, see the Education segment in the College of Arts and Sciences section of this Catalog.

Credential courses are offered during evening hours to accommodate working adults. The MALT program’s early fieldwork experience will require a minimum 5 to 10 hours per course. The EDSP program’s early fieldwork experience hours will consist of 200 hours. Student teaching is a 14-week, full time work commitment that occurs at the end of the program.

Undergraduate Students

Students from the College of Arts and Sciences interested in earning a teaching credential must apply to the School of Education. Undergraduate students can enroll in both Child Development (EDUG 331) and Foundations of Learning (EDUG

401) before the School of Education admission process. Students need to contact an admissions counselor to discuss the best credential program pathway.

Admission Requirements for Preliminary Teacher Credential

• Completed application

• Meet basic skills requirement.

• Official transcript with evidence of an undergraduate degree from a regionally-accredited institution with a 2.75 or higher GPA sent directly to the School of Education

o Students who do not have the minimum GPA must submit a GPA petition to the School of Education along with 2 additional letters of reference from different academicians/professionals.

• Completion of Child Development course or equivalent

• Evidence of 50 hours of observation or work with children in a public-school setting

• Proof of Certificate of Clearance (livescan)

• Evidence of subject matter competency by passing state CSET examination(s) or completion of state-approved waiver program—may show evidence of registering for examination(s) for application purposes, but will need to pass examination(s) by the designated student teaching application deadlines in order to student teach

• Two letters of recommendation from academicians or professionals who know the applicant's capacity for academic work

• Evidence of negative TB test results, within the last two years

• Admission decisions are made by the Departmental Admissions Committee

Subject Matter Competency

All teacher credential candidates must demonstrate competency in their specific subject matter area. In the State of California, this requirement can be met by successful completion of one of the alternatives that follow.

Multiple Subject candidates must

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• Pass state-approved examinations in Multiple Subject (CSET)

• -or- Complete a state-approved, multiple subject waiver program

Single Subject candidates must either

•

Pass state-approved examinations in their specific subject matter area (CSET)

•

-or- Complete a state-approved, single-subject waiver program.

Education Specialist candidates must either

•

Pass state-approved examinations in Multiple Subject CSET subtest,

•

-or- Complete a state-approved, multiple subject waiver program,

•

-or- Pass state-approved examinations (CSET) in a core academic subject,

•

-or- Complete a state-approved, single-subject waiver program in a core academic subject.

• CTC’s language on “core academic subject”

Before teacher credential candidates are allowed to student teach, competency in related subject matter content areas must be evidenced by either passing the CSET or by having completed at least four-fifths of an approved subject matter competency program. A student who successfully completes a waiver program does not need to pass the state-approved subject competency examinations. Subject matter competency must be met prior to the designated student teaching application deadlines in order to student teach.

Master of Arts Degrees Admissions Requirements

The following is required of all applicants to School of Education master’s degree programs. Specific programs may have additional requirements.

•

Completed application

•

Official transcript with evidence of an undergraduate degree from a regionally-accredited institution with a 3.0 or higher GPA sent directly to the School of Education (requirement is 2.75 GPA for the MA in Education: Learning and Teaching)

o Students who do not have the minimum GPA must submit a GPA petition to the School of Education along with 2 additional letters of reference from different academicians/professionals.

•

Personal statement of 500 words describing personal experience and interests in relationship to the degree program (requirement is an EQUITY statement for the MA in Education: Learning and Teaching)

•

Two recommendations from professionals who know the applicant’s capacity for academic work

•

GRE scores (optional)

•

Certification of Clearance required for candidates in Educational Administration and School Counseling

•

Admission decisions are made by the Departmental Admissions Committee

For Credential Applicants only:

•

California teaching or basic services credential required for Preliminary Administrative Services Credential (PASC) program and the PASC is required for the Clear Administrative Services Credential (CASC) program

•

If credential applicant has pursued post-baccalaureate study:

o Official transcripts from regionally-accredited institutions reflecting all post-baccalaureate study in education (e.g., teaching credential, services credential, master’s degree in an education field, etc.) o Evidence of a 3.0 or higher GPA from most recently completed post-baccalaureate program of study

•

Proof of Certificate of Clearance

•

Meet the Basic Skills Requirement

•

Proof of administrative position for Intern (Preliminary Administrative Internship) and CASC candidates For Preliminary Administrative Services Credential Applicants only:

In addition to the admissions requirements for School of Education master’s and credential programs, applicants to the Educational Administration program must possess a clear/life teaching or student services credential and have completed at least three years of full-time teaching or professional service (related to their credential) before beginning the program.

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Doctorate in Leadership for Educational Justice (Ed.D.)

Admission requirements:

•

Completed application

•

Official transcript with evidence of a master's degree from a regionally accredited institution with a 3.0 or higher GPA sent directly to the School of Education

o Students who do not have the minimum GPA must submit a GPA petition to the School of Education along with 2 additional letters of reference from different professionals.

•

Writing requirement consisting of two parts:

o 1) A sample of professional writing (e.g., masters project or thesis, essay, major course paper, policy analysis, curriculum guide, book). There is no minimum or maximum length.

o 2) A personal statement addressing the following:

▪ How does your experience and education prepare you for doctoral work in educational justice?

▪ How do you plan to use the knowledge, skills, and dispositions obtained from your doctoral

studies to address leadership issues related to educational justice?

•

Two (2) letters of recommendation from professionals who know the applicant’s capacity for academic work

•

Interview with program faculty

The admission decision will be based on a holistic review of evidence of the quality of graduate-level work, the professional writing sample, the essay of 1,000-1,500 words addressing the writing prompts listed previously, and the two letters of recommendation from professionals who know the applicant’s work. A panel of School of Education faculty will review the materials submitted by the applicant. Following an interview, the committee will render an admission decision.

International Applicants (all programs)

Requirements: Anyone who is not a citizen of the U.S. or who does not have a U.S. Permanent Resident Visa must apply using the established application process for international students. This process typically includes the regular application process, as well as some additional documents.

• Applicants whose primary language is not English are required to show proof of language proficiency by providing a score on one of the following three tests that meets or exceeds the indicated required minimum on that test for the particular program to which applicant is being made:

o Test of English as a Foreign Language (TOEFL):

▪ Applicants to the Ed.D., Masters of Education, Masters of Clinical Mental Health Counseling and

all credential programs: A TOEFL score of 550 (or 213 for the computer-based test or 80 for the

Internet-based test) or higher;

▪ Applicants to the Masters in Counseling and Psychotherapy program: A TOEFL score of 550 (or

213 for the computer-based test or 80 for the Internet-based test) or higher;

o International English Language Testing System (IELTS):

▪ Applicants to the Ed.D., Masters of Education, Masters of Clinical Mental Health Counseling and

all credential programs: IELTS scores of 6.5 of higher;

▪ Applicants to the Masters in Counseling and Psychotherapy program: IELTS scores of 6.5 or

higher;

o DuoLingo English Test:

▪ Applicants to the Ed.D., Masters of Education, Masters of Clinical Mental Health Counseling and

all credential programs: DuoLingo English Test scores of 105 or higher;

▪ Applicants to the Masters in Counseling and Psychotherapy program: DuoLingo English Test

scores of 95 or higher;

• Applicants who have completed an undergraduate degree(s) abroad are required to submit transcripts to one of the evaluation services listed below for official evaluation.

o International Education Research Foundation (IERF) [detailed report]

o World Education Services: International Credential Evaluation (WES) [must include course-by-course evaluation]

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• Applicants are also required to submit additional documentation and information to assist us in the I-20 issuing process:

o Certificate of finances, which is required by the federal government to ensure international applicants have sufficient resources to pay for school expenses

o Scan of passport

o International supplemental information asked on the online application

School of Education Academic Standards

Standards listed below provide additional information relevant to the School of Education. For policies that apply University-wide, please see “University Academic Standards”.

Good Academic Standing

Students are in good standing at the conclusion of any matriculated term in which they have a cumulative total GPA of 3.00

and have met program requirements.

Prerequisite Courses

For admission to a course that requires a prerequisite, a student must have satisfactorily completed a prerequisite course with a grade of 2.0 or higher unless otherwise indicated.

Minimum Credit and Curriculum Requirements

The minimum number of credits required varies according to the program. See individual program listings for requirements.

Curricula for School of Education graduate degree programs may be subject to change each year. School of Education students should consult the annual supplementary publication.

Graduate Program Requirements

Requirements vary among graduate programs. Students should consult the appropriate departmental listing in this Catalog for specific requirements.

The following regulations pertain to graduate students in all programs at the University of Redlands: Credit Obsolescence and Degree Completion

No course that has been completed more than six years before the date of graduation will be counted toward a University of Redlands master’s degree. No course that has been completed more than six years before the time of matriculation in the program shall be counted toward a University of Redlands doctoral degree. Students who do not complete their degrees within the six-year completion limit may apply for a degree extension (subject to fees), up to a maximum of two years (total of eight years from the original matriculation date in the degree program). Students in programs that have been eliminated or drastically changed may be required to complete the degree requirements in place at the time of an approved degree extension. If the extension is approved, the Associate Dean will determine if the student must complete the program in place at the time of the approved extension. Additionally, an approved degree completion extension will extend the Credit Obsolescence the same amount of time. If the extension is approved, a Degree Completion Extension Fee is assessed and must be paid before any registration can take place and/or credit applied to the student’s record.

Transfer Credit

Transfer credit acceptability is determined after admission by School of Education faculty. Program requirements may be waived only when the course content equates to a University of Redlands course and when obsolescence is not a factor. No course that has been completed more than six years before the anticipated date of graduation shall be counted toward University of Redlands programs. No course that has been completed more than six years before the time of matriculation in the program shall be counted toward a University of Redlands doctoral degree.

Undergraduate

College of Arts and Sciences students who enroll in the Master of Arts in Education: Learning and Teaching (MALT) program may transfer a maximum of 18 credits of coursework spanning the EDUG 401–409 sequence. Only courses with a grade of 368

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2.0 or higher will transfer and the student’s cumulative GPA must meet the minimum requirement of 2.75 at the time of application to the MALT program.

Graduate

School of Education graduate students may transfer a maximum of 6 credits, grade 3.0 or higher required, from regionally-accredited institutions to waive program requirements. Transfer Credit must abide by the Credit Obsolescence and Degree Completion policy.

Doctoral

Students can satisfy up to 6 elective credits with master’s or higher-level coursework in their area of study from advanced graduate work at the University of Redlands or transferred from another accredited institution. Coursework must have been completed within 6 years before the time of matriculation in the program.

Attendance

Students are expected to attend all scheduled meetings of the courses for which they are registered. Students who miss two consecutive class meetings or who do not abide by attendance policy outlined in the course syllabus without notifying their instructor may be administratively dropped from the course and remain financially obligated. Other consequences may arise as a result of enforcement of the requirements of financial aid programs.

Course Adds/Drops

Students in the School of Education who wish to add/drop a course must do so before the add/drop date of the corresponding term. Please see the academic calendar for more information. Additionally, students should discuss their schedule changes with their academic advisor.

The student is responsible for obtaining refunds of tuition and/or charges, which are calculated according to the tuition refund schedule located in the appropriate Tuition and Fees section of this Catalog. The student will receive a grade of “W”

on their transcript.

Should a student miss the first 2 sessions of a course without notifying his or her instructor, he or she may be automatically dropped from the course without penalty.

If a student is dropped from two courses in sequence, or three courses within a twelve-month period of matriculation, he or she may be administratively withdrawn from the program. To return to the program, the student will need to apply for readmission.

Independent Study

In exceptional cases, independent study projects provide alternatives not available through regular course offerings or because of scheduling limitations. Credit for a single independent study project ranges from 1 to 4 credits; no more than 12

independent study credits can be counted toward a degree. Independent Study is subject to an additional fee except for doctoral students fulfilling electives.

Independent Study is arranged only under the following circumstances:

• to investigate topics not offered in the catalog;

• for catalog courses not currently offered;

• for catalog courses not available in the student’s geographical area and not offered in the region within three months of the end of the core program or date of request.

First, students consult with their Academic Advisor. Second, the student develops an independent study contract with the faculty who agrees to oversee the project. The completed contract, which specifies course requirements (e.g., the number of meetings, readings, fieldwork, papers, and examinations, and evaluation) must be signed by the student and the faculty overseeing the study. Third, the contract must be reviewed and signed by the appropriate Department Chair prior to course 369

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registration or beginning any work. Fourth, the contract is signed by the Dean or Associate Dean. These four steps must occur in the specified order.

Incomplete Grades

See the Academic Standards chapter of this Catalog for more information regarding incomplete grades. It is incumbent upon the student to work with their instructor to complete any outstanding assignments. The deadline to make up an incomplete grade is eight weeks from the end date of the course. School of Education students cross-registered in the College of Arts and Sciences courses must meet the College of Arts and Sciences deadline.

Official Withdrawal or Leave of Absence

A student who needs or desires to take a Withdrawal (WDPR) or take a Leave of Absence (LOA) from the University of Redlands must schedule an appointment with their Academic Advisor and complete an exit interview. A WDPR or LOA is considered official once the student gives notification of their intent and the Request Form has been submitted by the student. The Request Form will state the intentions of the student to discontinue the course(s) in which he/she is registered and the effective date the WDPR or LOA will be implemented, which is then recorded by the Registrar’s Office. During a student’s leave of absence, the University maintains all of his or her official records on an active basis.

Students returning from a leave of absence of one year or less are not required to be formally readmitted. Students will be expected to fulfill the graduation requirements in effect at the date of their original matriculation. Students who do not return from a leave of absence within one year are withdrawn from the University. To return, they must be formally readmitted and must comply with the current Catalog requirements.

Fieldwork Practicum Readmission

Students seeking re-entry to fieldwork, practicum, or internship must meet application deadlines.

Administrative Dismissal for Financial Obligation

Students who fail to meet their financial obligations to the University will be dismissed and will be accountable for tuition and fees accrued through the dismissal date. Students dismissed for any reason must stop attending class as they are no longer registered.

Readmission

Students seeking readmission to the University after an absence of more than one year must meet the admission and program requirements at the time of readmission.

Students must apply for readmission and be approved by the Departmental Admissions Committee. Application and deadlines for readmission can be found at https://www.redlands.edu/se/student-forms. Readmitted students will be charged the tuition rate currently in effect. A student’s account must be current at the time of readmission.

Registration

Students register for classes using Student Planning. Students plan their program in consultation with their advisors during the orientation periods that precede registration day and the start of classes. Recommended pathways are available on the School of Education website. Changes in registration may be made at the beginning of each term, before the add/drop deadline. Relevant dates are listed in the academic calendar.

Advising

Upon admission students will be assigned an academic advisor. During the advising period students will work with an advisor to determine course selection that meet both State and University requirements and are tailored to the student’s interests. For specific programmatic requirements, students should refer to this catalog or

www.Redlands.edu/schoolofeducation.

Orientation

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Orientation will provide students with essential information regarding coursework, fieldwork, financial aid, and the overall functions of the university. Orientation will be held for incoming students prior to the start of classes. Refer to the academic calendar for orientation dates. Students are strongly encouraged to attend.

Definition of Academic Credit

One semester credit is awarded for the amount of work an average student would accomplish in a minimum of 40 hours (undergraduate) and 45 hours (graduate), including the hours spent in the laboratory or classroom.

Numbering System

500–599

Post-baccalaureate credential courses not otherwise offered at undergraduate or graduate

level

600–699

Graduate level

700–799

Post-graduate credential courses not otherwise offered a as graduate courses

800–899

Doctoral courses

500X–599X

Continuing education courses not applicable to a degree

School of Education Graduation Requirements

Application for Graduation

Students who have completed all program requirements should be automatically signed off by the Registrar’s Office upon completion of the program requirements.

Commencement

School of Education students complete program requirements at various points throughout the year. Students may apply to commence in the academic year in which they complete their program requirements as long as they do so by August 31. An application must include a reasonable plan for completing the remaining credits by August 31 and should be submitted to the student’s advisor by January 31. Doctoral candidates must successfully defend their dissertation by the last day of the eleventh week of Spring Term in order to be eligible for participation in commencement.

School of Education Awards and Honors

Outstanding student awards from every program are presented to candidates who excel in the academic requirements of the program, emerge as a leader in their cohort group, and are deeply committed.

• Dorothy D. Arthur Endowed Scholarship: Established by Mildred Naslund ’45 in honor of her dear friend Dorothy (Dottie) ’43, this award is presented to a Preliminary Teacher Credential candidate with a strong commitment to education as a profession and the potential to become an outstanding classroom teacher. Miss Arthur had a 42-year career as an elementary teacher in her hometown of Redlands. She is thrilled to know that future generations of aspiring teachers will be supported in their educational endeavors through this award.

• Gordon Atkins Award: Presented to the master’s candidate judged by graduate faculty to have demonstrated the most outstanding academic and professional development at the completion of his or her program.

• Nelson W. Burdett Endowed Graduate Scholarship: Presented annually to an undergraduate OR postbaccalaureate preliminary or secondary teacher credential candidate who demonstrates a strong commitment to education and the potential to become an outstanding educator.

• Stanley Combs Secondary Teaching Award: Presented annually to an undergraduate or post-baccalaureate candidate in a single subject teacher credential program who best exemplifies the moral and spiritual qualities, poise, humility, and professional attitude characteristic of a good teacher.

• Dorothy Inghram Endowed Education Scholarship: Presented annually to a graduate student who shares Miss Inghram’s passion for educational justice.

• Lois Fair Wilson Endowed Education Scholarship: Established by Mildred Naslund ’45 in honor of her dear friend Lois ’45, this award is presented to a Preliminary Teacher Credential candidate with a strong commitment to 371

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education as a profession and the potential to become an outstanding classroom teacher. Mrs. Wilson had a long career as a teacher and administrator. She received a doctorate in education in 1972 and has served on the education faculty of several institutions, including the University of Redlands and Stanford University. This award serves as a tribute to Mrs. Wilson’s mission of service and dedication to lifelong learning.

• Alpha Delta Kappa, Outstanding Student Teaching Award: Presented annually to an undergraduate and/or postbaccalaureate student pursuing a teacher credential who demonstrates a strong commitment to education and has the potential to become an outstanding educator. Alpha Delta Kappa is an honorary educational organization which promotes educational and charitable projects, sponsors scholarships, and works toward promoting excellence in the teaching profession.

• Cahill Family Endowed Scholarship: Presented annually to a full-time College of Arts and Sciences student of senior standing pursuing a BA degree in Liberal Studies that has been accepted into the School of Education for the Masters in Learning & Teaching program. A subsequent award is presented to a student of junior standing. Cahill Family Endowed Scholarship is awarded to students that best exemplify an aptitude to succeed in an education career.

• Adjunct Faculty Excellence in Teaching Award (Department of Teaching & Learning, Department of Counseling and Human Services, and Department of Leadership and Higher Education): This award is given annually to an adjunct faculty member in each department who has significantly contributed to the School of Education as both a highly effective teacher and a collaborative colleague.

School of Education Programs of Study

Accreditation and Certification

Each teacher and service credential is accredited by the California Commission on Teacher Credentialing (CCTC). The teacher credentials are aligned with California SB 2042 standards. The pupil personnel services and the administrative services credentials also meet current state mandates. Master’s programs and the doctoral program are accredited through the Western Association of Schools and Colleges (WASC).

Master of Arts in Education Degrees and Service Credentials

The School of Education offers the following areas of study for a Master of Arts in Education degree: School Counseling, Educational Administration, Higher Education, Human Services, and Learning and Teaching. The requirements for specific California teaching or services credentials may be incorporated into some degree programs. In addition, master’s degrees may be earned without credentials, as in School Counseling. For those already holding master’s degrees, a pupil personnel services credential may be earned in a credential-only program. Some programs have multiple starts each year. Classes are scheduled in the evening to accommodate working adults and courses are taught by full-time faculty and adjunct practitioners. Students also have Internet access to course content, classmates and faculty through Moodle, a software program that facilitates online discussions and information exchange.

The master’s programs, with the exception of the Master of Arts in Education Learning and Teaching, are based on a foundation of graduate courses. These “core courses” provide the basic knowledge and skills to perform graduate level research, assessment, evaluation, writing, and personal and professional reflection, as well as multicultural perspectives. In addition to these core courses, each program has requirements specific to its discipline and tailored to meet student needs and interests.

Students in these master’s programs complete an exit process tailored to their individual program (see program information for more details).

Credential Programs

• Teacher Credential Programs (SB 2042)

o Preliminary Multiple Subject, elementary

o Preliminary Single Subject, secondary

o Education Specialist Credential with an Emphasis in Mild/Moderate Disabilities

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• Service Credential Programs

• Pupil Personnel Services Credential

• Clear Administrative Services Credential

Department of Teaching and Learning

The Programs

• Preliminary Teacher Credential for undergraduate students

o Multiple Subject

o Single Subject

• Preliminary Teaching Credential

o Multiple Subject

o Single Subject

• Education Specialist Teaching Credential

• Master of Arts in Education: Learning and Teaching

o Multiple Subject

o Single Subject

o Education Specialist

Program Requirements: Preliminary Teacher Credential Programs

Single and Multiple Subject Teaching Credentials

The coursework and the field experience segments of the Preliminary Teacher Credential program are delivered in a 36-39

credit hour sequence accompanied by early fieldwork experience. Each semester, students take an educational foundations course and methods courses. When candidates demonstrate the required program competencies, including all prerequisites and a 3.0 or higher cumulative grade point average in content and pedagogy coursework, they may begin their student teaching placements or internship. Credential candidates must pass two cycles of the Teacher Performance Assessment (CalTPA), a state-mandated examination required for recommendation for a credential. Educational technology and literacy content are incorporated in all courses. Field experiences and CalTPA cycles are also integrated into courses, as are theory and skills needed to effectively teach English learners and diverse student populations enrolled in today’s classroom.

Learning Outcomes

Learning outcomes for the Preliminary Teacher Credential programs are found at:

Multiple Subject— www.redlands.edu/CTC-PMS/learning-outcomes and Single Subject— www.redlands.edu/CTC-PSS/learning-outcomes.

Undergraduate Students

Students from the College of Arts and Sciences interested in earning a teaching credential must apply to the School of Education. Undergraduate students can enroll in Child Development (EDUG 331) and Foundations of Learning (EDUG 401) before the School of Education admission process. Students need to contact an enrollment counselor (or a CAS Faculty Advisor) to discuss the best credential program pathway.

Additional Requirements for Credentials

To be eligible to be recommended for the Preliminary Teaching Credential or the Preliminary Education Specialist Credential, candidates must meet the U.S. Constitution credential requirement. For details on meeting this requirement, contact the School of Education. Introduction to American Politics (POLI 111) or American History to 1877 (HIST 121) in the College of Arts and Sciences, or their equivalents, satisfy the requirement. Multiple Subject and Education Specialist Credential candidates must also complete the Reading Instruction Competence Assessment® (RICA®).

Subject Matter Competency

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All teacher credentials candidates must demonstrate competency in their specific subject matter area prior to student teaching or internship and the teaching seminar (unless otherwise stated by the California Commission on Teacher Credentialing or by Executive Order). In the state of California, this requirement can be met by successful completion of one of the alternatives described below.

• Multiple Subject: All multiple subject CSET subtests or a state-approved undergraduate subject matter preparation program

• Single Subject: All single subject CSET subtests in specific subject matter area must be passed or a state-approved undergraduate subject matter preparation program

Prior to being recommended for the Preliminary Credential, students must complete the following (unless otherwise stated by the California Commission on Teacher Credentialing or by Executive Order):

• Multiple Subject: CPR requirement, Individual Development Plan, and CalTPA instructional cycles I and II passed

• Single Subject: CPR requirement, Individual Development Plan, CalTPA instructional cycles I and II passed Undergraduate Multiple Subject Teacher Credential Required Courses:

EDUG 401 Foundations of Learning (3)

EDUG 403 Multiple Subject Methods I: STEM Methods (3)

EDUG 405 Multiple Subject Methods II: English Language Arts (3)

EDUG 411 Foundations of Literacies (3)

EDUG 407 Multiple Subject Methods III: Multicultural Social Studies (3)

EDUG 409 Multiple Subject Methods IV: Literacy and Assessment (3)

EDUG 455 Foundations of Teaching: Student-Teaching Seminar (2)

EDUG 453A Student Teaching I (5)

EDUG 453B Student Teaching II (5)

Undergraduate students are not eligible for internships.

Multiple Subject Teacher Credential Required Courses

EDUC 501 Foundations of Learning (3)

EDUC 503 Multiple Subject Methods I: STEM Methods (3)

EDUC 505 Multiple Subject Methods II: English Language Arts (3)

EDUC 511 Foundations of Literacies (3)

EDUC 507 Multiple Subject Methods III: Multicultural Social Studies (3)

EDUC 509 Multiple Subject Methods IV: Literacy and Assessment (3)

Choose 1 of these options

o Student Teaching Option

▪ EDUC 555 Foundations of Teaching: Student-Teaching Seminar (2)

▪ EDUC 553A Student Teaching I (5)

▪ EDUC 553B Student Teaching II (5)

o Internship Option

▪ EDUC 556 Foundations of Teaching: Internship Seminar (2)

▪ EDUC 554 Internship (13)*

* Speak to an advisor regarding internship option requirements.

Undergraduate Single Subject Teacher Credential Required Courses:

EDUG 401 Foundations of Learning (3)

EDUG 402 Single Subject Methods I: Critical Pedagogy and Instructional Design (3)

EDUG 404 Single Subject Methods II: Literacies for Diverse Learners (3)

EDUG 411 Foundations of Literacies (3)

EDUG 406 Single Subject Methods III: Content Area Teaching (3)

EDUG 408 Single Subject Methods IV: Content Area Literacy and Assessment (3)

EDUG 455 Foundations of teaching: Student-Teaching Seminar (2)

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EDUG 453A Student Teaching I (5)

EDUG 453B Student Teaching II (5)

Undergraduate students are not eligible for internships.

Single Subject Teacher Credential Required Courses:

EDUC 501 Foundations of Learning (3)

EDUC 502 Single Subject Methods I: Critical Pedagogy and Instructional Design (3)

EDUC 504 Single Subject Methods II: Literacies for Diverse Learners (3)

EDUC 511 Foundations of Literacies (3)

EDUC 506 Single Subject Methods III: Content Area Teaching (3)

EDUC 508 Single Subject Methods IV: Content Area Literacy and Assessment (3)

Choose 1 of these options

o Student Teaching Option

▪ EDUC 555 Foundations of Teaching: Student-Teaching Seminar (2)

▪ EDUC 553A Student Teaching I (5)

▪ EDUC 553B Student Teaching II (5)

o Internship Option

▪ EDUC 556 Foundations of Teaching: Internship Seminar (2)

▪ EDUC 554 Internship (13)*

*Speak to an advisor regarding internship option requirements.

Preliminary Education Specialist Instruction Credential Mild/Moderate Disabilities

The Education Specialist program prepares individuals to teach students with mild to moderate disabilities and students with autism spectrum disorders in K–12 settings. Candidates take coursework and engage in field experiences concurrently from the very beginning of the program. The course content prepares candidates to know and understand various types of disabilities and their causes; design, adapt and differentiate instruction for students with a wide range of abilities and disabilities; design and implement positive behavior support plans for students’ behavioral challenges; and administer and interpret a wide variety of assessment instruments for referral and progress monitoring of struggling students and students with mild to moderate disabilities. The combined coursework and fieldwork experiences require candidates to think critically and reflectively about the theory to practice continuum. The capstone experience in this program consists of an intensive student teaching experience in a special education classroom or setting, plus the presentation of a summative portfolio of assignments and case studies to address the Teacher Performance Expectations (TPE) required by the California Commission on Teacher Credentialing (CCTC). Completion of these requirements, along with successful completion of all coursework with a GPA of 3.0 or higher, is required for recommendation for the credential.

Learning Outcomes: Learning outcomes for the Preliminary Education Specialist Instruction credential are found at:

www.redlands.edu/CTC-PSE/learning-outcomes.

Additional Requirements for Credentials

To be eligible to be recommended for the Preliminary Teaching Credential or the Preliminary Education Specialist Credential, candidates must meet the U.S. Constitution credential requirement. For details on meeting this requirement, contact the School of Education. Introduction to American Politics (POLI 111) or American History to 1877 (HIST 121) in the College of Arts and Sciences or their equivalents, satisfy the requirement. Multiple Subject and Education Specialist Credential candidates must also complete the Reading Instruction Competence Assessment® (RICA®).

Subject Matter Competency

All teacher credentials candidates must demonstrate competency in their specific subject matter area prior to student teaching or internship and the teaching seminar (unless otherwise stated by the California Commission on Teacher Credentialing or by Executive Order). In the state of California, this requirement can be met by successful completion of one of the alternatives described below.

• Multiple Subject: All multiple subject CSET subtests must be passed or a state-approved waiver program 375

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• Single Subject: All single subject CSET subtests in a core academic subject must be passed (Art; Mathematics, including foundation-level mathematics; science, including foundation-level; English, general science or specialized science; music; foreign language; social science) or a state-approved waiver program in a core academic subject Prior to completion of the credential program, students must complete the following (unless otherwise stated by the California Commission on Teacher Credentialing or by Executive Order):

•

CPR requirement, U.S. Constitution requirement, Individualized Development Plan and pass the TPE portfolio Preliminary Education Specialist Instruction Credential Mild/Moderate Disabilities Required Courses:

EDUC 501 Foundations of Learning (3)*

EDSP 510 Foundations of (Dis)ability and Special Education (3)

EDUC 503 Multiple Subject Methods I: STEM Methods (3)**

EDUC 505 Multiple Subject Methods II: English Language Arts (3)**

EDSP 516 Inclusion, (Dis)ability, and the Classroom Community (3)

EDSP 525 Diagnostic Reading and Specialized Interventions (3)

EDSP 552A Education Specialist Teaching Seminar (1)

EDSP 552B Education Specialist Teaching Seminar (1)

Choose 1 of these options

o Student Teaching Option:

▪ EDSP 555A Education Specialist Student Teaching I (5)

▪ EDSP 555B Education Specialist Student Teaching II (5)

o Internship Option:

▪ EDSP 553 Education Specialist Internship (13)***

*EDUC 501 waived for students holding a multiple or single subject credential.

**EDUC 503 and 505 waived for students holding a multiple subject credential.

***Speak to an advisor regarding internship option requirements.

Master of Arts in Education Learning and Teaching

The Master of Arts in Education Learning and Teaching (MALT) is an innovative program of study which integrates research and practice. The program is designed for aspiring K-12 teachers who wish to concurrently earn their master’s degree while meeting the State of California-approved requirements for the Preliminary Teaching Credential in either single or multiple subjects or Education Specialist Preliminary Credential.

The MALT program is delivered in a 36-39 credit hour sequence accompanied by early fieldwork experiences. Educational technology is incorporated in all courses, field experiences, and CalTPA cycles, as are theory and skills needed to effectively teach English learners and diverse student populations enrolled in today’s classrooms.

Learning Outcomes: Learning outcomes for this program may be found at: www.redlands.edu/MALT/learning-outcomes.

Additional Requirements for Credentials

To be eligible to be recommended for the Preliminary Teaching Credential or the Preliminary Education Specialist Instruction Credential, candidates must meet the U.S. Constitution requirement. For details on meeting this requirement, contact the School of Education. Introduction to American Politics (POLI 111) or American History to 1877 (HIST 121), in the College of Arts and Sciences, or their equivalents, satisfy the requirement. Multiple Subject and Education Specialist Credential candidates must also complete the Reading Instruction Competence Assessment® (RICA®).

Subject Matter Competency

All teacher credential candidates must demonstrate competency in their specific subject matter area prior to student teaching or internship and the student teaching seminar. In the state of California, this requirement can be met by successful completion of one of the alternatives described below.

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Prior to student teaching or internship students must complete the following (unless otherwise stated by the California Commission on Teacher Credentialing or by Executive Order):

•

Multiple subject: All CSET multiple subject tests must be passed or a complete state-approved waiver program

•

Single Subject: All single subject CSET subtests in specific subject matter area must be passed or a complete state-approved waiver program

Prior to completion of the credential program, students must complete the following (unless otherwise stated by the California Commission on Teacher Credentialing or by Executive Order):

•

Multiple Subject: CPR requirement, Individualized Development Plan and CalTPA instructional cycles I and II passed

•

Single Subject: CPR requirement, Individualized Development Plan, CalTPA instructional cycles I and II passed Required Courses for Multiple Subject Track

MALT 601 Foundations of Learning (3)

MALT 603 Multiple Subject Methods I: STEM Methods (3)

MALT 605 Multiple Subject Methods II: English Language Arts (3)

MALT 611 Foundations of Literacies (3)

MALT 607 Multiple Subject Methods III: Multicultural Social Studies (3)

MALT 609 Multiple Subject Methods IV: Literacy and Assessment (3)

MALT 610 Research in Practice (6)

Choose 1 of these options

o Student Teaching Option:

▪ MALT 655 Foundations of Teaching: Student-Teaching Seminar (2)

▪ MALT 653A Student Teaching I (5)

▪ MALT 653B Student Teaching II (5)

o Internship Option:

▪ MALT 656 Foundations of Teaching: Internship Seminar (2)

▪ MALT 654 Internship (13)*

*Speak to an advisor regarding internship option requirements.

Required Courses for Single Subject Track

MALT 601 Foundations of Learning (3)

MALT 602 Single Subject Methods I: Critical Pedagogy and Instructional Design (3)

MALT 604 Single Subject Methods II: Literacies for Diverse Learners (3)

MALT 611 Foundations of Literacies (3)

MALT 606 Single Subject Methods III: Content Area Teaching (3)

MALT 608 Single Subject Methods IV: Content Area Literacy and Assessment (3)

MALT 610 Research in Practice (6)

Choose 1 of these options

o Student Teaching Option:

▪ MALT 655 Foundations of Teaching: Student-Teaching Seminar (2)

▪ MALT 653A Student Teaching I (5)

▪ MALT 653B Student Teaching II (5)

o Internship Option:

▪ MALT 656 Foundations of Teaching: Internship Seminar (2)

▪ MALT 654 Internship (13)*

*Speak to an advisor regarding internship option requirements.

Master of Arts in Education Learning and Teaching Education Specialist

The Education Specialist program prepares individuals to teach students with mild to moderate disabilities and students with autism spectrum disorders in K–12 settings and in classes organized primarily for adults through age 22. Candidates take coursework and engage in field experiences concurrently from the very beginning of the program. The course content 377

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prepares candidates to know and understand various types of disabilities and their causes; design, adapt and differentiate instruction for students with a wide range of abilities and disabilities; design and implement positive behavior support plans for students’ behavioral challenges; and administer and interpret a wide variety of assessment instruments for referral and progress monitoring of struggling students and students with mild to moderate disabilities. The combined coursework and fieldwork experiences require candidates to think critically and reflectively about the theory to practice continuum. The capstone experience in this program consists of an intensive student teaching experience in a special education classroom or setting, plus the presentation of a summative portfolio of assignments and case studies to address the Teacher Performance Expectations (TPE) required by the California Commission on Teacher Credentialing (CCTC). Completion of these requirements, along with successful completion of all coursework with a GPA of 3.0 or higher, is required for recommendation for the credential.

Prior to the student teaching seminar (EDSP 652A and EDSP 652B) students must meet subject matter competency complete the following:

• Multiple Subject: All multiple subject CSET subtests must be passed or a state-approved waiver program

• Single Subject: All single subject CSET subtest in a core academic subject must be passed (art; Mathematics, including foundational-level mathematics; science, including foundation-level; English, general science or specialized science; music; foreign language; social science) or a state-approved waiver program in a core academic subject.

Prior to completion of the credential program, students must complete the following (unless otherwise stated by the California Commission on Teacher Credentialing or by Executive Order):

• Education Specialist candidates must complete a Health Education Competency workshop or equivalency and Augmentative and Assistive Communication (AAC) Competency workshop or equivalent.

• CPR requirement (infant, child and adult), U.S. Constitution requirement, Individualized Development Plan (IDP) and TPE portfolio submitted.

Required Courses for Education Specialist

MALT 601 Foundation of Learning (3)*

EDSP 610 Foundations of (Dis)ability and Special Education (3)

MALT 603 Multiple Subject Methods I: STEM Methods (3)**

EDSP 616 Inclusion, (Dis)ability, and the Classroom Community (3)

MALT 605 Multiple Subject Methods II: English Language Arts (3)**

EDSP 625 Diagnostic Reading and Specialized Interventions (3)

MALT 610 Research in Practice (6)

EDSP 652A Education Specialist Teaching Seminar (1)

EDSP 652B Education Specialist Teaching Seminar (1)

Choose 1 of these options

o Student Teaching:

▪ EDSP 655A Education Specialist Student Teaching (5)

▪ EDSP 655B Education Specialist Student Teaching (5)

o Internship:

▪ EDSP 653 Education Specialist Internship (13)***

*MALT 601 may be waived for students holding a multiple or single subject credential.

**MALT 603 and MALT 605 may be waived for students holding a multiple subject credential.

***Speak to an advisor regarding internship option requirements.

Online Master of Arts in Education in Learning and Teaching Education Specialist

The Online Master of Arts in Education in Learning and Teaching Education Specialist program is delivered in two stages: the first is composed of six (6) 7-week foundations and methods courses. Upon successful completion of the first stage of the program, candidates advance to the second stage of Master’s research, student teaching coursework, and classroom instruction. Students may start the first stage of the program at several times during the year. Please contact Graduate and Professional Enrollment for details.

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Required Courses (to be taken in sequence):

MALT 601 Foundation of Learning (3)*

EDSP 610 Foundations of (Dis)ability and Special Education (3)

MALT 603 Multiple Subject Methods I: STEM Methods (3)**

MALT 605 Multiple Subject Methods II: English Language Arts (3)**

EDSP 616 Inclusion, (Dis)ability, and the Classroom Community (3)

EDSP 625 Diagnostic Reading and Specialized Interventions (3)

Master Research and Student Teaching

o MALT 610 Research in Practice (6)

o EDSP 652A Education Specialist Teaching Seminar (1)

o EDSP 652B Education Specialist Teaching Seminar (1)

Choose 1 of these options

o Student Teaching:

▪ EDSP 655A Education Specialist Student Teaching (5)

▪ EDSP 655B Education Specialist Student Teaching (5)

o Internship:

▪ MALT 610 Research in Practice (6)

▪ EDSP 653 Education Specialist Internship (13)***

*MALT 601 may be waived for students holding a multiple or single subject credential

**MALT 603 and MALT 605 may be waived for students holding a multiple subject credential.

***Speak to an advisor regarding internship option requirements.

Culminating Experiences and Graduating Requirements

When candidates demonstrate the required program competencies, including all coursework with a 3.0 or higher cumulative grade point average, they may begin their student teaching or internship courses. During this portion of the program sequence, the two instructional cycles of the CalTPA are completed and evaluated. No candidate can be recommended for a teaching credential until both CalTPAs have been successfully completed. Multiple Subject and Education Specialist Credential candidates must also complete the Reading Instruction Competence Assessment® (RICA®).

Department of Counseling and Human Services

The Programs

• Pupil Personnel Service Credential, School Counseling, Pre-K-12 (credential only)

• Master of Arts in Education: Human Services Specialization

• Master of Arts in Education: School Counseling

o Pre-K-12 School Counseling Emphasis with PPS Credential

o College Counseling Emphasis

o Pre-K-12 School Counseling with PPS & College Counseling Emphases

• Master of Arts in Clinical Mental Health Counseling

o with optional PPS School Counseling credential

Pupil Personnel Services Credential (PPS): School Counseling

The Pupil Personnel Services Credential in school counseling meets current state mandates and is accredited through the Western Association of Schools and College (WASC) and the California Commission on Teaching Credentialing (CCTC).

Pupil Personnel Services Credential (PPS)

Applicants who already have earned a master’s degree at a regionally-accredited college or university in a counseling-related field and who wish to receive a PPS Credential must complete the following CCTC approved courses. In cases in which the degree was earned within the past five years, the student may request that their transcript be reviewed for: 379

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1. Courses that are substantively equivalent to University of Redlands counseling courses required for the PPS

credential and that have been completed within the past six years.

2. Waiver of those courses that meet the above criteria, up to a maximum total of 27 credits/hours of credit.

Regardless of the number of courses waived, a student will need to complete a minimum of 15 credits of the required coursework at the University of Redlands in order to earn the PPS credential.

Students adding the PPS Credential will need to meet with an advisor and complete 600 additional hours of fieldwork in two different (Pre-K-12) settings. Students are required to pass the Counselor Preparation Comprehensive Examination (CPCE).

Required Courses:

EDUC 601 The Counseling Process (3)

EDUC 653 Theories of Counseling and Psychotherapy (3)

EDUC 654 Counseling for Career Choice and Development (3)

EDUC 655 Counseling Systems (3)

EDUC 675 Curriculum and Program Development (3)

EDUC 680 Human Development Across the Lifespan (3)

EDUC 685 Foundations of School Counseling (3)

CMHC 610 Sociocultural Counseling and Intervention (3)

CMHC 615 Group Psychotherapy and Counseling (3)

CMHC 613 Counseling Law and Ethics (3)

CMHC 620 Counseling and Educational Assessment (3)

CMHC 692 Crisis Intervention Counseling (3)

EDUC 677A Supervised Fieldwork in Counseling (2)

EDUC 677B Supervised Fieldwork in Counseling (2)

EDUC 677C Supervised Fieldwork in Counseling (2)

School Counseling Pre-K-12 Emphasis Fieldwork Requirement:

Students in the School Counseling program with Pre-K-12 emphasis must complete 600 of their required 800 hours in two of three school levels such as elementary, middle, high school with a minimum of two hundred (200) clock hours within in those levels (which is the state requirement for the PPS Credential). Students who are unable, for any reason, to complete the required fieldwork hours during the EDUC 677A, EDUC 677B, EDUC 677C will need to enroll in additional fieldwork support courses until their hours are complete. Students are required to pass the Counselor Preparation Comprehensive Examination (CPCE) prior to graduation from the program.

Master of Arts in Education: Human Services Specialization

The online Master of Arts in Education: Human Services is an innovative and transformational interdisciplinary program. The degree prepares graduates to recognize varied levels of social and educational inequities and empowers them to serve as advocates for the disenfranchised and underserved. The online Human Services program is a 36-unit program with 3 starts per year. Courses can be taken in any sequence, with no prerequisites except for the capstone course. Courses in our online programs are 7-weeks long. Students take two (7-week courses) per term to complete in two years.

Learning Outcomes: Learning outcomes for this program may be found at www.redlands.edu/ma-edhs/.

Research sequence:

MAED 605 Introduction to Social Science Research (3)

MAED 606A Intro to Action Research A (3)

MAED 606B Intro to Action Research B (3)

Core courses:

MAED 601 Human Development Across the Lifespan (3)

MAED 602 Learning, Curriculum & Program Development (3)

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MAED 603 Social Justice Leadership (3)

MAED 604 Entrepreneurial Leadership (3)

MAED 608 Social Justice Leadership for Organizational Change (3)

MAED 607 Foundations in Human Services (3)

MAED 610 Fundamentals of Fundraising (3)

MAED 609 Management of Non-Profit Organizations (3)

MAED 611 Law and Ethics (3)

Capstone Experience

The program culminates with an action research project which takes place in each student’s work or volunteer milieu. This action research project will demonstrate the student’s ability to center themselves in a real organizational problem, facilitating or co-facilitating change focused on enhancing equity and social justice in their organization or through their organization’s work.

Master of Arts in Education School Counseling

The Master of Arts in Education School Counseling program consists of 48 credits and 800 documented fieldwork hours and involves training in counseling, consultation, and helping relationships. The program provides general counseling preparation for public and private school service. Coursework meets all standards required for a California Pupil Personnel Services (PPS) Credential.

In the School Counseling program, students may combine the degree and credential, earn a master’s degree only, or obtain a Pupil Personnel Services Credential, provided they already have a master’s degree. The master’s degree consists of 48

credits plus 800 documented fieldwork hours beyond the classroom. Six of the 48 credits are the core graduate courses and the remaining 42 credits are counseling-based and required for the PPS Credential. Those with master’s degrees who are earning only the PPS Credential usually have a credit requirement which ranges from 15 to 27, depending on the type of master’s degree the student has already earned. The 800 fieldwork hours are required for each option, and credential candidates must ensure at least 600 of their fieldwork hours are completed in Pre-K–12 school settings.

Although a California teacher credential is not required for the PPS Credential, evidence of meeting the Basic Skills requirement is a prerequisite to enter the program. Also, candidates for the PPS program must apply for a Certificate of Clearance and need evidence of a negative TB test dated within the past two years when they initially enroll in the program.

Additionally, students must pass a comprehensive Counselor Preparation Comprehensive examination (CPCE) prior to graduating from the program.

Please refer to program handbook for additional information and requirements.

Learning Outcomes: Learning outcomes for these programs can be found at www.redlands.edu/ma-edsc/.

Master of Arts in Education School Counseling with Pupil Personnel Services Credential

To obtain the master’s degree along with the Pupil Personnel Services (PPS) Credential, candidates must take the two research sequence graduate courses and all courses listed for the PPS Credential.

Research sequence:

EDUC 637 Master’s Seminar (3)

EDUC 644 Introduction to Educational Research (3)

Core Courses:

EDUC 601 The Counseling Process (3)

EDUC 653 Theories of Counseling and Psychotherapy (3)

EDUC 654 Counseling for Career Choice and Development (3)

EDUC 655 Counseling Systems (3)

EDUC 675 Curriculum and Program Development (3)

EDUC 680 Human Development Across the Lifespan (3)

EDUC 685 Foundations of School Counseling (3)

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CMHC 610 Sociocultural Counseling and Intervention (3)

CMHC 615 Group Psychotherapy and Counseling (3)

CMHC 613 Counseling Law and Ethics (3)

CMHC 620 Counseling and Educational Assessment (3)

CMHC 692 Crisis Intervention Counseling (3)

EDUC 677A Supervised Fieldwork in Counseling (2)

EDUC 677B Supervised Fieldwork in Counseling (2)

EDUC 677C Supervised Fieldwork in Counseling (2)

School Counseling Pre-K-12 Emphasis Fieldwork Requirement:

Students in the School Counseling program with Pre-K-12 emphasis must complete 600 of their required 800 hours in two of three school levels such as elementary, middle, high school with a minimum of two hundred (200) clock hours within in those levels (which is the state requirement for the PPS Credential). Students who are unable, for any reason, to complete the required fieldwork hours during the EDUC 677A, EDUC 677B, EDUC 677C will need to enroll in additional fieldwork support courses until their hours are complete. Students are required to pass the Counselor Preparation Comprehensive Examination (CPCE) prior to graduation from the program.

College Emphasis

The College Counseling emphasis allows students to prepare for work in a college or university context rather than in Pre-K-12 settings. Students pursuing this emphasis will complete the courses listed above for the School Counseling with Pupil Personnel Services Credential with the following exceptions: they will not take EDUC 675 or EDUC 680 and instead will take the following two classes:

EDUC 624 Introduction to College Student Development Theory (3), plus

One of the following courses: EDUC 605 Community College Today (3)

-or- EDUC 607 Higher Education in the United States: Contexts and Populations (3).

College Counseling Emphasis Fieldwork Requirement:

Students who choose to take the College Counseling emphasis will conduct a minimum of 600 hours of fieldwork hours in a college or university. It is recommended students earn 200 hours in a high school or high school-to-college transition setting.

Students who are unable, for any reason, to complete the required fieldwork hours during the EDUC 677A, EDUC 677B, EDUC

677C courses will need to enroll in additional fieldwork support courses until their required hours are complete. Students are required to pass the Counselor Preparation Comprehensive Examination (CPCE) prior to graduating from the program.

Combination K–12 and College Emphasis

The combination Pre-K–12 and College Counseling emphasis allows students to focus on both the Pre-K–12 and college or university arena. Students in this emphasis will complete the courses listed for the School Counseling with Pupil Personnel Services Credential as well as:

EDUC 624 Introduction to College Student Development Theory (3)

An additional three credits from:

o EDUC 607 Higher Education in the United States: Contexts and Populations (3)

o EDUC 605 Community College Today (3)

Combination K–12 and College Fieldwork Requirement:

Students who choose both the Pre-K–12 and the College Counseling emphasis must participate in 800 hours of fieldwork; 600 hours must be completed in two of three school levels such as elementary, middle, high school with a minimum of two hundred (200) clock hours within those levels (which is the requirement for the PPS credential) and up to 200 hours may be completed in college or university settings. Students who are unable, for any reason, to complete the required fieldwork hours during the EDUC 677A, EDUC 677B, EDUC 677C courses will need to enroll in additional fieldwork support courses until their required hours are complete. Students are required to pass the Counselor Preparation Comprehensive Examination (CPCE) prior to graduating from the program.

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Master of Arts Clinical Mental Health Counseling

The Master of Arts in Clinical Mental Health Counseling (CMHC) consists of 60 credits along with clinical practicum hours and offers an environment of academic excellence designed to provide a transformational learning experience while preparing and empowering graduate students seeking entrance into the field of clinical mental health counseling. By having access to cutting-edge educational experiences, skilled clinical supervision, and a rigorous academic program of study, students are afforded the opportunity to acquire a comprehensive body of knowledge, professional skills, ethical foundations, and cultural competencies. With an embedded emphasis on issues of social justice and advocacy counseling, this carefully structured training program prepares students for success, responsible citizenship, and lifelong learning in the field of Clinical Mental Health Counseling (CMHC).

The 60-credit CMHC Master's degree coursework prepares students to be license eligible in California and most other states as a Licensed Professional Clinical Counselor (LPCC). In addition, students, upon successful completion of the MA in Clinical Mental Health Counseling (with its emphasis in marriage and family therapy), will be eligible to pursue California State licensure as both a Marriage and Family Therapist and Professional Clinical Counselor. Graduates will also likely be eligible for dual licensure in other states (which often use CACREP standards to set licensure and/or degree title requirements for LPCCs). (See SB 786, Business and Professions Code (BPC) Sections 4980.36 and 4980.37.) Students are required to pass the Counselor Preparation Comprehensive Examination (CPCE).

Please refer to program handbook for additional information and requirements.

Learning Outcomes: Learning outcomes for this program may be found at: www.redlands.edu/MA-CMHC/.

Clinical Training

Clinical Training Students admitted into the CMHC program, upon completing their first year of coursework, are required to perform practicum hours in a clinical setting across three semesters for a total of at least 450 hours (280 hours must be face-to-face counseling). In addition, as part of the CMHC clinical training experience and in keeping with the program's social justice and advocacy focus, all students are encouraged to participate at the student-run Health Clinic approximately 10 to 12 hours per month. Practicum hours must be completed concurrently with the sequence of academic practicum courses. Students who are unable, for any reason, to complete the required practicum hours during the CMHC 699A, CMHC

699B, CMHC 699C courses will need to enroll in additional practicum courses until their required hours are complete.

Students are required to pass the Counselor Preparation Comprehensive Examination (CPCE).

Required courses:

Fall 1

EDUC 601 The Counseling Process (3)

CMHC 610 Sociocultural Counseling and Intervention (3)

CMHC 613 Counseling Law and Ethics (3)

EDUC 680 Human Development Across the Lifespan (3)

Spring 1

EDUC 653 Theories of Counseling and Psychotherapy (3)

EDUC 655 Counseling Systems (3)

CMHC 692 Crisis Intervention Counseling (3)

CMHC 695 Introduction to Substance Abuse Counseling (3)

Summer 1

CMHC 693 Advanced Counseling: Psychopathology and Diagnostic Procedures (3)

CMHC 615 Group Psychotherapy and Counseling (3)

CMHC 620 Counseling and Educational Assessment (3)

Fall 2

CMHC 616 Introduction to Social Justice and Advocacy (3)

CMHC 640 Research and Evaluation (3)

CMHC 699A Practicum I: Clinical Mental Health Counseling (2)

Spring 2

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EDUC 654 Counseling for Career Choice and Development (3)

CMHC 699B Practicum II: Clinical Mental Health Counseling (2)

CMHC 621 Counseling in a Global Context (3)

Summer 2

CMHC 699C Practicum III: Clinical Mental Health Counseling (2)

CMHC 694 Psychopharmacology (3)

Elective Courses

CMHC 630 Theory and Practice in Family Counseling (3)

CMHC 631 Couples and Relationship Counseling Theories and Techniques (3)

MA in Clinical Mental Health Counseling (CMHC) with PPS School Counseling Credential

Students pursuing the CMHC program who wish to add on the PPS School Counseling credential must obtain permission from the department, and satisfy all the requirements above for the master’s and be admitted to the PPS credential portion before commencing the following courses and fieldwork requirements:

EDUC 675 Curriculum and Program Development (3)

EDUC 685 Foundations of School Counseling (3)

EDUC 677A Supervised Fieldwork in Counseling (2)

EDUC 677B Supervised Fieldwork in Counseling (2)

Students adding the PPS Credential to their CMHC program will need to complete 600 additional hours of fieldwork in two of three school levels such as elementary, middle, high school with a minimum of two hundred (200) clock hours within those levels

Department of Leadership and Higher Education

The Programs

• Clear Administrative Services Credential

• Master of Arts in Education: Education Administration (with Preliminary Services Credential)

• Master of Arts in Education: Higher Education

o Student Affairs Track

• Doctorate in Educational Justice Ed.D.

Master of Arts in Education Educational Administration

The Educational Administration program consists of 36 credits and is designed to prepare scholar practitioners--visionary leaders committed to positively impacting all students in their charge. The program includes an embedded Preliminary Administrative Services Credential (PASC). The combined coursework and fieldwork experiences require candidates to think critically and reflectively about the theory to practice continuum. To this end, the program will introduce complex theories of education, leadership, social justice, and organizational change and challenge students to apply these theories in real world contexts. Learning objectives for this program may be found at www.redlands.edu/MA-EDAD/.

Required courses for the Master of Arts in Education Administration

Fall 1

EDUC 671 Ethical and Reflective Leadership (3)

EDUC 674 Education Law and Policy (3)

Spring 1

EDUC 670 Program Evaluation and Assessment (3)

EDUC 641 Leadership for Change (3)

EDUC 634A Leadership Lab A (1) or EDUC 679A: Education Administration Internship A (1)

EDUC 635A CalAPA Cycle 1 (0)

Summer 1

EDUC 673 Resource Management (3)

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EDUC 644 Introduction to Educational Research (3)

Fall 2

EDUC 675 Curriculum and Program Development (3)

EDUC 602 Leadership for Diverse Populations (3)

EDUC 634B Leadership Lab B (1) or EDUC 679B: Education Administration Internship B (1)

EDUC 635B CalAPA Cycle 2 (0)

Spring 2

EDUC 676 School Personnel Management (3)

EDUC 643 Coaching and Teacher Development (3)

EDUC 634C Leadership Lab C (1) or EDUC 679C: Education Administration Internship C (1)

EDUC 635C CalAPA Cycle 3 (0)

Summer 2

EDUC 636 Master’s Program Seminar (Education Administration) (3)

EDUC 632 Education Administration Exit Examination (0)

Internship

Students who have been recommended for an administrative appointment in a district prior to the completion of the program may be eligible for an administrative internship with the permission of the Program Coordinator or their designee in lieu of one or more Leadership Lab credits. In such circumstances, students would register for the relevant section(s) of EDUC 679: Education Administration Internship in place of EDUC 634: Leadership Lab.

Program Completion Requirements:

The Educational Administration master’s program coursework is designed to meet all of the California Administrator Performance and Content Expectations (CAPE and CACE) and meets the requirements for the Preliminary Services Credential (PASC). To complete the program and be eligible for recommendation for credential, all students must successfully complete all courses listed above with a cumulative GPA of 3.0 or higher. Students must also successfully complete an electronic portfolio assignment, comprehensive exit exam, exit interview, and pass all three cycles of the California Administrator Performance Assessment (CalAPA). Students are responsible for CalAPA registration costs.

For additional information on the CalAPA requirements, go to www.redlands.edu/CalAPA/.

Please see our Pathway to Credentialing webpage for additional information on all program requirements:

www.redlands.edu/pathway-credentialing/.

Clear Administrative Services Credential

This credential program is designed to advance school leaders’ understanding of California’s pluralistic society and the intersections among racial and cultural diversity, gender, sexual orientation, disability and other educational justice issues that arise in today’s society. This program will prepare reflective leaders that understand educational equity through systematic innovation.

Required Courses, 10 credits (taken in sequence):

EDUC 770 Clear Administrative Services Credential Induction (1)

EDUC 771 Clear Administrative Services Credential Personal Learning Plan (1)

EDUC 772 Clear Administrative Services Credential– CPSEL #1 (1)

EDUC 773 Clear Administrative Services Credential– CPSEL #2 (1)

EDUC 774 Clear Administrative Services Credential– CPSEL #3 (1)

EDUC 775 Clear Administrative Services Credential– CPSEL #4 (1)

EDUC 776 Clear Administrative Services Credential– CPSEL #5 (1)

EDUC 777 Clear Administrative Services Credential– CPSEL #6 (1)

EDUC 778 Clear Administrative Services Credential– Individual Learning Plan Completion (1)

EDUC 779 Clear Administrative Services Credential– Individual Induction Plan Completion (1)

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Master of Arts in Education, Higher Education

The Higher Education master’s degree program is designed for people pursuing careers in colleges and universities. The program offers two tracks, higher education and higher education with a concentration in student affairs. The higher education track focuses on organization, leadership, and assessment. The student affairs track examines campus cultures, support services, and student development theories. Both tracks prepare students to work in postsecondary institutions through exposure to the social, cultural, and organizational contexts of higher education. Students also develop the skills to practice informed decision making from a social justice perspective in their roles as higher education or student affairs professionals.

Learning outcomes for the Master of Arts in Higher Education may be found at www.redlands.edu/MA-EDHE/

Core Courses:

EDUC 644 Introduction to Educational Research (3)

EDUC 637 Master’s Seminar (3)

Required Courses:

EDUC 607 Higher Education in the United States: Contexts and Populations (3)

EDUC 612 Popular Culture: Media and Higher Education (3)

EDUC 669 Diversity in Higher Education (3)

Fieldwork Requirement:

EDUC 666 Fieldwork Practicum in Higher Education (3)

HESA Foundation Track Courses:

Please note – all students take 9 credits in this section but the specific courses are differentiated by track below, as indicated by the “OR”

Higher Education Track (leads to MA in Education: Higher Education)

EDUC 608 Evaluation and Assessment: Enhancing Program Effectiveness and Student Learning (3)

EDUC 631 Law, Policy and Finance in Higher Education (3)

EDUC 614 Organization Theory and Leadership in Higher Education (3)

-OR-

Student Affairs Track (leads to an MA in Education: Higher Education Student Affairs)

EDUC 611 Introduction to College Student Affairs (3)

EDUC 633 Working with College Students (3)

EDUC 624 Introduction to College Student Development Theory (3)

Elective Courses

Students must take an additional 9 credits of coursework based on consultation with their academic advisor from additional foundational courses and/or a selection of the following:

EDUC 601 The Counseling Process (3)

EDUC 606 Topics in Higher Education (0–3)

EDUC 654 Counseling for Career Choice and Development (3)

Doctorate in Leadership for Educational Justice

The Doctorate in Leadership for Educational Justice (Ed.D.) is a nationally unique program that engages students in rigorous study, debate, research, and practice. Our driving mission is to produce scholarly practitioners who are sought for leadership roles in schools, districts, colleges, universities, agencies and public service.

Learning outcomes for the Doctorate in Leadership for Educational Justice (Ed.D.) are found online at

www.redlands.edu/EDD-LDREJ/learning-outcomes.

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2022-2023 Academic Catalog

Program Requirements

The entire program comprises 60 semester credits of advanced graduate work taken over three or four years. The requirements include 21 credits of core content coursework, 15 credits of concentration coursework, 9 credits of methods coursework, and 15 credits of dissertation work. Each student will declare a concentration from the following: higher education and student affairs, education administration (with Preliminary Administrative Services credential), education administration (without credential), community-engaged leadership in schools and society, or general concentration. With faculty approval, students may transfer in up to 6 credits of master’s or higher-level coursework if it is relevant to and aligns with program curriculum. Coursework must comply with the doctoral credit obsolescence policy. Please refer to the Ed.D.

Handbook for additional information and requirements.

Concentration Descriptions:

Higher Education and Student Affairs Concentration (15 credits):

The concentration in Higher Education and Student Affairs exposes students to the social, cultural, and organizational contexts of higher education, theories of leadership and student development, and discussion of current issues. Students in this concentration will select five content courses from the Higher Education and Student Affairs program.

Education Administration Concentration (with Preliminary Administrative Services Credential) (15 credits): The concentration in Education Administration with an embedded preliminary administrative services credential (PASC) provides candidates with the opportunity to expand on their leadership skills in a deep and meaningful way, meet the state standards for educational leadership, engage in meaningful fieldwork in education administration, and complete the state performance assessment for education leaders (California Administrator Performance Assessment—CalAPA). In this five-course series, students engage in a deep dive into program evaluation and assessment; education law, finance, and personnel management; coaching and teacher development; and, applied leadership skills in leadership labs.

Education Administration Concentration (without credential) (15 credits):

The concentration in Education Administration (with no credential) provides candidates, particularly those who already possess an administrative credential, with the opportunity to expand on their leadership skills in a deep and meaningful way. Students in this concentration will select five content courses from the Education Administration Program.

Community Engaged Leadership in Schools and Society (15 credits):

The concentration in Community Engaged Leadership in Schools and Society provides candidates with opportunities to explore the power and promise of community-embedded approaches to social change. Students in this concentration will take five courses examining the role of educational leaders in promoting democratic participation in K-12 schools and communities.

General Concentration (15 credits):

The general concentration provides a lot of choice and is intended to allow students to take a range of graduate courses, as per their interests. Students should discuss possible choices with their advisor or dissertation chair.

Required Program Courses

Courses are listed numerically, not sequentially. Please see program website for course sequence and/or pathway.

Core Courses (21 credits)

EDUC 829 Historical Foundations in Education and Social Justice (3)

EDUC 830 Social Justice Theory and Practice (3)

EDUC 831 Education Law, Policy, and Justice (3)

EDUC 833 Education Finance (3)

EDUC 827 Leadership and Practice in Education (3)

EDUC 822A Organizational Change and Education A (1)

EDUC 822B Organizational Change and Education B (1)

EDUC 822C Organizational Change and Education C (1)

EDUC 871 Special Topics Doctoral Seminar (3)

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Methods Courses (9 credits)

EDUC 841 Quantitative Methods (3)

EDUC 842 Qualitative Methods (3)

EDUC 846 Advanced Quantitative Methods (3)

-or- EDUC 847 Advanced Qualitative Methods (3)

Dissertation Work (15 credits)

EDUC 820A Writing a Literature Review A (1)

EDUC 820B Writing a Literature Review B (1)

EDUC 820C Writing a Literature Review C (1)

EDUC 860A Dissertation Development and Proposal Writing (1)

EDUC 860B Dissertation Development and Proposal Writing (1)

EDUC 860C Dissertation Development and Proposal Writing (1)

EDUC 861 Dissertation Writing (1–9) must be taken for a total of 9 credits. Normally, candidates enroll in EDUC 861

for three terms for 3 credits each term. If the dissertation process extends longer than 9 credits, candidates enroll in EDUC 862 each term for 0 academic credits until finished.

Note: A fee equivalent to one credit of tuition is assessed each term of EDUC 862 in order to remain an active student.

Concentrations

Students will select a concentration at the start of the program from among the following options.

Higher Education and Student Affairs Concentration 15 credits

Students will take one (1) required course:

EDUC 607 Higher Education in the United States: Contexts and Populations (3)

And will also choose four (4) courses from the following options:

EDUC 605 Community College Today (3)

EDUC 606 Topics in Higher Education (3)

EDUC 608 Evaluation and Assessment (3)

EDUC 611 Introduction to College Student Affairs (3)

EDUC 612 Popular Culture, Media, and Higher Education (3)

EDUC 624 Introduction to College Student Development Theory (3)

EDUC 631 Law, Policy, and Finance in Higher Education (3)

EDUC 633 Working with College Students (3)

EDUC 669 Diversity in Higher Education (3)

Education Administration Concentration (with Preliminary Administrative Services Credential) 15 credits Students will take the following courses:

EDUC 828 School Law, Finance, and Personnel Management (3)

EDUC 643 Coaching and Teacher Development (3)

EDUC 670 Program Evaluation and Assessment (3)

EDUC 675 Curriculum and Program Development (3)

EDUC 634A Leadership Lab A (1)

EDUC 634B Leadership Lab B (1)

EDUC 634C Leadership Lab C (1)

Education Administration Concentration (without credential) 15 credits

Students will take five (5) courses from the following course offerings:

EDUC 602 Leadership for Diverse Populations (3)

EDUC 641 Leadership for Change (3)

EDUC 643 Coaching and Teacher Development (3)

EDUC 670 Program Evaluation and Assessment (3)

EDUC 671 Ethical and Reflective Leadership (3)

EDUC 673 School Resource Management (3)

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EDUC 674 Education Law and Policy (3)

EDUC 675 Curriculum and Program Development (3)

EDUC 676 School Personnel Management (3)

Community Engaged Leadership in Schools and Society 15 credits

Students are required to take the following courses

EDUC 836 Race, Equity and Schools (3)

EDUC 837 Literacy and Democracy (3)

EDUC 686 Special Topics in Community Engaged Leadership: Education and Organizing (3)

EDUC 501/MALT601 Foundations of Learning (3) (Inside-Out)

EDUC *** Special Topics in Community Engaged Leadership (3)

General Concentration (15 credits): students may select 5 graduate courses for a personalized concentration.

Required:

EDUC 871 Special Topics Doctoral Seminar (3) (an additional course to the one taken as part of the core content)

Options:

o 12 credits of graduate course credit except for: MA inquiry courses such as EDUC 644, fieldwork

/practicum courses such as EDUC 666, culminating seminar courses such as EDUC 636/637

School of Education Course Descriptions

3 credits

The courses listed here are credential, graduate-level,

This course is an in-depth exploration and examination of

and doctoral courses for those holding a baccalaureate

legal, ethical, and professional issues facing today’s

degree. Undergraduate education courses are listed in

counseling profession. Students will review the legal and

the Education chapter, “Course Descriptions (EDUG)”

ethical issues they will encounter in practice and identify

section of this Catalog.

their role and responsibility in addressing and managing

these issues.

Clinical Mental Health Counseling

CMHC 615 Group Psychotherapy and Counseling

CMHC 610 Sociocultural Counseling and Intervention

3 credits

3 credits

This course allows students to practice the application of

Exploration of similarities and differences that occur

psychotherapeutic and counseling techniques and

within and across cultures, and the conceptual

interventions in a group setting. Using a developmental

intersection of cultural and social identities. Students

perspective to contextualize treatment approaches,

explore their own cultural and personal attitudes, beliefs,

students will be prepared to lead and facilitate a variety

and biases, which may influence cross-cultural

of different types of groups with diverse populations

interactions that impact the counseling relationship

within various settings.

while developing their own theoretical approach as

Prerequisite(s): EDUC 601 with at least a grade of 3.0.

professional counselors.

CMHC 616 Introduction to Social Justice and Advocacy

CMHC 611 Psychopathology and Counseling

3 credits

3 credits

This course will develop students’ excellence in advocacy

This course provides an introduction to the genesis,

and social justice knowledge, skills, awareness, and

course, conceptualization, diagnosis and treatment of

action. Students will be provided opportunities to gain a

major psychological mental disorders. Students will learn

heightened sense of critical consciousness and foster a

to recognize abnormal behavior and describe the

social justice orientation that can be used to inform their

psychological dysfunction, distress, and cultural and

roles as counselors, educators, community leaders, and

family influences. Numeric grade only. May be offered

advocates.

online.

CMHC 613 Counseling Law and Ethics

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CMHC 617 Dispute Resolution and Conflict

3 credits

Management

This course provides a basic review of descriptive and

3 credits

inferential statistics and how these techniques are used

This course prepares community leaders and advocates

with research methods appropriate for counseling.

in both the theoretical aspects of conflict management

Students will become proficient in computer analysis of

and practical applications of dispute resolutions,

data sets, designing and evaluating research techniques,

including alternative dispute resolution (ADR). Human

and having the skills to understand primary research in

conflict and its resolution will be evaluated systemically

counseling literature.

throughout the course, considering its impact on both

micro and macro societal systems.

CMHC 692 Crisis Intervention Counseling

3 credits

CMHC 620 Counseling and Educational Assessment

This course focuses on expanding the development of

3 credits

counseling skills, with particular emphasis on the

Students develop skills in the selection, administration,

knowledge, skills, and awareness needed to work

and interpretation of standardized tests and other tools

effectively with clients who are in crisis. This course will

used to assess various cognitive, behavioral, and

also place a high priority on each student’s ability to

affective modalities.

develop a greater sense of self-awareness and

Prerequisite(s): EDUC 644 or CMHC 640.

introspection.

Prerequisite(s): EDUC 601 with a minimum grade of at

CMHC 621 Counseling in a Global Context

least 3.0 or higher.

3 credits

This course examines counseling and other mental health

CMHC 693 Advanced Counseling: Psychopathology and

treatments across the globe, focusing particularly on the

Diagnostic Procedures

roles played by both culture and national policies.

3 credits

Through a field component of the course, students will

An opportunity for advanced students to make an

gain direct experience with counseling practices of at

intensive study/analysis of selected counseling cases to

least one culture.

enhance assessment competencies in case description,

Prerequisite(s): CMHC 610 or permission of instructor.

problem appraisal, assessment, diagnostic classification,

intervention strategies, as well as case consultation and

CMHC 630 Theory and Practice in Family Counseling

presentation skills.

3 credits

Prerequisite(s): EDUC 601 and EDUC 653.

This course is designed for students to advance their

theoretical integration and skills in family therapy. The

CMHC 694 Psychopharmacology

purpose of this advanced practice seminar is to assist

3 credits

students in applying clinical family theories and

This course is designed to acquaint counseling students

techniques. Emphasis will be placed on students’ critical

with the fundamentals of psychotropic drugs. Basics of

assessment of different applications of selected theories

pharmacology, adverse effects, indications, and drug

and techniques.

interactions will be discussed. The overall aim of the

Prerequisite(s): EDUC 653.

course is to provide information, allowing mental health

providers to be informed members of the mental health

CMHC 631 Couples and Relationship Counseling Theory

care team.

and Techniques

3 credits

CMHC 695 Introduction to Substance Abuse Counseling

This course will explore theories and associated

3 credits

techniques of couples and marriage counseling. It will do

This course provides counselors and human service

so in the context of specific developmental issues and

workers with an overview of the addictive process and

social and political factors affecting couples. A range of

acquaints students with concepts of chemical

therapeutic modalities will be surveyed.

dependence and co-occurring disorders that impact the

Prerequisite(s): EDUC 653, EDUC 655, and EDUC 601.

individual, family system, and the community. Course

(EDUC 601 must be completed with a minimum grade of

content will include theories and etiology of substance

at least 3.0 or higher.)

addiction, including prevention, intervention, and

treatment.

CMHC 640 Research and Evaluation

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CMHC 699A Practicum I: Clinical Mental Health

EDUC 501 Foundations in Learning

Counseling

3 credits

2 credits

Introduction to the field of education—its history,

Students develop counseling competence as they work

philosophy, sociocultural context, diversity, pedagogy,

under supervision to provide direct service to clients in

educational psychology, legal issues, and educational

an approved field setting. Particular emphasis will be

reform. Integrates traditional educational thinking with

given to developing students’ skills in assessment and

culturally relevant perspectives and current research

case conceptualization, delivering counseling

practices.

interventions, professional comportment, and ethical

Prerequisite(s): permission to enroll in Teacher Credential

decision making.

courses from the School of Education. Equivalent to EDUG

Prerequisite(s): Instructor consent, and EDUC 601 with a

401/401N.

minimum grade of 3.0 or higher, EDUC 653, EDUC 655,

EDUC 680, CMHC 610, CMCH 613, and CMHC 615.

EDUC 502 Single Subject Methods I: Critical Pedagogy

and Instructional Design

CMHC 699B Practicum II Clinical Mental Health

3 credits

Counseling

Engages candidates in the creation of culturally

2 credits

responsive curricula with an understanding that diversity

Students develop counseling competence as they work

differences affect learning. Teacher candidates

under supervision to provide direct service to clients in

investigate effective and meaningful instruction and

an approved field setting. Particular emphasis will be

assessments based on subject matter knowledge,

given to developing students’ skills in assessment and

content standards, and use of technology through the

case conceptualization, delivering counseling

theoretical lens of social justice and critical theory.

interventions, professional comportment and ethical

Prerequisite(s): EDUC 501. Equivalent to EDUG

decision making.

402/402N.

Prerequisite(s): Instructor consent and CMHC 699A.

EDUC 503 Multiple Subject Methods I: STEM Methods

CMHC 699C Practicum III: Clinical Mental Health

3 credits

Counseling

Focuses on pedagogical content knowledge and

2 credits

instructional methods in Science, Technology,

Students develop counseling competence as they work

Engineering, and Mathematics (STEM), and related

under supervision to provide direct service to clients in

content. Models project and problem-based learning

an approved field setting. Particular emphasis will be

incorporating digital resources with an emphasis on

given to developing students’ skills in assessment and

promoting research-based strategies.

case conceptualization, delivering counseling

Prerequisite(s): EDUC 501. Equivalent to EDUG

interventions, professional comportment and ethical

403/403N.

decision making.

Prerequisite(s): Instructor consent and CMHC 699B.

EDUC 504 Single Subject Methods II: Literacies for

Diverse Learners

CMHC 699D Practicum Continued: Clinical Mental

3 credits

Health Counseling

This course examines factors related to classroom-based

2 credits

work with at-risk learners, including ELL’s, special needs

Students who have not completed required practicum

students and others whose profiles require care. Topics

hours, under clinical supervision, in 699, A, B, and C are

include language development, assessment, curriculum

required to enroll in this course until the practicum

development, leadership, and research based on the

requirement is met. Students are to work closely with

needs of such learners. A critical theory lens is adopted in

faculty to assure placement, hour, and supervision

viewing relevant critical issues.

requirements are carefully arranged to make necessary

Prerequisite(s): EDUC 501. Equivalent to EDUG

progress.

404/404N.

Prerequisite(s): CMHC 699A, CMHC 699B, and CMHC

699C.

EDUC 505 Multiple Subject Methods II: English

Language Arts

Education

3 credits

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2022-2023 Academic Catalog

Examines the relationship between language, power, and

K-8 curriculum development, assessment strategies and

signifying practices from the perspective that literacies

literacy instruction. Emphasis on the study and design of

are multiple, distinctive, situated social practices.

research-based assessment and instruction to support

Considers the role of oral language, critical literacy, and

the needs of all learners.

situated literacy in a linguistically and culturally diverse

Prerequisite(s): EDUC 501, EDUC 503, EDUC 505, and

society.

EDUC 507.

Prerequisite(s): EDUC 501 and EDUC 503. Equivalent to

EDUG 405/405N.

EDUC 511 Foundations of Literacies

3 credits

EDUC 506 Single Subject Methods III: Content Area

Examines the relationship between language, power, and

Teaching

signifying practices from the perspective that literacies

3 credits

are multiple, distinctive, situated social practices.

Development of methodology and strategies related to

Considers the role of oral language, critical literacy, and

advanced curriculum and instructional methods,

situated literacy in a linguistically and culturally diverse

assessment and diagnostic strategies pertaining to the

society.

content areas in secondary schools. Focus includes

Prerequisite(s): Admission into the School of Education

inclusive teaching, content area literacy and assessment

and EDUC 501.

methodology through the theoretical orientation of

critical theory. Field experience required.

EDUC 512A CalTPA Cycle 1

Prerequisite(s): EDUC 501. Equivalent to EDUG

0 credits

406/406N.

Required of all teaching and learning students seeking a

teaching credential. Students must complete CalTPA

EDUC 507 Multiple Subject Methods III: Multicultural

Cycle 1 with a passing score. Students will not receive

Social Studies

course credit until they receive a passing score on CalTPA

3 credits

cycle 1. May not be repeated for degree credit. Credit/No

Evidence-based strategies for planning, implementing,

Credit.

and assessing K-8 history-social science curriculum.

Emphasis on developing analytic thinking skills while

EDUC 512B CalTPA Cycle 2

providing insights into historical periods and cultures.

0 credits

Focuses on critical educational perspectives,

Required of all teaching and learning students seeking a

comprehension, and creation of complex relevant texts,

teaching credential. Students must complete CalTPA

and integration of diverse media and technology in

Cycle 2 with a passing score. Students will not receive

classrooms.

course credit until they receive a passing score on CalTPA

Prerequisite(s): EDUC 501, EDUC 503, and EDUC 505.

cycle 2. May not be repeated for degree credit. Credit/No

Equivalent to EDUG 407/407N.

Credit.

Prerequisite(s): EDUC 512A

EDUC 508 Single Subject Methods IV: Content Area

Literacy and Assessment

3 credits

EDUC 520 Culture and Globalization on Contemporary

Explores principles, and practices related to curriculum

Educational Issues

design, assessment and methods applicable to

2 credits

candidates' content areas. Candidates apply curricular

Explore, examine, and understand current issues related

and assessment design principles, investigate specific

to culture and globalization utilizing socially-situated

content-area literacy strategies, and apply micro-

theoretical perspectives in framing approaches to

teaching approaches. Formative and summative

curriculum, instruction, and assessment. Study major

assessments explored relative to subject area. A critical

developments and implications associated with

theory lens embraces course content.

internationalization and culture that are shaping

Prerequisite(s): EDUC 501. Equivalent to EDUG

education.

408/408N.

Prerequisite(s): Instructor approval.

EDUC 509 Multiple Subject Methods IV: Literacy and

EDUC 521 Culture and Globalization on Contemporary

Assessment

Educational Issues

3 credits

1 credit

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2022-2023 Academic Catalog

Exposure to international themes in the study of culture,

Prerequisite(s) for Multiple Subject: EDUC 501, EDUC

globalization, and education. The course will culminate in

503, EDUC 505, EDUC 507, EDUC 509, TPA I and TPA II

a reflective, personal journal-type conceptual paper or in

passed, and all CSETs passed. Co-requisite: EDUC 552.

a comprehensive research paper that covers

international themes related to culture, globalization,

EDUC 555 Foundations of Teaching: Student-Teaching

and educational justice.

Seminar

Prerequisite(s): Instructor approval.

2 credits

Culmination of the Teacher Credential Program for

EDUC 553A Student Teaching I

Student-Teachers. Consists of a series of topics designed

5 credits

to further develop candidates’ professional preparation.

Supervised classroom experiences in Pre–K through

Provides time for candidates to link theory to daily

grade 12. Full-day student teaching required for seven

practice and prepares them for seeking a position in a

weeks, constituting a fulltime job. Student teaching

school district. Equivalent to EDUG 455.

placements are arranged prior to student teaching by the

Prerequisite(s) for Single Subject: EDUC 501, EDUC 502,

Director of Field Experiences. Equivalent to EDUG 453A.

EDUC 504, EDUC 506, EDUC 508, TPA I and TPA II passed,

Prerequisite(s) for Single Subject: EDUC 501, EDUC 502,

and all CSETs passed.

EDUC 504, EDUC 506, EDUC 508, TPA I and TPA II passed,

Prerequisite(s) for Multiple Subject: EDUC 501, EDUC

and all CSETs passed.

503, EDUC 505, EDUC 507, EDUC 509, TPA I and TPA II

Prerequisite(s) for Multiple Subject: EDUC 501, EDUC

passed, and all CSETs passed. Co-requisite: EDUC 553A

503, EDUC 505, EDUC 507, EDUC 509, TPA I and TPA II

and EDUC 553B.

passed, and all CSETs passed.

Numeric grading only.

Co-requisite: EDUC 552.

EDUC 556 Foundations of Teaching: Internship Seminar

EDUC 553B Student Teaching II

2 credits

5 credits

Culmination of the Teacher Credential Program for

Supervised classroom experiences in Pre–K through

Interns. Consists of a series of topics designed to further

grade 12. Full-day student teaching required for seven

develop candidates’ professional preparation. Provides

weeks, constituting a full-time job. Credit for both EDUC

time for candidates to link theory to daily practice and

553A and 553B precedes recommendation for a multiple

prepares them for seeking a position in a school district.

or single subject credential. Student teaching placements

Prerequisite(s) for Single Subject: EDUC 501, EDUC 502,

are arranged prior to student teaching by the Director of

EDUC 504, EDUC 506, EDUC 508, TPA I and TPA II passed,

Field Experiences. Equivalent to EDUG 453B.

and all CSETs passed.

Prerequisite(s) for Single Subject: EDUC 501, EDUC 502,

Prerequisite(s) for Multiple Subject: EDUC 501, EDUC

EDUC 504, EDUC 506, EDUC 508, EDUC 553A, TPA I and

503, EDUC 505, EDUC 507, EDUC 509, TPA I and TPA II

TPA II passed, and all CSETs passed.

passed, and all CSETs passed. Corequisite: EDUC 554.

Prerequisite(s) for Multiple Subject: EDUC 501, EDUC

Numeric grading only.

503, EDUC 505, EDUC 507, EDUC 509, EDUC 553A, TPA I

and TPA II passed, and all CSETs passed.

EDUC 557 Residency Seminar

Co-requisite: must be taken with the second half of EDUC

2 credits

552 Teaching Seminar.

Residency Practicum of the Teacher Credential Program.

Consists of a series of topics designed to further develop

EDUC 554 Internship

candidates’ professional preparation. Serves also as a

13 credits

summary of course and field experience. Provides time

The Internship Program is an eighteen-week placement,

for candidates to link theory to daily practice and

supervised weekly in a public school classroom. Open for

prepares them for teaching their own K-12 class in a

application to those who have earned a bachelor’s

school district.

degree and have passed both the CBEST and the

Prerequisite(s) for Single Subject: EDUC 501, EDUC 502,

applicable CSET or an approved waiver program.

EDUC 504, EDUC 506, EDUC 511.

Separate internship application required.

Prerequisite(s) for Multiple Subject: EDUC 501, EDUC

Prerequisite(s) for Single Subject: EDUC 501, EDUC 502,

503, EDUC 505, EDUC 507, EDUC 511.

EDUC 504, EDUC 506, EDUC 508, TPA I and TPA II passed,

and all CSETs passed.

EDUC 558A Residency I

7 credits

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The Residency Program is a placement, supervised

EDUC 601 The Counseling Process

weekly in a K-12 classroom. Open for application to those

3 credits

who have earned a bachelor’s degree and have passed

Students will develop a conceptual understanding of the

the CBEST (or equivalent) and the applicable CSET or an

helping process and learn basic counseling and

approved waiver program. Residency application

interviewing skills. Practice in applying skills will take

required.

place through role playing and videotape review.

Prerequisite(s) for Single Subject: EDUC 501, EDUC 502,

EDUC 504.

EDUC 602 Leadership for Diverse Populations

Prerequisite(s) for Multiple Subject: EDUC 501, EDUC

3 credits

503, EDUC 505. Cross-list with MALT 658A.

Examination of how leaders adapt communication,

EDUC 558B Residency II

leadership style, social, emotional, and academic services

6 credits

to support the success of all students. Emphasis on the

The Residency Program is a placement, supervised

relationship of race, ethnicity, gender, class, and culture

weekly in a K-12 classroom. Open for application to those

on student success in classrooms, schools, and

who have earned a bachelor’s degree and have passed

educational systems.

the CBEST (or equivalent) and the applicable CSET or an

approved waiver program. Residency application

EDUC 605 Community College Today

required.

3 credits

Prerequisite(s) for Single Subject: EDUC 501, EDUC 502,

Introduction to contemporary issues concerning

EDUC 504, EDUC 511, EDUC 506, EDUC 558A.

community colleges today. Emphasis will be on the

Prerequisite(s) for Multiple Subject: EDUC 501, EDUC

academic areas, as well as those facing student support

503, EDUC 505, EDUC 511, EDUC 507, EDUC 558A. Cross-

services. Faculty and professional staff issues will also be

list with MALT 658B.

addressed.

EDUC 588X Integrating Technology and Learning in K–12

EDUC 606 Topics in Higher Education

Classrooms

0–3 credits

3 credits

Topics courses address questions, theories, and practice

Designed for current K–12 teachers to enhance their

related to a special topic or area in higher education.

technology integration skills when designing curriculum

Prerequisite(s): EDUC 607 or by permission of instructor.

and instruction and to increase productivity,

communication, research, and learning in response to

EDUC 607 Introduction to Higher Education and Student

the differing needs of their diverse student population.

Affairs

Meets the CCTC Level II requirements for Professional

3 credits

Clear Credential and Teacher Induction Standards.

Examines six themes in American higher education: (a)

Prerequisite(s): EDUC 589 or equivalent.

history of higher education and student affairs, (b)

philosophy and ethics of the profession, (c) educational

EDUC 590X Education Topics

access and equity, (d) student populations, (e) roles of

1–4 credits

educators, and (f) current context.

A workshop course for educators to continue their

professional growth. Topics will vary for each offering.

EDUC 608 Evaluation and Assessment: Enhancing

Students will submit a paper describing how they have

Program Effectiveness and Student Learning

implemented the skills developed through the workshop.

3 credits

Emphasis on the evaluation of program efficiency,

EDUC 600 Independent Study

effectiveness, and impact, as well as the assessment of

1–4 credits

learning in and out of classroom settings in higher

In exceptional cases, independent study project provides

education. Intends to build the skills of planning,

alternative not available through regular course offerings

development, implementation, analysis, and

or because of scheduling limitations. No more than 12

communication of findings in projects related to

independent study credits can be counted toward a

evaluation and assessment.

degree. No additional fee for doctoral students fulfilling

Prerequisite(s): EDUC 607 or by permission of instructor.

elective credits. May repeat for a maximum of 12 credits

of independent study.

EDUC 612 Media and Digital Technologies for

Leadership in Higher Education

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2022-2023 Academic Catalog

3 credits

achievement. Students will learn cross-cultural

This class explores the representation of higher

counseling skills to meet the needs of diverse learners,

education in media and how it applies to leadership in

while developing awareness of their own world view and

higher education. Students examine different digital

examining how this affects their work with K–12

technologies and consider their application as leaders in

students.

the field.

Prerequisite(s): EDUC 607.

EDUC 629 Independent Study in Higher Education

3 credits

EDUC 614 Organization Theory and Leadership in Higher

Independently designed learning experience focuses on a

Education

particular question or topic in higher education.

3 credits

May be repeated for degree credit for a maximum of 6

Emphasis on theoretical perspectives of organization

credits.

theory and management with a focus on colleges and

universities. Introduction to organization theory,

EDUC 631 Law, Policy, and Ethics in Higher Education

organizational structure, governance, and cultures of

3 credits

higher education.

Students in this course explore law, policy, and ethical

issues in higher education at institutional, state, and

EDUC 620 Culture and Globalization on Contemporary

national levels. The course helps students develop an

Educational Issues

integrated view of law, policy, and ethics that assists with

2 credits

professional practice.

Explore, examine, and understand current issues related

Prerequisite(s): EDUC 607.

to culture and globalization, utilizing socially-situated

theoretical perspectives in framing approaches to

EDUC 632 Education Administration Exit Exam

curriculum, instruction, and assessment. Study major

0 credits

developments and implications associated with

Taken during the Summer 2 semester, students will

internationalization and culture that are shaping

complete an assessment of knowledge and skills required

education.

of educational leaders.

Prerequisite(s): Instructor approval.

May not be repeated for degree credit. Co-requisite:

EDUC 636. Credit/no credit only.

EDUC 621 Culture and Globalization on Contemporary

Educational Issues

EDUC 633 Working with College Students

1 credit

3 credits

Exposure to international themes in the study of culture,

This course examines the role, function, and practice of

globalization, and education. The course will culminate in

student affairs professionals’ work with college students

a reflective, personal journal-type conceptual paper or in

focusing on contemporary issues in student services.

a comprehensive research paper that covers

Topics include supervision, conflict, and crisis.

international themes related to culture, globalization,

Prerequisite(s): EDUC 607.

and educational justice.

Prerequisite(s): Instructor approval.

EDUC 634A Leadership Lab A

1 credit

EDUC 624 College Student Development

In this one-hour field experience, students are

3 credits

introduced to the expectations of the Educational

Explores holistic, psychosocial, cognitive, and social

Administration program, professional standards, state

identity theories related to college student development.

licensure requirements, and the CalAPA; practice the

Students will consider what these theories mean for their

skills needed to successfully complete CalAPA Cycle 1:

work in institutions of higher education.

Analyzing Data to Inform School Improvement and

Prerequisite(s): EDUC 607 or by permission of instructor.

Promote Equality.

May not be repeated for degree credit. Co-requisite:

EDUC 626 Multicultural Counseling Aspects in Schools

EDUC 635A. Numeric grading only.

3 credits

Students will engage in experiences that promote

EDUC 634B Leadership Lab B

understanding of ethnic, cultural, socioeconomic, and

1 credit

environmental factors impacting pupil learning and

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In this one-hour field of experience, students practice the

EDUC 636 Master's Program Seminar (School and

skills needed to successfully complete CalAPA Cycle 2:

District Leadership)

Facilitating Communities of Practice and reflect on their

3 credits

applications of theory to practice. Students will work on

Culminating experience of the program. Students will

professional growth and identify practice-based

have the opportunity to identify, explore, and research

opportunities for applied leadership.

an area of education administration in depth and then

May not be repeated for degree credit. Co-requisite:

communicate findings to the professional community.

EDUC 635B. Numeric grading only.

This course may be offered in hybrid format. Co-

requisite: EDUC 632.

EDUC 634C Leadership Lab C

1 credit

EDUC 637 Master’s Seminar

In this one-hour field experience, students practice the

3 credits

skills needed to successfully complete CalAPA Cycle 3:

Culminating experience of the program. Students will

Supporting Teacher Growth and reflect on their

have the opportunity to identify, explore, and research

application of theory to practice. Students will work on

an area in depth and then communicate findings to the

short- and long-term professional growth and identify

professional community.

practice-based opportunities for applied leadership.

Prerequisite(s): completion of all course requirements.

May not be repeated for degree credit. Co-requisite:

Students may be concurrently enrolled in other required

EDUC 635C. Numeric grading only.

courses to fulfill program requirements.

EDUC 635A CalAPA Cycle 1

EDUC 641 Leadership for Change

0 credits

3 credits

Required of all Education Administration students

Introduction to theories and strategies of personal and

seeking credential. Students must complete CalAPA Cycle

organizational change. Emphasis on personal and

1: Analyzing Data to Inform School Improvement and

organizational reflective practice, the dynamics of nested

Promote Equity with a passing score before program

educational communities, and the purpose and process

completion. The student will not receive course credit

of implementing change to improve student learning and

until they receive a passing score on CalAPA cycle 1.

school culture.

May not be repeated for degree credit. Co-requisite:

Numeric grading only.

EDUC 634A or EDUC 679A. Credit/no credit only.

EDUC 643 Coaching and Teacher Development

EDUC 635B CalAPA Cycle 2

3 credits

0 credits

Introduction to the foundational theories of curriculum

Required of all Educational Administration students

design and implementation, adult learning, and

seeking credential. Students must complete CalAPA Cycle

professional development. Students will apply theory to

2: Facilitating Communities of Practice with a passing

create professional development strategies in support of

score before program completion. The student will not

teacher performance.

receive course credit until they receive a passing score on

Numeric grade only.

CalAPA Cycle 2.

May not be repeated for degree credit. Co-requisite:

EDUC 644 Introduction to Educational Inquiry

EDUC 634B or EDUC 679B. Credit/no credit only.

3 credits

Introduces the major orientations informing educational

EDUC 635C CalAPA Cycle 3

research, as well as a range of qualitative and

0 credits

quantitative methodologies. Develops an understanding

Required of all Education Administration students

of study design, data collection, and analysis to evaluate

seeking credential. Students must complete CalAPA Cycle

existing studies and plan new ones that are relevant to

3: Supporting Teacher Growth with a passing score

professional practice in education.

before program completion. The student will not receive

Numeric grading only.

course credit until they receive a passing score on CalAPA

Cycle 3.

EDUC 645 Introduction to Linguistics for Educators

May not be repeated for degree credit. Co-requisite:

3 credits

EDUC 634C or EDUC 679C. Credit/no credit only.

Provides a profound examination into how languages are

patterned and structured. Various theories and research

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2022-2023 Academic Catalog

on language structure and related factors in first and

Introduces a variety of counseling theories used to

second language acquisition are studied. In addition, the

conceptualize cases in both community and educational

course will examine effective teaching and assessment

counseling environments, including K–12, community

strategies that provide all students access to the core

college, and university settings, with specific focus on

curriculum.

utilizing individual and systemic theory-based techniques

for diverse populations across the lifespan.

EDUC 646 Diversity and Inclusion

Prerequisite(s): EDUC 601 with a minimum grade of at

3 credits

least 3.0 or higher.

Explores both historic and contemporary perspectives in

cross-cultural education. Opportunities, achievement

EDUC 654 Counseling for Career Choice and

and career gaps, and socioeconomic outcomes will be

Development

examined. Utilizing a cultural and systemic perspective,

3 credits

interactions of education institutions and socio-historic

Students will become familiar with career development

contexts leading to differentiated outcomes are

theories, sources of occupational information, the career

examined. Culturally relevant and socially exemplary

counseling process, assessment in career counseling, and

programs are also studied.

curricular approaches to fostering career development.

They also will become familiar with the impact of

EDUC 647 Perspectives in Second Language Acquisition

diversity and individual differences on career

3 credits

development and choices.

Provides a theoretical understanding of how first and

Prerequisite(s): EDUC 601 with a minimum grade of at

second languages are learned. Introduces language

least 3.0 or higher; and, for non-counseling majors, by

acquisition theories, factors in first and second language

permission.

development, and pedagogically effective language

teaching and learning strategies. Candidates’ theoretical

EDUC 655 Counseling Systems

and practical language acquisition framework will enable

3 credits

them to effectively evaluate language activities in the

This course introduces systems thinking for the helping

classroom.

professional. The systems approach distinguishes itself

from the more traditional analytic approach by

EDUC 649 Teaching English Learners

emphasizing the interactions and connectedness of the

3 credits

different components of a system. Students will learn the

An advanced study of teaching English learners. Deepens

basics of thinking systemically.

and broadens the second language development

Prerequisite(s): EDUC 601 with at least a grade of 3.0

knowledge, skills, and abilities acquired during the

and EDUC 653 (may be taken as a co-requisite).

professional teacher preparation program. Candidates

acquire specialized skills designed to meet the

EDUC 657A Practicum: Fieldwork in Counseling

instructional needs of English learners. Meets the

3 credits

Professional Clear Credential Requirement.

Designed to provide an overview of the various fieldwork

requirements in the school counseling profession and to

EDUC 651 Group Counseling and Consultation in Schools

understand the role of the 21st-century school

3 credits

counselor. Assist students in comparing and contrasting

This course seeks to engage students around concepts

responsibilities as they relate to the state and national

related to the development and implementation of

standards for school counselors.

school-based (P–12) group counseling oriented toward

various issues facing students in schools today. Students

EDUC 657B Practicum: Fieldwork in Counseling

will also be introduced to group theory and techniques as

1 credit

it relates to the P–12 environment, along with group

Review and critique of fieldwork experience from a

leadership skills.

public or equivalent setting, which includes 12 three-

Prerequisite(s): EDUC 601 with a minimum grade of at

hour group case conference sessions over the three

least 3.0 or higher.

semesters, and preparation for Exit Oral Interview,

portfolio completion, and written comprehension exam.

EDUC 653 Theories of Counseling and Psychotherapy

Prerequisite(s): EDUC 657A. Credit/no credit only.

3 credits

EDUC 657C Practicum: Fieldwork in Counseling

397

2022-2023 Academic Catalog

1 credit

Introduction to leadership theory, problem framing,

Review and critique of fieldwork experience from a

individual leadership assessment, and administrative

public or equivalent setting, which includes 12 three-

styles. Emphasis on organizational management, ethical

hour group case conference sessions over the three

decision making, problem-solving, and reflective practice.

semesters, and preparation for Exit Oral Interview,

This course may be offered in hybrid format.

portfolio completion, and written comprehension exam.

Prerequisite(s): EDUC 657B. Credit/no credit only.

EDUC 673 School Resource Management

3 credits

EDUC 657D Practicum: Fieldwork in Counseling

Introduction to sound fiscal procedures and budgeting,

1 credit

including an examination of federal, state, and local

Review and critique of fieldwork experience from a

educational financing. Topics include equitable resource

public or equivalent setting, which includes 12 three-

management, setting budgetary priorities at the school

hour group case conference sessions over the three

site, facilities management, and school modernization.

semesters, and preparation for Exit Oral Interview,

This course may be offered in hybrid format.

portfolio completion, and written comprehension exam.

Prerequisite(s): EDUC 657C. Credit/no credit only.

EDUC 674 Education Law & Policy

3 credits

EDUC 662 Educator’s Workshop

Introduction to and application of federal and state laws

1–4 credits

and legal opinions as they relate to educational policies

Designed to reflect curriculum trends and issues in

and procedures. Topics covered include constitutional

education, while current and topical.

law, administrative law, district policies, and school

governance and politics in relation to positive school

EDUC 666 Fieldwork Practicum in Higher Education

climate and improvement.

1–3 credits

Numeric grading only. May not be repeated for degree

Independently designed learning experience focuses on a

credit.

particular area of expertise in higher education. Students

will be assigned a mentor to direct fieldwork

EDUC 675 Curriculum and Program Development

experiences.

3 credits

Credit/no credit only.

Consideration of the philosophical, historical, and

contemporary elements of curriculum. Attention given to

EDUC 669 Diversity and Social Justice in Higher

team-based planning, development, implementation,

Education

and evaluation of curricular programs. Additional topics

3 credits

include best practices pertaining to social and emotional

Introduces students to theory, research, and practice

learning, special needs programs, and communities of

related to diversity and social justice in American higher

practice. This course may be offered in hybrid format.

education. Students learn about crucial topics such as

those related to oppression and privilege and develop a

EDUC 676 School Personnel Management

critical understanding of what these issues mean for

3 credits

advancing justice at institutions and their own

Examination of techniques and styles for selecting,

professional practice.

supervising, and evaluating school personnel. Includes

Prerequisite(s): EDUC 607 or by permission of instructor.

opportunities to observe and monitor staff performance

and offers various professional in-service approaches.

EDUC 670 Program Administration and Evaluation

Topics include employee relations, motivation, and

3 credits

negotiations.

Introduction to the foundational theories of curriculum

design and implementation, adult learning, and

EDUC 677A Supervised Fieldwork in Counseling

professional development. Students will apply theory to

2 credits

create professional development strategies in support of

This course focuses on the work students are engaged

teacher performance. This course may be offered in

during program-approved field placements in schools

hybrid format.

and other counseling settings. Students will participate in

supervision with the course instructor in addition to

EDUC 671 Ethical and Reflective Leadership

group supervision with their peers. This course is for

3 credits

students in their first term of fieldwork.

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2022-2023 Academic Catalog

Prerequisite(s): EDUC 601, EDUC 685, and CMHC 610.

Prerequisite(s): EDUC 678A.

Corequisites: EDUC 653, and EDUC 680 or EDUC 624.

Credit/No Credit only.

EDUC 679 Preliminary Administrative Internship

Practicum

EDUC 677B Supervised Fieldwork in Counseling

1–3 credits

2 credits

Designed to provide support and guidance for candidates

This course focuses on the work students are engaged

who have been hired by school districts on

during program-approved field placements in schools

administrative internship credentials. Expectations are

and other counseling settings. Students will participate in

the same as EDUC 678. Enrollment required every term

supervision with the course instructor in addition to

except when enrolled in EDUC 678.

group supervision with their peers. This course is for

Credit/no credit only.

students in their second term of fieldwork.

Prerequisite(s): EDUC 677A. Credit/No Credit only.

EDUC 679A Education Administration Internship A

1 credit

EDUC 677C Supervised Fieldwork in Counseling

Intern candidates will complete the CalAPA Cycle 1:

2 credits

Analyzing Data to Inform School Improvement and

This course focuses on the work students are engaged

Promote Equity, receive individual leadership coaching,

during program-approved field placements in schools and

and reflect on consequential, job-related leadership

other counseling settings. Students will participate in

experiences.

supervision with the course instructor in addition to group

Intern candidates must enroll in 679A in lieu of 634A.

supervision with their peers. This course is for students in

May not be repeated for degree credit. Co-requisite:

their third term of fieldwork.

EDUC 635A. Numeric grading only.

Prerequisite(s): EDUC 677B. Credit/No Credit only.

EDUC 679B Education Administration Internship B

EDUC 677D Supervised Fieldwork in Counseling

1 credit

2 credits

Intern candidates will complete the CalAPA Cycle 2:

This course focuses on the work students are engaged

Facilitating Communities of Practice, receive individual

during program-approved field placements in schools

leadership coaching, and reflect on consequential, job-

and other counseling settings. Students will participate in

related leadership experiences.

supervision with the course instructor in addition to

Intern candidates must enroll in 679B in lieu of 634B.

group supervision with their peers. This course is for

May not be repeated for degree credit. Co-requisite:

students in their fourth term of fieldwork and beyond.

EDUC 635B. Numeric grading only.

Prerequisite(s): EDUC 677C. Credit/No Credit only.

EDUC 679C Education Administration Internship C

EDUC 678A Educational Administration Program

1 credit

Induction

Intern candidates will complete the CalAPA Cycle 3:

1 credit

Supporting Teacher Growth, receive individual leadership

Designed to introduce students to the expectations of

coaching, and reflect on consequential, job-related

the Educational Administration program and make a

leadership experiences.

commitment to educational justice. Consists of a

Intern candidates must enroll in 679C in lieu of 634C. May

semester’s work to develop a program completion plan

not be repeated for degree credit. Co-requisite: EDUC

and set up a portfolio demonstrating the achievement of

635C. Numeric grading only.

competencies based on CCTC Standards.

EDUC 680 Human Development Across the Life Span

EDUC 678B Practicum: Fieldwork in Education

3 credits

2 credits

This course is designed to explore historical and

Taken in the final semester, designed to fulfill major

contemporary perspectives in typical and atypical human

fieldwork requirements. Consists of a semester's work in

growth, development, and learning styles. Utilizing a

educational settings to enable the student to apply

systemic perspective, the course examines physical,

administrative skills learned throughout the program.

emotional, mental, cultural, sexual, and moral

Degree and credential candidates develop a portfolio of

development throughout the lifespan.

evidences demonstrating the achievement of

Prerequisite(s): current enrollment in the School or

competencies based on CCTC Standards.

Clinical Mental Health Counseling Program.

399

2022-2023 Academic Catalog

Required of all Professional Administrative Services

EDUC 685 Foundations of School Counseling

Credential candidates. Working with a mentor, students

3 credits

must complete all assessment activities and develop and

This course explores various responsibilities that are

obtain approval of an induction plan addressing

required to be an effective counselor in today’s school

organizational and cultural environments, dynamics of

environment. Additionally, an overview of the identity of

strategic issues management, ethical and reflective

the professional school counselor’s role will be addressed

leadership analysis and development of public policy,

to facilitate the knowledge necessary to navigate the

management of information systems, and human and

current functions of PPS counseling at the various K–12

fiscal resources.

levels.

Credit/no credit only.

EDUC 686 Special Topics in Community Engaged

EDUC 722 Learning and Leadership

Leadership

3 credits

3 credits

Topics include instructional leadership, learning, and

This course will examine special topics in community-

instructional research and theory; evaluation of teaching

engaged leadership in schools and society.

effectiveness, staff performance, and pupil achievement;

Numeric grading only.

staff development; site-based decision making; and

current trends and issues.

EDUC 696 Advanced Addictions Counseling

Credit/no credit only.

3 credits

Introduces the student to issues related to the etiology

EDUC 723 Communication in an Environment of

and treatment of various addictions. Counseling skills

Diversity

and approaches that can be utilized to match

3 credits

interventions for disorders of addiction to individual

Topics include effective interpersonal communication

client needs will be addressed. Versatility and flexibility

skills, effective oral and written presentation, cultural

are emphasized, as well as the use of research-supported

values and language diversity, demographics of the local

prevention and intervention strategies.

community, the politics of language, restructuring, and

Prerequisite(s): EDUC 695.

coalition building.

Credit/no credit only.

EDUC 699 Clinical Counselor Preparation Examination

0 credits

EDUC 724 Organizational Systems in Education

The Counselor Preparation Comprehensive Exam (CPCE)

3 credits

is an exit examination required of all Department of

Topics include theory and function of human

Counseling and Human Services students in the Clinical

organizations, schools as systems (political, social,

Mental Health Counseling and School Counseling

cultural, economic), management of organizations for

programs at the University of Redlands. The exam

change, and leadership in organizational settings.

assesses the student’s knowledge of counseling to

Credit/no credit only.

ensure minimum competence in the field.

May be repeated for 3 attempts. Offered online only.

EDUC 725 Resource Management in Schools

Credit/no credit only.

3 credits

Topics include sound practices in the management of

EDUC 700 Independent Study

fiscal, material, and human resources within a legal

1–4 credits

framework; district-level funding and budgeting; current

In exceptional cases, independent study project provides

problems affecting school financing; short- and long-term

alternatives not available through regular course

planning; appropriate assignment of personnel; and

offerings or because of scheduling limitations.

developing and implementing effective personnel

May repeat for a maximum of 12 credits of independent

policies.

study. Independent study is subject to an additional fee.

Credit/no credit only.

EDUC 720 Professional Administrative Services

EDUC 726 Professional Administrative Services

Credential Assessment: Plan Development and

Credential Assessment: Exit

Mentoring

2 credits

2 credits

400

2022-2023 Academic Catalog

Required of all Professional Administrative Services

EDUC 774 Clear Administrative Services Credential–

Credential candidates. Students must complete all parts

CPSEL #3

of the induction plan, a self-assessment of expectations,

1 credit

and an exit assessment interview. The student’s mentor

Required of all Clear Administrative Services Credential

and the program director must verify that the student

(CASC) candidates. Working with a mentor, students

met the plan expectations.

must demonstrate mastery of the California Professional

Credit/no credit only.

Standard for Educational Leaders (CPSEL) #3:

MANAGEMENT AND LEARNING ENVIRONMENT.

EDUC 770 Clear Administrative Services Credential

Prerequisite(s): EDUC 770, EDUC 771, EDUC 772, and

Induction

EDUC 773. Credit/no credit only.

1 credit

Required of all Clear Administrative Services Credential

EDUC 775 Clear Administrative Services Credential–

(CASC) candidates. Working with a mentor, students

CPSEL #4

develop and obtain approval of an induction plan

1 credit

addressing organizational and cultural environments,

Required of all Clear Administrative Services Credential

dynamics of management, ethical and reflective

(CASC) candidates. Working with a mentor, students

leadership and development of public policy, information

must demonstrate mastery of the California Professional

systems, and human/fiscal resources.

Standard for Educational Leaders (CPSEL) #4: FAMILY

Credit/no credit only.

AND COMMUNITY ENGAGEMENT.

Prerequisite(s): EDUC 770, EDUC 771, EDUC 772, EDUC

EDUC 771 Clear Administrative Services Credential

773, and EDUC 774. Credit/no credit only.

Personal Learning Plan

1 credit

EDUC 776 Clear Administrative Services Credential–

Required of all Clear Administrative Services Credential

CPSEL #5

(CASC) Candidates. Working with a mentor, students

1 credit

develop a Personal Learning Plan which aligns with the

Required of all Clear Administrative Services Credential

induction plan and a formal leadership analysis.

(CASC) candidates. Working with a mentor, students

Prerequisite(s): EDUC 770. Credit/no credit only.

must demonstrate mastery of the California Professional

Standard for Educational Leaders (CPSEL) #5: ETHICS AND

EDUC 772 Clear Administrative Services Credential–

INTEGRITY.

CPSEL #1

Prerequisite(s): EDUC 770, EDUC 771, EDUC 772, EDUC

1 credit

773, EDUC 774, and EDUC 775. Credit/no credit only.

Required of all Clear Administrative Services Credential

(CASC) candidates. Working with a mentor, students

EDUC 777 Clear Administrative Services Credential–

must demonstrate mastery of the California Professional

CPSEL #6

Standard for Educational Leaders (CPSEL) #1:

1 credit

DEVELOPMENT AND IMPLEMENTATION OF A SHARED

Required of all Clear Administrative Services Credential

VISION.

(CASC) candidates. Working with a mentor, students

Prerequisite(s): EDUC-770 and EDUC-771. Credit/no

must demonstrate mastery of the California Professional

credit only.

Standard for Educational Leaders (CPSEL) #6: EXTERNAL

CONTEXT AND POLICY.

EDUC 773 Clear Administrative Services Credential–

Prerequisite(s): EDUC 770, EDUC 771, EDUC 772, EDUC

CPSEL #2

773, EDUC 774, EDUC 775 and EDUC 776. Credit/no credit

1 credit

only.

Required of all Clear Administrative Services Credential

(CASC) candidates. Working with a mentor, students

EDUC 778 Clear Administrative Services Credential–

must demonstrate mastery of the California Professional

Individual Learning Plan Completion

Standard for Educational Leaders (CPSEL) #2:

1 credit

INSTRUCTIONAL LEADERSHIP.

Required of all Clear Administrative Services Credential

Prerequisite(s): EDUC 770, EDUC 771, and EDUC 772.

(CASC) Candidates. Working with a mentor, students

Credit/no credit only.

must complete the Personal Learning Plan.

Credit/no credit only.

401

2022-2023 Academic Catalog

Prerequisite(s): EDUC 770, EDUC 771, EDUC 772, EDUC

EDUC 820B Writing a Literature Review B

773, EDUC 774, EDUC 775, EDUC 776, and EDUC 777.

1 credit

Credit/no credit only.

Systematically develops knowledge, skills, and abilities

necessary to produce a literature review that

EDUC 779 Clear Administrative Services Credential–

demonstrates mastery of a topic with emphasis on each

Individual Induction Plan Completion

student producing their dissertation literature review.

1 credit

Continues with literature analysis, synthesis, critique, and

Required of all Clear Administrative Services Credential

outlining a first draft. Deepens conceptual understand of

(CASC) candidates. Working with a mentor, students

research methods used in the literature reviewed.

must complete the Personal Learning Plan.

Prerequisite(s): Admission to Ed.D. Program. Numeric

Prerequisite(s): EDUC 770, EDUC 771, EDUC 772, EDUC

grading only.

773, EDUC 774, EDUC 775, EDUC 776, EDUC 777, and

EDUC 778. Credit/no credit only.

EDUC 820C Writing a Literature Review C

1 credit

EDUC 780 Special Studies

Systematically develops knowledge, skills, and abilities

2 credits

necessary to produce a literature review that

Individually designed activity that might include

demonstrates mastery of a topic with emphasis on each

approved professional development, research or

student producing their dissertation literature review.

evaluation problems, directed readings or tutorial, or an

Culminates with writing a final draft, including

internship consistent with an approved professional

compliance with all technical standards for manuscript

development plan.

preparation.

Credit/no credit only.

Prerequisite(s): Admission to Ed.D. Program. Numeric

grading only.

EDUC 800 Independent Study

1–4 credits

EDUC 821 Culture and Globalization on Contemporary

In exceptional cases, independent study project provides

Educational Issues: Academic Field Trip

alternatives not available through regular course

1 credit

offerings or because of scheduling limitations. May

Exposure to international themes in the study of culture,

repeat for a maximum of 12 credits of independent study.

globalization, and education. The course will culminate in

No additional fee for doctoral students fulfilling elective

a reflective, personal journal-type conceptual paper or in

credits.

a comprehensive research paper that covers

international themes related to culture, globalization,

EDUC 820 Culture and Globalization on Contemporary

and educational justice.

Educational Issues

2 credits

EDUC 822A Organizational Change and Education A

Explore, examine, and understand current issues related

EDUC 822B Organizational Change and Education B

to culture and globalization utilizing socially-situated

EDUC 822C Organizational Change and Education C

theoretical perspectives in framing approaches to

1 credit

curriculum, instruction, and assessment. Study major

Explores organization theory, attending to administration

developments and implications associated with

and policy associated with education organization

globalization and culture that are shaping education.

for social justice leaders. Students create a conceptual

understanding of education organization and governance

EDUC 820A Writing a Literature Review A

so that participants can apply multiple theoretic

1 credit

constructions to critically examine educational

Systematically develops knowledge, skills, and abilities

organization functioning. Students develop

necessary to produce a literature review that

competency as critical examiners of educational

demonstrates mastery of a topic with emphasis on each

organizational functioning. May be offered face-to-face

student producing their dissertation literature review.

or hybrid.

Students will conduct library research, topic refinement,

Prerequisite(s): Admission to Ed.D. Program. Numeric

bibliography development, and literature analysis.

grading only.

Prerequisite(s): Admission to Ed.D. Program. Numeric

grading only.

EDUC 827 Leadership and Practice in Education

3 credits

402

2022-2023 Academic Catalog

Deeply examines leadership perspectives in

from a lens of educational justice. May be offered face-

organizations. Utilizing a historical and organizational

to-face or hybrid.

perspective, critically examines leadership and

Prerequisite(s): Admission to Ed.D. Program.

management, including leadership theories, models, and

application for emerging social justice scholarship and

EDUC 832 Educational Policy: A Multiple Perspectives

practice.

Approach

Prerequisite(s): Admission to Ed.D. Program. Numeric

3 credits

grading only.

This course explores federal, state, and local policy

development, implementation, and analysis for social

EDUC 828 School Law, Finance, and Personnel

justice educational leaders.

Management

Prerequisite(s): Admission to Ed.D. Program.

3 credits

Introduction to and application of: 1) education federal

EDUC 833 Education Finance

and state laws and legal opinions; 2) California school

3 credits

finance and; 3) California personnel law, practices, and

Explores how revenues are generated, negotiated,

procedures. Topics covered include constitutional law,

distributed, and budgeted to achieve desired educational

administrative law, federal, state, and district, and school

outcomes in PK-12 and higher education systems. Course

policies that contribute to positive school climate and

topics include funding equity, strategic budgeting, and

improvement.

making financial decisions from a lens of educational

Prerequisite(s): Admission to Ed.D. Program. Numeric

justice to create change and support student needs.

grading only.

Prerequisite(s): Admission to Ed.D. Program.

EDUC 829 Historical Foundations in Education and Social

EDUC 835 Critical Theory and Educational Leadership

Justice

3 credits

3 credits

This course specifically examines critical theory, its

Examines the historical foundations of US education (PK-

origins, and related theories such as critical race theory,

12 and higher education) through a social justice lens.

LatCrit, DisCrit, critical feminist, and Queer theory. As

Explores how gender, race, class, religion, sexuality, and

part of the course, students apply a critical lens to

ableism interact with changing purposes, systems, and

educational leadership and examine intersectionality.

institution-building of education considering access to,

Prerequisite(s): Admission to Ed.D. Program.

leadership within, and provision of education. May be

offered face-to-face or hybrid.

EDUC 836 Race, Equity, and Schools

Prerequisite(s): Admission to Ed.D. Program. Numeric

This course provides an introduction and overview of the

grading only.

Black Freedom Movement and explores questions of

racial equity in schools and society, as well as how

EDUC 830 Social Justice Theory and Practice

educational leaders can address these issues. Other

3 credits

topics include racial capitalism, systemic racism,

Examines social justice theories and their implications for

neoliberalism, abolitionist teaching, decolonization, and

educational practice and leadership. Identifies the social,

antiracism. May be offered face-to-face or hybrid.

cultural, political, and economic factors that influence

Numeric grading only.

schooling in a diverse society. From an educational

leadership perspective, applies multiple perspectives to

EDUC 837 Literacy and Democracy

problems affecting various stakeholders across

3 credits

educational systems (PK-12 and higher education).

Examines the intersection of literacy and democracy.

Prerequisite(s): Admission to Ed.D. Program.

Students consider broad theoretical issues and

philosophical questions related to preparing citizens for a

EDUC 831 Education Law, Policy, and Justice

democracy, as well as the historical and contemporary

3 credits

role of schools, teachers, and communities in this

Explores federal, state, and local education law for PK-12

project. May be offered face-to-face or hybrid.

and higher education systems in the context of the

Numeric grading only.

current policy environment. Includes the evolution of

state and federal education policy, Constitutional rights

EDUC 840 Educational Inquiry

for students and educators, and educational practice

3 credits

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2022-2023 Academic Catalog

Explores research theories within the context of an

development needs (e.g., compliance standards as well

inquiry framework on issues related to educational

as research enhancement).

leadership. Develops an understanding of the range of

research methodologies to plan, conduct, and evaluate

EDUC 846 Advanced Quantitative Methods

qualitative and quantitative research. Develops ways of

3 credits

thinking and knowing about educational inquiry that

Extends understanding of quantitative research designs

contribute to the field of study.

and the statistical analyses most appropriate for

Prerequisite(s): Admission to Ed.D. Program.

answering research questions under each for the

purpose of educational improvement. Introduces

EDUC 841 Quantitative Research Methods

statistical procedures used to make inferences. Supports

3 credits

satisfying the early research project requirement of the

Introduces students to the purpose and use of

program. May be offered face-to-face or hybrid.

quantitative methods in educational decision making.

Prerequisite(s): EDUC 841 and EDUC 842. Numeric

Through applied projects, this course acquaints students

grading only.

with survey design, sampling, forms of data collection,

the preparation of data for statistical analysis, and

EDUC 847 Advanced Qualitative Methods

descriptive statistical procedures. Provides conceptual

3 credits

overview of quantitative research designs and inferential

Extends understanding and skills involved in qualitative

statistics. May be offered face-to-face or hybrid.

research. Explores advanced qualitative design

Prerequisite(s): Admission to Ed.D. Program.

approaches to qualitative data gathering, analysis, and

interpretation. Students produce an original piece of

EDUC 842 Qualitative Research Methods

qualitative research as part of this course. Supports

3 credits

satisfying the early research project requirement of the

This course examines literature about and how to do

program. May be offered face-to-face or hybrid.

basic qualitative research. Students will devise and

Prerequisite(s): Admission to Ed.D. Program. Numeric

conduct a small study to learn about qualitative research

grading only.

in practice.

Prerequisite(s): Admission to Ed.D. Program.

EDUC 850A Research to Practice Seminar I A

1 credit

EDUC 843 Evidence and Educational Practice

A topical seminar that links research to practice relating

3 credits

to social justice and educational leadership.

This course focuses on the use of evidence by

Numeric grading only.

educational leaders to improve student and

organizational outcomes.

EDUC 850B Research to Practice Seminar I B

Prerequisite(s): EDUC 840, EDUC 841, and EDUC 842.

1 credit

A topical seminar that links research to practice relating

EDUC 844 Social Justice Leadership for Changing

to social justice and educational leadership.

Organizational Systems

Numeric grading only.

3 credits

This course focuses on organizational change in

EDUC 850C Research to Practice Seminar I C

educational institutions. Also examines how the

1 credit

characteristics, responsibilities, and contextual elements

A topical seminar that links research to practice relating

of social justice leadership contribute to changing

to social justice and educational leadership.

educational organizations.

Numeric grading only.

Prerequisite(s): Admission to Ed.D. Program.

EDUC 851A Research to Practice Seminar II A

EDUC 845A Quantitative Research Methods II A

1 credit

1 credit

Topical seminar examining additional methodological

Extends understanding of categorical data, statistical and

areas. Topics depend on instructor.

graphical analysis for reporting educational research, and

Numeric grading only.

evaluation results. Includes techniques for studies of

causation and association for both cross-sectional and

EDUC 851B Research to Practice Seminar II B

longitudinal designs. Meets professional and doctoral

1 credit

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2022-2023 Academic Catalog

A topical seminar examining additional methodological

EDUC 861 Dissertation Writing

areas. Topics depend on instructor.

1–9 credits

Numeric grading only.

Dissertation writing is completed under the supervision

of the candidate’s faculty research chair and the

EDUC 851C Research to Practice Seminar II C

dissertation committee. Normally, candidates enroll in

1 credit

EDUC 861 for three terms for 3 credits each term. If the

A topical seminar examining additional methodological

dissertation process extends longer than 9 credits,

areas. Topics depend on instructor.

candidates enroll in EDUC 862 for 0 credits until finished.

Numeric grading only.

Prerequisite(s): dissertation proposal acceptance.

Credit/no credit only.

EDUC 852 Research to Practice: Innovations in

Leadership and Professional Development

EDUC 862 Dissertation Writing Extension

3 credits

0 credits

As a culminating experience in “practice,” candidates will

If the dissertation is not complete and accepted after the

design and implement a syllabus for a course they may

awarding of 9 credits, candidates will need to enroll in

teach, develop a professional development workshop, or

this course until the dissertation is completed and

design a community project to promote educational

accepted. There is a seven-year deadline from last term

justice. This opportunity will provide a laboratory for

of enrollment in EDUC 861 to complete the dissertation.

deepening skills in the application of critical pedagogy

Prerequisite(s): permission from program director.

focused on educational justice.

Credit/no credit only.

Prerequisite(s): Admission to Ed.D. Program or by

permission. Credit/no credit only.

EDUC 870 Special Topics

0–3 credits

EDUC 860A Dissertation Development and Proposal

Designed to facilitate doctoral candidates’ guided study

Writing

relative to a cognate emphasis. Entails content-specific,

1 credit

research and theory based exploration of a topic related

Students use this course to start work on their

to candidate’s discipline-specific focus in the area of

dissertation research proposal. With guidance of the

educational justice. Guided by a contractual outline of

course faculty member students will devise a dissertation

projects to be successfully completed (1–3 credits, can be

topic, recruit a chair, hone in on a research question(s),

repeated).

and produce a piece of work that establishes the

importance of the topic and the scope of the problem.

EDUC 871 Special Topics Doctoral Seminar

May be offered face-to-face or hybrid.

3 credits

Prerequisite(s): Admission to Ed.D. Program.

A special topics seminar examining social justice and

education leadership across Pk-12 and higher education.

EDUC 860B Dissertation Development and Proposal

Topics alternate according to instructor and year of

Writing

offering. May be offered face-to-face or hybrid. May be

1 credit

repeated up to 6 credits.

Students update and refine their literature review based

Prerequisite(s): Admission to the Ed.D. Program. Numeric

on the development of the research questions in 860A.

grading only.

Further develops context, purpose, and scope of their

dissertation study. May be offered face-to-face or hybrid.

EDUC 890 Ed.D. Qualifying Exam

Prerequisite(s): Admission to Ed.D. Program.

0 credits

Students register for the Ed.D. qualifying exam in August

EDUC 860C Dissertation Development and Proposal

or December. Successful completion demonstrates that

Writing

students have both the content expertise and writing

1 credit

skill to be able to progress to the dissertation stage and

Students submit a dissertation research proposal that

continue independent work. Course is repeatable for

includes methodological content congruent with the

degree credit. Limited to two possible opportunities. Can

purpose and scope of the study. May be offered face-to-

take again if fail first time. If fail twice, students

face or hybrid.

dismissed from program. As per Ed.D. handbook

Prerequisite(s): Admission to Ed.D. Program.

approved by SOE curriculum committee and Assembly.

Credit/no credit only.

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2022-2023 Academic Catalog

The Internship Program is an eighteen-week supervised

Education Specialist

public school classroom experience in a Mild/Moderate

delivery model and setting K–12 through age 22. Open

EDSP 510 Foundations of (Dis)ability and Special

for application to those who have earned a bachelor’s

Education

degree, have passed CBEST, CSET, or an approved waiver

3 credits

program and have met program pre-service

Critically examines the (dis)ability studies movement as it

requirements.

relates to our past, present and future political climate

Prerequisite(s): EDUC 501 or workshop equivalent and

both in and outside of school. Explores the impact of

EDUC 503 and EDUC 505 and EDSP 510, and health

othering. Develops awareness of tensions between

education workshop or equivalent and Augmentative and

(dis)ability studies and special education while practicing

Alternative Communication (AAC) Technology Workshop

self-reflexivity and advocating for students with

and all CSETs passed. Co-requisites: EDSP 555A and EDSP

(dis)abilities.

555B.

EDSP 516 Inclusion, (Dis)ability and Classroom

EDSP 555A Education Specialist Student Teaching I

Community

EDSP 555B Education Specialist Student Teaching II

3 credits

5 credits

Students will explore the ways in which they make sense

Supervised public school classroom experiences in

of student behavior and will learn evidence-based

Mild/Moderate delivery models and settings K–12

instruction practices that are grounded in person-

through age 22. Full-day student teaching required for

centered values. Students will become familiar with the

seven weeks, constituting a full-time job. Student

application of Response to Intervention (RtI), Behavior

teaching placements are arranged prior to student

Support Plans (BSP), Positive Behavior Interventions (PBI)

teaching by the Director of Fieldwork Experiences.

and IEP goal-writing.

Prerequisite(s) for EDSP 555A and EDSP 555B: EDUC 501

or workshop equivalent and EDUC 503 and EDUC 505 and

EDSP 525 Diagnostic Reading and Specialized

EDSP 510, and health education workshop or equivalent

Interventions

and Augmentative and Alternative Communication (AAC)

3 credits

Technology Workshop and all CSETs passed. Co-requisite:

This course addresses the design and implementation of

EDSP 552A and EDSP 552B (or EDSP 553).

reading, literacy, and communication assessments and

interventions to meet the needs of a full range of

EDSP 557 Residency Seminar

learners. Candidates will learn how to use these

2 credits

assessments and interventions in the context of

Residency Practicum of the Teacher Credential Program.

Response-to-Intervention and other pre-referral

Consists of a series of topics designed to further develop

intervention models.

candidates’ professional preparation. Serves also as a

Prerequisite(s): EDUC 501, EDUC 505, and EDSP 510.

summary of course and field experience. Provides time

for candidates to link theory to daily practice and

EDSP 552A Education Specialist Teaching Seminar I

prepares them for teaching their own K-12 class in a

EDSP 552B Education Specialist Teaching Seminar II

school district.

1 credit

Prerequisite(s): EDUC 501, EDUC 503, EDSP 510, EDSP

Culmination of the Education Specialist Teaching

516, EDSP 525. Cross-listed with EDSP 657

Credential Program. Consists of a series of topics

designed to develop and further candidates’ professional

EDSP 558A EDSP Residency I

preparation.

7 credits

Prerequisite(s) for EDSP 552A and EDSP 552B: EDUC 501

The Residency Program is a special education placement,

or workshop equivalent and EDUC 503 and EDUC 505 and

supervised weekly in a K-12 classroom. Open for

EDSP 510, and health education workshop or equivalent

application to those who have earned a bachelor’s

and Augmentative and Alternative Communication (AAC)

degree and have passed the CBEST (or equivalent) and

Technology Workshop and all CSETs passed. Co-

the applicable CSET or an approved waiver program.

requisites: EDSP 555A and EDSP 555B.

Residency application required.

Prerequisite(s): EDUC 501, EDUC 503, EDSP 510. Cross-

EDSP 553 Education Specialist Internship

listed with EDSP 658A

13 credits

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2022-2023 Academic Catalog

EDSP 558B EDSP Residency II

13 credits

6 credits

The internship program is an eighteen-week supervised

The Residency Program is a placement, supervised

public school classroom experience in mild/moderate

weekly in a K-12 special education classroom. Open for

delivery model and setting, K-12 through age 22. Open

application to those who have earned a bachelor’s

for application to those who earned a bachelor’s degree,

degree and have passed the CBEST (or equivalent) and

have passed CBEST, CSET, or an approved waiver

the applicable CSET or an approved waiver program.

program and have met program pre-service

Residency application required.

requirements. Equivalent to EDSP 553.

Prerequisite(s): EDUC 501, EDUC 503, EDSP 510, EDSP

516, EDSP 525, EDSP 558A. Cross-listed with MALT 658A

EDSP 655A Education Specialist Student Teaching I

EDSP 655B Education Specialist Student Teaching II

EDSP 610 Foundations of (Dis)ability and Special

5 credits

Education

Supervised public school classroom experiences in

3 credits

mild/moderate delivery models and settings, K-12

Critically examines the (dis)ability studies movement as it

through age 22. Full-day student teaching required for

relates to our past, present and future political climate

seven weeks, constituting a full-time job. Student

both in and outside of school. Explores the impact of

teaching placements are arranged prior to student

othering. Develops awareness of tensions between

teaching by the Director of Fieldwork Experiences.

(dis)ability studies and special education while practicing

Equivalent to EDSP 555A and EDSP 555B.

self-reflexivity and advocating for students with

(dis)abilities. Equivalent to EDSP 510.

EDSP 657 Residency Seminar

2 credits

EDSP 616 Inclusion, (Dis)ability and Classroom

Residency Practicum of the Teacher Credential Program.

Community

Consists of a series of topics designed to further develop

3 credits

candidates’ professional preparation. Serves also as a

Students will explore the ways in which they make sense

summary of course and field experience. Provides time

of student behavior and will learn evidence-based

for candidates to link theory to daily practice and

instructional practices that are grounded in person-

prepares them for teaching their own K-12 class in a

centered values. Students will become familiar with the

school district.

application of Response to Intervention (RtI), Behavior

Prerequisite(s): MALT 601, MALT 603, EDSP 610, EDSP

Support Plans (BSP), Positive Behavior Interventions (PBI)

616, EDSP 625. Cross-listed with EDSP 557

and IEP goal-writing. Equivalent to EDSP 516.

EDSP 658A Residency I

EDSP 625 Diagnostic Reading and Specialized

7 credits

Interventions

The Residency Program is a special education placement,

3 credits

supervised weekly in a K-12 classroom. Open for

This course addresses the design and implementation of

application to those who have earned a bachelor’s

reading, literacy, and communication assessments and

degree and have passed the CBEST (or equivalent) and

interventions to meet the needs of a full range of

the applicable CSET or an approved waiver program.

learners. Candidates will learn how to use these

Residency application required.

assessments and interventions in the context of

Prerequisite(s): MALT 601, MALT 603, EDSP 610. Cross-

Response-to-Intervention and other pre-referral

listed with EDSP 558A.

intervention models. Equivalent to EDSP 525.

EDSP 658B Residency II

EDSP 652A Education Specialist Teaching Seminar I

6 credits

EDSP 652B Education Specialist Teaching Seminar II

The Residency Program is a placement, supervised

1 credit

weekly in a K-12 special education classroom. Open for

Culmination of the Education Specialist Teaching

application to those who have earned a bachelor’s

Credential Program. Consists of a series of topics

degree and have passed the CBEST (or equivalent) and

designed to develop and further candidates’ professional

the applicable CSET or an approved waiver program.

preparation. Equivalent to EDSP 552A and EDSP 552B.

Residency application required.

Prerequisite(s): MALT 601, MALT 603, EDSP 610, EDSP

EDSP 653 Education Specialist Internship

616, EDSP 625, EDSP 658A. Cross-listed with EDSP 558B.

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2022-2023 Academic Catalog

This course is designed for service professionals to

explore leadership perspectives in education and human

EDSP 657 Residency Seminar

service organizations. Utilizing an organizational

2 credits

perspective, the course examines leadership and

Residency Practicum of the Teacher Credential Program.

management, including leadership theories, models, and

Consists of a series of topics designed to further develop

application of leadership ideas to practice.

candidates’ professional preparation. Serves also as a

summary of course and field experience. Provides time

MAED 605 Introduction to Social Science Research

for candidates to link theory to daily practice and

Methods

prepares them for teaching their own K-12 class in a

3 credits

school district.

This course introduces students to basic concepts and

Prerequisite(s): MALT 601, MALT 603, EDSP 610, EDSP

techniques used in social science research. The course

616, EDSP 625. Cross-listed with EDSP 557

covers: a) basic social scientific inquiry and research

design; b) quantitative data gathering and analysis; c)

qualitative data gathering and analysis; d) mixed

methods and action research approaches.

Education Online (Offered online only)

MAED 606 Designing and Implementing Action Research

MAED 601 Human Development Across the Lifespan

3 credits

3 credits

Designing to engage students in: a) the foundational

This course is designed for service professionals to

components of different types of action research; b)

explore historical and contemporary perspectives in

discussing, critiquing and using action research

typical and atypical human growth, development and

methodology; c) exploring the literature on a topical area

learning styles. Utilizing a systemic perspective, the

of interest related to one’s work sphere; and; d) writing

course examines physical, emotional, mental, cultural,

an action research proposal supporting the final

sexual and moral issues shaping development through

capstone project.

the life span.

MAED 606A Introduction to Action Research A

MAED 602 Learning Theory, Curriculum and Program

3 credits

Development

Designed to engage students in: a) the foundational

3 credits

components of different types of action research; b)

This course addresses learning theories and their

discussing, critiquing and using action research

implications for curriculum and program development.

methodology; c) exploring the literature on a topical area

Students will examine human learning, including the

of interest related to one’s organization; and; d) writing

cognitive, affective, and biological basis of behavior.

an action research proposal supporting the final action

Students will study what is meant by human

research project.

development exceptionality; theories of developmental

difference, cultural perspectives of differences and how

MAED 606B Introduction to Action Research B

we judge behaviors.

3 credits

Designed to engage students in: a) the foundational

MAED 603 Social Justice Leadership

components of different types of action research; b)

3 credits

discussing, critiquing and using action research

Examines social justice theories, themes, or issues and

methodology; c) exploring the literature on a topical area

their implications in leadership development and

of interest related to one’s organization; and; d) writing

practice. Identifies the social, cultural, political, and

an action research proposal supporting the final action

economic factors that influence communities in a diverse

research project.

society. Provides leadership knowledge, skills, and

abilities for dealing with societal and institutional barriers

MAED 607 Introduction to Human Services

to individuals’ success and personal growth.

3 credits

This course will enable students to develop a broad

MAED 604 Entrepreneurial Leadership and

conceptual mastery of the philosophical and theoretical

Management Across Settings

underpinnings of the profession through critical

3 credits

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2022-2023 Academic Catalog

examination of the historical, legal, social and political

MAED 616 Emerging Technologies and Instructional

developments shaping its creation and evolution.

Tools

3 credits

MAED 608 Social Justice Leadership for Organizational

This course will prepare students to implement

Change

contemporary technology tools used to design and

3 credits

develop instructional materials. Students will learn

This course focuses on equipping social justice leaders

techniques and effective pedagogical principles when

with the necessary tools to invoke change within

using instructional technology tools in the development

organizations. Students are introduced to theoretical

of training and course materials for face-to-face, hybrid,

lenses to critique and apply to their professional practice

or online delivery.

to facilitate sustainable, meaningful change. Students

Prerequisite(s): MAED 601, MAED 602, MAED 603, MAED

apply learned frames to a sustainable project in an

604, MAED 605, and MAED 606A.

organization of their choice.

MAED 617 Introduction to Instructional Design

MAED 609 Management of Nonprofit Organizations

3 credits

3 credits

Introduction to the core components of instructional

Students in this course explore management theory and

design. Learn effective methodologies and principles for

practice in the administration of human service

online, face-to-face, and hybrid instruction.

organizations both in the public and private sector. These

Prerequisite(s): MAED 601, MAED 602, MAED 603, MAED

include, but are not limited to, legal/regulatory issues,

604, MAED 605, and MAED 606A.

fiscal management, professional development of staff,

managing volunteers, constituency building and

MAED 618 Teaching Diverse Learners

advocacy.

3 credits

Explores factors related to classroom-based work with

MAED 610 Fundamentals of Fundraising

diverse learners, including ELL's, special needs students,

3 credits

LGBTQIA+ and others whose profiles demand attention.

This course covers the fundamentals of effective

Topics include language development, assessment,

resource development for nonprofit and educational

curriculum development, leadership, and research based

organizations. We examine the parameters within which

on the needs of such learners. A critical theory lens is

leaders raise funds including the social, historical,

adopted in viewing relevant issues.

organizational, and ethical contexts of fundraising.

Students are introduced to the philanthropy in America

MAED 620 Ethics and Digital Equity

and practical guidelines for handling potential donors.

3 credits

This course will prepare students to envision and develop

MAED 611 Law and Ethics

ethical technology-rich instructional materials. An

3 credits

exploration of the ethical concerns related to the

An introduction to fundamental legal issues relevant to

adoption of technologies will inform decisions on

social justice and those working with marginalized

whether to employ, abandon, or reimagine the use of

populations, including an exploration of constitutional

such tools in face-to-face, hybrid, or online learning

issues (speech, religion, and equal protection under the

environments.

law), federal laws (discrimination, access, and privacy),

Prerequisite(s): MAED 601, MAED 602, MAED 603, MAED

relevant state laws, and professional standards for

604, MAED 605, and MAED 606A.

ethical behavior.

Learning and Teaching

MAED 613 Institutional Technology and Pedagogy

3 credits

MALT 601 Foundations of Learning

Development of pedagogical and technological

3 credits

knowledge to support the evaluation and design of

Introduction to the field of education; its history, major

technology-enhanced learning tools and strategies.

philosophies, socio-cultural context, diversity, pedagogy,

Focuses on promoting collaboration, creativity, and

educational psychology, legal issues, and educational

communication in technology-rich environments.

reform. Integrates traditional educational thinking with

culturally relevant perspectives based on current

research on practice.

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2022-2023 Academic Catalog

content area literacy and assessment methodology

MALT 602 Single Subject Methods I: Critical Pedagogy

through the theoretical orientation of critical theory.

and Instructional Design

Field experience required.

3 credits

Prerequisite(s): MALT 601, MALT 602, and MALT 604.

Engages candidates in the creation of culturally

responsive curricula with an understanding that diversity

MALT 607 Multiple Subject Methods III: Multicultural

differences affect learning. Teacher candidates

Social Studies

investigate effective and meaningful instruction and

3 credits

assessments based on subject matter knowledge,

Evidence-based strategies for planning, implementing,

content standards, and use of technology through the

and assessing K-8 history-social science curriculum.

theoretical lens of social justice and critical theory.

Emphasis on developing analytic thinking skills while

Prerequisite(s): MALT 601.

providing insights into historical periods and cultures.

Focuses on critical educational perspectives,

MALT 603 Multiple Subject Methods I: STEM Methods

comprehension, and creation of complex relevant texts,

3 credits

and integration of diverse media and technology in

Focuses on pedagogical content knowledge and

classrooms.

instructional methods in Science, Technology,

Prerequisite(s): MALT 601, MALT 603, and MALT 605.

Engineering, and Mathematics (STEM), and related

content. Models project and problem-based learning

MALT 608 Single Subject Methods IV: Content Area

incorporating digital resources with an emphasis on

Literacy and Assessment

promoting research-based strategies.

3 credits

Prerequisite(s): MALT 601.

Explores principles, and practices related to curriculum

design, assessment and methods applicable to

MALT 604 Single Subject Methods II: Literacies for

candidates’ content areas. Candidates apply curricular

Diverse Learners

and assessment design principles, investigate specific

3 credits

content-area literacy strategies, and apply micro-

This course examines factors related to classroom-based

teaching approaches. Formative and summative

work with at-risk learners, including ELL’s, special needs

assessments explored relative to subject area. A critical

students and others whose profiles require care. Topics

theory lens embraces course content.

include language development, assessment, curriculum

Prerequisite(s): MALT 601, MALT 602, MALT 604, and

development, leadership, and research based on the

MALT 606.

needs of such learners. A critical theory lens is adopted in

viewing relevant critical issues.

MALT 609 Multiple Subject Methods IV: Literacy and

Prerequisite(s): MALT 601 and MALT 602.

Assessment

3 credits

MALT 605 Multiple Subject Methods II: English

K-8 curriculum development, assessment strategies and

Language Arts

literacy instruction. Emphasis on the study and design of

3 credits

research-based assessment and instruction to support

Examines the relationship between language, power, and

the needs of all learners.

signifying practices from the perspective that literacies

Prerequisite(s): MALT 601, MALT 603, MALT 605, and

are multiple, distinctive, situated social practices.

MALT 607.

Considers the role of oral language, critical literacy, and

situated literacy in a linguistically and culturally diverse

MALT 610 Research in Practice

society.

6 credits

Prerequisite(s): MALT 601 and MALT 603.

This course focuses on the basic concepts and techniques

of research in practice, formulating meaningful research

MALT 606 Single Subject Methods III: Content Area

questions, designing a study, collecting, analyzing, and

Teaching

evaluating data, and implicating issues for classroom and

3 credits

online-based instruction. The objectives are research

Development of methodology and strategies related to

applied to educational settings involving subject- specific

curriculum and instructional methods, assessment and

classroom practices. Course meets on main campus on

diagnostic strategies pertaining to the content areas in

Saturdays.

secondary schools. Focus includes inclusive teaching,

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2022-2023 Academic Catalog

Prerequisite(s) for Single Subject: MALT 601, MALT 602,

Co-requisite: MALT 652.

MALT 604, MALT 606, MALT 608, MALT 600C and MALT

600D, TPA I and TPA II passed.

MALT 654 Internship

Prerequisite(s) for Multiple Subject: MALT 601, MALT

13 credits

603, MALT 605, MALT 607, MALT 609, MALT 600A, MALT

The Internship Program is an eighteen-week placement,

600B TPA I and TPA II passed.

supervised weekly in a public school classroom.

Open for application to those who have earned a

MALT 610A Foundations of Inquiry: Research,

bachelor’s degree and have passed both the

Assessment, and Evaluation in Schools

CBEST and the applicable CSET or an approved waiver

3 credits

program. Separate internship application required.

Equips beginning researchers with the tools to conduct

Prerequisite(s) for Single Subject: MALT 601, MALT 602,

meaningful teacher research to inform classroom

MALT 604, MALT 606, MALT 608, TPA I and TPA II passed,

practice. Educational research is evaluated to understand

and all CSETs passed.

the relationship between theory and practice when

Prerequisite(s) for Multiple Subject: MALT 601, MALT

conducting inquiry. This is one of two courses for the

603, MALT 605, MALT 607, MALT 609, TPA I and TPA II

MALT program capstone experience.

passed, and all CSETs passed.

Co-requisite: MALT 652.

MALT 610B Foundations of Inquiry: From Inquiry to

Action

MALT 655 Foundations of Teaching: Student-Teaching

3 credits

Seminar

Completion of an inquiry-based project from MALT 610A

2 credits

that includes a research proposal, questions, research

Culmination of the Teacher Credential Program for

design, plan, and appropriate form of publication.

Student-Teachers. Consists of a series of topics designed

Research agendas connect coursework to relevant

to further develop candidates’ professional preparation.

community issues while emphasizing an exploration of a

Provides time for candidates to link theory to daily

teacher-researcher identity.

practice and prepares them for seeking a position in a

Prerequisite(s): MALT 610A

school district.

Prerequisite(s) for Single Subject: MALT 601, MALT 602,

MALT 611 Foundations of Literacies

MALT 604, MALT 606, MALT 608, TPA I and TPA II passed,

3 credits

and all CSETs passed.

Examines the relationship between language, power, and

Prerequisite(s) for Multiple Subject: MALT 601, MALT

signifying practices from the perspective that literacies

603, MALT 605, MALT 607, MALT 609, TPA I and TPA II

are multiple, distinctive, situated social practices.

passed, and all CSETs passed.

Considers the role of oral language, critical literacy, and

Co-requisite: MALT 653A and MALT 653B.

situated literacy in a linguistically and culturally diverse

Numeric grading only.

society.

Prerequisite(s): Admission into the School of Education

MALT 656 Foundations of Teaching: Internship Seminar

and MALT 601.

2 credits

Culmination of the Teacher Credential Program for

MALT 653A Student Teaching I

Interns. Consists of a series of topics designed to further

MALT 653B Student Teaching II

develop candidates’ professional preparation. Provides

5 credits

time for candidates to link theory to daily practice and

Supervised classroom experiences in Pre–K through

prepares them for seeking a position in a school district.

grade 12. Full-day student teaching required for even

Prerequisite(s) for Single Subject: MALT 601, MALT 602,

weeks, constituting a full-time job. Student teaching

MALT 604, MALT 606, MALT 608, TPA I and TPA II passed,

placements are arranged prior to student teaching by the

and all CSETs passed.

Director of Field Experiences.

Prerequisite(s) for Multiple Subject: MALT 601, MALT

Prerequisite(s) for Single Subject: MALT 601, MALT 602,

603, MALT 605, MALT 607, MALT 609, TPA I and TPA II

MALT 604, MALT 606, MALT 608, TPA I and TPA II passed,

passed, and all CSETs passed.

and all CSETs passed.

Corequisite: MALT 654.

Prerequisite(s) for Multiple Subject: MALT 601, MALT

603, MALT 605, MALT 607, MALT 609, TPA I and TPA II

passed, and all CSETs passed.

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School of Continuing Studies

The School of Continuing Studies offers courses that may be taken individually or as a group, leading toward a certificate.

Introduction

The School of Continuing Studies provides individuals with a variety of pathways to earn credits toward a degree, pursue a personal or professional interest, or participate in ongoing training. Numerous courses and programs are offered throughout Southern California at regional centers in Burbank, Rancho Cucamonga, Redlands, Riverside, San Diego, Santa Ana, and Temecula. Programs are offered in convenient evening, intensive daytime, and online formats.

Admission

Courses are open enrollment, meaning no formal admission or application is required.

Registration

Registration must occur prior to the beginning of the course and payment is due at the time of registration.

Cross-registration with the School of Business & Society, School of Education, and College of Arts and Sciences Full-time, upper-division Arts and Sciences students may cross-register for School of Continuing Studies courses with the permission of their academic advisor and the Registrar. School of Business & Society students may cross-register for School of Continuing Studies courses with the permission of their Student Services Manager. School of Education students may cross-register for School of Continuing Studies courses with permission of their Program Chair.

Minimum Grade for Certificate Programs

Students must earn a minimum grade of 2.0 or higher for any course to be applied to a certificate program.

Auditing for No Credit

A student may audit a course with the approval of the School and the instructor. Standard tuition fees apply. The instructor will not administer or grade any exams or papers of an auditing student. Audited courses are billed at the current per-credit rate for the course.

Attendance

Students are expected to attend all of the scheduled meetings of the course(s) for which they register. Failure to attend may result in a poor or failing grade or administrative withdrawal from the course(s).

Withdrawal

Students who find it necessary to withdraw from a course or program must do so in writing. Written requests should be submitted to the School. There may be financial ramifications. In order to withdraw from a course prior to the first meeting, the School must be notified before the course begins. No record of the course will appear on the student’s transcript. If a student withdraws from a course after the course has begun but prior to the last meeting, refunds will be calculated based on the last course meeting date prior to submittal of the request. Refunds are calculated based on the University refund policy. The student will receive a grade of “W” on his/her transcript. Students not attending the first two sessions of a course may be administratively withdrawn.

Examinations

The instructor may administer quizzes and examinations during a course, but are expected to notify students of quizzes and examinations in the course syllabus. Students will not usually be permitted to make up missed final examinations; however, if absence from any announced examination is required because of an emergency (personal or work related), the examination may be made up if the instructor is provided with written verification of the emergency.

Transfer Credit for Certificate Programs

Credits (grade of 2.0 or higher) may be transferred from regionally-accredited colleges and applied to a certificate program.

No more than 50 percent of the certificate program may be fulfilled with transfer credit. All transfer requests must be approved by the School. Additional work may be required at the discretion of the School.

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Tuition

Refer to the Redlands website for current tuition rates at www.redlands.edu/ContinuingStudies.

Textbooks

Students purchase textbooks through the University of Redlands campus bookstore. Textbooks and materials are not included in tuition.

Methods of Payment

Tuition is due at the time of registration and may be paid by check, credit or debit card.

Policy on Refunds

Refund policies at the University of Redlands are established in compliance with the 2008 amendments to the Higher Education Act of 1965. The University has adopted the federal refund policy guidelines as its institutional policy. Refund policies are subject to change at any time, according to federal and state regulations. When such changes are made, notice will be given as far in advance as possible. To obtain a refund, please contact the Student Accounts office. Refunds are based on the date of official withdrawal.

Students receiving federal Title IV financial aid funding may be eligible for a refund according to the federal refund guidelines. Federal regulations stipulate the allocation of refunds representing federal aid, as well as the repayment requirements for students receiving cash disbursements of federal aid. A separate publication outlining examples of refund policy requirements and calculations is available from the Student Accounts office.

Administrative Dismissal for Financial Obligation

Students who fail to meet their financial obligations will be dismissed and will be accountable for tuition and fees accrued through the dismissal date. Students dismissed for any reason must stop attending class as they are no longer registered.

Programs of Study

Accounting Certificate

26 Credits

ACCTCS 210 Principles of Financial Accounting and Reporting (4)

ACCTCS 220 Principles of Managerial Accounting (4)

ACCTCS 310 Intermediate Accounting I (4)

ACCTCS 320 Intermediate Accounting II (4)

ACCTCS 410 Auditing (4)

ACCTCS 415 Tax Accounting (4)

ACCTCS 421 Governmental and Not-For-Profit Accounting (2)

Business Location Analytics Certificate

10 credits

BUSCS 610 Business Location Analytics: Foundations and Value Creation (3)

BUSCS 611 Business Location Analytics: Problems, Insights, and Solutions (4)

BUSCS 612 Business Location Analytics: Competitive Spatial Strategies (3)

Healthcare Administration Certificate

16 credits

HADCS 302 Healthcare Leadership Principles and Practice (3)

HADCS 303 Healthcare Quality and Performance Management (2)

HADCS 304 Healthcare Information Systems and Informatics (2)

HADCS 305 Healthcare Human Resources Management and Labor Relations (3)

HADCS 306 Healthcare Finance (4)

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HADCS 307 Healthcare Strategy and Marketing Development (2)

Human Resources Management Certificate

18 credits

HRCS 310 Human Resources Management (4)

HRCS 311 Legal Aspects of Human Resources Management (3)

HRCS 312 Employee Recruitment and Selection (3)

HRCS 313 Compensation and Benefits Administration (3)

HRCS 314 Performance Management (3)

Complete 2 of the following 3 courses:

o HRCS 316 Ethics in Human Resources Management (1)

o HRCS 317 Risk Management and Workers’ Compensation Administration (1)

o HRCS 318 Training and Development (1)

Instructional Design

16 credits

EDUCCS 300 Introduction to Instructional Design (4)

EDUCCS 301 Emerging Technologies and Instructional Design Tools (4)

EDUCCS 302 Learning Theories (4)

EDUCCS 303 E-Learning Instructional Design Concepts & Implementation (4)

LGBTQ Leadership Certificate

8 credits

LEADWI 400 Intersectional Diversity: Facing Racism, Sexism, & Homophobia (0-1)

LEADWI 401 Trans-affirming: Gender Identity & Expression (0-1)

LEADWI 402 Creating Safe Spaces (0-1)

LEADWI 408 Internship (0-1)

Complete 3 of the following courses:

o LEADWI 403 Community Based Activism & Social Change (0-1)

o LEADWI 404 Fundraising & Nonprofit Development (0-1)

o LEADWI 405 Structures of Acceptance: Family & Community (0-1)

o LEADWI 406 Building Bridges: Religion & Spirituality (0-1)

o LEADWI 407 Human Rights & Global Advocacy (0-1)

NOTE: a Strategic Impact Project will also need to be completed. Strategic Impact Projects are proposed by the participants and are iterated in purpose, scope, and operation throughout the certificate.

Marketing Certificate

19 Credits

BUSCS 340 Principles of Marketing (4)

BUSCS 341 Marketing Research (3)

BUSCS 342 Customer Experience Management (3)

BUSCS 343 Internet and Social Media Marketing (3)

BUSCS 344 Integrated Marketing Communication (3)

BUSCS 345 Marketing Analytics (3)

Mental Health and Spirituality

Credit/No Credit

URAWI 501X Spirituality in Mental Health (0-2)

URAWI 502X Paradigms of Healing and Wholeness (0-2)

URAWI 503X Integrating Spirituality in Clinical Practice (0-2)

Complete 2 of the following 3 courses:

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o URAWI 504X Bi-Polar Faith (0-2)

o URAWI 505X Spirituality in Bereavement (0-2)

o URAWI 506X Spiritual Journeys in Chronic Illness (0)

Organizational Leadership Certificate

12 Credits

BUSCS 320 Managing Individual Performance (3)

BUSCS 322 Leading and Managing Teams (3)

BUSCS 323 Managing and Resolving Conflict (2)

BUSCS 324 Organizational Change Management (2)

BUSCS 325 Organizational Leadership Principles and Practice (2)

Practice Development for Mental Health Professionals

Credit/No Credit

EDUCCS 500 Fundamentals of Competency-Based Supervision (0)

EDUCCS 610 Entrepreneurship and Niche Practices for Mental Health Professionals (0)

EDUCCS 611 Practice Finances for Mental Health Professionals (0)

EDUCCS 612 Practice Management for Mental Health Professionals (0)

EDUCCS 613 Ethical Marketing for Mental Health Professionals in Private Practice (0)

EDUCCS 614 Ethics and Risk Management in the Business of Private Practice (0)

Professional Financial Planning Certificate

21 Credits

BUSCS 350 Financial Planning, Principles, and Practice (3)

BUSCS 351 Insurance Planning and Risk Management (3)

BUSCS 352 Investment Planning (3)

BUSCS 353 Income Tax Planning (3)

BUSCS 354 Employee Benefits and Retirement Planning (3)

BUSCS 355 Estate Planning (3)

BUSCS 356 Financial Plan Development (3)

Project Management Certificate

15 Credits

PMCS 301 Project Management Principles and Practices (3)

PMCS 302 Project Leadership, Teambuilding, and Communications (3)

PMCS 303 Project Quality and Risk Management (3)

PMCS 304 Project Planning, Procurement, and Cost Management (3)

PMCS 305 Project Management Practicum (3)

Purchasing, Logistics, and Supply Chain Management Certificate

12 Credits

BUSCS 310 Supply Chain Management Principles and Practices (3)

BUSCS 311 Supply Chain Management Logistics (3)

BUSCS 312 Supply Chain Management Procurement (3)

BUSCS 313 Supply Chain Management Practicum (3)

Racial Justice – Black Justice Certificate

12 Credits

RJCS 300 Anti-Racism: Introduction to Racism and White Supremacy (3)

RJCS 301 How Black People & the Church Shaped United States History (3)

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RJCS 302 Racism, a Public Health Crisis (3)

Choose one from:

o RJCS 303 Anti-Racism in a Developmental Context (3)

o RJCS 304 Black Queer Histories: Pride, Power, and Love (3)

o RJCS 305 The Importance of a Black Dollar (3)

o RJCS 306 Listening to Black Voice in the Public Sphere (3)

o RJCS 307 What is Whiteness? (3)

Spiritual Entrepreneurship Certificate

21 Credits

GSTCS 610 Practices and Pilgrimages: Event Design and Pedagogy for Spiritual Entrepreneurs (3)

GSTCS 611 Spiritual Entrepreneurship Individualized Study (3)

2 School of Business & Society Entrepreneurship courses

School of Continuing Studies Course Descriptions

Accounting

ACCTCS 320 Intermediate Accounting II

4 credits

ACCTCS 210 Principles of Financial Accounting and

Study of the financial accounting environment and the

Reporting

authoritative accounting literature that provides a guide

4 credits

to the recording of economic resources and obligations,

Explore financial accounting and reporting concepts and

and the related economic activities of business

procedures used in daily business operations. Examine

enterprise.

the use of economic resources, as well as the obligations

Prerequisite(s): ACCTCS 310.

and activities of financial entities. Learn how financial

information is used to analyze the financial health and

ACCTCS 410 Auditing

performance of an enterprise.

4 credits

Examine the purposes, expectations, and responsibilities

ACCTCS 220 Principles of Managerial Accounting

of independent public auditors as the profession evolves

4 credits

in society. Emphasis on the auditor’s decision process.

Analysis of financial and relevant non-financial

Topics: legal liability, ethics, sampling theory, evidence,

information used in planning, directing, motivating and

and audit standards.

evaluating economic behavior. Concepts, terms, and

Prerequisite(s): ACCTCS 310.

techniques from financial accounting, economics, and

behavioral sciences are applied to operational situations.

ACCTCS 415 Tax Accounting

4 credits

ACCTCS 301 Accounting Ethics

Determine federal and state income tax liability for

3 credits

individuals, corporations, and partnerships. Topics:

Learn ethical obligations of an accounting professional.

calculating taxes, filing returns, paying taxes, refunds, and

Examine the codes of conduct in business and

legislative and judicial development of tax law.

accounting, with focus on the AICPA, PCAOB and IRC.

Prerequisite(s): ACCTCS 210.

Includes exposure to the Triple Bottom Line approach.

ACCTCS 421 Governmental and Not-For-Profit

ACCTCS 310 Intermediate Accounting I

Accounting

4 credits

2 credits

Study of the financial accounting environment and the

Learn accounting principles and practices related to state

authoritative accounting literature that provides a guide

and local government agencies and not-for-profit

to the recording of economic resources and obligations,

entities, including hospitals, colleges, religious groups,

and the related economic activities of a business

and social service organizations. Topics: fund accounting

enterprise.

and basic financial analysis.

Prerequisite(s): ACCTCS 210.

Prerequisite(s): ACCTCS 210.

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ACCTCS 601 CPA Exam Review: Financial Accounting and

and understanding. Emphasis is placed on composition,

Reporting

mark making, and interpretative drawing.

0-2 credits

In preparation for the Uniform CPA examination, review

ARTCS 155 Introduction to Printmaking

and reinforcement of key concepts related to financial

4 credits

accounting and reporting. Provided in partnership with

This course is an introduction to the basic strategies and

Becker Professional Education.

techniques of lithographic, intaglio, serigraphic, and relief

processes. Emphasis is on development of imagery and

ACCTCS 602 CPA Review: Business Environment and

introduction to understanding command of print

Concepts

processes.

0-2 credits

In preparation for the Uniform CPA examination, review

ARTCS 233 Painting

and reinforcement of key concepts related to corporate

4 credits

governance, economics, finance information systems,

Introduction to the materials and techniques of painting.

strategic planning, and operations management.

Emphasis is placed on color, mixing and modifying paints,

Provided in partnership with Becker Professional

surface, composition, and the history of the medium.

Education.

ARTCS 265 Creative Photography

ACCTCS 603 CPA Exam Review: Auditing and Attestation

4 credits

0-2 credits

Introduction to the technical and conceptual practice of

In preparation for the Uniform CPA examination, review

photography and photographic image making for artistic

and reinforcement of key concepts related to auditing

purposes. Using a smart phone camera, students will

and attestation services. Provided in partnership with

produce original work in response to a series of lectures,

Becker Professional Education.

online discussions, readings, and assignments.

ACCTCS 604 CPA Exam Review: Regulation

ARTCS 267 Introduction to Digital Media

0-2 credits

4 credits

In preparation for the Uniform CPA examination, review,

Studio art course that uses the computer as a tool to

and reinforcement of key concepts related to taxation,

create visual images and implement design solutions

ethics, professional responsibility, and business law.

based in the fundamentals of 2D design and principles of

Provided in partnership with Becker Professional

color theory. Topics include composition, color

Education.

typography, illustration, concept and context, and critical

thinking for artistic and commercial applications.

Art

Biology

ARTCS 105 Introduction to Media Design

4 credits

BIOCS 260 Topics in Biology – Lab Skills

Overview of what goes into the visual inception, creation,

1 credit

and design of a brand’s identity, with the primary

This course is designed to help students who may have

objective being a comprehension of fundamental graphic

missed hands-on lab skills during distance learning in

design. By understanding distinctions of graphic design, a

2020-2021. The skills taught will be those typically

rational creative process can be derived to make sound

included in BIOL 200, 201, and 239, focusing on

visual decisions for a brand’s identity solution.

molecular/cellular biology, microscopy, and genetics.

ARTCS 131 Drawing

BIOCS 317 Human Anatomy

4 credits

4 credits

This is an introductory studio course that focuses on

This course and lab sequence is an introduction to

traditional techniques, materials and processes of

human anatomy and physiology from an integrative

drawing. Through the basic observation of still life,

perspective. Students learn the structure and function of

landscape, and portraiture, the student will learn how

the tissues, the skeletal system, the nervous system, the

the elements and principles of design can be developed

endocrine system, and muscle function from the level of

in their own drawings to promote personal expression

the cell to the level of the organism.

Numeric grade only. May be offered online.

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Explore key financial literacy topics including

Business

consumerism, budgeting, debt, risk management, and

savings strategies.

BUSCS 100 College Algebra

Numeric grade only.

4 credits

Introduction to graphic, numeric, and analytical

BUSCS 138 Visual Persuasion

approaches of college algebra. Application of theories,

2-4 credits

methods, and technology to model, analyze, interpret

Introduction to the concepts of commercial graphic

data, and solve real world problems. Covers real number

design in the context of visual presentations. Students

system; algebraic, exponential, and logarithmic functions

will develop an understanding of the four basic principles

and their inverses; graphing for polynomial and rational

of design (contrast, repetition, alignment, proximity)

functions, sequences, and series; and systems and

applied to visual presentations that are planned, created,

equations.

and executed by individuals in any degree program,

industry, or profession.

BUSCS 125 Business and Public Speaking

Numeric grade only.

3 credits

Theory and practice relevant to a variety of business and

BUSCS 140 Data Analytics Essentials

public speaking situations. Develop informational,

2 credits

authoritative, and persuasive presentations. Topics

This introductory course in data analytics is designed for

include active listening, audience analysis, research,

those with little or no prior experience in the analysis of

style, and delivery of public presentations.

data. Vital topics to today's quantitative environment will

include, but not be limited to: basic finance, probability,

BUSCS 130 Business Writing

graphing, sampling, predictive analytics, artificial

3 credits

intelligence, data collection ethics, and descriptive

Develop approaches to effectively plan, write, and edit

statistics.

common business communications, including letters,

Numeric grade only.

reports, memos, and e-mails. Identify proper tone,

grammar, style and format to meet audience needs.

BUSCS 145 Mathematical Foundations for Business

Create planning strategies and approaches that ensure

4 credits

accuracy and timeliness. Learn the use and misuse of

Introduction of mathematical foundations with

electronic communication in a business setting.

applications for decision making in business, economics,

finance, business statistics, and operations management.

BUSCS 135 Business Reporting Using Excel

Focus is on mathematical concepts, including functions

3 credits

and their graphs and systems of equations.

Learn common business computing tasks, including the

application of basic college algebra and statistical

BUSCS 150 From Beer to Eternity

methods using Excel. Examine navigation techniques,

0-1 credits

spreadsheet and workbook formats, formulas, build-in

Exploration of the history of beer and the burgeoning

functions, chart design, common tips and tricks, special

craft beer movement. Study of beer including its history,

features to simplify tasks, data filters, the Tip Function,

chemistry, biology, and physics, ingredients, brewing

and Chart Wizards.

styles, industry, brewery operations, and job

opportunities in the craft brewery industry.

BUSCS 136 Excel Essentials I

2 credits

BUSCS 230 Economics for Business

Learn common Microsoft Excel tasks. Topics:

4 credits

spreadsheet navigation and design, common functions

Introductory study of macro- and micro-economics.

and formulas, data interpretation and organization,

Macro-economics includes coverage of the national and

application of basic business statistical methods, and

global economies. Microeconomics studies decision

tools, menus, and automated techniques.

making by individual firms and consumers in regard to

the allocation of scarce resources.

BUSCS 137 Financial Literacy Essentials

2 credits

BUSCS 232 Business Statistics

4 credits

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2022-2023 Academic Catalog

Basic statistical concepts, including measuring of central

mentor, understanding the role and establishing ongoing

tendency and dispersion, frequency distributions,

mentoring and coaching relationships.

probability distributions, sampling distributions, and

estimations. Also covered are statistical inference, and

BUSCS 322 Leading and Managing Teams

one- and two sample hypothesis testing.

3 credits

Examine how effective teams are led and managed even

BUSCS 310 Supply Chain Management Principles and

when you may not have direct authority over team

Practices

members. Understand hierarchies, team dynamics,

3 credits

managing expectations, aligning teams with

Survey of supply chain management, including defining

organizational goals, and communication.

the scope of service, procurement, and purchasing and

material management. Business concepts include return

BUSCS 323 Managing and Resolving Conflict

on investment, value chain principles, contracts, legal

2 credits

issues, and operations management.

Develop effective conflict management skills. Learn how

and when conflicts arise, and identify approaches to

BUSCS 311 Supply Chain Management Logistics

manage conflicts with subordinates, peers, and

3 credits

supervisors. Know how to engender goodwill and

Examine transportation and distribution concerns,

develop win-win conflict management tactics.

including production scheduling, third-party logistics,

calculating costs of services, warehousing, materiel

BUSCS 324 Organizational Change Management

management, analyzing value of services, staffing and

2 credits Identify when, how and why organizational

supervision, and technology.

change occurs. Create approaches to manage change by

using intervention strategies, creating buy-in,

BUSCS 312 Supply Chain Management Procurement

communicating in a productive and positive manner,

3 credits

identifying the sequence of change, and managing

Explore procurement management and contract

resistance.

administration, including procurement policies and

procedures, supplier selection, cost analysis, contract

BUSCS 325 Organizational Leadership Principles and

negotiation, strategic sourcing, bidding and requests for

Practice

proposals, and overall project management.

2 credits Explore organizational leadership roles:

visionary, manager, director, change agent, supervisor,

BUSCS 313 Supply Chain Management Practicum

coach and mentor. Identify how leadership styles

3 credits

influence the direction of the organization. Develop an

Capstone experience focusing on the application of

appreciation for how leaders affect daily operations.

industry best practices. Topics include aligning supply

chain management operations with business practices.

BUSCS 340 Principles of Marketing

Prerequisite(s): two of the following courses: BUSCS 310,

4 credits

BUSCS 311 or BUSCS 312.

Introduction to the concept of marketing and marketing

principles, with a focus on how marketing creates value

BUSCS 320 Managing Individual Performance

for the customer. Survey the marketing mix (product,

3 credits

price, promotion, and place/distribution), and its

Explore the roles and responsibilities of supervisors and

application to products and services in profit and not-for-

managers in developing, monitoring, and managing

profit enterprises in a local, national, and international

performance standards. Topics include motivation, goal

environment.

setting, supervisory excellence, communication skills,

reward systems, vision, and values.

BUSCS 341 Marketing Research

3 credits

BUSCS 321 Coaching and Mentoring

Learn how to make effective marketing decisions using

1 credit

marketing research. Explore market research sources,

Survey the role coaching and mentoring play to improve

data collection, analysis, surveys, research theories, and

performance, employee morale and customer service.

strategies. Evaluate quantitative and qualitative research

Topics include identifying what makes a great coach or

with an emphasis on the value and limitations of various

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2022-2023 Academic Catalog

sources. Identify how to blend and manage marketing

2-4 credits

research sources.

Examine the strategies, tools, and tactics of personal

branding. Topics include: brand evaluation, brand

BUSCS 342 Customer Experience Management

creation, social media integration, online and offline

3 credits

brand management.

Develop an appreciation for the various ways customers

experience products and services from brand awareness

BUSCS 350 Financial Planning, Principles, and Practice

to product and service fulfillment to loyalty programs.

3 credits

Examine the customer and brand experience. Identify

Learn how financial plans are developed. Topics include:

how to create a customer experience management

establishing a client-planner relationship, gathering client

system. Learn to deliver exceptional customer service.

data and determining client financial needs for

investment, insurance, estate planning, and retirement

BUSCS 343 Internet and Social Media Marketing

benefits. Understand the roles and responsibilities of the

3 credits

financial planner, including professional ethics.

Explore Internet marketing, including its components,

structure, and technology, as well as the application of

BUSCS 351 Insurance Planning and Risk Management

marketing concepts to social media. Learn the strategies,

3 credits

tools, and tactics related to Internet marketing with

Develop life, health, casualty, and liability insurance

special attention given to the development of messaging

planning strategies as part of a comprehensive financial

techniques designed for specific social media tools.

plan. Topics include: assessing and managing risk,

evaluating insurance products for tax and estate planning

BUSCS 344 Integrated Marketing Communication

consequences, and understanding the role of insurance

3 credits

in retirement and businesses.

Survey the integration of advertising, sales promotion,

public relations, direct marketing, and the marketing mix

BUSCS 352 Investment Planning

to support marketing strategy. Learn the linkages of

3 credits

segmentation, targeting, positioning, buyer behavior,

Survey various investment vehicles available to meet

and branding. Explore planning, budgeting, and the

financial planning goals. Topics include: evaluating risk

execution of a comprehensive, integrated marketing

tolerance, asset allocation strategies, security analysis,

communication program from message development

bond and security valuations, modern portfolio theory,

through media selection and evaluation.

market analysis, alternative investment instruments, and

special topics.

BUSCS 345 Marketing Analytics

3 credits

BUSCS 353 Income Tax Planning

Learn how marketing measurement relates to business

3 credits

return on investment using analytics. Review top-view

Develop an understanding of income tax planning

campaign performance, tactical management, and real-

opportunities, issues, and challenges. Topics include

time campaign monitoring. Explore how to integrate

income tax law, compliance, calculations, accounting, tax

results from multiple media and channels, including

of business entities, trust and estate tax, tax basis,

retail, sales, direct marketing, and online media. Covers

depreciation, like-kind exchange consequences, property

use of analytics tools.

tax, alternative minimum tax (AMT), tax reduction

techniques, passive activity rules, special circumstances,

BUSCS 346 Search Engine Optimization

and deductions.

3 credits

Learn how to optimize website content for the best

BUSCS 354 Employee Benefits and Retirement Planning

possible search engine ranking. Examine the theory

3 credits

behind a Google search and other popular search engine

Learn how employee benefit plans and comprehensive

algorithms. Demonstrate skills that can be applied to a

retirement planning help clients meet their financial

career as a Search Engine Optimization specialist, digital

goals. Topics include: retirement needs analysis, Social

marketing professional or online content developer.

Security, types of retirement plans, qualified plan rules,

Numeric grade only. May be offered online.

investment considerations, distribution rules and

consequences, and employee benefit plans and options.

BUSCS 349 Personal Branding

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2022-2023 Academic Catalog

BUSCS 355 Estate Planning

to operational, tactical, strategic and managerial

3 credits

decision-making.

Survey estate planning principles as they relate to the

development of a comprehensive financial plan. Topics

BUSCS 610 Business Location Analytics: Foundations

include: property titles and transfers, documents,

and Value Creation

including wills and trusts, gifting strategies, tax

3 credits

consequences and compliance, liquidating estates,

Overview of value creation using GIS and location

charitable giving, life insurance, business transfers,

intelligence in various private sector industries. Using a

fiduciaries, and special topics.

location value chain approach, myriad roles of GIS and

location analytics in sales, marketing, operations, supply

BUSCS 356 Financial Plan Development

chain management, risk mitigation, and R&D are

3 credits

discussed, with emphasis on industry trends and

Develop professional financial planning strategies,

applications.

approaches, and techniques. Upon completing the

Numeric grades only.

course, each participant will have developed and

presented a comprehensive financial plan based on

BUSCS 611 Business Location Analytics: Problems,

various client concerns, life stages, and risk tolerances.

Insights, and Solutions

4 credits

BUSCS 357 Equity Trading and Fund Risk Management

This course introduces students to hands-on applications

3 credits

of GIS and location analytics, using Esri's industry-leading

Provides a thorough study of the investment process and

web-GIS platform ArcGIS Online. Focus is on location

strategies. The focus is on hands on practice in carrying

analytics and decision-making for understanding

out investment plans through real-time simulation.

customers, expanding the business, and managing risk

Participants practice controlling impulsive and emotional

(such as how GIS has played a visible and strategic role in

equity trading behavior and establishing good

addressing business disruption due to the 2020

investment habits and attitudes.

pandemic).

Numeric grades only.

BUSCS 358 Options Trading and Hedging Strategies

3 credits

BUSCS 612 Business Location Analytics: Competitive

Provides real-time simulation in practicing various

Spatial Strategies

options trading and hedging strategies. Directional and

3 credits

non-directional trading concepts, applications, and

This course focuses on GIS as a driver of differentiated

options portfolio strategies are examined. Participants

business strategy that informs decisions and actions from

study various approaches in forming hedge funds with

the C-suite on to managers and analysts in a coherent

options or embedded options.

and consistent fashion. Spatial storytelling is a

distinguishing aspect of this course.

BUSCS 550X Certified Associate in Project Management

Numeric grades only.

(CAPM®) / Project Management Professional (PMP®)

Examination Review. (2.8).

BUSCS 620 Leading Individuals and Teams

BUSCS 550X (2.8 Continuing Education Units – CEUs)

4 credits

Four-day exam preparation workshop for Certified

Leading Individuals and Teams provides the foundations

Associated in Project Management (CAPM®) and Project

for understanding the behavior of individuals and teams

Management Professional (PMP®) Certifications. In-

in organizations. The course takes an application-

depth topic reviews of the Project Management Body of

oriented perspective on understanding individuals and

Knowledge (PMBOK®), state-of-the-art courseware, and

groups and managing their performance.

practice assessments.

Numeric grades only.

BUSCS 600 Situational Leadership & Strategic Thinking

BUSCS 621 Leading Innovation for Entrepreneurship and

1 credit

Intrapreneurship

Explore situational leadership dynamics and your role as

4 credits

a visionary, manager, director, change agent, supervisor,

Leading Innovation for Entrepreneurship and

coach and mentor. Examine strategies to become more

Intrapreneurship explores the theoretical, practical, and

effective in your daily work by improving your approach

contextual aspects of cultivating innovation in teams and

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2022-2023 Academic Catalog

organizations. Through a case-based, application-

maintenance, and termination in friendships, romantic

oriented learning approach, students will get an

partnerships, families, and workplace relationships.

overview of how to design successful innovation

Explores theories and practice in verbal and nonverbal

strategies, build a supportive and collaborative culture of

communication with a focus on interpersonal

innovation, and think creatively to get results in both

relationships. This course emphasizes improving

entrepreneurial and intrapreneurial contexts.

interpersonal skills and increasing communication

Numeric grades only.

competence in everyday social exchanges.

BUSCS 622 Leading Purposefully in a Changing World

Computer Science

4 credits

Leading Purposefully in a Changing World explores the

CSCS 101 Introduction to Computers

role of purposeful leadership through four interwoven

4 credits

dimensions: personal, relational, strategic, and societal.

Designed to make students computer literate. Non-

Through the application of a purposeful approach,

technical introduction to computers with particular focus

students will learn to address current organizational

on microcomputers and how they work. Students are

challenges in private, public, and nonprofit sectors.

introduced to the Windows operating system, word

Particular attention will be given strengthening

processing, spreadsheets, graphics programs, databases,

leadership skills for managing change and solving

programming, and ethical issues in computer use.

problems in ever changing local and global contexts.

Numeric grades only.

CSCS 102 Internet Business Associate

1 credit

Communicative Disorders

Learn about the tasks involved in various information

technology (IT) job roles and explore career

CDISCS 100 Clinical and Research Processes in

opportunities in the IT industry. Explore Internet

Communicative Disorders

connection methods, Internet protocols, the Domain

4 credits

Name System (DNS), cloud computing, and mobile

The normal processes of communication and a survey of

devices.

the disorders that affect communication. The basics of

evaluation and treatment, and research methods using

CSCS 103 Network Technology Associate

case study methods.

1 credit

The Network Technology Associate course teaches

CDISCS 204 Speech and Hearing Science

essential networking technologies and skills, including

4 credits

TCP/IP, stable network creation, wireless networking,

Review of the acoustics of sound and the perceptual

mobile devices, and network troubleshooting. Students

characteristics of speech. Research and laboratory

learn to use various network components, and protocols

techniques used in speech and hearing science.

that enable users to share data quickly and easily.

CDISCS 206 Functional Anatomy/Physiology of

CSCS 104 Site Development Associate

Communication

1 credit

4 credits

Learn to develop websites using Hypertext Markup

Functional anatomy and physiology of speech, swallow

Language version 5 (HTML 5) and Cascading Style Sheets

and language mechanisms. Emphasis on how an

(CSS), including writing code manually, as well as using

understanding of head and neck physiology/anatomy

graphical user interface (GUI) authoring tools. Also learn

impacts clinical diagnosis and management of

how to insert images, create hyperlinks, and add tables,

communication/ swallowing disorders.

forms, video, and audio to web pages.

Communications

CSCS 300 Fundamentals of Full Stack Web Development

Boot Camp

COMMCS 105 Interpersonal Communication

0 or 8 credits

3-4 credits

Learn the fundamentals of front-end and back-end web

An introduction to the field, principles, and concepts of

development, including the foundations of computer

interpersonal communication. Applies communication

programing, using some of the latest web technologies in

theory to interpersonal relationship development,

a fast-paced format. Topics include: HTML 5, CSS,

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2022-2023 Academic Catalog

Javascript, JQuery, Bootstrap, Command Line, JSON,

California History/ Social Science standards and specific

MySQL, and Node.js.

pedagogies and strategies for instruction in the

classroom, including creation of specific lesson plans of

CSCS 325 Threat Landscape and Cyber Management

economic concepts.

3 credits

Overview of threat landscape: risks, impacts,

EDUCCS 300 Introduction to Instructional Design

vulnerabilities, threats, qualitative vs quantitative

4 credits

calculations, technical and operational controls. Identify

Introduction to the core components of instructional

how a cybersecurity threat landscape and management

design. Learn effective methodologies and principles

influence organizational security policy and strategy.

suitable for the online, face-to-face, and hybrid

Develop an appreciation for cybersecurity and how it can

instruction.

impact and affect the daily functioning of business

operations in any organization.

EDUCCS 301 Emerging Technologies and Instructional

Design Tools

CSCS 326 Risk Exposure, Defense Improvements with

4 credits

Systems, & Technology

This course will prepare students to explore, understand,

3 credits

and implement contemporary technology tools used to

Introduction to hands-on applications of CyberSecurity

design and develop instructional materials. This course

systems and technology. Given the major trends taking

will cover techniques and effective pedagogical principles

shape outside and inside organizations, information

followed when using instructional technology tools in the

security professionals and key stakeholders may need to

development of training and course materials for face-to-

begin planning now for specific technology solutions and

face, hybrid, or online delivery.

practices as well as deployment to better position

Numeric grade only.

themselves for success and sustainable future. Topics

include: cloud vendor management, endpoint detection

EDUCCS 302 Learning Theories

and response, multi-factor authentication, and

4 credits

preserving data integrity.

In order to create engaging learning experiences,

instructional designers must understand theories of

CSCS 327 Building Culture & Exploring Ethics

learning, and how these theories intermix with

3 credits

ubiquitous digital content and social networks. In this

Focuses on differentiated business strategies that inform

course students with both explore and apply learning

decisions and actions centered around assessing the

theories from traditional behavior-based understanding

nature and extent of the impact of key technologies and

to emerging theories of social engagement.

practices. By asking key questions similar to “How useful

Numeric grade only.

will it be in addressing issues of equity and inclusion?”

Participants will be identifying an impactful strategy as

EDUCCS 303 E-Learning Instructional Design Concepts &

well as anticipating what that impact might be.

Implementation

4 credits

Economics

This course will provide students the technical and

pedagogical knowhow to design instructional materials

ECONCS 250 Principles of Microeconomics

for both face-to-face- and e-learning environments.

4 credits

Students will learn to evaluate, assess, and utilize

Introduction to the economics theory of market,

instructional design software applications. The course

consumer, and firm behavior. Economic models are

will include discussions on various instructional design

developed and applied to topics such as market

concepts, including evaluation and employment of

performance, taxation, externalities, and public goods.

specific software.

Numeric grade only. May be offered online.

Education

EDUCCS 304 Literacy for Aspiring Teachers: Reading

EDUCCS 115 Teaching Economics in the K–8 Classroom

3 credits

4 credits

Engages students in the reading of literary and

Introduction to concepts of economics for teachers in the

informational texts to understand power, authority, and

K–8 classroom. Emphasizes the Economics Strand of the

oppression. Students will evaluate and apply a variety of

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instructional strategies for reading to make sense of their

This course introduces ethical and regulatory compliance

own values and beliefs, to evidence proficiencies through

issues that are especially salient for mental health

reading and writing meaningful content, access and

professionals in private practice, especially those that

critique knowledge and learn to think deeply.

arise in starting a practice, in practice policies, in practice

Numeric grade only. May be offered online.

administration, in billing and financial management, and

in staff training and marketing. Emphasis will be on

EDUCCS 305 Literacy for Aspiring Teachers: Writing

practical applications.

3 credits

Credit/No Credit only. May be offered online.

Engages students in the writing of academic texts

according to APA manual, 7th edition. Students acquire

EDUCCS 612 Practice Finances for Mental Health

“academic moves” related to summarizing, quoting,

Professionals

responding, acquiring voice, and synthesizing artfully.

0 credits

Emphasis on reading-writing interrelationships. Students

Learn concepts and strategies necessary for managing

engage in a range of professional-class conversations

finances independent practices. Topics include key

around topics centered on refined texts.

terminology, exercising fiduciary responsibility, attitudes

Numeric grade only. May be offered online.

toward money and the effects on those attitudes,

financial metrics, using practice dashboards,

EDUCCS 331 Child Development

compensation systems, fee setting, and creating a

0 credits

financial action plan.

Cognitive, cultural, emotional, physical, social, and

Credit/No Credit only. May be offered online.

language development of children from birth through

adolescence; various learning theories and their

EDUCCS 613 Practice Management for Mental Health

implications for the timing of instruction and

Professionals

developmental implications for teaching the whole child.

0 credits

Credit/No Credit Only.

Learn concepts and strategies of managing a private

practice as a business entity in a mental health setting.

EDUCCS 500 Fundamentals of Competency-Based

Topics include understanding a practice as a system with

Supervision

subsystems, identifying and acting on core values, roles

0 credits

of a practice owner, data-driven decision making,

This course prepares mental health professionals in the

strategic planning, and writing a business plan.

practice of competency-based clinical supervision. They

Credit/No Credit only. May be offered online.

will learn to use a competency framework to enhance

their professional supervision practice to foster

EDUCCS 614 Ethical Marketing for Mental Health

supervisees’ development. Topics include supervision

Professionals in Private Practice

best practices, relationships, multicultural issues,

0 credits

assessment, feedback, gatekeeping, and legal and ethical

Learn concepts and strategies of ethical marketing for

practices.

mental health professional in private practice. Topics

Credit/No Credit Only. Course may be offered online.

include understanding of what constitutes ethical

marketing for private practice, how to connect with

EDUCCS 610 Entrepreneurship and Niche Practices for

referral partners and ideal clients, and marketing via

Mental Health Professionals

person-to-person contact, print, websites, blogs and

0 credits

social media.

Learn concepts and strategies of entrepreneurship in

Credit/No Credit only.

creating, developing, and enhancing a private practice in

a mental health setting. Topics include identifying and

EDUCCS 672 Educational Administrative Development

capitalizing on opportunities in developing niche

1–2 credits

practices, developing business models, ethical and legal

Individualized exploration of educational administration

issues in establishing a practice, and setting up

designed to reflect administrative trends and issues in

operations.

education while current and topical.

EDUCCS 611 Ethics and Risk Management in The

Environmental Studies

Business of Private Practice

0 credits

EVSTCS 100 Introduction to Environmental Studies

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2022-2023 Academic Catalog

4 credits

1 – 4 credits

Overview of the major causes and consequences of

Gain work experience in a career field at the explanatory

pollution, natural resource depletion, and loss of

or advanced level. For advanced credit, 300-level and

biological diversity. The primary objective is to develop

above, you must have previous experience in the field.

an interdisciplinary understanding of our natural

environment, the human impacts that degrade it, and

Graduate Theology

the measures we can take to protect and to restore

environmental quality.

GSTCS 600 Introduction to the Old Testament

0 credits

EVSTCS 340 Green Business

This course offers a critical introduction to the Old

4 credits

Testament/Hebrew Bible. Students will learn about the

Examines various aspects of sustainability and options

ancient Near Eastern context of the OT/HB, the history of

available to businesses to establish green practices.

ancient Israel, the different parts and books within the

Explores opportunities that businesses create, the

OT/HB, the processes from oral original to canonical

challenges encountered, and the contributions toward

books, different streams of tradition (theologies) within

protecting the environment while simultaneously

the OT/HB, etc. Evaluation method: classroom

sustaining a profit. The role of environmental policy,

participation, several short exams, three short papers.

leadership, technology, and public opinion also is

investigated.

GSTCS 601 New Testament Introduction: Gospel & Acts

0 credits

Government

This course is an introduction to the life, work, and

theology of Paul as they are reflected in his seven

GOVTCS 100 American Government for Teachers

undisputed epistles in the New Testament and in other

3 credits

related documents within and outside the NT. The course

This course will cover an introduction to the institutions

will discuss Paul’s life/work and survey his letters in their

and processes of American government with an

chronological order. Special attention will be paid to the

emphasis on meeting CCTC Teacher Preparation

particular historical circumstances and theological

Standards. Topics include the U.S. Constitution,

concerns of each letter. The primary mode of inquiry in

federalism, political participation, civil rights and

this course is historical-critical, but hermeneutical

liberties, Congress, the presidency, and important

questions will also be raised with regard to the

Supreme Court cases.

application of Pauline theology to current theological

Prerequisite(s): Permission from School of Education.

issues.

Numeric grade. May be offered online.

GSTCS 602 New Testament Introduction: Pauline

GOVTCS 111 American National Government and

Epistles

Politics

0 credits

4 credits

This course is an introduction to the life, work, and

Introduction to the dynamics of government and politics

theology of Paul as they are reflected in his seven

in the United States and analysis of major contemporary

undisputed epistles in the New Testament and in other

public policy problems.

related documents within and outside the NT. The course

will discuss Paul’s life/work and survey his letters in their

GOVTCS 306 Constitutional Law: National and State

chronological order. Special attention will be paid to the

Powers

particular historical circumstances and theological

4 credits

concerns of each letter. The primary mode of inquiry in

Examination of governmental powers focusing primarily

this course is historical-critical, but hermeneutical

upon the Supreme Court's interpretation of

questions will also be raised with regard to the

constitutional language contained in Articles I, II, III, VI,

application of Pauline theology to current theological

and Amendment X. The relationships among legislative,

issues.

executive, and judicial powers, as well as the nexus

between national and state powers, are extensively

GSTCS 600 Systemic Theology I

explored.

0 credits

This course is the first semester of a two-semester

GOVTCS 380/480 Government Internship

introduction to Christian theology. Beginning with the

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2022-2023 Academic Catalog

meaning of religious faith, we move into the “method”

question of the relation between divine revelation and

GSTCS 607 History of Christian Spirituality

the authority of scripture, human reason and experience.

0 credits

From there, we investigate the meaning of “God” using

This course will explore classics of Christian spirituality

ancient and contemporary Trinitarian theology; feminist

from medieval mysticism to the civil rights movement.

theologies; African-American theology; and Asian

Emphasis will be placed on careful reading of primary

theologies. We conclude with differing understandings of

texts. In addition to shorter papers on specific texts, a

creation, and God’s relationship to human suffering.

term paper will be due at the end of the course.

Three exams (with option of substituting papers for

exams).

GSTCS 610 Practices and Pilgrimages: Event Design and

Pedagogy for Spiritual Entrepreneurs

GSTCS 604 Christian History I

3 credits

0 credits

This course explores the role of events in the

This course is an introduction to the history of

entrepreneurial businesses of those serving the spiritual

Christianity and historical theology from the second to

needs of persons and communities. Special attention is

the seventeenth centuries. The course introduces the

paid to design and facilitation in the communication of a

continuities and varieties of Christian experience and

theme and message as well as skills and business acumen

belief in different times and places across the globe, and

to carry that out successfully.

the complexity of Christianity's social, cultural, and

political entanglements in all these places.

GSTCS 611 GSTCS 610 Practices and Pilgrimages: Event

Design and Pedagogy for Spiritual Entrepreneurs

GSTCS 605 Christian History II

3 credits

0 credits

This directed study option provides individuals with

This course is an introduction to the history of

opportunities to design their own courses alongside

Christianity from the Sixteenth century to the present.

faculty from the Graduate School of Theology at the

Topics will include the roles of Christian churches in

University of Redlands on a one-on-one basis. The

European colonialism, the impact of expanding cultural

directed study may be disciplinary, interdisciplinary, or

networks across the globe on religious knowledge,

from areas outside the current liberal studies curriculum.

cultural hybridization; Christianity and the rise of nation-

A professor will work directly with students to connect

states; the conflict of religion and science; the role of

them with appropriate instructors that will work with

Christianity in slavery and in anti-slavery, suffrage,

subject that will relate to the students’ academic goal.

fascist, and labor movements; the rise and fall of

American denominations; and the competition of

Healthcare Administration

orthodox and pluralistic theologies.

HADCS 301 The U.S. Healthcare System

GSTCS 606 Systematic Theology II

1 credit

0 credits

Review structure and function of the U.S. healthcare

This course is the second semester of a two-semester

system including issues and forces shaping its future.

introduction to Christian theology. Beginning with the

Topics include need and access to care, insurance

doctrine of humanity, we look at our original goodness,

programs, managed care, costs/expenditures, availability

and our fall into relational forms of sin as pride, despair,

of resources, and assessment/improvement.

and self-deception. We flesh those theories out with

literature, movies, and contemporary psychology. Next,

HADCS 302 Healthcare Leadership Principles and

we look at the person and work of Jesus Christ, including

Practice

angles from African American, African feminist, and Asian

3 credits

perspectives. We look deeply at the meaning of our

Explore the principles of leadership, supervision, and

being “saved by grace through faith alone,” and the roles

management within the healthcare system.

of the divine Spirit and human spirit in bringing about our

healing. We flesh those ideas out again with movies,

HADCS 303 Healthcare Quality and Performance

psychology, and a look at Christian education practices.

Management

We conclude with the nature of the Christian spiritual

2 credits

life, including sanctification and vocation, the church and

Learn to improve organizational quality, effectiveness,

its mission in the world, and sacraments.

and performance in the areas of patient care, safety, risk

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2022-2023 Academic Catalog

management, healthcare operations, staff supervision,

Human Resources

regulatory reporting and compliance, customer

satisfaction, and business results.

HRCS 310 Human Resources Management

4 credits

HADCS 304 Healthcare Information Systems and

Study the theory and practice of the human resource

Informatics

personnel function in organizations, including labor

2 credits

relations. Current issues in human resources

Explore the managerial perspective on effective use of

management will be addressed.

data and information technology to improve

performance in healthcare organizations.

HRCS 311 Legal Aspects of Human Resources

Management

HADCS 305 Healthcare Human Resources Management

3 credits

and Labor Relations

Review state and federal regulations governing human

3 credits

resources management including labor law,

Review of HR management practices in healthcare

discrimination, sexual harassment, occupational safety

organizations.

and health (OSHA), unions, and labor relations.

HADCS 306 Healthcare Finance

HRCS 312 Employee Recruitment and Selection

4 credits

3 credits

Examine financial management principles and practice in

Explore recruitment and staffing processes, including

healthcare services, with an emphasis on accounting,

analyzing position requirements, preparing job

financial statements, finance and payment systems, cash

descriptions, recruiting candidates, selecting finalists,

flow analysis, risk management, budgeting, and capital

and orienting new employees.

finance.

HRCS 313 Compensation and Benefits Administration

HADCS 307 Healthcare Strategy and Marketing

3 credits

Development

Explore the design, development and administration of

2 credits

common employee compensation and benefit programs,

Learn the role, function, and application of strategic

including pay strategies, administration of health care

planning and market development in healthcare

and retirement plans, and reward systems.

organizations. Emphasis is placed on strategic planning,

product/service development, and implementation.

HRCS 314 Performance Management

3 credits

History

Review of best practices in measuring, analyzing and

monitoring job performance.

HISTCS 102 World History Since 1450

4 credits

HRCS 316 Ethics in Human Resources Management

Introduction to the themes or issues shaping world

1 credit

history from the European age of discovery through the

Review ethical issues and dilemmas human resources

end of the Cold War. Unavoidably selective, the course

professionals face in the workplace. Explore

focuses upon the forces of modernization and change

organizational culture, the role of the human resources

revolutionizing traditional world cultures and resulting in

manager, laws and legal constraints, and rights and

the interdependent, global system of today.

responsibilities of employees and employers.

Humanities

HRCS 317 Risk Management and Workers’

Compensation Administration

HUMCS 300 Theories of Human Nature

1 credit

3 credits

Explore the identification and management of risk from a

Analysis and comparison of a number of major theories

human resources perspective, including workers

of human nature.

compensation liabilities, workplace health and safety

Not open to students who have received credit for MGTW

concerns, adequate or appropriate insurance coverage,

310. Numeric grade only.

and hostile work environments.

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2022-2023 Academic Catalog

HRCS 318 Training and Development

Build effective operational and personnel management

1 credit

approaches to improve organizational effectiveness and

Examine current trends and issues in workplace training

ensure regulatory compliance. Topics include operational

and development with special attention to the design,

excellence, personnel management, supervision,

development, and application of training programs to

coaching, and performance management, policies and

improve productivity, safety, and quality.

procedures, and legal aspects of nonprofit management.

Case studies are discussed.

International Business

NPCS 300 Nonprofit Fundraising and Development

INTBCS 470 International Area Studies

Principles

3-4 credits

3 credits

This course will examine the principles of fundraising and

Music

development for the Nonprofit organization. Funds are

vital to accomplishing the mission of the organization,

MUSCS 100 Experiencing Music

“no money, no mission” as the saying goes, and staff,

4 credits

volunteers and Board Members who are skilled in the art

Exploration of sound—its sources, effects and

of development are highly valued.

organization—with emphasis on direct involvement

through listening. Music of major styles and periods is

NPCS 301 NPM Leading and Management Organizations

introduced with emphasis on Western music. Students

3 credits

develop and become familiar with music technology.

This course will explore key understandings, skills,

practices, and disciplines involved in leading a non-profit

MUSCS 120 Digital Audio Production

organization. Healthy and effective organizations start

3 credits

with healthy and focused leaders. The course will

This course provides students with experience in digital

emphasize remaining grounded, mission/impact focused,

editing using computers and software.

and inclusive both as a leader and an organization and

applying the covered material to real-life situations so

MUSCS 121 Intermediate Digital Audio Production Using

that students can create life-giving cultures and teams

Pro Tools

that accomplish an organization’s purpose.

3 credits

This serves as the second course in the training

NPCS 302 Board Governance and Volunteer

curriculum targeting User Certification. The 100-level

Management

coursework prepares students to operate a Pro Tools

3 credits

system in an independent production environment.

This course will examine the foundations of volunteer

Following completion of the User Certification

engagement in the Nonprofit Sector, including service in

coursework and certification exam, students can proceed

daily operations, special events, and on the Board of

to the 200-level courses to pursue Operator Certification.

Directors. Boards and volunteers are a vital part of the

Nonprofit organization, critical to the success of the

MUSCS 130 Introduction to Jazz History

mission and the accomplishments and experience of the

4 credits

staff. Students will learn how to be effective in the

History of jazz, including its origins, the musical

recruitment, retention, and stewardship of volunteers

characteristics of major styles, and the leadership during

and Board Members to advance the mission and grow

key periods. Emphasis on developing critical listening

and sustain the Nonprofit organization.

skills, the contributions of specific cultures and

individuals, and understanding commercial,

NPCS 303 Nonprofit Financial Management

technological, political, and social influences on the

3 credits

evolution of styles.

Successful nonprofit financial management enables

mission attainment. This course will provide a firm

Nonprofit Operations

grounding of nonprofit financial planning, budgeting,

accounting, financial governance, financial analysis and

NPCS 201 Nonprofit Operations and Personnel

management through assigned readings,

Management

projects/assignments, lectures, and interactive class

4 credits

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2022-2023 Academic Catalog

time. The course will prepare students for both

compensated and volunteer nonprofit leadership roles.

Project Management

NPCS 304 Nonprofit Communications and Marketing

PMCS 301 Project Management Principles and Practices

3 credits

3 credits

This course examines how effective communications

Overview of project management processes and

techniques empower nonprofit professionals to achieve

principles used in planning and monitoring project

organizational success. Students will learn best practices

activities from inception through closure.

of interpersonal communication with key stakeholders,

how to develop and execute messaging in the nonprofit

PMCS 302 Project Leadership, Teambuilding, and

environment; and how to leverage digital and traditional

Communications

marketing pathways to create campaigns that convert.

3 credits

Learn essential qualitative areas necessary for effective

NPCS 305 Public Policy, Ethics, and Advancing Social

project management, including leadership, personnel

Change

and team management, communication, and strategic

3 credits

planning.

This course suits the learner who wishes to develop

insight regarding public policy and societal change and

PMCS 303 Project Quality and Risk Management

appreciates how human interactions and relationships

3 credits

can advance and transform cultural and social constructs

Examine the principles and practices associated with

over time, profoundly impacting society.

project quality assurance and risk management including

quality assurance and risk management strategies,

NPCS 306 Advanced Fundraising

executing an effective quality assurance plan, and

3 credits

monitoring and controlling quality and risks. Project

This course will build upon the concepts studied in the

management best practices and standards are explored

Nonprofit Development and Fundraising Principles

using the Project Management Body of Knowledge

Course. Students will learn about various sources of

(PMBOK).

revenue, the strategic choices and issues associated with

those sources, and best practices and methods used to

PMCS 304 Project Planning, Procurement, and Cost

secure funding for the organization’s mission.

Management

3 credits

NPCS 307 Organizational Capacity Building and

Learn the essential project management tools and

Equitable Systems Change

techniques involved in planning and scheduling projects,

3 credits

procuring supplies and services, and managing project

This course will focus on strategies and tools to build

costs. Topics include collecting project requirements;

organizational capacity and systems evaluation. Capacity

developing scope of work procedures and

building and systems evaluation improve the efficacy of

documentation using work breakdown structures;

an organizations ability to deliver on its mission and to

conducting source selections; estimating and controlling

create equitable systemic change in communities.

costs; and closing out project activities.

Outdoor Leadership

PMCS 305 Project Management Practicum

3 credits

OLCS 100 Outdoor Leadership

Capstone experience to the project management

3 credits

certificate. A practical and applied approach for review

Outdoor Leadership is a three-week experiential learning

and reinforcement of previously learned project

course offered to any student seeking to improve their

management skills, strategies, and techniques.

leadership and interpersonal skills in the unique and

challenging environment of the outdoors. Students will

PMCS 600 Project Management & Process Improvement

have the opportunity to become confident, competent,

1 credit

and passionate outdoor leaders by learning technical

Develop a systems-based approach to project

skills pertinent to wilderness leadership programs and

management and process improvement. Understand

practicing interpersonal skills necessary to become

how PM tools may be utilized to plan, schedule, budget

outdoor leaders.

and deliver excellent projects. Identify how to improve

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2022-2023 Academic Catalog

processes within the areas you manage and supervise.

impact upon human lives. Examination of the complex

Topics include project management principles and

relationship among humans, the environment, and

continuous process improvement.

technology.

Not open to students who have received credit for LSNS

Psychology

150.

PSYCCS 100 Introduction to Psychology

SCIBCS 201 Natural Sciences Through Living

4 credits

Laboratories

Survey of classic and contemporary theory and research

3 credits

in human and animal behavior. Topics include the bio-

Exploration of the principles and methodology of

psychological bases of behavior, learning, cognition,

astronomy, marine biology, natural history, and ecology

motivation, developmental and social processes, and

to understand the natural environment. Students will

psychological disorders and their treatment.

utilize campus-based facilities and field sites throughout

Southern California as laboratories.

Religion

Not open to students who have received credit for LSNS-

201.

RELCS 100 Introduction to Religious Studies

4 credits

Sociology

This class examines what religion is, the many ways

scholars have sought to understand and study it, and the

SOCS 100 Introduction to Sociology

various methodological approaches they have chosen.

4 credits

Explore the patterns and processes of social life by

RELCS 125 Introduction to World Religions

examining individual actors, informal groups, formal

4 credits

organizations, social inequalities, and social institutions.

By studying major religious traditions of the world,

Become familiar with how social scientists approach

students will consider how religious traditions guide the

research topics, analyze specific research pieces, and

way people live their lives in an ever-increasingly diverse

think critically about the world around them.

and religiously pluralistic world. Investigations will

Numeric grade only. May be offered online.

include both historical studies and the writings of

religious traditions.

Spanish

RELCS 131 Religion in America

SPANCS 101 First-Year Spanish

4 credits

4 credits

Exploration of religion in America from the pre-colonial

Pronunciation, conversation, essentials of grammar and

era to the present. Emphases will vary, drawing from a

composition, and reading of elementary texts. Practice

variety of religious communities (including Puritan,

and drills focus on four basic skills: reading, writing,

Native American, Muslim, Buddhist, African American,

speaking, and listening. Periodic lectures on Hispanic

Hindu, Evangelical, Catholic, and Neo-Pagan) and issues

culture.

(such as civil rights, "cults", church/state, gender, race,

and ethnicity).

Writing

RELCS 189 Religion and Popular Culture

WRITCS 90 College Reading and Writing

4 credits

4 credits

This course analyzes the inter-connectedness of religion

Instruction and practice in critical reading and response.

and popular culture and what it can tell us about the

Students distinguish between constructing meaning and

nature of religion in America.

collecting information; analyze claims, perspectives, and

inferences; and compose shorter arguments based on

Science

textual evidence. Composing, revising, and editing

strategies provided with basic methods of reference.

SCIBCS 150 Current Issues in Science & Technology

3 credits

WRITCS 100 Introduction to Academic Writing

Examination of some of the most important

4 credits

technological developments of this century and their

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Instruction and practice in composing analytical, source-

racism, diversity, violence, perspective, authorship,

based arguments. Critical reading and discussion are

illustrations, and ideology.

modeled after scholarly inquiry. Students develop several

Numeric grade. May be offered online.

multi-draft, documented writing projects. Structural and

stylistic revision strategies supplement attention to genre

RJCS 304 Black Queer Histories: Pride, Power, and Love

to build rhetorical awareness and adaptive strategies for

3 credits

writing.

Develop and strengthen skills in learning and discussing

the historical development of Black LGBTQ+ identities.

Applied Wisdom Institute

Learners can use this course to devise methods to

critically understand the assimilation of Black LGBTQ

Racial Justice

individuals into mainstream social structures, effectively

address systemic inequities, and overcome violence and

RJWI 300 Anti-Racism: Introduction to Racism and

complacency within white-supremacist heteronormative

White Supremacy

structures.

0-2 credits

Numeric grade. May be offered online.

This course will give students the opportunity to develop

and strengthen skills in learning and discussing the

RJCS 305 The Importance of The Black Dollar

history of racism in America, how it presents in America

3 credits

today, and practical steps towards decriminalizing

Identify and examine the development of Black

Blackness, and becoming an Antiracist country. Learners

consumer markets in the United States. Students will

can use this course to devise methods to critically

learn historical context of the development of African

understand racism, effectively attack it, and undermine

American buying power from past to present. With this

violence and complacency within racist structures.

historical framing, students will comprehend the

significance and effects of marketing to marginalized

RJCS 301 How Black People & the Church Shaped United

communities.

States History

Numeric grade. May be offered online.

3 credits

Students will examine the social, economic, political, and

RJCS 306 Black Voices in the Public Sphere

cultural history of African Americans/Black people in the

3 credits

United States beginning with the Civil War. Key political,

Opening up space to hear Black voices that are in the

social, and cultural developments of the post-war period

public sphere. While these voices are often portrayed as

will be explored focusing on various social movements.

representing a margin, they have always been present --

Numeric grade. May be offered online.

if less dominant. This course centers Black voices in the

contexts of education, health, the economy, race issues,

RJCS 302 Racism: A Public Health Crisis

and artistic expression.

3 credits

Numeric grade. May be offered online.

Racism has long been recognized by Public Health

professionals as a determinant of health. The purpose of

RJCS 307 What is Whiteness?

this course is to review the effects of racism as a social

3 credits

determinant of health while identifying ways of

What is whiteness? White supremacy shapes

eliminating its effects on the health of those directly

government policies, institutional practices,

affected.

interpersonal relationships, and our own perception of

Numeric grade. May be offered online.

worth, time, and money. In this course, we will explore

the cultural context of white supremacy, the relationship

RJCS 303 Anti-Racism in Children's Literature

between whiteness and wealth hoarding, and cultivate

3 credits

our capacity for collaboration and community care.

Students will understand how to select, evaluate, and

Numeric grade. May be offered online.

analyze depictions of Black culture and social justice in

children’s and young adult literature. Learners will

LGBTQ Leadership

develop an informed awareness of complex perspectives

and will consider topics such as power, empowerment,

LEADWI 300 Anti-Racism: Introduction to Racism and

White Supremacy

0-2 credits

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This course will give students the opportunity to develop

community-based activism organizations will be

and strengthen skills in learning and discussing the

acquired.

history of racism in America, how it presents in America

today, and practical steps towards decriminalizing

LEADWI 404 Fundraising & Nonprofit Development

Blackness, and becoming an Antiracist country. Learners

0-1 credit

can use this course to devise methods to critically

This seminar emphasizes how participants can

understand racism, effectively attack it, and undermine

strengthen and contribute to the mission of an

violence and complacency within racist structures.

organization by critical analysis of the ties between

Numeric, Credit/No Credit. May be offered online.

organizational growth and health to fundraising,

communications, and the relationships between internal

LEADWI 400 Intersectional Diversity: Facing Racism,

stakeholders. Participants will gain competencies in the

Sexism, & Homophobia

fundamentals of communications, fundraising,

0-1 credit

programming, and growth management.

This seminar addresses the individual's experience- their

socio-cultural contexts, biases, and causes/effects of

LEADWI 405 Structures of Acceptance: Family &

discrimination and oppression. The case is made for

Community

action-oriented, ethical and inclusive leadership for

0-1 credit

diverse communities that uncovers common roots and

Focus will be on developing comprehensive

builds from and works with instead of solving for.

understanding of the impact of family acceptance and

family rejection upon LGBTQ youth and adults; this

LEADWI 401 Trans-affirming: Gender Identity &

includes analysis of the impact on physical and mental

Expression

health. Participants will gain competencies in developing

0-1 credit

best practice strategies to strengthen organizations that

This seminar explores the historic influence of patriarchy,

support LGBTQ persons and families.

the contributions of science and medicine to the

understanding of gender, and the targeting of

LEADWI 406 Building Bridges: Religion & Spirituality

transgender people with policies and laws. Participants

0-1 credit

will analyze social organizing forces in gender and

Examine spirituality and religion as the sense of

sexuality, repercussions of historical and contemporary

connection to something larger; as resources to enable

action, to develop trans-affirming leadership

activists to maintain perspective, to combat fatigue and

competencies.

sustain hope in the midst of work; and recognize their

roles and their impact as a bridge and/or barrier when

LEADWI 402 Creating Safe Spaces

doing equality work.

0-1 credit

Participants will gain insights and competencies to

LEADWI 407 Human Rights & Global Advocacy

effectively manage the first task of any LGBTQ/LGBTQ-

0-1 credit

allied organization- the creation of safe space. Safe

Focus on the global perspective of LGBTQ rights as

spaces include physical, social, emotional, spiritual and

human rights and as a foundation for equality. Topics

legal. Seminar topics address language; community-

include the UN's work in 70+ countries where being

based boundary creation; respect of beliefs, values, and

LGBTQ+ is illegal; doing advocacy that recognizes the

spiritual backgrounds; and legal parameters.

effects of growing global migration; and leading with

frameworks that are rooted locally, reaching globally.

LEADWI 403 Community Based Activism & Social

Change

LEADWI 408 Internship

0-1 credit

0-1 credit

Participants gain an integrated perspective on the

Internships are completed with a partner organization or

process of community-based activism and leading change

one approved by the course coordinator. Internships are

specific to LGBTQ matters. Emphasis is placed on

4 - 6 weeks in length, for a minimum of 30 total hours.

engaging stakeholders, increasing buy-in, accelerating

collaboration, organizing and mobilizing resources, and

Mental Health and Spirituality

networking for global change. Competencies for bottom-

up leadership for grassroots, social-change, and/or

URAWI 501X Spirituality in Mental Health

0-2 credits

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Learn concepts and strategies for understanding and

0-2 credits

integrating spirituality in mental health services for

Learn concepts and strategies for providing spiritual care,

mental health professionals, clinical chaplains,

mental health guidance, and culturally sensitive training

community leaders, and others. Topics include

for groups that seek to provide access to care. Topics

understanding of cultural frameworks, multi-faith and

include intertwining of familial, social, and spiritual

interfaith frameworks, implicit biases, and working with

issues; living with Bi-Polar disorder; finding, providing,

instead of solving for diverse communities.

and/or receiving resources; collaboration, and

community; and forgiveness vs. reconciliation post-

URAWI 502X Paradigms of Healing and Wholeness

trauma.

0-2 credits

Explores a range of paradigms for human healing and

URAWI 505X Spirituality in Bereavement

wholeness, inspired by diverse spiritual traditions (e.g.,

0-2 credits

Christian, Hindu, Jewish, Buddhist, Native American, Sufi)

Gain academic training to supplement the practical

and clinical frameworks (e.g., meaning based therapy,

experience of providing clinical, palliative, and hospice

Jungian depth psychology, inner cultivation of

care to those who are dying and those who survive the

compassion and mindfulness). Emphasis is on

dying, shifting from best intention to best practices.

experiential application of concepts and practice.

Topics include types of grief, possible psychological and

spiritual complications in grieving, and rituals in grieving.

URAWI 503X Integrating Spirituality in Clinical Practice

0-2 credits

URAWI 506X Spiritual Journeys in Chronic Illness

Students learn to utilize spirituality informed strategies

0 credits

and techniques to assess spiritual distress, guide

Learn, practice, and develop best practices for palliative

treatment planning, implement appropriate evidenced

caregivers, medical practitioners, interfaith chaplains,

based interventions and evaluate therapeutic outcomes.

and more in dealing with issues of chronic illness,

Course is Practitioner focused and designed to develop

spirituality, and survival. Topics include understanding

clinical skills integrating spiritual issues in therapy.

how age, degrees of function, and grief interplay in well-

being.

URAWI 504X Bi-Polar Faith

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Graduate School of Theology

Assistant Provost and Interim Dean

Christopher Ocker

The Faculty

Jon Berquist

Jana Childers

Wendy Farley

Laurie Garrett-Cobbina

Gregory Love

Marcia McFee

Christopher Ocker

Eugene Eung-Chun Park

Teresa Chávez Sauceda

Introduction

The Graduate School of Theology is home of the San Francisco Theological Seminary (SFTS) and the Shaw Chaplaincy Institute (SCI).

San Francisco Theological Seminary

Founded in 1871 and rooted in the Presbyterian Church (U.S.A.), SFTS values dialogue and engagement with other religions and faith traditions. Our grounding in the Reformed tradition fosters faith-filled engagement in public life and service to others. Located on the Pacific Rim and inspired by the diverse global expressions of Christian faith, we partner with educational institutions throughout the world to enrich our program and expand our understanding of God’s redemptive work in human history.

Mission

Moved by God’s love in Jesus Christ, San Francisco Theological Seminary prepares persons for transformational ministries of justice, peace and healing, which advance the Church’s hopeful, loving engagement with the world.

As an ecumenical Christian graduate school, we offer a rigorous education, focused on critical theological reflection that equips graduates from all walks of life to meet the urgent needs of our times through both time-honored and innovative ministries.

SFTS is a founding member of the Graduate Theological Union, a consortium of Protestant and Catholic theological schools in the San Francisco Bay Area. SFTS students take classes at all the GTU seminaries as well as the GTU’s centers and affiliates for the study of Judaism, Buddhism, Islam and other world religions.

Admissions

SFTS offers Master’s and Doctoral degrees, along with diplomas and certificates. Admissions requirements differ by program.

Master’s Degrees

Master of Divinity (M.Div.)

Admissions requirements for the M.Div. include submitting a completed application and payment of the non-refundable application fee , five personal statements of approximately 300 to 500 words each, two academic or professional references, one pastoral reference to whom the applicant is not related (pastor, elder, deacon), one reference of your choosing who is familiar with your professional practice or religious life, official transcripts of all post-secondary schoolwork (an in-process transcript showing work to date is acceptable for students without undergraduate degrees), a criminal 435

2022-2023 Academic Catalog

background check through castlebranch.com, and a Self-Disclosure Form. For applicants whose first language is not English, a minimum TOEFL score of 550 on the paper test (or 213 on computer-based test, or 80 on the internet-based test) is required. For IELTS, a minimum score of 6.5 is required.

Special M.Div. Track

Candidates for ordination who already hold a master’s degree in religious education or theological studies and who also have a minimum of three years’ experience in church work may earn the MDiv degree in a special 24-semester-credit program. Such students should have completed the equivalent of the first two years of the MDiv program in their MA course work: that is, at least 48 semester credits, of which 15 should be in biblical studies, 15 in historical and systematic disciplines, and 18 in social and behavioral disciplines and ministry.

The remainder of the degree requirements can be completed in two summer terms in the Advanced Pastoral Studies program on the SFTS campus, plus study undertaken in the intervening year in conjunction with the student’s work in ministry. Alternatively, the degree can be completed in one academic year of full-time study in residence in San Anselmo or in a

combination of APS summer term and regular MDiv courses. Candidates on the special MDiv track are not eligible for institutional tuition grants.

Eligibility for the special MDiv program is determined on the basis of evaluation of the MA transcripts. Applicants are encouraged to submit their transcripts for evaluation before

undertaking the application process, which is the same as for the regular MDiv.

Master of Arts in Theological Studies (M.A.T.S.)

Admissions requirements for the M.A.T.S. include submitting a completed application and payment of the non-refundable application fee , five personal statements of approximately 300 to 500 words each, two academic references and one reference of your choosing who is familiar with your professional practice or religious life, official transcripts of all postsecondary schoolwork (an in-process transcript showing work to date is acceptable for students without undergraduate degrees), a criminal background check through castlebranch.com, and a Self-Disclosure Form. For applicants whose first language is not English, the MDiv requirement noted above applies

For the M.Div. and M.A.T.S., the priority deadline for applications is March 1, otherwise the general deadline for Fall admission is May 1. Applications received after May 1 will be considered at the admission’s committee’s discretion on a space-available basis. The Priority Deadline for Spring admission to the M.A.T.S. program is October 15, and the general deadline is December 1. For additional information regarding admissions and applications, please refer to the M.Div./M.A.T.S. Student Handbook.

Doctoral Degree

Doctor of Ministry (D.Min.)

Several prerequisites are required for admission into the D.Min. program. These include holding a Master of Divinity degree or equivalent, being ordained or its equivalent, and three years’ professional experience in ministry, a complete application, payment of the non-refundable application fee, two personal statements of approximately 250-300 words each, and scholarly writing sample. In addition, one academic reference, one clergy/representative of your religious tradition, and one professional reference is required. English as a Second Language applicants must have a TOEFL score of at least 550 (paper test) or 80 (internet-based test). For IELTS, a minimum score of 6.5 is required.

In addition to the general D.Min. requirements, applicants to the Pastor as Spiritual Leader, Pastoral Care and Counseling, and Chaplaincy/Spiritual Care Research Literacy concentrations may need to provide additional narrative materials as appropriate. For more information about the D.Min concentrations, go to www.redlands.edu/dmin or email Marin-

APS@redlands.edu or refer to the DMin Student Handbook.

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Application deadlines vary by term. For further information about application deadlines, admissions requirements or application status, please refer to www.redlands.edu/admissions-and-aid/graduate-and-continuing-education/graduate-

school-of-theology/requirements-and-deadlines/.

Further information about the Office of Admissions, including deadlines, can be found at https://www.redlands.edu/gst-

admissions/. Prospective students will receive information about program offerings, curriculum, admissions requirements, cost, and financial aid where applicable. Admissions counselors are available for assistance during the admissions process.

International Students

San Francisco Theological Seminary is proud to welcome students from around the world into our various programs. If you are applying to SFTS from outside the United States, our admissions office and student services team are prepared to help you have a successful and enriching educational experience at SFTS. Transcripts from outside the US will need to be evaluated by foreign credentials evaluation service organizations, IERF or WES, to determine educational equivalency.

TOEFL Exam

If you wish to apply to one of our master’s or doctoral programs and your undergraduate education was not in English, we require that you take the TOEFL and send your score to SFTS. Our institutional code number is 4685. To be considered for admission, you must earn a minimum score of 550 on paper-based test (213 on the computer-based, or 80 internet-based) on the TOEFL.

If you graduated from an institution of collegiate standing outside the United States in which a bachelor’s degree is not granted, you may be admitted if you present satisfactory evidence of having completed work comparable to that required for a bachelor’s degree in American colleges and universities.

Transfer of Credit

GST/SFTS welcomes transfer students. Generally, two full academic years in residence are required for completing the MDiv degree at GST/SFTS, or one year for the MATS. Thus, a maximum of 24 semester credits normally may be transferred for credit from an incomplete MDiv or theological studies program at another accredited institution. Under special circumstances and with approval of the Dean, more credit may be transferred if GST/SFTS distribution requirements for the MDiv have been met through equivalent courses elsewhere. A maximum of six credits may be transferred from other master’s level programs, provided the subject matter of the courses is relevant to the MDiv degree and the credits have not been applied to fulfill the requirements for another degree. Credits earned more than 10 years before matriculation or re-entry into the MDiv program are generally not accepted.

Any newly admitted student wishing to transfer coursework completed at another institution prior to enrolling at GST/SFTS

must present an official transcript to the Office of Admissions prior to matriculating at GST/SFTS. Otherwise, such courses may not be applied toward a GST/SFTS degree. The courses to be transferred must be academic courses in theology or closely related fields. The student must supply documentation about course requirements (e.g., course descriptions and/or syllabi). Academic courses should have a substantial reading list, and substantial written assignments and/or examinations.

An evaluation by the Dean determines whether coursework at another institution corresponds with the requirements of an equivalent GST/SFTS course, and whether the coursework fulfills the specific requirements of the curriculum. The Dean may request additional information (syllabus or written work) to verify eligibility for transfer.

Current GST/SFTS students who wish to take one or more courses at another institution and transfer the course credits toward their GST/SFTS degree must seek permission from the Dean in writing prior to taking the course(s). An evaluation of previous academic work by the Dean’s Office determines advanced placement and exemption from core and distribution requirements. For veterans and persons eligible for VA benefits, the Dean is responsible for conducting this evaluation in order to grant appropriate credit and shorten the duration of the degree program proportionately. The Dean will notify the student and the Registrar accordingly.

Special conditions regarding transfer of credit from or to certificate programs may be indicated among program requirements below.

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Graduate School of Theology 2022-2023 Academic Calendar

Theology Fall 2022

August 22 to September 2

General Registration Period for Fall

August 29 to September 2

Orientation Week

September 2

Deadline to Register and/or Receive Approval of Leave of Absence, Program Extension,

or Part-Time Status for Fall semester

September 3-16

Late Registration Fall Semester

September 5

Labor Day: Administrative holiday/ Library closed

September 6

Instruction begins for Fall Semester/ GTU begins

September 16

Deadline for Late Registration

September 16

Deadline for Registered Students to Make Changes in Enrollment

September 16

Deadline to Submit Special Reading Course Form

October 3 to October 16

Registration opens for D.Min and DASD January Intersession

October 17 to October 30

Late Registration D.Min and DASD January Intersession

October 17

Intersession starts (D.Min and DASD) (Hybrid Component)

October 24-28

Reading Week

November 7-18

Early Registration for Intersession & Spring Semesters (GTU Master’s Programs)

November 24/25

Thanksgiving: GTU Academic and Administrative holiday

December 16

Fall Semester ends at GTU

December 16

Deadline to Submit Petition for Incomplete for Fall Semester Courses

December 25 to January 1

GTU & Redlands Winter Break: Academic, Library, and Administrative Offices Closed.

Theology Intersession 2023

January 1

New Year’s: Administrative holiday/Library closed

January 3 to January 27

GTU Intersession 2023 (1/9-1/21 D.Min/DASD Intensives)

January 6

Deadline to Make up an Incomplete from Fall Semester

January 6

Deadline to Submit Course Grades for Fall Semester

January 16

Martin Luther King, Jr. Day: GTU Academic and Administrative holiday/ GTU Library

closed Redlands Armacost Library open as are Redlands administrative offices.

January 16-29

General Registration for Spring Semester

January 27

Deadline to Submit Grades for Removal of Incompletes from Fall Semester

January 27

Final day to Register and/or Receive Approval of Leave of Absence, Program Extension,

or Part-Time Status for Spring semester

January 27

Intersession 2023 Ends/Last Day to Submit Petition for an Incomplete

Theology Spring 2023

January 30 to February 10

Late Registration for Spring Semester

January 30

Instruction begins for Spring Semester/ GTU begins

February 10

Deadline for Spring 2022 Late Registration

February 10

Deadline to Submit Special Reading Course Forms

February 10

Deadline for Registered Students to Make Changes in Enrollment

February 17

Deadline to Make up an Incomplete from Intersession 2022

February 17

Deadline to Submit Grades for Intersession 2022 Courses

February 20

Presidents' Day: GTU only - Academic and Administrative holiday/SFTS Library closed

March 11

Deadline to Submit Grades for Removal of Incompletes from Intersession 2022 Courses

March 20-24

GTU/UCB Spring Break (library open from 8:30 a.m. to 5 p.m. M-F

April 3 to April 16

Registration for Summer 2023 (for D.Min only)

April 3-14

Early Registration for Fall 2023

April 7

Good Friday: SFTS Library Closed

April 9

Easter: SFTS Library Closed

April 17 to April 30

Late Registration Summer 2023 (for D.Min only)

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May 19

Deadline to Submit Petition for Incomplete from Spring 2023 Courses

May19

Spring Semester 2023 Ends at GTU

May 21

SFTS Commencement

May 29

Memorial Day: GTU & Redlands Administrative holiday / Libraries closed

Theology Summer 2023

June 9

Deadline to Make up an Incomplete for Spring 2023 Courses

June 9

Deadline to Submit Grades for Spring 2023

June 12-July 1

Summer Intensive Class begins (D.Min.)

June 30

Deadline to Submit Grades for removal of Incompletes from Spring 2023

July 1

Summer Intensive Class ends (D.Min.)

July 4

Independence Day Observed: GTU & Redlands Administrative holiday / Libraries closed

July 28

Deadline to Submit Grades for Summer 2023 courses

Graduate School of Theology Policies

Official Withdrawal or Leave of Absence

A student who needs or desires to take a Withdrawal (WDL) or take a Leave of Absence (LOA) from the University of Redlands must schedule an appointment with the Dean’s Office and complete an exit interview. A WDL or LOA is considered official once the student submits a written request of their intent and the request has been completed and submitted to their Student Services Manager. The request will state the intentions of the student to discontinue the course(s) in which they are registered and the effective date the WDL or LOA will be implemented, which is then recorded by the Registrar’s Office.

In order for a student to drop a course after the course has begun but prior to the last meeting of the course, the Registrar must be notified in writing. The request should include the last date of attendance. The withdrawal is effective the day after the last date of attendance. The student is responsible for obtaining refunds of tuition and/or charges, which are calculated according to the tuition refund schedule located in the appropriate Tuition and Fees selection of this Catalog. The student will receive a grade of “W” on their transcript.

The University may administratively withdraw students from courses or programs for non-attendance, final non-payment, or academic actions. The student is responsible for obtaining refunds of tuition and/or charges, which are calculated in accordance with the tuition refund schedule located in the appropriate Tuition and Fees section of this Catalog. The student will receive a grade of “W” on their transcript. If a student is dropped from two courses in a sequence, or three courses within a twelve-month period of matriculation, they maybe administratively withdrawn from the program.

During a student’s leave of absence, the University maintains all of their official records on an active basis. Students returning from a leave of absence of one year or less are not required to be formally readmitted. Students will be expected to fulfill the graduation requirements in effect at the date of their original matriculation. Students who do not return from a leave of absence within one year are withdrawn from the University. To return, they must be formally readmitted.

Graduation Requirements

Master’s Degrees

All candidates for degrees to be awarded at commencement in May must declare their intent to graduate by March 15 of the year of graduation. M.Div. and M.A.T.S. candidates do not receive their diplomas until after grades for the final semester have been posted, that is, several weeks after graduation. In order to participate in the commencement exercises, they must have completed or be registered to complete all degree requirements before the end of the final semester, and their accounts with the Seminary must be clear. Graduating seniors may not request extensions of the deadline to complete course requirements beyond the normal grading period. The Graduation Fees for M.Div./M.A.T.S., Diplomas, and Certificates is $75. For additional information, please refer to the M.Div./M.A.T.S. Student Handbook.

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Doctor of Ministry

All candidates for degrees to be awarded at commencement must complete all degree requirements listed in the DMin.

Student Handbook. Please note that the Advanced Pastoral Studies committee will not evaluate Dissertation/Project manuscripts for May graduation received later than the March committee meeting or revised D/P manuscripts received later than the April committee meeting each year. Official diplomas will not be released until the APS office has received two copies of the final D/P manuscript in accordance with the instructions in the D/P Guide. For additional information, please refer to the D.Min. Student Handbook.

Graduate School of Theology Programs of Study

San Francisco Theological Seminary (SFTS)

Overview of Master’s Degrees

Master of Divinity (M.Div.)

A Master of Divinity degree prepares students for Church ordination or to pursue other professional ministries where knowledge of theology and advanced leadership skills are essential. Those ministries include congregational pastor, healthcare and military chaplaincy, campus ministry, spiritual direction, pastoral counseling, not-for-profit work, and other community-based ministries. Unlike some master’s programs, the M.Div. combines academic disciplines: Bible studies, theology, history, homiletics, liturgics, counseling, Christian spirituality, and field education. The program fulfills the education requirements of most major denominations. Core M.Div. courses are taught in San Anselmo, but many elective and upper-level courses are offered in Berkeley at other GTU schools.

Master of Arts in Theological Studies (M.A.T.S.)

The Master of Arts in Theological Studies (M.A.T.S.) fosters development of theological understanding as part of intellectual, professional, and spiritual growth. The M.A.T.S. is a general academic degree, providing balanced exposure to the range theological disciplines while allowing for focus on an area of interest.

Certificate in Theological Studies (C.T.S.)

The Certificate in Theological Studies (C.T.S.) fosters development of theological understanding as part of intellectual, professional, and spiritual growth. This certificate program of four Master’s level courses provides a balanced exposure to the disciplines of history, scripture, and theology. It is ideal for those looking to enrich personal or professional development through theological education.

Overview of Programs in Christian Spirituality

Diploma in the Art of Spiritual Direction (D.A.S.D.)

The Diploma in the Art of Spiritual Direction is a unique combination of academic rigor and spiritual formation. Each session combines study, spiritual practice, quiet, and community. The D.A.S.D. has a strong emphasis on supervised practicums and contributes to high quality skill sets. Graduates of the program have provided national and international leadership as spiritual directors and supervisors of spiritual direction. Applicants typically have a Bachelor’s or higher academic degree and some background in spiritual or theological studies.

Certificate in the Art of Spiritual Direction (C.A.S.D.F.)

The Certificate in the Art of Spiritual Direction also focuses on training in spiritual direction and emphasizes the importance of supervised practice. It, too, is based in the art of contemplative listening and is open to people with a wide range of interests. The C.A.S.D.F may also attract people interested in a focus on spiritual formation rather than direction. Both the Certificate and Diploma include spiritual practice and hospitality to difference as foundational to spiritual direction. Study, reading, and practice in community provide a rhythm which encourages rootedness in spiritual discipline, even as one trains in the arts of listening, discernment, and basic knowledge of spiritual direction.

Overview of Advanced Pastoral Studies (APS)

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DOCTORAL DEGREE

Doctor of Ministry (D.Min.)

The Doctor of Ministry is a graduate professional theological degree, usually undertaken after the completion of a Master of Divinity (M.Div.), or equivalent, and at least three years in professional ministry. It gives religious professionals the opportunity to sharpen their pastoral skills and to do specialized work in an area that will strengthen their ministry. In contrast to a Ph.D., the D.Min. is a practical rather than an academic research degree. The curriculum focuses on contextual, interdisciplinary study, research and innovation in the practice of ministry. The heart of each student’s research is their project—designed and implemented in their own context of ministry.

Diploma in Advanced Pastoral Studies (D.A.P.S.)

The Diploma in Advanced Pastoral Studies is for those who seek to deepen their knowledge and broaden ministry skills through a structured course of study similar to that of the D.Min. program, but does not require a dissertation or project.

The diploma is granted upon satisfactory completion of six D.Min. courses.

Overview of The Shaw Chaplaincy Institute (SCI)

The Shaw Chaplaincy Institute offers innovative academic programs that advance spiritual care knowledge and skill while engaged in caring activity with persons, families, community, organizations and society. SCI has set out to improve the quality of spiritual care provided through all aspects of trans-professional service, where transformative education supports the development of chaplains, compassionate leaders, and caring activists. SCI students develop competencies in interdisciplinary, interfaith, and cross-cultural spiritual care through education and collaboration, who in turn will enable organizations to achieve missions that encompass physical, emotional, ecological, intellectual, and social wellbeing for persons and communities.

Clinical Pastoral Education (CPE)

This program is offered for pastors, religious professionals, theology students, and qualified laypersons who seek further development of their pastoral skills. In this exciting type of graduate-level education, students learn how to integrate knowledge from theological, psychological, and social science disciplines into the practice of pastoral ministry.

Certificate in Trauma and Spiritual Care (CTSC)

The Certificate in Trauma & Spiritual Care provides working professionals in both clinical and pastoral settings with the skills needed to adequately care for and help people during life’s most difficult situations. Focusing on the spiritual understandings of trauma and healing, this intensive program combines crisis intervention training and trauma counseling education to give caregivers a comprehensive set of skills to help trauma survivors recover from their experiences.

Diploma in Chaplaincy Spiritual Care Research Literacy (DCSCRL)

The Diploma in Chaplaincy & Spiritual Care Research Literacy is designed to equip chaplains, spiritual care providers and pastoral care educators who work in research-driven environments with the tools they need to work alongside interdisciplinary colleagues to develop practices informed by scientific inquiry, and design and implement their own evidence-based research. DCSCRL students will study alongside colleagues in the Doctor of Ministry program, in the Chaplaincy/Spiritual care concentration, in a professional learning community that is multi-faith, culturally competent, spiritually grounded, and pedagogically innovative. This program may be used as continuing education by chaplains certified through the Board of Chaplaincy Certification Inc.® an affiliate of the Association of Professional Chaplains®.

Program Requirements and Courses

Master of Divinity (M.Div.) Requirements

The M.Div. degree program consists of six semesters of course work or the equivalent and field education. The normal fulltime course load is four, 3-unit courses or 12 units per semester. Up to eight courses may be taken online for credit toward the degree. A total of 72 semester units of credit and competence in one biblical language are required for the degree. An 441

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approved internship or field education experience and a senior sermon are also required. The required units of core courses and electives are distributed among various disciplines.

Biblical Language

Reading knowledge of one biblical language, Greek or Hebrew, is required for the SFTS M.Div. degree. The Presbyterian Church (U.S.A.) requires competence in both languages for ordination.

Courses

Biblical Studies

• Old Testament I (OT 1200)

• Old Testament II (e.g. OT 2142)

• New Testament I (NT 1004)

• New Testament II (NT 1005)

• Language: Hebrew and Greek

Please note, SFTS M.Div. students must take one required language course, Hebrew or Greek, but students pursuing ordination in the PC (USA) must take both.

• Exegesis: OT/Hebrew (e.g. OT 3275) and NT/Greek (e.g. NT 2000)

• One language required for SFTS M.Div.; two for PC (USA)

Church History and Theology

• Church History I (HS 1080)

• Church History II (HS 1081)

• Theology I (ST 1084)

• Theology II (ST 1085)

• Ethics or Public Religion (e.g. CE 2011)

Ministry and Spirituality

• Orientation to Theological Education (SP 1500)

• Spiritual Formation for Ministry I (to be taken in conjunction with SP 1500)

• Senior Seminar (SP 4050)

• Spiritual Formation for Ministry II (to be taken in conjunction with SP 4050)

• Reformed Worship (LSFT 2525)

• Introduction to Preaching (HM 1001)

• Introduction to Pastoral Care (PS 1015)

Interdisciplinary Studies

Three interdisciplinary themes are woven through the curriculum:

• Natural and Social Sciences

• Cultural Complexity and Religious

• Spiritual Pluralism

Three courses drawn from among them, and carrying a minimum of 1.5 credits each, are required.

Field Education

As an MDiv student, Field Education will be an important component of your MDiv degree program. You must complete one internship or one unit of Clinical Pastoral Education to meet your minimum field education requirement. However, you may wish to pursue a more robust field education plan, combining multiple field education experiences.

Please refer to the M.Div Field education webpage for up to date information regarding Designing your field education plan.

GST/SFTS’s unique field education program is one of many ways the Seminary supports well-rounded preparation for ministry. All MDiv candidates, regardless of their previous experience or their status in an ordination process or prior ministry experience, are required to participate in some form of supervised practice of ministry as part of their degree program. Through their field education, students engage in service learning in various ministry settings to fit their denominational requirements and vocational objectives. The purpose of field education is to foster growth in the understanding and practice of ministry.

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To achieve this growth, students, in consultation with the GST/SFTS staff and their ordaining body, may craft their field education program by choosing between two field education plans. Prior to beginning a search for any field education site, whether that site be in a Clinical Pastoral Education program, a congregation, or another ministry setting, students must seek authorization from the Director of Field Education who will determine if a student may begin her or his field education.

Students must complete at least one year (24 credits) of MDiv coursework before beginning their field education, and in some cases, students may be required to do additional coursework or meet other requirements before seeking placement.

Field Education Plan A: Clinical Pastoral Education

Please refer to the M.Div Field Education webpage for up to date information regarding Designing your field education plan.

Students may meet their minimum GST/SFTS field education requirement by successfully completing one credit of Clinical Pastoral Education (CPE) at a Center accredited by the Association for Clinical Pastoral Education (ACPE). One unit of CPE

requires 400 hours of training: approximately 300 hours of fieldwork and 100 hours of critical reflection through writing assignments, individual supervision, and peer group work.

Students completing a unit of CPE through San Francisco Theological Seminary’s Clinical Pastoral Education program may apply this completed unit to their field education requirement, as long as this unit is not being applied to a Pastoral Care/Chaplaincy Concentration. This community-based program allows students to fulfill their clinical hours in a hospital, hospice, congregation, street ministry, or other nontraditional CPE setting. It requires a weekly time commitment of approximately 23 hours of fieldwork and several hours of supervised critical reflection over four months. Any student wishing to complete her or his CPE unit in the GST/SFTS program must apply and be admitted to the program according to the program’s standard policies and processes. Placement is not guaranteed based on the student’s status in the MDiv program.

A student may also complete one unit of CPE through another accredited CPE site. Many CPE sites offer a three-month, full- time CPE internship, and a few sites offer part-time extended units that could run concurrently with seminary coursework. A complete list of accredited programs may be found at https://www.acpe.edu.

Field Education Plan B: Internship

Rather than completing a unit of CPE, students may meet their minimum GST/SFTS field education requirement by successfully completing an internship in a congregation, nonprofit, or other approved internship setting. In addition to their fieldwork, GST/SFTS interns will be required to engage in critical theological reflection throughout their internship. Specific terms and learning goals for any internship placement must be negotiated with the internship site and approved by GST/SFTS field education staff before an internship may begin.

Students may complete a nine-month, part- time internship that runs concurrently with seminary coursework. Students must spend a minimum of 10 hours a week at their internship site and work under the guidance of an approved internship supervisor.

Alternatively, students may complete a three- month, full-time internship (40 hours a week) that does not overlap with coursework. Such an internship would likely be completed during a summer, but a student consolidating coursework into fewer than six semesters may complete a full-time internship at another time in the year. Full-time interns who do not have access to a peer group during the summer will work with GST/SFTS field education staff to design a plan for supervised critical reflection.

Note that in many cases, the minimum requirement to complete the MDiv will not satisfy the field education expectations of ordaining bodies, and therefore students are advised to consult with their ordaining body prior to beginning their search for a field education site.

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Students who wish to focus on full-time internship may extend the program to three-and-a-half or four years. Full time internships do not have any tuition charges. Part-time students may arrange to take time off from study for full-time internship.

Before embarking on an internship, students must also meet the following conditions:

• Completion of at least 24 credits of core courses

• If seeking ordination, acceptance under care of presbytery (as an inquirer or candidate) or the equivalent ordaining body in the student’s denomination

After obtaining approval to seek an internship, students may proceed with:

• Consultation with the Field Education department staff and the appropriate denominational body (e.g., Committee on Preparation for Ministry (CPM))

• Acceptance by an approved field placement site.

Information, policies, guidelines, and forms pertaining to the fulfillment of this requirement are found on the GST/SFTS

website.

Concentrations

Students may choose their electives to focus their MDiv studies on a particular area of theology or ministry. Such concentrations may be created by students individually with the approval of the faculty advisor, or they may follow one of several patterns designed by the faculty.

The regularly constituted concentrations described below also bring students and faculty together for special lectures, discussions, and other activities beyond the required course work in the area.

Chaplaincy/Pastoral Care Concentration

The Master of Divinity with a Chaplaincy/Pastoral Care Concentration prepares students for work in formal chaplaincy settings and congregational settings. This concentration allows students to focus attention on developing competencies in the provision of pastoral care. Students must work with their denominational ordination or endorsement process during matriculation to be sure that the MDiv with a Chaplaincy/Pastoral Care Concentration also meets denominational ordination or endorsement requirements.

Over six semesters, students concentrating in Chaplaincy/Pastoral Care participate in the continuing development of:

•

Critical theological reflection in relationship to care-giving encounters.

•

Self-awareness as pastor, person, and administrator/manager.

•

Theoretical understanding of organizational structures, group process, and family dynamics.

•

The application of concepts related to the behavioral and social sciences to “living human documents.”

•

Service-focused social engagement.

In the process of fulfilling the GST/SFTS unit total and distribution requirements for the MDiv degree, students in the C/PC

Concentration are asked to include a total of twelve (12) semester credits of the following, which also count as electives:

•

GTU or GST/SFTS (preferred) Advanced Pastoral Counseling course, that is, a course with a course designation of PS 4000 (online PS 8400) or higher (3)

•

GTU (preferred) or UCB Advanced Sociology or Cultural Anthropology course, that is, a GTU course with a designation of RS 4000 (online RS 8400) or higher, or a UCB course with a designation of SOCIOL 200 or ANTHRO

200 or higher (approved by advisor with consent of CPE Chair (3)

•

SP 2527 Spiritual Life and Leadership (1.5 credits)

•

SP 3502 Contemplative Listening 1.5 credits (preferred)

OR

•

SP-2685 Discernment: Systems

OR

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•

SP-2499 The Art of Discernment

•

C/PC Concentration Requirements (1 unit each for a total of 5 credits):

o

ACPE CPE Application and Interview Preparation

o

Critical Theological Reflection

o

Engaging Organizational Structures, Group Processes and Family Dynamics

o

Critical Self-Reflection

o

Pastoral Care Service Project

o

Pastor as Administrator & Manager (elective)

o

Association of Professional Chaplains Application Preparation (elective)

•

In addition, at least 2 Units of ACPE- accredited CPE (4 units preferred). Note that CPE credits do not count toward the 72 academic credits required for the MDiv degree.

Students should be aware that acceptance into a CPE program is based on that center’s application and interview process.

GST/SFTS cannot guarantee acceptance into a CPE program. The C/PC Concentration at GST/SFTS offers a class to help students prepare for the CPE application and interview process.

Spirituality Concentration

MDiv students interested in a concentration in spirituality will explore some of the depth and breadth of the Christian and world spiritual traditions: medieval mystics, contemplative theologians, Native American novelists, civil rights mothers and fathers, interfaith studies. They will take academic courses as well as practice courses. They will study classical texts as well as music, poetry, nature. By learning more about how rich and diverse Christian spirituality is, students develop tools not only to critique their experience but more importantly to find a home in Christianity as they come to learn how sustaining and expansive Christian faith has been in times and places all over the world. This concentration allows students to deepen their understanding of the links between spiritual practice and social justice, as well as to encounter spiritual friends in other religious traditions. It models ways to combine spiritual practice with academic study. Through this concentration, students will deepen their faith through academic study and focused practice.

Concentration Requirements

•

A minimum of 3 semesters of SP 2527. These 1.5 credit hour classes emphasize practice and rotate through several topics such as contemplative listening, lectio divina, comparative contemplative practices, spirituality and social justice, and discernment.

•

9 credit hours of spirituality courses at GST/SFTS or any GTU school, that is, any courses with a course number beginning SP.

•

A self-designed capstone project combining service, formation, and/or leadership.

Students are invited (but not required) to participate in the retreats, certificate, or diploma offered through the Spirituality Program.

The Program in Christian Spirituality offers two diplomas for completion of courses in spirituality: a Diploma in the Art of Spiritual Direction (DASD) and a Certificate in the Art of Spiritual Direction & Formation (CASD). The DASD and CASD

programs, which are offered in the January intersession bring pastors and lay people to campus to be trained as spiritual directors, and to deepen their understanding of spirituality and spiritual practices. MDiv and other master’s students may pursue this qualification concurrently with their degree studies.

Biblical Studies Concentration

Concentrators must have elementary knowledge of both biblical languages and do intermediate work in at least one. They take nine credits (three courses) in biblical studies with a course number of BS 3000 or higher or BS 8300 or higher, in addition to the core biblical studies requirements and write a final capstone essay of grade A quality, which may be built on a course paper or on a topic in biblical studies and/or biblical hermeneutics approved by the student’s advisor.

History / Theology Concentration

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A concentration in history or theology allows students to focus attention on some area or problem within these fields—for example, contemporary Reformed theology, the history of the Reformed tradition, Christian social ethics, theology and natural science, ecumenical theology, third world theologies, Christianity in the African Diaspora—or to do course work in these areas of study. Concentrators take nine credits (three courses) in either history or theology beyond the core requirements (that is, courses with a course number of HS 3000 or higher or HS 8300 or higher) and write a final capstone essay, which may be built on a course paper or on a topic in history, theology, or ethics approved by the student’s advisor The centers and programs of the GTU, the largest and most diverse partnership of seminaries and graduate schools in the United States, offer other possibilities for concentrations: for example, in Black Church/Africana Religious Studies; Asian Theologies, Religions, and Cultures; or Women’s Studies in Religion.

Joint MA/M.Div.

The Graduate Theological Union, of which GST/SFTS is a founding member, offers a Master of Arts degree in various disciplines supported by the member schools’ faculties. Both the academic MA and the professional MDiv may be pursued concurrently at GST/SFTS through a joint degree program. GST/SFTS administers the MDiv program, while the MA is governed by the policies of the GTU Common MA program. The Joint MDiv/GTU MA programs involve application to and matriculation through two (2) separate programs, and successful completion results in two (2) separate degrees.

MDiv students wishing to enroll in the joint program must apply to the MA Program through the GTU Admissions Office.

The student may apply at any time but will only be converted into an active MA student once they have completed the requirements of the MDiv (including internship) and graduate from that program. A new student may apply to both programs at the same time, then defer the MA Program for up to two years while working on the MDiv.

Matriculation in the Joint MA/MDiv program can only be done sequentially (first the MDiv and then the MA). However, a student must apply and be admitted to the second program the year before completing the requirements of the first. All coursework specific to the MDiv must be completed prior to the final year, which should be dedicated exclusively to the MA.

To make sure that the requirements of both programs are completed, the student is encouraged to talk to their advisor and the GTU Associate Dean of Students as soon as possible to plan the coursework from the MDiv that is pertinent to the MA as well as plan the coursework and thesis writing for the final year.

M.Div. Course Descriptions

(required courses only; electives are noted in the course

scholarship will be introduced first. Then, each text of the

catalogue of the Graduate Theological Union)

Gospels and Acts will be interpreted in terms of its

literary characteristics, historical background and

OT 1070 Introduction to the Old Testament

theological ideas. Throughout the course, explicitly or

This course offers a critical introduction to the Old

implicitly, hermeneutical implications of the critical

Testament/Hebrew Bible wherein students will learn

interpretation of the bible will be raised and discussed.

about the various contexts in which the literature,

The Gospels emerge in social and complex political

histories and ideologies of Scripture evolved. The

context of the Roman Empire. This course examines the

processes from origina, oral transmission of prose and

Gospels and contemporaneous texts within their first-

poetry to the formation of canonical books will be

century Greco-Roman contexts (especially Jewish

investigated. Different streams of tradition (theologies)

contexts), pays attention to archaeological and

within the text will be interrogated. Students will be

inscriptional materials of the time, and demonstrates

challenged to read aspects of the Hebrew Bible through a

contemporary hermeneutical strategies, including

variety of hermeneutical lenses.

feminist and postcolonial. Students will also consider the

controversial contemporary contexts in which they and

NT 1004 New Testament Introduction

others interpret the New Testament.

This course is a general introduction to the canonical and

apocryphal Gospels and Acts in early Christian literature.

NT 1005 Introduction to New Testament

Major methodological issues in current Gospel

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PAULINE EPISTLES This course is an introduction to the

cultural, social, and political environments. Topics will

life, work, and theology of Paul as they are reflected in

include the roles of Christian churches in European

his epistles in the New Testament and in other related

colonialism, the impact of expanding cultural networks

documents within and outside the NT. The course will

across the globe on religious knowledge, cultural

reconstruct Paul's life and ministry and survey his letters

hybridization; Christianity and the rise of nation-states;

in their chronological order. Special attention will be paid

the conflict of religion and science; the role of

to the particular historical circumstances and theological

Christianity in slavery and in anti-slavery, suffrage,

concerns of each letter. The primary mode of inquiry in

fascist, and labor movements; the rise and fall of

this course is historical-critical, but hermeneutical

American denominations; and the competition of

questions will also be raised with regard to the

orthodox and pluralistic theologies. Lectures, readings in

application of Pauline theology to current theological

primary sources, discussions. Midterm and final

issues. Lecture and discussion. Midterm exam and final

examinations (term papers may be substituted).

research paper.

ST 1084 Systematic Theology I

OT 3275 Old Testament Exegesis

The first semester of a two-semester introduction to

RUTH: This seminar surveys and discusses recent literary

Christian theology. Beginning with the meaning of

approaches to the book of Ruth from the late 20th

religious faith, we move into the method question of the

century until now. The introduction of the course deals

relation between divine revelation and the authority of

with conventional questions such as place and date of

scripture, human reason and experience. From there, we

composition, and political, sociological, and theological

investigate the meaning of God using ancient and

features of the narrative. The remaining of the course

contemporary Trinitarian theology, Reformed theologian

focuses on literary interpretations of the text with

John Calvin, feminist theologian Elizabeth Johnson, and

attention to the various methods and approaches used

Latin American theologian Gustavo Gutierrez. We

to examine the Ruth story.

conclude with differing understandings of creation, and

God's relationship to human suffering. Three exams (with

NT 2000 New Testament Exegesis

option of substituting papers for exams). This course is

This is an introduction to major hermeneutical theories

the prerequisite for ST 1085, Systematic Theology II.

from Romanticism to postmodernity and the standard

Auditors with Faculty permission.

exegetical methods currently practiced in New

Testament interpretation. Theoretical discussion will be

ST 1085 Systematic Theology II

followed by interpretation of selected passages from

This course is the second semester of a two-semester

various parts of the New Testament. Due attention will

introduction to Christian theology. The purpose is to

be given to the ordination exam of the PCUSA, while the

help the student gain a basic knowledge of the principal

course aims at wider applicability. Lecture and

topics of the theology of the universal Church, especially

discussion. Final exegesis paper. Elementary Greek.

as these topics are understood in the Reformed tradition

and in conversation with feminist and other

HS 1080 History I

contemporary theologies. Beginning with the doctrine of

CHRISTIANITY FROM JEWISH SECT TO COLONIAL

humanity, we look at our original goodness and our fall

CHURCHES This course is an introduction to the history of

into relational forms of sin as pride, despair and denial.

Christianity and historical theology from the second to

Next, we look at the person and work of Jesus Christ,

the seventeenth centuries. During this time, Christianity

from a variety of perspectives. We look deeply at the

developed the main features of what is today the world's

meaning of our being "saved by grace through faith

largest religion. Along the way, Christianity was

alone," and the roles of the divine Spirit and human spirit

transformed again and again as it adapted to vastly

in bringing about our healing. We conclude with the

different, changing cultural and social environments.

nature of the Christian spiritual life, including

sanctification and vocation, the Church and its mission in

HS 1081 History II

the world and sacraments.

CHRISTIANITY FROM COLONIAL CHURCHES TO GLOBAL

RELIGION This course is an introduction to the history of

CE 2011 Contemporary Theory in Ethics

Christianity from the Sixteenth century to the present.

A foundational course in Christian social ethics from the

During this time, Christianity became the largest religion

perspective of several twentieth century moral

in the world. Along the way, it was transformed again

theologians. The focus of the reading is ethical method,

and again as it adapted to vastly different, changing

so this course fulfills the SFTS requirement for ethics. We

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will pay attention to recurrent themes and issues, love,

forgiveness and justice, non-violence, coercion, and

HM 1001 Introduction to Preaching

violence, universal validity of principles and cultural

Introduction to the composition and delivery of sermons

relativism. The second half of the semester will

with attention given to hermeneutical and theological

investigate the value of human rights theory (an instance

issues. Examination of selected homiletical models.

of universal moral norms) through the lens of Native

Practice preaching. Instructor and class critique. Sermon

American history, theology and ethics. Auditors with

recording option. SFTS core course.

faculty permission.

LSFT 2525 Reformed Worship

SP 1500 Orientation to Theological Education

This course is designed to introduce students to the

This course is required of entering M.Div. students. It will

nature and practice of worship and the sacraments in the

be conducted in seminar style, encouraging active

Reformed Tradition. Worship and the sacraments of

discussion. We will explore disciplines of theological

Baptism and the Lord's Supper are studied biblically,

education as well as spiritual practices students might

historically, and theologically, as well as in contemporary

encounter. We will practice reading and writing

settings. Worship ad pastoral issues attendant to the

strategies for different academic genres, discuss study

celebration of weddings and funerals are examined. Skills

skills, and explore religious writings from non-dominant

necessary to leading worship effectively are rehearsed.

perspectives.

Preparation for the PC (USA) Ordination Exams included

in lectures and discussion materials.

SP 4900 Spiritual Formation for Ministry I

This class is a required course to be taken in conjunction

OR

with SP 1500. It will introduce students to the concept of

spiritual formation and why personal spiritual practice is

FT 2172 Vital Worship in the 21st Century

an important component of ministry. Students will learn

Worship is the portal through which visitors find a

the theory and practice of several exemplary spiritual

spiritual home, members grow to greater discipleship

disciplines such as centering prayer, chant and yoga. In

and the whole congregation is inspired to “go and do

addition to short response papers, participation, and

likewise” in the world. The need is great for vital worship

prompt arrival to class, student will complete a final

at the epicenter of congregational life. This course will

paper and project at the end of the course.

explore the theology, history and ritual study of worship,

excellence of practice in sensory-rich communication and

SP 4050 Senior Capstone Seminar

intentional preparation needed by leaders of the 21st

This class is required of graduating MDiv students and

century church for worship that revitalizes

will provide an opportunity for students to work on a

congregations.

culminating paper to reflect on their learning at SFTS and

their hopes for ministry. The class will also provide an

PS 1015 Introduction to Pastoral Care

opportunity for students to consider spiritual practices

This is an introductory course in the important ministry

that may be important as they enter active ministry

of pastoral care and counseling. It is designed to

whatever form that takes. The class will be seminar style.

introduce the M.Div. student to the basic concepts,

Evaluation: preparation for and attendance in each class;

dynamics, issues and skills necessary for effective

10-15 page term paper

pastoral care. This course will teach both theory and the

skills of pastoral care. The course will include lectures

SP 4901 Spiritual Formation for Ministry II

and skill practice in small groups. Course requirements

This class is a required course to be taken in conjunction

include regular attendance, personal reflection papers,

with SP 4050. It will deepen students’ exploration of

quizzes, and a final case study.

personal spiritual practice as an important component of

ministry. Students will learn the theory and practice of

Interdisciplinary Studies

several approaches to spiritual practice such as

Each semester students may choose from one or more

meditation with nature and scripture and praying with

elective courses which offer an interdisciplinary

the body. In addition to short response papers,

approach. A total of three such courses are required.

participation, and prompt arrival to class, students will

complete a final paper and project at the end of the

course.

For additional program information, please see the MDiv Student Handbook.

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Master of Arts in Theological Studies (M.A.T.S.) Requirements

The M.A.T.S. requires a total of 16 semester courses (48 credits). Nine of the courses are to be distributed evenly among the three major theological disciplines of the SFTS M.Div. curriculum (Biblical studies, History/Theology, Ministry/Spirituality) and the remaining seven courses may be used to provide more depth in an area of particular interest.

M.A.T.S. students also write a substantial paper under the guidance of a faculty advisor—either for an upper-level course or as an independent project—as the culminating experience of the program.

M.A.T.S. Course Descriptions

Biblical Studies: 3 courses

Gospels and Acts will be interpreted in terms of its

literary characteristics, historical background and

OT 1070 Introduction to the Old Testament

theological ideas. Throughout the course hermeneutical

This course offers a critical introduction to the Old

implications of the critical interpretation of the bible will

Testament/Hebrew Bible wherein students will learn

be raised and discussed.

about the various contexts in which the literature,

histories and ideologies of Scripture evolved. The

Alternate courses may be chosen at the discretion of the

processes from origina, oral transmission of prose and

student, with the approval of their academic advisor.

poetry to the formation of canonical books will be

investigated. Different streams of tradition (theologies)

Church History, Theology, Ethics: 3 courses

within the text will be interrogated. Students will be

challenged to read aspects of the Hebrew Bible through a

HS 1080 OR HS 8010 Online: History I

variety of hermeneutical lenses.

Christianity from Jewish Sect to Colonial Churches. This

course is an introduction to the history of Christianity

NT 1005 New Testament Introduction: Paul

and historical theology from the second to the

This course is an examination of Paul's life, letters, and

seventeenth centuries. During this time, Christianity

theology, as well as of the deutero-Pauline letters and

developed the main features of what is today the world's

theology. Debated today, e.g., are Paul's relationship to

largest religion. Along the way, Christianity was

Jesus, more broadly his relationship to contemporary

transformed again and again as it adapted to vastly

Judaism(s), whether justification by faith is the center of

different, changing cultural and social environments.

his theology, his attitude to women's leadership in the

congregations, what Paul meant by advising slaves to

HS 1081: History II

remain in their "call," his relationship to Roman

CHRISTIANITY FROM COLONIAL CHURCHES TO GLOBAL

imperialism, and how the deutero-Pauline epistles

RELIGION This course is an introduction to the history of

(re)interpret Paul's theology and ecclesiology. This

Christianity from the Sixteenth century to the present.

introduction to Pauline letters will also include practicing

During this time, Christianity became the largest religion

exegesis, as well as increasing awareness of

in the world. Along the way, it was transformed again

Judeo/Greco/Roman culture, religion, and society, e.g.,

and again as it adapted to vastly different, changing

of the houses in which Pauline congregations lived and

cultural, social, and political environments. Topics will

worshipped. The course is partly taught as a "flipped

include the roles of Christian churches in European

classroom", Flipped classroom is a form of blended

colonialism, the impact of expanding cultural networks

learning in which students learn content online by

across the globe on religious knowledge, cultural

watching video lectures, and in tutorials is done with

hybridization, Christianity and the rise of nation-states,

teachers and students discussing questions. Evaluation,

the conflict of religion and science, the role of

Final examination, book review M.Div., M.A.T.S.

Christianity in slavery and in anti-slavery, suffrage,

fascist, and labor movements, the rise and fall of

NT 1004 New Testament Introduction: Gospels/Acts

American denominations, and the competition of

This course is a general introduction to the canonical and

orthodox and pluralistic theologies. Lectures, readings in

apocryphal Gospels and Acts in early Christian literature.

primary sources, discussions. Midterm and final

Major methodological issues in current Gospel

examinations (term papers may be substituted).

scholarship will be introduced first. Then, each text of the

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ST 1084: Systemic Theology I

historically, and theologically, as well as in contemporary

The first semester of a two-semester introduction to

settings. Worship ad pastoral issues attendant to the

Christian theology. Beginning with the meaning of

celebration of weddings and funerals are examined. Skills

religious faith, we move into the method question of the

necessary to leading worship effectively are rehearsed.

relation between divine revelation and the authority of

Preparation for the PC (USA) Ordination Exams included

scripture, human reason and experience. From there, we

in lectures.

investigate the meaning of God using ancient and

contemporary Trinitarian theology; Reformed theologian

OR

John Calvin, feminist theologian Elizabeth Johnson, and

Latin American theologian Gustavo Gutierrez. We

FT 2172 Vital Worship in the 21st Century

conclude with differing understandings of creation, and

Worship is the portal through which visitors find a

God's relationship to human suffering. Three exams (with

spiritual home, members grow to greater discipleship

option of substituting papers for exams). This course is

and the whole congregation is inspired to “go and do

the prerequisite for ST 1085, Systematic Theology II.

likewise” in the world. The need is great for vital worship

[Auditors with Faculty permission]

at the epicenter of congregational life. This course will

explore the theology, history and ritual study of worship,

ST 1085: Systemic Theology II

excellence of practice in sensory-rich communication and

This course is the second semester of a two-semester

intentional preparation needed by leaders of the 21st

introduction to Christian theology. The purpose is to help

century church for worship that revitalizes

the student gain a basic knowledge of the principal topics

congregations.

of the theology of the universal church, especially as

these topics are understood in the Reformed tradition

Alternate courses may be chosen at the discretion of the

and in conversation with feminist and other

student with the approval of their academic advisor.

contemporary theologies. Beginning with the doctrine of

humanity, we look at our original goodness and our fall

Students in the M.A.T.S. program will take differing

into relational forms of sin as pride, despair and denial.

classes depending on their chosen concentration. These

Next, we look at the person and work of Jesus Christ,

courses will fall under the categories/emphasis of topics

from a variety of perspectives. We look deeply at the

such as Christian Education, Polity, Spirituality,

meaning of our being "saved by grace through faith

Mission/Evangelism, and Church Administration. Please

alone," and the roles of the divine Spirit and human spirit

consult with your academic advisor for further

in bringing about our healing. We conclude with the

information.

nature of the Christian spiritual life, including

sanctification and vocation, the church and its mission in

Special Emphasis (Optional)

the world and sacraments.

Students may take a total of 5 elective courses for the

optional special emphasis. Course may be chosen at the

CE Elective: Ethics

discretion of the student, with approval from their

Any CE Elective course in Ethics may be chosen at the

academic advisor.

discretion of the student, with approval of their

academic advisor.

Concluding Exercise

Reading course/ 4000 level course

Alternate courses may be chosen at the discretion of the

MA-4090: M.A.T.S. THESIS WORK This course is used to

student, with the approval of their academic advisor.

reflect work in progress for the M.A.T.S. paper

requirement for graduation. See the registrar to be

Practical Theology, Spirituality: 3 courses

enrolled in this course. [Faculty Consent required]

Worship

Final paper title

MA-5000: IN THESIS All Masters level students in the GTU

LSFT 2525 Reformed Worship

community should use this designation if they are

This course is designed to introduce students to the

working on their thesis.

nature and practice of worship and the sacraments in the

Reformed Tradition. Worship and the sacraments of

For additional program information, please see the

Baptism and the Lord's Supper are studied biblically,

M.A.T.S. Student Handbook.

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Certificate in Theological Studies

The Certificate in Theological Studies (C.T.S.) fosters development of theological understanding as part of educational, professional, and spiritual growth. This four-course certificate program provides a balanced exposure to the disciplines of church history, biblical studies, and systematic theology. It is ideal for those looking to enrich personal or professional development through theological education.

Transfer of Credits

Credits from CTS courses can be applied to credit toward the MATS or MDiv degrees, upon successful admission into the degree program.

Students choose four (4) courses (3 credits each/12 credits total) from church history, biblical studies, and systematic theology. Depending on the semester, students choose four (4) courses from the following eight (8) courses: Church History options:

HS-1080 History I (3)

HS-1081 History II (3)

Biblical Studies options:

NT-1001 NT Introduction: Paul (3)

NT-1014 NT Introduction: Gospels (3)

OT 1070 Introduction to the OT (3)

OT Elective

Systematic Theology options:

ST-1084 Systematic Theology I (3)

ST-1085 Systematic Theology II (3)

No-Credit Alternative

Through the School of Continuing Studies (SCS) the GST will provide a non-credit bearing version of the program for students with limited budgets. Courses will be $425/credit or $1,275 per course.

Program in Christian Spirituality

The program in Christian Spirituality is designed for ministers, pastors, and others seeking professional development, continuing education, and spiritual growth, built upon values of spirituality and social justice. Certificate programs include the Diploma in the Art of Spiritual Direction (DASD) and the Certificate in Art of Spiritual Direction (CASD).

Diploma in the Art of Spiritual Direction (DASD) and Certificate in the Art of Spiritual Direction (CASD) People interested in training in spiritual direction can choose to obtain either a diploma or a certificate in the Art of Spiritual Direction. The coursework is identical, but diploma students will do additional academic work for each course. They will also take a required fifth course. All students must also complete two years of the practicum, remain in spiritual direction, and do some additional reading between the January sessions. Students MUST have been in traditional spiritual direction for at least one year before entering the program.

Required Courses

Certificate:

SP 3502 Contemplative Listening

SP 2680 Fundamentals of Spiritual Direction

SP 2499 The Art of Discernment

SP 2473 Spiritual Practices for Spiritual Direction

Diploma Students will take these four courses and also

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SP 8275 Group Supervision for Spiritual Directors

Certificate students register for 0 credit hours.

Diploma students register for 1.5 credit hours.

MDiv Students who are also in the diploma program register for these for 1.5 credit hours.

DMin students register for 3 credit hours.

Practicum

After completing Contemplative Listening and Fundamentals of Spiritual Direction, Certificate and Diploma students will participate in hands-on learning. Students will complete two full cycles (approximately two years). Each student will locate 2 directees with whom they will meet 10 times over the course of each year. They will be assigned a supervisor from the program with whom they will meet 8 times during each year. Supervisors will mentor, support, and advise students and assess their development as spiritual directors.

Course Descriptions

SP 3502/DMSP 6502 Contemplative Listening

contemplative listening dyads, serve as spiritual

(Diploma/Certificate

companions involved in each other's discernment and

Contemplative Listening is a meditative discipline that

function as members of a discerning group during the

helps us listen closely to what is said and not said. It is

week-long intensive. Prior to arrival, participants are

listening from the heart to the heart of another. In larger

expected to read at least three of the required books and

and smaller groups, we will engage a variety of listening

to prepare a draft paper of about 6 pages in length

and other contemplative practices that help us drop into

covering the theoretical aspects raised in the readings.

an open space where another can be listened into speech.

They will demonstrate learning during the intensive by

This session is offered as the pre-requisite for further work

revising the draft paper and also by preparing an

in the Certificate in Spiritual Directionas well as for the

additional paper of about 6 pages demonstrating the

Diploma in the Art of Spiritual Direction. This session has

accompaniment of another person who could be a

the option of 1.5 credit hours additional academic study

directee (preferred for DASD), parishioner, colleague,

for those who are working toward a diploma.

friend. Limited to SFTS students only.

SP 2680 Fundamentals of Spiritual Direction

SP 2473 Spiritual Formation for Spiritual Direction.

(Foundation course for all Spiritual Direction students)

(Diploma/Certificate)

(Diploma/Certificate)

The ancient practice of spiritual direction is rooted not

This session is the continuation of the Contemplative

only in what one learns in a classroom but in on-going

Listening course and is required of new Certificate and

commitment to spiritual practice and formation. This

Diploma students. It provides basic theory and practice

class will provide opportunities to encounter several

for the work of spiritual direction. In addition to daily

classical and contemporary models of spiritual practice

supervised practice sessions each afternoon, there will

while also engaging in different forms of meditation, art,

be a panel on multi-cultural and multi-racial issues in

chant, and body prayers. By deepening our personal

spiritual direction. Participation in this session is a

practice we will learn to “guard the heart,” inspire the

prerequisite before spiritual direction students can begin

spirit, welcome diversity, and remain more vibrantly

to practice spiritual direction.

present to others. So you will be prepared at the

Please see department for course alpha, number, and

beginning of the course, readings will be sent out in

description for Multiculturalism and Spiritual Direction.

advance.

SP 2499/DM 6062 Discernment (Diploma/Certificate)

SP-8275 Group Supervision for Spiritual Directors

This course treats the theory and practice of personal

(Diploma Students Only)

discernment. It is designed to acquaint the learner with

In this course, students (spiritual directors) will increase

skills for their own discernment, but also assists

their own self-awareness and freedom, which will allow

in/accompany the discernment of others. It will serve

them to create a safer space and to be more fully present

those in preparation for a variety of spiritual care

with their directees. Through presenting their spiritual

ministries, and is required for the Diploma in the Art of

direction cases in a peer group, they will notice their

Spiritual Direction. Participants will discern an area of

initial reactions after a spiritual session, explore and

their own choosing in their personal lives, participate in

uncover their deeper feelings, and embrace the reasons

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underneath those feelings with other group members.

God’s Spirit in their outer and inner lives and as spiritual

Students will also learn how to read classic Christian

directors.

books with an inner attentiveness to the movement of

For additional program information, please visit the DASP program page www.redlands.edu/DASD.

For additional program information, please visit the CASD program page www.redlands.edu/DASD.

Advanced Pastoral Studies (APS)

Doctor of Ministry(DMin)

Requirements and Program Options

The Doctor of Ministry degree at SFTS requires six resource seminars (3 units each) including courses determined by concentration and elective options. Additionally, all students are required to take the Dissertation/ Project (D/P) Orientation Seminar, D/P Proposal seminar, DMin Supervision and the completion of a Dissertation/Project. (Note the words “course” and “seminar” are used interchangeably.)

Most courses are offered during the January Intersession and Summer June term in a hybrid format that includes an intensive, 1 week in-person class, a pre-intensive period where students work independently to prepare for the intensive week, and post-intensive final assignment. Core courses for the Chaplaincy/Spiritual Care Research Literacy concentration and select elective courses are taught in the Fall and Spring semester, typically in an online format.

Each degree concentration 1 requires a combination of two foundational seminars and four electives 2. At least three electives should be chosen from the courses listed for that concentration.

The SFTS DMin degree is designed for students to complete the degree requirements, including the Dissertation/Project, in a 5-year period.

Requirements

The two foundational courses

• DM-6017: Pastor as Person

• DM-6039: Theology, Culture & Mission

AND

• DM-6014: Dissertation/Project Orientation Seminar

• DM-6001: Dissertation/Project Proposal Seminar

• Four elective three-credit (tuition bearing) resource seminars

• DMin Supervision I and II (post-coursework)

1 With the exception of Chaplaincy/Spiritual Care Research Literacy Concentration which has unique requirements 2 Students who enter the program prior to January 2019 may be exempt from this requirement if they have already taken DM 6018 – Theology of Ministry and DM 6019 – Cultural Milieu and Mission.

DMin Concentrations

The DMin offers the following five concentrations:

Chaplaincy/Spiritual Care Research Literacy Concentration

The Chaplaincy/Spiritual Care Research Literacy concentration is designed for Clinical Pastoral Educators, Board Certified Chaplains, and those seeking professional chaplaincy vocations. This concentration integrates the critical theological discourse of advanced theological education with pastoral practice using an informed research method of inquiry. Chaplains and spiritual care providers will develop and master rigorous data collection methodologies appropriate for their ministry setting. (Four units of CPE are a pre-requisite.)

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The three required seminars provide a framework for evaluating existing research, understanding methods of data collection, quality, and usage that might be used within various chaplaincy contexts, and theological reflection on the history and politics of research.

Executive Leadership Concentration

The Executive Leadership course offerings are designed to enhance the multi-faceted intelligence (emotional, sociological, biblical, and theological) and leadership skills required in congregational, denominational or other faith-based ministries.

Focused on the unique dynamics of leadership in communities of faith, courses in this concentration explore current theory in adaptive leadership, organizational change, and spiritual discernment and visioning.

Interdisciplinary Studies in Ministry Concentration

The interdisciplinary and contextual focus of the DMin degree enables students to explore their own leadership style and ministry context, develop skills for critical reflection on ministry-based issues, explore current research in the social sciences, and engage in critical theological reflection to seek creative responses to the challenges of ministry today.

Pastor as Spiritual Leader Concentration

The Pastor as Spiritual Leader (PSL) concentration, offered in conjunction with the Program in Spirituality, is designed to assist religious professionals with pastoral responsibility for congregations, chaplaincies, and religious non-profits, in expanding their understanding and competence to serve as spiritual leaders of their settings. This emphasis will integrate prayer, contemplative listening, discernment, and biblical and theological reflection to nourish transformative pastoral leadership and spiritual formation of themselves and their communities.

Pastoral Care and Counseling

The Pastoral Care and Counseling (PCC) concentration is designed for professionals who serve or plan to serve in a context of specialized ministry such as chaplain, pastoral care specialist, pastoral counselor, or pastors with a special focus on pastoral care. While rooted in the Christian tradition, this program is open to religious professionals across the spectrum of spiritual traditions. Please note that some courses may have one unit of Clinical Pastoral Education (CPE) as a pre-requisite.

Dissertation/Project (D/P)

The Dissertation/Project is the post-coursework signature assignment for the DMin degree. The purpose of the D/P is to give the student the opportunity to explore one aspect of their practice of ministry in depth. As the name suggests, the D/P

can be thought of as a combination of a research dissertation and a practical project relevant to the student’s particular ministry. During this period, students are enrolled in DMin Supervision.

The sequence for development of the D/P is (typically) as follows:

•

Problem/Opportunity Statement

•

Topic Proposal, appointment of advisor and Candidacy Interview

•

Design Proposal, including full bibliography

•

Manuscript and project writing/implementation

•

For the final manuscript, the student completes and sends in a “Notice of Intent to Submit” form with Advisor approval at least 60 days prior to submission

Comprehensive details of this process are available in a separate document called the “D/P Guide.” Note that an Advisor must be identified and approved by the APS Committee before a design proposal can be submitted.

Dissertation/Project Guide

The D/P Guide is a manual for students which outlines the requirements and processes necessary to complete the Topic Proposal, Design Proposal and D/P manuscript. It includes templates, samples, resources, and guidance. The D/P Guide is given to students in the D/P Seminar and is posted in the Moodle sites for DM 6010, DM 6013, and DM 6014.

Foundational Seminars

Each of the seminars listed below is a required course for all students.

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DM-6014 Dissertation/Project Orientation Seminar (no tuition required)

DM-6001 Dissertation/Project Proposal Seminar

DM-6017 Pastor as Person

(Note: Students with four units of Clinical Pastoral Education, or Chaplaincy Board Certification may substitute an elective course for DM-6017 Pastor as Person.)

DM-6039 Theology, Culture and Mission 5

Core Seminars

Normally 3 seminars, determined by the concentration. Some concentrations may specify a particular sequence for the core courses. Students in the Interdisciplinary Studies concentration may choose courses from the general program electives and other program concentrations, determined by their research interests and needs. All concentration/course prerequisites apply.

Chaplaincy/Spiritual Care Research Literacy

DM 6164 Research Methods 1: Action Research and Evidence-Based Research Methods

DM 6165 Research Methods 2: Quantitative vs Qualitative Research Methods (Prerequisite – Research Methods 1)

DM 6045 The Politics of Research: Ethical, Epistemological, and Ontological Issues (Prerequisite – Research Methods 1)

Executive Leadership

DM 6023 Leading Adaptive Action

DM 6055 Gospel and Global Media Culture

DM 6051 Culturally Attentive Conflict Ministry

Interdisciplinary Studies in Ministries

Students in this concentration build on the foundational seminars by selecting courses from general electives and core courses in other program concentrations to design a curriculum that supports their research interests.

Pastoral Care and Counseling

DMPS 6040 How People Change: Theology and Theories of Pastoral Care and Counseling

DMPS 6041 Dynamics of Loss, Grief, Trauma in Pastoral Care and Counseling

DMPS 6052 Interfaith/Intercultural Care and Counseling

Pastor as Spiritual Leader

DMSP 6465 The Art of Contemplative Listening

DMSP 6047 Spiritual Formation for Spiritual Practice

DM 6065 Prayer and Discernment in Pastoral Ministry

Independent Study Plan

Based on their curricular needs and research interests, a student may petition to do an independent study course or take a graduate level elective course in another school within the University of Redlands. Ordinarily, students are limited to one independent study course or elective from outside the GST.

DMin Supervision

DMin supervision is reserved for students who have completed their required coursework and are working on their topic or design proposals, or completion of the Dissertation/Project. Students at this stage are registered with either of the two following course numbers until they are approved for graduation.

DM 6010 DMin Supervision I: Proposal

DM 6013 DMin Supervision II: Dissertation/Project

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Doctor of Ministry Degree Timeline

The standard timeline for completion of the DMin degree is 5 years. Students move through three stages: coursework, Candidacy or the proposal stage, and the Dissertation/Project stage. Students have some flexibility in the length of time they spend in each stage, particularly in the initial coursework phase. The program is designed for students to start in the Summer session. Students may opt to only take classes in the Summer Session, but it may take longer to complete their coursework. Students who start in January or Fall should consult with the APS Director to develop a course plan that ensures they will get the courses they need for both general degree requirements and their concentration.

See DMin Handbook for additional information for course planning.

Final Review Timeline for May Graduation

The final D/P manuscript may be submitted at any time. Students seeking to graduate in a given academic year should plan to submit the final manuscript in the Fall semester of that academic year. The following timeline identifies the critical steps in the process.

September 1

−− Submit completed manuscript to advisor for review and approval for submission.

October 1

−− Send Notice of Intent to Submit D/P to the APS Office.

−− If needed, submit Updated Bibliography to APS Office.

−− Edit D/P as directed by your advisor.

December 1

−− Submit completed manuscript to APS Office, including signature page with Advisor’s signature, or other confirmation from your advisor.

−− Request your advisor to send their comments to the APS Office.

−− Your manuscript is sent to 2 anonymous readers for review. They are given your approved Design Proposal and a copy of the Program Learning Objectives to guide their assessment.

February

−− APS Committee, using advisor and readers’ comments, makes decision which may:

−− Approve (with no changes)

−− Approve, Minor changes

−− Approve, Specified changes

−− Return for major changes

● Manuscripts requiring minor or specified changes are returned to the Director for final review and do not require a second vote by the APS Committee.

● Manuscripts requiring major changes go to a third reader for review and then to the APS Committee for approval. (These changes may delay graduation.)

March/April

−− Complete any final editing and/or revisions, resubmit for final approval;

−− Submit 2 copies of your manuscript (with Advisor signature) printed on archival paper. These copies are bound and placed in the library.

May Commencement

−− Commencement for all GST degrees is held in San Anselmo.

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For additional program information, including concentration requirements, please see the DMin Student Handbook, D/P

Guide, and visit the DMin program page www.redlands.edu/dmin.

DMin Course Descriptions

community of practitioners in ministry, and - apply such

Foundational Seminars

research and reflection to develop innovative practices of

DM 6017 Pastor as Person

ministry attentive to that issue and appropriate to their

This foundational seminar engages students’ experiences

context. (Students who entered the program in January

as spiritual leaders in their ministry settings—their

2019 or later are not required to take this course.)

unique personal traits, relationships, talents and

limitations—as they confront the expectations, tensions,

DM 6039 Theology, Culture and Mission

and other complex realities that accompany the practice

As the second of two foundational seminars in the

of ministry. Serving as an opportunity to share personal

Doctor of Ministry program, this course engages students

and professional issues with ministry peers, the course

in exploring a contextual approach to theological

focuses on the themes of calling, spiritual leadership, and

reflection and ministry by examining the interface

awareness of self in the intersections of multiple

between culture and mission, the issues and challenges

contexts. Recognizing the wisdom, limitations, and

of understanding their own social location, and the

possibilities each carries into ministry, students will enter

possibilities and limits of understanding their ministry

the conversation about spiritual leadership from her/his

setting in terms of its structural dynamics. Students will

unique location.

explore the emergence of contextual theologies as a way

of examining how theology is shaped by socio-historical

DM 6018 Theology of Ministry

context and human experience. Students will explore the

This foundational seminar explores the challenges of and

pastoral/praxis circle as a method of pastoral planning,

opportunities for ministry in the 21st century, and

examine various methods of social analysis, and engage

encourages students to develop the art and skill of

both in social analysis and theological reflection on their

critical theological reflection. Students assess their

ministry setting or a subset of it. (Students who entered

ministerial role by examining their own experiences with

the program prior to January 2019 may be exempt from

the content of Christian ministry within the contexts in

this requirement if they have taken DM-6018 Theology of

which they serve. A central focus of the course will be

Ministry and DM-6019 Cultural Milieu and Church

the exploration of how theology is shaped by socio-

Mission.)

historical context and human experience. It seeks to

honor the increased awareness of the variety of

Pastoral Care & Counseling

perspectives held by various social groups, thus providing

DMPS 6040 How People Change: Theology and Theories

an enriched understanding of the activity of God in the

of Pastoral Care and Counseling

lives of human beings. (Students entering the program in

This course examines contemporary theoretical models

January 2019 or later are not required to take this

of pastoral care and counseling. Two questions will guide

course.)

us. One, how do people change and grow, and how do

we understand change both psychologically and

DM 6019 Cultural Milieu and Church Mission.

theologically. Psychotherapy and religion both claim to

This foundational seminar engages students in exploring

be systems that help people change. Secondly, what is

a contextually attentive approach to ministry by

pastoral counseling today? Through this course, each

examining the interface between culture and mission,

student will be able to build their personal theory of

the issues and challenges of doing ministry in a

pastoral counseling, including a theory of change. Our

multicultural environment and, in particular, their own

eye will be toward building an integrative theory of

social location and how that position shapes their

pastoral care and counseling that fits the context of

understanding and practice of ministry. Students will

today’s pastoral counselor and the needs of today’s

learn ways to use the concepts and tools of the social

parishioner. The class will provide opportunities for

sciences to: - develop an understanding of a particular

students to both learn the theory and practice skills in

ministry issue through critical analysis of its social and

each respective theory.

cultural context, - place the issue in a larger theological

context, - reflect upon and respond to such ministry

DMPS 6041 Trauma, Loss and Grief

issues as an actively collaborative colleague in a

This course consists of an in-depth practical-theological

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exploration of spiritual care ministry in trauma situations.

management of environment), "ecological" (conflict

It includes principles (dependable guides to practice) and

ministry as maintenance of relationships in a cultural

tools (special resources for practice) for prevention, early

system), and "evocational" (conflict ministry as

intervention and recovery, in light of a vision of spiritual

mobilizing for discernment of organizational call).

wisdom and of faith communities as ecologies of care,

healing and wholeness. Those whose service or ministry

DM 6023 Leading Adaptive Action in Communities of

focuses on the spiritual nature and care of God’s people

Faith

in a variety of settings, including church, para-church,

What does adaptive action look like in communities of

community organizations, and health centers, will find

faith? Identifying the differences between technical and

the course useful in terms of their ongoing personal-

adaptive challenges only goes so far. This course will

spiritual, academic, and professional-ministerial

support the framing of effective community adaptive

formation.

action, nourish students’ personal resources for

navigating systemic change, and draw on the deep

DMPS-6052 Interfaith/ Intercultural Care and

theological resources of specific congregations. Students

Counseling

will work with case studies, explore various “art of

This course focuses on cultural and spiritual factors and

hosting” techniques for open source change, and engage

the dynamics of difference in caring and counseling

in a variety of contemplative practices to sustain their

processes. It offers students a way to sensitively and

faith in the midst of dynamic change.

flexibly understand and care for and with people in light

of their cultural context. Context is viewed as including

DM 6055 Gospel and Global Media Cultures

gender, age, class, ethnicity, race, sexual orientation, and

This course explores the emerging discussion at the

religious/spiritual tradition. By identifying and working

intersection of biblical studies, cultural studies, public

with those factors operative in the caregiving

theology and digital media environments. Students

relationship, students will be better equipped to serve in

explore how Christian faith informs the narrative

multicultural and multifaith settings. They will be

identities and practices of missional congregations as

introduced to a psycho-spiritual, wisdom-focused model,

they engage their communities and the world. Students

and guided to develop competency in three interrelated

use at least two digital tools to create their own

dimensions: personal-spiritual, academic-

interpretation and confession of Christian witness.

interdisciplinary, and clinical-ministerial. Thus the

emphasis of the course will be on methodology rather

DM 6026 Jazz, Traditions, Leadership: Complex Systems

than on comprehensive cultural knowledge.

and Open Histories

What are the critical, theoretical foundations of effective

DMST 6070 God and Human Suffering

spiritual leadership? How does a spiritual leader know

If God loves us like a mother or father loves their child,

oneself as a participant in a dynamic system? How do

why do horrific things happen to us or to those we love?

theological, sacramental, mystical, and ethical traditions

Where is God when these horrific things happen? This

relate to dynamic systems? And how is leadership like

course looks at four Christian views of God’s relation to

jazz, whose dynamic method of improvisation arises out

human suffering and allows students to develop their

of a particular African-American historical context? This

own understandings of God and human pain.

seminar examines religions and religious communities as

complex systems and will introduce students to the rise

Executive Leadership

of the science of complex systems in the twentieth

DM 6051 Culturally Attentive Conflict Ministry

century; the impact of this field on economics, political

The purpose of this seminar is to encourage and enable

science, sociology, and theology; and its implications for

the continued cultivation of wisdom and agility in the

organizational leadership today.

conflict management practices of ministry. Participants

will explore approaches to the detection of conflict, the

Pastor as Spiritual Leader

diagnosis of conflict situations, the discernment, and

DMSP-6502 Contemplative Listening

development of ways to address conflict with the goal of

Contemplative Listening is a meditative discipline that

providing leadership that is innovative in attending to the

helps us listen closely to what is said and not said. It is

ethnic and organizational culture of their ministry

listening from the heart to the heart of another. In larger

contexts and alert to dangers of iatrogenesis in ministry

and smaller groups, we will engage a variety of listening

practices through an examination of the following

and other contemplative practices that help us drop into

postures: "environmental" (conflict ministry as

an open space where another can be listened into

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speech. This is a core course for DMin students in the PSL

concentration.

DMSP 6046 Leading with Courage and Equity

Without being aware of who we are and why we are

DM-6047 Spiritual Formation and Practice

here, we can’t become who we are meant to be or use all

The ancient practice of spiritual direction is rooted not

of our God-given gifts. This course will explore enablers,

only in what one learns in a classroom but in on-going

obstacles, and resources to lead and serve with courage

commitment to spiritual practice and formation. This

and equity in a diverse world. We will draw on diverse

class will provide opportunities to encounter several

contemplative practices to become more aware of who

classical and contemporary models of spiritual practice

we are, why we are here, and the importance of learning

while also engaging in different forms of meditation, art,

in an intentional community. This process of becoming

chant, and body prayers. By deepening our personal

ourselves will help spiritual directors, formation

practice we will learn to “guard the heart,” inspire the

facilitators, and pastors to be more present to others and

spirit, welcome diversity, and remain more vibrantly

create a space in which the Holy Spirit can transform us.

present to others. So you will be prepared at the

This session is also open to the wider community as a

beginning of the course, readings will be sent out in

Spiritual Retreat, or as an elective for DMin.

advance. This is an elective option for DMin students in

DM 6062 Discernment in Systems and Structures

the PSL concentration.

This course extends discernment to systems of all kinds,

including congregations, chaplaincies, communities,

DM-6044 Embodying a Spirituality for Beloved

schools, civic groups, etc., utilizing the “Social

Community

Discernment Cycle,” a process of prayerful reflection and

The course focuses on beloved community as God’s

small group sharing that helps individuals become clearer

dream for our service with and experience of one

about how God is at work in systems and structures and

another. Our enacting and sustaining beloved community

might be calling the discerners to respond individually or

relies upon spiritual practices that shape our character,

collectively. It examines our understanding of the

commitment, and skills. Contributing to the creative

theological basis for the Social Discernment Cycle, the

impulses of beloved community (i.e., hospitality,

linkages between our experiences in

courage, truth-telling, love) involves more than what we

systems/structures/institutions and our spirituality.

do, it entails who we are becoming. Understanding how

Students will develop awareness, vocabulary and

these spiritual practices of personal formation and

strategies to assist other persons and groups in this

community transformation are embodied will occur

important arena—i.e. to think, imagine, pray and discern

through readings, lectures, in-class exercises and student

systemically.

presentations.

Chaplaincy/Spiritual Care Research Literacy

DMSP 6042 Contemporary Topics: The Mysticism of

DM 6164 Research Methods 1: Action Research and

Activism

Evidenced-Based Research Methods

This course will draw on the work of authors such as:

This course will provide an opportunity for participants to

Howard Thurman, Jesus and the Disinherited; Kelly

establish or advance their understanding of research

Brown Douglas, Stand Your Ground; Shawn Copeland,

through critical exploration of research language, ethics,

Enfleshing Freedom; Rachel & Rosemarie Freeney

and approaches. The course introduces the language of

Harding, Remnants; Natasha Trethewey, Thrall; Cynthia

research, ethical principles and challenges, and the

Moe-Lobeda, Resisting Structural Evil: Love as Ecological

elements of the research process within quantitative,

and Economic Vocation; Alvin Ailey (video); Rhianon

qualitative, and mixed methods approaches. Participants

Giddens (video).

will use these theoretical underpinnings to begin to

critically review literature relevant to their field or

DM 6065 Prayer and Discernment in Ministry

interests and determine how research findings are useful

This course concentrates on the biblical and theological

in informing their understanding of their environment

foundations for spirituality in one’s personal formation,

(religious tradition, work, social, local, global). After

congregational leadership, and other expressions of

reading about and discussing different approaches to

ministry. The significance of prayer and discernment in

research and examining research studies, we will engage

the practice of ministry and leadership is a major focus.

a research project.

Students will explore how various contexts, including the

congregation and community, are the loci for spiritual

DM 6165 Research Methods 2: Quantitative vs

formation, prayer, and discernment.

Qualitative Research Methods

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The second of three core courses in the

will identify the implications of their analysis for church

Chaplaincy/Spiritual Care Research Literacy

practice.

concentration, this course provides a framework for

evaluating existing research, understanding methods of

DM 6049 Womanist Feminist Biblical Interpretation

data collection, quality, and usage that might be used

This course will use intersecting disciplines of ethical

within various chaplaincy contexts.

theory and literature as tools to construct various

Prerequisite(s): Research Methods 1 (DM 6164)

approaches to womanist and feminist biblical

hermeneutics. As such, the class will require students to

DM 6045 The Politics of Research: Ethical,

develop paradigms for understanding concepts of race,

Epistemological, and Ontological Issues

ethnicity, and gender as competing and intersecting

The third of three core courses in the

realities both within the Bible and in its use and misuse in

Chaplaincy/Spiritual Care Research Literacy

reader reception throughout history.

concentration, this course provides a framework for

evaluating and working with evidence-based research in

DM 6073 Bible, Gender & Sexuality

various chaplaincy contexts through theological

In this course we will study the ways in which gender and

reflection on the history and politics of research.

sexuality are understood within the biblical world and

Prerequisites: Research Methods 1 (DM 6164)

how these ancient understandings shape and intersect

with contemporary perspectives. Key texts from both the

Electives

Old Testament and the New Testament that have

DM 6072 Making Ritual Rich

influenced attitudes and practices today will be

Enhancing and Creating Rituals for a Variety of Religious-

examined within their original contexts and ancient

or-Not Settings.

conceptions of gender and sexuality. Discussions will also

This course will focus on the underlying principles of

turn to useful methods for determining the relationships

ritual that can inform the creation and practice of

between biblical practices and conceptions of gender and

meaningful, memorable and supportive moments in the

sexuality and the dynamic state of contemporary

lives of people from diverse religious backgrounds or no

conceptions. We will attend to ethical debates in the

religious tradition. Whether you seek to create

public square and in our religious institutions, with a

something fresh in a church or other ministry setting

sensitivity to the variety of perspectives that are held in

(chaplaincy, advocacy work, education, etc.), this

society and in the Church. The aim of this course will be

exploration of the field of ritual studies will equip you

to develop sensitive and constructive leaders in an area

with invaluable theories and practices.

of Church life that has become particularly divisive.

DM 6163 Theology, Literature and Film

DMRS 6051 Self, Other, and Community

In this course, we will look at stories, novels and films

Educational philosopher, Maxine Greene, speaks of the

that portray human experience in its depths, including

“incomplete self” to challenge modernity’s notion of the

suffering and redemption. We will place literature and

autonomous self. The incomplete self exists within

film in conversation with theology (including discussions

ongoing experience and within a vital matrix of

of theodicy) and critical theory (as it pertains to literature

interrelatedness with the world. Challenging individual

and film); we will engage in practical theological

introspection with a communal vision of transformation,

reflection using these three mutually enriching sources.

the course contends for the inextricable link between self

The class schedule will include a couple of film nights

and social consciousness and considers how the

during the week on campus.

“incomplete” self transforms through mutuality with

others and practice of compassion. A generative focus of

DM 6054 Womanist Practical Theology and Preaching

the seminar will be the necessary work by the Church to

This course employs concepts of womanist practical

articulate theologies of community and to live into—

theology to undergird and inspire inclusive-holistic

thereby, teach—ministries of reconciliation. Please see

ministry and contextualized preaching. Developing and

department for course alpha and number.

analyzing case studies, students will interpret and assess

the contexts and situations that occasion their sermons.

DM 6162 Biblical Images for Reimagining Church

Students will integrate diverse disciplines to create and

Biblical history provides multiple examples of how the

perform literate, thoughtful, liberating Scripture-based

faith communities of ancient Israel and early Christianity

sermons that are pastorally inclusive and theologically

(the temple, the synagogue, the church, and more)

relevant to the identified context. In addition, students

organized themselves for mission in their particular

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historical and social context. In each case, a careful

reading of Biblical texts can teach us the benefits and

DMOT 6055 The Bible and Immigration

challenges of different forms of organization. With this

The Scriptures of ancient Israel and early Christianity

understanding, we can see how faith leadership responds

depict a variety of immigration movements, including

effectively to new and changing social situations.

exiles, forced migrations, conscriptions, refugee

conditions, captivities, and enslavements. This course will

DM 6060 Black Theology: Church, Society, & Academy

examine the social and historical conditions of these

This course examines what is Black Theology of

migrants and their movements, as well as biblical

Liberation and how it relates to the Church, the society,

renderings and interpretations of their condition, with

and the academy. The black church proclaims the Gospel

special interest in how immigrant experience formed

and cares for the holistic life of the community. Black

communal identity and served as a primary metaphor for

theology asks the Church has it been faithful to what the

religious and cultural self-understanding. We will also

Gospel calls the black church to believe, think, say, and

investigate the role of religious communities in current

do.

immigration situations, to see how inclusion of

immigrants leads to religious vitality.

DM 6058 Feminist/Womanist/Mujerista

This course will offer ways to approach leadership of

DM 6161 The Spirituality of the Nones, Dones, & SBNRs

churches and church-based institutions from the

The North American religious landscape is changing due

perspective of African-American women's religious

to the increasing numbers of those who self-identify as

experience and how a theological analysis of race, class

“Nones,” “Dones,” and “Spiritual, But Not Religious

and gender inform such leadership.

(SBNR).” Nones and Dones express finding spiritual

satisfaction in hands-on activities, such as participating

DM 6037 Luke-Acts and the Life of the Church Today

with churches in mission projects. Surprisingly, SBNRs are

The course is a study of methods in historical,

just as likely to be church members as not. Yet, each is

theological, social, cultural, and political interpretations

rejecting both organized religion and secularism in favor

of Luke-Acts and an attempt to correlate this study with

of spirituality. This course will explore how these groups

the life of the modern church. The study will give special

define “spirituality,” how this belief system has evolved,

attention to literary, intertextual, canonical, and social

and what future trends may be emerging.

analyses.

DM 6063 Women Mystics and Leadership in a Complex

DM 6057 Paul in Contexts

World

Reading Pauline Epistles from the perspective of their

This course explores what we can learn from women

first century socio-historical contexts as well as from the

mystics about leadership for a complex world. We will

viewpoints of our twenty-first century existential

focus on these women and their leadership using a

contexts. As a "thinker in action" Paul will be studied first

primary lens of dialogic organizational development

in terms of the interface between his life and work, and

oriented towards complex adaptive action. The course

then his theology as "work in progress" will be discussed

will be divided into three areas: historical research,

to see if it is possible to trace a meaningful trajectory of

collaborative analysis of leadership trajectories, and

the evolution of his thoughts, especially in the scope of

contemplative practice.

soteriology. This trajectory then would further shed light

on some of the contemporary issues of Christian identity

DM 6077 Issues and Methods in Contextual Theology:

in the pluralistic and multi-religious global society.

Dismantling Racism

This course will draw on a variety of sources to engage

DM 6071 Teaching as Leadership

participants in a process of critical reflection on the

Teaching is an intentional art of inviting communities

theologies of our traditions and foster a collaborative

toward a more connected way of seeing and being in the

conversation on the construction of their own theology

world. This course explores the inner landscape of those

for dismantling racism. The theological conversation will

who practice this art in myriad forms and integrated

be contextualized with an examination of the social

teaching as a vital expression of leadership. Converging

construction of race in systems and structures, its impact

on themes of authenticity, clarity and humility, students

on our own identity and spiritual formation and the life

will deepen their capacity for visionary leadership and

of the faith communities we are a part of, leading

gain renewed teaching practices for leading faith

towards the development of our own theology for

communities of action and reflection.

dismantling racism. While examination of the social

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construction of race will focus on the US experience,

work toward ethical understandings of the passages in

participants will have opportunity to supplement the

context. Most of the course will focus on the historical

primary sources with material relating to their particular

afterlives of these biblical problems over millennium,

history, culture and social location. Participants will also

from religious exclusion, classism, anti-Semitism,

be introduced to resources for equipping faith

genocide, slavery, holocaust, incarceration,

communities for engagement in practices for dismantling

marginalization, and more, even into the present. We

racism.

will find religious, ethical, and moral ways to resist these

evils, in defiance and correction of our own traditions, for

DM-6079 Joy

the healing of the world.

Jesus promises us "abundant life," a life that is full to

overflowing, in John 10:10. He later says that the joy that

Dissertation/ Project Seminars

is in him will also be n the disciples, and "their joy will be

DM 6014 D/P Orientation Seminar

full" (John 15:11; 16:24). Similarly, Paul says that God

The Dissertation/Project (D/P) is the signature

promises to not only meet our dreams, but to exceed

assignment in one’s Doctor of Ministry studies. The D/P

them, for we shall be "filled to the measure of all the

Orientation Seminar introduces students to the

fullness of God" (Eph. 3:19-20). What is the "joy" that is

requirements of the D/P and the proposal process, and

complete and full and overflowing? Is it the same as

guides students through the development of a draft

happiness, or different form it? This course looks at joy

Topic and/or Design Proposal. This course is required for

from four angles: The Jewish and Christian scriptures and

all students. New students should plan to take it in their

traditions; the wisdom of the world's religions;

first session. There is no tuition for this course. DM 6014

philosophy; and contemporary neuro-psychology and its

is open to SFTS DMin students only.

recent studies of happiness. Through these four

approaches, we look at how five human traits create joy:

DM 6001 D/P Proposal Seminar

Gratitude, humility, desire, forgiveness, and service.

The D/P Proposal Seminar is designed for students who

Through this study, we will be able to discern not only

have completed the DM-6014 D/P Orientation Seminar

the difference between unhappiness and happiness, but

and their required course work, and are ready to prepare

also between happiness and the joy that is actually

their Topic Proposal. In this course we will review the

promised to us by Jesus.

requirements for Candidacy and the elements of that

process--from proposal to selecting an advisor,

DM-6111 A Good Death

completing the D/P and the final review of the D/P

All the world's religions have traditions about how to die

manuscript. Students will prepare a draft proposal for

well, versus a poor death. In medieval Europe, a poor

presentation and receive feedback from their peers. The

death, one that was frightening and unwanted, was a

final course objective is completion of a Topic Proposal

quick, surprising death. Such a death left no time or

for submission to the APS Committee. There is no tuition

space to say goodbye to loved ones and this world, and

for this course. Prerequisite(s): DM 6014, a minimum of 5

to prepare, mentally and spiritually, for what would

DMin resource seminars, permission of instructor.

come beyond death. Many in modern Western culture

seek the reverse: Either the indefinite extension of life, or

DM 6010 DMin Supervision I: Proposal

a quick death in one's sleep. The Western medical system

Students at the D/P proposal-writing stage (working on

often supports these values. This course looks at what it

new or revised D/P Topic and/or D/P Design proposals)

means to die, at what a poor death looks like, and how to

are registered in DM-6010. Even though this course does

have a good death. Using recent works from medical

not involve scheduled class meetings per se, a Moodle

doctors as well as memoirs, it describes how we die in

site for this course is planned so that students can

the West, how it can be painful and alienating. Its focus,

seek/share ideas and feedback from one another as well

however, is on religious understandings of how to die

as access suggested resources.

well.

DM 6013 DMin Supervision II: Dissertation/Project

DM-6310 Afterlives of Biblical Hatred

Students who have received APS Committee approval of

An inescapable part of Biblical tradition is the presence

their topic and design proposals and are now at the

of hatred, expressed through statements against the

research/project and writing stage are registered in DM-

other, exclusion, patterns of persecution and oppression,

6013. As with DM-6010, a Moodle site for this course is

genocide, and condemnation. This course will examine

planned so that students can seek/share ideas and

the difficult biblical texts that describe such evils, and

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feedback from one another as well as access suggested

resources.

Please see department for course credit offering and range.

Diploma in Advanced Pastoral Studies (DAPS)

All DMin students, upon having completed the seminar requirements may choose, in lieu of pursuing the D/P requirement and completing the doctorate degree, to request a Diploma in Advanced Pastoral Studies. This option may be chosen for any reason, such as complete satisfaction with the coursework completed, change in personal circumstances, or change in career interests.

Students who have completed all coursework but make no visible progress on the D/P within two years may be invited to submit a request to graduate with a Diploma in Advanced Pastoral Studies in lieu of the DMin degree. The APS Committee may choose not to advance a student who has completed course work to candidacy, on the basis of written work, teachers’

evaluations, and consultation with the student’s D/P advisor. In such cases, upon withdrawal from the program, the student may request the Diploma in Advanced Pastoral Studies in lieu of the Doctor of Ministry degree.

Students receiving the DAPS will be charged a processing fee equivalent to the current graduation fee.

Students in good standing withdraw with the understanding that they can re-activate their studies in the DMin program within five years. Should the DAPS recipient seek to resume their DMin degree within the five year period they must make a written request to the APS program office that includes a statement that summarizes their current ministerial context and motivation to complete the D/P. The diploma must be surrendered upon continuation in the program. Any previously approved topic/design proposal is subject to review and may be rejected or require updating before proceeding to work on the D/P. If an advisor was approved, it is the student’s responsibility to communicate with their previously approved Advisor to determine his/her availability, or submit the name of new proposed advisor to the APS Committee.

The Shaw Chaplaincy Institute

Clinical Pastoral Education (CPE)

Program Structure

CPE ACPE accredits two types of CPE programs, CPECPE Level I/Level II and Certified Educator CPE. CPECPE Programs have Objectives and CPECPE students have outcomes. Objectives define the scope of the CPECPE program curricula. Outcomes define the competencies to be developed by students as a result of participating in CPECPE programs. One unit of CPECPE is a minimum of 400 hours, of which 100 hours must be structured learning and 300 hours must be direct contact with population you are serving. CPECPE is conducted with peer group learning and interaction. A CPE peer group must have at least 3 students.

• The SFTS CPE program is fully accredited to offer Level I, Level II and Supervisory CPE by The Association for Clinical Pastoral Education (ACPE)

• The CPE program at SFTS offers three sessions of CPE on a calendar that coincides with the SFTS academic year

• SFTS offers a Supervisory Education Fellowship to one student preparing to become a certified ACPE supervisor Internship Extended Units (Level I & II)

These internship units are offered in the fall, spring, and summer terms. During the fall and spring unit (17 weeks total), interns complete 11 hours of structured education per week, and 22 hours of direct pastoral care per week. When offered, summer CPE classes run over the course of 14 weeks, and require 12 hours of structured education per week, and 30 hours of direct pastoral care per week.

Supervisory Education

SFTS offers the Shaw Supervisory Education Fellowship to one student to train to become a certified ACPE supervisor.

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Please see department for course listings.

Certificate in Trauma & Spiritual Care (CTSC)

The certificate is comprised of four courses: Dynamics of Trauma, Trauma Care Resiliency, God & Human Suffering, and Collective Trauma, Collective Wisdom. Generally, one course is offered each fall and spring term over four weekends (Friday evenings and Saturdays during the day). However, this fall we are offering two courses (see descriptions below). If a summer course is scheduled, it’s offered as a week-long intensive. Each course is 3 academic credits or 40 contact hours of continuing education. Courses may also be taken on an individual basis but all four trauma courses must be completed in order.

Transfer Credits

If upon entering the certificate program students do not have a(n) M.Div., MA, or M.A.T.S., and later choose to enroll in one of these degree programs at SFTS, the completed certificate courses cannot be transferred into the degree program.

There are four courses in the curriculum held during a period of two years. Each course meets once a month for four months, usually Friday evening for 3 hours and all day Saturday. Courses can be taken in any order and cannot be duplicated.

Courses

ST 2209 God and Human Suffering

SP 4055 Dynamics of Trauma

Deals with issues of theodicy—how we make sense of

explores the basic dynamics of trauma from a variety of

evil in a world that is supposed to be under the care of a

perspectives: sociological, psychological, psychiatric,

good God while providing pastoral care in relation to

neuroscience, relational, theological and spiritual.

those who are suffering. This course explores the

Additional topics include: the great variety and

relationship between human suffering and the human

demographics of trauma, and the emerging field of

spirit.

traumatology, along with the spiritual and moral

dimensions to trauma and the traumatized person,

SP 2150 Collective Trauma, Collective Memory:

including the emerging concept of “moral injury.”

Systemic Issues of Trauma

Explores the dynamics of trauma as a set of social

SPPS 4460 Trauma Care Resiliency: Developing

patterns and relationships constructed through

Transformative Emotional Intelligence (EQ)

conditions that legitimate hostile imaginations, feelings,

Applies the principles of transformative learning to foster

and actions. Using race as the central category for

EQ growth. This approach requires sufficient time for

systemic issues that exacerbate collective trauma and

implicit learning to occur, space for self-reflection and

collective memories of trauma, this course will examine

questioning one’s own assumptions, and an environment

socially traumatic events, and social constructs that lead

which supports, confronts and clarifies. In this class,

to collective memories of collective traumas. From the

students will learn critical care competencies for trauma

pastoral care, spiritual, and psychological fields it will

care-giving including self-awareness, self-management

identify the epidemiology of collective trauma and

and impulse control, empathy and the ability to attune to

uncover roots of racial, gender, and class social injustices,

others, flexibility, creativity, decision-making and

such that social realities that create and reinforce

problem-solving, and the ability to engage and inspire

collective trauma may be identified and eliminated.

others.

For admissions and application information regarding the Shaw Chaplaincy Institute, please visit

shawcpe.sfts.edu/education/.

For additional information regarding the CPE, please visit Clinical Pastoral Education | University of Redlands.

For additional information regarding the CTSC, please visit www.redlands.edu/CTSC.

Diploma in Chaplaincy Spiritual Care Research Literacy (DCSCRL)

Requirements

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The Diploma in Chaplaincy & Spiritual Care Research Literacy requires 18 units. Students take three required courses, one elective, and six units fulfilled through a field research project.

Hybrid Courses

Courses in the Chaplaincy & Spiritual Care Research Literacy concentration will be taught in a hybrid format that includes both an online component and a 2-3 day meeting on campus.

Required Courses (9 credits)

The three required courses provide a framework for evaluating existing research, understanding methods of data collection, quality, and usage that might be used within various chaplaincy contexts, and theological reflection on the history and politics of research. They are:

• DM 6164 Action Research and Evidence-Based Research Methods

• DM 6165 Quantitative vs Qualitative Research Methods

• DM 6045 The Politics of Research: Ethical, Epistemological, and Ontological Issues

Elective Seminar (3 credits)

Students will take 1 elective seminar, selecting from seminars offered in the Chaplaincy/Spiritual Care concentration and other program options within the D.Min. program, based on their particular professional needs and research interests.

Field Research Project (6 credits)

It is envisioned that most students will design a field research project through the work in the required core courses, that includes gathering data on a student-defined research question and presenting the results in a final paper.

Courses

DM 6164 Action Research and Evidence-Based Research

within various chaplaincy contexts.

Methods

Prerequisite(s): at least one of the following -- 4 units of

The first of three core courses in the Chaplaincy &

Clinical Pastoral Education, Board Certified Chaplain, or

Spiritual Care Research Literacy concentration, this

eligible for certification; and Action Research Methods

course provides a framework for evaluating existing

course #1 (above)

research, understanding methods of data collection,

quality, and usage that might be used within various

DM 6045 The Politics of Research: Ethical,

chaplaincy contexts.

Epistemological, and Ontological Issues

Prerequisite(s): at least one of the following -- 4 units of

The third of three core courses in the

Clinical Pastoral Education, Board Certified Chaplain, or

Chaplaincy/Spiritual Care Research Literacy

eligible for certification.

concentration, this course provides a framework for

evaluating and working with evidence-based research in

DM 6165 Quantitative vs Qualitative Research Methods

various chaplaincy contexts through theological

The second of three core courses in the

reflection on the history and politics of research.

Chaplaincy/Spiritual Care Research Literacy

Prerequisite(s): at least one of the following -- 4 units of

concentration, this course provides a framework for

Clinical Pastoral Education, Board Certified Chaplain, or

evaluating existing research, understanding methods of

eligible for certification; and Action Research Methods

data collection, quality, and usage that might be used

courses #1 and 2 (above)

For additional information regarding the DCSCRL, please visit the web page www.redlands.edu/dcscrl/

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Faculty

(Dates indicate first year of full-time service.)

James Bentley

Yang Ai

Professor of Mathematics (2001)

Assistant Professor of Education (2020)

B.A., Pomona College; M.S., University of Washington;

B.A. Hubei University of Education; M.A., Wuhan

Ph.D., University of California, Riverside

University; M.Ed., University of Missouri., Ph.D., Wuhan

University; Ph.D., University of Missouri

Wesley Bernardini

The Farquhar Professor of the American Southwest,

Adriana Ruiz Alvarado

Professor of Anthropology (2003)

Associate Professor of Education (2016)

B.A., University of Virginia; M.A., Ph.D., University of

B.A., University of California, Berkeley; Ph.D., M.A.,

Arizona

M.Ed., University of California, Los Angeles

Joanna Bieri

Nicholle Andrews

Professor of Mathematics (2009)

Professor of Music (2006)

B.S., Northern Arizona University; M.S., Ph.D.,

B.M., Memorial University of Newfoundland; M.M., D.M.,

Northwestern University

McGill University

Greg Bills

Benjamin Aronson

Professor of Creative Writing (1998)

The Virginia Hunsaker Chair in Distinguished Teaching,

B.A., University of Utah; M.F.A., University of California,

Professor of Biology (1998)

Irvine

B.A., Williams College; Ph.D., Purdue University

Mikela Bjork

Graeme Auton

Assistant Professor of Education (2017)

Professor of Political Science (1987)

B.A., Smith College; M.Ed., Long Island University; Ph.D.,

B.A., M.A., Ph.D., University of California, Santa Barbara

M.A., Columbia University, New York

Katherine Baber

Ann Blankenship Knox

The Alice Mozley Endowed Director’s Chair for Salzburg

Associate Professor of Education (2017)

Program, Professor, School of Music (2012)

B.A., The University of the South; J.D., University of

B.M., Ph.D., Jacobs School of Music, Indiana University

Tennessee; Ph.D., University of Georgia

Bing Ba

James R. Blauth

Professor of Business (2008)

Professor of Biology (1999)

B.A., M.A., Renmin University of China; M.H.R.I.R., Ph.D.,

B.A., Dartmouth College; Ph.D., Cornell University

University of Illinois

Susan L. Blauth

Julius Bailey

Professor of Biology (1999)

Professor of Religious Studies (2001)

B.S., Ph.D., Cornell University

B.A., Occidental College; M.A., Ph.D., University of North

Carolina at Chapel Hill

Janée Both Gragg

Professor of Education (2008)

Chris Beach

B.A., Southern Adventist University; M.S., Ph.D., Loma

Professor of Theatre Arts (1993)

Linda University

B.F.A., Virginia Commonwealth University; M.F.A.,

University of California, Los Angeles

Francis T. Bright

Associate Professor of French (1993)

Janet L. Beery

B.A., University of Notre Dame; M.A., Ph.D., Cornell

Professor of Mathematics (1989)

University

B.S., University of Puget Sound; M.A., Ph.D., Dartmouth

College

Piers Britton

466

2022-2023 Academic Catalog

Professor of Media and Visual Culture Studies (2002)

B.A., Ph.D., University of Manchester

Nathaniel Cline

Associate Professor of Economics (2012)

Leslie Brody

B.A., Earlham College, Ph.D., University of Utah

Professor of Creative Writing (1998)

B.A., San Francisco State University; M.A., Ph.D.,

Kimberley Coles

University of Connecticut

Professor of Anthropology (2006)

B.A., University of California, San Diego; M.A., The

Tommi Cahill

American University; Ph.D., University of California, Irvine

Professor of Art (2009)

B.F.A., California Institute of the Arts; M.F.A., Yale

Barbara Conboy

University School of Art

Professor of Communicative Disorders (2009)

B.A., Smith College; M.A., Temple University; Ph.D.,

Angelo Carlo Carrascoso

University of California, San Diego and San Diego State

Professor of Business (2009)

B.S., Ateneo de Manila University; M.B.A., Ph.D.,

Solaman Cooperson

University of Virginia

Associate Professor of Communicative Disorders (2014)

B.A., University of Pennsylvania, M.S., Pennsylvania State

Nancy E. Carrick

University, Ph.D., University of Texas at Austin

Professor of English (1980)

B.A., M.A., Ph.D., University of Arizona

Patricia K. Cornez

Senior Lecturer in Computer Science (1999)

B.S., University of New Mexico; M.A., California State

Anne Cavender

University, San Bernardino

Professor of English (2000)

B.A., Middlebury College; M.A., Ph.D., University of

Richard N. Cornez

Washington

Professor of Mathematics (1988)

B.S., Case Western Reserve University; M.S., Ph.D.,

Heung-Joo Cha

University of New Mexico

Associate Professor of Business Administration (2008)

B.B.A., Chonnam National University; M.S., University of

Mousumi De

Wisconsin; Ph.D., University of Houston

Assistant Professor in Education (2019)

B.A. Delhi University; M.A., Coventry University; M.Phil.,

Pani Chakrapani

Coventry University; Ph.D., Indiana University

Professor of Computer Science (1985)

B.S., M.S., University of Madras, India

Karen Derris

The Hunsaker Distinguished Teaching Chair and Professor

Brian Charest

of Religious Studies (2003)

Assistant Professor of Education (2017)

A.B., Brown University; M.T.S., Harvard Divinity School;

B.A., University of California, Santa Cruz; M.A., San

Ph.D., Harvard University

Francisco State University; M.A., Roosevelt University;

Ph.D., University of Illinois at Chicago

Alan DeWeerd

Professor of Physics (1998)

Teresa Chavez Sauceda

B.S., University of California, Irvine; M.S., Ph.D.,

Assistant Professor of Ministry (2019)

University of Wisconsin, Madison

B.A., Lewis and Clark College; M.Div., Austin Presbyterian

Theological Seminary; Ph.D., Graduate Theological Union

Esther Domenech

Lecturer in Spanish

Jana Childers

M.S., California State University, San Bernardino

Professor of Homiletics and Speech Communication

(2019)

Elizabeth Doolittle

B.A., Wheaton College; M.Div., Princeton, Ph.D.,

Senior Lecturer in Mathematics (2001)

Graduate Theological Union

467

2022-2023 Academic Catalog

B.S., California Lutheran University; M.S., University of

Arizona

Lorenzo Garbo

Professor of Economics (1996)

Hamid Falatoonzadeh

Laurea in Economics, University of Venice; M.A., M.Phil.,

Associate Professor of Business (1991)

Ph.D., Columbia University

B.A., National Iranian Oil Company College; M.B.A.,

California State Polytechnic University, Pomona; Ph.D.,

Deon Garcia

Texas A & M University

Senior Lecturer in Mathematics (2003)

B.S., M.S., University of California, Riverside

Wendy Farley

Rice Family Chair of Spirituality, Christian Spirituality

Laurie Garrett-Cobbina

Chair, Professor of Spirituality (2019)

Shaw Family Chair for Clinical Pastoral Education,

B.A., University of New Hampshire; M.A., Ph.D.,

Assistant Professor of Pastoral Care and Education (2019)

Vanderbilt University

B.S., Syracuse University; M.Th., M.Div, Princeton

Theological Seminary; Ph.D., Graduate Theological Union,

Kathleen Feeley

Berkeley

Professor of History (2006)

B.A., Colgate University; Ph.D., City University of New

Patricia Geary

York

Professor of Creative Writing (1987)

B.A., Vassar College; M.F.A., University of California,

Michael J. Ferracane

Irvine

Associate Professor of Chemistry

B.S. University of Arizona; Ph.D., University of Virginia

Candace Glendening

Senior Lecturer in Biology (2004)

Samuel Fischer

B.Mus., Oberlin College Conservatory of Music; B.A.,

Artist Professor of Music (2017)

Oberlin College; M.S., Morehead State University

B.N., University of Southern California; M.M., Julliard

School

John Glover

Professor of History (2000)

Douglas Flewelling

B.A., Bradley University; M.A., Ph.D., University of Illinois

Professor of Geographic Information Systems (2006)

at Chicago

B.A., Syracuse University; M.A., Oregon State University;

Ph.D., University of Maine

Susan B. Goldstein

Professor of Psychology (1990)

Caryl A. Forristall

B.A., Oberlin College; M.A., Ph.D., University of Hawaii

Professor of Biology (1994)

B.S., Newton College; Ph.D., University of California,

Kamala Gollakota

Berkeley

Professor of Business (2005)

B.A., University of Delhi; Ph.D., University of Wisconsin at

Allison Fraiberg

Milwaukee

Professor of Business (1996)

B.A., McGill University; M.A., Tulane University; Ph.D.,

Neena Gopalan

University of Washington

Associate Professor, School of Business & Society (2016)

B.A. University of Kerala, India, M.A., University of Hull,

Christopher Gabbitas

United Kingdom, M.S., Ph.D., Kansas State University

Artist Professor of Music (2019)

B.A. (Hons), M.A., St. John’s College, University of

Frances Grace

Cambridge; Post Graduate Diploma in Law, Oxford

Professor of Religious Studies (1999)

Institute of Legal Practice

B.A., B.S., Harding University; M.A., University of Texas,

Austin; M.Div., Austin Presbyterian Theological Seminary;

Munro Galloway

Th.M, Ph.D., Princeton Theological Seminary

Associate Professor of Art (2016)

B.A., Brown University; M.F.A., Bard College

Lua Gregory

468

2022-2023 Academic Catalog

Librarian (2008)

Martín Hoecker-Martinez

B.A., University of Redlands; M.L.I.S., University of

Associate Professor of Physics (2017)

California, Los Angeles

B.S., Harvey Mudd College; M.S., California Institute of

Technology’ Ph.D., Oregon State University

Gerald M. Groshek

Professor of Business (1999)

Nicol Howard

B.A., Valparaiso University; M.A., Ph.D., University of

Associate Professor of Education (2016)

Denver

B.A., University of California, Los Angeles; M.A., Azusa

Pacific University; Ph.D., Chapman University

Lawrence Gross

The San Manuel Band of Mission Indians Endowed Chair

Deborah Huston

for Native American Studies, Professor, Race and Ethnic

Senior Lecturer, Mathematics (2020)

Studies (2011)

B.A., University of California, Riverside; M.A., University

B.A., University of Minnesota; A.M., Harvard University;

of California, Riverside

M.A., Ph.D., Stanford University

Walter Hutchens

Renée Hall

The University Chair in Global Business, Senior Lecturer,

Clinical Professor, Business Administration and

Business Administration (2013)

Accounting (2014)

B.A., Samford University, M.A., J.D., Washington

B.A., Whitman College; M.A., University of Chicago; M.S.,

University

Ph.D., Texas A&M University

Ruhoikia Jafari Marandi

Kelly Hankin

Assistant Professor in Business (2020)

Professor of Film, Johnston Center for Integrative Studies

B.S., Tafresh University; M.S., University of Tehran; Ph.D.,

(2002)

Mississippi State University

B.A., San Diego State University; M.A., Ph.D., University

of Rochester

Hillary Jenkins

Professor of Environmental Studies (2014)

Faisal Harahap

B.A., Wellesley College, Ph.D., Duke University

Assistant Professor of Business (2017)

B.A., Arizona State University; M.A., University of

Kathie Jenni

Oklahoma; Ph.D., Florida International University

Professor of Philosophy (1988)

B.A., University of Montana; M.A., Ph.D., University of

Jessica Hehman

California, Irvine

Professor of Psychology (2009)

B.S., Northern Kentucky University, Ph.D., University of

Priya Jha

California, Santa Barbara

Professor of English (2005)

B.S., Drexel University; M.A., Ph.D., University of

Jessie Hewett

Colorado at Boulder

Associate Professor of History (2017)

B.A., University of California, Santa Cruz; Ph.D., University

Xinyan Jiang

of California, Davis

Professor of Philosophy (2000)

B.A., M.A., Peking University; M.A., Ph.D., University of

Katherine Hickey

Cincinnati

Professor of Music (2003)

B.A., California State University, Los Angeles; M.A.,

Janelle Julagay

California State University, Long Beach; D.M.A.,

Assistant Librarian (2015)

University of Southern California

B.A., University of California, Riverside; M.L.I.S.,

University of California, Los Angeles

S. Eric Hill

Professor of Physics (2001)

Heather King

B.A., Carleton College; Ph.D., University of Minnesota

Professor of English (2000)

469

2022-2023 Academic Catalog

B.A., Boston University; M.A., Ph.D., University of

Lisa LaSalle

Wisconsin-Madison

Professor of Communicative Disorders (2011)

B.S. Mary Washington College, Ph.D., Syracuse University

Daniel Klooster

Professor of Latin American Studies (2008)

Teresa Longin

B.A., Macalester College; M.A., Ph.D., University of

Professor of Chemistry (1998)

California, Los Angeles

B.S., Ithaca College; Ph.D., California Institute of

Technology

Celine Ko

Professor of Psychology (2008)

Gregory Love

B.A., University of California, Riverside; M.A., San Diego

Associate Professor of Systematic Theology (2019)

State University; M.S., Ph.D., University of California, San

B.A., Pacific Lutheran University; M.Div., Ph.D., Princeton

Diego and San Diego State

Theological Seminary

Alexander Koonce

Hongwei Lu

Professor of Mathematics (1993)

Professor of Asian Studies (2004)

B.A., Dartmouth College; Ph.D., Stanford University

B.A., Central-China Normal University; M.A., Clark

University; Ph.D., University of Oregon

James K. Krueger

Professor of Philosophy (2004)

Rebecca Lyons

B.A., Whittier College; M.A., Ph.D., University of Notre

Associate Professor of Chemistry (2011)

Dame

B.S. University of Washington; M.A., State University of

New York; M.S., Ph.D., State University of New York of

Brigid A. Rea Kumler

Environmental Studies and Forestry

Lecturer of Chemistry (2022)

B.A., University of California, San Diego; M.S., University

Ruijin Ma

of California Berkeley

Professor of Geographic Information Systems (2011)

B.E., M.E., Shan Dong University of Science and

Mark P. Kumler

Technology, Ph.D., Ohio State University

Professor of Geographic Information Systems (2004)

B.A., Dartmouth College; M.A., Michigan State University;

Denise M. MacNeil

Ph.D., University of California, Santa Barbara

Professor of Business (2002)

B.A., Evergreen State College; M.A., M.F.A., Chapman

Sawa Kurotani

University; Ph.D., Claremont Graduate University

Professor of Sociology and Anthropology (2000)

B.A., Linfield College; M.A., University of Illinois; Ph.D.,

Michael MacQueen

University of Colorado, Boulder

Professor of Business (2009)

B.A., University of California, Los Angeles; M.B.A.,

Jose Lalas

California State Polytechnic University, Pomona; Ed.D.,

Professor of Education (2003)

University of La Verne

B.S., University of the Philippines; M.Ed., Ed.S., Seattle

Pacific University; Ph.D., University of Washington

Joseph Magedanz

Professor of German (2000)

Sharon D. Lang

B.A., Yankton College; M.A., Ph.D., University of

Professor of Anthropology (1997)

Nebraska, Lincoln

B.A., Boston University; M.A., Ph.D., Harvard University

Kimiya Maghzi

Lillian Larsen

Assistant Professor, School of Education (2018)

Professor of Religious Studies (2006)

B.A., University of California, Irvine; M.A. Loyola

B.S., Wheaton College; M.E., University of

Marymount University; Ph.D. Chapman University,

Massachusetts; M.Div., M.A., Catholic Theological Union;

Orange

M.Phil., Ph.D., Columbia University

Paige Mann

470

2022-2023 Academic Catalog

Associate Librarian (2017)

Steven Morics

B.S., University of Redlands; MLIS, San Jose State

Professor of Mathematics (1995)

University

B.A., St. Olaf College; M.S., Ph.D., University of Virginia

Sanjeet Mann

Maria Muñoz

Librarian (2009)

Professor of Communication Science (2016)

B.A., Pomona College; M.L.I.S., University of California,

B.A., University of California Santa Barbara; M.A., Ph.D.,

Los Angeles

University of Texas

Liesder Mayea

Rich Murphy

Associate Professor of Spanish (2009)

Professor of Physical Education and Head Women’s

B.A., M.A., San Diego State University; Ph.D., University

Basketball Coach (2007)

of California, Riverside

B.A., M.S., Humboldt State University

Penny McElroy

Andre Myers

Professor of Art (1986)

Assistant Professor in Music (2020)

B.A., Alma College; M.F.A., University of Wisconsin,

B.M., Eastman School of Music; M.M., D.M., University of

Madison

Michigan

Blodwyn McIntyre

Jennifer A. Nelson

The Hedco Chair in Environmental Studies, Professor of

Professor of Women, Gender, and Sexuality Studies

Environmental Studies (2001)

(2004)

B.A., Colorado College; M.F., Duke University; Ph.D.,

B.A., Ph.D., Brown University

University of Virginia

Co Boi Nguyen

Eric McLaughlin

Professor of Music (2006)

Associate Professor in Political Science (2014)

B.M., The Hanoi National Conservatory; M.M., The

B.A. Tulane University, Ph.D., Indiana University

Mannes College of Music; Diploma in Orchestral

Conducting, The Curtis Institute of Music; Graduate

Ketan Mhatre

Diploma in Orchestral Conducting, Julliard School

Assistant Professor of Organizational Studies and

Marketing, School of Business (2020)

Christopher Ocker

B.Sc., University of Mumbai; MMS, University of

Professor of History (2019)

Mumbai; Ph.D. University of Nebraska, Lincoln

B.A., Northeastern Bible College; M.Div., Fuller

Theological Seminary; Ph.D., Princeton Theological

Kerri Mitchell

Seminary

Senior Clinical Professor of Communication Sciences and

Disorders (2021)

Kathy J. Ogren

B.A., University of Redlands; M.S., MGH Institute of

Professor of History (1985)

Health Professions, Boston

B.A., Scripps College; M.A., Ph.D., The Johns Hopkins

University

Joseph Modica

Associate Professor of Music (2013)

Lisa Olson

B.M., Chapman University; M.M., California State

Professor of Biology (2003)

University, Long Beach; Ph.D., Ball State University

B.S., Baylor University; Ph.D., The Johns Hopkins

University School of Medicine

Johannes Moenius

The William R. and S. Johnson Endowed Chair of Spatial

Keith Osajima

Economic Analysis and Regional Planning, Professor of

Professor of Race and Ethnic Studies (1995)

Business (2005)

B.A., M.A., Ph.D., University of California, Berkeley

M.A., Bamberg University; M.A., Queen’s University;

Ph.D., University of California, San Diego

Lori Osborn

Professor of Communicative Disorders (2006)

471

2022-2023 Academic Catalog

B.A., Mary Washington College; M.S., Ph.D., University of

B.A., Ph.D., American University, Washington DC

Texas at Dallas

Fang Ren

Sharon Oster

Professor of Geographic Information Systems (2007)

Professor of English (2005)

B.S., M.S., Tianjin University; M.S., Ph.D., Ohio State

B.A., University of Michigan; M.A., Ph.D., University of

University

California, Los Angeles

Ning Ren

Eugene Eung-Chun Park

Assistant Professor of Accounting (2019)

Dana and David Dornsife Professor of New Testament

B.S., Xidian University, China; M.S., Rochester Institute of

(2019)

Technology; Ph.D., Rensselaer Polytechnic Institute

B.A., Seoul National University; M.Div., Presbyterian

Theological Seminary, Seoul; S.T.M., Yale University

Conroy Reynolds

Divinity School; Ph.D., University of Chicago;

Senior Clinical Professor in Education

M.A., Andrew University; M.S., Capella University; Ph.D.,

Monica Perry

Loma Linda University

Professor of Business (2003)

B.S., College of William & Mary; M.B.A., The Pennsylvania

Pauline J. Reynolds

State University, University Park; Ph.D., University of

Professor of Education (2008)

Maryland, College Park

B.M., Royal College of Music; M.M., Ph.D., Indiana

University

James B. Pick

Professor of Business (1991)

Jill Robinson

B.A., Northwestern University; M.S.Ed., Northern Illinois

Professor of Business Administration (2004)

University; Ph.D., University of California, Irvine

B.S., Texas A&M University; M.B.A., California State

University, San Bernardino; M.A., Ph.D., Claremont

Fredric E. Rabinowitz

Graduate University

Professor of Psychology (1984)

B.A., Ithaca College; M.A., Loyola College; Ph.D.,

William Rocque

University of Missouri, Columbia

Associate Professor of Sociology (2007)

B.A., State University of New York, Albany; Ph.D.,

Matthew T. Raffety

University of Colorado, Boulder

Professor of History (2008)

B.A., Williams College; M.A., M.Phil, Ph.D., Columbia

Valerie Rountree

University

Assistant Professor of Environmental Studies (2018)

B.S., University of Puget Sound; M.S., Ph.D., University of

Hindupur Ramakrishna

Arizona

Professor of Business (2003)

B.E., Bangalore University; Ph.D., Georgia State

Bryce C. Ryan

University

The John Stauffer Director for the Center for Science &

Mathematics Professor of Biology (2008)

Gregory Ramos

B.A., Claremont McKenna College; Ph.D., North Carolina

Professor of Theatre Arts (2020)

State University

B.A., University of California, Los Angeles; M.F.A.,

University of California, Los Angeles

Catherine Salmon

Professor of Psychology (2003)

Scott Randolph

B.Sc., Ph.D., McMaster University

Associate Professor of Business Administration (2011)

B.A., Rutgers University; M.A., University of Akron; Ph.D.,

Avijit Sarkar

Purdue University

Professor of Business (2005)

B.E., Jadavpur University; M.S., Ph.D., State University of

Nicolas Reksten

New York at Buffalo

Assistant Professor of Economics (2016)

472

2022-2023 Academic Catalog

Sara Schoonmaker

Professor of Sociology (1995)

Alisa Slaughter

B.A., Earlham College; Ph.D., Boston College

Professor of Creative Writing (2008)

B.A., M.A., University of Arizona; M.F.A., Warren Wilson

David P. Schrum

College

Professor of Chemistry (1999)

B.S., University of Wisconsin, Stevens Point; Ph.D.,

Eddie R. Smith

Purdue University

Professor of Music (1991)

B.M.E., Florida State University; M.A., University of South

David L. Scott

Florida; Ph.D., Florida State University

Professor of Music (2008)

B.M., University of Iowa; M.M., D.M.A., University of

Suzette Soboti

Southern California, Los Angeles

Professor of Athletics and Physical Education, Head

Women’s Soccer Coach (1998)

Tim Seiber

B.A., Skidmore College; M.A., Montclair State University

Associate Professor (2015)

B.A., University of Redlands; M.A., Ph.D., University of

David P. Soulsby

California, Irvine

Professor of Chemistry (2001)

B.Sc., Lancaster University; Ph.D., University of Colorado,

Sujin Shin

Boulder

Assistant Professor of Communication Sciences and

Disorders (2019)

William Southworth

B.A., M.S., Yonsei University, Seoul, Korea; Ph.D.,

Professor of Speech (1972)

University of Texas at Dallas

B.A., San Fernando Valley State College; M.A., University

of California, Los Angeles

Julia Ferrè Shuler

Professor of Communicative Disorders (1994)

James C. Spee

B.A., University of Redlands; M.S., University of

Professor of Business (1995)

Washington, Seattle

B.S., University of Washington; M.B.A., Ph.D., Claremont

Graduate University

Nicholas Shunda

Professor of Economics (2008)

Vernon Stauble

B.A., Villanova University; M.A., Ph.D., University of

Senior Lecturer in Business Administration (2000)

Connecticut

B.A., California State University, San Bernardino; M.B.A.,

University of California, Riverside; Ph.D., Claremont

Francisco Silva

Graduate University

Professor of Psychology (1996)

B.A., M.A., Ph.D., University of Manitoba

Lei Lani Stelle

Professor of Biology (2008)

Kathleen Silva

B.A., University of California, Santa Cruz; M.S., University

Professor of Psychology (2008)

of British Columbia; Ph.D., University of California, Los

B.A., M.A., University of Manitoba; Ph.D., Indiana

Angeles

University

Samantha Sterba

Linda Silveira

Assistant Professor of Economics (2020)

Professor of Biology (1993)

B.A. Roanoke College; PhD. University of Massachusetts,

B.S., Cornell University; Ph.D., University of California,

Amherst

Berkeley

Scott Stevens

Althea Sircar

Associate Professor of English (2012)

Assistant Professor of Political Science (2019)

B.A., California State University, Chico; M.A. University of

B.A., Duke University; M.A. Cornell University; Ph.D.

Rochester; Ph.D., University of Rochester

University of California, Los Angeles

473

2022-2023 Academic Catalog

M. Alayne Sullivan

B.A., Occidental College; Ph.D., University of California,

Professor of Education (2007)

Los Angeles

B.A., B.Ed., M.Ed., Mount Saint Vincent University; Ph.D.,

McGill University

Laura Urrutia

Lecturer, School of Music (2009)

Anthony Suter

B.M., M.M., University of Redlands

Professor of Music (2008)

B.M., University of Southern California; M.M., University

Ivonne C. Vailakis

of Michigan; D.M.A., University of Texas at Austin

Professor of Spanish (1991)

B.A., M.A., San Diego State University; Ph.D., University

Arthur G. Svenson

of California, Irvine

The David Boies Professor of Political Science (1981)

B.A., California State University, Fresno; M.A., Ph.D.,

Renée Van Vechten

University of California, Santa Barbara

Fletcher Jones Chair, Professor of Political Science (2005)

B.A., University of San Diego; M.A., Ph.D., University of

Riaz Tejani

California, Irvine

Associate Professor, School of Business (2018)

B.A. University of California, San Diego; M.A., Princeton

Dustin VanOverbeke

University; J.D., University of Southern California, Gould

Assistant Professor of Biology (2019)

School of Law; Ph.D., Princeton University

B.S., University of Wisconsin-Eau Claire; Ph.D., University

of California, Riverside

Gregory Thorson

The Ken and Lynn Hall Chair in Public Policy and Professor

Joseph Vavrus

of Political Science (2008)

Assistant Professor of Business (2017)

B.A., Augsburg College; M.A., Ph.D., University of

B.A., Portland State University; M.A., University of Texas;

California, Riverside

Ph.D., M.A., University of Colorado

Satish Thosar

Tamara B. Veenstra

The William R. and S. Sue Johnson Endowed Chair in

Professor of Mathematics (2001)

Finance, Professor of Business (2005)

B.S., University of North Carolina, Chapel Hill; A.M.,

Bachelor of Commerce, Bombay University; M.B.A.,

Ph.D., Dartmouth College

Xavier Institute; Ph.D., Indiana University

Kimberly Welch

Jennifer Tilton

Associate Professor of Women, Gender, and Sexuality

Professor of Race and Ethnic Studies (2007)

Studies

B.A., Princeton University; Ph.D., University of Michigan,

M.A., University of Minnesota; Ph.D., University of

Ann Arbor

California, San Diego

Melissa Tosh

Thomas T. Whittemore

Professor of Music (1999)

Professor of Physical Education and Aquatics Coach

B.M., M.A., California State University, Sacramento;

(1989)

D.M.A., University of Oregon

B.A., Claremont-McKenna College; M.A., Claremont

Graduate University

Julie Townsend

Professor of Interdisciplinary Studies in the Humanities

Cynthia Wineinger

(2005)

Professor of Communicative Disorders (1990)

B.A., University of California, San Diego; M.A., Ph.D.,

B.S., Northwestern University; M.S., University of

University of California, Los Angeles

Redlands

Kathryn Tucker

Patrick Wing

The John and Linda Seiter Endowed Director of Writing,

Professor of History (2008)

Professor of English (2020)

B.A., College of New Jersey; M.A., Ph.D., University of

Chicago

474

2022-2023 Academic Catalog

B.A., Macalester College; M.A., Ph.D., University of North

Mara B. Winick

Carolina, Chapel Hill

Professor of Business Administration (1991)

B.A., Trinity University; M.B.A., University of Texas, San

Xin Zhao

Antonio; Ph.D., Texas A&M University

Professor of Business (2009)

B.E., Renmin University of China; M.S., Ph.D., University

Steven Wuhs

of North Carolina, Greensboro

Professor of Political Science (2003)

475

2022-2023 Academic Catalog

Faculty Emeriti

Aaron J. Cox

Robert Hudspeth

Professor Emeritus of Physics

Professor Emeritus of English

(Dates indicate years of service.)

1970–2008

1987–2002

Raul Acero

Emily Culpepper

William Huntley

Professor Emeritus of Art Studio

Professor Emerita of Women’s and

Professor Emeritus of Religious

1992-2020

Gender Studies and Religious

Studies

Studies

1974-2021

Henry Acquaye

1989–2011

Professor Emeritus of Chemistry

Claudia Ingram

1992-2021

H. Ben Dillow

Professor Emerita of English

Professor Emeritus of Speech

1997-2020

Rasool Azari

1969–2004

Professor Emeritus of Business

Robert J. Jackson

1997-2019

Bob Eng

Professor Emeritus of American

Professor Emeritus of History

Politics

A. Keith Barnes

1980-2019

1997–2016

Emeritus Hunsaker Professor of

Management

Lawry Finsen

Yukiko Kawahara

1984–1997

Professor Emeritus of Philosophy

Associate Professor Emerita of

1983-2020

Asian Studies

Michael J. Bloxham

1999-2016

Professor Emeritus of Mathematics

Rodney Goodyear

1982–2009

Professor Emeritus of Education

James H. Keays

2009-2020

Professor Emeritus of Music

Wayne R. Bohrnstedt

1972–2009

Professor Emeritus of Music

Michael Groher

1953–1993

Professor Emeritus of

Daniel Kiefer

Communicative Disorders

Professor Emeritus of English

David Bragg

2004-2016

1991-2020

Professor Emeritus of Mathematics

1967–2001

Marcia L. Halvorsen

Victoria Lewis

Professor Emerita of Economics

Professor Emerita of Theatre

John Brownfield

1975–1996

2000-2020

Professor Emeritus of Art

1965–2004

Lawrence Harvill

Louanne Fuchs Long

Professor Emeritus of Engineering

Professor Emerita of Music

Elaine S. Brubacher

and Applied Mathematics

1962–2012

Professor Emerita of Biology

1964–1998

1980–2008

Diane Macunovich

Fred Hearth

Professor Emerita of Economics

Les Canterbury

Librarian Emeritus

2003–2014

Librarian Emeritus

1983-1994

1999-2020

James Malcolm

James D. Hester

Professor Emeritus of Biology

Richard F. Carlson

Emeritus Will C. and Effie M.

1983-2020

Professor Emeritus of Physics

Crawford Professor of Religion

1967–2001

1967–1998

William E. McDonald

Professor Emeritus of English and

Kimberly Cass

J. Leland Hollenberg

Virginia C. Hunsaker Distinguished

Professor Emerita of Business

Professor Emeritus of Chemistry

Teaching Chair

2001-2020

1959–2001

1969–2005

476

2022-2023 Academic Catalog

Josette Melzer

1969–2004

1987–2007

Professor Emerita of French

1969–1993

Cheryl Rickabaugh

Robert Lee Stuart

Professor Emerita of Psychology

Professor Emeritus of English

Barbara Murray

1988-2018

1969–2004

Professor Emerita of Chemistry and

Director of Center of Science and

Jeffrey H. Rickard

David Tharp

Mathematics

Professor Emeritus of Music

Associate Professor Emeritus of

1993-2020

1970–2008

History

1982–2008

Anna Marie Napoli

Larry Rider

Associate Professor Emerita of

Professor Emeritus of

Debra Van Engelen

Psychology

Communicative Disorders

Professor Emerita of Chemistry

1969–2008

1973–2004

2003-2020

Christopher J. Niggle

James Sandos

Dora Van Vranken

Professor Emeritus of Economics

Farquhar Emeritus Professor of the

Professor Emerita of German

1983–2010

American Southwest

1965–1999

1981-2017

Kevin O’Neill

Daniel Wacks

Professor Emeritus of Philosophy

Mary E. Scherer

Professor Emeritus of Chemistry

1969–2011

Professor Emerita of Mathematics

1991-2020

1985–2001

Jack Osborn

Christopher N. Walker

Professor Emeritus of Global

Daniele Slusser

Professor Emeritus of

Business

Professor Emerita of French

Communicative Disorders

2001-2021

1983-2020

1978–2011

Yasuyuki Owada

Gary H. Smith

Patricia Wasielewski

Professor Emeritus of Anthropology

Professor Emeritus of Physical

Professor Emerita of Sociology and

and Director of Johnston Center for

Education

Anthropology

Integrative Studies

1971–2006

1983-2020

1969–1999

Dr. Lowell Kent Smith

Drage H. Watson

Barbara Pflanz

Professor Emeritus of Biology

Professor Emeritus of Education

Professor Emerita of German

1966-2017

1973–1997

1964–2004

James Spickard

Stephen I. Welborn

Alexandra Pierce

Professor Emeritus of Sociology

Professor Emeritus of Accounting

Professor Emerita of Music

and Anthropology

1982–2011

1968–2001

1989-2020

Donald F. Winter

Phillip R. Rehfeldt

Jean Swanson

Professor Emeritus of Physics

Professor Emeritus of Music

Librarian Emerita

1986–1997

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2022-2023 Academic Catalog

Administration

Office of the President

Kathleen Feeley, Associate Dean of the College of Arts

Krista L. Newkirk, President; B.A., University of Nebraska-

and Sciences; B.A., Colgate University; Ph.D., City

Lincoln; J.D., College of William & Mary

University of New York

Jen Thompson, Chief of Staff and General Secretary; B.A.,

Sara Falkenstien, Director of CAS Pathways and Student

Southern Illinois University; J.D., Saint Louis University

Engagement; B.A., M.A., University of Redlands

J. Christopher Jennings, Vice President for Institutional

Joseph Modica, Associate Dean and Director of the

Integrity and Strategy & General Counsel; B.A., Azusa

School of Music; B.M. Chapman University; M.M. Cal

Pacific University; J.D. Boston University School of Law

State University Long Beach; D.M.A. University of

Southern California

Christopher Jones, Senior Diversity and Inclusion Officer;

B.A., University of Michigan; J.D., Howard University

Katherine Baber, Associate Dean and Mozley Director of

the Salzburg Program; B.M., Ph.D., Indiana University

Kathy Ogren, Senior Executive Marin Campus; B.A.,

Scripps College; M.A., Ph.D., The Johns Hopkins

Bryce C. Ryan, The John Stauffer Director for the Center

University

for Science & Mathematics; B.A., Claremont McKenna

College; Ph.D., North Carolina State University

Academic Affairs

Adrienne McCormick, Provost and Chief Academic

Tim Seiber, Director, Johnston Center for Integrative

Officer; B.A., Queens University; M.A., University of

Studies; B.A., University of Redlands; M.A., Ph.D.,

Tennessee; Ph.D., University of Maryland

University of California, Irvine

Jordan Henk, University Director of Planning; M.S., The

Academic Success and Accessibility

Pennsylvania State University

Meigan Karraker, Assistant Director of Academic Success

and Disability Services; B.A., California State University,

Steven Moore, Director of the Center for Spatial Studies;

San Bernardino; M.A., Azusa Pacific University

MBA, University of Illinois, Chicago; Ph.D., University of

Arizona

Graduate School of Theology

Christopher Ocker, Assistant Provost and Interim Dean of

Kathryn Tucker, The John and Linda Seiter Endowed

the Graduate School of Theology; B.A., Northeastern

Director of Writing; B.A., California State University,

Bible College; M.Div, Fuller Theological Seminary; Ph.D.,

Chico; M.A., Ph.D., University of Rochester

Princeton Theological Seminary

Steve Wuhs, Associate Provost for Internationalization;

School of Business & Society

B.A., Macalester College; M.A., Ph.D., University of North

Thomas Horan, Dean of the School of Business; B.A.,

Carolina, Chapel Hill

University of Vermont, Burlington; MPP, Ph.D.,

Claremont Graduate University

Career and Professional Development

Kelly Dries, Executive Director of Career and Professional

Ron Jewe, Associate Dean of Programs and Student

Development; B.S., East Stroudsburg University; M.A.,

Success

Towson University, Ph.D., University of Utah

Krissyvan K. Truong, Associate Dean of Strategic

College of Arts and Sciences

Initiatives; B.A., University of California, Berkeley; M.A.,

Steven Wuhs, Interim Dean of the College of Arts and

Columbia University; Ph.D., Claremont Graduate

Sciences; B.A., Macalester College; M.A., Ph.D.,

University

University of North Carolina, Chapel Hill

Christine C. Taitano, Director of Student Services; B.S.,

B.A., Hawaii Pacific University; M.Ed., University of

Portland

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2022-2023 Academic Catalog

Xin Zhao, Associate Dean of Academic Programs; B.E.,

Steve Garcia, Chief Information Officer; B.A., Bryant and

Renmin University of China; M.S., Ph.D., University of

Stratton College

North Carolina, Greensboro

University Registrar’s Office

School of Education

Eric Maczka, University Registrar; B.S., University of

Wisconsin-Madison; M.S., Rutgers University-Newark;

Mario C. Martinez, Dean, School of Education; B.S., New

Ed.D., Maryville University of St. Louis

Mexico State University; MBA, University of Texas at

Austin, Ph.D., Arizona State University

Tammy Lai, Associate Registrar

Nicol R. Howard, Associate Dean of Academic Affairs;

Laura Valle, Associate Registrar; B.A., California State

B.A., University of California, Los Angeles; M.A., Azusa

University, San Bernardino; M.A., University of Redlands

Pacific University; Ph.D., Chapman University

Joselyn Gaytan, Assistant Registrar; B.S., University of

Yessenia Yorgesen, Associate Director of Operations and

California, Riverside; M.A., University of Redlands

Analytics; B.A., California State University, San

Bernardino; M.A., University of Redlands

Anne Escherich, Assistant Registrar; B.S., University of

Redlands

Kristin Grammer, Assistant Director Academic Advising;

B.A., California State University, San Bernardino; M.A.,

Enrollment

University of Redlands

College of Arts and Sciences

Belinda Sandoval, Associate Vice President of Admission,

Jillian Strong, Assistant Director of Academic Advising,

College of Arts and Sciences Undergraduate Admissions;

Office of Student Success; B.A., Chapman University;

B.A., University of San Diego; M.A., University of San

M.A., University of Redlands

Francisco

Melissa Villegas, Assistant Director of Academic Advising;

Jamie Groff, Director of First-Year Admissions; B.A.,

B.A., La Sierra University

Loyola Marymount University; M.A., University of

Redlands

Natalie O’Harra, Assistant Director of Academic Advising,

Office of Student Success, B.F.A, Brigham Young

Keith Gissel, Senior Associate Director of Admissions,

University; M.F.A, University of Oregon

College of Arts and Sciences Undergraduate Admissions;

B.A., University of Redlands; M.A., University of Redlands

School of Continuing Studies

Deborah D. Grijalva, Director; B.A., M.P.A., Ed.D.,

Anna Aegerter, Senior Associate Director/Director of

California State University, San Bernadino

Pacific Northwest Recruitment, College of Arts and

Sciences Undergraduate Admissions; B.A., Lewis & Clark

Danielle Guise, Assistant Director of Student Success;

College; M.Ed., Indiana University – Bloomington

B.A., University of Redlands; M.S., Drexel University

Graduate and Professional Enrollment

Armacost Library

Nancy Svenson, Associate Dean of School of Business

Lua Gregory, Co-Director of the Armacost Library and

Enrollment; B.A., University of Pittsburgh; M.S.,

Learning Commons, Humanities Librarian

Duquesne University

Janelle Julagay, Business and Online Learning Librarian

David Altshuler, Director of Enrollment, Marin Campus;

Paige Mann, Co-Director of the Armacost Library and

B.S., California State University Chico; M.Div., San

Learning Commons, STEM Librarian, Scholarly

Francisco Theological Seminary

Communications Librarian

Pamela Allen, Senior Associate Director of Enrollment,

Sanjeet Mann, Arts and Systems Librarian

School of Business Enrollment; B.S., University of

Phoenix; MBA and M.S., University of Redlands

Information Technology Services

479

2022-2023 Academic Catalog

Thomas Bozman, Senior Associate Director of

Kevin Dyerly, Vice President for Finance & Chief Financial

Enrollment, School of Business; B.S., Susquehanna

Officer; B.S., MBA, University of Redlands

University; MBA, University of Redlands

Michelle Rogers, Vice President for Administration; B.A.,

Elizabeth Villegas, Senior Associate Director of

State University of New York, Oswego; M.A., University

Enrollment, School of Business; B.S., California State

of Rochester; Ed.D., University of Redlands

University San Bernardino; MBA, University of La Verne

Patricia M. Caudle, Controller and Director of Financial

Dalyn Montgomery, Director of Enrollment for Education,

Operations; B.A., California State University, Fullerton;

School of Education; B.S., University of Utah, M.S.,

M.A., University of Redlands

University of Pennsylvania

Elizabeth G. Eiland, Budget Officer and Director of

Enrollment Systems, Operations and Analytics

Financial Planning & Analysis; B.S., Auburn University;

B.S., California State University, San Bernardino

Stacey Neeley, Associate Vice President for Enrollment

Systems, Operations & Analytics; B.A., University of La

Human Resources

Verne; M.A., University of Redlands

Laura Zamora, Associate Vice President

Mai Vang, CRM Operations Manager, DSO-Enrollment

Processes; B.A., Cal Poly Pomona; MBA, University of

Kady Woods, Director of Employee Relations

Redlands

Blanca Arambula, Director of Human Resources

Ryan O’Connor, Enrollment Data Analyst; B.S., University

of Redlands

Facilities Management

Stephanie Barnard, Communications Operations

Roger Cellini, Senior Associate Vice President of Facilities

Manager; B.S., California State University, Monterey Bay

Management and Real Estate; B.A., MBA, University of

Redlands

Student Financial Services

Jason Doyle, Associate Director Projects and Real Estate

Emily Baker; Director, Student Financial Services and

Management

Military & Veteran Services; B.S., MBA, MS.IT, University

of Redlands

Melinda Jo Sanchez, Associate Director, Operations

Lauren Chamberlin, Senior Associate Director

Rick Quinbar, Associate Director of Central Utilities; B.S.,

MBA, University of Redlands

Chelsea Dempsey, Assistant Director

Public Safety

Angela Espinoza, Assistant Director

Jeff Talbott, Chief; B.S., M.A., California Coast University

Monique Pope, Director of Military and Veterans

Services; B.A., Western Illinois University; M.A.,

Student Affairs

Governors State University

Leadership Team

Student Employment

Donna M. Eddleman, University Dean of Student Affairs;

B.A., State University of New York, Albany; M.S., Utah

Kathryn Wood, Director, Student Employment; B.A.,

State University; Ed.D., College of William and Mary

Northern Arizona University; M.A., University of

Redlands

Kenneth D. Grcich, Senior Associate Dean of Student

Affairs; B.S., Indiana State University; M.S., Ed.D.,

Finance and Administration

University of Pennsylvania

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2022-2023 Academic Catalog

Cassandra Morton, Associate Dean and Director of

Residence Life and Housing; B.S., MBA, University of

Cassandra Morton, Associate Dean of Student Affairs and

Redlands

Director of Residence Life and Housing

Jared Rodrigues, Associate Dean & Director of

Student Involvement and Success

Community Standards and Wellbeing; B.A., University of

the South; M.Ed., Temple University; Ph.D., Penn State

Katie Estralla, Director of Student Involvement and

University

Success

Athletics

Alekxandria Fuentes Soriano, Assistant Director

Jeff Martinez, Director of Athletics and Physical

Student Health Center

Education; B.A., Utah State University; M.S., University of

Arizona

Stella Ondieki, Director

Rachel Roche, Senior Woman Administrator and

University Advancement

Assistant Director of Athletics-Sports Information; B.S.,

College of William and Mary; M.A., University of

Stella Ondieki, Interim Vice President for Advancement;

Redlands

B.A., M.B.A., University of Redlands

Community Service Learning

Advancement Services

Tony D. Mueller, Director of Community Service

Laura Gallardo, Director of Advancement

Learning; B.S., Minnesota State University; M.A.,

Communications and Donor Relations; B.A., University of

University of Redlands

Redlands

Darci Manzo Piron, Associate Director; B.A., University of

Alumni and Community Relations

New Mexico

Shelli Stockton, Director of Alumni and Community

Counseling Center

Relations; B.A., University of California, Los Angeles;

MBA, The College of William and Mary

Matt Gragg, Director of Counseling; B.A., University of

California, Los Angeles; M.S., California State University,

University Communications

Northridge

Kinnari Sejpal, Vice President, Marketing and

Food Services: Harvest Table Culinary Group

Communications

John Gula, Executive Director, Hospitality

Stephanie Johnson, Director of Media Relations; B.A.,

California State University, San Bernardino

Recreation

Patrick Whalen, Director

Jennifer Alvarado, Director of Creative Services; B.S.,

George Fox University; M.A., University of Redlands

Breann Lindsey, Assistant Director

Jaye Howard, Director of Web Strategy; B.A., California

Residence Life and Housing

State Polytechnic University, Pomona

Refer to www.redlands.edu for the most current

directory information.

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2022-2023 Academic Catalog

2022-2023 Trustees

Brad Adams ‘93

Becky Campbell Garnett ‘69

Institutional Real Estate

Community Volunteer

Jamison J. Ashby '82

Thomas W. Gilmer '62, '67

Chief Executive Officer, Community Care Partners

Principal, Lee & Associates

Chair of the Board

Kelsey Gormley '07

Senior Project Manager at Grid Integration | President of

Luann Bangsund '74 '79

the Redlands Alumni Board

Retired Professor of Finance and Accounting, Keck

Graduate Institute

Dan Hanson ‘75

Executive Director, LoanDepot

Janet Berckefeldt ’67

President and Managing Director, Music Concourse

Rob Harris

Community Partnership

Chairman of the Board, Pacific Market International

Bradley A. Berg

Teena Hostovich

Chief Operating & Financial Officer, Delta Dental of

Vice Chair, Pacific - Lockton

Washington

Jeannie Kim

Carole L. Beswick

President & Owner, SAM Incorporated, KPP Beer Inc.,

Chief Executive Officer, Inland Action, Inc.

Bridge Hospitality Management Group, Divine Indulgence

Chair Emerita

Catering Group

Larry E. Burgess ‘67

Kim Stafford Korinke '00

Director Emeritus, A.K. Smiley Public Library

Managing Director & Global Head of Product Strategy,

PIMCO

William R. Cahill

Co-Chair of Calfox, Inc. and Cahill Equities

Elsa Luna '04

Chief Operations Officer & Chief Financial Officer, SCPR

Bruce A. Cavarno '82

President, Ortho LA, Inc.

Mitch Mitchell ‘90

Senior Vice President, Diversity and Community

David Danielson '75

Partnerships, Sempra

Retired Vice President, Academic Affairs, Butte

Community College

Brian D. Murphy '04

President & Managing Director, Meridian Capital

Dr. Joseph (Joe) D’Anna '91

Robert C. Oda '69

Head of Capital Markets, Zeconomy, Inc.

Retired Senior Planning & Development Manager,

Commercial Real Estate Division, Kamehameha Schools

David P. Enzminger '85

Co-Chair Intellectual Property Practice, Winston &

Sabine Robertson-Phillips ‘92

Strawn LLP

Asst. Superintendent, HR, Redlands Unified School

District

Richard N. Fisher '65

Retired Partner, O'Melveny & Myers, LLP

Colin Romer ‘18

Chair Emeritus

Financial Crimes Risk Management, Charles Schwab

Javier Garcia ‘02

Darren S. Rose ‘91

Litigation Partner, Perkins Coie LLP

President, Rose & Tuck LLC

482

2022-2023 Academic Catalog

Jim Schroeder ‘65

Adrienne McCormick, Provost

Retired Managing Partner, Mesa Energy Associates, LLC

Jennifer L. Thompson, Chief of Staff & Secretary to the

Board

Chris W. Strand

Chief Financial Officer, Acequia Capital, LLC

Life Trustees

Terry W. Kupfer, '57, Accounting and Auditing

Ronald C. Troupe '64

Consultant, Retired Partner, Arthur Anderson, LLP,

Retired Los Angeles Branch Manager, Unisys Corporation

Redlands, CA

Patrick J. Morris ‘59, Former Mayor, City of San

Candace L. Unruh

Bernardino, Superior Court Judge, San Bernardino, CA

Chair, James A. Unruh Family Foundation

Alice J. Mozley, '70; Retired, Vice President, Planning and

Development, Times Mirror Company, Redlands, CA

N. Anthony Taylor, ‘63, Retired Management, IBM

University Officers

Corporation, Mammoth Lakes, CA

Kevin Dyerly, Vice President for Finance and Chief

Financial Officer

Trustees Emeriti

Krista L. Newkirk, President

David Banta, Newport Beach, CA

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2022-2023 Academic Catalog

Contact Information

General Information Address

1200 E. Colton Avenue, PO Box 3080

Redlands, California 92373-0999

www.redlands.edu

Switchboard University-Wide

College of Arts and Sciences

Rancho Cucamonga

Offices

Academic Programs: Dean's Office

(909) 989-7656

(909) 793-2121

(909) 748-8359

Riverside

Alumni & Community Relations

Admissions (Undergraduate)

(951) 782-7995

(909) 748-8011

(909) 748-8074

Burbank

Armacost Library

Communication Sciences and

(818) 840-1180

(909) 748-8022

Disorders

(909) 748-8061

Santa Ana

Athletics

(714) 549-2006

(909) 748-8400

Geographic Information Science

(909) 748-8128

Temecula

Gifts to the University

(951) 296-2067

(909) 748-8050

School of Music

(909) 748-8700

San Diego

Housing, Student Affairs

(619) 284-9292

(909) 748-8053

School of Continuing Studies

Information

Military and Veteran Services

(909) 748-8868

(909) 748-8478

School of Business & Society

President's Office

Dean's Office

(909) 748-8390

(909) 748-8041

Graduate and Professional

Provost Office

Enrollment

(909) 748-8072

(909) 748-8918

Public Events: Use of Facilities

School of Education

(909) 748-8116

Dean's Office

(909) 748-8815

Public Safety, Parking

(909) 748-8888

Graduate School of Theology

Information

Registrar's Office

(415) 451-2831

(909) 748-8019

Regional Campuses

Student Financial Services

Toll Free: (888) 999-9844

(909) 748-8047

Marin

Student Health Services

(415) 451-2831

(909) 748-8021

Redlands

University Communications

(909) 748-8060

(909) 748-8070

484