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Economics is the study of how individuals, organizations, and societies choose among alternative uses of resources and how these resources are turned into the things people want.
The Program. Economics majors complete an introductory course sequence in economics, in addition to several courses in quantitative methods. Intermediate theory and economic history are taken on the upper division level and then students are free to concentrate the remainder of their units in various areas of interest including more courses in economic theory or history, international economics, labor, industry, alternative economic systems, economic development, public finance, econometrics, or mathematical economics.
Internships and Career Alternatives. Internships for economics majors have been arranged at banks, brokerages, other business enterprises, and governmental units. The internships must complement the student's course work. A degree in economics is excellent preparation for students who want to go on to law school, business school, advanced work in economics, or graduate work in international relations. It is also a good background for careers in management and positions with the government.
Preparatory Subject Matter . . . 22-26 units
Depth Subject Matter . . . 40 units
Total Units for the Major . . . 6266
Recommended
Students considering graduate study in economics or business administration are strongly urged to take Mathematics 21A-21B-21C and 22A.
The Economics Department suggests that Economics 100 and 101 be taken as soon as possible after the introductory courses.
Except under extraordinary circumstances, not more than three economics courses may be taken in any one quarter. In special cases, the department will accept a limited number of related upper division courses from other departments in satisfaction of the economics upper division course requirements. Approval from a departmental adviser is required in all such cases.
Graduation with High or Highest Honors. To be eligible for departmental recommendation for High or Highest Honors in Economics at graduation, a student must take all upper division courses in Economics for a letter grade, earn at least a 3.5 grade-point average in those courses, and complete at least eight units of course work that result in the submission of an Honors project. Consult the College of Letters and Science section of this catalog and contact the Department for more information.
Major Advisers. Contact Department Office.
American History and Institutions. This University requirement can be satisfied by completion of Economics 111A, 111B. (See also under University requirements.)
Graduate Study. Students who meet the admission requirements of Graduate Studies and the Department of Economics may pursue studies leading to the M.A. and Ph.D. degrees. Fields of emphasis for graduate study include: Economic Theory, Monetary Economics, Economic Development, Economic History, International Economics, Labor Economics, Industrial Organization, Economic Systems, Public Finance, Mathematical Economics, and Quantitative Methods (Econometrics).
For information on admission to graduate study, degree requirements, and financial aid, consult the Graduate Announcement and contact the chairperson of the departmental graduate committee.
Graduate Advisers. Contact Department Office.
*Course not offered this academic year.
General Education (GE) credit: ArtHum = Arts and Humanities; SciEng = Science and Engineering; SocSci = Social Sciences; Div = Social-Cultural Diversity; Wrt = Writing Experience. Select this link to information on the General Education requirement.
1A. Principles of Microeconomics (5) I, II, III. The Staff
Lecture--3 hours; discussion--2 hours. Courses 1A and 1B may be taken in either order. Analysis of the allocation of resources and the distribution of income through a price system; competition and monopoly; the role of public policy; comparative economic systems. GE credit: SocSci.
1B. Principles of Macroeconomics (5) I, II, III. The Staff
Lecture--3 hours; discussion--2 hours. Courses 1A and 1B may be taken in either order. Analysis of the economy as a whole; determinants of the level of income, employment, and prices; money and banking, economic fluctuations, international trade, economic development; the role of public policy. GE credit: SocSci.
*90X. Lower Division Seminar (1-2) I. The Staff
Seminar--1-2 hours. Prerequisite: lower division standing and consent of instructor. Examination of a special topic in Economics through shared readings, discussions, and written assignments. May not be repeated for credit. Limited enrollment.
92. Internship and Field Work (1-12) I, II, III. The Staff
Internship--3-36 hours; term paper. Prerequisite: junior or senior standing; availability of internship position or approved field work project; stock-brokerage interns must have completed Management 11A-11B; consent of instructor. Intensive study of practical application of concepts in economics, stressing research methods and empirical analysis. (P/NP grading only.)
98. Group Study for Undergraduates (1-5) I, II, III. The Staff (Chairperson in charge)
Prerequisite: consent of instructor. Primarily for lower division students. (P/NP grading only.)
99. Individual Study for Undergraduates (1-5) I, II, III, The Staff (Chairperson in charge)
Prerequisite: consent of instructor. (P/NP grading only.)
100. Intermediate Micro Theory (5) I, II, III. The Staff
Lecture--4 hours; discussion--1 hour. Prerequisite: course 1A, 1B, and Mathematics 16A or Mathematics 21A with a grade of a C or better in each course. Price and distribution theory under conditions of perfect and imperfect competition. General equilibrium and welfare economics. Not open for credit to students who have completed Agricultural Economics 100A or 100B. Only 2 units of credit will be allowed to students who have credit for course 104.
101. Intermediate Macro Theory (5) I, II, III. The Staff
Lecture--4 hours; discussion 1 hour. Prerequisite: courses 1A, 1B and Mathematics 16A or Mathematics 21A with a grade of a C or better in each course. Theory of income, employment and prices under static and dynamic conditions, and long term growth. Only 2 units of credit will be allowed to students who have credit for course 105.
*103. Economics of Uncertainty and Information(4) III. Bonnano
Lecture--3 hours; discussion--1 hour. Prerequisite: course 100 or 104, Mathematics 16A and 16B or Mathematics 21A and 21B. Optimal decisions under uncertainty, expected utility theory, economics of insurance, asymmetric information, signalling in the job market, incentives and Principal-Agent theory, optimal search strategies and the reservation price principle.
104. Intermediate Microeconomics (4) I. Cameron
Lecture--3; discussion--1 hour. Prerequisite: courses 1A, 1B and Mathematics 16A or 21A. Price and distribution theory under conditions of perfect and imperfect competition. Not open for credit to students who have completed course 100 or Agricultural Economics 100A or 100B. Intended for non-majors. GE credit: SocSci.
105. Intermediate Macroeconomics (4) I. The Staff
Lecture--3 hours discussion--1 hour. Prerequisite: courses 1A, 1B and Mathematics 16A or 21A. Theory of income, employment and prices, with policy implications. Not open for credit to students who have completed course 101. Intended for non-majors. GE credit: SocSci.
110A. European Economic History before 1700 (4) III. Clark
Lecture--3 hours; discussion--1 hour. Prerequisite: course 1A-1B or consent of instructor. Topics in economic change in Europe prior to year 1700; reference to other regions of the Eastern Hemisphere; implications for contemporary economic development. GE credit: SocSci, Div.
110B. European Economic History since 1700 (4) III. Clark
Lecture--3 hours; discussion--1 hour. Prerequisite: course 1A-1B or consent of instructor. Topics in economic change in Europe from the year 1700 to the present; reference to other regions of the Eastern Hemisphere; implications for contemporary economic development. GE credit: SocSci.
111A. Economic History (4) I. Walton
Lecture--3 hours; discussion--1 hour. Prerequisite: courses 1A-1B or consent of instructor. Survey of economic change in the United States from Colonial times to 1865; reference to other regions in the Western Hemisphere. GE credit: SocSci.
111B. Economic History (4) II. Lindert
Lecture--3 hours; discussion--1 hour. Prerequisite: courses 1A-1B, or consent of instructor. Survey of economic change in the United States from 1865 to the post World War II era. GE credit: SocSci.
115A. Economic Development (4) I, II. The Staff
Lecture--3 hours; discussion--1 hour. Prerequisite: courses 1A and 1B. Covers major issues encountered in emerging from international poverty. Issues include problems of growth and structural change, human welfare, population growth and health, labor markets and internal migration. Important issues of policy concerning international trade and industrialization. GE credit: SocSci, Div.
115B. Economic Development (4) II. The Staff; III. Woo
Lecture--3 hours; discussion--1 hour. Prerequisite: courses 1A and 1B. Covers major macroeconomic issues of developing countries. Issues include problems in generating capital, conduct of monetary and fiscal policies, foreign aid and investment. Important issues of policy concerning international borrowing and external debt of developing countries. GE credit: SocSci.
116. Comparative Economic Systems (4) I. Roemer
Lecture--3 hours; discussion--1 hour. Prerequisite: course 100 or 104, Mathematics 16A and 16B, or 21A and 21B. Economic analysis of the relative virtues of capitalism and socialism, including welfare economics. Marxian exploitation theory, the socialist calculation debate (Hayek and Lange), alternative capitalist systems (Japan, Germany, U.S.) and contemporary models of market socialism. GE credit: SocSci.
121A. Industrial Organization (4) II. Bonanno
Lecture--3 hours; discussion--1 hour. Prerequisite: courses 1A-1B, 100 or 104, or consent of instructor. An appraisal of the role of competition and monopoly in the American economy; market structure, conduct, and economic performance of a variety of industries. GE credit: SocSci.
121B. Industrial Organization (4) III. Borenstein
Lecture--3 hours; discussion--1 hour. Prerequisite: course 121A. Public policy in a private enterprise economy; antitrust and other policies toward industry; economies of regulated industries. GE credit: SocSci.
*123. Ecology and Economics (4) I. The Staff
Lecture--3 hours; discussion--1 hour. Prerequisite: courses 1A-1B or consent of instructor. Economies and populations as self-regulating systems; economic regulation of man's interaction with its environment. Topics: population growth and its economic determinants; optimal rates of use of exhaustible and renewable resources; implications of common property in resources; prospects for agricultural growth. GE credit: SocSci.
*125. Urban Economics (4) I. The Staff
Lecture--3 hours; discussion--1 hour. Prerequisite: course 1A, 1B, and 100 or 104. Explores the market forces behind the development of cities, explaining the existence of cities and the spatial distribution of activity within cities. Explores the effects of policies that address problems such as poverty, inadequate housing, congestion, pollution, inferior education, and crime. GE credit: SocSci.
130. Public Microeconomics (4) I. Silvestre
Lecture--3 hours; discussion--1 hour. Prerequisite: course 100 or 104, or consent of instructor. Public expenditures; theory and applications. Efficiency and equity of competitive markets; externalities, public goods, and market failures; positive and normative aspects of public policy for expenditure, including benefit-cost analysis. Topics include consumer protection, pollution, education, poverty and crime.
131. Public Finance (4) I. Helms
Lecture--3 hours; discussion--1 hour. Prerequisite: course 100 or 104. Assessing the economic burden of taxation; equity and efficiency considerations in tax design; structure and economic effects of the U.S. tax system (including personal income tax, corporation income tax, and property tax); tax loopholes; recent developments; tax reform proposals.
134. Financial Economics (4) III. Nehring
Lecture--3 hours; discussion--1 hour. Prerequisite: courses 1A, 1B, and 100 or 104; Mathematics 16A; Statistics 13. General background and rationale of corporation; finance as resource allocation over time; decision making under uncertainty and the role of information; capital market and interest rate structure; financial decisions. Students who have completed Agricultural Economics 171A may not receive credit for this course.
135. Money, Banks and Financial Institutions (3) III. Hoover
Lecture--3 hours. Prerequisite: courses 1A-1B or consent of instructor. Monetary institutions, the banking system, money creation, the Federal Reserve System, the tools of monetary policy.
136A. Monetary Theory (4) I. Makowski
Lecture--3 hours; discussion--1 hour. Prerequisite: course 101 or 105. Monetary theory; the impact of changes in the quantity of money and of liquid assets on money income.
136B. Monetary Policy (4) II. Salyer
Lecture--3 hours; discussion--1 hour. Prerequisite: course 136A or consent of instructor. Analysis of the role of financial intermediaries in the economy and the theory and practice of monetary policy.
140. Econometrics (4) II. Cameron
Lecture--3 hours; laboratory--2 hours. Prerequisite: courses 100 or 104, and 101 or 105; Mathematics 16A-16B or 21A; Statistics 13. Introduction of problems of observation, estimation and hypotheses testing in economics through the study of the theory and application of linear regression models, critical evaluation of selected examples of empirical research and exercises in applied economics.
151A. Economics of the Labor Market (4) I. Cameron
Lecture--3 hours; discussion--1 hour. Prerequisite: course 100 or 104. Theory of labor supply and demand; determination of wages and employment in the labor market. Economic theories of labor unions. Policy issues: labor force participation by married women; minimum wages and youth unemployment; effect of unions on wages.
151B. Economics of Human Resources (4) II. The Staff
Lecture--3 hours; discussion--1 hour. Prerequisite: course 151A. Human resource analysis; introduction to human capital theory and economics of education; the basic theory of wage differentials, including theories of labor market discrimination; income distribution; poverty. Policy issues; negative income tax; manpower training programs; incomes policy.
160A. International Microeconomics (4) I. Feenstra; III. Swenson
Lecture--3 hours; discussion--1 hour. Prerequisite: courses 1A, 1B, 100 or 104, or consent of instructor. International trade theory: impact of trade on the domestic and world economies; public policy toward external trade. Students who have completed course 162 may receive only 2 units of credit for course 160A.
160B. International Macroeconomics (4) I. Swenson; II. Bergin
Lecture--3 hours; discussion--1 hour. Prerequisite: courses 1A, 1B, and 100 or 104, and course 101 or 105, or consent of instructor. Macroeconomic theory of an open economy. Balance of payments adjustment mechanism, international monetary economics issues; international financial institutions and their policies. Students who have completed course 162 may receive only 2 units of credit for course 160B.
162. International Economic Relations (4) I. Swenson; III. Woo
Lecture--3 hours; discussion--1 hour. Prerequisite: courses 1A-1B or consent of instructor. International trade and monetary relations, trade policy, exchange rate policy, policies toward international capital migration and investment. Emphasis on current policy issues. Course intended especially for non-majors. Not open for credit to students who have completed course 160A or 160B. GE credit: SocSci.
*170. Economy of the Middle East (4) III. The Staff
Lecture--3 hours; discussion--1 hour. Prerequisite: courses 1A, 1B or consent of instructor. Intensive reading, discussion and research on selected topics from the economies of the countries of the Middle East. Consult department for course scheduling.
*171. Economy of East Asia (4) I. The Staff (Chairperson in charge)
Lecture--3 hours; discussion--1 hour. Prerequisite: courses 1A-1B or consent of instructor. Intensive reading, discussion and research on selected topics from the economies of the countries of East Asia. Consult department for course scheduling.
*172. Economy of South Asia (4) II. The Staff
Lecture--3 hours; discussion--1 hour. Prerequisite: courses 1A-1B or consent of instructor. Intensive reading, discussion and research on selected topics from the economies of the countries of South Asia. Consult department for course scheduling.
*173. Economy of South-East Asia (4) III. The Staff
Lecture--3 hours; discussion--1 hour. Prerequisite: courses 1A-1B or consent of instructor. Intensive reading, discussion and research on selected topics from the economies of the countries of South East Asia. Consult department for course scheduling.
*174. Economy of Europe (4) III. The Staff
Lecture--3 hours; discussion--1 hour. Prerequisite: courses 1A-1B or consent of instructor. Intensive reading, discussion and research on selected topics from the economies of the countries of Europe. Consult department for course scheduling.
*175. Economy of Sub-Sahara Africa (4) I, II, III. The Staff (Chairperson in charge)
Lecture--3 hours; discussion--1 hour. Prerequisite: courses 1A-1B or consent of instructor. Intensive reading, discussion and research on selected topics from the economies of the countries of the Sub-Sahara. Consult department for course scheduling.
190. Topics in Economics (4) III. Bonnano
Lecture/discussion-seminar--4 hours. Selected topics in economic analysis and public policy. Variable content. May be repeated for credit.
*190X. Upper Division Seminar (1-4) I. The Staff
Seminar--1-4 hours. Prerequisite: courses 100 or 104; and 101 or 105; and consent of instructor. In-depth examination at an upper division level of a special topic in Economics. Emphasis on focused analytical work. May not be repeated for credit. Limited enrollment.
192W. Internship in the Davis-in-Washington Program (6-8) I, III. The Staff
Internship--18-24 hours. Prerequisite: junior or senior standing in Economics; completion of 84 units of credits with a minimum grade-point average of 3.00; admission to the Davis-in-Washington Program. Internship in Washington, DC with associated research project. Students must arrange for a faculty sponsor before embarking on the internship. Maximum of 3 units will count toward satisfying Economics major requirements. (P/NP grading only.)
194HA-194HB. Special Study for Honors Students (4-4) I-II-III. The Staff (Lindert in charge)
Independent study--3 hours; seminar--1 hour. Prerequisite: major in Economics with senior standing; consent of instructor and completion of 135 units with a minimum grade point average of 3.5 in courses counted toward the major. A program of research culminating in the writing of a senior honors thesis under the direction of a faculty adviser. (Deferred grading only, pending completion of course.)
197T. Tutoring in Economics (1-5) I, II, III. The Staff (Chairperson in charge)
Tutoring--3-15 hours. Prerequisite: consent of instructor and chairperson. Undergraduates assist the instructor by tutoring students in one of the department's regularly scheduled courses. Units may not be counted toward satisfaction of major requirements. (P/NP grading only.)
198. Directed Group Study (1-5) I, II, III. The Staff (Chairperson in charge)
Prerequisite: consent of instructor. (P/NP grading only.)
199. Special Study for Advanced Undergraduates (1-5) I, II, III. The Staff (Chairperson in charge)
Prerequisite: consent of instructor. (P/NP grading only.)
200A. Microeconomic Theory (5) I. Silvestre
Lecture--4 hours; discussion--1 hour. Prerequisite: graduate standing. Linear and non-linear optimization theory applied to develop the theory of the profit-maximizing firm and the utility-maximizing consumer. (Same course as Agricultural Economics 200A.)
200B. Microeconomic Theory (5) II. Quinzii
Lecture--4 hours; discussion--1 hour. Prerequisite: course 200A. Characteristics of market equilibrium under perfect competition, simple monopoly and monopsony. Emphasis on general equilibrium and welfare economics; the sources of market success and market failure. (Same course as Agricultural Economics 200B.)
200C. Microeconomic Theory (5) III. Makowski
Lecture--4 hours; discussion--1 hour. Prerequisite: course 200B. Uncertainty and information economics. Individual decision making under uncertainty. Introduction to game theory, with emphasis on applications to markets with firms that are imperfect competitors or consumers that are imperfectly informed. (Same course as Agricultural Economics 200C.)
200D. Macroeconomic Theory (5) II. Sheffrin
Lecture--4 hours; discussion--1 hour. Prerequisite: course 101, Mathematics 21A, 21B, and 21C. Macro static theory of income, employment, and prices.
200E. Macroeconomic Theory (4) III. Salyer
Lecture--3 hours; discussion--1 hour. Prerequisite: course 200B (may be taken concurrently) and 200D. Macrodynamic theory of income, employment, and prices.
*201A. History of Economic Thought (4) III. Hoover
Lecture--3 hours; discussion--1 hour. Economic thought from the classical Greece era to modern times. Offered in alternate years.
*201B. History of Economic Thought II (4) I. Hoover
Lecture--3 hours; discussion--1 hour. Origins and emergence of modern economic analysis. Offered in alternate years.
203A. Advanced Economic Theory (4) I. Quinzii
Lecture--4 hours. Prerequisite: course 200A, 200B. Advanced topics in general equilibrium theory and welfare economics: existence, determinateness and efficiency; intertemporal economies; uncertainty.
203B. Advanced Economic Theory: Game Theory (4) II. Roemer
Lecture--3 hours; discussion--1 hour. Prerequisite: course 200A, 200B, 200C. Covers the most recent developments in game theory, with the focus changing from year to year. Main topics are: refinements of Nash equilibrium, repeated games, evolution, social situations, bounded rationality, and bargaining theory.
203C. Topics in Economic Theory (4) III. Nehring
Lecture--3 hours; discussion--1 hour. Prerequisite: course 200A, 200B, 200C. Selected topics in contemporary microeconomic theory. May be repeated for credit with the consent of the Graduate Studies Committee.
204. Microeconomic Analysis (5) I. Sexton (Agricultural Economics)
Lecture--4 hours; discussion--1 hour. Prerequisite: course 100 (or 100M) or Agricultural Economics 100A-100B; Mathematics 21A, 21B and 21C (or Mathematics 16A, 16B and 16C); open to advanced undergraduates with consent of instructor. Economic reasoning and social choice: behavior of firms and households, theory of markets, partial and general equilibrium analysis, welfare economics, illustrations and applications. (Same course as Agricultural Economics 204.)
*207. Contemporary Economics Seminar (1) I, II, III. The Staff
Seminar--1 hour. Prerequisite: graduate standing in Economics. Seminar series on topics of current interest. May be repeated for credit. (S/U grading only.)
*209A. Economics of Distributive Justice (4) II. Roemer
Lecture--4 hours. Prerequisite: course 200B. Introduction to social choice theory; envy-free allocations; axiomatic bargaining theory; axiomatic characterizations of resource allocation. Applications to modeling of the distributive theories of political philosophers J. Rawls, R. Dworkin, R. Nozick, and G.A. Cohen.
*209B. Public Ownership Economics (4) II. Silvestre
Lecture--4 hours. Prerequisite: course 200B. Public ownership from the viewpoint of microeconomics, in particular general equilibrium and welfare economics. Topics include returns to scale and firm ownership, common-pool resources, externalities, and solution concepts for economies with public and private ownership. Offered in alternate years.
*209C. Foundations of Decision Theory (4) III. Nehring
Lecture--4 hours. Prerequisite: course 200B. Rigorous exposition of subjective expected utility theory; foundations, normative and empirical challenges. Topics include intertemporal decision; learning, incompleteness and ambiguity; individual and social choice; game theory as interactive decision theory; bounded rationality. Offered in alternate years.
*210A. Economic History (4) II. Clark
Lecture/discussion--4 hours. Economic history of the eastern hemisphere in the modern period. Medieval Europe or other regions may be studied, depending on student interest.
210B. Economic History (4) I. Olmstead
Lecture/discussion--4 hours. The United States from Colonial times to the present. Other areas of the western hemisphere may be studied, according to student interest.
*210C. Economic History (4) III. Lindert
Seminar--4 hours. Prerequisite: a graduate course in economic history. Selected topics and issues, emphasis on current research. (Quarter offered to be flexible.)
214. Development Economics (4) I. The Staff
Lecture--4 hours. Prerequisite: Agricultural Economics 100A, 100B, course 101; Agricultural Economics/Economics 204 and course 160A-160B recommended. Review of the principal theoretical and empirical issues whose analysis has formed development economics. Analysis of economic development theories and development strategies and their application to specific policy issues in developing country contexts. (Same course as Agricultural Economics 214.)
215A. Agriculture and Economic Development (4) III. Taylor
Lecture--3 hours; discussion--1 hour. Prerequisite: Agricultural Economics/Economics 200A or 204 and 214. Agricultural development theory and application. Analysis of rural-urban linkages and their role in economic development, food price policy, and interactions between economic development and the environment. Analytical focus on household-farm and intersectoral models. (Same course as Agricultural Economics 215A.)
215B. Open Macroeconomics of Development (4) II. Woo
Lecture--3 hours; discussion--1 hour. Prerequisite: Agricultural Economics/Economics 200A or 204, 200D or 205, and 214 or 215A. Models and policy approaches regarding trade, monetary and fiscal issues, capital flows and debt are discussed in the macroeconomic framework of an open developing country. The basic anaytical focus is real exchange rate and its impact on sectoral allocation of resources. (Same course as Agricultural Economics 215B.)
215C. Empirical Approaches to Development Analysis (4) III. Taylor
Lecture--3 hours; discussion--1 hour. Prerequisite: Agricultural Economics/Economics 215A, 215B. Extension of development models for policy analysis including Household-Farm models, models of resource allocation under uncertainty. Social Accounting Matrix and Computable General Equilibrium models. Analysis and case studies of methods of project evaluation with and without income-distribution weights. (Same course as Agricultural Economics 215C.)
221A. Industrial Organization (4) II. Bonanno
Lecture--3 hours; to be arranged--1 hour. Analysis of market structure, business behavior, and economic performance under conditions of limited governmental interference.
221B. Industrial Organization (4) III. Borenstein
Lecture--2 hours; seminar--2 hours. Social standards and public policies toward the business sector of the economy.
*221C. Topics in Industrial Organization (4) III. The Staff
Lecture--3 hours; seminar--1 hour. Prerequisite: course 221A. Advanced topics in industrial organization and in applied microeconomics. Emphasis on current research. Content may vary from year to year.
*225. Urban Economics (4) III. The Staff
Lecture--2 hours; discussion--2 hours. Prerequisite: course 200A or 204. Explains development of cities and land-use patterns within cities. Explores efficiency and equity effects of local spending and taxes. Analysis of urban problems such as transportation (congestion, pollution, mass transit), crime, and inadequate housing.
*230A. Public Economics (4) I. Helms
Lecture--3 hours; discussion--1 hour. Prerequisite: course 200A or 204. Measures of deadweight loss and consumer surplus; optimal commodity and income taxation; tax incidence; policy issues in personal taxation, corporate taxation, and social insurance; evaluation of effective tax rates.
*230B. Public Economics (4) II. Triest
Lecture--3 hours; discussion--1 hour. Prerequisite: course 200A or 204. Effects of tax policies on economic behavior; production, consumption, savings, investment, and labor supply. Distribution and equity: social welfare evaluation and the measurement of inequity.
*230C. Public Economics (4) III. Nelson
Lecture--3 hours; discussion--1 hour. Prerequisite: course 200A or 204. Advanced topics in economics of the public sector, with emphasis on current research. Content may vary from year to year.
235A. Alternative Approaches to Monetary Analysis (4) II. Hoover
Lecture--3 hours; discussion--1 hour. Prerequisite: course 200D (may be taken concurrently). Focuses on relation between changes in money supply and changes in nominal GNP. Also discusses the effect of changes in money supply on interest rates.
235B. Monetary Theory (4) III. Salyer
Lecture--3 hours; discussion--1 hour. Prerequisite: course 235A. Emphasizes problem of finding an appropriate place for money in microeconomic/general equilibrium models. Consideration given to meaning of money, its relation to inflation and the real economy and to its role in models of finance.
*235C. Monetary Policy (4) II. The Staff
Lecture--3 hours; discussion--1 hour. Organization of the Federal Reserve Bank, the definition of money, goals and tools of monetary policy, alternative targets for monetary policy, impact of monetary policy, the problem of lags, alternative policies.
240A. Econometric Methods (4) II. Green
Lecture--4 hours. Prerequisite: Statistics 133 and a course in linear algebra or the equivalent. Least squares, instrumental variables, and maximum likelihood estimation and inference for single equation linear regression model; linear restrictions; heteroskedasticity; autocorrelation; lagged dependent variables. (Same course as Agricultural Economics 240A.)
240B. Econometric Methods (4) III. Chalfant (Agricultural Economics)
Lecture--4 hours. Prerequisite: course 240A. Topics include analysis of variance, pooled time-series, cross-section estimation, seemingly unrelated regression, classical hypothesis tests, and identification and estimation of simultaneous equation models. (Same course as Agricultural Economics 240B.)
240C. Econometric Theory (4) I. Havenner
Lecture--3 hours; discussion--1 hour. Prerequisite: course 240B. Finite sampling theory; nonlinear and dynamic econometric models; asymptotic distribution theory. (Same course as Agricultural Economics 240C.)
240D. Topics in Econometrics (4) II. Cameron
Lecture--3 hours; discussion--1 hour. Prerequisite: course 240B. Advanced topics in nonlinear econometric modelling. Contents may vary from year to year. (Same course as Agricultural Economics 240D.)
*250A. Labor Economics (4) II. The Staff
Lecture--3 hours; discussion--1 hour. Prerequisite: courses 150A-150B or the equivalent. Philosophy, theory and history of American and foreign labor movements; union structure, organization and collective bargaining under changing labor market conditions; current labor market issues.
*250B. Labor Economics (4) III. The Staff
Lecture--3 hours; discussion--1 hour. Prerequisite: course 151A or consent of instructor; course 204 or 200A recommended. Microeconomic theory of labor supply and labor demand, estimation of labor supply and demand functions; human capital theory; labor market analysis.
256. Applied Econometrics (4) II. Heien
Lecture--3 hours; discussion--1 hour. Prerequisite: master students in agricultural economics or economics, or consent of instructor. Application of statistical tools to economic and business analysis. Emphasis on regression analysis, problems of specification, and model development. (Same course as Agricultural Economics 256.)
260A. International Economics (4) I. Feenstra
Lecture--3 hours; discussion--1 hour. Prerequisite: course 200A or 204. Theory of trade determinants; gains from trade; tariffs and effective protection; economic unions.
260B. International Economics (4) II. Woo
Lecture--3 hours; discussion--1 hour. Prerequisite: courses 200D and 200E. Balance of payments adjustment mechanisms; foreign exchange markets' theories of balance of payments policy and international monetary mechanisms.
260C. International Economics (4) III. Swenson
Seminar--4 hours. Prerequisite: courses 260A and 260B. Survey of current literature in international trade theory.
*280. Orientation to Economic Research (2) I. The Staff
Discussion--2 hours. Course tries to bridge the gap between students' classwork and their subsequent research. It deals with topics such as the origination of a research project, some mechanics of empirical research and hints on the submission of research papers. (S/U grading only.)
*290. Topics in Economics (4) I, II, III. The Staff
Seminar--4 hours. Prerequisite: consent of instructor. Selected topics in economic analysis and public policy, focusing on current research. May be repeated for credit.
298. Group Study (1-5) I, II, III. The Staff (Chairperson in charge)
Discussion--1-5 hours. Prerequisite: graduate standing and consent of instructor. (S/U grading only.)
299. Individual Study (1-12) I, II, III. The Staff (Chairperson in charge)
Prerequisite: consent of instructor and graduate standing. (S/U grading only.)
299D. Dissertation Research (1-12) I, II, III. The Staff
(S/U grading only.)
397. Teaching of Economics (2) I. Walton
Lecture/discussion--2 hours. Prerequisite: graduate standing in economics. Teaching of economics: methods of instruction, organization of courses, examination and evaluation procedures. (S/U grading only.)
Graduate Study. The Program on Economy, Justice, and Society offers a designated emphasis in Economy, Justice, and Society. This emphasis is open to students pursuing a doctoral degree in philosophy, political science, or economics. The designated emphasis will provide interdisciplinary training in related aspects of economic theory, political theory, and political philosophy. Students take one or two core courses offered by the program, a designated field in their home department, a choice of three designated courses in the other two departments, and attend an advanced workshop/seminar run by the program. For students choosing the emphasis, these requirements will be in lieu of some requirements for the Ph.D. in the participating departments. Upon graduation, students receive a Ph.D. in their major with a designated emphasis in Economy, Justice, and Society.
Graduate Adviser. Consult program office or a program graduate adviser in one of the three departments listed above.
*Course not offered this academic year.
100. Microeconomic Theory (4) III. Nehring
Lecture--3 hours; discussion--1 hour. Prerequisite: Economics 1A; or graduate standing. Basic concepts, modes of reasoning and fundamental results in modern microeconomics. Emphasis on, first, Utility Theory; second, the logic of the equilibrium methods; third, welfare economics and public policy.
207. Interdisciplinary Social Analysis (3) II. The Staff
Lecture--2 hours; term paper. Prerequisite: graduate standing in Economics, Philosophy, or Political Science; course 100, Philosophy 117, or the equivalents. Analysis of practical and theoretical social problems with tools of economic theory, philosophy, and political theory, e.g., the welfare state, risk and public policy, equality of opportunity, individual rationality and cooperation.
*209A. Economic Models of Distributive Justice (4) II. Roemer
Lecture--4 hours. Prerequisite: course 100 or the equivalent, and graduate standing. Introduction to social choice theory; envy-free allocations; axiomatic bargaining theory; axiomatic characterizations of resource allocation. Applications to modeling of the distributive theories of political philosophers. Offered in alternate years.
*209B. Economic Models of Public Ownership (4)
Lecture--4 hours. Prerequisite: course 100 or the equivalent and graduate standing. Public ownership from the viewpoint of microeconomics, in particular, general equilibrium and welfare economics. Topics include returns to scale and firm ownership, common-pool resources, externalities, and solution concepts for economies with public and private ownership. Offered in alternate years.
*209C. Foundations of Decision Theory (4) III. Nehring
Lecture--4 hours. Prerequisite: course 100 or the equivalent and graduate standing. Rigorous exposition of subjective expected utility theory; foundations, normative and empirical challenges. Topics include intertemporal decision; learning; incompleteness and ambiguity; individual and social choice; game theory as interactive decision theory; bounded rationality. Offered in alternate years.
*290. Interdisciplinary Social Analysis (3) II. The Staff (Director in charge)
Seminar--2 hours; term paper. Prerequisite: graduate standing in economics, philosophy or political science; course 100, Philosophy 117, or the equivalents. Analysis of practical and theoretical social problems with tools of economic theory, philosophy, and political theory, e.g., the welfare state, risk and public policy, equality of opportunity, individual rationality and cooperation.
The Division of Education offers a minor and programs of graduate graduate study described below. There is no undergraduate major in education.
Educational theory is considered to be the foundation or basic area for undergraduates to elect as a minor if they wish to (1) major in an allied program, (2) obtain a master's degree in education or allied field, (3) obtain a Ph.D. degree in education, (4) enter a profession that focuses on work with people, (5) seek employment in governmental or industrial training programs, or (6) obtain a better understanding of the issues and concerns of public and private education.
Education (minimum units) . . . 20-23 units
Minor Advisers. K. Bray.
The Division of Education, in conjunction with the Graduate Group in Education, offers programs of study and research leading to the M.A. and Ph.D. degree in Education. The Ph.D. is offered by the Education Graduate Group. Detailed information regarding graduate study may be obtained by writing the Graduate Adviser, Division of Education, 2078 Academic Surge. We are currently giving strong preference to doctoral applicants.
Graduate Coordinator. K. Bray.
Graduate Adviser. J. Sandoval (M.A. and Ph.D. degree).
For a statement of complete requirements and appointments with credential advisers, contact the Divisional Student Services Office, 2078 Academic Surge. Interested students are urged to do this as early as possible in their academic career.
Applicants to the elementary or secondary teaching credential programs should contact the Student Services Office for forms and procedural information early in the fall quarter of their senior year.
Teacher Education Faculty Advisers--Elementary. D.R. Wampler.
Bilingual Emphasis. B.J. Merino.
Teacher Education Faculty Advisers--Secondary. P. Holmes, R. Van Dyne.
Graduate Adviser. B. Merino, B. Goldman (Teaching Credential Program).
The joint (UCD/CSU Fresno) doctoral program leads to the Doctorate in Education (Ed.D.) in Educational Leadership. Contact the CSU Fresno Program Office for information and application materials.
*Course not offered this academic year.
General Education (GE) credit: ArtHum = Arts and Humanities; SciEng = Science and Engineering; SocSci = Social Sciences; Div = Social-Cultural Diversity; Wrt = Writing Experience. Select this link to information on the General Education requirement.
98. Directed Group Study (1-5) I, II, III. The Staff (Director in charge)
Prerequisite: consent of instructor. Primarily for lower division students. (P/NP grading only.)
100. Introduction to Schools (4) I, II, III. Wampler
Lecture--3 hours; field work--3 hours. Prerequisite: upper division standing. Study of occupational concerns of teachers; skills for observing classroom activities; school organization and finance; school reform movement; observing, aiding, and tutoring in schools.
110. Educational Psychology: General (4) I, II, III. The Staff (Director in charge)
Lecture/discussion--4 hours. Prerequisite: Psychology 1; upper division standing. Learning processes, cognitive development, individual differences, testing and evaluation. GE credit: SocSci, Wrt.
*114. Quantitative Methods in Educational Research (4) I. The Staff (Director in charge)
Lecture/discussion--4 hours. Prerequisite: two years of high school algebra. Problems and methods in data analysis. Design of research projects. Some consideration of procedures suited to digital computers.
115. Educating Children with Disabilities (2) II, III. Figueroa, Sandoval
Lecture--2 hours. Prerequisite: upper division standing. Educational issues and processes involved in teaching children with disabilities. The course will focus on the structure of special education, with an emphasis on meeting the educational needs of children who are mainstreamed in regular classes.
120. Philosophical and Social Foundations of Education (4) III. Wagner
Lecture--2 hours; discussion--2 hours. Prerequisite: upper division standing. Philosophical, historical, and sociological study of education and the school in our society. GE credit: SocSci, Wrt.
130. Issues in Higher Education (4) III. The Staff (Director in charge)
Discussion--3 hours; field work--3 hours. Prerequisite: upper division standing or consent of instructor. Analysis of current issues in higher education and of some practical implications of varying philosophical approaches to the role of the university.
151. Language Development in the Chicano Child (3) I. Merino
Lecture--3 hours. Prerequisite: some knowledge of Spanish and linguistics recommended. Bilingualism, first and second language acquisition, bilingual education, language assessment, Chicano Spanish, and the role of dialect varieties in the classroom.
152. Communication Skills for Bilingual Teachers (3) III. The Staff (Merino in charge)
Lecture--2 hours; field work--3 hours. Prerequisite: course 151; Spanish 2, 8A-8B. The development of communication skills of prospective educators with an emphasis on the study and use of standard Spanish and Southwest Spanish dialects in teaching science, mathematics, social science, music, art, and language arts to bilingual elementary school pupils.
153. Cultural Diversity and Education (2) III. The Staff (Director in charge)
Lecture/discussion--2 hours. Prerequisite: upper division standing. Analysis of research on learning styles among culturally-diverse students with review and evaluation of responsive curricula and classroom teaching techniques. The ethnographic interview as a research tool.
160A. Introduction to Peer Counseling (2) I, II. Counseling Center Staff
Lecture/discussion--2 hours. Prerequisite: upper division standing and consent of instructor. Introduction to peer counseling techniques and development of peer counseling skills. (P/NP grading only.)
160B. Issues in Peer Counseling (2) I, II, III. Counseling Center Staff
Lecture/discussion--2 hours. Prerequisite: upper division standing and consent of instructor; course 160A recommended. In-depth review and development of skills for specific counseling topics. May be repeated once for credit when topic differs. (P/NP grading only.)
*163. Guidance and Counseling (4) III. Figueroa, Sandoval
Lecture--4 hours. Prerequisite: course 110 (may be taken concurrently). Nature and scope of pupil personnel services; basic tools and techniques of guidance; theory and practice of counseling psychology, with emphasis on educational and vocational adjustment.
180. Computers in Education (3) I, II, III. Dugdale
Lecture--1 hour; seminar--1 hour; laboratory--1 hour. Prerequisite: upper division standing or graduate student. Applications of computers in education as instructional, intellectual, and communication tools. Not open for credit to students who have taken course 181 or 182.
181. Instructional Applications of Computers (2) Dugdale
Lecture/discussion--1 hour; seminar--1 hour. Prerequisite: Agricultural Systems and Environment 21 or appropriate microcomputer course, and consent of instructor. Applications of computers in K-12 instruction, with emphasis on software selection and use, subject and grade level focus, and curricular integration. Intended for students who already possess experience and skill with a variety of microcomputer applications, this course does not include the more general topics covered in course 180. Not open for credit to students who have completed course 180 or 182.
182. Computer Project for Curricular Integration (1) Dugdale
Seminar--1 hour. Prerequisite: Agricultural Systems and Environment 21 or appropriate microcomputer course, experience with instructional computing and consent of instructor. Design and implementation of a curricular unit to integrate computer technology into a K-12 classroom setting. A project-based seminar intended for students with substantial prior experience with instructional use of computers and related technologies. Not open for credit to students who have completed course 180 or 181.
192. Internship (1-3) I, II, III. The Staff
Internship--2-8 hours; discussion--1 hour. Prerequisite: upper division standing and consent of instructor. Internship as a tutor, teacher's aide, or peer counselor in a school or educational counseling setting under the supervision of a faculty member. May be repeated once for credit. (P/NP grading only.)
197T. Tutoring in Education (1-2) I, II, III. The Staff (Director in charge)
Tutoring--1-2 hours. Prerequisite: upper division standing and consent of instructor. Leading of small voluntary discussion groups affiliated with the Division's upper division courses under the supervision of, and at the option of, the course instructor, who will submit a written evaluation of the student's work. May be repeated once for credit for a total of 4 units. (P/NP grading only.)
198. Directed Group Study (1-5) I, II, III. The Staff (Director in charge)
Prerequisite: consent of instructor. (P/NP grading only.)
199. Special Study for Advanced Undergraduates (1-5) I, II, III. The Staff (Director in charge)
Prerequisite: upper division standing and consent of instructor. (P/NP grading only.)
200. Educational Research (4) III. Sandoval
Lecture--2 hours; discussion--2 hours. Prerequisite: introductory statistics and graduate standing in education or consent of instructor. Defining educational research questions, reviewing relevant literature, developing research designs, developing research instruments, selecting appropriate data analysis procedures, and writing research projects. A case problem will provide practice in designing and reporting research.
201A. Ethnographic Research in Schools I: Current Theory and Practice (4) I. Watson-Gegeo
Lecture--4 hours. Prerequisite: graduate standing. Review of current literature from anthropology and society related to schools, with emphasis on the organizational structure of institutions, and the analysis of face-to-face interaction. Will explore the relationship between field-based research and theory development on the acquisition of knowledge in specific social and cultural contexts.
201B. Ethnographic Research in Schools II: Field-Based Research Projects (4) II. Watson-Gegeo
Discussion--4 hours. Prerequisite: graduate standing and course 201A. Student research projects in specific schools with cooperative critical analysis of the design, data collection, and inferencing by researchers. Students will continue to meet with instructor as a group throughout the quarter to discuss specific projects.
*202. Philosophy of Education: Models and Methods (4) III. The Staff (Director in charge)
Seminar--4 hours. Prerequisite: graduate standing and consent of instructor. Examples of some major philosophical points of view about educational aims, illustrations of several types of philosophical discourse and argumentation, and an opportunity for students to locate and critique some contemporary studies in the philosophy of education. Offered in alternate years.
203. Qualitative Research in Education (4) III. Wagner
Seminar--2 hours; lecture--2 hours. Prerequisite: graduate standing or consent of instructor. Examines the design and conduct of educational research using non-numerical data (e.g., text, discourse, imagery and artifacts). Focuses on issues (e.g., validity, reliability, generalizability, ethics) and reporting genres (e.g., narrative accounts, case studies, and arguments).
204. School Change and Educational Reform (4) II. Wagner
Lecture/discussion--2 hours; seminar--2 hours. Prerequisite: graduate standing in Education with course 120 or the equivalent, or consent of instructor. Analysis of models, processes, and case studies of school change and educational reform with respect to variable characteristics of schools and schooling, planned and unplanned change, the moral evaluation of school change, and the role of educational research.
*207. Concepts of the Curriculum (4) I. The Staff (Director in charge)
Lecture--2 hours; discussion--2 hours. Prerequisite: graduate standing or consent of instructor. Development of the skills of philosophical analysis and argument for the establishment of a point of view, in the consideration of curriculum theory and practice. Classical and contemporary approaches to subject matter and activity emphases, hidden curriculum, and moral education.
210. The Psychology of School Learning (4) I. Sandoval
Lecture/discussion--4 hours. Study of human learning theory and research related to learning in school. Classical approaches of scholars such as Ausubel, Brunner, Gagne, Piaget, Vygotsky, Skinner. Review of contemporary issues of constructivism, metacognition, problem solving, learning strategies, science and mathematics learning.
211. Psychopedagogics (4) II. The Staff (Director in charge)
Seminar--4 hours. Prerequisite: graduate standing or consent of instructor. Phenomenological approach to the psychological aspects of the educational situation (psychopedagogics). A critical consideration of how psychopedagogics contributes to the theory and practice of education.
*213. Individual Assessment (4) III. Sandoval
Lecture--4 hours. Prerequisite: courses 114 and 219, admission to school psychology credential program. Theories of intellectual functioning and the measurement of cognitive abilities in school-aged children. Supervised practice in administration and scoring of contemporary tests for children including the WISC-R, the WAIS-R, the Stanford Binet, the McCarthy Scales of Children's Ability.
*214. Assessment of Children's Personality (4) III. Sandoval
Lecture--3 hours; field work--3 hours (minimum). Prerequisite: admission to school psychology credential program; courses 213 and 218; and familiarity with basic personality theory and theories of motivation. Study of the projective hypothesis; concepts of personality and its measurement; legal and ethical issues in personality assessment; interviewing techniques in assessment of social and affective functioning; specific measures in personality assessment; reporting on personality assessments; school interventions. Offered in alternate years.
215. Motivation and Behavior Modification (4) II. Spring
Seminar--4 hours. Prerequisite: graduate standing or consent of instructor. Factors related to influencing behavior in educational settings, including analyses of intrinsic and extrinsic motivation, psychological reactance, locus of control, achievement attribution, and behavior modification.
*218. Testing Minority Children (4) I. Figueroa
Lecture--3 hours; field work--3 hours. Prerequisite: admission to school psychology program or to M.A. bilingual education program or consent of instructor. Emphasizing tests and techniques that are appropriate for use with Hispanic students. The use of multicultural pluralistic assessment. Review studies and guidelines on use of tests with minority children. Offered in alternate years.
219. Educational Testing and Evaluation (3) I. Gandara
Seminar--3 hours. Prerequisite: courses 114 and 200 or consent of instructor. Study of test theory as it applies to research and evaluation in education, with an emphasis on general ability and reading tests. Offered in alternate years.
231. Culture and Learning (4) II. Delgado-Gaitan
Seminar--4 hours. Prerequisite: graduate standing in Education with course 120 or the equivalent, or consent of instructor. Analysis of major theories of relationships between learning and the sociocultural context in which learning takes place, issues related to the academic achievement of different language groups, and implications for research and pedagogical reform.
*232. Families and Communities as Educational Contexts (4) I. Delgado-Gaitan
Seminar--4 hours. Prerequisite: graduate standing in Education or consent of instructor. Families and cultural communities are important social contexts of education for children. An interdisciplinary perspective is presented in an attempt to understand how learning in these social contexts influences the schooling of children.
233. Anthropology of Education (4) I. Delgado-Gaitan
Seminar--3 hours; term paper. Prerequisite: one of the following courses: Anthropology 117, 127, 129, or 222, or Education 231, 201A, or 201B, or consent of instructor. Uses concepts of anthropology to examine education in such settings as family, community, and formal institutions of schooling. Course goal is to raise questions about educational issues often taken for granted and provide a perspective from which problems may be analyzed. Offered in alternate years. (P/NP grading only.)
*235. Critical Pedagogy (4) III. Delgado-Gaitan
Seminar--4 hours. Prerequisite: Critical Theory 200A and graduate standing. A sociocultural critique, from an interdisciplinary perspective, of educational reform and change. The critique will include an analysis of the influence of text content on the perpetuation of social power differences.
237. Education and Social Policy (4) III. Gandara
Seminar--4 hours. Prerequisite: graduate standing in Education or consent of instructor. Focuses on understanding the social and political context of education in the U.S. and California and how education policy is formed in the broader public policy arena. Develops skills in educational policy analysis. Offered in alternate years.
239. Discourse Analysis in Educational Settings (4) II. Watson-Gegeo
Seminar--3 hours; term paper. Prerequisite: graduate standing and at least one previous course in linguistics or sociolinguistics, or consent of instructor. Examines form and type in discourse (e.g., narration, conversation, routines), approaches to discourse analysis, and research on classroom discourse (lessons, teaching/learning interactional sequences). Final term paper is an analysis of discourse data tape-recorded by student in a field setting.
*241. Research on Reading and Spelling Acquisition (4) III. Murphy
Seminar--4 hours. Prerequisite: graduate standing in Education or consent of instructor. Analysis and critique of research on psychological processes in learning to read and spell. Topics include writing systems, theories of processes and acquisition, emergent reading, readiness, decoding, word reading, oral text reading, spelling stages, instructional methods, disability, dialect. Offered in alternate years.
242. Research on Text Comprehension (4) I. Spring
Seminar--4 hours. Prerequisite: graduate standing in Education or consent of instructor. Analysis and evaluation of research related to the comprehension of written and oral text, with an emphasis on the teaching and learning of comprehension processes in school settings. The course will focus on current issues and on research methodology. Offered in alternate years.
*243. Research on the Teaching and Learning of Writing (4) III. Murphy
Seminar--4 hours. Prerequisite: graduate standing in Education or consent of instructor. Study of issues in research on composition; history of composition studies; data analysis techniques; product and process approaches; cognitive and social perspectives. Offered in alternate years.
251. Research in Bilingual and Second Language Education (3) III. Merino
Seminar--3 hours. Prerequisite: course 151; knowledge of a foreign language. Discussion and analysis of recent research in bilingual and second language education. Topics include: language acquisition in second language learners and bilinguals, second language teaching methods, language-use models in bilingual education, interaction analysis in bilingual/cross-cultural classrooms, use of the vernacular in classrooms. Offered in alternate years.
*252. Multicultural Teaching and Curriculum (3) III. Merino
Seminar--2 hours; field work--3 hours. Prerequisite: graduate standing or consent of instructor. Cross-cultural research on socialization, motivation, language acquisition and cognition and its application to effective classroom strategies and curriculum development for minority students. Students will develop and implement multicultural curriculum as well as use ethnographic research techniques in an educational setting. Offered in alternate years.
253. Language and Literacy in Linguistic Minorities (3) II. Merino, Watson-Gegeo
Seminar--2 hours; fieldwork--3 hours. Prerequisite: familiarity with another language and culture; graduate standing. Analysis and application of research on oral language development and literacy in language minority students, through the development, implementation, and evaluation of research-based language arts curriculum.
*255. Curriculum Development and Evaluation in Mathematics (4) I. Dugdale
Seminar--4 hours. Prerequisite: graduate standing in Education with upper division coursework in mathematics or consent of instructor. Analysis of curricular issues and goals in mathematics education, including long-term trends, current status and influences, proposed changes, and evaluation issues. Selected curriculum projects will be examined.
*256A. Research in Mathematics Education (4) II. Dugdale
Seminar--4 hours. Prerequisite: graduate standing in education with upper division coursework in mathematics, or consent of instructor. Examination of research process in mathematics education; review of critical productive problems identified by researchers; evolution of trends, issues, theories and hypotheses in various areas of mathematics education research. Course emphasizes research foundations. Offered in alternate years.
256B. Research in Mathematics Education (4) II. Dugdale
Seminar--4 hours. Prerequisite: graduate standing in education with upper division coursework in mathematics, or consent of instructor. Current research issues and activities in mathematics education: status, trends, theories and hypotheses. Formulation of research questions and design of studies. Projection of future directions for research. Offered in alternate years.
257. Computer Technology in Mathematics Education (4) III. Dugdale
Seminar--4 hours. Prerequisite: graduate standing in Education with mathematics coursework; or consent of instructor. The roles of calculators, computers, and graphing calculators in mathematics education will be addressed, with emphasis on the impact of these technologies on curriculum reform. Selected efforts to integrate technology into mathematics instruction will be examined. Offered in alternate years.
*275. Effective Teaching (4) I. The Staff (Director in charge)
Seminar--4 hours. Review of research on the relationship of effective teacher behavior and student learning. Use of research on teacher effectiveness to develop teaching strategies. Ways to decide on the most appropriate instructional strategies in specific teaching situations.
290C. Research Conference in Education (1) I, II, III. The Staff (Director in charge)
Discussion--1 hour. Prerequisite: graduate standing. Presentations and critical discussions of research in education by graduate students with their major professor. May be repeated twice for credit. (S/U grading only.)
291. Proseminar in Education (3) I, II. Sandoval
Seminar--3 hours. Prerequisite: admission to the Ph.D. graduate program in education. Seminar for first-year education doctoral students. The study of multi-disciplinary research approaches to educational issues. Reports and discussions of recent advances in education . Speakers from the graduate group faculty in education. May be taken twice for credit.
292. Special Topics in Education (2-4) I, II, III. The Staff (Director in charge)
Seminar--2-4 hours. Prerequisite: completion of doctoral core courses in Education or consent of instructor. Selected topics in Education. Designed to facilitate preparation for the qualifying examination or dissertation. Students will critically analyze scholarly work including their own works in progress. May be repeated for credit.
293. Topical Seminar in School Psychology (3) I, III, Sandoval
Seminar--3 hours. Prerequisite: graduate standing in education and consent of instructor. Critical study of selected issues in education and school psychology related to the learning and mental health of children and adolescents in schools. May be repeated once for credit.
298. Group Study (1-5) I, II, III. The Staff (Director in charge)
(S/U grading only.)
299. Individual Study (1-6) I, II, III. The Staff (Director in charge)
Independent study--3-18 hours. Individual study under the direction of a faculty member. (S/U grading only.)
299D. Research (1-12) I, II, III. The Staff (Director in charge)
Independent study--3-36 hours. Research for individual graduate students. (S/U grading only.)
300. Reading in the Elementary School (4) III. The Staff (Merino in charge)
Lecture--3 hours; field work--3 hours. Prerequisite: graduate standing. Principles, procedures, and curriculum materials for teaching of reading. Includes decoding skills with a special emphasis on phonics, comprehension skills, study skills, and reading in the content areas.
301. Reading in the Secondary School (4) I, II. Murphy
Discussion--4 hours. Prerequisite: admission to graduate standing, enrollment in the secondary credential program, or consent of instructor. Principles, procedures, and materials to help secondary school teachers improve the reading competence of students. Strategies for enhancing learning through reading and writing in all disciplines, with special attention to linguistically diverse populations.
302. Language Arts in the Elementary School (2) I. The Staff (Merino in charge)
Lecture--2 hours. Prerequisite: graduate standing. Principles, procedures, and materials for the teaching of oral and written expression, listening skills, drama, and children's literature in elementary schools.
303. Art Education (3) III. The Staff (Merino in charge)
Lecture/discussion--2 hours; laboratory--2 hours. Prerequisite: admission to multiple subject credential program. Understanding the principles of education in the arts through participation. Development of concepts, introduction to media, and techniques suitable for the elementary school with emphasis on cross-discipline exploration.
304A. Teaching in the Elementary Schools (5-8) I. The Staff (Merino in charge)
Lecture--2 hours; seminar--2 hours; student teaching--15-30 hours. Prerequisite: acceptance into a teacher education program. Supervised teaching in regular or special education classrooms in preschool or elementary schools. Selection and organization of teaching materials. Introduction to techniques of diagnosing school achievement of children.
304B. Teaching in the Elementary Schools (5-8) II. The Staff (Merino in charge)
Lecture--2 hours; seminar--2 hours; student teaching--15-30 hours. Prerequisite: course 304A; acceptance into a teacher education program. Supervised teaching in regular or special education classrooms in preschool or elementary schools. Current conceptions of elementary school curriculum, emphasis on contributions from the social, biological, and physical sciences. Emphasis on effective teaching methods.
304C. Teaching in the Elementary Schools (5-8) III. The Staff (Merino in charge)
Lecture--2 hours; seminar--2 hours; student teaching--15-30 hours. Prerequisite: course 304B; acceptance into a teacher education program. Supervised teaching in regular or special education classrooms in preschool or elementary schools. Evaluation of teaching materials including audio-visual aids. Current elementary school curriculum with emphasis on contributions from fine arts and humanities.
*305A. Teaching in the Middle Grades (5-8) I. The Staff (Merino in charge)
Lecture--2 hours; seminar--2 hours; student teaching--15-30 hours. Prerequisite: acceptance into a teacher education program. Supervised teaching in regular or special education classrooms in middle grades. Current conceptions of the middle-grades curriculum with emphasis on social, biological, and physical sciences. Effective teaching methods.
*305B. Teaching in the Middle Grades (5-8) II. The Staff (Merino in charge)
Lecture--2 hours; seminar--2 hours; student teaching--15-30 hours. Prerequisite: course 305A; acceptance into a teacher education program. Supervised teaching in regular or special education classrooms in intermediate grades. Selection, organization, and evaluation of teaching materials including audio-visual aids. Effective teaching methods in grades 4-9.
*305C. Teaching in the Middle Grades (5-8) III. The Staff (Merino in charge)
Lecture--2 hours; seminar--2 hours; student teaching--15-30 hours. Prerequisite: course 305B; acceptance into a teacher education program. Supervised teaching in regular or special education classrooms in junior high school. Current conceptions of the junior high school with emphasis on effective teaching methods, and selection of curriculum materials. Alternative programs.
306A-306B-306C. Teaching in Secondary Schools (5-9) I, II, III. The Staff (Merino in charge)
Seminar--2 hours; student teaching--10-21 hours. Prerequisite: acceptance into teacher education program. Supervised teaching in regular or special education secondary school classrooms. Techniques for classroom communications; constructing goals and objectives; assessment of learning; special problems of adolescents; audio-visual techniques. Must be repeated by undergraduates for a total of 15 units; 21 units by graduates in Exercise Science and Music, and 24 units by all other graduate students.
307. Methods in Elementary Science (2) III. Wampler
Lecture/discussion--2 hours. Prerequisite: acceptance into teacher education program. Principles, procedures, and materials for teaching the biological and physical sciences in elementary schools.
308. Methods in Elementary Social Studies (2) III. Wampler
Lecture/discussion--2 hours. Prerequisite: acceptance into a teacher education program. Principles, procedures, and materials for teaching history and the social sciences in elementary schools.
*309. Early Childhood and Kindergarten Education (3) III. The Staff (Merino in charge)
Lecture--3 hours. Prerequisite: upper division or professional standing. Methods, materials, and history of educational programs for the preschool through primary grades. Development of curriculum methods and materials which stress integration of appropriate subject areas with emotional, social, creative, physical, and cognitive development.
322. Methods in Secondary Social Studies (4) I. The Staff (Merino in charge)
Lecture--4 hours. Prerequisite: acceptance into credential program or consent of instructor. Methods and materials of teaching concepts and thinking skills. Recent developments in applying basic skills to the teaching of social studies.
323A. Physical Science in the Secondary School (3) I. The Staff (Merino in charge)
Laboratory/discussion--2 hours; discussion/laboratory--1 hour. Prerequisite: acceptance into a teacher education program. Activity-based overview of concepts and processes in secondary school physical sciences. Emphasis upon philosophy, appropriate teaching methods, materials, assessment and evaluation of learning.
323B. Life Sciences in the Secondary School (3) II. The Staff (Merino in charge)
Laboratory/discussion--2 hours; discussion/laboratory--1 hour. Prerequisite: acceptance into a teacher education program. Activity-based overview of concepts and processes in secondary school biology and life sciences. Emphasis on philosophy, appropriate teaching methods, materials, assessment and evaluation of learning, and issues.
324. Teaching Methods in Mathematics (3) II. Dugdale
Lecture--3 hours. Prerequisite: acceptance into a teacher education program; student teaching (concurrently); a mathematics background or consent of instructor. Methods and curriculum for teaching mathematics at the secondary level (grades 9-12). Review of innovative mathematics programs in the State.
325. Research and Methods in Secondary English Language Arts (4) III. The Staff
Discussion--4 hours. Prerequisite: admission to graduate standing or credential program in Education or consent of instructor. Research on teaching and learning in the language arts. Principles, procedures and materials for improving the writing, reading and oral language of secondary students, with special attention to students from culturally and linguistically diverse populations.
326. Teaching Language Minority Students in Secondary Schools: Methods and Research (4) II. Merino
Seminar--3 hours; fieldwork--3 hours. Prerequisite: graduate standing in Education of consent of instructor. Research on principles, procedures and curricula for teaching discipline-specific concepts to language-minority students in secondary schools. Second-language acquisition principles and instructional strategies.
*351. Advanced Fieldwork in Bilingual Education: Teaching (3-5) I. The Staff (Merino in charge)
Seminar--2 hours; field work--3-9 hours. Prerequisite: acceptance into a bilingual education specialist program. Discussion, analysis, and implementation of methods, techniques, and material in the bilingual/cross-cultural classroom, including team teaching with paraprofessionals, implementation of language-use models in the classroom, lesson planning, selection and use of bilingual/cross-cultural materials.
*352. Advanced Fieldwork in Bilingual Education: Evaluation and Supervision (3-5) II. Merino
Seminar--2 hours; field work--3-9 hours. Prerequisite: upper division standing; acceptance into a bilingual/cross-cultural specialist credential program. Provides opportunity to acquire evaluation and supervisory skills in the field under the supervision of University staff and an experienced program evaluator/supervisor in bilingual/cross-cultural education.
*361A-361B-361C. School Psychology: Introduction (3-3-3) I-II-III. Sandoval and staff
Seminar--2 hours; fieldwork--3 hours (minimum). Prerequisite: admission to school psychology credential program. History and theory of school psychology. Application of psychological theory to educational problems. Reading and mathematics curriculum for school psychologists. Crisis intervention and counseling in the schools. Fieldwork in schools and other institutions serving children. (S/U grading only.)
*362A-362B-362C. School Psychology: Advanced (3-3-3) I-II-III. Sandoval, Figueroa, Gandara
Seminar--2 hours; field work--4 hours. Prerequisite: courses 361A-361B-361C, 213, 218, 219. Theory and techniques of school-based mental health consultation and non-biased assessment. Legal principles related to special education practice and school psychology. Advanced case study techniques. (S/U grading only.)
*363A-363B-363C. School Psychology: Internship (8-12) I, II, III. Sandoval, Figueroa, and staff
Seminar--2 hours; internship--18-32 hours. Prerequisite: admission to school psychology credential program; courses 361A-361B-361C, 362A-362B-362C, 213, 218, 219. Individual assessment and program evaluation, mental health consultation, intervention strategies to promote the school learning and adjustment of children. Selected topics in school psychology. (S/U grading only.)
398. Group Study (1-5) I, II, III. The Staff (Director in charge)
(S/U grading only.)
399. Individual Study (1-5) I, II, III. The Staff (Director in charge)
(S/U grading only.)
Faculty. Faculty are drawn from 12 departments in the Colleges of Letters and Science, and of Agriculture and Environmental Sciences.
Graduate Study. The Graduate Group in Education offers programs of study and research leading to the Ph.D. degree. Students may study topics in mathematics education, science education, and language and literacy education including bilingual education. Students may also concentrate in educational/school psychology, educational anthropology, and educational sociology and policy studies. Detailed information regarding graduate study may be obtained by writing the group administrative assistant.
Preparation. Students should have earned an M.A. degree or the equivalent in a discipline relevant to their proposed emphasis program. For example, students applying for the Instructional Studies emphasis in mathematics should have earned the M.A. or M.A.T. degree in mathematics; students applying to the Psychological Studies program should have an M.A. in psychology, or educational psychology.
Graduate Adviser. Consult the Education Graduate Group Office.
Courses. See Education for courses.
The University of California offers overseas study programs in cooperation with more than 100 host universities and colleges in over 30 countries throughout the world. More than 1,500 UC students, primarily undergraduates, will take part in this program in 1996-97. Participating students remain registered on their home campuses while studying abroad and receive full academic credit for their work. Nearly 800 international students will attend under the auspices of the Education Abroad Program (EAP) in 1996-1997, often with scholarships provided through UC and their home institutions. As an academic program, EAP at UC Davis is dedicated to serving students and faculty by providing global educational opportunities.
Full-year study programs are available in Australia, Austria, Barbados, Brazil, Canada, Chile, China, Costa Rica, Denmark, Egypt, England, France, Germany, Ghana, Hong Kong, Hungary, India, Indonesia, Ireland, Israel, Italy, Japan, Korea, Mexico, The Netherlands, New Zealand, Scotland, Singapore, Spain, Sweden, Taiwan, and Thailand.
EAP also offers short-term and special-focus programs. One-semester options are available in Brazil, Canada, Chile, Costa Rica, Denmark, Hungary, India, Indonesia, Italy, Sweden, and Thailand. One-term intensive language programs are available in Denmark, France, Germany, Italy, and Mexico. A field research program is offered in Mexico, two Tropical Biology programs in Costa Rica, and a Global Security and Development Studies program in Japan.
Selection of UC undergraduates is subject to the following minimum qualifications: 3.0 cumulative grade point average at the time of application and maintained through departure (not required for some short-term language and special-focus programs); endorsement of the UC Davis EAP selection committee; and completion of language courses as required. (Some countries do not have a language requirement. About half of the programs require two years of college-level training in the language of the host country.)
EAP opportunities are also open to qualified graduate students who have completed at least one full year of graduate work and have support of their graduate program and graduate dean. A detailed statement of the projected program of study is required.
UC faculty, who serve as directors at most Study Centers, provide academic counsel to students while abroad. Full credit is granted for courses satisfactorily completed, and approved courses are recorded on official UC transcripts. With careful planning, most EAP students make normal progress toward their UC degrees. Students may earn credit abroad towards their major, minor, general education, or graduation requirements, with approval of their UC major and college.
Participants pay the same fees as at UC Davis. Additional costs and fees include room and board, books and personal travel, round-trip transportation, on-site orientation and intensive language program (where applicable) and miscellaneous expenses. The cost of studying abroad is often comparable to that of studying on a UC campus, although costs vary from country to country.
Financial assistance is available to EAP students. Those already receiving UC financial aid maintain their eligibility for grants, loans, and scholarships while studying on EAP. Financial aid is based on the cost of studying at each EAP location. Students who might not normally be eligible for financial aid may qualify for the period they are in EAP. In addition to UC financial aid, EAP provides support through various scholarships and grants. Campus scholarships may also be available based on the country, academic merit, or academic field of study. Students should contact the campus EAP and Financial Aid office for additional information.
An EAP adviser can provide full details about the academic programs abroad, requirements, and application procedures. Staff will put students in touch with recent participants and academic advisers. Academic catalogs and detailed course listings are available.
Students are selected by a committee of UC Davis faculty and staff familiar with the host country. EAP applicants must participate in a Conversation/Culture partnership: EAP applicants meet with international students or scholars for a minimum of five hours to exchange language, culture and information about their respective countries. In addition, the committee strongly recommends that prospective participants familiarize themselves with the country of their interest in preparation for the year abroad, through appropriate courses, books, magazine or journal articles, or newspapers. Lists of suggested courses and reading materials are available in the EAP Office.
Once the completed application materials have been filed, an applicant will be interviewed by a selection committee consisting of faculty and EAP returnees. Among other things, academic goals, knowledge of the host country (and the United States) and proficiency in the language (when applicable), will receive considerable attention during the interviews.
Files of applicants receive the endorsement of the interview committee and the EAP director and are forwarded to the Systemwide Office of the EAP on the Santa Barbara campus, where further selection considerations are made.
In most situations, students from the University of California live as the students of the host country do, and in some cases students attend the same courses, taught by faculty of the host country in their own language. Thus, language skills are very important for about half of the EAP programs. To aid adjustment of UC students, tutorials are a part of the academic program at some centers. Tutorials assist in overcoming language problems and differences in educational practices and provide cultural background information presupposed in the courses. Tutorials are taught by graduate students or junior staff of the host university and are offered in association with courses in which a sufficient number of UC students have enrolled.
To assist in the adjustment and the academic work of the students, faculty members of the University of California serve as Directors and/or Associate Directors at most of the study centers abroad.
The academic program of each student includes: (1) an intensive preparatory course in the language of the host country (except for the programs in the Australia, Canada, Egypt, Ghana, Hungary, Ireland, and New Zealand, United Kingdom); (2) a quarter, a semester or a full year of academic courses; (3) broad opportunity to audit courses within the host university. It is expected that students will complete a minimum of 36 units during the academic year or 24 semester units in addition to units earned in the intensive language program.
All prospective applicants, particularly students who intend to study abroad during their senior year, should plan their course programs for Davis and abroad carefully in order to satisfy university, college, and major/minor requirements for their degree. The provisional planning form in the application packet addresses these concerns.
Although units and grade points earned in the EAP are incorporated into the University transcript and GPA, departments and majors retain the right to determine which EAP courses will be accepted in satisfaction of major and minor requirements. Several major and minor programs have identified key upper division courses which must be completed in residence at Davis. Academic advisers should be consulted early so that the pre-departure program at Davis will be planned appropriately.
All degree candidates must meet the University residence requirement. Students planning to graduate immediately upon completion of participation in the EAP may satisfy college residence requirements within the final 45 units preceding entrance into the EAP. In addition, subject to prior approval of the major department or program concerned, the requirement may be satisfied as follows: Within the final 90 units earned toward the degree, 35 units must be completed in residence in the student's college or university, 12 units of which must be completed after returning from EAP participation. With this option, no more than 55 units taken abroad may be applied toward the unit requirement for graduation. The applicant's college dean is the source of information on the university residence requirement.
Students may satisfy GE requirements while on EAP. GE credit is determined by the student's college. Participants who satisfy all degree requirements while abroad and expect to graduate upon completion of the year abroad should file for candidacy to receive their degree in September (candidacy filing dates are established by the Office of the Registrar). In some cases, transcripts from abroad may not be received in time to be posted on the student's Davis transcript for EAP returnees to be included on the June degree list. Such returning students may participate in the June commencement ceremony; however, their graduation date will be in September.
At any one center, the courses and fields of study open to UC students may be limited. Each host institution has special areas of excellence and strength. The listing below incorporates selected information concerning coursework available at each study center. More detailed information is available in the flyers describing each of the centers and from the EAP adviser in 153 Kerr Hall.
In addition to the programs listed below, Davis students have access to a variety of non-UC programs of study and work abroad opportunities. Information can be obtained at the EAP Office in 153 Kerr Hall.
Austria. The program offers an opportunity to pursue a specialized interest to a limited number of highly qualified students for the academic year. A compulsory intensive language course in Vienna precedes the beginning of the academic year. All courses are taught in German.
University of Vienna. Eastern European studies (Balkans, Russia), fine arts (history of art, music, theater arts), folklore, history.
Vienna University of Economics and Business Administration.
Denmark. A compulsory summer intensive language program precedes the academic year or semester and continues through the fall semester. Most students concentrate on their major or a closely related field; independent study under tutorial supervision is expected. Students may also apply to the Summer Intensive Language Program only as a short-term program option.
University of Copenhagen. Broad availability of humanities and social sciences. Programs in communications, economics and international politics, history, linguistics, and medieval studies are of particular interest.
France. A compulsory intensive language course precedes the beginning of the academic year. All courses in the universities are taught in French. UC faculty directors are in residence at the Bordeaux, Lyon and Paris study centers in France.
A French language and culture progam is available during Fall quarter at the Centre International d'Etudes Francaises, at Lyon.
Ecole Normale Supérieur, Paris. Coursework in natural sciences, humanities, French and foreign literature, geography, and social sciences.
Ecole Normale Supérieur at Fontenay-Saint Cloud, Paris Region. Coursework in social sciences and the humanities.
Ecole Polytechnique at Palaiseau, Paris Region. Coursework in natural sciences and mathematics.
University of Bordeaux. Broad areas of the humanities and social sciences. The Institute of Political Science and the Institute of Prehistory (Anthropology) are well known.
University of Grenoble. Mainly in the social sciences through the Université des Sciences Sociales (Grenoble II); some humanities. Offerings in anthropology and psychology are limited. Not suitable for physical or life sciences.
University of Lyon. Social sciences, art history; modern languages and linguistics; Arabic studies.
Paris Center for Critical Studies. Film theory, literary criticism, philosophy, theater (literature, criticism, and history), historiography, and limited art history.
Paris Center for Critical Studies. In addition to required core courses in French civilization, students take courses in humanities and social sciences, with emphasis on comparative cultural studies, French language, and critical studies.
University of Toulouse. EAP students take regular university courses at Toulouse I (Social Sciences) and Toulouse II (Humanities). Of particular note are courses in business/management studies, comparative literature, economics, international relations, and political science.
Germany. A compulsory intensive language and culture program precedes the beginning of the academic year. All courses are taught in German.
Language and Society Program, Bayreuth. Short Term program available for Fall and Spring quarters.
Georg-August University, Göttingen. Broad curriculum covering most majors. Excellent science programs, with substantial strength in biology, chemistry, and physics.
Hungary. Eötuös Loránd University, Budapest. A fall semester or a year-long program are offered with an emphasis on Central European studies. Students take courses especially designated for EAP, and the courses are taught in English.
Italy. A compulsory intensive program in language and history precedes the beginning of the academic year. Students who have completed only one year of Italian may become eligible for participation by attending a summer intensive-language program in Italy in order to attain the required third-year level, followed by the normal compulsory intensive-language program in Padua. A UC faculty director resident in Padua administers all EAP programs in Italy. All courses are taught in Italian.
Siena Language and Culture Spring Quarter (Siena) or semester (Venice/Siena) Program. Open to beginning (no prior language study required) and intermediate (at least one year of language study) Italian language students. Sophomores may apply. Good academic standing.
Bocconi University, Milan. This institution offers studies in business administration, economics, management and public administration, with a special emphasis on Italian and European entrepreneurial systems.
University of Bologna. Humanities, social sciences, economics, history.
University of Padua. History of art (including archaeology), Italian literature (including linguistics), and political science (which includes history, social sciences, geography, and demography, as well as political science in the American sense). Sciences are not available for UC students.
University of Venice. Economics, history; history of art.
Scuola Normale Superiore, Pisa. Medieval and renaissance studies and links to faculty members need to be approved by the host university prior to admission into the program.
Accademia delle Belle Arti di Venezia, Venice. Art studio and some art history. Colored slides of portfolio of artistic work and successful completion of entrance examination required for admission.
Netherlands. Year or Fall/European Studies semester available. Courses in European history, politics, economics, international relations. Courses taught in English.
Spain. A compulsory intensive language program precedes the beginning of the academic year. All instruction is in Spanish.
University of Alcala de Henares. Spanish language and literature, history and economics.
University of Barcelona. Humanities (with emphasis on Spanish art, history, literature, linguistics) and some social sciences. EAP students are required to take at least two regular year-long courses at the University of Barcelona. (This is a cooperative program with the University of Illinois.)
University of Granada. EAP students take at least three courses each semester. Students will also take special program tutorials.
Complutense University of Madrid. Humanities and some social sciences. The core program, developed for the UC Study Center and other American programs, concentrates on Spanish studies in the broadest sense. Core and Study Center courses are taught by Spanish faculty. EAP students are required to take two regular year-long courses at the University of Madrid.
Autonomous University of Barcelona. Courses in most majors including Catalán studies, International Relations, and Environmental/Ecological studies.
Autonomous University of Madrid. Courses in natural sciences, physics, chemistry and biology, economics, history, geography, literature, and psychology.
Sweden. A Fall or year compulsory intensive language course during the summer for students who are not already fluent in Swedish. Language study continues during the fall semester for all students until the student has gained the equivalent of two years of Swedish. Many courses are taught in English. Previous knowledge of Swedish is not required. Fall or year participation.
University of Lund. Broad curriculum. Excellent science programs.
United Kingdom and Ireland. The program, which includes 19 institutions listed below, is administered by a director and associate director located in London. Following selection for participation by the EAP administration, a student must still be accepted by a specific department in one of the host institutions. In many host institutions, the student can pursue studies in that department only.
England: University of Birmingham, University of East Anglia, University of Essex, Colchester, University of Hull, University of Kent at Canterbury, University of Lancaster, University of Leeds, University of London (Queen Mary and Westfield College), University of Sheffield, University of Sussex, University of Warwick, University of York.
Ireland: University College, Cork, University College, Galway.
Scotland: University of Edinburgh, University College, Glagow, University of St. Andrews, University of Stirling.
Generally, the host universities offer a broad curriculum that includes most liberal arts majors. Life sciences and physical sciences are available.
Russia. One semester-long (fall only) program available at the State University of Moscow. Intensive language study at the intermediate or advanced level for at least half of the units earned, and a wide range of area studies courses to chose from. Some coursework wlll be available in English. Graduate student opportunities will be available for students with advanced Russian language training.
Egypt. All courses are taught in English, except courses in Arabic language and literature.
The American University of Cairo. A broad curriculum offered by the Faculty of Arts and Sciences. All students are required to take at least one year-long course in Arabic. Offerings in science are limited.
Israel. A required, 10-week summer intensive language and cultural immersion program at the University in Haifa precedes the academic year.
Hebrew University, Jerusalem. Broad curriculum; emphasis on Israel and Middle Eastern studies. UC students enroll in a special program for foreign students, taught in English at the Hebrew University's Rothberg School for Overseas Students. The program offers courses in Judaic, Israeli, Middle Eastern studies, and a few courses in the general social sciences and humanities, science and business. Students with command of Hebrew have access to a broad curriculum throughout the Hebrew University.
Ben-Gurion University of the Negev, Beersheva. Intensive study abroad experience focusing on research. Two tracks are available: social-scientific study of Israel's ethnic minorities (Bedouin, Russian, Ethiopian) or laboratory study in the health sciences and the natural sciences in areas related to Israel's environment. Opportunities will be available for students to spend several hours per week in internship positions in various educational, social, community
and health institutions in the Bedouin, Ethiopian, Russian and Israeli communities.
Hong Kong. A selection of courses is offered in English. Knowledge of Chinese is not required for acceptance; however, all students are required to complete at least two courses in Chinese culture, history, or language prior to departure. A compulsory intensive Cantonese program precedes the beginning of the academic year. All students are required to include 18 units of Mandarin or Cantonese in their annual program.
Chinese University of Hong Kong. Humanities and social sciences, with emphasis on Chinese studies. Art studio and music performance courses are available.
India. Fall Semester or year program. Instruction is in English. A compulsory intensive language program in conversational Hindi precedes the academic year. Students will take a year-long core program focusing on development in modern India and Indian culture and tradition, as well as continue their study of Hindi. During the second and third quarters, students will also take regular course work at the University of Delhi.
University of Delhi. Humanities and social sciences are well represented, with some offerings in fine arts and mathematics.
Jawaharlal Nehru University, New Delhi. EAP students majoring in economics, development studies, environmental studies, political science, and social sciences will find extensive coursework in these areas.
Indonesia. Fall semester or year program. Instruction is in English. An eight-week summer intensive-language program at Gadjah Mada University in Yogyakarta is required for all students. Those with less than two years of University-level Indonesian must then take a ten-week inter-term program of continued study of the language, with additional courses in Indonesian history and culture, taught in English. Students enroll in regular courses at one of five institutions for the second semester. Tutorial assistance may be available.
Gadjah Mada University. Agriculture, anthropology, biology, economics, geography, mathematics, philosophy, psychology, political science.
Institute Seni Indonesia (ISI). The Indonesian Institute of the Arts: visual arts, music, dance, theater, fine arts, ethno-musicology.
Japan. A variety of study opportunities are available to UC students. Language requirements vary depending upon the host institution and the academic focus of the program. A summer intensive language course prepares students for year-long programs. The progrms are adminstered by a director located in Tokyo.
Doshisha University, Kyoto. Humanities and social sciences; emphasis on Japanese language and culture. This center serves students having more advanced study of Japanese; at least two, preferably three, years of UC Japanese language study.
Global Security Studies Program, Meiji Gakuin University, Yokohama. This spring quarter program provides students the opportunity to study world peace and security issues. Previous Japanese language study is preferred, but not required.
Inter-University Center for Japanese Language Studies (IUC), Yokohama. This program offers an intensive program of training for graduate students in Japanese language. The prerequisite is two years of university-level Japanese.
International Christian University, Mitaka (Tokyo). Humanities and social sciences; emphasis on Japanese language and intercultural communication. A limited number of courses taught in English are available. At least one year of university-level Japanese language study is required.
Nagoya University, Nagoya. This program is for graduate level economics students. The academic program includes intensive Japanese language study and research conducted under the supervision of a Japanese professor. The prerequisite is two years of university-level Japanese.
Osaka University, Osaka. Undergraduate students study Japanese language and a set program of economics courses. Instruction is in English during the fall semester and in Japanese during the spring. A minimum of two years of university-level Japanese is required.
Sophia University, Tokyo. Comparative culture studies, Japanese language and literature, history, political science, economics and business are available. Many are taught in English. The prerequisite is one year of university-level Japanese.
Tohoku University, Sendai. This program is primarily for graduate students in most fields with well-developed research projects. Participants will study Japanese language, in addition to working on their research projects under the guidance of a Japanese professor. Graduate study in Engineering may also be available. Undergraduates at the advanced level in Japanese may be able to participate in a language and culture program. The prerequisite is two to three years of university-level Japanese.
Tokyo Institute of Technology. Graduate students proficient in Japanese may do research and take courses in science and engineering.
Tsukuba University. Studies in the humanities, social and natural sciences and engineering.
Korea. Year or summer-plus-fall term with a required six-week intensive language program at Yonsei University. Students who are not fluent in Korean will take courses taught in English at Yonsei's Division of International Education. Courses in art history, business, economics, law, literature, philosophy, political science, and sociology are available.
People's Republic of China. EAP offers a full-year program in Beijing and a fall semester program at Nankai University in Tianjin. Intensive language study in Chinese is the primary emphasis of all programs.
Beijing University of Science and Technology. Students receive a half-year of academic credit and financial support for studying standard Chinese and teaching English to Chinese students. The prerequisite is two years of Chinese language and one course in teaching English as a foreign language.
Nankai University, Tianjin. This fall semester program includes Chinese language study and courses taught in English on Chinese culture and civilization. The prerequisite is one year of college-level Chinese. Students must take an intensive language program in July and August prior to the start of the semester.
Peking University. A year-long program focused on advanced-level instruction in Chinese language and literature. Courses are conducted by the Chinese Language Teaching to Foreigners Division of Peking University. The prerequisite for the program is two years of college-level Chinese.
Singapore. Semester or year program. Courses in biology (botany and zoology), business, economics, sociology, and Southeast Asian Studies.
Taiwan, Republic of China. Year program. Students participating in the Chinese Language and Culture Studies program in Taipei receive instruction in the Chinese language and enroll in lecture courses (taught in English) on Chinese culture and society arranged by CSU International Programs. Courses in art history, literature, economics, history and political science are available. Prior course work in Chinese culture, history and language are recommended.
National Taiwan University. (This is a cooperative program with California State University International Programs).
Thailand. Fall semester or year program. An eight-week summer intensive language program at Chiangmai University is required for all students. This is followed by a seven-week inter-term program of continued study of the Thai language, with additional courses in Thai history and culture, taught in English. Most students will remain at Chiangmai University for the second semester and continue taking courses in Thai language and area studies classes taught in English. Students with sufficient language background (more than two years of University-level Thai language) have the option of enrolling at Chulalongkorn University in Bangkok for the second semester. Instruction is in Thai, though English-speaking tutors are available.
It is possible to apply for the summer intensive-language program only. Students may take more advanced language courses in subsequent years.
Ghana. University of Ghana, Legon-Accra. Open to undergraduate and graduate students. Instruction is in English. As in the British system, students take a year-long program of study in a single area. End-of-year examinations are given only once and are mandatory for credit to be awarded.
Offerings include humanities and social sciences, with emphasis on African studies. There is a strong program in ethnomusicology.
Brazil. Language requirement for admission to this program is two years of college-level Portuguese or the equivalent; or one year of college Spanish and one year of college Portuguese; or two years of college Spanish and intensive language course preceding the beginning of regular coursework.
Pontifical Catholic University of Rio de Janeiro (PUC-Rio). A semester or year academic program which consists of Portuguese study and regular university courses in a wide range of fields.
Chile. Semester (Winter and Spring quarter equivalent) and year program. Catholic University of Chile, Santiago de Chile. A semester or year program is offered. Courses in Chilean history and society; Spanish language; Latin American development, ecology and the environment; and interdisciplinary women's studies are available.
University of Chile, Santiago.
Costa Rica. Semester (Winter and Spring quarter equivalent) and year program. University of Costa Rica, San Jose. As is appropriate in this hemisphere, the academic year extends from early March through December. UC participants leave in January. Applications for participation in this program are due in May for a January departure.
A mandatory intensive language program precedes the academic year. During the academic year, courses in Central American studies (history, literature, political science, etc.) form half of the curriculum, with the remaining courses taken from any of the faculties at the University of Costa Rica.
Costa Rica Tropical Biology Quarter at Monteverde and at Las Cruces. This Spring and Fall quarters program provides an unusual opportunity for undergraduates to study and do field research in a tropical cloud forest. Applicants should have completed a year of biology, including one upper division organismal biology course. Spanish language required.
Mexico. Universidad Nacional Autonoma de Mexico (UNAM), Mexico City. A required intensive language program precedes the beginning of the school year, augmented by courses in contemporary Mexico (history, art, literature, etc.). Students have the option of spending one semester (two UC quarters) at UNAM, or a full year. All instruction is in Spanish.
Barbados. Emphasis in Caribbean studies. One-year program.
Field Research Program (FRP) in Mexico. Available for either Fall or Spring semester, the FRP program begins in Mexico City with six weeks of intensive language courses and a course on contemporary Mexico. The final weeks of the program are spent doing volunteer work in a community outside of Mexico City to complement formal course work. Students must have completed a minimum of one year of university-level Spanish, or the equivalent, and have at least sophomore standing with good academic standing at the time of departure.
Language Program in TAXCO. Winter quarter available for language study at the 2nd-year level or advanced. At least sophomore standing with good academic status at the time of departure.
Summer Intensive Language Quarter in Morelia. This program provides total immersion in Mexican society and Spanish language instruction for students who have completed one year of university-level Spanish with a 3.0 GPA before departure. It is not appropriate for advanced students in Spanish. At least sophomore standing with a cumulative GPA of at least 3.0.
Students may enroll for a Fall semester or a full year. Studies on the major or a closely allied field are expected.
University of British Columbia (UBC), Vancouver. Most academic disciplines are available. Areas of special interest include Pacific Rim and Canadian Studies.
As is appropriate in the Southern Hemisphere, the academic year extends from the beginning of instruction in late February through the examination period, which ends in early December. UC participants leave in early February, and will be unable to attend classes during the winter term preceding departure. Applications for participation in these programs are due in May for a February departure. The universities follow the British system of higher education.
The Australian program includes the University of New England in Armindale; the University of Queensland in Brisbane; the Australian National University in Canberra; three institutions in the Melbourne area, University of Melbourne, Monash University and La Trobe University; the University of Sydney, and the University of New South Wales in Sydney; University of Adelaide and Flinders University in South Australia; and the University of Woolongong. A full range of academic programs is available. The Study Center accommodates a limited number of students. A UC faculty member in Melbourne directs all programs.
The New Zealand program includes the University of Auckland, Lincoln College in Christchurch, the University of Otago in Dunedin, Massey University in Palmerston North, Victoria University in Wellington and the University of Waikato in Hamilton. All academic disciplines are available; programs in textiles and engineering and a variety of agricultural sciences are of special interest.
Faculty. The Group includes faculty from the Schools of Medicine, Veterinary Medicine, the California Primate Research Center, and the College of Agricultural and Environmental Sciences.
Graduate Study. The interdepartmental Graduate Group in Endocrinology offers programs of study leading to the M.S. and Ph.D. degrees. Research and instruction are offered in topics ranging from endocrinological processes at the cellular and molecular levels to integrative systemic endocrinology. Graduate students receive a strong background in required basic cellular, biochemical and integrative endocrinology and related course work, plus have the opportunity to select specific fields of emphases such as molecular mechanisms of hormone action, signal transduction, metabolism regulation, growth factors, neuroendocrinology, and reproduction.
Graduate Advisers. Contact the Program Office.
*Course not offered this academic year.
210. Methods in Endocrine Research (4) I, II, III. The Staff
Laboratory--9 hours; discussion--1 hour. Prerequisite: consent of instructor. Ten-week assignment in endocrinology research laboratory. Individual research problem with emphasis on experimental design and methodological/analytical experience. Exposure to and experience with a range of endocrinology faculty research activities. May be repeated three times for credit. (S/U grading only.)
218. Mammalian Endocrinology and Homeostasis (4) III. Walsh, Turgeon
Lecture--4 hours. Prerequisite: Biological Sciences 102 and 103, Neurobiology, Physiology and Behavior 110, and consent of instructor. Biochemical, physiological, and regulatory properties of the mammalian endocrine system, both at the cellular and systemic level. Signal transduction mechanisms and hormonal actions. Principles that regulate homeostasis, especially in organorgan interrelationships, metabolism and minerals, fluids and electrolytes. Reproductive endocrinology.
220. Endocrinology Literature Critique (1) I, II. Turgeon
Discussion--1 hour. Prerequisite: consent of instructor. Critical reading and evaluation of current original publications in endocrinology. Selected papers will be presented and discussed in detail by faculty and students. May be repeated for credit. (S/U grading only.)
235. Personal Computing in the Life Sciences (3) II. Matthews
Lecture--1 hour; laboratory--6 hours. Prerequisite: consent of instructor. Current and near-future uses of "state-of-the-art" personal computers and local area networks. Applications in the Life Sciences. Running programs on Macintosh IIX and 80386-based PC-compatible computers and on 3-Com local area network in Endocrinology Graduate Group Computer Laboratory.
240. Biochemical Endocrinology (3) III. Adams
Lecture--3 hours. Prerequisite: graduate standing or consent of instructor. Examination of recent advances in biochemical endocrinology and molecular and cell biology of endocrine systems with emphasis on processes of hormone and receptor synthesis, second messenger phenomena, and hormonal control of gene expression.
290. Seminar (1) I, II, III. The Staff (Chairperson in charge)
Seminar--1 hour. Prerequisite: consent of instructor. Discussion and critical evaluation of advanced topics and current trends in research in endocrinology. May be repeated for credit.
298. Group Study (1-5) I, II, III. The Staff (Chairperson in charge)
Prerequisite: consent of instructor.
299. Research (1-12) I, II, III, IV. The Staff (Chairperson in charge)
(S/U grading only.)
UC Davis 1996-97 Online General Catalog