Associate in Arts Degree in Liberal Studies: Bilingual Option
2019-2020 Map
Total Units: 57 - 60
Term 1
13 - 14 Units. Specified core courses are signified by icon.| Course Name | Units | Notes | |
|---|---|---|---|
| MATH-4: Concpt- Math Teach I | 3 | ||
|
Prerequisite(s): MATH 116 or MATH 124 or Equivalent This course focuses on the development of quantitative reasoning skills through in-depth, integrated explorations of topics in mathematics, including real number systems and subsystems. Emphasis is on comprehension and analysis of mathematical concepts and applications of logical reasoning. (C-ID MATH 120). |
|||
| English Composition | 3 - 4 | ||
|
|||
| SPAN-1: First Semester Spanish | 4 | Not required but is a prerequisite for required courses | |
|
Unit(s): 4.00
This introductory course teaches beginning language acquisition in a cultural context through listening, speaking, reading and writing. The students will interact with authentic language in cultural context. (C-ID SPAN 100) |
|||
| EDUC-2: Intro to Education | 3 | ||
|
Unit(s): 3.00
This course introduces students to the concepts and issues related to teaching diverse learners in today's contemporary schools, Transitional Kindergarten (TK) and Kindergarten through grade 12 (K-12). Topics include teaching as a profession and career, historical and philosophical foundations of the American education system, contemporary educational issues, California's Standards for the Teaching Profession (CSTP), and Teacher Performance Standards (TPS). In addition to class time, the course requires 51 hours of structured fieldwork in public school elementary classrooms that represent California's diverse student population, and includes cooperation with at least one carefully selected and campus-approved certificated classroom teacher. (C-ID EDUC 200). |
|||
| Elective | |||
|
|
|||
Notes:
The department recommends that students considering a multi-subject teaching credential follow the AA-T in Elementary Education instead of this degree
Term 2
18 Units. Specified core courses are signified by icon.| Course Name | Units | Notes | |
|---|---|---|---|
| Required Core Choice (Choose one) | 3 | ||
|
|||
| Required Core Choice: ECON-20, HIST-10, HIST-26, or HIST-8 (Choose one) | 3 | ||
|
|||
| MATH-5: Concpt-Math Teach II | 4 | ||
|
Prerequisite(s): MATH 116 or MATH 124 or Equivalent This course develops mathematical topics needed for elementary school teaching with a focus on reasoning, problem solving, and communication. The topics include elementary statistics and probability, two- and three-dimensional geometry, measurement, coordinate geometry, and graphing. Meets requirements for elementary school teacher certification. |
|||
| BIOL-1: Introduction to Biology | 4 | ||
|
Unit(s): 4.00
This course is a survey of the basic principles and concepts used by biologists to explain how organisms live and survive. Topics include ecology, a survey of the worlds organisms, genetics, evolution, cell structure and function, and energy conversions. |
|||
| SPAN-2: Second Semester Spanish | 4 | Not required but is a prerequisite for required courses | |
|
Prerequisite(s): SPAN 1 This course continues to teach language acquisition in a cultural context through listening, speaking, reading and writing at the second semester level. The students will continue to interact with authentic language within culturally rich contexts. (C-ID 110) |
|||
Term 3
14.5 - 15.5 Units. Specified core courses are signified by icon.| Course Name | Units | Notes | |
|---|---|---|---|
| CDF-14: Child Growth/Development | 3 | ||
|
Unit(s): 3.00
This course examines the major physical, cognitive, social and emotional developmental milestones for children, both typical and atypical, from conception through adolescence. There will be an emphasis on interactions between developmental processes and environmental factors including abuse and neglect. While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences and analyze characteristics of development at various stages. (C-ID CDEV 100). |
|||
| PSC-12: Concepts in Physical Science | 4 | ||
|
Prerequisite(s): MATH 108 or MATH 116 or Equivalent This course is an investigation of basic principles of physics and chemistry including matter, physical and chemical properties, energy, motion, light, atomic structure, bonding, solutions and chemical reactions. The inter-dependence of chemistry and physics will be emphasized. This course is intended for non-science majors. (C-ID PHYS 140). |
|||
| HIST-3: World History to 1500 | 3 | ||
|
Unit(s): 3.00
This course is a survey of the development of world civilizations from prehistoric humans to 1500. Major themes include: broad patterns of change; dynamics of race, class, gender and ethnicity; reciprocal influence between the physical environment and human societies; and ways in which human groups have interacted with one another. In addition, the course examines distinctive forms of political, social, and economic organization, and significant scientific achievements, cultural developments, and belief systems. The course also provides an introduction to historical method. (C-ID HIST 150). |
|||
| SPAN-3: Third Semester Spanish | 4 | ||
|
Prerequisite(s): SPAN 2 This course teaches culture and facilitates language acquisition through listening, speaking, reading and writing. Content is expanded beyond "survival" needs of the immediate environment in order to express personal meaning and to apply different strategies and techniques to go beyond casual conversation and express opinions, make suggestions on familiar topics, as well as some abstract issues and plans. Students demonstrate an increased awareness of cultural norms, values, and culturally relevant appropriate customs and events. Accuracy becomes quite high for high frequency structures and vocabulary but more complex discourse is still developing and requires a somewhat sympathetic listener or reader. Students will demonstrate the ability to think critically by analyzing linguistic structures and reflecting on and making cross-cultural comparisons. This course will primarily be taught in Spanish. Students who have completed at least two, but fewer than three years of high school Spanish (or equivalent) with a letter grade of "A" or "B" within one year of the present date, should register for Fourth Semester Spanish. (C-ID SPAN 200) |
|||
| Kin Act | 0.5 - 1.5 | ||
|
|||
Term 4
11.5 - 12.5 Units. Specified core courses are signified by icon.| Course Name | Units | Notes | |
|---|---|---|---|
| PSC-11: Earth Science with Lab | 4 | ||
|
Unit(s): 4.00
An introduction to the essentials of Earth Science with a laboratory. Topics include the geosphere, atmosphere, hydrosphere, and solar system. This course focuses on the interactions between physical and chemical systems of the Earth such as the tectonic cycle, rock cycle, hydrologic cycle, weather and climate. (C-ID GEOL 121). |
|||
| SPAN-4: Fourth Semester Spanish | 4 | ||
|
Prerequisite(s): SPAN 3 This course continues to expand upon culture and facilitate language acquisition through listening, speaking, reading and writing. Students will interact with more sophisticated authentic language in context. Content continues to expand in order to express more complex ideas in order to express personal meaning and to apply different strategies and techniques to go beyond causal conversation and express opinions, make suggestions on familiar topics, as well as some abstract issues and plans. Students demonstrate an increased awareness of cultural norms, values, and culturally relevant appropriate customs and events. Accuracy becomes quite high for high frequency structures and vocabulary but more complex discourse is still developing and requires a somewhat sympathetic listener or reader. Students will continue to demonstrate the ability to think critically by analyzing linguistic structures and reflecting on and making cross-cultural comparisons. This course will primarily be taught in Spanish. (C-ID SPAN 210) |
|||
| MCGS-36: Intro Chicano American Studies | 3 | ||
|
Unit(s): 3.00
A multi-disciplinary exploration of the cultural and social milieu of Chicano Americans. "Chicano" is defined as the first generation of Mexican-Americans born to parents from Mexico. Students will trace the development of a definition and rationale for Chicanismo through a critical and comparative examination of relevant literature. Areas that will be examined will include economics, family and religion, social and political behavior, health, education and prejudice, among others. Also included in this examination will be a specific look at the Chicano movement, its goals, methods, and people. |
|||
| Kin Act | 0.5 - 1.5 | ||
|
|||