COLLEGE PROGRAM AT SAN QUENTIN GENERAL CATALOG 2019 … · 2019-10-21 · COLLEGE PROGRAM AT SAN QUENTIN GENERAL CATALOG 2019-2020 Prison University Project Post Office Box 492 San

COLLEGE PROGRAM AT SAN QUENTIN

GENERAL CATALOG 2019-2020

Prison University Project Post Office Box 492

San Quentin, CA 94964 415-455-8088

www.prisonuniversityproject.org

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TABLE OF CONTENTS General Program Information 3 Program Mission Statement and Goals 3 Accreditation 3 Administrative Staff 4 Board of Directors 4 Program Learning Outcomes 6 Required Courses for the Associate of Arts in General Studies 7 Required Courses for Junior Transfer Eligibility to a 4-year State University 8 College Preparatory Program 9 Academic Advising 9 Student Support 9 Study hall 10

Enrollment and Registration 11 Course Calendar 11 Admissions 11 New Student Orientation 11 Assessments 11 Registration Procedures and Information 12 Transferring Credits 14 Requesting Transcripts or Letters Confirming Enrollment 14 Petitioning to Graduate 15

Program Policies and Expectations 16 Attendance and Tardiness 16 Grading 16 Textbooks and Course Materials 16 Academic Honesty Policy 17 Code of Conduct 18 Student Complaints 19 Academic Freedom 19

Courses 21 Course Numbers and Titles 21 Curriculum: Course Descriptions and Student Learning Outcomes 24 2016-2019 Course Instructors 61

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https://docs.google.com/document/d/1tcX0RrJgRVyIGkOALGW5vnS3hD7g_4YbJSpcjMVA_cg/edit#heading=h.wr4izskzzi17

GENERAL PROGRAM INFORMATION

PROGRAM MISSION STATEMENT AND GOALS

Our Mission The mission of the College Program at San Quentin is to provide an intellectually rigorous, inclusive Associate of Arts degree program and college preparatory program, free of charge, to people at San Quentin State Prison; to expand access to quality higher education for incarcerated people; and to foster the values of equity, civic engagement, independence of thought, and freedom of expression. Our Goals The central goals of the College Program at San Quentin are to educate and challenge students intellectually; to prepare them to lead thoughtful and productive lives inside and outside of prison; to provide them with skills needed to obtain meaningful employment and economic stability post-release; and to prepare them to become leaders and engaged citizens in their communities.

Through the College Program at San Quentin, as well as other education and outreach activities, the Prison University Project also aims to challenge popular myths and stereotypes about people in prison; to publicly raise fundamental questions about the practice of incarceration; and to incubate and disseminate alternative concepts of justice, both within and beyond the academy.

Nondiscrimination The Prison University Project does not condone discrimination with regard to race, color, national origin, religion, sex, sexual orientation, age, disability or veteran status in enrollment or employment, nor in the educational programs or activities which it operates. ACCREDITATION

Patten University Our AA Degree program at San Quentin State Prison has been an extension site of Patten University—our accredited university partner—since the founding of the program. Students enrolled in credit courses are registered at Patten just as if they were enrolled at its main campus, in Oakland. The Prison University Project takes primary responsibility for teacher training and program administration at the San Quentin extension site.

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In July of 2018, our students were informed that Patten University would close. Patten has since entered a "teach-out" period to allow a smooth transition for enrolled students. In part as a result of the planned closure of Patten, our program is in the process of applying for independent accreditation. Our Next Steps At its February 2, 2019 meeting, the Accrediting Commission for Community and Junior Colleges (ACCJC), Western Association of Schools and Colleges reviewed and accepted the Eligibility Report submitted by the College Program at San Quentin. Under Commission rules, acceptance of an Eligibility Report does not establish a formal relationship between the Commission and the college. Inquiries about accreditation should be made to the Commission office: ACCJC, 10 Commercial Blvd., Suite 204, Novato, CA 94949, (415) 506-0234.

ADMINISTRATIVE STAFF

David Cowan, Operations Manager Reed Goertler, Chief Operations Officer Lauren Hall, Development Director Amy Jamgochian, Academic Program Director Derrius Jones, Student Affairs Assistant Deirdre Judge, College Preparatory Writing Program Coordinator James King, Clerk Jody Lewen, Executive Director Allison Lopez, Learning Specialist Corey MacNeil, Clerk Sharyl McGrew, Grants Officer Dmitriy Orlov, Office Manager Wendy Quezada, Executive Assistant

Jared Rothenberg, Development Associate Neil Terpkosh, STEM Program Coordinator

Timothy Thompson, Program Assistant Student Affairs Director

BOARD OF DIRECTORS

Patrice Berry; Director of College Track, East Palo Alto. Former Director of the Student Success Center at the Netter Center for Community Partnerships at the University of Pennsylvania.

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James Dyett; Enterprise Sales at Stripe and Instructor for the Prison University Project. Previously worked at the White House on economic policy and led a non-profit for five years focused on increasing access to clean drinking water and sanitation in Africa. Jeff Feinman, MNA; Bay Area Executive Director of Springboard Collaborative, former Executive Director of Mission Graduates, and Founder of The DJ Project. Previous board experience includes CollegeWorks, Mission Promise Neighborhood, and EPACenter Arts. Lilly Fu, Treasurer; Currently serves as the Senior Director, Finance & Administration at the George Lucas Educational Foundation. She also serves on the Board of Next Generation Scholars and on the advisory board of the Global Fund for Women. Sia Henry, JD; Senior Program Associate with the National Prison Rape Elimination Act (PREA) Resource Center. Former attorney at the Prison Law Office and Program Associate with Impact Justice’s Restorative Justice Project. Connie Krosney, EdD; Retired professor of Education, and Prison University Project writing tutor. Previous board service includes Burlington Housing Authority, Spectrum Youth and Family Services, Vermont Council of Teacher Educators. Elana Leoni, MBA; Founder and CEO of Leoni Consulting Group LLC. Former Director of Social Media Strategy and Marketing at Edutopia / The George Lucas Educational Foundation. Haley Pollack, PhD; Principal of College and Career Pathways at Five Keys Schools and Programs. Former Prison University Project instructor and writing tutor. Kathy Richards, JD; Retired from solo law practice focused on family and dependency law. Instructor for PUP and coach for PUP Ethics Bowl. Also serves as treasurer on the Board of Directors of the Sonoma Speakers Series and as an attorney coach for the Sonoma Valley High School Mock Trial team. Theresa Roeder, PhD; Professor of Decision Sciences in the College of Business, San Francisco State, occasional adjunct professor department of IEOR at UC Berkeley, Prison University Project math tutor and business/communications instructor. Previously served on the Board of Directors of the Oakland Symphony Chorus. Maddy Russell-Shapiro, EdM, Board Chair; Independent radio producer and education consultant. Also serves on advisory board of Garden for the Environment. Aly Tamboura; Software engineer and Manager of Technology & Program Delivery at the Chan Zuckerberg Initiative. Prison University Project graduate.

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PROGRAM LEARNING OUTCOMES

Written and Oral Communication: Students will be able to communicate clearly and effectively in written and oral forms in a broad array of social, professional, academic, and civic contexts. Quantitative Reasoning: Students will be able to use a variety of quantitative methods, including arithmetical, algebraic, geometric and statistical methods, to understand and solve problems. Research and Information Competency: Students will be able to locate, evaluate, analyze, interpret, and synthesize a broad range of source materials. Critical Thinking: Students will be able to think independently and creatively, to develop self- and other-awareness, including the ability to see the world through multiple perspectives, and to integrate these skills into daily life. Values: Students will be able to articulate and to critically reflect upon their own values and the values of others. They will be able to identify ethical concepts and principles, and to use them in reasoning. Global Awareness: Students will be able to demonstrate an awareness of a complex and interdependent world beyond their own surroundings and communities, and an understanding of their identities and actions as part of and related to that world.

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REQUIRED COURSES FOR THE ASSOCIATE OF ARTS IN GENERAL STUDIES

There are 20 courses required for a total of 61 units. All courses are worth 3 units with the exception of science with lab, which is worth 4 units. However, most students start in non-credit English and/or math classes before moving on to the credit courses required for the degree: The non-credit college preparatory courses are:

● ENG 99A: Developmental English I ● ENG 99B: Developmental English II ● MTH 50A: Developmental Math I ● MTH 50B: Developmental Math II ● MTH 115: Elementary Algebra

The required credit courses for the degree are: English Course: Prerequisite: ENG 101A: Reading and Composition By placement or ENG 99B ENG 101B: Critical Thinking, Reading, and Writing ENG 101A ENG 102: Introduction to Literature ENG 101B ENG 204: Interdisciplinary Reading, Writing, and Research ENG 101B COM 146: Communication ENG 101B

Math/Science Course: Prerequisite: MTH 115: Intermediate Algebra By placement or MTH 99 Science with Lab (e.g. Biology, Chemistry, Physics) MTH 115 and ENG 101B Non-lab science (e.g. Neuroscience, Public Health) MTH 115 and ENG 101B

History/Social Sciences Course: Prerequisite: US History (e.g. U.S. History I, U.S. History II) ENG 204 POL 241: American Government ENG 204 SOC 230: Sociology ENG 204 Psychology (e.g. General Psychology, Social Psychology) ENG 204

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Humanities Course: Prerequisite: SSC 202: Comparative Religion ENG 204 PHL 270: Ethics ENG 204 Art History and Appreciation (e.g. Introduction to Film, Theatre ENG 204

Improvisation) PHL 271: Introduction to Philosophy ENG 204 Electives Students are required to take four elective courses in addition to the courses required for the core curriculum. The following courses are encouraged because they allow students to fulfill requirements for transfer to UC and Cal State schools: Course: Prerequisite: SPA 101: Elementary Spanish I ENG 101A SPA 102: Elementary Spanish II SPA 101 MTH: 135: Statistics MTH 115 MTH 220: Pre-Calculus I MTH 115 MTH 221: Pre-Calculus II MTH 220 COM 210: Journalism ENG 204 Other possible electives are courses that students haven’t taken before that fulfill a requirement they have already fulfilled. For example, if a student has already taken Introduction to Psychology to fulfill the Psychology requirement, Child Growth and Development counts as an elective. REQUIRED COURSES FOR JUNIOR-TRANSFER ELIGIBILITY TO A 4-YEAR STATE UNIVERSITY

The credits students earn by gaining an Associate of Arts degree do not fulfill all of the requirements for transfer eligibility to a UC or Cal State Bachelor of Arts program. The following is a list of courses that students must take in addition to the core requirements of the Associate of Arts degree in order to fulfill the requirements of transfer eligibility. NOTE: Students must earn a “C” or better in any course in order to transfer credit. All courses required for the A.A. degree plus:

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Math/Science: Humanities: MTH 135: Statistics SPA 101 (Elementary Spanish I) MTH 220: Pre-Calculus I SPA 102 (Elementary Spanish II) MTH 221: Pre-Calculus II COLLEGE PREPARATORY PROGRAM

The majority of students begin the program by taking college preparatory math and writing courses to develop or brush up on their basic skills before taking for-credit courses. The college prep courses also help new students to adjust to the class schedule and workload without having to worry about receiving a grade. After attending the New Student Orientation, all prospective students are required to take both a math and a writing assessment. While some students do place directly into for-credit courses, the majority begin in the college prep classes and as a result tend to do better in their studies later on. The college prep courses do not count as credit towards the A.A. degree. All students who fully participate in the courses receive an institutional note of recognition for participation, and a written evaluation from their instructor that informs them whether the have passed the course or will have to repeat. ACADEMIC ADVISING

Program administrators hold academic advising sessions with students at two points as they progress through the degree: while students are in English 204 and when students have completed at least 34 units. Students are also invited to request academic advising conferences as needed. Students preparing to parole are particularly encouraged to conference with a program administrator. STUDENT SUPPORT

Any student seeking learning support may access the following resources:

● the College Program’s library, from which students may borrow books and request materials;

● research materials from research databases through the Article Request Form available from the Program Clerks;

● weekly designated tutors in study hall for College Preparatory Math and English courses, as well as for Intermediate Algebra, English 101 A & B, English 204 (Research), and other credit courses;

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● math study groups in Study Hall; ● conferencing with the Learning Specialist, Allison Lopez, who provides

intensive, individualized support; ● on-demand conferences with Program Team staff to help students with

strategies for learning and studying, concerns about coursework or attendance, and planning for future terms and graduation;

● regular workshops on writing, grades, study skills, reading strategies, and time-management;

● access to student Teaching Assistants in some classes, who can offer peer tutoring and support to students outside of class;

● individualized student accommodations, including specialized materials, extended time on tests, and one-on-one proctoring.

STUDY HALL

Study hall is offered six times per week when courses are in session: 6-8PM on Sundays, Mondays, Wednesdays, Thursdays, and Fridays and 9:15AM-12PM on Fridays. Study hall begins one week after the start of each semester. Students can sign up for study hall during the first week of classes, or at any point over the course of the semester. Students may use the space to study on their own or can sign up to meet with a math and/or writing tutor. Tutoring is offered on a drop-in, first-come, first-served basis. Students are highly encouraged to take advantage of study hall.

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ENROLLMENT AND REGISTRATION COURSE CALENDAR

The College Program at San Quentin runs three thirteen-week terms per year, starting in January, May, and September. Holidays accord to California state holidays, as observed by the Department of Corrections and Rehabilitation. Semesters are 13 weeks long, but the College Program reserves 15 weeks in case classes need to be rescheduled due to institutional interruptions. ADMISSIONS

All mainline San Quentin inmates with a GED or high school diploma are admitted to the program. We enroll new students at the beginning of each semester. If prospective students are interested in enrolling, they should speak with a program coordinator in Education. Alternatively, they may send a note with their name and CDC# to “Prison University Project, Education Dept.” Once we receive a prospective student’s information, we will add the student to our waitlist send a letter indicating that the student has been added. When we have space to enroll the student in classes, we will invite the student to attend a New Student Orientation, in the order of waitlist signup. NEW STUDENT ORIENTATION

All new students must attend a New Student Orientation, where they will be introduced to the history, policies, expectations, and offerings of the program, and assisted in completing enrollment paperwork. All students must complete an Application for Admission and a GED Transcript or High School Diploma Request Form. ASSESSMENTS

All new students are required to take math and English assessments after attending an orientation. These assessments are not graded, but rather are a means for students to show their skills so that they are placed in the class that best addresses their needs. Please note that students are required to take both assessments. Students will be notified of the results of their assessments by mail.

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REGISTRATION PROCEDURES AND INFORMATION

REGISTRATION FORMS All students must complete and submit a registration form by the registration deadline every semester they wish to participate in courses.

EARNING CREDITS Academic credit is awarded based on the Carnegie unit. To receive one trimester unit of credit, a student spends fifteen hours in class during a term. For each hour of time in class, students are expected to complete approximately two hours of out-of-class work related to classroom learning (e.g., homework).

REQUESTING TO AUDIT Students may elect to “audit” a course, meaning that they must comply with the attendance regulation of the instructor, but are relieved of completing written work (assignments, tests, and examinations) associated with the course. To audit a course, complete the registration form by writing “audit” in the section marked “credits.” Audited courses cannot be used to satisfy graduation requirements and do not appear on transcripts. Note that requests to audit courses are dependent on enrollment numbers, and priority will be given to students taking the course for credit.

ADD/DROP PERIOD There is an “add/drop” period at the beginning of each semester. Courses dropped during the “add/drop” period will not appear on the student’s transcript. Students must submit a completed add/drop form in the Education office by the add/drop deadline in order to successfully drop a course.

COURSE WITHDRAWAL Students may withdraw from a course after the “add/drop” period is over. They must complete and submit the withdrawal form in the Education office by the withdrawal deadline in order to officially withdraw. A grade of “W” will be recorded on the student’s transcript. Please note that students are highly encouraged to consult with instructors and/or program coordinators prior to withdrawing from a course.

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ADMINISTRATIVE DROPS In rare cases, a course may be removed from a student’s record after the add/drop period if the student is unable to attend. Administrative drops are given when a student is prevented from attending classes for institutional reasons beyond the student’s control. Reasons for removal include involuntary transfer away from San Quentin, parole, segregation for safety or discipline, and quarantine or lockdown of students’ housing unit for a significant period during the semester.

INCOMPLETES An “I” may be given to a student doing acceptable work who has been unable to complete course requirements on time due to extreme illness or a verifiable interruption such as going to ad-seg, surgery, or being out at court. Students are only eligible for an incomplete in a course in which they have five or fewer absences and have successfully completed 80% of the work required for the course. An “incomplete” incurred in any semester MUST be made up within 45 days of the last day of the semester, though an extension may be granted on the original 45-day period for justifiable reasons. Arrangements for an “incomplete” grade are made between the faculty member and the student. A form must be submitted to program administrators at the time final grades are due. An “incomplete” not made up within the allotted time will be automatically converted to a final grade of “F.”

REPEATING COURSES Students may repeat a course previously taken in an attempt to improve a grade if the grade is lower than a “C.” All grades, including the grade for the repeated course, will appear on the student’s transcripts. No additional credit may be earned if the previous grade was a “C” or better.

PETITIONING FOR A GRADE CHANGE Students should submit a note in writing to program administrators as soon as possible if there is concern about a grade received.

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TRANSFERRING CREDITS

Students may transfer a maximum of 5 classes from accredited colleges and universities that fulfill comparable degree requirements for the College Program at San Quentin AA degree. However, students are required to complete the core English and math courses and science with lab through the College Program at San Quentin, so cannot fulfill those requirements with transfer credits. Students may request to transfer credits after completing English 204. Students who have earned credit from a college or university attended previously and wish to transfer credits to the College Program at San Quentin should complete and submit a “Transcript Request Form,” which is available in the office in Education. On the basis of an evaluation of the transcripts, appropriate transfer credit will be awarded. Full transfer credit will be given for courses that carry a grade of “C” or above and are applicable to the student’s program at The College Program at San Quentin. Transfer courses and grades are not placed on the College Program transcript. REQUESTING TRANSCRIPTS OR LETTERS CONFIRMING ENROLLMENT

Students who completed credits through Patten University and who have left San Quentin can write to the JFKU Registrar to obtain a copy of their Patten transcript, or to have it sent to whatever institution they plan to enroll at next. JFKU’s address is: John F. Kennedy University Office of the Registrar 100 Ellinwood Way Pleasant Hill, CA 94523-4817 As long as students are at San Quentin, they may continue to rely on College Program staff for any Patten University transcript requests. Students requesting to have their transcripts within the College Program sent out or students requesting a letter confirming their enrollment in the College Program must fill out a “Student Request Form,” which can be obtained from a program administrator or program clerk. The form should be submitted at least 6 weeks prior to the date when the requested materials are needed.

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PETITIONING TO GRADUATE

Once a student has completed all coursework required for graduation, the student must fill out a “Diploma Request Form,” which can be obtained from a program administrator. Once the paperwork is completed and submitted, it can take up to three months for the diploma to arrive and be presented to the student.

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PROGRAM POLICIES AND EXPECTATIONS ATTENDANCE AND TARDINESS

Students are expected to attend every class meeting offered in the given semester. Students will be informed in writing of the instructor’s attendance and tardiness policies and the role attendance plays in grading policy at the start of classes and will be required to adhere to those guidelines. Students are not permitted to enroll in courses with conflicting class meetings. Students will receive an F in any course in which they miss more than 20% of course hours, regardless of the reason. For instance, for classes that meet twice a week, students who miss more than 5 class meetings will fail the class. In the event of a lockdown, quarantine, or other event that restricts student attendance, Prison University Project staff will attempt to bring assignments to students, who will be expected to complete assignments by the time they return to class. Otherwise, all due dates and tests will be pushed back to accommodate for the interruption, and students will not be penalized for work missed. The College Program will make every effort to reschedule cancelled classes. GRADING Faculty members have the right and responsibility to judge and grade the academic performance of students. Students have the right to be fairly and competently evaluated and graded. Punitive grading is not acceptable except in cases of cheating or plagiarism. All course syllabi detail upon precisely what basis students’ work will be evaluated, and how grades will be calculated. For English 101A, 101B and 204 AND Intermediate Algebra, The College Program requires a student to earn a minimum final grade of C- if the course is to count toward graduation requirements. In addition, because students who earn a final grade lower than a C have generally not mastered the course content, we strongly recommend that such students be directed to retake the course. TEXTBOOKS AND COURSE MATERIALS

All textbooks supplied to students are donated by publishers or purchased using program funds. They are loaned to students, and must be returned at the end of each semester. The Prison University Project pays $50.00 on average for each textbook.

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Please respect all course materials and return books in good condition at the end of the semester. ACADEMIC HONESTY POLICY

Academic dishonesty is a serious offense that undermines the bonds of trust between members of the community and betrays those who depend upon the community’s standard of integrity and academic excellence. Any work that a student produces as part of progress toward a degree or certificate must be the student’s own, unless the given instructor specifies otherwise. Such work includes examinations, whether oral or written; papers, oral presentations or reports; weekly homework assignments; research papers; and other written work. In all work other than examinations, students must clearly indicate the sources of information, ideas, opinions, and quotations that are not their own. While instructors should specify (and teach) the citation format they require, the minimum citation required should be a statement in parenthesis of Author, Title, and Page or Line Number, for any and all cited information. The most common forms of academic dishonesty are cheating and plagiarism. To cheat means deliberately to use or to attempt to use deception or dishonesty in the completion of any type of academic endeavor or exercise, for example, homework, quizzes, examinations, or written assignments. To plagiarize is to knowingly represent as one’s own work another person’s ideas, data, or language in any academic endeavor without specific and proper acknowledgment. Thus, in order to avoid plagiarism one must always specifically acknowledge one’s indebtedness to the words, ideas or data of another, whether these are quoted, paraphrased, summarized, or otherwise borrowed.

Procedures for a charge of academic dishonesty If an instructor suspects a student of engaging in an act of academic dishonesty, the instructor will promptly bring the matter to the attention of the Academic Program Director, the STEM Program Coordinator, or the College Preparatory Writing Program Coordinator. If the instructor and administrator agree that an act of academic dishonesty may have occurred, the instructor will meet with the student, explain the problem, and listen to the student’s explanation. When the matter has been resolved, a disposition form describing the resolution is filed in the student’s file with the Prison University Project and not with San Quentin; it does not go on the student’s prison record.

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Penalties Possible penalties for academic dishonesty are: that the student retake the exam or re-submit the paper; failure on the assignment or test; failure in the course; and suspension from the college program. Penalties will be decided on the basis of severity of the incident and/or repetition of incidences. Students suspended from the program may be welcomed back into the program at a later date, but may be asked to repeat courses or retake placement exams.

CODE OF CONDUCT

The Prison University Project is committed to creating and maintaining an intellectual community in the prison in which all persons who participate in university programs and activities can work together in an atmosphere free of all forms of harassment, exploitation, or intimidation, including sexual. Each member of the university community should be aware that the college program is strongly opposed to harassment and that such behavior is prohibited by law and by program policy. This code of conduct is independent of and separate from any rules of San Quentin Prison, while acknowledging those rules and the rules of the College Program at San Quentin. Any behavior that is disruptive of learning is prohibited and may result in temporary or permanent suspension from the college program. Examples of such non-academic misconduct include, but are not limited to: theft, misuse or destruction of college program property; or any behavior towards a student, faculty, staff, or other community member that violates the personal boundaries of that person (e.g., threats or intimidation, unwelcome physical contact; or sexual comments, jokes, innuendos, or advances.) In order to safeguard the stability of the college program and the welfare of the college program community, any other behavior that violates the prisons' rules (e.g., related to unauthorized communication, contraband, proper attire, or movement within the institution) is also grounds for removal from the program. Faculty have the authority to define appropriate conduct in their classes. After a warning for violating standards set by the faculty, the faculty may remove a student from class.

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STUDENT COMPLAINTS

The College Program at San Quentin has policies and procedures to resolve students’ academic complaints (e.g. grade disputes) and non-academic complaints. Please see Appendix A for our written complaint forms and policies. ACADEMIC FREEDOM

Because the College Program at San Quentin is dedicated to free and open inquiry in all matters, it is committed to the broadest possible latitude to speak, write, listen, challenge, and learn among all members of the college community. Except insofar as limitations on that freedom are necessary to the functioning of the College Program, the College Program fully respects and supports the freedom of all members of the college community “to discuss any problem that presents itself.” Of course, the ideas of different members of the college community will often and quite naturally conflict. But it is not the proper role of the College Program to attempt to shield individuals from ideas and opinions they find unwelcome, disagreeable, or even deeply offensive. Although the College Program greatly values civility, and although all members of the college community share in the responsibility for maintaining a climate of mutual respect, concerns about civility and mutual respect can never be used as a justification for closing off discussion of ideas, however offensive or disagreeable those ideas may be to some members of our community. The freedom to debate and discuss the merits of competing ideas does not, of course, mean that individuals may say whatever they wish, wherever they wish. The College Program at San Quentin may restrict expression that violates the law, that falsely defames a specific individual, that constitutes a genuine threat or harassment, that unjustifiably invades substantial privacy or confidentiality interests, or that is otherwise directly incompatible with the functioning of the College Program. In addition, the College Program may reasonably regulate the time, place, and manner of expression to ensure that it does not disrupt the ordinary activities of the College Program. But these are narrow exceptions to the general principle of freedom of expression, and it is vitally important that these exceptions never be used in a manner that is inconsistent with the College Program’s commitment to a completely free and open discussion of ideas. In a word, the College Program’s fundamental commitment is to the principle that debate or deliberation may not be suppressed because the ideas put forth are thought by some or even by most members of the college community to be offensive, unwise,

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immoral, or wrong-headed. It is for the individual members of the college community, not for the College Program as an institution, to make those judgments for themselves, and to act on those judgments not by seeking to suppress speech, but by openly and vigorously contesting the ideas that they oppose. Indeed, fostering the ability of members of the college community to engage in such debate and deliberation in an effective and responsible manner is an essential part of the College Program’s educational mission. As a corollary to the College Program at San Quentin’s commitment to protect and promote free expression, members of the college community must also act in conformity with the principle of free expression. Although members of the college community are free to criticize and contest the views expressed on campus, and to criticize and contest speakers who are invited to express their views on campus, they may not obstruct or otherwise interfere with the freedom of others to express views they reject or even loathe. To this end, the College Program at San Quentin has a solemn responsibility not only to promote a lively and fearless freedom of debate and deliberation, but also to protect that freedom when others attempt to restrict it. This resolution is adapted and excerpted from the “Report of the Committee on Freedom of Expression” at the University of Chicago. The original report is available in full at https://provost.uchicago.edu/sites/default/files/documents/reports/FOECommitteeReport.pdf

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https://provost.uchicago.edu/sites/default/files/documents/reports/FOECommitteeReport.pdf

https://provost.uchicago.edu/sites/default/files/documents/reports/FOECommitteeReport.pdf

COURSES

Course Numbers and Titles

ANT 220 Cultural Anthropology (SOC) ART 117A Introduction to Dramatic Arts (ART) ART 117B Theatre Improvisation (ART) ART 210 History of Photography (ART) ART 211 Art History & Appreciation (ART) ART 220 Introduction to Film (ART) AST 217 Astronomy (Non-lab SCI) BIO 141 Anatomy and Physiology w/Lab (SCI) BIO 151 Biology I (Non-Lab SCI) BIO 152 Biology I w/Lab (SCI) BIO 153 Anatomy and Physiology w/Lab (SCI) BIO 206 Neuroscience (Non-Lab SCI) BUS 101 Introduction to Business (ELECT) BUS 220 Microeconomics (ELECT) BUS 221 Macroeconomics (ELECT) CHM 111 General Chemistry w/Lab (SCI) COM 110 Introduction to Mass Communication (COMM) COM 146 Communication (COMM) COM 201 Journalism (ELECT) CIS 101 Computer Literacy (ELECT) ENG 098 Strategies for College Reading (Non-credit) ENG 099A Developmental English I (Non-credit) ENG 099B Developmental English II (Non-credit) ENG 101A Reading and Composition (COMP) ENG 101B Critical Thinking, Reading, and Writing (CRIT THINK) ENG 102 Introduction to Literature (LIT) ENG 110 Introduction to Screenwriting (LIT) ENG 204 Interdisciplinary Reading, Writing and Research (COMP) ENG 210 Creative Writing (ELECT) ENG 211 Creative Writing: The Personal Essay (ELECT) ENG 220 Modern World Literature (LIT) ENG 234 Genres of Short Fiction (LIT) ENG 243 Critical Thinking (CRIT THINK) ENG 248 Modern American Literature (LIT) ENG 249 American Literature: Romanticism to the 20th Century (LIT) ENG 251 Chicano Literature (LIT) ENG 273 Shakespeare (LIT)

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ENG 284 Multicultural Literature (LIT) EST 204 Environmental Science (Non-lab SCI) GEO 215 Geology (Non-lab SCI) HED 220 Introduction to Public Health (Non-lab SCI) HIS 101 U.S. History I (HIS) HIS 102 U.S. History II (HIS) HIS 103 European History (HIS) HIS 127 Latin American History (HIS) HIS 130 Modern African History (HIS) HIS 131 South African History (HIS) HIS 213 Human Civilization I (HIS) HIS 214 Human Civilization II (HIS) HIS 220 California History (HIS) HIS 224 Asian History (HIS) HIS 225 The American Experience (HIS) HIS 226 Ancient African History (HIS) HIS 227 Ancient World History (HIS) HIS 228 Mexican History (HIS) HIS 229 History of India: 19th & 20th Centuries (HIS) HIS 230 Early Latin American History (HIS) HIS 233 African-American History (HIS) HIS 240 World History (HIS) MTH 050A Developmental Math I (Non-credit) MTH 050B Developmental Math II (Non-credit) MTH 099 Elementary Algebra (Non-credit) MTH 110 Business Math (MTH) MTH 115 Intermediate Algebra (MTH) MTH 125 Geometry (MTH) MTH 135 Statistics (MTH) MTH 220 Pre-Calculus I (MTH) MTH 221 Pre-Calculus II (MTH) MTH 226 Pre-Calculus w/Analytical Geometry (MTH) MTH 230 Calculus I (MTH) MTH 231 Calculus II (MTH) MTH 232 Calculus III (MTH) MTH 243 Calculus IV (MTH) MTH 252 Discrete Mathematics (MTH) MTH 260 Differential Equations (MTH) MTH 287 Linear Algebra (MTH) MUS 212 Music Appreciation (ART) PHL 270 Ethics PHL 271 Introduction to Philosophy (PHIL) PHL 274 Introduction to Eastern Philosophy and Buddhism (PHIL)

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PHY 154 Physics I w/Lab (SCI) POL 241 American Government (AM GOV) PSY 121 Social Psychology (PSY) PSY 122 Psychology of Family (PSY) PSY 211 Abnormal Psychology (PSY) PSY 221 General Psychology (PSY) PSY 255 Child Growth and Development (PSY) REL 280 Religion in America SOC 230 Sociology (SOC) SPA 101 Elementary Spanish I (ELECT) SPA 102 Elementary Spanish II (ELECT) SPA 211 Intermediate Spanish I (ELECT) SPA 212 Intermediate Spanish II (ELECT) SPA 221 Introduction to Spanish Literature (ELECT) SSC 202 Comparative Religion (REL)

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Curriculum

Course Descriptions and Student Learning Outcomes

ANT 220 Cultural Anthropology (3) This course aims to demonstrate how the basic concepts and techniques developed by cultural anthropologists help us to understand diverse societies, including our own. We will consider topics such as language and symbols, kinship, gender, ethnicity, economics, politics, religion, and social change in a broad comparative framework. Major goals are an increased awareness of the social and cultural dimensions of human experience: the diversity and flexibility of human cultures; and processes of intercultural communication and conflict. Student Learning Outcomes Students who complete the course will be able to:

1. Explain how anthropologists study the native point of view (emic) but also construct an analytical view (etic) of other cultures;

2. Understand the nature of culture: that it is adaptive, learned, differentially shared, transmitted through language, a system of interdependent parts, and gives meaning to reality;

3. Critically evaluate their own culture using the tools of cultural relativism and holism and their knowledge of the concept of culture;

4. Understand the broad correlations between a culture's subsistence practices and other aspects of culture, including economic, social, political organization; status and gender relations; level of conflict; and belief systems.

ART 117A Introduction to Dramatic Arts (3) An introduction to the basics of the craft of acting. The focus of this course is on the aesthetic, communicative, collaborative, and performative elements of the theatrical process. Student Learning Outcomes Students who complete the course will be able to:

1. Effectively communicate using the terminology of acting and the language of theatre;

2. Demonstrate the fundamental skills necessary to analyze and perform a scene.

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ART 117B Introduction to Theatre Improvisation (3) This class teaches the fundamentals of creative exploration, group collaboration and problem solving in the context of improvisational theatre and the creative arts. Student Learning Outcomes Students who complete the course will be able to:

1. Move and perform pantomime theatre scenes with confidence 2. Understand the fundamentals of theatrical performance 3. Form a complete story with conflict, resolution and characters

ART 210 History of Photography This course is an overview of the history of photography from its origins to the present day with an emphasis on major photographers and their work. It focuses on the development and history of photography as an art form and the impact this medium has had on art, culture and society. Student Learning Outcomes Students who complete the course will be able to:

1. Demonstrate their historical knowledge and critical understanding of the significance of photography;

2. Analyze and think critically about photography; 3. Identify and connect important social and personal themes explored through

photography; 4. Discuss and interpret images and other work, both verbally and in writing.

ART 211 Art History and Appreciation (3) This course provides students with conceptual knowledge and fundamental experience with the elements and principles of design in the visual arts. It also provides a selective overview of the arts from different cultures and periods, and focuses on the vocabulary and various medias of art. Student Learning Outcomes Students who complete the course will be able to:

1. Define art history as a discipline; 2. Observe and analyze the visual elements of works of art and visual culture,

incorporating the vocabulary used in arts communities; 3. Compare and contrast a variety of visual expressions; 4. Demonstrate an understanding of the relationship between the art-work and its

socio-historical context; 5. Express their own ideas in response to works of art in verbal and written form.

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ART 220 Introduction to Film (3) This course is designed to acquaint students with the history and the theories of film within the larger context of visual culture in the 20th century. It introduces students to the study of film not only in terms of its artistic and entertainment purposes, but also in its capacity to shape how a community, a region, a nation or a culture may be visualized, represented, or constructed, and thus to make our social, political, and cultural lives. Student Learning Outcomes Students who complete the course will be able to:

1. Outline the history of cinema and the major technological advancements in film; 2. Differentiate the defining characteristics of common film genres; 3. Analyze films using selected critical methodologies; 4. Discuss changes in the socio-political significance of film throughout history.

AST 217 Astronomy (3) This course offers an introduction to the science of astronomy. Subjects include the intellectual history of astronomy, the solar system; the search for life in the universe; the birth, life, and death of stars; Einstein’s special and general theories of relativity; black holes; the structure of the Milky Way; the properties of galaxies; the expanding universe; and big bang cosmology and the future fate of the universe. Student Learning Outcomes Students who complete the course will be able to:

1. Explain why the Earth experiences seasons; 2. Demonstrate knowledge of the concept of why the Moon shows phases and how

its phase is related to where the Moon is in its orbit and where the observer is on Earth;

3. Interpret the measurable physical characteristics of a star (temperature, radius, luminosity, absolute magnitude, etc.) based on its position on the H-R diagram and determine where the Sun is located on the diagram.

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BIO 141 Anatomy & Physiology with Lab This course adopts an integrative approach to human anatomy and physiology. The relations of cells and tissues to organ systems are dealt with in detail. Medical language is introduced and current research and advances are discussed. Laboratory includes histological and gross anatomical studies of mammalian examples compared to human models, and simple physiological experiments. Laboratory participation is a requirement. Student Learning Outcomes Students who complete the course will be able to:

1. Use anatomical terms to describe various parts of the human body; 2. Describe the characteristics of different types of tissues that make up the organ

systems; 3. Explain the functions carried out be each body system; 4. Describe how the malfunctions of any single body system can have detrimental

effects on the whole body; 5. Discuss some clinical cases associated with body system malfunctioning.

BIO 151 Biology I – No Lab (3)^ An introductory course in scientific thinking, classification, and explanations of natural processes of life on earth, including those of cells, organisms, plants, animals, ecosystems and the biosphere. Provides students with a broad perspective of the field of biology and establishes a background for further study in advanced biology courses. Student Learning Outcomes Students who complete the course will be able to:

1. Recognize and explain the nature of life and the basic body plan of animals, plants, and microorganisms;

2. Demonstrate understanding of the principles of genetics and identify the major structure and function of DNA, RNA, and protein;

3. Demonstrate the major functions carried out in the representative groups or organisms and how each organism depends on other organisms for existence;

4. Explain the significance of environment for the survival of all living organisms and demonstrate the way to protect our environment.

BIO 152 Biology I w/Lab (4) An introductory course in scientific thinking, classification, and explanations of natural processes of life on earth, including those of cells, organisms, plants, animals, ecosystems and the biosphere. Provides students with a broad perspective of the field of biology and establishes a background for further study in advanced biology courses. Lab required.

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Student Learning Outcomes Students who complete the course will be able to:

1. Understand key concepts of evolution, genetics, and molecular & cell biology; 2. Recognize and explain the nature of life and the basic body plan of animals,

plants, and microorganisms; 3. Possess basic knowledge of organ systems, particularly the brain and nervous

system; 4. Demonstrate understanding of the principles of genetics and identify the major

structure and function of DNA, RNA, and protein; 5. Develop scientific hypotheses and design experiments to test their validity; 6. Communicate the results of an experiment in a formal lab report.

BIO 153 Anatomy & Physiology with Lab (4) In this course “form underlying function” is emphasized through an integrative approach to human anatomy and physiology. The relations of cells and tissues to organ systems are dealt with in detail. Medical language is introduced and current research and advances are discussed when applicable. Laboratory includes histological and gross anatomical studies of mammalian examples compared to human models, and simple physiological experiments. Laboratory participation is a requirement. Student Learning Outcomes Students who complete the course will be able to:

1. Use anatomical terms to describe various parts of the human body; 2. Describe the characteristics of different types of tissues that make up the organ

systems; 3. Explain the functions carried out be each body system; 4. Describe how the malfunctions of any single body system can have detrimental

effects on the whole body; 5. Discuss some clinical cases associated with body system malfunctioning.

BIO 206 Neuroscience (3) This course is an introductory level course in neuroscience, with an emphasis on how brain structure, function and physiology relates to human behavior. The brain and nervous system mediates many complex behaviors such as decision-making, emotion, attention, and learning and memory. We will examine these behaviors from the perspectives of systems neuroscience (how different regions of the brain interact), molecular and cellular neuroscience (the underlying biology of brain function) and cognitive science (explores higher-level brain function as it relates to systems, molecular and cellular neuroscience).

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1. Explain the organization of the nervous system and how these organizational schema underlie the structure and function of the human nervous system;

2. Interpret everyday phenomena such as learning, sensation, motor activity, etc. using a neuroscientific framework;

3. Critically assess the importance of key experiments and scientific observations in the development of the modern field of neuroscience;

4. Describe the cellular and chemical basis underlying nervous system function and be able to assess deviations from these in the setting of nervous system dysfunction.

BUS 101 Introduction to Business (3) This course is a comprehensive study and analysis of the principles of business. The course introduces students to contemporary business principles, practices, and terminology. Students will gain an understanding and appreciation of the private enterprise system, and how the functional areas of business work and interrelate. Student Learning Outcomes Students who complete the course will be able to:

1. Explain the concepts, principles, and operation of the private enterprise system or capitalism, as an economic system and then compare and contrast it to other economic systems;

2. Compare and analyze the legal forms of business ownership and evaluate their implications in terms of risk and capital formation;

3. Analyze and evaluate concepts and processes involved in business operations, including production, marketing, human resources, finance, and accounting;

4. Evaluate or judge the importance of human, capital, and physical resources in a business and the manager's role in selection, placement, development, and utilization of these resources.

BUS 220 Microeconomics (3) General introduction to microeconomic systems. An examination of general microeconomics theory with an emphasis on supply and demand, opportunity cost, consumer choice, the firm, market structure(s) and regulation, allocation of resources, capital, interest, profit, labor unions, income analysis, energy, national resource economics, and public policy. Student Learning Outcomes Students who complete the course will be able to:

1. Define microeconomic terms and concepts; 2. Assess the outcomes of supply and demand forces from a microeconomic

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perspective; 3. Analyze the market outcomes of essential microeconomic indicators; 4. Evaluate consumer behavior in terms of utility maximization.

BUS 221 Macroeconomics (3) This course is an introduction to economic theory and analysis with emphasis on monetary and fiscal policy. Topics include: gross domestic product, business cycles, inflation, recession, the Keysian model on unemployment, on money and the Federal Reserve System. In this broad introductory survey, special attention is given to the role of economic principles in analyzing and understanding current economic problems. Emphasis is placed on examining the functioning of the economy and on dealing with such matters as unemployment, inflation and recession. Student Learning Outcomes Students who complete the course will be able to:

1. Demonstrate an understanding of basic economic concepts such as: scarcity, resources, production possibilities, circular flow, supply and demand, gross domestic product, unemployment, and inflation;

2. Understand and explain the essential differences that separate and distinguish the Classical and Keynesian Schools in macroeconomics;

3. Understand and explain the concepts, tools, and implementation of fiscal policy; 4. Interpret, evaluate, or assess the health of the current US economy based on

current macroeconomic statistics.

CHM 111 General Chemistry I w/Lab (4) The basic tools of chemistry; atoms, molecules and ions; introduction to chemical reactions; stoichiometry, thermochemistry; gases and their behavior; the structure of the atom; atomic electron configurations; chemical periodicity. Student Learning Outcomes Students who complete the course will be able to:

1. Explain the macroscopic physical and chemical properties of a substance in terms of its atomic-level structure;

2. Develop solutions to complex chemistry problems using quantitative and qualitative techniques, and articulate the answers;

3. Obtain and record careful laboratory measurements and observations, carry out qualitative and quantitative analyses of these data, and present the results in a formal laboratory report.

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COM 110 Introduction to Mass Communication (3) An overview of the role of print and electronic media in the dissemination of information to a mass audience. Student Learning Outcomes Students who complete the course will be able to:

1. Critically assess the history, structure, and function of dominant mass media forms;

2. Demonstrate oral and written competence of the evolution of mass media as a result of emerging technologies, cultural conditions, and human ingenuity;

3. Trace the influences of mass media forms on major cultural practices and social formations;

4. Identify examples of the ways mass media affect contemporary social, political, and cultural climates.

COM 146 Communication (3) A course designed to help students communicate more effectively through a study of the terms, concepts and current theories in the field of communication. Several levels of communication are examined: intrapersonal, interpersonal, nonverbal, small group, intercultural and mass media. Through speech and writing assignments, students have an opportunity to develop their verbal and written communication skills. Student Learning Outcomes Students who complete the course will be able to:

1. Demonstrate an understanding of the fundamental principles of effective communication;

2. Understand ethical obligations in the communication process; 3. Present organized ideas in a systematic outline form; 4. Design various types of speeches (e.g., to inform, to persuade).

COM 201 Journalism (3) This course teaches the theory and practice of writing news stories for the media. The student learns effective writing and interviewing strategies, common story structures, grammar and style rules, libel, and privacy laws. Student Learning Outcomes Students who complete the course will be able to:

1. Conduct reporting and prepare it for presentation; 2. Recognize the differences between fact-based and opinion-based media style; 3. Conduct in-depth interviews with sources; 4. Analyze the legal and ethical dilemmas faced by professionals in mass media.

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CIS 101 Computer Literacy (3) Introduction to basic computer theory, basic word processing, spreadsheets, and databases. Student Learning Outcomes Students who complete the course will be able to:

1. Apply basic computer concepts and terms; 2. Understand theory of internet browsers; 3. Create documents, spreadsheets, and databases using desktop software; 4. Integrate data between desktop applications; 5. Demonstrate safe and ethical use of electronic materials.

ENG 098 Strategies for College Reading (non-credit) This is a non-credit course designed to give students added practice in reading, thinking, and writing in a fun and low pressure environment. Reading ease and comprehension are vital for college success, and different readers require different strategies. This course offers the chance to read texts similar to those encountered later in college and learn different ways of approaching them and thinking about them. Strategies will be introduced and built upon each week. Topics include pre-reading, active reading, guided annotation, note-taking, using visual structures and graphic organizers, question generation, self-assessment, oral reading, and close reading for analysis. Student Learning Outcomes Students who complete the course will be able to:

1. Read with improved concentration, vocabulary, and comprehension. 2. Reading with purpose and plan their own guided annotation. 3. Extract useful information from the text as they plan for discussion. 4. Refer back to the text during discussions to support the point they are making.

ENG 099A Developmental English I (Non credit) The purpose of this course is to develop effective study habits as well as critical reading, writing, and thinking skills to use in the college program and beyond. Texts include literacy narratives, longform journalism, and interdisciplinary texts for students to practice reflecting and analyzing different genres of writing. Writing assignments include short reading responses, free-writes, mechanics and conventions exercises, and two formal essays. Students also reflect on the benefits and drawbacks of the five-paragraph structure. August 2019 32


1. Apply active reading and note-taking strategies in and out of class; 2. Identify differences between formal and informal language registers; 3. Compose sentences and paragraphs with clear syntax and standard conventions; 4. Demonstrate reading comprehension through homework responses and formal

essays; 5. Draft an essay responding to a text through the following stages: outline, rough

draft, instructor revision, peer review, and final draft.

ENG 99B Developmental English II (Non credit) The purpose of this course is to build critical reading, writing, and thinking skills through discussions and analytical writing assignments. Texts include longform journalism, speeches and letters, poetry and short fiction, and other interdisciplinary texts. The course helps students develop their thinking and writing process through thesis development and evidence-gathering activities and by drafting through all stages three formal essays with different purposes. The writing assignments in this class require students to move beyond the five-paragraph structure and to develop essay structures that reflect the organization of their argument. Student Learning Outcomes Students who complete the course will be able to:

1. Write coherent and concise sentences in a register appropriate for the audience using standard conventions;

2. Develop an argument an analysis in response to a prompt that includes a well-reasoned thesis supported with relevant evidence and examples;

3. Determine essay structure based on the argument organization with focused and purposeful paragraphs;

4. Observe and describe the purpose, intended audience, and literary elements of story and style in a text.

5. Analyze the significance of author choices and literary elements as they connect to and affect the overall meaning of a text.

ENG 101A Reading and Composition (3) This course focuses on reading and analyzing a variety of narrative and expository texts including academic essays, fiction and journalism. Students compose a sequence of expository essays. Instruction emphasizes reading and writing, with a focus on thesis formation, sentence and paragraph structure, and essay development. Student Learning Outcomes Students who complete the course will be able to:

1. Write organized, coherent, and grammatically correct multi-paragraph essays with a developed thesis statement;

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2. Apply the recursive writing process (planning, outlining, drafting, writing, revision);

3. Demonstrate critical reading and thinking skills with an array of text genres; 4. Articulate and deconstruct logical arguments.

ENG 101B Critical Thinking, Reading, and Writing (3) Reading and writing to analyze, evaluate and form rational arguments. This course develops the skills of reasoning, argumentation, drawing conclusions from evidence, and inductive and deductive thinking. Student Learning Outcomes Students who complete the course will be able to:

1. Read analytically, identifying the thesis, chief claims, support and evidence set forth by a writer;

2. Assess the validity of a writer’s argument, specifically demonstrating an awareness of the writer’s assumptions;

3. Respond to a written piece of writing, setting forth their reactions, questions, objections, and conclusions;

4. Compose argumentative thesis-based essays, with attention to the formulation of supporting reasons, based on evidence from textual analysis.

ENG 102 Introduction to Literature (3) This course provides an introduction to the four major genres of literature: novel, short story, drama, and poetry. Student Learning Outcomes Students who complete the course will be able to:

1. Critically analyze works of literature; 2. Develop a strong, clear thesis related to a literature text; 3. Write a grammatically correct, well-organized essay with a well-developed

argument on a literary-critical topic, using appropriate terminology.

ENG 110 Introduction to Screenwriting (3) This course is an introduction to and overview of the elements of structure, theme, plot, character, and dialogue in writing for film. Students will critically analyze professional scripts, view model examples of film writing, and work on their own screenplay. Students will have the opportunity to read and critique one another’s screenplays in a workshop setting. Student Learning Outcomes Students who complete the course will be able to:

1. Understand the differences of visual and prose storytelling;

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2. Develop workable short script premises with clear, vivid, dimensional and active characters;

3. Learn 3-part story structure (set-up, rising action, resolution) while crafting effective loglines and write outlines;

4. Build scenes into sequences using conflict and tension; 5. Write dialogue with a strong point of view and larger thematic purpose; 6. Give and receive constructive, targeted feedback for revising and clarifying.

ENG 204 Interdisciplinary Reading, Writing and Research (3) This course is a portal course to upper division coursework, designed to refine skills in reading, writing and critical thinking and to develop new skills in research across the disciplines. Student Learning Outcomes Students who complete the course will be able to:

1. Design and organize a sophisticated research paper in their chosen academic field;

2. Effectively present their research to others both orally and in writing; 3. Research evidence and locate and cite academic sources; 4. Develop, substantiate, and deconstruct analytical arguments.

ENG 210 Creative Writing (3) This course explores literature from the writer's point of view, attending to the ways in which each author develops voice, music, character, story, and situation. We will study and experiment in writing in a variety of genres, including poetry, drama, fiction, and memoir. Student Learning Outcomes Students who complete the course will be able to:

1. Understand and use a range of literary tools and techniques, including rhyme, metaphor, allusion, conflict, dialogue, theme, flashback, foreshadowing, and point of view;

2. Draft paragraphs, scenes, stories in response to instructor- and student-generated prompts;

3. Read and respond critically to peer work; 4. Comfortably submit stories for publication.

ENG 211 Creative Writing: The Personal Essay (3) This course teaches students techniques for developing narrative essays that reflect personal points of view, experiences, inquiries and analyses.

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1. Compose a personal essay that communicates clearly and effectively to their audience;

2. Identify and use the vocabulary of creative writing critique. 3. Participate effectively in writing workshops in which they both present their own

work to their peers, and provide feedback to others on their work.

ENG 220 Modern World Literature (3) This course is a comparative introductory study of literature from a variety of genres, cultures, societies, and traditions across the 19th-, 20th- and 21st- centuries. Student Learning Outcomes Students who complete the course will be able to:

1. Analyze works of literature using literary critical concepts; 2. Actively participate in classroom discussions focused on the close reading of

literary texts; 3. Write a well-organized, grammatically correct essay with a clear, focused thesis

on a literary topic.

ENG 234 Genres of Short Fiction (3) This course offers an introduction to the distinctive literary forms of the short story. Literary works read are by authors of diverse cultures. Student Learning Outcomes Students who complete the course will be able to:

1. Analyze works of literature using literary critical concepts; 2. Actively participate in classroom discussions focused on the close reading of

short literary texts; 3. Write a well-organized, grammatically correct essay with a clear, focused thesis

on a literary topic.

ENG 243 Critical Thinking (3) This course strengthens students’ ability to understand and evaluate arguments – both stated and implied. Through reading and critically analyzing an array of texts, students learn to identify buried assumptions in their own and others’ writing; recognize, evaluate, make and support inferences; and master the elements of strong written argument: accurate, clear, coherent and fluent prose. Student Learning Outcomes Students who complete the course will be able to:

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1. Understand and evaluate arguments, including both what is stated and what is implied;

2. Examine ideas as social constructs rather than absolute truths; 3. Identify buried assumptions in their own writing and in the writing of others; 4. Demonstrate mastery of the elements of written argument, that is, of accurate,

clear, coherent, and fluent prose.

ENG 248 Modern American Literature (3) A seminar on works of selected American authors of the 20th century. Student Learning Outcomes Students who complete the course will be able to:

1. Become familiar with significant modern American literary texts; 2. Critically analyze works of literature from the field of modern American

literature; 3. Write a grammatically correct, well-organized essay with a well-developed

argument on a literary-critical topic related to modern American literature.

ENG 249 American Literature: Romanticism to the 20th Century (3)

An in-depth examination of selected literary works of American authors from the late nineteenth century through the twentieth century. Through an array of writing assignments of varying lengths, students will further develop their skills in literary interpretation and critical analysis, as well as essay writing and revision. Student Learning Outcomes Students who complete the course will be able to:

1. Become familiar with significant American literary texts of this period; 2. Critically analyze works of literature from the field; 3. Write a grammatically correct, well-organized essay with a well-developed

argument on a literary-critical topic related to American literature.

ENG 251 Chicano Literature (3) This course is an introduction to contemporary and traditional literature created by Chicanas/os, including an exploration of its political, social, cultural, historical, and psychological context. Student Learning Outcomes Students who complete the course will be able to:

1. Demonstrate knowledge of the field of Chicano literature; 2. Critically analyze works of literature from within this tradition, applying literary

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critical concepts; 3. Write a grammatically correct, well-organized essay with a well-developed

argument on a literary-critical topic.

ENG 273 Shakespeare (3) This course is an introduction to Shakespearean drama and poetry through a study of representative comedies, histories, tragedies, and sonnets. Student Learning Outcomes Students who complete the course will be able to:

1. Demonstrate an understanding of Shakespeare’s life and times and evaluate their influence on his works;

2. Demonstrate an understanding of the major elements central to the plays of William Shakespeare studied in the course;

3. Demonstrate knowledge of the dramatic principles of comedy, history, and tragedy in Shakespearean drama.

ENG 284 Multicultural Literature (3) This course is a study of representative literature by various American multicultural writers. Student Learning Outcomes Students who complete the course will be able to:

1. Demonstrate knowledge of the literary contributions of multicultural writers in the United States;

2. Demonstrate the ability to analyze themes, styles, and literary conventions of literary works;

3. Write a grammatically correct, well-organized essay with a well-developed argument on a literary-critical topic.

EST 204 Environmental Science (3) This course is intended to introduce students to the field of environmental science and serve as a survey of current environmental issues. The major topics covered may include: human population, climate change, soil, water and air pollution, energy, environmental law, environmental health, environmental justice, agriculture & the environment, wildlife conservation, and environmental philosophy & ethics. Student Learning Outcomes Students who complete the course will be able to:

1. Analyze current environmental issues from science, ethics and policy perspectives;

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2. Define the scientific approaches used in dealing with these problems; 3. Discuss the policy, biology and economics surrounding these issues; 4. Articulate their own as well as opposing viewpoints regarding these issues.

GEO 215 Geology (3) This course provides a study of the composition of the earth and the processes responsible for its present characteristics. Topics covered include plate tectonics, rocks and minerals, volcanism, metamorphism, sedimentation, weathering, erosion, landforms, earthquakes, glaciers, and mineral resources. Student Learning Outcomes Students who complete the course will be able to:

1. Explain the characteristics and conditions of formation of the three rock types; igneous, metamorphic, and sedimentary;

2. Explain the rock cycle by differentiating all three rock types in order to identify and describe the various geological processes involved;

3. Explain the Plate Tectonic Theory and identify tectonic features of the world.

HED 220 Introduction to Public Health (3) This course provides an introduction to public health concepts, issues and current practice through an examination of public health’s history, core functions and activities at the community, state and national levels. Themes explored in the course will include health disparities, prevention, social determinants of health, and the social ecological framework and its application within the public health field. Student Learning Outcomes Students who complete the course will be able to:

1. Demonstrate their understanding of public health disease control and prevention, including primary, secondary and tertiary public health prevention strategies;

2. Discuss and analyze public health issues through the lens of the social ecological framework;

3. Read, extract key information and concepts presented in scientific journal articles about public health issues;

4. Apply critical thinking and writing skills to addressing public health issues.

HIS 101 U.S. History I (3) United States history from pre-Columbian period to 1865, with particular attention to the themes of politics, economics, geography, race, gender and culture. Students are introduced to the discipline of history and to the skill of reading and interpreting primary sources from a variety of text forms.

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1. Identify and describe significant persons, events, and institutions in American history through 1865;

2. Identify major themes in the development of American culture, society, and politics through 1865;

3. Write a well-organized essay with an original thesis on a significant historical question that draws on multiple primary and/or sources.

HIS 102 U.S. History II (3) This course is a survey of United States history from 1865 to date, with particular attention to the themes of politics, economics, geography, race, gender and culture. Students are introduced to the discipline of history and to the skill of reading and interpreting primary sources from a variety of text forms. Student Learning Outcomes Students who complete the course will be able to:

1. Identify and describe significant persons, events, and institutions in American history from 1865 to the present;

2. Identify major themes in the development of American culture, society, and politics from 1865 to the present;

3. Write a well-organized essay with an original thesis on a significant historical question that draws on multiple primary and/or sources.

HIS 103 European History (3) A chronological survey of the development of European civilizations from the pre-history era to the period of European colonialism. The study of historical events and developments are contextualize in changing social, political, economic, religious and geographic developments. Student Learning Outcomes Students who complete the course will be able to:

1. Describe broadly the political development of the European continent; 2. Explain the most significant political, economic, and cultural events that have

shaped the European continent; 3. Conduct research analyzing both primary and secondary sources related to

European history.

HIS 127 Latin American History I (3) This course covers the heritage and development of Latin America from its indigenous beginnings through European exploration and colonialism to the modern states. The

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course emphasizes the economic, social, cultural and political forces that shaped these states. Student Learning Outcomes Students who complete the course will be able to:

1. Demonstrate a working knowledge of key social, cultural, political and economic developments in Latin American history;

2. Be able to identify the geography of the region including countries, major cities, and important geographic features;

3. Develop well-organized and supported theses and argumentative essays on a topic in Latin American history.

HIS 130 Modern African History (3) This course will examine pre-colonial African communities and societal organization; African ways of knowing; the Trans-Atlantic Slave Trade; the Berlin Conference and the onset of colonialism; African responses to colonialism; the growth of African nationalism; independence struggles; democracy; structural adjustment; civil society, gender; development; and globalization. Student Learning Outcomes Students who complete the course will be able to:

1. Demonstrate an understanding of African social organization, ways of knowing and economic life;

2. Demonstrate knowledge of the major developments, events, themes and systems characterizing the history of Africa;

3. Read analytically, draw conclusions and construct arguments verbally and in writing concerning topics in African History.

HIS 131 South African History (3) This course will introduce students to the social and political history of South Africa from pre-colonial times to the post-apartheid years, starting with an examination of the region’s early African societies, and moving to European contact and subsequent settlement and colonization patterns on the subcontinent. Student Learning Outcomes Students who complete the course will be able to:

1. Demonstrate an understanding of key events, figures, places and themes in South African history;

2. Demonstrate critical knowledge of the major social, cultural, economic and political forces that have shaped the history of South Africa;

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3. Write a well-organized, cogent essay with an original thesis concerning a topic in South African History.

HIS 213 Human Civilization I (3) This course examines the political, social, cultural and economic history of human civilization from its beginnings to about 1715. The major focus will be on near Eastern, Mediterranean, and European developments. The student will also be introduced to Asian, African, and pre-Columbian American civilizations.


1. Demonstrate a broad general understanding of the sweep of human history and the roles of individuals, peoples, and cultures in establishing civilization as we know it;

2. Describe human events, ideas, and accomplishments generally recognized to be formative and fundamental to the history of civilization;

3. Analyze and discuss representative cultural works that have helped establish idealized relationships of humankind to the divine, to one another, and to nature—and that have attempted to define and explain beauty as necessary to the well being of the individual soul as well as of the larger society.

HIS 214 Human Civilization II (3) This course examines the political, social, cultural and economic history of human civilization from about the Middle Ages to the present. The major focus will be on social, economic, political, and intellectual developments during the period under consideration. Prerequisite: HIS 213. Student Learning Outcomes Students who complete the course will be able to:

1. Demonstrate a broad general understanding of the sweep of human history; 2. Describe key human events, ideas, and accomplishments that have been

formative and fundamental to the history of civilization; 3. Analyze and discuss representative historical cultural works that are considered

fundamental to modern society.

HIS 220 California History (3) This course examines the social, cultural and historical development of California from before the 16th century to the present. Student Learning Outcomes Students who complete the course will be able to: August 2019 42

1. Describe the location and culture of California’s indigenous peoples; 2. Compare and contrast the defining characteristics of the Spanish, Mexican, and

American geographic exploration, settlement, and governing of California; 3. Analyze and describe California’s political, social, and economic impact on the

country and the world.

HIS 224 Asian History (3) This course provides an overview of the geographic, political, economic, religious and social structures of the civilizations of China, Japan and Korea from the Middle Ages to early modern times. Student Learning Outcomes Students who complete the course will be able to:

1. Demonstrate an understanding of key events, figures, places and themes in Asian history;

2. Demonstrate critical knowledge of the major social, cultural, economic and political forces that have shaped the history of Asia;

3. Write a well-organized, cogent essay with an original thesis concerning a topic in Asian History.

HIS 225 The American Experience (3) This course explores an array of historical, geographical, economic and cultural perspectives on the settling and development of the United States. Includes consideration of native inhabitants and the various communities that have migrated to the North American continent from the time of Columbus to the present. Student Learning Outcomes Students who complete the course will be able to:

1. Identify major themes and issues related to the ways Americans have historically expressed, institutionalized and contested identity;

2. Assess how struggles over American identity often cross disciplinary boundaries, simultaneously engaging visual and material culture, literature, history, politics, and popular culture;

3. Appreciate the cultural diversity of the American experience, especially in terms of class, ethnicity, gender, and race.

HIS 226 Ancient African History (3) This course is intended to convey the range and diversity of people, events, objects and places in Ancient Africa from 2.5 million years ago until the 19th-century. It begins with an investigation of the origins of civilization, the growth of farming and cities, and European interest in Africa, in order to gain an understanding both of the African past

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and the way in which African culture has influenced and been influenced by other cultures. Student Learning Outcomes Students who complete the course will be able to:

1. Demonstrate an understanding of key events, figures, places and themes in Ancient African history;

2. Demonstrate critical knowledge of the major social, cultural, economic and political forces that shaped the history of Ancient Africa;

3. Write a well-organized, cogent essay with an original thesis concerning a topic in Ancient African History.

HIS 227 Ancient World History (3) This course provides an introduction to the peoples of the ancient world. Students investigate various aspects of ancient world cultures including geography, politics, history, art, literature and religion. Student Learning Outcomes Students who complete the course will be able to:

1. Think historically about the world in terms of patterns and trends in human experience;

2. Acquire a broad understanding of the ancient world from a variety of perspectives, including: religion, industry, literature, history, geography, education, customs, law, and philosophy;

3. Appreciate and utilize primary texts (in translation); 4. Write a well-organized, cogent essay with an original thesis concerning a topic in

Ancient World History.

HIS 228 Mexican History (3) This course explores the development of modern Mexico, including the pre-Columbian Native American peoples, Spanish influences, 19th century Mexican independence and 20th century revolution, contemporary issues, relations with the U.S. and Mexican and Mexican-American culture. Student Learning Outcomes Students who complete the course will be able to:

1. Demonstrate an understanding of key events, figures, places and themes in Mexican history;

2. Demonstrate critical knowledge of the major social, cultural, economic and political forces that have shaped the history of Mexico;

3. Write a well-organized, cogent essay with an original thesis concerning a topic

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in Mexican History.

HIS 229 History of India: 19th and 20th Centuries (3) This course will focus on the history of India during the nineteenth and twentieth centuries. Students will learn, in particular, about British rule in India and the development of Indian nationalism. Some of the broader themes explored in this course are religion and politics, the nature and scope of imperialism in India, and the formation of national identity. Student Learning Outcomes Students who complete the course will be able to:

1. Demonstrate an understanding of key events, figures, places and themes in Indian history;

2. Demonstrate critical knowledge of the major social, cultural, economic and political forces that have shaped the history of India;

3. Write a well-organized, cogent essay with an original thesis concerning a topic in Indian History.

HIS 230 Early Latin American History (3) This course examines the social, political, economic, and cultural foundations of Latin America from pre-colonial to the Conquest in the fifteenth century to independence in the early nineteenth century. Student Learning Outcomes Students who complete the course will be able to:

1. Describe the location and culture of the indigenous people of Mesoamerica and South America;

2. Compare and contrast the social, political, and economic dynamics of colonization based on primary and secondary sources;

3. Analyze and explain the principal forces that contributed to continuity and change in Latin American cultures as a result of conquest and colonization;

4. Describe the issues of race, ethnicity, class, and gender in shaping Latin American cultures.

HIS 233 African-American History (3) This course provides an analysis of the African American experience in the United States from the Colonial period to the present, including forced migration from Africa, slavery, emancipation, the Jim Crow laws, and the Civil Rights movements. Also studied are the social, economic and political effects brought about by urbanization and the significant political, scientific and cultural contributions of African Americans.

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1. Analyze and explain the most significant political, economic, and cultural events that have shaped the lives of African Americans in the United States;

2. Compare and contrast the social and political conditions of African American experience according to gender, occupation, status, and region;

3. Explain the role that African American communities and individuals have played in shaping the United States.

HIS 240 World History (3) This course is a survey of world history from Medieval to early modern times, tracing the developments of the geographic, religious, political and social, cultural and technological changes during the period AD 300-1789. Student Learning Outcomes Students who complete the course will be able to:

1. Demonstrate an ability to evaluate interpretations of historical events by analyzing secondary accounts and primary documents;

2. Demonstrate an understanding of the interplay of geographic factors, family patterns, religion, and military organization in the development of larger states in Afro-Eurasia, China, Europe, and India;

3. Describe the impact of the Scientific Revolution and the initial stages of industrialization on social groups;

4. Describe the impact of colonial expansion in the non-industrialized world and the social movements that were created in response to this colonial rule.

MTH 050A Developmental Math I (Non credit) The purpose of this course is to learn how to do arithmetic and apply it to daily life. Topics include simple arithmetic operations and long multiplication and division of whole numbers, decimals, fractions, order of operations, introduction to exponents and roots, and applications. The course will reinforce multiplication table, number sense, and focus on study habits needed to succeed in mathematics. Student Learning Outcomes Students who complete the course will be able to:

1. Students completing the course will be able to perform arithmetic operations on whole numbers;

2. Students completing the course will be able to perform arithmetic operations on fractions and mixed numbers;

3. Students completing the course will be able to perform arithmetic operations on decimals and convert between fractions and decimals;

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4. Students completing the course will be able to solve simple word problems.

MTH 050B Developmental Math II (Non credit) This course will teach important fundamentals of math and cover integers, simplifying expressions, and solving equations. Students will gain confidence in applying these skills to solving real-world problems. The course will build on the foundation of concepts from Math 50A, exploring more advanced topics in math in preparation for Algebra. The purpose of this course is to learn how to do arithmetic and apply it to daily life. Topics include simple arithmetic operations and long multiplication and division of whole numbers, decimals, fractions, order of operations, introduction to exponents and roots, and applications. The course will reinforce multiplication table, number sense, and focus on study habits needed to succeed in mathematics. Student Learning Outcomes Students who complete the course will be able to:

1. Simplify expressions involving integers using order of operations; 2. Simplify algebraic expressions; 3. Solve a linear equation in one variable.

MTH 099 Elementary Algebra (Non credit) The purpose of this course is to solve linear equations and inequalities, develop and use formulas and algebraic expressions, graph linear functions and inequalities, and apply these equations and expressions to applications that relate to real world situations. Student Learning Outcomes Students who complete the course will be able to:

1. Solve linear equations and inequalities in one variable; 2. Graph equations in two variables in the Cartesian coordinate system; 3. Solve systems of linear equations in two or more variables; 4. Simplify and factor expressions involving exponents and polynomials including

solving quadratic equations in one variable; 5. Apply algebra skills to real-world problems.

MTH 110 Business Math (3) Business Math is an introduction to the fundamentals of financial concepts used within business enterprises. The development of skills in measurements by the use of fractions, cash and accrual methodology, taxation, payroll processing, cash controls, as well as understanding of basic business statistics.

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Course Learning Outcomes: Students who complete the course will be able to:

1. Demonstrate an understanding of the appropriate use of financial terminology when describing business processes;

2. Identify with fractions used through its use in equations as it applies to the business enterprises;

3. Define the elements of business financial statements and the proper use as it applies to business entities;

4. Apply the functions of the business math equations in processing payroll, and preparing governmental tax forms;

5. Demonstrate knowledge and understanding of the basic mathematical concepts financial statements functions, and duplicating these in all homework assignments and partner project.

MTH 115 Intermediate Algebra (3) Topics discussed include functions and graphs; rational functions; exponential and logarithmic functions; systems of equations. This course will teach algebraic manipulation and functional thinking. We will learn about numbers, functions, equations and their graphs. We will gain confidence in graphing and in solving real-world problems using functional representation. We will build on the foundation of concepts from Elementary Algebra, exploring more advanced topics in algebra. Student Learning Outcomes Students who complete the course will be able to:

1. Interpret and analyze functions in terms of the mathematical ideas they represent and use them to solve real-world applied problems;

2. Gain confidence in graphing and achieve a deeper understanding of the relationship between equations and their graphs;

3. Master logarithmic and exponential functions and their operations, and develop an understanding of inverse functions more generally;

4. Gain facility and comfort with algebraic manipulation through practice performing operations on algebraic expressions.

MTH 125 Geometry (3) Addresses basic geometry terms and concepts including: point, line, angles, general polygons, congruency, triangulation, similarity, area, circles, solid geometry, inequities and informal constructs. This course will teach concepts and theorems of Geometry, as the study of size, shape and position of 2-dimensional shapes. We will learn about lines and angles, as well as perimeter, area and volume of common shapes. Student Learning Outcomes

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Students who complete the course will be able to: 1. Use geometric vocabulary accurately to identify and describe geometric objects

and relationships; 2. Apply formulas for perimeter, area, volume, and surface area to solve practical

geometric problems; 3. Use given information and valid logical reasoning to establish geometric

relationships in proofs.

MTH 135 Statistics (3) An introduction to descriptive and inferential statistical concepts and methods, Topics include grouping of data, measures of central tendency and dispersion, probability concepts, sampling, statistical estimation, and statistical hypothesis testing. Student Learning Outcomes Students who complete the course will be able to:

1. Compute statistical measures and interpret the significance of the result. 2. Apply statistical concepts to real-world applications; 3. Summarize methods for organizing, displaying, and interpreting data; 4. Evaluate the functions of different probability distributions, sampling

distributions, and populations; 5. Examine normal and exponential continuous probability distributions.

MTH 220 Pre-Calculus I (3) Preparation for calculus or other courses requiring depth in algebraic background; includes inequalities, theory of equations, sequences and series, matrices, functions and relations, logarithmic and exponential functions. Student Learning Outcomes Students who complete the course will be able to:

1. Simplify and perform algebraic operations on polynomial, rational, exponential, logarithmic, and trigonometric functions;

2. Identify, analyze and graph functions; 3. Use mathematics to model and solve real-world problems.

MTH 221 Pre-Calculus II (3) Advanced algebra with analytic geometry. This course includes topics from college algebra; matrices, vectors, conic sections, transformations of coordinate axes, polar coordinates, lines, and surfaces in space, quadric surfaces. Student Learning Outcomes

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Students who complete the course will be able to: 1. Simplify and perform operations on elementary and transcendental functions,

especially trigonometric functions and their inverses; 2. Identify, analyze and graph functions; 3. Use mathematics to model and solve real-world problems.

MTH 226 Pre-Calculus with Analytical Geometry (3) Advanced algebra with analytic geometry. This course includes topics from college algebra; matrices, vectors, conic sections, transformations of coordinate axes, polar coordinates, lines and surfaces in space, quadric surfaces. Student Learning Outcomes Students who complete the course will be able to:

1. Simplify and perform algebraic operations on polynomial, rational, exponential, logarithmic, and trigonometric functions;

2. Identify, analyze and graph functions; 3. Use mathematics to model and solve real-world problems

MTH 230 Calculus I (3) Differential calculus. This course covers the concepts of limits and continuity; exponential and logarithmic functions; techniques of differentiation and integration; applications of the derivative and the integral. Prerequisite: MTH 115, MTH 220, MTH 221. Student Learning Outcomes Students who complete the course will be able to:

1. State and apply basic definition, properties, and theorems of first semester calculus;

2. Calculate limits, derivatives, definite integrals, and indefinite integrals of algebraic and transcendental functions;

3. Model and solve application problems using derivatives and integrals of algebraic and transcendental functions.

MTH 231 Calculus II (3) Integral calculus. This course covers the concepts of the indefinite integral, area, fundamental theorem of calculus, methods of integration; applications to volume and arc length, and physical problems. Prerequisite: MTH 230. Student Learning Outcomes Students who complete the course will be able to:

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1. Describe a region by boundaries or inequalities in x and y, draw a solid revolution, and set up an integral for the volume;

2. Analyze an integral to determine the correct method of integration; 3. Apply theorems to determine if a series converges or diverges.

MTH 232 Calculus III (3) This course covers the concept and contribution of infinite series to the understanding of limits and thus the theoretical basis of derivatives and integrals. Topics also covered include: calculation of vectors and three-dimensional space, determination of directional derivatives and gradients, use of partial derivatives and the chain rule, comprehension of curves, surfaces, maxima and minima as well as evaluation of multiple integrals. Student Learning Outcomes Students who complete the course will be able to:

1. State and apply basic definitions, properties and theorems of multivariable calculus;

2. Compute and apply derivatives and multiple integrals of functions of two or more variables;

3. Compute and apply vector fields, line integrals, and surface integrals; 4. Analyze multivariable functions.

MTH 243 Calculus IV (3) This course covers the study of line and surface integrals including Stoke’s and Green’s theorem, point-set theory and the use of the Bolzano – Weierstrass theorem and the Heine – Borel theorem, as well as the fundamental theorems on continuous functions and the Intermediate-value theorem. The course will also include theory of integration including: Riemann’s Double integrals, iterated integrals, Improper and Stieltjes Integrals. The later part of the course will involve improper integrals of the second and mixed type, the gamma function, and Stirling’s formula, concluding with the study of Fourier series and integrals with emphasis on Fourier’s Convergence Theorem and the graphical study of a Fourier Series. Student Learning Outcomes Students who complete the course will be able to:

1. Find extreme values of multivariable functions, with or without constraints; 2. Compute and apply double and triple integrals; 3. Change variables in multiple integrals, including changing from rectangular

coordinates to polar, cylindrical, or spherical coordinates; 4. Use and compute line and surface integrals; 5. Apply Green’s Theorem, Stokes’ Theorem and the Divergence Theorem.

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MTH 252 Discrete Mathematics (3) Topics in discrete mathematics. This course covers the study of elementary logic, set theory and relations; methods of proof; induction, enumeration techniques, recurrence relations, trees and graphs; Boolean algebra, algorithm analysis; counting and combinatorics. Student Learning Outcomes Students who complete the course will be able to:

1. Apply principles of logic to analyze validity of arguments; 2. Apply mathematical induction to problems in sequences and series; 3. Write and analyze proofs.

MTH 260 Differential Equations (3) This course will explore various strategies and methods to analyze and solve ordinary differential equations. This course will introduce partial differential equations as well as techniques and some applications of integral and differential calculus, transcendental functions, analytic geometry, sequences, series, and applications of differential equations. Student Learning Outcomes Students who complete the course will be able to:

1. Solve various science and engineering application problems using differential equations;

2. Solve non-homogeneous linear differential equations by the method of variation of parameters, and by either undermined coefficients or inverse operators;

3. Solve first order differential equations by a variety of methods.

MTH 287 Linear Algebra (3) Elementary theory of vector spaces. This course covers the study of linear independence, bases, dimension, linear maps and matrices, determinants, orthogonality, eigenvalues and eigenvectors. Student Learning Outcomes Students who complete the course will be able to:

1. Determine the number of solutions to a linear system. If there are an infinite number of solutions, then the student will be able to determine how many arbitrary parameters the solution has;

2. Identify a basis for a vector space; 3. Identify a vector space.

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MUS 212 Music Appreciation (3) A study of great music and great composers from medieval times through the 20th century. Includes basic elements of music and an introduction to the orchestra. Student Learning Outcomes Students who complete the course will be able to:

1. Aurally identify stylistic and historical developments in music; 2. Demonstrate an understanding of how the elements of music are based on music

theories and structures; 3. Articulate in writing their aesthetic perceptions and responses to the art of

music.

PHL 270 Social Ethics (3) This course is an introduction to the philosophical field of ethics. This involves understanding major philosophers’ theories and arguments, some common philosophical terminology, as well as the tools of analysis that philosophers have honed for over two millennia. Student Learning Outcomes Students who complete the course will be able to:

1. Read, interpret and understand central methodological theories in ethics; 2. Apply philosophical theories to contemporary moral problems; 3. Understand and critically assess ethical viewpoints and issues; 4. Write critically about classic and contemporary moral issues.

PHL 271 Introduction to Philosophy (3) This course is an introduction to the field of philosophy, which questions the foundations of thought, knowledge and behavior. Students consider the perspectives and worldviews of the great thinkers of the past, from Socrates to Sartre, including some non-Western voices. From their consideration of these thinkers, students will begin to develop and raise their own questions about the foundational issues of how and what we think, do, and know, and how these impact how we live and believe. Student Learning Outcomes Students who complete the course will be able to:

1. Interact with philosophical texts using critical thinking methodology, both in discussion and in writing;

2. Apply philosophic reasoning to modern issues and situations 3. Write a well-organized analytical essay with a strong, original thesis.

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PHL 274 Introduction to Eastern Philosophy and Buddhism (3) This course examines the beliefs and practices of Buddhism in the context of Eastern religious/philosophical traditions. Studies include cultural expressions, history and the place of these traditions in the world. Student Learning Outcomes Students who complete the course will be able to:

1. Identify assumptions, concepts, and modes of reasoning found in a variety of Buddhist, Confucian, Daoist, Hindu, and other Eastern texts that utilize carefully crafted lines of argumentation to address philosophical problems such as epistemology, metaphysics, and ethics;

2. Explain how particular lines of inquiry, argumentation, and reasoning have shaped Eastern worldviews and values;

3. Analyze and evaluate the assumptions and teachings found in various Eastern philosophical texts.

PHY 154 Physics I w/Lab (4) This course is an algebra-based physics class with a lab designed to convey the fundamental physical principles underlying mechanics, waves, fluids and heat. This course will emphasize fundamental concepts and applications, as well as basic data analysis and reporting techniques. Student Learning Outcomes Students who complete the course will be able to:

1. Apply the concepts of mechanics, waves, fluids, and heat to real-world problems; 2. Collect, analyze and report scientific data; 3. Approach problem-solving in a systematic manner.

POL 241 American Government (3) A study of the principles and problems of American government, including the U.S. Constitution and the concept of Federalism, and the organization and functions of federal, state and local governments. Student Learning Outcomes Students who complete the course will be able to:

1. Identify essential elements of the United States political system, including the different branches of government and the United States Constitution;

2. Evaluate the key institutions and processes of democracy within the United States;

3. Think and write critically about varying perspectives and ideologies related to American politics.

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PSY 121 Social Psychology (3) The purpose of this course is to introduce students to the field of social psychology, with particular attention to the importance of social conditions in shaping behaviors, identities, beliefs, and perceptions. Student Learning Outcomes Students who complete the course will be able to:

1. Demonstrate a solid understanding of basic social psychological principles and methods;

2. Read, critique, and write about empirical research; 3. Design experimental studies to test their own ideas.

PSY 122 Psychology of Family (3) This course is an overview of developmental and systematic theories of family functioning with emphasis on the impact of family on individual development. Student Learning Outcomes Students who complete the course will be able to:

1. Demonstrate familiarity of the major theories, concepts, terminology, and empirical findings involved in personal and family behaviors;

2. Analyze the psychology of the family structure related to marriage patterns, changes, social function, and cross-cultural differences in marriage and family;

3. Demonstrate an understanding of interactions between family relationships and a person’s perception, expectations, attitudes, and behaviors.

PSY 211 Abnormal Psychology (3) This course is an overview of the major theories, concepts, issues, data and research methodologies of abnormal psychology. The emphasis of the course is on assessment, treatment and prevention. Student Learning Outcomes Students who complete the course will be able to:

1. Apply critical thinking, skeptical inquiry, and when possible, the scientific approach to solve problems related to behavior and mental processes;

2. Demonstrate familiarity with primary symptoms of mental disorders and procedures used to diagnose and evaluate abnormal behavior;

3. Demonstrate familiarity with theoretical models of abnormal behavior and treatments based on these different theoretical orientations;

4. Examine basic research methods and design in abnormal psychology.

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PSY 221 General Psychology (3) Introduction to the principal areas, problems and concepts of psychology: perception, thinking, motivation, personality, and social behavior. Student Learning Outcomes Students who complete the course will be able to:

1. Identify basic research methods and ethical considerations in the study of behavior;

2. Distinguish varied theoretical orientations, processes, and concepts on behavior; 3. Examine human development across the lifespan; 4. Identify psychological disorders and treatments; 5. Apply key tenets of psychology to everyday life.

PSY 255 Child Growth and Development (3) This course is an in-depth study of theory and research concerning the childhood period from conception through pre-adolescence. Genetic maturational factors along with their interaction with experiential factors will be examined as to their effect upon behavior. Both pathogenic and adaptive patterns will be addressed with a view to facilitating optimal development and socialization of children. Student Learning Outcomes Students who complete the course will be able to:

1. Demonstrate major concepts, terminology, and empirical findings in the field of child growth and development;

2. Demonstrate familiarity with and critically evaluate major theories and research in child growth and development;

3. Explain the structure and functioning of the brain and nervous system as relates to behavior and mental processes;

4. Demonstrate understanding of the types of development and the environmental influences that affect an individual from birth through adolescence.

REL 280 Religion in America (3) This course studies the significant religious groups, leaders and trends from colonial times to the present. Attention will be given to the growth of religious liberty, relation of religion to social protest, religion and the courts, religious concerns of various ethnic and national groups. The course will analyze how current religious developments are impacting society. Student Learning Outcomes Students who complete the course will be able to:

1. Describe the specific groups, leaders and issues that have contributed

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significantly to the character of religion in America including the role of religious freedom, tolerance, and separation of church and state;

2. Articulate the situation and role of religion in American society today 3. Craft a research paper on religion on American that engages both primary and

secondary sources.

SOC 230 Sociology (3) This course provides an introduction to society, culture and personality. Major problem areas examined are the interaction of culture and personality, socialization, social change, prejudice, and large group behavior. Student Learning Outcomes Students who complete the course will be able to:

1. Explain the historical foundations and theoretical concepts of sociology; 2. Identify social trends, policies, and practices using sociological paradigms; 3. Describe the role of the individual within a social system and the impact social

institutions have on individuals; 4. Analyze issues of social diversity from a sociological perspective.

SPA 101 Elementary Spanish I (3) This class introduces students to engaging in basic written and oral interactions, such as asking and answering questions, providing information, and expressing feelings and emotions on basic topics such as family, daily routines and leisure time as well as survival situations, such as ordering meals, buying things, etc. Student Learning Outcomes Students who complete the course will be able to:

1. Functionally express themselves using the Spanish language through verbal and written communication;

2. Demonstrate reading comprehension of the Spanish language utilizing relatively short writings of both a formal and an informal nature;

3. Communicate through reading and writing in the Spanish language at the novice-high to intermediate-low level;

4. Communicate through speaking and listening in the Spanish language at the novice-high to intermediate-low level;

5. Compare and contrast U.S. culture and culture(s) of the Spanish language.

SPA 102 Elementary Spanish II (3) The second semester, first year of Spanish will expand and consolidate control of basic grammatical structures and vocabulary focusing on all four language skills: speaking, listening, reading, and writing.

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3. Communicate through reading and writing in the Spanish language at the intermediate-mid level;

4. Communicate through speaking and listening in the Spanish language at the intermediate-mid level;


SPA 211 Intermediate Spanish I (3) Second year Spanish will continue the development of proficiency in the language, expanding vocabulary and grammatical structures, in order to discuss topics from personal interests to current affairs. Functions will include present, past and future narrations, more detailed descriptions, and comparisons. Readings and audiovisual examples of authentic cultural material will lead to a deeper understanding of Hispanic culture. Student Learning Outcomes Students who complete the course will be able to:



3. Communicate through reading and writing in the Spanish language at the intermediate-mid to intermediate-high level;

4. Communicate through speaking and listening in the Spanish language at the intermediate-mid to intermediate-high level;


SPA 212 Intermediate Spanish II (3) This class will expand the existing knowledge of the language and the culture, integrating more aspects of traditions, customs, and artistic expressions from Spain and Latin America, with more extensive readings, audiovisual sources, in-class discussions, and compositions. Student Learning Outcomes Students who complete the course will be able to:

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3. Communicate through reading and writing in the Spanish language at the intermediate-high to advanced-low level;

4. Communicate through speaking and listening in the Spanish language at the intermediate-high to advanced-low level;


SPA 221 Introduction to Spanish Literature (3) This course provides the student with an introduction to Spanish literature, including short stories, plays and poems. It aims to increase the student’s ability to read, understand and interpret literature as well as improve written and spoken language skills. The course intends to strengthen the student’s general familiarity with literary genres, themes and techniques. In addition, it uses the writings as a window to a range of cultures, histories and perspectives. Student Learning Outcomes Students who complete the course will be able to:

1. Understand the development of Spanish literature in its chronological sequence; 2. Discuss from a critical perspective the major literary works, authors and

movements that have influenced the literature of Spanish speaking cultures; 3. Write critical essays in Spanish demonstrating skills in literary analysis.

SSC 202 Comparative Religion (3) Introduction to the psychological and sociological components and functions of religion and examination of common themes found across major religions. Contributions of Weber, Durkheim, Jung, James, Freud, Adler, Allport, Maslow, and Erikson will be considered, together with Eastern philosophical approaches. Our perspective will be one of cultural relativity. Student Learning Outcomes Students who complete the course will be able to:

1. Learn the basic principles of the academic study of religion, and how these differ from other approaches (confessional, faith-based, anti-religious, polemical, etc.);

2. Learn about the history, sacred texts, rituals, and contemporary practice of major world religious traditions (Islam, Judaism, Christianity, Hinduism, Buddhism);

3. Develop analytical skills that can be used to learn more about these and other

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religious traditions (Shinto, Sikhism, Jainism, Yoruba, atheism, etc.); 4. Improve critical thinking and writing skills.

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COURSE INSTRUCTORS (2016-2019)

2016 Maria Allis, MA Early Childhood Education, Sonoma State University Anum Azam Glasgow, PhD Bioengineering, UC Berkeley Jess Bailey, PhD candidate History of Art & Medieval Studies, UC Berkeley Lauren Baker, MPH Public Health, San Jose State University; MA Linguistics, SF State;

current nursing degree student Allyson Barnett, PhD candidate Agriculture and Resource Economics, UC Berkeley; BS

Mathematics, Economics and International Area Studies, University of Pittsburgh

Joshua, Batson, PhD Math, MIT Balthazar Becker, PhD English Literary Studies, The City University of New York. Jacqueline Bialostozky, PhD candidate Hispanic Languages and Literatures, UC

Berkeley Will Bondurant, Director, Strategy and Corporate Development, Castlight Health; BA

Chemistry and American History, UNC Chapel Hill Amelia Brasher, MA English, UC Davis Paco Brito, PhD candidate Comparative Literature, UC Berkeley Thomas Bruton, PhD candidate Bioengineering, UC Berkeley Keith Budner, PhD candidate Comparative Literature, UC Berkeley Sarah Bummer, MA English Composition, San Francisco State University; Instructor,

English Department, Hartnell Community College; currently pursuing JD Russell Carrington, PhD Mechanical Engineering, UC Berkeley Stephanie Charbonneau, MA Counseling Psychology, Palo Alto University Emily Chu, PhD Physical Chemistry, UC Berkeley Eric Clanton, MA Philosophy, San Francisco State University Kathryn Crim, PhD candidate, Comparative Literature, UC Berkeley Caroline Damon, Former Teacher, English Language Arts, The Leadership Institute Kaveh Danesh, MA Statistics, Harvard University Austin Dannhaus, BA Business Administration, University of Texas at Austin Tyesha Day, MA Education, CSU Long Beach Thea de Armond, PhD History, Stanford Katherine de Kleer, PhD candidate Astrophysics, UC Berkeley Katherine Ding, PhD candidate, English Literature, UC Berkeley Patrick Donnelly, PhD candidate, Political Science David Drabkin, MA Liberal Arts, Stanford; Teacher, Town School for Boys James Dyett, Chief of Staff, Castlight Health; MA Business Administration, Harvard

Business School Gabriel Englander, PhD candidate Agricultural & Resource Economics, UC Berkeley Gail Fisher, Retired teacher, SFUSD Early Childhood Education Department; PreK

coach, First 5 San Francisco Melissa Fusco, PhD Philosophy, UC Berkeley

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Hillary Galler, JD, UCLA; MSW, USC Erica Garrecht- Williams, BA Sociology (with Honors), Grinnell College; Tehiyah Day

School, After School Teacher; Ecole Bilingue de Berkeley, Substitute Teacher; Grinnell Prison Program, Co-coordinator

Quinn Gibson, PhD candidate Philosophy, UC Berkeley Justin Gilmore, PhD candidate History of Consciousness, UCSC Marissa Glidden, MA Urban Education and Policy, Loyola Marymount University Martha Gould, BA English, Retired Math teacher with SFUSD Baruch Gould, MDiv, Yale Katelynn Greer, PhD Aerospace Engineering Sciences, University of Colorado at Boulder Charles Gross, Emeritus Professor of Psychology, Princeton; PhD Psychology,

University of Cambridge Emily Guinn, Postdoctoral Scholar, California Institute for Quantitative Biosciences,

UC Berkeley; PhD Chemistry, University of Wisconsin Madison Mary Halavais, PhD History, UCSD Will Harris, MS Biostatistics, UCLA; Statistical Programmer Analyst, Genentech Inc. Susan Hirsch, MA English, Sonoma State Holly Hoch, JD candidate, UC Berkeley; BA English and Global Studies, UC Santa

Barbara Katherine Hood, PhD Sociology, UC Berkeley Leslie Hook, Journalist, The Financial Times (San Francisco Correspondent); AB East

Asian Studies, Princeton Rita Hu, BA Social Welfare and Psychology, UC Berkeley Christopher, Hurshman, MPhil Comparative Literature, Yale; Upper School English

Teacher, The Harker School; Independent School Teacher, South Kent School Michael Jacobs, PhD candidate, Physical Chemistry, UC Berkeley Amy Jamgochian, PhD Rhetoric, UC Berkeley Zach Johnson, PhD Slavic Languages and Literatures, UC Berkeley Margaret Jones, PhD candidate Music History & Literature Julian Jonker, PhD candidate, Philosophy, UC Berkeley Katie Kadue, PhD candidate Comparative Literature, UC Berkeley Jeff Kaplan, PhD candidate, Philosophy, UC Berkeley Lisa Kelly, PhD candidate Policy & Management (Department of Environmental

Sciences), UC Berkeley Preeya Khanna, PhD candidate Bioengineering, UC Berkeley/UCSF Margaret Kolb, PhD candidate English Literature, UC Berkeley Mitchell Kosht, MA Master of Theological Studies, Harvard Divinity School Juleen Lam, PhD Environmental Health Policy, Johns Hopkins Benjamin Lehmann, Postdoctoral scholar, UC Berkeley; PhD Molecular, Cellular and

Developmental Biology, Yale Debbie Lehmann, MFA Writing, Pacific University Tomas Leon, PhD Environmental Health Sciences, UC Berkeley

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Lanalee Lewis, MA English, Middlebury College Bread Loaf School of English; Ed.M Education, Harvard; Academic Dean, Castilleja School

Cathleen Li, MSc Statistics, University of Chicago Shion Lim, PhD candidate Molecular and Cellular Biology, UC Berkeley Andrew Maynard, MFA Nonfiction Writing, USF Sharyl McGrew, MS Community Development, UC Davis Cherie McNaulty, English credential in progress, Holy Names University; English

credential, Patten University; MA Humanities (emphasis Literature), SFSU Alestra Menendez, MA Critical Environmental and Global Literacy, New College of

California (2006); BA Latin American Studies, UCLA Stephanie Moore, PhD candidate in English, UC Berkeley Mauricio Najarro, MA candidate GTU, Philosophy/Theology Melissa Ng, MA Public Administration, Monterey Institute of International Studies;

Volunteer Math and Braille Teacher, St. Peter Clavier School Jeremy, Nowak, PhD candidate, Chemistry, UC Berkeley Jacob Olshanksy, PhD Physical Chemistry, UC Berkeley Sejal Pachisia, Author, Lotus & Ivy: Flourishing Beyond the Indian Education System;

BA Economics (Honors), Princeton University Haley Pollack, PhD candidate US History, University of Wisconsin-Madison Candida, Pugh, MA English, UC Berkeley; Retired copywriter Mark Pyzyk, PhD History, Stanford Marissa Ramirez-Zweiger, PhD candidate Nuclear Engineering, UC Berkeley Courtney Rein, MA English Literature, Bread Loaf School of English Sarah Rhee, BA English, Virginia Tech Kathy Richards, JD Golden Gate University School of Law, retired attorney Rob Richert, Professor of Film Production, Diablo Valley College; MFA Film (Directing),

Columbia University School of the Arts Brian Rinker, MA candidate Journalism and Public Health, UC Berkeley; Pulliam

Journalism Fellow, Arizona Republic, Freelance journalist Kevin Robbins, PhD Philosophy, University of Notre Dame Katie Robinson, BS Business Administration and Finance, Sonoma State University Evan Rose, PhD candidate Economics, UC Berkeley Kelly Jane Rosenblatt, PhD candidate Comparative Literature, UC Berkeley Jesse Rothman, MA Theological Studies, Harvard Jocelyn Saidenberg, PhD candidate, Comparative Literature, UC Berkeley Jeffrey Sanceri, PhD History, UCSC Gabriel Sanchez, Fellow, Investigative Reporting Program, UC Berkeley; MJ Journalism,

UC Berkeley Jamie Schwendinger- Schreck, Postdoctoral Researcher, UC Berkeley; PhD, Molecular,

Cellular, and Developmental Biology, Yale Blake Sherwin, PhD Physics, Princeton University Brian Shott, PhD US History, UC Santa Cruz Admir Skodo, Postdoctoral Scholar, UC Berkeley, Institute of European Studies; PhD

August 2019 63

History and Civilization, European University Institute Bill Smoot, PhD Philosophy, Northwestern University Daniel Sullivan, MFA Theatre Arts (Playwriting), University of Iowa Lena Tahmassian, PhD candidate Iberian and Latin American Cultures, Stanford Aris Theologis, Director of Strategy and Business Development, Castlight Health; MA

Harvard Business School Samuel Tia, PhD Bioengineering, UC Berkeley Goolrukh Vakil, PhD Psychology, Sofia University; MA Clinical Psychology, New College

of California (2004); LMFT, MS Immunology Hannah Wagner, MA student (expected May 2016) English Literature, Mills College;

Writing Center Fellow, Mills College; Humanities Teacher & Curriculum Coordinator, The Winchendon School; English & Art Teacher Cardigan Mountain School

Laura Wagner, PhD candidate Comparative Literature, UC Berkeley Daniel Walls, PhD candidate, Chemical Engineering, Stanford Dan Walls, PhD candidate, Chemical Engineering, Stanford Carolyn Walsh, PhD candidate in Molecular and Cell Biology, UC Berkeley Diane Weipert, MFA Creative Writing, San Francisco State University David Weismann, PhD candidate, Psychology, UCD Dan Wheeler, MS Computer Science, MIT Aaron Wiegel, Postdoctoral Researcher, Lawrence Berkeley National Laboratory; PhD

Physical Chemistry, UC Berkeley Adam Williamson, PhD Molecular and Cellular Biology, UC Berkeley David Wong, BS Statistics, CSU East Bay; Supervisor, Applications and Real Time

Monitoring, Chevron Alex Zobel, PhD English, UCLA

2017 Vellore Adithi, MA Public Policy, UC Berkeley Ryan Arrendell (Lindsay), Graduate School of Journalism, UC Berkeley; BS Journalism,

African-American Studies, Northwestern University Blayke Barker, MA American Studies, The Pennsylvania State University Josh Batson, PhD Math, MIT Balthazar Becker, PhD English Literary Studies, The City University of New York. David Blazevich, MA Liberal Arts, Stanford Daniel Bliss, PhD candidate Neuroscience, UC Berkeley Will Bondurant, Director, Strategy and Corporate Development, Castlight Health; BA

Chemistry and American History, UNC Chapel Hill Noah Bonnheim, PhD candidate, Biomechanical Engineering, UC Berkeley Paco Brito, PhD candidate Comparative Literature, UC Berkeley Nic Brody, MA Mathematics, UCSB; Teaching Assistant, UCSB; Math Tutor, UCSB Chris Cabanski, PhD Statistics and Operations Research, University of North Carolina

August 2019 64

at Chapel Hill; Biostatistician at Genentech Sally Champe, BA Anthropology, UC Berkeley Stephanie Charbonneau, PhD candidate Clinical Psychology, Palo Alto University; MA

Criminal Justice, CSU Stanislaus Monica Chen, MA Elementary Education, University of New Mexico Mia Crary, PhD Architectural and Social History, UC Berkeley Austin Dannhaus, BA Business Administration, University of Texas at Austin Amanda (Adena) Dennis (Springarn), PhD English, Harvard Mario Diaz-Perez, PhD student History of Consciousness, UCSC Katherine Ding, PhD candidate, English Literature, UC Berkeley Damien Droney, PhD Anthropology, Stanford University James Dyett, Chief of Staff, Castlight Health; MA Business Administration, Harvard

Business School Gabe Englander, PhD candidate, Agricultural and Resource Economics, UC Berkeley Ayelet Even-Nur, PhD candidate Near Eastern Studies, UC Berkeley Marilyn Fabe, PhD English Literature, UC Berkeley Hiba Fakhri, BS Neurobiology, Physiology, and Behavior, UC Davis Jennifer Fisher, PhD Philosophy, CUNY Graduate School; Lecturer, USF Hillary Galler, JD, UCLA; MSW, USC Samantha Giles, MFA Poetry, Mills College Ryan Giordano, PhD candidate, Statistics, UC Berkeley Anum Glasgow, PhD Bioengineering, UC Berkeley Zan Goldblatt-Clark, PhD candidate Anthropology, CUNY Baruch Gould, MDiv, Yale Martha Gould, BA English, UC Berkeley; Retired Math teacher with SFUSD Charles Gross, Emeritus Professor of Psychology, Princeton, PhD Psychology University

of Cambridge Emily Guinn, Postdoctoral Scholar, California Institute for Quantitative Biosciences,

UC Berkeley, PhD Chemistry, University of Wisconsin Madison TwoTrees Haar Farris, PhD Interdisciplinary studies, Graduate Theological Union Shaina Hammerman, PhD Jewish History and Culture, Graduate Theological Union. Jeff Hicks, PhD candidate Mathematics, UC Berkeley Kyle Hill, MA Education, San Francisco State University Susan Hirsch, MA English, Sonoma State Holly Hoch, JD candidate, UC Berkeley; BA English and Global Studies, UC Santa

Barbara Elliot Hoey, PhD Language Sciences, Max Planck Institute for Psycholinguistics; MA Linguistics, UC Santa Barbara Rita Hu, BA Social Welfare and Psychology, UC Berkeley Michael Jacobs, PhD candidate, Physical Chemistry, UC Berkeley Audrey Jacquiss, BA History and Spanish, Pomona College Ray Kania, PhD Classics, The University of Chicago Nayeon Kim, BA History and Romance Languages, University of Oregon.

August 2019 65

Judy King, MBA UC Berkeley Becky Kling, PhD candidate English, UC Davis Juleen Lam, PhD Environmental Health Policy, Johns Hopkins Linus Lancaster, PhD Philosophy and Art Practice, University of Plymouth, UK Rosalie Lawrence, PhD candidate Molecular and Cellular Biology, UC Berkeley Debbie Lehmann, MFA Writing, Pacific University Sara Leibovich, MD, University of Texas Amy LeMessurier, PhD candidate Neuroscience, UC Berkeley Sal Lempert, PhD candidate Social Psychology, Stanford Tomas Leon, PhD Environmental Health Sciences, UC Berkeley Shion Lim, PhD candidate Molecular and Cellular Biology, UC Berkeley Yu Luo, Postdoctoral Fellow, Center for Chinese Studies, Institute of East Asian Studies,

UC Berkeley; PhD Sociocultural Anthropology, Yale University Samuel Maull, PhD candidate Anthropology, Stanford Peter McCrory, PhD candidate Economics, UC Berkeley Derin McLeod, PhD Classics, UC Berkeley Alestra Menendez, MA Critical Environmental and Global Literacy, New College of

California (2006); BA Latin American Studies, UCLA Alestra Menendez, MA Critical Environmental and Global Literacy, New College of

California (2006); BA Latin American Studies, UCLA Matthew Mills, PhD Mechanical and Aerospace Engineering, UC Davis Nathaniel Moore, MA African Studies; MS Library and Information Science, The

University of Illinois, Champaign-Urbana Rachel Nagrecha, MA Secondary Education, UC Berkeley; BA English, Stanford Mauricio Najarro, PhD candidate Philosophy / Theology, GTU; MA Philosophy/ MA

Theology, Dominican School of Philosophy and Theology GTU Nicole Newman, PhD candidate, Clinical Psychology, Palo Alto University Natalie Novoa, PhD candidate History, UC Berkeley Jeremy Nowak, PhD candidate, Chemistry, UC Berkeley Anwar Nunez-Elizald, PhD candidate Neuroscience, UC Berkeley Jacob Olshanksy, PhD Physical Chemistry, UC Berkeley Sarah Papazoglakis, PhD candidate Literature, UC Santa Cruz Mark Pyzyk, PhD History, Stanford Annie Raymond, PhD Mathematics, Technische Universitat Berlin (Berlin Mathematical

School) Courtney Rein, MA English Literature, Bread Loaf School of English Sarah Rhee, BA English, Virginia Tech Kathy Richards, JD Golden Gate University School of Law, retired attorney Kevin Robbins, PhD Philosophy, University of Notre Dame Katie Robinson, BS Business Administration and Finance, Sonoma State University Jocelyn Saidenberg, PhD candidate, Comparative Literature, UC Berkeley William Schuerman, PhD Psychology of Language, MPI for Psycholinguistics Jamie Schwendinger- Schreck, Postdoctoral Researcher, UC Berkeley; PhD, Molecular,

August 2019 66

Cellular, and Developmental Biology, Yale Amber Shields, PhD candidate, Film Studies, University of St. Andrews (Scotland) Alison Silvera, MA Public Policy, UC Berkeley Bill Smoot, PhD Philosophy, Northwestern University Neil Terpkosh, BA Economics, University of Kansas Aris Theologis, Director of Strategy and Business Development, Castlight Health; MA

Harvard Business School Gabriel Tolliver, MA Journalism, UC Berkeley Maureen Turner, Phd candidate Neuroscience, UC Berkeley Rebecca VanDeVoort, MFA Creative Writing, Mills College Delio Vasquez, PhD candidate History of Consciousness (Department of Politics), UC

Santa Cruz Laura Wagner, PhD candidate, Comparative Literature, UC Berkeley Laura Wagner, PhD candidate, Comparative Literature, UC Berkeley Dan Walls, PhD candidate, Chemical Engineering, Stanford Carolyn Walsh, PhD candidate in Molecular and Cell Biology, UC Berkeley (ABD) Eric Wang, PhD Physics, UC Berkeley Ningkun Wang, Postdoctoral Research, UC Berkeley; PhD Chemical Biology, University

of Michigan Ann Arbor Diane Weipert, MFA Creative Writing, San Francisco State University Dan Wheeler, MS Computer Science, MIT Aaron Wiegel, Postdoctoral Researcher, Lawrence Berkeley National Laboratory, PhD

Physical Chemistry, UC Berkeley Linda Williams, PhD Comparative Literature, University of Colorado Zach Witten, MS Computer Science, Northwestern Alena Wolflink, PhD candidate Politics, UC Santa Cruz David Wong, BS Statistics, CSU East Bay, Supervisor, Applications and Real Time

Monitoring, Chevron Andrew Wood, PhD candidate History of Consciousness (Department of Politics), UC

Santa Cruz Jane Yamashiro, PhD Sociology, University of Hawai’i Nicole Yamzon, MA Math, San Francisco State University Adam Zeilinger, PhD Conservation Biology, University of Minnesota Alex Zobel, PhD English, UCLA

2018 Shilpa Agrawal, BS Computer Science, MIT Sonia Alam, PhD Sociology, UCSF Tim Anderson, PhD Electrical Engineering, Stanford Ryan Arrendell (Lindsay), Graduate School of Journalism, UC Berkeley; BS Journalism,

African-American Studies, Northwestern University Anum Azam Glasgow, PhD Bioengineering, UC Berkeley

August 2019 67

Jillian Azevedo, PhD Early Modern British History, UC Riverside Sidney Bacon Russell, MFA, CA College of the Arts; BA, Art/Art History and Literature,

Wesleyan. Sidney Bacon Russell, MFA California College of the Arts; BA Art/Art History and

Literature, Wesleyan Daniel Bao, MA Latin American Studies, Stanford Emily Barnes, PhD candidate Environmental Engineering, UC Berkeley Eileen Barrett, PhD, English Literature, Boston College Balthazar Becker, PhD English Literary Studies, The City University of New York. Drew Behnke, PhD Economics, UC Santa Barbara Charmaine Benham, MA Russian Literature, New York University Mo Bhasin, MBA, The University of Chicago Alexandra Blackman, PhD candidate, Political Science, Stanford David Blazevich, MA Liberal Arts, Stanford Will Bondurant, Director, Strategy and Corporate Development, Castlight Health; BA

Chemistry and American History, UNC Chapel Hill Paco Brito, PhD candidate Comparative Literature, UC Berkeley Pete Brook, MA Art History, St. Andrews University (Scotland) David Buuck, MA History of Consciousness, UC Santa Cruz Matthew Byrne, BS Biology, University of Puget Sound Xan Chacko, PhD Cultural Studies, UC Davis Stephanie Charbonneau, PhD candidate Clinical Psychology, Palo Alto University Monica Chen, MA, Elementary Education, University of New Mexico Kathryn Crim, PhD candidate, Comparative Literature, UC Berkeley Matt Culler, PhD Art History, UC Berkeley Kaitlin Duffey, MS Chemistry, UC Berkeley Lara Durback, MFA, Poetry, Mills College Leila Elayed, High School Mathematics Teacher, John F. Kennedy High School;

Undergraduate Teaching Assistant in Mathematics, University of Minnesota Hiba Fakhri, BS Neurobiology, Physiology, and Behavior, UC Davis Jennifer Fisher, PhD Philosophy, CUNY Graduate School; Lecturer, USF Kate Folk, MFA, Creative Writing, USF Martha Gould, BA English, UC Berkeley; Retired Math teacher with SFUSD Emily Guinn, Postdoctoral Scholar, California Institute for Quantitative Biosciences,

UC Berkeley, PhD Chemistry, University of Wisconsin Madison Shaina Hammerman, PhD Jewish History and Culture, Graduate Theological Union. Susan Hirsch, MA, English, Sonoma State Mateo Hoke, MA Journalism, UC Berkeley; editor/producer Brigid Hughes, MFA Creative Writing, University of San Francisco Mia Ihm, PhD, Physics, UC Berkeley Josie Innamorato, BS Civil Engineering, University of Virginia Michael Jacobs, PhD candidate, Physical Chemistry, UC Berkeley Margaret Jones, PhD candidate in Music History & Literature (ABD)

August 2019 68

Nayeon Kim, BA, History and Romance Languages, University of Oregon Judy King, MBA, UC Berkeley Ashley Knowlton, MA English Composition, SF State Zachary Koppe, MEd Special Education, Johns Hopkins Juleen Lam, PhD, Environmental Health Policy, Johns Hopkins Keyona Lazenby, MA, Social Transformation, Pacific School of Religion Jennifer Lyons, MBA, UC Berkeley Jennifer Ma, MA French, SF State; BA, Comparative Literature, UC Berkeley Simone Malkovich, MA Urban Education Policy, Loyola Marymount Stephen Malloy, Union Guild Performing Artist/Actor Paco Martin del Campo, PhD candidate, History, UC Berkeley Alexander Matthews, MS. Engineering, Cornell Keely McCaskie, BPhil International Area Studies; BA Sociology; BA Environmental

Studies, University of Pittsburgh Jamie McCasland, PhD Economics, UC Berkeley Theo McKenzie, PhD student Math, UC Berkeley Steven Moctezuma, BA Philosophy, UC Berkeley Marguerite Morgan, BA, Math & Statistics, Boston University Megumi Mori, PhD candidate Biology, USC William Morrison, PhD student Economics, UC Berkeley; Tutor (economics and

calculus), Northwestern University; Teaching Assistant, Calculus, Northwestern University

Regina Mullen, BA, Literature and International Relations, Claremont McKenna College Yvonne Munoz, MA Education, UC Davis Alex Naeve, MA Communication Studies, San Jose State Nicole Newman, PhD candidate Clinical Psychology, Palo Alto University Jeremy Nowak, PhD candidate, Chemistry, UC Berkeley Geoffrey O'brien, MFA Poetry, University of Iowa Derek O'Leary, PhD candidate, History, UC Berkeley Luke Pickrell, BA Sociology, University of Oregon Susan Rahman, PhD Human Science, Saybrook University Harish Ramadas, PhD, Mathematics, Univ. of Washington Elizabeth Ramirez, PhD candidate, Agricultural and Resource Economics, UC Berkeley Rebecca Rapf, PhD Physical Chemistry, Univ. of Colorado Courtney Rein, MA English Literature, Bread Loaf School of English Sarah Rhee, BA English, Virginia Tech Kathy Richards, JD, Golden Gate University School of Law, retired attorney Andrew Rivers, PhD candidate Psychology, UC Davis Theresa Roeder, PhD Industrial Engineering and Operations, UC Berkeley; MS

Management Science, Case Western Reserve University Evan Rose, PhD candidate, Economics, UC Berkeley Carlos Salmon, Native Spanish speaker; returning instructor at CPSQ Ian Sethre, MA, International Administration, University of Denver.

August 2019 69

Kerry Shannon, PhD candidate History, UC Berkeley Vera Shapirshteyn, PhD candidate French Literature, UC Berkeley; MA French

Literature, UC Berkeley Amber Shields, PhD candidate, Film Studies, University of St. Andrews (Scotland) Michael Shin, BA Education, Swarthmore College; Teaching Assistant, Swarthmore

College Math Department Michael Shin, BA Education, Swarthmore College Xhavin Sinha, JD Santa Clara University Elise Smith, BA Geography, Dartmouth College; Senior analyst, NewSchools Venture

Fund; Mentoring coach, Getting Out and Staying Out Bill Smoot, PhD Philosophy, Northwestern University Douglas Taylor, PhD English, The University of North Carolina Elizabeth Thelen, PhD candidate History, UC Berkeley Kyana Van Houten, BS Physics, Stanford Monica VanBladel, PhD candidate, Iberian and Latin American Cultures, Stanford Rebecca VandeVoort, MFA, Creative Writing, Mills College Dax Vavid, PhD Integrative Biology, UC Berkeley Laura Wagner, PhD candidate, Comparative Literature, UC Berkeley Angela Wall, PhD English, University of Wisconsin Carolyn Walsh, PhD candidate in Molecular and Cell Biology, UC Berkeley (ABD) Ningkun Wang, Postdoctoral Research, UC Berkeley; PhD Chemical Biology, University

of Michigan Ann Arbor Dan Wheeler, MS Computer Science, MIT Dawn Wilburn-Saboe, MA, English Literature, Sonoma State Adam Williamson, PhD Molecular and Cellular Biology, UC Berkeley David Wong, BS Statistics, CSU East Bay; Supervisor, Applications and Real Time

Monitoring, Chevron Alexandra Zobel, PhD, English, UCLA

2019 Tarun Anuthan, BS student Mathematics, SFSU; AS Mathematics, Las Positas; freelance

web developer Jillian Azevedo, PhD Early Modern British History, UC Riverside Anum Azum Glasgow, PhD Bioengineering, UC Berkeley Lucille Beazley, Spanish teacher/owner, Say it in Spanish; Spanish teacher, Viva el

Español David Blazevich, MA Liberal Arts, Stanford Andrew Blinkinsop, PhD candidate Political Science, UC Berkeley; English teaching

assistant, Fulbright US Student Program; Volunteer tutor / director, Suffolk County Prison Tutoring Program; Volunteer tutor / T.A. Massachusetts correctional facilities

Zachary Bookman, JD Yale Law School; MPA Kennedy School of Government, Harvard

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University Keith Burnett, Retired High School teacher (14 years teaching philosophy); MA student

Philosophy, San Jose State University David Buuck, MA History of Consciousness, UC Santa Cruz Chris Cabanski, PhD Statistics and Operations Research, University of North Carolina

at Chapel Hill; Biostatistician at Genentech Cordelia Carlisle, Joe Charbonnet, PhD Civil and Environmental Engineering, UC Berkeley Monica Chen, MA Elementary Education, University of New Mexico Liron Cohen, Graduate student Chemistry, UC Berkeley Michael Coyne, Former English teacher, South San Francisco High School; MA student

English Composition, SFSU; Special Education, Learning Handicapped Credential, SFSU; Single Subject Secondary English Credential, SFSU

Matt Culler, PhD Art History, UC Berkeley Kenneth Daniels, Former physics teacher, Newton North High School; STEM teacher,

Parker Charter Essential School Jeff Diamond, PhD Political Science, McGill University David Durand, MA Education, Leadership and Change, Antioch University-Los Angeles;

Mentor, youth counselor Hannah Edber, MA Literature, University of California, Santa Cruz; MA Education with

an Emphasis in Teaching, Mills College; California Clear Single Subject Teaching Credential (auth social studies w/supplementary English), Mills College

Sophie FitzMaurice, PhD Candidate History, UC Berkeley Kate Glassman, MPP, Goldman School of Public Policy, UC Berkeley; BA Rhetoric, UC

Berkeley Mariel Goddu, PhD candidate, Developmental Psychology, UC Berkeley; BA Psychology,

Yale Martha Gould, BA English, UC Berkeley; Retired Math teacher with SFUSD Eunhae Han, ME (emphasis Urban Education), Texas A&M University; Multiple Subject

Credential, The Reach Institute for School Leadership; 7th Grade Humanities Teacher, ACE Esperanza

Elizabeth Hargrett, PhD student History, UC Berkeley; MA History, École des Hautes Études en Sciences Sociales (EHESS)

Grisecon Hillriegel, MFA Web Design & New Media, Academy of Art University; BA, Oberlin College

Susan Hirsch, MA English, Sonoma State Josie Innamorato, BS Civil Engineering, University of Virginia Nayeon Kim, BA History and Romance Languages, University of Oregon. Maedbh King, PhD student Psychology, UC Berkeley; MSc Neuroscience, Western

University Judy King, MBA, UC Berkeley Juleen Lam, PhD Environmental Health Policy, Johns Hopkins Keyona Lazenby, MA, Social Transformation, Pacific School of Religion

August 2019 71

Douglass Levy, Former reporter / producer / editor (UPI, USA Today, NBC Radio News Network); MSJ Journalism, Northwestern University; JD University of Maryland

Elena Lichtenthaler, Member of Berkeley Repertory Theatre Improv Performance Lab, regular performances; PhD student Chinese Studies, Georg-August-Universität Göttingen, Germany

Martin Lichtenthaler, DFG Research Fellow, UC Berkeley; PhD Chemistry, University of Freiburg, Germany

Jennifer Ma, MA French, SF State; BA, Comparative Literature, UC Berkeley Jamie McCasland, PhD Economics, UC Berkeley Theo McKenzie, PhD student Math, UC Berkeley Kel Montalvo, PhD candidate Rhetoric, UC Berkeley Marguerite Morgan, BA, Math & Statistics, Boston University Regina Mullen, BA, Literature and International Relations, Claremont McKenna College Yvonne Munoz, MA Education, UC Davis Alex Naeve, MA Communication Studies, San Jose State Daniel Pearce, MFA student Creative Writing, Fiction, Columbia University;

Undergraduate Writing Instructor, Columbia University; Senior Instructor, Graduate Pedagogy Seminar, Columbia University

Benjamin Perez, MFA English/Creative Writing, Mills College; MA American History, UC Davis

Devin Powell, Freelance journalist (NYT, WaPo, Nature, Science, National Geographic); MA science writing, Johns Hopkins University

Noam Prywes, PhD Chemistry, Harvard University Nikita Rahman, BS Cognitive and Brain Sciences, Tufts University Harish Ramadas, PhD Mathematics, Univ. of Washington Rebecca Rapf, PhD Physical Chemistry, Univ. of Colorado Courtney Rein, MA English Literature, Bread Loaf School of English Kathy Richards, JD Golden Gate University School of Law, retired attorney Rob Richert, Professor of Film Production, Diablo Valley College; MFA Film (Directing),

Columbia University School of the Arts Analise Rodenberg, PhD Mathematics, University of Minnesota; Teaching Assistant,

University of Minnesota Mathematics Department Jocelyn Saidenberg, PhD candidate, Comparative Literature, UC Berkeley Carlos Salmon, Native Spanish speaker; returning instructor at CPSQ Ashley Serpa-Flack, PhD student Modern US History, UC Davis; MA U.S. History, San

Jose State University Ian Sethre, Teacher, History and International Relations, San Domenico School; MA

International Administration, University of Denver Amber Shields, PhD candidate, Film Studies, University of St. Andrews (Scotland) Michael Shin, BA Education, Swarthmore College; Teaching Assistant, Swarthmore

College Math Department Xhavin Sinha, JD Santa Clara University Xhavin Sinha, JD Santa Clara University

August 2019 72

Bill Smoot, PhD Philosophy, Northwestern University Abby Taskier, Founder / facilitator, Creative Writing Program, DC Central Detention

Facility; Resident in Writing Fiction, Wellstone Center in the Redwoods; BA English Literature, University of Michigan

Angela Wall, PhD, English, University of Wisconsin Diane Weipert, MFA Creative Writing, San Francisco State University Dan Wheeler, MS Computer Science, MIT Justin Williams, PhD student Molecular and Cellular Biology, UC Berkeley; B.S.

Biochemistry, Georgia Institute of Technology Alex Zobel, PhD English, UCLA

August 2019 73

APPENDIX A

COLLEGE PROGRAM AT SAN QUENTIN

STUDENT COMPLAINT POLICY AND PROCEDURE

The College Program at San Quentin

Complaint Form

This form is for complaints or concerns about non-academic conduct on the College Program campus. Such concerns could include (but are not limited to) issues or events involving instructors, students, program staff, or visitors to the College Program. For details about the complaint review and resolution process, please see the reverse side of this document. (For complaints about most academic matters, such as disagreeing with a grade, please do not use this form. See a College Program Coordinator for the appropriate form and procedure.) Instructions : Please fill this form out if you wish to make a complaint, attach any relevant documents, and return it to Education. We will review your complaint and contact you as soon as possible with a response. Name: ____________________________________ CDC # ___________________________

Date: ____________________________________ Please explain your concern: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Is there any further information you would like to share? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________


How would you like this to be addressed or resolved? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Please attach any documents that will be helpful for the College Program in assessing this complaint. Complaint Review and Resolution Process: The College Program is committed to treating all students fairly and respectfully. If you encounter conduct on campus that you find concerning, please follow the procedure detailed below:

1) If direct communication is not possible or does not resolve the problem, you may fill out the Complaint Form and submit it to one of the College Program Coordinators in Education.

2) A Coordinator will first conference with you, then follow up as necessary.

3) If we are not able to resolve the matter at this level, the College Program will forward the complaint to the Academic Affairs Committee of the Prison University Project Board for further review and to attempt to resolve the matter.

Every effort will be made to protect the privacy of all individuals throughout all phases of the complaint resolution process. Anonymity and complete confidentiality cannot be guaranteed once a complaint is made or if the inappropriate behavior is made known; however, files pertaining to complaints will be maintained in confidence outside San Quentin, in the offices of the Prison University Project.


Complaints to External Bodies The Prison University Project, which administers the College Program at San Quentin, takes its students’ complaints and concerns very seriously. Most complaints should be resolved through our internal complaint review and resolution process. If your complaint is not resolved through this process, you may take the following steps:

1. Submit a complaint to the Western Association of Schools and Colleges (WASC) . As of Fall of 2019, the College Program at San Quentin is run as an extension site of Patten University, accredited by WASC. If your complaint concerns our compliance with academic program quality and accrediting standards, you may file a complaint with WASC using the following process:

a. Read the attached Complaints and Third-Party Comments Policy carefully to determine whether your complaint falls within the scope of Commission policy and is eligible to be reviewed.

b. Complete all applicable sections of the attached Complaint Form. Incomplete forms will not be reviewed.

c. You may attach a maximum of 50 additional pages as needed to support your complaint. All supporting documents must be listed on the final page of the Complaint Form.

d. Mail your Complaint Form to: WASC Senior College and University Commission (WSCUC), 985 Atlantic Avenue, Suite 100, Alameda CA 94501

- Note: As of Fall 2019 Patten University is in the process of closing. In Spring of 2020, this advisory will be updated.

2. Submit a complaint to the California Department of Corrections and Rehabilitation (CDCR). CDCR has authorized the Prison University Project to operate the College Program inside San Quentin State Prison. If your complaint relates to the operation of the College Program, but is unrelated to academic program quality, you may file a complaint with CDCR through its appeals process. To file a complaint, you should fill out and submit a 602 appeals form within 30 days of receiving a final response from the Prison University Project Board’s Academic Affairs Committee.

Complaint Form

Accreditation by the WSCUC Senior College and University Commission (WSCUC) represents the Commission’s judgment that an institution is satisfactorily achieving its mission and educational purposes and that it meets or exceeds the Commission’s standards of quality, integrity, and effectiveness. The Commission values information provided by students, employees, and others in determining whether an institution’s performance is consistent with the Standards of Accreditation and Commission policies and procedures.

HOW TO FILE A COMPLAINT WITH WSCUC

1. Read the Complaints and Third-Party Comments Policy carefully to determine whether yourcomplaint falls within the scope of Commission policy and is eligible to be reviewed.

2. Complete all applicable sections of the attached Complaint Form. Incomplete forms will not bereviewed.

3. You may attach a maximum of 50 additional pages as needed to support your complaint. Allsupporting documents must be listed on the final page of the Complaint Form.

4. Mail or email your signed Complaint Form and any additional documentation or supportingmaterials to the address below.

COMPLAINT REVIEW PROCESS

1. Upon receipt in the WSCUC office, staff will review the complaint packet. You will be notified ifadditional information is required and given an opportunity to revise and resubmit the complaint.

2. Once WSCUC staff determines that the packet is complete, the complaint will be forwarded to theWSCUC associate assigned to institutional complaints. WSCUC will review the complaint within 45calendar days to determine whether it falls within the scope of the Complaints and Third-PartyComments Policy and whether the documentation provided with the complaint is adequate. Alldocumentation pertaining to the complaint will be retained by WSCUC in accordance with theAccreditation Records Retention Policy.

3. You will be notified of the outcome of the review, as per the Complaints and Third-Party CommentsPolicy.

If you have further questions, please contact: WASC Senior College and University Commission (WSCUC)

985 Atlantic Avenue, Suite 100 Alameda CA 94501

Phone: 510-748-9001 x 300 Web: www.wscuc.org

Email: [email protected]

https://www.wscuc.org/content/complaints-and-third-party-comments-policy

https://www.wscuc.org/content/accreditation-records-retention-policy

mailto:[email protected]

Page 1 of 8

Complaints and Third-Party Comments Policy Accreditation by the WASC Senior College and University Commission (WSCUC) represents the Commission’s judgment that an institution is satisfactorily achieving its mission and educational purposes and that it meets or exceeds the Commission’s standards of quality, integrity, and effectiveness. The Commission values information provided by students, employees, and others in determining whether an institution’s performance is consistent with the Standards of Accreditation (the Standards) and Commission policies and procedures. The Commission’s interest is also in ensuring that member institutions maintain appropriate grievance policies and procedures and that these are reasonable, well publicized, and administered fairly and consistently. The Commission requires that each institution maintain records of complaints and grievances by institutional personnel or students, as well as the institution’s processing of and response to such complaints and grievances, and that these records be made available to Commission representatives upon request. The above records of complaints and grievances filed in accordance with institution procedures are to be retained by the institution until the next scheduled comprehensive review so as to allow the review team an opportunity to review the records, as appropriate. The Commission has established two means for receiving comments from students, employees, and members of the public about its member institutions: Complaints and Third-Party Comments.

1. Complaints must draw into question a member institution’s adherence to one or more of the Standards of Accreditation or policies with adequate supporting materials. Complaints that meet this requirement will be shared with the subject institution and become part of a formal review process meeting the requirements of federal regulations (see 34 CFR 602.23(c)(1)).

2. Third-Party Comments, on the other hand, are more general in nature, may be submitted with limited expectation of confidentiality, and do not invoke a legally required procedure, permitting the Commission staff discretion regarding the manner in which such comments are processed. Individuals interested in submitting information regarding an institution’s candidate or accreditation status to be considered during an upcoming accreditation or reaffirmation review should follow the instructions for third-party comments.

STATEMENT ON RETALIATION Member institutions may not take retaliatory action against an individual who has filed a complaint or third-party comment with the Commission. Allegations of retaliatory action will be investigated by the Commission, and the Commission expects member institutions to cooperate fully in such investigations. If the Commission finds that an institution has taken any form of retaliatory action in response to the filing of a complaint or third-party comment, the Commission will treat such action as a violation of Standard 1, CFR 1.7, on Integrity and may invoke its policy on Summary Sanctions for Unethical Institutional Behavior (see 2013 Handbook of Accreditation, Part IV).

Page 2 of 8

POLICY EXPECTATIONS This policy is not intended to, nor does it create, an alternative process and forum for individuals aggrieved by an institution to seek resolution of their grievance in any manner. The Commission is not in a position to mediate or resolve grievances. The Commission’s complaint and comment procedures are for the purpose of identifying and addressing institutional non-compliance with the Standards or policies. Thus, the Commission will not interpose itself as an adjudicatory or grievance-resolving body in individual matters between the institution and its employees, students, or other community members.

Further, the Commission does not and will not seek any type of compensation, damages, equitable remedy, readmission, or any other redress on an individual’s behalf. It is important to understand that the Commission’s investigation and ultimate action are not intended to be used to obtain a reversal of an institution’s decisions with respect to a complainant’s grievance or discipline, if any. The complaint and third-party comment process and any action taken as a result thereof is solely to ensure that the Commission’s member institutions are operating in accordance with the Standards and policies. The collateral effects on a complainant or commenter under this policy to the extent caused by Commission action or action by Commission staff are purely incidental and not within the control of the Commission. Procedures for Filing and Reviewing Complaints and Third-Party Comments Information is provided on the specific procedures for filing a complaint against an institution or the Commission and its staff or for submitting a third-party comment.

SUBMITTING AND PROCESSING COMPLAINTS REGARDING AN INSTITUTION

Complaints can be filed against accredited or candidate institutions. The procedures for processing a complaint with the Commission in accordance with the policy are formal and specific. They require, for example, that individuals filing complaints identify themselves and agree to allow their identities to be disclosed to the institution. In order to ensure a complaint is processed in accordance with these procedures, the submittal should satisfy certain conditions set forth below. Commission staff reserves the right to review information submitted in accordance with the complaint policy to determine if it qualifies as a complaint or as a third-party comment.

Criteria for Filing a Complaint Regarding an Institution A person desiring to file a complaint (the complainant) is expected to:

1. Make an effort to use the options under the institution’s published grievance procedure prior to the

filing of a complaint with the Commission, if applicable to the subject matter of the complaint. 2. Complete the Complaint Form (available at www.wscuc.org/content/complaint-form) to the best of

his or her ability. These questions include indicating the identity, address, and contact information for the complainant. The Complaint Form must be signed by the complainant, indicating that he or she has read and understands the WSCUC complaint process.

3. Disclose the existence of any grievance against the member institution related to the complaint. Failure to disclose a relevant grievance by the complainant may call into question the credibility of the complainant’s statements. The mere fact that the institution has ruled in a manner that was adverse to the complainant in a grievance process does not, by itself, raise a question as to whether a Standard or policy has been violated.

http://www.wscuc.org/content/complaint-form

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4. Provide or identify supporting evidence or documentation beyond general allegations. 5. Agree that the complaint, all supporting documentation, and his or her identity be shared with the

institution. In order to investigate a complaint, it is always necessary to provide the institution with all complaint information to enable the institution to provide a complete response. This requires that the complaint, all supporting documentation, as well as the identity of the complainant be shared with the institution. The complainant should not reveal any fact or opinion to the Commission that he or she does not want to be shared with the institution.

6. Submit the complaint in a timely manner. Due to the need for information to be current, and except where the complainant provides updated information of a persisting matter of alleged institutional non-adherence to the Standards or policies related to the complaint, the Commission will not consider complaints if one year or more has passed since the event giving rise to the complaint occurred.

Investigation of a Complaint Regarding an Institution Commission staff will investigate a complaint in order to determine whether it appears that a Standard or policy was violated and, if such is the case, the Commission will take appropriate action within the range of options that are available to it under the Standards and policies. Both complainant and the responding institution are expected to support all statements that are material to the complaint with documentation or other forms of supporting evidence. Commission staff maintains full discretion to disregard or judge the reliability of unsupported statements.

The complainant, institution and Commission agree to maintain the complaint and all related materials disclosed in accordance with this process in strict confidence and not disclose to any third-party unless such party has a need to know such information for the purpose of furthering the review set forth in the policy (e.g., consultants, representatives, Commission volunteers such as peer evaluators and Commissioners, etc.). This duty of confidentiality shall in no way restrict the Commission from complying with any lawfully issued subpoena, court order, or request for any such complaint or related materials by a federal or state agency or law enforcement authority.

Procedures for Submitting and Processing Complaints Regarding an Institution An individual may make an initial oral or electronic inquiry regarding complaint procedures or about issues and concerns that could be considered complaints; however, the Commission’s response and its obligation to engage in the procedures outlined here will begin only after the complainant submits a formal complaint using the WSCUC Complaint Form. Commission staff reserves the right to discontinue communications with any potential complainant until a Complaint Form has been filed. Commission staff may choose not to review or act on complaints submitted anonymously. Complaints submitted on behalf of another individual will be treated as a complaint submitted by the person filing the complaint unless Commission staff believes that doing so would make review unnecessarily burdensome or impractical in which case Commission staff may choose not to process the complaint. Below are the steps involved in submitting and processing a complaint:

1. The complainant should complete all applicable sections of the Complaint Form to increase the

chances of a timely and complete review. In completing the Complaint Form the complainant is expected to:

a. State the complaint in the clearest possible terms.

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b. Describe the details and circumstances of the complaint. The narrative should state relevant and provable facts, moving beyond assertions and allegations to include the necessary information that will inform Commission staff in the review of the complaint.

c. List and include the documents that are in the complainant's possession and are necessary to support the veracity of the allegations in the complaint.

i. Any documents supporting the complaint that are not in the complainant’s possession should be identified with sufficient detail so as to allow Commission staff to issue a specific request for such documentation with the institution based on location and content.

ii. The Commission expects substantial and sufficient documentation, but a complaint submission should be limited to 50 pages or fewer and directly related to the institution’s alleged noncompliance the Standards or policies. Helpful documentation might include a copy of an institutional policy, relevant copy from the institutional catalog, correspondence exchanged with the institution, learning agreements, and similar documentation.

d. List any steps taken to resolve the underlying matter of the complaint, including intra-organizational reporting or relevant grievance and appeals processes, as applicable, and describe the action taken by the institution to date. A copy of the institution’s informal or formal response to the complainant as a result of following the institution’s internal reporting or grievance process should be included if in complainant’s possession.

e. Acknowledge awareness that Commission staff will notify the institution of the complaint and will provide sufficient opportunity for the institution to respond to the complaint before the matter is concluded.

f. Attest as to whether the matter in question (1) is under litigation; (2) is involved in an administrative proceeding before a state or federal agency; and/or (3) has been reported to law enforcement or an administrative agency.

g. Agree to maintain the complaint and all related materials disclosed in accordance with this process in strict confidence and not disclose to any third-party unless such information is requested pursuant to a lawfully issued subpoena, court order, government investigation, or the party to whom the information is being disclosed has a need to know such information for the purpose of furthering the review set forth in the policy.

h. Sign and date the complaint. 2. When a Complaint Form regarding a member institution is received, an assigned staff member

acknowledges, in writing, receipt of the complaint within 10 calendar days. When a Complaint Form regarding a member institution is forwarded by another agency, that agency will receive a copy of the acknowledgement.

3. The Commission recognizes the importance of resolving complaints as promptly as feasible, consistent with fairness to the complainant and the institution. After acknowledging receipt of the complaint, Commission staff will review the complaint within 45 calendar days from receipt of the complaint to determine if it contains reasonably supportable allegations calling into question the institution’s compliance with Commission Accreditation Standards or policies.

a. If Commission staff determines that the complaint does not relate to the institution’s compliance with the Standards or policies or the complainant is not reasonably capable under the circumstances of providing sufficient information for Commission staff to make such a determination and pursue further review, Commission staff will notify the complainant and the complaint will be closed. Depending on the nature of the facts alleged, Commission staff may alternatively treat the matter as a Third-Party Comment.

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b. Commission staff may contact the complainant for further information or documentation in order to make a determination regarding whether to proceed with investigation and review the complaint.

4. In those cases where there is sufficient substance to warrant further review, Commission staff will forward a copy of the complaint to the Accreditation Liaison Officer of the institution and request a response within 45 calendar days of the institution’s receipt. The complainant and the Chief Executive Officer of the institution will be copied on the letter to the institution. In consideration of the circumstances of, or issues raised in the complaint, Commission staff may, on occasion, request a written response within a shorter period.

5. When the response from the institution is received, Commission staff will review the information provided by the complainant and the institution and will determine one of the following:

a. If the institutional response satisfactorily addresses the issue(s) raised in the complaint, or if Commission staff is otherwise satisfied upon its review that no violation of the Standards or policies has occurred, the complaint will be closed and the complainant and institution will be notified in writing.

b. Where appropriate, a resolution may be suggested to the complainant and the institution, including recommendations for changes in policies or procedures related to the Standards and policies.

c. If the institutional response is not received by the Commission within the requested time period; or if the Commission staff otherwise concludes that a violation of the Standards or policies may have occurred, the Commission staff may refer the complaint to the Commission for further proceedings as the circumstances warrant, including but not limited to convening a review team and/or the initiation of proceedings which may result in an adverse accreditation action. If the complaint raises issues regarding the noncompliance of an institution under Standard One on Institutional Integrity, the Commission may invoke its policy on Summary Sanctions for Unethical Institutional Behavior (see 2013 Handbook of Accreditation, Part IV).

d. All complaint materials submitted by the complainant and the institution to WSCUC staff as well as WSCUC correspondence relating to complaints will be shared with the complainant and the institution.

6. The complainant and the institution will be notified of the determination by the Commission or its staff, regarding a complaint in a reasonably timely manner, normally within 45 calendar days from receipt of an institution’s response absent the need for further inquiry, investigation or proceedings. Every effort will be made to expedite any further review and/or final decision; however, it is not possible to guarantee a specific time frame in which the process will be completed. Timelines set forth for response, review and determination may be extended for reasons including, but not limited to, the need for further investigation. If further review is warranted, the time required to conduct the investigation may vary considerably depending on the circumstances and nature of the complaint.

7. If a complaint prompts action by the Commission, it is placed in the institution’s file in the Commission office and may be shared with the review team at the next regularly scheduled institutional review.

8. The Commission decisions, communicated by Commission staff to the institution, are final. 9. The Commission will process complaints, using good faith in its review. If, during the processing of

complaints, the complainant becomes abusive, threatening, or aggressive in communications with Commission staff or with anyone involved in responding to the complaint, the Commission staff reserve the right to suspend or terminate any further communication with complainant. If the complaint cannot reasonably proceed in the review process without participation of the

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complainant, the complaint process will be terminated without the ability of the complainant to reopen.

SUBMITTING AND PROCESSING COMPLAINTS REGARDING THE COMMISSION AND ITS STAFF

Individuals may file complaints against the Commission and its staff if they believe the Commission has failed to fulfill its responsibilities as set forth in its published materials or applicable regulations. Procedures for Submitting and Processing Complaints Regarding the Commission and its Staff Below are the steps involved in submitting and processing complaints against the Commission and/or its staff.

1. The complainant must submit the complaint in writing to the President of the Commission. 2. A complaint against the Commission regarding the results of a complaint review as described in the

prior section must be submitted within 90 calendar days of receipt of the letter from the Commission staff member concluding the disposition of such complaint.

3. A complaint should specifically identify the alleged failure of responsibility by the Commission or its staff.1

4. In the event the President does not believe s/he can review process the complaint in an unbiased and objective manner as required by 34 CFR 602.23, the President will forward the complaint and all relevant records to the Chair of the Commission for review and action as appropriate in accordance with the policy and regulatory requirements.

5. All complaints will be reviewed by the President or Chair of the Commission in a timely, fair, and equitable manner. The President or Chair will apply unbiased judgment and take follow-up action, as appropriate, based on the results of the review.

6. The investigation of any complaint shall be conducted and a formal response made within 30 calendar days of receipt unless the circumstances reasonably require a longer period to respond.

SUBMITTING AND PROCESSING THIRD-PARTY COMMENTS The WSCUC Senior College and University Commission recognizes the value of information provided by students, employees, and others associated with member institutions in determining whether an institution meets the Standards or policies. The procedures for processing a third-party comment are more general than those for a complaint and depend upon the nature and timing of the comment. The Commission invites the public to submit comments following the procedures outlined below. Procedures for Submitting and Processing Third-Party Comments Anyone may file a third-party comment regarding an accredited or candidate institution. The names of institutions holding candidacy or accredited status with the Commission are updated regularly and posted on the Commission website (available at www.wscuc.org/institutions). The Commission also posts the dates of upcoming reviews.

The Commission has established the following procedures for filing a third-party comment: 1 In the event that a complaint against the Commission concerns the Commission’s handling of a Complaint involving an institution, the complainant should be aware that the Commission may apply its professional judgment and the professional judgment of its peer reviewers in determining whether an institution complies with a Standard or policy.

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1. Third-party comments must be presented on the Third-Party Comment Form (available at

www.wscuc.org/content/third-party-comment-form). This form includes a place for the commenter’s name, mailing address, email address, and phone number. The Commission encourages commenters to identify themselves since it is often difficult to understand the context for the comment without this information. If the commenter chooses not to reveal his or her identity, the Commission staff may decide to disregard the comment. The Third-Party Comment Form asks commenters to indicate if they are willing to have their identity shared with the institution. If the commenter indicates that his or her identity may not be shared with the institution, the Commission will make every effort to preserve the confidentiality of the commenter; however, depending on the nature of the comment and the circumstances, it may not be possible to determine the validity of the comment unless this information is shared with the institution. For this reason, the Commission staff may choose to disregard any comment that indicates that the commenter wishes not to have his or her identify shared with the institution.

2. All third-party comments must be in writing and include a clear statement describing the institution’s performance in relation to the institution’s compliance with the Standards or policies (see www.wscuc.org ).

3. Substantive comments concerning the institution’s performance in relation to the Standards or policies should be accompanied by appropriate supporting documentation. Ordinarily, the Commission does not consider unsupported comments.

4. If appropriate, staff may contact the commenter for clarification or additional information. 5. Commission staff will determine the appropriate course of review of and action on any comment

which may include, but is not limited to: a. Sending the information to the institution, with or without the commenter’s name for its

information or follow up; b. Referring the information or a summary of issues to a future review team; if information is

forwarded to a future team, the team will be instructed to verify information contained in the comment with other sources in order to determine its validity;

c. Holding the information in a file for future reference; or d. Disregarding the information and taking no action.

6. Institutional responses to WSCUC inquiries regarding third-party comments are confidential and are not typically shared with the commenter.

Email Comments as Part of the Institutional Review Process As a part of all site visits to institutions, the Commission establishes a confidential email account to which any member of the institution’s community may send comments about the institution. Using the confidential email account to communicate with the team is especially useful for students enrolled in distance education programs and off-campus sites and others who cannot meet with the team during visit activities scheduled for this purpose. Shortly before the visit, the institution is required to circulate the email address to the institutional community. Only the WSCUC visiting team and WSCUC staff liaison have access to the email account. The account remains open only for a brief period of time before the site visit and is closed at the end of the site visit. Commenters using the email account are encouraged, as with third-party comments above, to specify their name, position or relationship to the institution, and to substantiate any comments provided. Teams are under no obligation to respond to email comments received or to use the information in the review. As with all information provided to the team during the course of the visit, any comments received are treated as

http://www.wscuc.org/content/third-party-comment-form

http://www.wscuc.org/

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material that should be verified and is not to be used by the team without inquiry as to its validity and accuracy. Where appropriate, the team will ask the institution to provide additional information regarding any issues raised. Email comments submitted as part of an institution’s site visit will not be processed in accordance with the processes identified for complaints or third-party comments. Submission of an email to the team does not constitute filing a formal complaint against an institution. For further information regarding these procedures, please contact the WSCUC office by email at [email protected] or call 510-748-9001. Approved by the Commission, June 2006 Revised, February 2008 Revised, November 2009 Revised, June 2016

mailto:[email protected]

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COMPLAINANT INFORMATION

Name:

________________________________________________________________________________________ First Name, Middle Initial, Last Name

Address:

________________________________________________________________________________________ Street

________________________________________________________________________________________ City

______________________________________________ _________________ ___________________ State ZIP Country

Contact Information:

________________________________________________________________________________________ Email

_______________________________________ _______________________________________ Phone Phone Type (Mobile/home/work)

INSTITUTIONAL INFORMATION

University or college named in the complaint:

________________________________________________________________________________________

Complainant’s relationship to the university or college named above:

☐ Student ☐ Faculty ☐ Staff

☐ Other (please state): ______________________________________________________________

Current status of relationship with university or college:

☐ Enrolled ☐ Graduated ☐ Withdrawn ☐ On Leave

☐ Resigned ☐ Terminated ☐ Employed

☐ Other (please state): _____________________________________________________________

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COMPLAINT DETAILS

State the nature of the complaint as succinctly and clearly as possible. This statement helps WSCUC staff to determine if the complaint falls within the scope of the policy on complaints.

Briefly describe the details of your complaint in the clearest possible language. Indicate the time frame in which the events described in the complaint occurred.

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List the steps taken to resolve your complaint, including relevant grievance and appeals processes at the institution. Describe the action taken to date and include copies of all related correspondence.

List the documentation that you have included with the complaint. Materials should be directly related to the complaint. Do not include extraneous materials.

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This complaint will not be processed unless all boxes below are checked, and the form is signed and dated.

Please confirm:

☐ I have read the WSCUC Complaints and Third-Party Comments Policy and agree that this formconstitutes my formal complaint.

☐ I certify that I have exhausted the institution’s internal grievance procedure prior to filing thiscomplaint (if not, provide an explanation).

☐ As stated in the Complaints and Third-Party Comments Policy, I understand that:• The Commission does not intervene in internal procedures of institutions.• The Commission does not function as a regulatory body.• The Commission is not an adjudicatory or grievance-resolving body or grievance panel. WSCUC

complaint procedures are for the purpose of addressing significant non-compliance with theStandards of Accreditation and Commission policies.

☐ I authorize WSCUC to provide my complaint and/or documents concerning my complaint to theinvolved institution(s).

☐ I attest that the matter is not in litigation, is not involved in an administrative proceeding before a stateor federal government agency, and does not involve criminal conduct.

☐ I hereby certify that all of the information I have given above is true and complete to the best of myknowledge.

_____________________________________________________________________________________ Signature (enter electronic signature or print and sign)

___________________________________ Date

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