critical questions in education san diego

Examining the world through qualitative inquiry

Call for proposals: Critical Questions in Education Conference

The 2023 Critical Questions in Education Conference will be held in San Diego, California, February 27—March 1, 2023 at the Westgate Hotel. The deadline for submitting proposals is December 12, 2022.

Participants are invited to explore four conversation themes:

Cleaning out the closet of educational ideas: What to keep, and what to throw away – an examination of educational ideas and favorite educational phrases—like “Meet students where they are”—that might be misleading or destructive
Letters to teachers—and others who need to hear from us – an invitation for you to write an education-related letter—or “rant,” or poem, or eulogy, or something else—to whomever you think most needs it
Students: Finishing their worksheets or working in the school garden?: an invitation to explore the use of school gardens, work in neighborhood parks, or other experiential learning activities in a time where test prep seems to dominate classrooms
Changing the narrative about teaching : With continuing pressure from all manner of sources, how are teachers being viewed, and how do they see themselves and the tasks of learning and teaching? Does something need to change? (This is a continuing Academy conversation.)

An “Open topic” category will be offered for those who want to enjoy these discussions but present on a different education-related topic. A Call for Chapters on the first and second of these topics will be issued for two edited collections with Myers Education Press as part of the Academy’s book series.

The CQiE Conference offers deliberate opportunities for participants to talk, listen, and learn from one another—and to think about how they might change or develop their thinking about teaching and/or teacher education as a consequence of what they learn from others. The conference cost is $295 ($135 for graduate students and $70 for undergraduate students). This price includes a free book (a $43 value) from the Academy Book Series on Education, part of Myers Education Press. Please see the file below for more details about submitting a proposal. Click on the links for more information about the Academy for Educational Studies and about the Academy’s publishing opportunities discussed on these electronic journal pages .

To view the call and submission details, download this file:

Published by qualpage

Kathy Roulston is a professor in the Qualitative Research program in the Department of Lifelong Education, Administration and Policy at the University of Georgia, Athens, GA, USA. She teaches qualitative research methods, and has written on qualitative interviewing. https://orcid.org/0000-0002-9429-2694 Kathryn J. Roulston on ResearchGate My books include: Interviewing: A guide to theory and practice, see: https://us.sagepub.com/en-us/nam/interviewing/book272521 Interactional studies of qualitative interviews. See: https://benjamins.com/catalog/z.220 View all posts by qualpage

Critical Thinking

A number of definitions exist for critical thinking and address processes involved in reasoning and evaluating. A synthesis might be:

Critical thinking is the systematic reasoning needed for making sound judgments to guide beliefs and actions. Critical thinking processes include examining purpose, assumptions, arguments, evidence, methods, and sources in terms of reliability, accuracy, aesthetics, ethics, or bias. Critical thinkers consider multiple perspectives, use data to support inferences, distinguish relevant from irrelevant data, weigh implications and consequences, and reflect on their work. (Kitano & Duesbery, 2007)

The literature offers a wide range of models and definitions that variously focus on person, process, situation, product, or a combination of these elements. The Center’s rationale for enhancing creativity concerns society’s need for creative solutions as well as the individual’s personal growth and satisfaction. Creative thinking is engaging in open-ended thinking processes to generate novel ideas appropriate for the task. Processes include fluency, flexibility, elaboration, synthesis, making connections, analogical/metaphorical thinking, divergent thinking, risk taking, imagination, visualization, and problem finding. Creative products are original and useful and at the highest level, elegant and transformative. Creativity is developmental in nature and defined with levels of impact: “Big-C” (e.g., Einstein, Mozart), “little-c” (e.g., winning a high school poetry prize), and “mini-c” (e.g., personal “ahas”). Mini-c creativity—combining ideas or seeing things in new ways—is an important aspect of everyday learning and a foundation for the higher levels.

General Education profoundly influences undergraduates by providing the breadth of knowledge necessary for meaningful work, lifelong learning, socially responsible citizenship, and intellectual development. This 49-unit program, which comprises over one third of an undergraduate’s course of study, places specialized disciplines into a wider world, enabling students to integrate knowledge and to make connections among fields of inquiry.

The General Education program at SDSU prepares students to succeed in an increasingly complex and rapidly changing world. Our students will live and work in the context of globalization, scientific and technological innovation, cross-cultural encounters, environmental challenges, and unforeseen shifts in economic and political power. Through this program, students will acquire knowledge of human cultures and the physical and natural world that will enable them to engage significant questions, both contemporary and enduring.

To put their breadth of knowledge to work, students gain intellectual and practical skills such as inquiry and analysis, creative and critical thinking, written and oral communication, scientific and quantitative literacy, and technological-information proficiencies. Students practice these skills in progressively challenging venues, mastering learning outcomes from a series of courses drawn from the following sections: I, Communication and Critical Thinking; II and III, Foundations of Learning; IV, Explorations of Human Experience; and V, Ethnic Studies. In order to acquire the skills required for advanced coursework within and across disciplines, student should complete these sections sequentially.

The General Education program at San Diego State University is evolving. A standing committee of faculty and students reviews the program continually and encourages the development of new courses, concepts, and learning experiences.

Institutional Learning Outcomes

In 2020, San Diego State University established seven “Institutional Learning Outcomes” (ILOs) to guide and connect our broad educational mission through our diverse degree offerings:

Demonstrate expertise in integrating ideas, methods, theories, and practices within and across academic/disciplinary areas of study. (Disciplinary/Interdisciplinary Knowledge)
Seek, analyze, contextualize, and incorporate information to expressly enrich understanding of the world. (WASC Information Literacy)
Develop the ability to sustain curiosity and to think critically, creatively, and independently. (WASC Critical Thinking)
Develop skills to collaborate effectively and ethically as leaders and team members. (WASC Oral and Written Communication)
Communicate effectively within and across academic, professional, and social contexts. (WASC Oral and Written Communication)
Use deductive reasoning and statistical methods to gather, interpret, and evaluate data critically, in order to assess the reasonableness of solutions to scientific, civic, and personal challenges. (WASC Quantitative Reasoning)
Demonstrate an understanding of diversity, equity, inclusion, and sustainability through local, global, and ethical perspectives.

While situated within the General Education section of the catalog, these ILOs transcend General Education and serve to inform the design and content of course and degree offerings across the broader University. Furthermore, many of these ILOs are aligned with the four broader Core Competencies for educational institutions as established by our regional accreditor, the Western Association of Schools and Colleges (WASC)

Communication and Critical Thinking

Communication and Critical Thinking are essential skills that underlie all university education. Focusing particularly on argument, courses in this area of General Education help students understand the general function of writing, speaking, visual texts, and thinking within the context of the university at large, rather than within specific disciplines. In addition to featuring the basic rules and conventions governing composition and presentation, Communication and Critical Thinking courses establish intellectual frameworks and analytical tools that help students explore, construct, critique, and integrate sophisticated texts.

Goals in Communication and Critical Thinking:

Goal 1: Craft well-reasoned arguments for specific audiences.
Goal 2: Analyze a variety of texts commonly encountered in the academic setting.
Goal 3: Situate discourse within social, generic, cultural, and historic contexts.
Goal 4: Assess the relative strengths of arguments and supporting evidence.

Foundations of Learning

Foundations of Learning courses follow and build upon Communication and Critical Thinking courses and are offered by individual departments and interdisciplinary areas in the Natural Sciences and Quantitative Reasoning, Social and Behavioral Sciences, Humanities and Fine Arts, and Lifelong Learning and Self-Development. Foundations of Learning courses in the Natural Sciences and Quantitative Reasoning are divided into four categories: 1. Physical Sciences, 2. Life Sciences, 3. Laboratory, and 4. Mathematics and Quantitative Reasoning. Those in the Humanities and Fine Arts are divided into two categories: 1. Arts: Arts, Cinema, Dance, Music, Theatre, 2. Humanities: Literature, Philosophy, Languages other than English. Foundations of Learning courses introduce students to the basic concepts, theories, and approaches offered by disciplinary and interdisciplinary areas of study. They provide the foundation to understand and approach problems in the academy, and in local and global real-world environments. Consistent with class size and learning goals, they cultivate skills in reading, writing, communication, computation, information-gathering, and use of technology. Where appropriate, courses intended as preparation for a major may also be designated as Foundations of Learning courses. Only lower division courses are designated as Foundations of Learning courses.

Special Provision for Majors in the Sciences and Related Fields

Some majors require or recommend coursework in astronomy, biology, chemistry, geological sciences, or physics in preparation for the major. If you have declared one of these majors you may substitute those courses for courses listed under either Life Sciences or Physical Sciences (as appropriate) in Section II.A.

Explorations of Human Experience

Explorations of Human Experience courses are upper division courses which allow concentrated or thematic study. In Explorations of Human Experience there are three areas of study - Natural Sciences and Quantitative Reasoning, Social and Behavioral Sciences, and Humanities and Fine Arts. Among these areas are courses designated as cultural diversity courses. Explorations of Human Experience courses take the goals and skills of Foundations of Learning courses to a more advanced level. This may find expression in one or more of the following pedagogical elements: greater interdisciplinary, more complex and in-depth theory, deeper investigation of local problems, and wider awareness of global challenges. More extensive reading, written analysis involving complex comparisons well-developed arguments, considerable bibliography, and use of technology are appropriate in many Explorations of Human Experience courses. Courses narrowly centered within one aspect of a discipline are more suited to major study than general education, which encourages students to relate their learning across the range of their educational experience. Explorations of Human Experience courses are upper division and cannot be used to fulfill this requirement if taken before students reach junior standing (passing 60 units).

Areas of Study in Foundations of Learning and Explorations of Human Experience

A. natural sciences and quantitative reasoning.

[CSU Area B - Scientific Inquiry and Quantitative Reasoning]

Natural Sciences

Natural Sciences use the scientific process to study nature and represent an approach to the study of the universe and its natural laws and phenomena. Students achieve basic scientific literacy and thereby understand the scientific process including the value of observation, hypothesis testing, and experiments in the advance of science. Thus students require a general understanding of fundamental concepts and knowledge accumulated by the natural sciences. From that understanding, students develop an ability to reason about and follow new developments in the natural sciences, and to think in a scientifically informed manner about social and political issues that involve science and technology.

Goals for GE Courses in the Natural Sciences

Goal 1: Explain basic concepts and theories of the natural sciences.
Goal 2: Use logic and scientific methods to analyze the natural world and solve problems.
Goal 3: Argue from multiple perspectives about issues in natural science that have personal and global relevance.
Goal 4: Use technology in laboratory and field situations to connect concepts and theories with real-world phenomena.

Quantitative Reasoning

Quantitative reasoning refers to a range of academic capacities that includes learning from data, communicating quantitatively, analyzing evidence and assertions, and employing quantitative intuition. While quantitative reasoning is essential to sciences, other disciplines require the ability to use and comprehend quantitative language. To do this, students require the ability to analyze and interpret data in both scientific and social contexts. By possessing this set of mathematical and problem solving skills, students will be able to engage effectively in quantitative situations arising in life and work.

Goals for GE Courses in Quantitative Reasoning

Goal 1: Apply appropriate computational skills and use basic mathematical concepts to analyze problems in natural and social sciences.
Goal 2: Use methods of quantitative reasoning to solve and communicate answers to real-world problems.

B. Social and Behavioral Sciences

[CSU Area D - Social Sciences]

The Social and Behavioral Sciences focus on human behavior, cognition, and organization from anthropological, economic, geographic, historical, linguistic, political, psychological and sociological perspectives. Students gain an understanding of society and culture, as well as individual and social interaction processes. Disciplines within the Social and Behavioral Sciences employ the scientific method and utilize both quantitative and qualitative techniques to analyze the diversity and complexity of human experience. Through interdisciplinary learning, students explore the relationships between human societies and the physical environment.

Goals for GE Courses in the Social and Behavioral Sciences

Goal 1: Explore and recognize basic terms, concepts, and domains of the social and behavioral sciences.
Goal 2: Comprehend diverse theories and methods of the social and behavioral sciences.
Goal 3: Identify human behavioral patterns across space and time and discuss their interrelatedness and distinctiveness.
Goal 4: Enhance understanding of the social world through the application of conceptual frameworks from the social and behavioral sciences to first-hand engagement with contemporary issues.

C. Humanities and Fine Arts

[CSU Area C]

The Humanities and Fine Arts encompass works of the imagination, such as art, literature, film, drama, dance, and music, and related scholarship. Students better understand human problems, responsibilities, and possibilities in changing historical contexts and diverse cultures, and in relation to the natural environment. Students acquire new languages and familiarize themselves with related cultures. They gain the ability to recognize and assess various aesthetic principles, belief systems, and constructions of identity. Students acquire capacities for reflection, critique, communication, cultural understanding, creativity, and problem solving in an increasingly globalized world.

Goals for GE Courses in the Humanities and Fine Arts

Goal 1: Analyze written, visual, or performed texts in the humanities and fine arts with sensitivity to their diverse cultural contexts and historical moments.
Goal 2: Develop a familiarity with various aesthetic and other value systems and the ways they are communicated across time and cultures.
Goal 3: Argue from multiple perspectives about issues in the humanities that have personal and global relevance.
Goal 4: Demonstrate the ability to approach complex problems and ask complex questions drawing upon knowledge of the humanities.

D. Lifelong Learning and Self-Development

[CSU Area E]

Lifelong Learning and Self-Development facilitate understanding of the human being as an integrated physiological, social, and psychological organism. Students learn about such matters as human behavior, sexuality, nutrition, health, stress, key relationships of humankind to the social and physical environment, and implications of death and dying. This lower division requirement in Lifelong Learning and Self-Development integrates three kinds of inquiry (though not necessarily with equal emphasis): 1. Sociological: in this context, the relationships between an individual and broader society; 2. Physiological: the human body as an integrated organism with systemic functions such as movement, nutrition, growth, reproduction, aging; and 3. Psychological: the study of the mental processes that create consciousness, behavior, emotions, and intelligence.

Goals for GE Courses in Lifelong Learning and Self-Development

Goal 1: Develop cognitive, physical, and affective skills to become more integrated and well-rounded individuals in society.
Goal 2: Comprehend various behaviors conducive to physiological health and development.
Goal 3: Identify and apply strategies leading to psychological well-being.
Goal 4: Develop strategies to be integrated physiological, socio-cultural, and psychological beings engaged in learning and self-development throughout their lives.

E. Ethnic Studies

[CSU Area F]

More than half a century ago, in the midst of the U.S. Civil Rights Movement, the field of ethnic studies emerged, seeking to advance the interdisciplinary study of race, ethnicity, and indigeneity, while emphasizing the experiences, contributions, histories, and perspectives of people of color in the United States and beyond. In the hopes of disrupting centuries of historical marginalization, departments of Africana, American Indian, Chicana/o/x, and Asian American studies emerged at universities across the country-including SDSU.

Now, as we enter the third decade of the twenty-first century, the ongoing challenges that racism, marginalization, inequality, and discrimination pose could not be more obvious, nor more urgent. In response, the California legislature passed AB 1460, which made ethnic studies a graduation requirement at the CSU beginning with the 2021-2022 academic year. AB 1460 states that, at minimum, three (3) units of ethnic studies shall be offered at the CSU and recognizes the value, importance, and promise of ethnic studies as an essential part of a student’s education, providing skills and knowledge that will contribute to a liberatory, democratic, and pluralistic American future.

We believe strongly that ethnic studies is a vital component of your undergraduate experience. At SDSU, we have innovated two ethnic studies requirements–unusual in higher education. One is a general education requirement, which meets the CSU Executive Order to create a distinct GE category (Area F), and the other is a general graduation requirement created by SDSU Senate resolution (see section X of this page). Required ethnic studies courses, as per AB 1460 and CSU Executive Order 1100, are taught only within designated ethnic studies programs. At SDSU, these are the Departments of Africana Studies, American Indian Studies, and Chicana and Chicano Studies, and in the Center for Asian and Pacific Studies. Courses that satisfy Area F and section X are listed on this page. Students must take one class in Area F, that requirement cannot be waived or substituted. However, classes taken to satisfy GE Area F can double count to also satisfy the section X requirement.

Goals for GE Courses in Ethnic Studies

Goal 1: Analyze and articulate concepts such as race and racism, racialization, ethnicity, equity, ethno-centrism, eurocentrism, white supremacy, self-determination, liberation, decolonization, sovereignty, imperialism, settler colonialism, and anti-racism as analyzed in any one or more of the following: Native American Studies, African American Studies, Asian American Studies, and Latina and Latino American Studies.
Goal 2: Apply theory and knowledge produced by Native American, African American, Asian American, and/or Latina and Latino American communities to describe the critical events, histories, cultures, intellectual traditions, contributions, lived-experiences and social struggles of those groups with a particular emphasis on agency and group-affirmation.
Goal 3: Critically analyze the intersection of race and racism as they relate to class, gender, sexuality, religion, spirituality, national origin, immigration status, ability, tribal citizenship, sovereignty, language, and/or age in Native American, African American, Asian American, and/or Latina and Latino American communities.
Goal 4: Critically review how struggle, resistance, racial and social justice, solidarity, and liberation, as experienced and enacted by Native Americans, African Americans, Asian Americans and/or Latina and Latino Americans are relevant to current and structural issues such as communal, national, international, and transnational politics as, for example, in immigration, reparations, settler-colonialism, multiculturalism, language policies.
Goal 5: Describe and actively engage with anti-racist and anti-colonial issues and the practices and movements in Native American, African American, Asian American and/or Latina and Latino communities and a just and equitable society.

F. Cultural Diversity Requirement

One explorations course in areas A, B, or C must be a course in cultural diversity, as indicated by an asterisk. Cultural diversity courses focus on the theoretical and practical factors of age, class, disability, ethnicity, gender, gender identity, immigration, nation, race, religion, sexuality, socioeconomic status, and other significant markers of social identity. Courses meeting this requirement examine the complexity of diversity through an analysis of differential inequities, oppression, power, and privilege. Cultural diversity courses focus on non-dominant views and perspectives.

Goals for GE Courses Meeting the Diversity Requirement

Goal 1: Enhance understanding of the diverse efforts and strategies used by groups to transform and/or dismantle structures of oppression.
Goal 2: Foster reflection and appreciation of non-dominant perspectives, their contribution to society and culture, and models for their inclusion.
Goal 3: Analyze the intersection of the categories of various dimensions of difference as they affect cultural groups’ members lived realities and/or as they are embodied in personal and collective identities.
Goal 4: Formulate informed views on the mechanisms for maintaining existing power structures and their impact on all sectors of society.

Requirements and Limitations

You must complete all requirements in sections I to IV for a total of 49 units. Because you must be a junior (60 units) to satisfy the upper division section IV requirement, you should not register for upper division GE courses until the semester in which you complete 60 units. Only those courses listed in the General Education areas may be used to satisfy General Education requirements.

Within these 49 units, the following limitations apply:

1. Explorations of Human Experience courses shall not be taken sooner than the semester in which you pass 60 units. 2. Credit/No Credit grades cannot be used in section I, Communication and Critical Thinking or section II.A.4., Mathematics/Quantitative Reasoning. 3. Courses numbered 296, 299, 496, 499, 500-level and above cannot be used in General Education.

Transfer Students - Additional Information

If you fall into one of the following four categories, you must complete only section IV, Explorations of Human Experience, to satisfy your General Education requirements:

You transferred from a California community college and have completed the Intersegmental General Education Transfer Curriculum (IGETC)
You transferred from a California community college and are certified as having completed the 39 unit lower division CSU General Education pattern (Sections I to III)
You transferred from another California State University campus and have completed all lower division General Education requirements at the CSU campus
You transferred from a University of California campus and have completed all lower division General Education requirements at the UC campus.

Your previous college must provide SDSU with proof of completion, either a GE certification or a statement of completion from a University of California campus. Remember, you may not take Explorations of Human Experience courses sooner than the semester in which you complete 60 units.

If you completed one or more areas of CSU General Education pattern at a California community college or another CSU campus, some of the SDSU General Education area requirements may be met. If you have transfer courses from a California community college, a CSU or UC campus (but have not completed any General Education area), these courses may be used in the appropriate area of the SDSU General Education pattern. Consult with an adviser at the Academic Advising Center to determine which requirements you must complete.

If you transferred from a private college in California or from a non-California college, you must meet the requirements listed below. A transfer course will be used when equivalent to the listed SDSU course.

Second Bachelor’s Degree Students in Nursing - Additional Information

Students seeking a second bachelor’s degree in nursing have satisfied all requirements in sections I to IV of General Education with their first baccalaureate degree from a college/university accredited by a regional accrediting association.

Freshmen Registration Requirements

All students entering SDSU as freshmen are required to register for a specific sequence of lower division General Education courses in the areas of I.1. Oral Communication, I.2. Written Communication, I.3. Critical Thinking, and II.4. Mathematics/Quantitative Reasoning. Freshmen must begin the required sequences in their first semester and continue in subsequent semesters until they complete the sequences. The registration system will enforce enrollment in the required courses. This enforcement will occur every semester until the required sequences are completed.

Specialized General Education Patterns

Liberal Studies majors should refer to the description of their major in the Courses and Curricula section of this catalog for a listing of General Education requirements.

I. Communication and Critical Thinking (9 units)

1. Oral Communication | 2. Written Communication | 3. Critical Thinking

II. and III. Foundations of Learning (28 units)

1. Physical Sciences | 2. Life Sciences | 3. Laboratory | 4. Mathematics/Quantitative Reasoning

C. Arts and Humanities

1. Arts: Art, Cinema, Dance, Music, and Theatre | 2. Humanities: History, Languages other than English, Literature, Philosophy, Religious Studies

III. Lifelong Learning and Self-Development

IV. Explorations of Human Experience (9 units)

A. Natural Sciences

B. social and behavioral science, c. humanities.

V. Ethnic Studies (3 units) [lower division requirement]

[CSU Area A - English Language Communication and Critical Thinking]

You may not use Credit/No Credit grades in this section. A grade of C- (1.7) or better is required. Complete one course from each of the following three sections.

1. Oral Communication

[CSU subarea A1]

AFRAS 140 - Oral Communication Units: 3
CCS 111A - Oral Communication Units: 3
COMM 103 - Oral Communication Units: 3

2. Written Communication

[CSU subarea A2]

AFRAS 120 - Composition Units: 3
AMIND 120 - Written Communication Units: 3
CCS 111B - Written Communication Units: 3
ECL 100 - Rhetoric of Written Argument Units: 3

also listed as POL S 100 or RWS 100

LING 100B - English Composition for International Students and English Learners II Units: 3
POL S 100 - Rhetoric of Written Argument Units: 3

also listed as ECL 100 or RWS 100

RWS 100 - Rhetoric of Written Argument Units: 3

also listed as ECL 100 or POL S 100

RWS 105B - Rhetoric of Written Argument Stretch II Units: 3

3. Critical Thinking

[CSU subarea A3]

AFRAS 200 - Intermediate Expository Writing and Research Fundamentals Units: 3
AMIND 225 - Expository Writing and Research Units: 3
CCS 200 - Intermediate Expository Research and Writing Units: 3
ECL 200 - Rhetoric of Written Arguments in Context Units: 3

also listed as RWS 200

LING 200 - Advanced English for International Students Units: 3
PHIL 200 - Critical Thinking and Composition Units: 3
RWS 200 - Rhetoric of Written Arguments in Context Units: 3

also listed as ECL 200

RWS 220 - Rhetoric of Written Arguments and the Tutoring of Writing Units: 3

Complete one course from each of the following four sections. (For majors in the sciences and related fields refer to the Special Provision for Majors in the Sciences and Related Fields section.)

Engineering majors automatically satisfy the Natural Sciences and Quantitative Reasoning foundations GE area by completion of preparation for the major.

1. Physical Sciences

[CSU subarea B1]

ASTR 101 - Principles of Astronomy Units: 3
ASTR 201 - Astronomy for Science Majors Units: 3
CHEM 100 - Introduction to General Chemistry with Laboratory Units: 4
CHEM 102 - Introduction to General, Organic, and Biological Chemistry Units: 5 [For Nursing majors only.]
ENGR 250 - Introduction to Renewable Energy Units: 3
ENV S 100 - Environmental Sciences Units: 3

also listed as SUSTN 100

GEOG 101 - Earth’s Physical Environment Units: 3
GEOG 103 - Weather and Climate Units: 3
GEOL 100 - Planet Earth Units: 3
GEOL 104 - Earth Science Units: 3
N SCI 100 - Physical Science Units: 3
OCEAN 100 - The Ocean Planet Units: 4
SUSTN 100 - Environmental Sciences Units: 3

also listed as ENV S 100

2. Life Sciences

[CSU subarea B2]

ANTH 101 - Human Biocultural Origins Units: 3
BIOL 100 - General Biology Units: 3
BIOL 101 - World of Animals Units: 3
CHEM 162 - Saving Our Planet with Sustainable Biochemistry Units: 3

3. Laboratory

[CSU subarea B3]

ASTR 109 - Astronomy Laboratory Units: 1
BIOL 100L - General Biology Laboratory Units: 1
BIOL 101L - World of Animals Laboratory Units: 1
GEOG 101L - Earth’s Physical Environment Laboratory Units: 1
GEOL 101 - Dynamics of the Earth Laboratory Units: 1

4. Mathematics/Quantitative Reasoning

[CSU subarea B4]

You may not use Credit/No Credit grades in this section. A grade of C- (1.7) or better is required.

ARP 201 - Introductory Statistics and Research Design for Education Units: 3
BIOL 215 - Biostatistics Units: 3
CS 100 - Computer Science Principles Units: 3
ECON 201 - Statistical Methods Units: 3 ★
GEN S 147 - Data Literacy: Human Choices Behind the Numbers Units: 3
GEOG 104 - Geographic Information Science and Spatial Reasoning Units: 3 ★
LING 270 - Elementary Statistics for Language Studies Units: 3 ★
MATH 110 - Mathematics for Life Units: 3 ★
MATH 118 - Topics in Mathematics Units: 3
MATH 120 - Calculus for Business Analysis Units: 3
MATH 124 - Calculus for the Life Sciences Units: 4
MATH 140 - College Algebra Units: 3 °
MATH 141 - Precalculus Units: 3
MATH 150 - Calculus I Units: 4
MATH 151 - Calculus II Units: 4
MATH 210 - Number Systems in Elementary Mathematics Units: 3 ★
MATH 211 - Geometry in Elementary Mathematics Units: 3
MATH 245 - Discrete Mathematics Units: 3
MATH 252 - Calculus III Units: 4
MATH 254 - Introduction to Linear Algebra Units: 3
PHIL 120 - Introduction to Logic Units: 3 ★
POL S 201 - Statistics and Politics Units: 3 ★
PSY 280 - Statistical Methods in Psychology Units: 4 ★
P H 250 - Infections and Epidemics Units: 3
SOC 201 - Elementary Social Statistics Units: 3 ★
STAT 119 - Elementary Statistics for Business Units: 3 ★
STAT 250 - Statistical Principles and Practices Units: 3

Complete two courses (6 units). Social and Behavioral Sciences courses in Foundations of Learning and Explorations of Human Experience must be taken from a minimum of two different departments. Courses that also fulfill the American Institutions Requirement are identified below as [AI]. For additional information, refer to section IV of the Graduation Requirements for the Bachelor’s Degree on American Institutions Requirement. No more than six units of American Institutions courses may apply to General Education.

AFRAS 101 - Introduction to Africana Studies: Social and Behavioral Sciences Units: 3 ⌘
ANTH 102 - Introduction to Socio-Cultural Anthropology Units: 3
ANTH 103 - Introduction to Archaeology and World Prehistory Units: 3
ASIAN 100 - State and Society in the Asia Pacific Units: 3
ASIAN 104 - Korean American Experiences Units: 3
CCS 220 - Language in the Borderlands Units: 3
ECON 101 - Principles of Economics Units: 3
ECON 102 - Principles of Economics Units: 3
FIN 250 - Financial Literacy Units: 3
GEN S 280 - Introduction to Civic Engagement Units: 3
GEN S 290 - Introduction to Undergraduate Research Units: 3
GEOG 102 - People, Places, and Environments Units: 3
GEOG 106 - World Regional Geography Units: 3
GEOG 170 - Sustainable Places and Practices Units: 3
GERO 101 - Introduction to Human Aging Units: 3
HIST 109 - American History to Reconstruction Units: 3 [AI]
HIST 110 - American History Since the Civil War Units: 3 [AI]
JMS 200 - Introduction to Contemporary Media Units: 3
JMS 250 - Introduction to Intersectional Representation in the Media Units: 3
LATAM 101 - Introduction to Latin American Studies Units: 3
LEAD 205 - Exploring Leadership Units: 3
LING 101 - Introduction to Language Units: 3
LING 251 - Dialects of English Units: 3
MGT 160 - Entrepreneurial Approaches to Problem Identification in Soci Units: 3
POL S 101 - Introduction to American Politics in Global Perspective Units: 3 [AI]
POL S 102 - Introduction to American and California Government and Politics Units: 3 [AI]
POL S 103 - Introduction to Comparative Politics Units: 3
POL S 104 - Introduction to Global Politics Units: 3
PSY 101 - Introductory Psychology Units: 3
SCI 250 - Informal Learning and Instruction of Mathematics and Science Units: 3

also listed as TE 250

SOC 101 - Introductory Sociology: The Study of Society Units: 3
SOC 102 - Introduction to Social Problems Units: 3
SLHS 106 - Introduction to Speech, Language, and Hearing Sciences Units: 3
SLHS 150 - Sign Languages and Deaf Culture Units: 3
SLHS 222 - Communication as a Human Right Units: 3
TE 250 - Informal Learning and Instruction of Mathematics and Science Units: 3

also listed as SCI 250

WMNST 103 - Women and Global Justice Units: 3

Complete at least one course from each area (9 units).

1. Arts: Art, Cinema, Dance, Music, and Theatre

[CSU subarea C1]

ART 133 - Modern Making Units: 3
ART 157 - Introduction to Art Units: 3
ART 215 - Visual Odyssey through Comics and Sequential Media Units: 3
ART 258 - Introduction to Art History I Units: 3
ART 259 - Introduction to Art History II Units: 3
ASIAN 264 - Asian American Film and Media Units: 3
BRAZ 233 - Latin American Documentary Practices Units: 3
DANCE 101 - Dance Influencers Units: 3
DANCE 181 - Introduction to Dance Units: 3
ECL 157 - Comics and History Units: 3

also listed as HIST 157

ECL 158 - Introduction to Horror Aesthetics Units: 3
ECL 220 - The Art of Literature Units: 3
HIST 135 - Film as the Past Units: 3
HIST 157 - Comics and History Units: 3

also listed as ECL 157

MUSIC 151 - Introduction to Music Units: 3
TFM 160 - Cinema as Art Units: 3
TFM 235 - The Art of Creating Emotion in Movies Units: 3
TFM 265 - Cinema in Africa Units: 3
TFM 267 - Independent Cinema Units: 3
THEA 100 - The Art of Theatre Units: 3
THEA 120 - Heritage of Storytelling Units: 3
THEA 205 - American Musical on Stage and Screen Units: 3

2. Humanities: History, Languages other than English, Literature, Philosophy, Religious Studies

[CSU subarea C2]

AFRAS 240 - Africana Intellectual Thought Units: 3 ⌘
AFRAS 260 - Africana Literary Study Units: 3 ⌘
AMIND 210 - Indigenous Women and the Arts Units: 3 ⌘
ARAB 101 - Elementary Arabic I Units: 4
ARAB 102 - Elementary Arabic II Units: 4
ARAB 201 - Intermediate Arabic I Units: 4
ARAB 202 - Intermediate Arabic II Units: 4
ASIAN 101 - Asian Thought and Cultures Units: 3
ASIAN 110 - Elementary Conversational Chinese Units: 3

also listed as CHIN 100

BRAZ 222 - Art, Sport, and Culture in Contemporary Brazil Units: 3
CHIN 100 - Elementary Conversational Chinese Units: 3

also listed as ASIAN 110

CHIN 101 - Elementary Chinese I Units: 5
CHIN 102 - Elementary Chinese II Units: 5
CHIN 201 - Intermediate Chinese I Units: 5
CHIN 202 - Intermediate Chinese II Units: 5
CLASS 101G - Ancient Greek I Units: 5
CLASS 101L - Latin I Units: 5
CLASS 120 - English Words from Latin and Greek Units: 3
CLASS 140 - Introduction to Classics Units: 3
CLASS 202G - Ancient Greek II Units: 5
CLASS 202L - Latin II Units: 5
CON E 101 - Construction and Culture Units: 3
DLE 101 - American Sign Language I Units: 4
DLE 102 - American Sign Language II Units: 4
DLE 201 - American Sign Language III Units: 4
ECL 270 - Introduction to Comparative Literature Units: 3
ECL 280 - Introduction to Creative Writing Units: 3
EUROP 101 - Introduction to European Studies Units: 3
EUROP 160 - European Reflections on Science and Technology Units: 3
FILIP 101 - Elementary Filipino I Units: 4
FILIP 102 - Elementary Filipino II Units: 4
FILIP 201 - Intermediate Filipino Units: 4
FRENC 100A - Elementary French I Units: 5
FRENC 100B - Elementary French II Units: 5
FRENC 201 - Readings in French Units: 3
FRENC 210 - French Grammar Units: 3
FRENC 221 - Speaking and Writing French Units: 4
GERMN 100A - First Course in German Units: 5
GERMN 100B - Second Course in German Units: 5
GERMN 150 - Contemporary German Culture and the New Europe Units: 3 ^
GERMN 202 - Readings in German Units: 3
GERMN 205A - Third Course in German Units: 4
GERMN 205B - Fourth Course in German Units: 4
HEBRW 101 - Elementary Hebrew I Units: 4
HEBRW 102 - Elementary Hebrew II Units: 4
HEBRW 201 - Intermediate Hebrew Units: 4
HIST 100 - World History Units: 3
HIST 101 - World History Units: 3
HIST 102 - World History Through Science and Technology Units: 3
HIST 105 - Western Civilization to the Seventeenth Century Units: 3
HIST 106 - Western Civilization Since the Sixteenth Century Units: 3
HUM 101 - Introduction to Humanities Units: 3
HUM 102 - Global Humanities Units: 3
HUM 103 - Introduction to Public Humanities Units: 3
HUM 130 - The Jewish Heritage Units: 3

also listed as JS 130

HUM 140 - World Mythology Units: 3
ITAL 100A - Elementary Italian I Units: 5
ITAL 100B - Elementary Italian II Units: 5
ITAL 201 - Reading and Speaking Italian Units: 3
ITAL 211 - Intermediate Italian I Units: 4
ITAL 212 - Intermediate Italian II Units: 4
JAPAN 111 - Elementary Japanese I Units: 5
JAPAN 112 - Elementary Japanese II Units: 5
JAPAN 211 - Intermediate Japanese I Units: 5
JAPAN 212 - Intermediate Japanese II Units: 5
JS 130 - The Jewish Heritage Units: 3

also listed as HUM 130

KOR 101 - Elementary Korean I Units: 5
KOR 102 - Elementary Korean II Units: 5
KOR 201 - Intermediate Korean I Units: 5
KOR 202 - Intermediate Korean II Units: 5
LATAM 110 - Elementary Mixtec I Units: 4
LATAM 111 - Elementary Mixtec II Units: 4
LATAM 120 - Elementary Zapotec I Units: 4
LATAM 130 - Elementary Nahuatl I Units: 4
LATAM 131 - Elementary Nahuatl II Units: 4
LATAM 210 - Intermediate Mixtec I Units: 4
LATAM 230 - Intermediate Nahuatl I Units: 4
LING 243 - Invented Languages - Klingon and Beyond! Units: 3
PERS 101 - Elementary Modern Persian I Units: 4
PERS 102 - Elementary Modern Persian II Units: 4
PERS 201 - Intermediate Persian I Units: 4
PERS 202 - Intermediate Persian II Units: 4
PHIL 101 - Introduction to Philosophy: Ethics Units: 3
PHIL 102 - Introduction to Philosophy: Knowledge and Reality Units: 3
PORT 101 - Elementary Portuguese I Units: 5
PORT 102 - Elementary Portuguese II Units: 5
PORT 110 - Beginner Portuguese for Spanish Speakers Units: 3
PORT 203 - Intermediate Portuguese I Units: 3
PORT 204 - Intermediate Portuguese II Units: 3
PORT 250 - Women’s Literature in the Portuguese-speaking World Units: 3 ^
REL S 100 - Exploring the Bible Units: 3
REL S 101 - World Religions Units: 3
REL S 102 - Exploring the Qur’an Units: 3
REL S 103 - American Religious Diversity Units: 3
RWS 250 - Rhetoric in Everyday Life Units: 3
RUSSN 100A - Beginning Russian 1 Units: 5
RUSSN 100B - Beginning Russian 2 Units: 5
RUSSN 110 - Slavic Legends and Tales Units: 3 ^
RUSSN 200A - Intermediate Russian 1 Units: 5
RUSSN 200B - Intermediate Russian 2 Units: 5
RUSSN 250 - Russian Culture in a Digital World Units: 3 ^
SPAN 101 - Introduction to Spanish I Units: 4
SPAN 102 - Introduction to Spanish II Units: 4
SPAN 181 - Introduction to Spanish for Heritage Language Learners I Units: 3
SPAN 201 - Intermediate Spanish I Units: 4
SPAN 202 - Intermediate Spanish II Units: 4
SPAN 211 - Intermediate Conversation and Reading Units: 3
SPAN 212 - Intermediate Conversation and Writing Units: 3
SPAN 250 - Women’s Literature in the Hispanic World Units: 3 ^
SPAN 281 - Intermediate Spanish for Heritage Language Learners I Units: 3
SPAN 282 - Intermediate Spanish for Heritage Language Learners II Units: 3
WMNST 102 - Women: Images and Ideas Units: 3

Complete one course, Engineering majors automatically satisfy the Lifelong Learning and Self-Development foundations GE area by completion of preparation for the major.

ANTH 111 - Anthropology of the Night: Sleep, Dreams, and Demons Units: 3
ANTH 112 - Conspiracy and Culture Units: 3
ANTH 113 - Pseudoscience and Science in Archaeology Units: 3
ASIAN 111 - The Mindful Brain Units: 3
AFRAS 102 - An Afrocentric Response to Generational Trauma Units: 3 ⌘
CCS 275 - Sports and Race Units: 3 ⌘
CCS 280 - Youth Studies in Racialized Contexts Units: 3 ⌘
CFD 135 - Principles of Family Development Units: 3
CFD 170 - Child and Adolescent Development from a Cultural Perspective Units: 3

also listed as TE 170

CFD 270 - Human Development Across the Lifespan Units: 3
CSP 150 - Adversity, Resilience, and the Science of Well-Being Units: 3
CSP 240 - Career Development and Life Design Units: 3
COMM 245 - Interpersonal Communication Units: 3
DANCE 281 - Dance, Popular Culture, and Identity Units: 3
ECL 245 - Literature, the Self, and Society Units: 3
ENGR 100 - Perspectives in Human-Technology Frontier Units: 3
GEN S 150 - Building Your Future Self for Success in College and Beyond Units: 3
GEN S 260 - Introduction to Peace and Social Justice Units: 3
HIST 114 - Sports in American History Units: 3
HIST 125 - Sexuality, Past and Present Units: 3
HIST 150 - Why History Matters Units: 3
HUM 201 - The Body: Identity, Crisis, Resistance Units: 3
ITAL 120 - Italian Food Culture Units: 3
JMS 210 - Social Media in the Digital Age Units: 3
LGBT 101 - Introduction to LGBTQ+ Studies Units: 3
LING 252 - Language Across the Lifespan Units: 3
NURS 253 - Stress and Human Health Units: 3
PHIL 140 - Technology and Human Behavior Units: 3
PSY 117 - Health, Happiness, and Academic/Professional Success Units: 3
RTM 100 - Sustainable Self-Development Units: 3
RTM 102 - Wellness and Recreation for Life Through Surfing Units: 3
RTM 200 - Recreation, Travel, and Self-Awareness Units: 3
REL S 258 - Death, Dying, and Afterlife Units: 3
SOC 115 - Body and Society Units: 3
TE 170 - Child and Adolescent Development from a Cultural Perspective Units: 3

also listed as CFD 170

WMNST 101 - Gender: Self, Identity, and Society Units: 3

IV. Explorations of Human Experience

Courses in this area must not be taken sooner than the semester in which you achieve upper division standing (60 units passed). Nine units of upper division General Education courses shall be taken within the California State University (CSU) system.

Complete one course each in areas A, B, and C (9 units). One course must be a course in cultural diversity, designated by an *.

Complete one course.

[CSU upper division Area B]

Engineering majors automatically satisfy the Natural Sciences explorations GE area by completion of the major.

ANTH 331 - Pestilence, People, and War: A Bioarchaeological Perspective Units: 3
ANTH 355 - Exploring Primate Behavior Units: 3
ANTH 360 - From the Grave: Modern Forensic Anthropology Units: 3 *
ANTH 402 - Dynamics of Biocultural Diversity Units: 3 *
ASTR 303 - A Walk Through the Stellar Graveyard Units: 3
ASTR 310 - Astrobiology and the Search for Extraterrestrial Life Units: 3
BIOL 307 - Biology of Sex Units: 3
BIOL 315 - Ecology and Human Impacts on the Environment Units: 3
BIOL 317 - World of Dinosaurs Units: 3
BIOL 324 - Life in the Sea Units: 3
BIOL 327 - Conservation of Wildlife Units: 3
BIOL 335 - The Human Body Units: 3
BIOL 336 - Principles of Human Physiology Units: 3
CHEM 300 - Forensic Science Units: 3
CHEM 308 - Chemistry as a Unifying Science Units: 3
CHEM 362 - Confronting Cancer Units: 3
CS 301 - Computers and Society Units: 3
ENV E 320 - Designing Solutions for Environmental Problems Units: 3
ENV S 301 - Energy and the Environment Units: 3
ENV S 302 - Climate Change Solutions Units: 3
ENS 331 - Exercise and Nutrition for Health, Fitness, and Performance Units: 3
GEN S 340 - Confronting HIV/AIDS Units: 3
GEOG 303 - Severe Weather Units: 3
GEOL 301 - Geology of National Parks and Monuments Units: 3
GEOL 303 - Natural Disasters Units: 3
GEOL 305 - Water and the Environment Units: 3
MATH 303 - History of Mathematics Units: 3
NURS 350 - Women’s Health Across the Lifespan Units: 3
NUTR 313 - Contemporary Nutrition Units: 3
OCEAN 320 - Oceans of Change Units: 3
WMNST 382 - Gender, Science, and Technology Units: 3 *

Complete one course. Social and Behavioral Sciences courses in Foundations of Learning and Explorations of Human Experience must be taken from a minimum of two different departments.

[CSU upper division Area D]

Courses that also fulfill the American Institutions requirement are identified below [AI]. Refer to section IV. American Institutions Requirement. No more than six units of American Institutions courses may apply to General Education.

Engineering majors automatically satisfy the Social and Behavioral Sciences explorations GE area by completion of the major.

AFRAS 300 - Afro-Brazilian Community, Culture, and Identity Units: 3 *
AFRAS 320 - Political Economy of African Diaspora Units: 3 *
AFRAS 321 - Black Political Participation in America Units: 3 *
AFRAS 322 - African American Political Thought Units: 3 *
AFRAS 341 - Cultural Patterns and African American Identity Units: 3 *
AFRAS 380 - Blacks in the American Justice System Units: 3 *
AFRAS 421 - Black Urban Experience Units: 3 *
AFRAS 455 - Africana Class, Gender, and Sexualities Units: 3 *
AFRAS 473 - Women in Africa Units: 3 *
AMIND 320 - American Indians in Contemporary Society Units: 3 ⌘
AMIND 350 - American Indian Environmental Management Units: 3 *
AMIND 420 - Indian Peoples of California Units: 3 ⌘
AMIND 451 - American Indian Identity Units: 3 ⌘

also listed as ANTH 451

AMIND 460 - American Indian Languages Units: 3 ⌘

also listed as ANTH 460 and LING 460

AMIND 480 - Issues in American Indian Education Units: 3 ⌘
ANTH 333 - Race, Ethnicity, and Identity in the Americas Units: 3

also listed as LATAM 333

ANTH 348 - Historical Archaeology Units: 3
ANTH 350 - Cultures Around the Globe Units: 3 *
ANTH 353 - Sustainability and Culture Units: 3 *

also listed as SUSTN 353

ANTH 365 - Pets and Plates: Archaeology of Domestic Animals Units: 3
ANTH 404 - Evolution of Human Behavior Units: 3 *
ANTH 410 - Language in Culture Units: 3
ANTH 439 - Cultural Comparisons Through Film Units: 3 *
ANTH 440 - Mesoamerican Civilization Before the Europeans Units: 3 *
ANTH 442 - Cultures of South America Units: 3 *
ANTH 451 - American Indian Identity Units: 3 ⌘

also listed as AMIND 451

ANTH 460 - American Indian Languages Units: 3 ⌘

also listed as AMIND 460 and LING 460

ASIAN 300 - Asia’s Global Future Units: 3
ASIAN 301 - Gender, Sexuality, and Asian Americans Units: 3
ASIAN 320 - Asian Environmental Issues Units: 3 *
ASIAN 353 - Language and Social Interaction in China Units: 3

also listed as CHIN 353

BRAZ 325 - Brazilian Democracy and Society Units: 3
ASIAN 361 - Eating Asian America Units: 3
CCS 301 - Political Economy of the Chicano People Units: 3 ⌘
CCS 303 - Chicana and Chicano Community Studies Units: 3 ⌘
CCS 320 - Chicana and Chicano Lifestyles Units: 3 ⌘
CCS 345 - Postcolonial Masculinities Units: 3
CCS 355 - The United States-Mexico International Border Units: 3 ⌘
CCS 360 - Culture of F?tbol: Chicana/os, Latina/os, and Soccer Units: 3
CFD 437 - Violence in Relationships Units: 3
CHIN 353 - Language and Social Interaction in China Units: 3

also listed as ASIAN 353

COMM 321 - Introduction to Health Communication Units: 3
COMM 371 - Intercultural Communication Units: 3 *
CSP 300 - Stress Management and Life Planning Units: 3
CSP 420 - The Influence of Media on Counseling and Wellbeing Units: 3 *
ECON 330 - Comparative Economic Systems Units: 3
ECON 464 - Economic Problems of Latin America Units: 3 *
ED 350 - Education in American Society Units: 3
ED 484 - Valuing Human Diversity Units: 3 *
ENS 318 - Sport, Games, and Culture Units: 3
ENS 330 - Exercise and Wellness Across the Lifespan Units: 3
EUROP 320 - Food Culture in Europe Units: 3 *
GEN S 420 - Disability and Society Units: 3 *
GEN S 455 - Social and/or Behavioral Science Study Abroad Units: 3
GEN S 480 - Engaged Citizenship and Social Responsibility Units: 3 *
GEOG 312 - Culture Worlds Units: 3 *
GEOG 320 - California Units: 3
GEOG 321 - United States Units: 3
GEOG 324 - Latin America Units: 3 *
GEOG 336 - Europe Units: 3
GEOG 340 - Geography of Food Units: 3 *
GEOG 341 - Feeding the World Units: 3 *
GEOG 342 - Food, Place, and Culture Units: 3 *
GEOG 354 - Geography of Cities Units: 3
GEOG 370 - Conservation Science and Policy Units: 3
GERO 360 - Diversity and Aging Units: 3 *
GERO 370 - Images of Aging in Contemporary Society Units: 3 *
HHS 350 - Applied International Health and Human Services Units: 3 *
HHS 352 - International and Global Health and Human Services in San Diego County Units: 3
HIST 404 - History of Human Rights Units: 3 *
HIST 410 - United States History for Teachers Units: 3 [AI]
HIST 413 - United States History For Teachers for Liberal Studies Majors Units: 3 [AI]
HIST 445 - California History Units: 3 [AI]
HONOR 413 - Interdisciplinary Perspectives on Social Problems Units: 3 [Maximum GE credit 3 units] *
HTM 381 - Cross-Cultural Interpretations of Gambling Addiction Units: 3 *
ISCOR 300 - Global Systems Units: 3 *
ISCOR 301 - Conflict and Conflict Resolution Units: 3 *
ISCOR 310 - Our Global Future: Environment, Climate, and the Prospects of Survival Units: 3
ISCOR 320 - International Security in the Nuclear Age Units: 3
ISCOR 324 - Politics of Global Resistance and Solidarity Units: 3
LATAM 325 - Political Economy of Brazil Units: 3 *
LATAM 333 - Race, Ethnicity, and Identity in the Americas Units: 3
LATAM 350 - Globalization and the Americas Units: 3
LATAM 355 - The United States-Mexico International Border Units: 3 ⌘

also listed as CCS 355

LATAM 425 - Illness, Health, and Healing in Latin America Units: 3
LATAM 430 - Immigration and Border Politics Units: 3 *

also listed as POL S 430

LCS 300 - Language, Culture, and Society Units: 3 *
LGBT 321 - LGBT Identities in the Modern World Units: 3 *
LGBT 350 - Queer of Color Studies Units: 3 *
LING 350 - Language and Politics Units: 3
LING 354 - Language and Computers Units: 3
LING 420 - Linguistics and English Units: 3
LING 452 - Language Acquisition Units: 3
LING 454 - Second Language Acquisition Units: 3
LING 460 - American Indian Languages Units: 3 ⌘

also listed as AMIND 460 and ANTH 460

NURS 351 - Exploring Healthcare in America Units: 3
POL S 300 - Islam and Politics Units: 3 *
POL S 301A - History of Western Political Thought Units: 3
POL S 301B - History of Western Political Thought Units: 3
POL S 302 - Modern Political Thought Units: 3
POL S 305 - American Political Thought Units: 3 [AI]
POL S 320 - The U.S. Constitution Units: 3 [AI]
POL S 321 - State Politics Units: 3 [AI]
POL S 334 - Politics of the Environment Units: 3 *

also listed as SUSTN 334

POL S 336 - Gender and Public Policy Units: 3 *
POL S 347A - American Constitutional Law: Institutional Powers and Constraints Units: 3 [AI]
POL S 347B - American Constitutional Law: Civil Rights and Civil Liberties Units: 3 [AI]
POL S 356 - European Politics Units: 3
POL S 359 - Government and Politics in Russia and Eurasia Units: 3
POL S 361 - Governments and Politics of the Developing Areas Units: 3 *
POL S 362 - Governments and Politics of East Asia Units: 3 *
POL S 363 - Governments and Politics of the Middle East Units: 3 *
POL S 365 - Chinese Politics Units: 3 *
POL S 370 - Political Violence Units: 3
POL S 422 - Urban Politics Units: 3 [AI]
POL S 430 - Immigration and Border Politics Units: 3 *
POL S 435 - Power and Poverty in the United States Units: 3
PSY 340 - Social Psychology Units: 3
PSY 351 - Psychology of Personality Units: 3
P H 330 - Plagues Through the Ages Units: 3
P H 353 - Human Sexuality and Disease Units: 3
P H 362 - Global Health Units: 3 *
RTM 304 - Leisure and Tourism Units: 3
RTM 305 - Wilderness and the Leisure Experience Units: 3
RTM 404 - Cross-Cultural Perspectives of Tourism Units: 3 *
REL S 343 - Sociology of Religion (C) Units: 3

also listed as SOC 338

REL S 368 - Religion and Social Justice Units: 3
REL S 390A - Religion and American Institutions (D) Units: 3 [AI]
REL S 390B - Religion and American Institutions (D) Units: 3 [AI]
SWORK 350 - Cultural Pluralism Units: 3 *
SWORK 360 - Perspectives on Human Behavior and the Social Environment Units: 3
SOC 320 - Sex and Gender in Contemporary Society Units: 3 *
SOC 330 - Cultural and Historical Origins of Surfing Units: 3
SOC 335 - Sociology of Popular Culture Units: 3
SOC 338 - Sociology of Religion Units: 3

also listed as REL S 343

SOC 350 - Population and Contemporary Issues Units: 3
SOC 352 - Global Social Problems Units: 3
SOC 355 - Sociology of Race and Ethnicity Units: 3 *
SOC 410 - Social Psychology: Mind, Self, and Society Units: 3
SOC 421 - American Families Units: 3
SOC 430 - Social Organization Units: 3
SOC 436 - Sociology of Health and Illness Units: 3
SOC 450 - Social Change Units: 3
SOC 460 - Technology and Society Units: 3
SPAN 462 - Language Variation in the Spanish-Speaking World Units: 3 *
STS 301 - Concepts and Ideas in Science and Technology Studies Units: 3
SUSTN 334 - Politics of the Environment Units: 3 *

also listed as POL S 334

SUSTN 353 - Sustainability and Culture Units: 3 *
WMNST 310 - Global Cultures and Women’s Lives Units: 3 *
WMNST 320 - Socialization of Women Units: 3 *
WMNST 325 - Psychology of Women Units: 3 *
WMNST 331 - Women in Asian Societies Units: 3 *
WMNST 341A - Women in American History Units: 3 [AI]
WMNST 341B - Women in American History Units: 3 [AI]
WMNST 370 - Women, Law, and Policy Units: 3 *
WMNST 375 - Sex, Power, and Politics Units: 3 *
WMNST 385 - Women’s Work: Invisibility and Empowerment Units: 3 *
TE 472 - Ethnic Identity Development in Education Units: 3 *
AFRAS 333 - Black Women’s History Units: 3 *
AFRAS 365A - African American Literature to 1900 Units: 3 *

also listed as ECL 365A

AFRAS 365B - African American Literature After 1900 Units: 3 *

also listed as ECL 365B

AFRAS 385 - African American Music Units: 3 ⌘
AFRAS 465 - Africa in Literature and Film Units: 3 *^

also listed as FRENC 465

AFRAS 466 - Afrofuturism Units: 3 ⌘
AFRAS 470 - Comparative History: Afro-American and African Heritage Units: 3 ⌘
AFRAS 472 - African Enslavement Units: 3 ⌘
AFRAS 475 - Super Black: The Politics of Representation in Comics Units: 3 *
AMIND 300 - American Indian Oral Tradition Units: 3 ⌘
AMIND 430 - American Indian Poetry and Fiction Units: 3 ⌘
AMIND 440 - American Indian History Units: 3 ⌘
AMIND 470 - American Indian Worldviews and Cosmologies (B) Units: 3 *

also listed as REL S 470

ANTH 349 - Roots of Civilizations Units: 3 *
ANTH 422 - Music and Culture Units: 3 *
ANTH 424 - The Supernatural in Cross-Cultural Perspective (C) Units: 3 *

also listed as REL S 424

ARAB 301 - Advanced Arabic I Units: 4
ARAB 302 - Advanced Arabic II Units: 4
ARAB 330 - Arabic Culture Units: 3 * ^
ARAB 350 - Advanced Conversational Arabic Units: 4 *
ARAB 360 - Advanced Arabic Grammar Units: 3
ARAB 361 - Advanced Arabic Grammar II Units: 3
ART 357 - World Art in Contemporary Life Units: 3
ART 380 - Architecture That Changed Our World Units: 3
ASIAN 321 - Korean Civilization Units: 3 * ^

also listed as KOR 321

ASIAN 351 - Chinese Philosophy Units: 3 *

also listed as PHIL 351

ASIAN 380 - Japanese Culture Units: 3 ^

also listed as HUM 380 and JAPAN 380

ASIAN 421 - Asian History since 1600 Units: 3 *

also listed as HIST 421

ASIAN 425 - The Vietnam War Units: 3 *

also listed as HIST 425

ASIAN 430 - Contemporary Korean Culture Through Media Units: 3 * ^

also listed as KOR 430

ASIAN 458 - Asian Traditions Units: 3 *

also listed as REL S 458

ASIAN 490 - Study Abroad in Asian Studies Units: 3 * [Maximum GE credit 3 units]
BRAZ 333 - The Amazon is the Center of the World Units: 3 *
BRAZ 433 - Creative Interventions in South American Streets: Activism, Art, and the City Units: 3 *
BRAZ 455 - Sport in Brazilian Society Units: 3 *
CCS 310 - Mexican and Chicano Music Units: 3 # ⌘

also listed as LATAM 310

CCS 335 - Chicana and Chicano Literature Units: 3 *

also listed as ECL 335

CCS 350A - Chicana and Chicano History Units: 3 ⌘
CCS 350B - Chicana and Chicano History Units: 3 ⌘
CCS 375 - US/Mexico Border History Units: 3 ⌘
CCS 376 - Chicana and Chicano Culture and Thought Units: 3 ⌘
CCS 380 - US/Mexico Borderlands Folklore Units: 3 ⌘

also listed as LATAM 380

CCS 400 - Mexican Images in Film Units: 3 ⌘

also listed as LATAM 400

CCS 450 - Chicano and Latino Theatre Units: 3 ⌘
CHIN 301 - Advanced Chinese I Units: 3
CHIN 302 - Advanced Chinese II Units: 3
CLASS 303G - Reading Greek Prose Units: 3
CLASS 303L - Reading Latin Prose Units: 3
CLASS 304G - Reading Greek Poetry Units: 3
CLASS 304L - Reading Latin Poetry Units: 3
CLASS 310 - Greek and Roman Myth and Legend Units: 3
CLASS 320 - Epic and the Novel Units: 3
CLASS 330 - Comedy, Tragedy, Actors, and Audiences Units: 3
CLASS 340 - Gods, Gladiators, and Amazons Units: 3
CLASS 350 - Classics and Cinema Units: 3
CLASS 360 - Sex, Gender, and the Erotic in the Ancient World Units: 3 *
DANCE 382 - Dance in World Cultures Units: 3 *
DANCE 383 - K-pop Dance Units: 3
ECL 440 - African Literature Units: 3 *
ECL 445 - Modern Latin American Literature Units: 3 *
ECL 470 - Folk Literature Units: 3 *
ECL 301 - The Psychological Novel Units: 3
ECL 305 - Literature and Environment Units: 3
ECL 335 - Chicana and Chicano Literature Units: 3 *

also listed as CCS 335

ECL 365A - African American Literature to 1900 Units: 3 *

also listed as AFRAS 365A

ECL 365B - African American Literature After 1900 Units: 3 *

also listed as AFRAS 365B

ECL 401 - Childhood’s Literature Units: 3
ECL 409 - Science Fiction Units: 3
ECL 450 - LGBT Literature and Culture Units: 3 *
ECL 494 - Modern Fiction of the United States Units: 3
EUROP 301 - Contemporary Europe Units: 3
EUROP 424 - European Cinema Units: 3
EUROP 430 - Muslim Experience in Europe Units: 3
EUROP 435 - Culture and Identity in Post-Communist Europe Units: 3
EUROP 440 - Human Trafficking in Europe Units: 3
FRENC 301 - Advanced Grammar and Composition Units: 3
FRENC 302 - Advanced Grammar and Translation Units: 3
FRENC 305A - Survey of French Literature Units: 3
FRENC 305B - Survey of French Literature Units: 3
FRENC 421 - French Civilization Units: 3
FRENC 422 - Contemporary France Units: 3
FRENC 424 - French Cinema and Theory Units: 3 * ^
FRENC 465 - Africa in Literature and Film Units: 3 * ^

also listed as AFRAS 465

GEN S 450 - Life and Culture Semester Abroad Units: 3
GERMN 300 - Zeitgeist and Popular Culture Units: 3
GERMN 301 - Grammar and Composition Units: 3
GERMN 320 - German Film Units: 3 ^
HIST 402 - History of Childhood Units: 3 *
HIST 405 - Amazons and Wonder Woman Units: 3 *
HIST 406 - History of Sexuality Units: 3 *
HIST 407 - Early Modern Europe Units: 3
HIST 408 - Modern Europe Units: 3
HIST 415 - Pre-Contact and Colonial Latin America Units: 3 *

also listed as LATAM 415

HIST 416 - Modern Latin America Units: 3 *
HIST 420 - Asian History to 1600 Units: 3 *
HIST 421 - Asian History since 1600 Units: 3 *

also listed as ASIAN 421

HIST 425 - The Vietnam War Units: 3 *
HIST 436 - Modern Jewish History in Feature Films Units: 3 *
HIST 440 - The Holocaust and Western Civilization Units: 3
HIST 441 - Unnatural Disasters: History of Current Environmental Problems Units: 3
HIST 442 - People from our Past Units: 3
HIST 455 - Digital History Units: 3
HIST 457 - Graphic History Units: 3
HIST 473 - Middle Eastern History from the Advent of Islam to 1500 Units: 3 *
HIST 474 - The Middle East Since 1500 Units: 3 *
HIST 488 - Modern Jewish History Units: 3 *
HUM 310 - French Culture Units: 3
HUM 322 - LGBT History and Culture Units: 3 *

also listed as LGBT 322

HUM 330 - Russian Culture Units: 3
HUM 360 - Animal Humanities Units: 3
HUM 370 - American Culture Units: 3 *
HUM 380 - Japanese Culture Units: 3 ^

also listed as ASIAN 380 and JAPAN 380

HUM 405 - Faith and Hope Units: 3

also listed as REL S 405

HUM 406 - Renaissance and Self Units: 3
HUM 407 - Rationalists and Romantics Units: 3
HUM 408 - The Modern Units: 3
HUM 409 - The Future Units: 3
HUM 410 - Studies in Popular Culture Units: 3
HUM 411 - Understanding Evil Units: 3 *

also listed as REL S 411

HUM 412 - Science and the Humanities Units: 3
HUM 413 - Theory in the Humanities Units: 3 *
ITAL 301 - Advanced Oral and Written Composition Units: 3
ITAL 305A - Italian Literature Units: 3
ITAL 305B - Italian Literature Units: 3
ITAL 421 - Italian Civilization Units: 3
ITAL 424 - Italian Cinema Units: 3
ITAL 426 - Italian American Culture Units: 3 * ^
JAPAN 311 - Third Year Japanese I Units: 3
JAPAN 312 - Third Year Japanese II Units: 3
JAPAN 321 - Advanced Japanese Discourse Units: 3
JAPAN 322 - Advanced Conversation Through Media Units: 3
JAPAN 332 - Narratives of Japanese Popular Culture Units: 3 * ^
JAPAN 380 - Japanese Culture Units: 3 ^

also listed as ASIAN 380 and HUM 380

KOR 301 - Advanced Korean I Units: 3
KOR 302 - Advanced Korean II Units: 3
KOR 321 - Korean Civilization Units: 3 *

also listed as ASIAN 321

KOR 430 - Contemporary Korean Culture through Media Units: 3 *^

also listed as ASIAN 430

LATAM 306 - Portuguese and Brazilian Cinema and Culture Units: 3 ^

also listed as PORT 306

LATAM 307 - Brazilian Music and Culture Units: 3 *

also listed as PORT 307

LATAM 310 - Mexican and Chicano Music Units: 3 # ⌘

also listed as CCS 310

LATAM 370 - History of Mexico: From Independence to Early Twentieth Century Units: 3 *
LATAM 380 - US/Mexico Borderlands Folklore Units: 3 ⌘

also listed as CCS 380

LATAM 400 - Mexican Images in Film Units: 3 ⌘

also listed as CCS 400

LATAM 415 - Pre-Contact and Colonial Latin America Units: 3 *

also listed as HIST 415

LATAM 420 - Latin America through Film Units: 3 *
LATAM 450 - Study Abroad in Latin American Studies Units: 3 * [Maximum GE credit 3 units]
LGBT 322 - LGBT History and Culture Units: 3 *

also listed as HUM 322

LGBT 333 - Trans/Gender Studies Units: 3 *
MUSIC 345 - Music Cultures of the World Units: 3 *
MUSIC 351 - Music and Culture Units: 3 [Maximum GE credit 3 units]
PERS 301 - Advanced Persian I Units: 4
PERS 302 - Advanced Persian II Units: 4
PHIL 310 - Philosophy and Human Nature Units: 3
PHIL 312 - Women and Philosophy Units: 3 *
PHIL 315 - Philosophy and Literature Units: 3
PHIL 328 - Philosophy, Racism, and Justice Units: 3 *
PHIL 329 - Social Ethics Units: 3
PHIL 330 - Biomedical Ethics Units: 3
PHIL 332 - Environmental Ethics Units: 3

also listed as SUSTN 332

PHIL 333 - Ethics-Food Units: 3
PHIL 335 - Philosophy of Business Ethics Units: 3
PHIL 340 - Morality of War and Peace Units: 3
PHIL 341 - Logic and the Law Units: 3
PHIL 342 - Morality and the Law Units: 3
PHIL 344 - Global Justice Units: 3
PHIL 351 - Chinese Philosophy Units: 3 *

also listed as ASIAN 351

PHIL 353 - Buddhist Philosophy Units: 3 *
PORT 306 - Portuguese and Brazilian Cinema and Culture Units: 3 ^

also listed as LATAM 306

PORT 307 - Brazilian Music and Culture Units: 3 * ^

also listed as LATAM 307

PORT 443 - Contemporary Luso-Brazilian Civilization Units: 3
PSFA 320 - Creativity and Communication in the Arts Units: 3
REL S 301 - Hebrew Bible (A) Units: 3
REL S 305 - The New Testament (A) Units: 3
REL S 310 - The Qur’an (A) Units: 3 *
REL S 315 - Yoga: Theory and Practice (A) Units: 3 *
REL S 320 - Judaism (B) Units: 3
REL S 325 - Christianity (B) Units: 3
REL S 328 - Islam (B) Units: 3 *
REL S 330 - Abrahamic Faiths: Shared Stories (B) Units: 3 *
REL S 337 - Asian Religions in America (B) Units: 3 *
REL S 338 - Buddhism (B) Units: 3 *
REL S 339 - Religions of India (B) Units: 3 *
REL S 341 - Japanese Religions Through Anime Units: 3 *
REL S 345 - Religions of East Asia (B) Units: 3 *
REL S 350 - Experiencing the Sacred (C) Units: 3 *
REL S 352 - Jainism (B) Units: 3 *
REL S 353 - Religion and Psychology (C) Units: 3
REL S 356 - Hip Hop and Religion (D) Units: 3
REL S 357 - Sikhism (B) Units: 3 *
REL S 363 - Religion and the Sciences (D) Units: 3
REL S 364 - Religion and Film (D) Units: 3
REL S 370 - Goddess Studies (D) Units: 3 *
REL S 373 - Women and the Bible (A) Units: 3 *
REL S 376 - Nature, Spirituality, Ecology (D) Units: 3
REL S 379 - Religious Violence and Nonviolence (D) Units: 3
REL S 380 - Atheism, Humanism, and Secularism (D) Units: 3
REL S 382 - California Religion and Spirituality (B) Units: 3 *
REL S 395 - New Religions (C) Units: 3
REL S 405 - Faith and Hope (D) Units: 3

also listed as HUM 405

REL S 406 - God, Gold, and Glory: Religion and Colonial Encounter in the Americas (D) Units: 3 *
REL S 411 - Understanding Evil (D) Units: 3 *

also listed as HUM 411

REL S 424 - The Supernatural in Cross-Cultural Perspective (C) Units: 3 *

also listed as ANTH 424

REL S 458 - Asian Traditions (B) Units: 3 *

also listed as ASIAN 458

REL S 470 - American Indian Worldviews and Cosmologies (B) Units: 3 *

also listed as AMIND 470

RUSSN 301 - Advanced Grammar and Composition Units: 3
RUSSN 305A - Heroes and Villains: Russian Literature of the Nineteenth Century Units: 3 ^
RUSSN 305B - Russian Literature of the Twentieth Century Units: 3 ^
RUSSN 310 - Russian and East European Cinema Units: 3 ^
RUSSN 430 - Russian Civilization Units: 3
RUSSN 435 - Russian and East European Jewish Culture Units: 3 * ^
RWS 413 - The Rhetoric of Comics Units: 3
SPAN 340 - Spanish Civilization Units: 3
SPAN 341 - Spanish American Civilization Units: 3
SPAN 342 - Mexican Civilization Units: 3 *
SPAN 461 - Spanish in the United States Units: 3 *
SUSTN 332 - Environmental Ethics Units: 3

also listed as PHIL 332

TFM 363 - International Cinema Units: 3 [Maximum GE credit 3 units]
TFM 430 - History of Television Units: 3
THEA 460A - History of the Theatre Units: 3
THEA 460B - History of the Theatre Units: 3
THEA 465 - Theatre of Diversity Units: 3 *
WMNST 336 - Women of Color in the United States Units: 3 *
WMNST 340 - History of Women and Sexuality in Modern Europe Units: 3 *
WMNST 352 - Women in Literature Units: 3 *
WMNST 355 - Feminist Approaches to Popular Culture Units: 3
WMNST 360 - Women’s Sexuality and the Body Units: 3 *

V. Ethnic Studies

Complete one course (3 units) [lower division requirement]

AFRAS 170A - Afro-American History Units: 3 [AI]
AFRAS 170B - Afro-American History Units: 3 [AI]
AFRAS 331 - The Black Family Units: 3
AFRAS 332 - Black Women: Myth and Reality Units: 3
AFRAS 351 - Black Religions and Spirituality Units: 3
AFRAS 422 - Modern Civil Rights Movement Units: 3
AFRAS 423 - Black Nationalism Units: 3
AFRAS 476 - History and Culture of Hip Hop Units: 3
AMIND 110 - American Indian Heritage Units: 3
AMIND 140 - U.S. History from an American Indian Perspective to 1870 Units: 3 [AI]
AMIND 141 - U.S. History from an American Indian Perspective Since 1870 Units: 3 [AI]
AMIND 370 - Tribal Gaming: Cultural and Political Context Units: 3

also listed as HTM 370

AMIND 435 - Indians through Film and Television Units: 3
ASIAN 102A - Politics, Power, and Asian America Units: 3
ASIAN 102B - Asian American History Units: 3
ASIAN 103 - Introduction to Filipino/Philippine Studies Units: 3
ASIAN 422 - Asian American Experiences Units: 3

also listed as HIST 422

ASIAN 460 - Contemporary Issues in Filipino-American Communities Units: 3

also listed as FILIP 460

CCS 100 - Chicana and Chicano Heritage Units: 3
CCS 110 - Introduction to Chicana and Chicano Studies Units: 3
CCS 120A - Chicana and Chicano Role in the American Political System Units: 3 [AI]
CCS 120B - Chicana and Chicano Role in the American Political System Units: 3 [AI]
CCS 141A - History of the United States Units: 3 [AI]
CCS 141B - History of the United States Units: 3 [AI]
CCS 141C - History of U.S. Interventions in Central America, 1821-present Units: 3
CCS 150 - Critical Issues in Chicana Studies Units: 3
CCS 306 - Mexican Immigration Units: 3
CCS 340A - Gender, Sex, and Politics in Colonial Mexico Units: 3
CCS 340B - Chicana Women’s History: 1848-Present Units: 3

★ Approved General Education mathematics course for majors in Non-STEM, Undeclared, and Interdisciplinary Studies in Three Departments.

° Approved General Education mathematics course for majors in STEM, Undeclared, and Interdisciplinary Studies in Three Departments.

^ Taught in English.

* Cultural diversity course.

⌘ Course in other General Education areas that will satisfy ethnic studies requirement created by SDSU Senate resolution.

† Either Asian Studies 460/Filipino 460 (IV.B.) or Asian Studies 422/History 422 (IV.C.) may be taken for General Education credit.

# Taught bilingually.

X. Ethnic Studies Graduation Requirement

Students must complete a three-unit ethnic studies course. This requirement is separate from cultural diversity. Lower division courses that also fulfill I. Communication and Critical Thinking (CSU Area A - English Language Communication and Critical Thinking) may not be used to satisfy this requirement. Ethnic studies courses are identified throughout the catalog with an ES designation. Ethnic studies courses focus on the interdisciplinary and comparative study of ethnicity, race, and racialization. Courses meeting this requirement place strong emphasis on groups whose socio-historical experience of land and labor were critical to the building of the United States: African Americans, Asian Americans, Chicanos/Latinos, and Native Americans. An analysis of empire, migrations, nation-building, power, and the intersections of class, culture, gender, race, and sexuality are critical components in these courses. For a course to meet the ethnic studies requirement it must be taken from the approved list of courses in Africana Studies, American Indian Studies, the Center for Asian and Pacific Studies, Chicana and Chicano Studies, or a cross-listed equivalent. It may also satisfy General Education, American Institutions, preparation for the major, and major, where applicable. Students seeking a second bachelor’s degree in nursing are exempt from this requirement with their first baccalaureate degree received from a college/university accredited by a regional accrediting association.

Goals for courses meeting the ethnic studies requirement:

Goal 1: Define core concepts that are foundational to the field of ethnic studies to include colonialism, equity, ethnicity and culture, Eurocentrism, indigeneity, race, racialization, racism, and white supremacy.

Goal 2: Examine from an interdisciplinary perspective, the general history, culture, and/or contemporary lived experiences of at least one of four groups to include African Americans, Asian Americans, Chicana/o/xs-Latinxs, and Native Americans.

Goal 3: Explain how African American, Asian American, Chicano/ a/x-Latinxs, or Native American communities use different forms of resistance and cultural affirmation for community engagement and the advancement of anti-racism and decolonization.

Goal 4: Analyze how race and racism intersects with class, ethnicity, gender, legal status, and/or sexuality to shape life chances and social relations.

Goal 5: Engage social and academic practices originating in African American, Asian American, Chicano/a/x-Latinx, or Native American communities to work towards building a more anti-racist, decolonial, equitable, and inclusive society beyond the classroom.

8 Reasons Why Professional Development is Critical for Teachers

To become an educator, you’ve had to take hours and hours of schooling and pass countless certification exams to demonstrate your proficiency in both a subject matter and the art of teaching. So why then, do teachers need professional development? Formally, professional development is a reference to a “wide variety of specialized training, formal education, or advanced professional learning intended to help administrators, teachers, and other educators improve their professional knowledge, competence, skill and effectiveness.” And while PD does help enhance educators’ knowledge about certain subjects, it actually has numerous other benefits. Here are just 8 of the main reasons why professional development is important for teachers:

1. They’re a new teacher

Many careers offer a mentorship-type program, where new employees are paired up with a seasoned veteran who can show them the ropes and give them tips to help them succeed. Teaching is no different; one-on-one coaching is a type of teacher professional development that has become common in many schools, and first-year teachers have been proven to develop better classroom management skills, stay in the teaching profession longer and maintain their initial enthusiasm longer when they have a mentor.

2. Increase salary Certain types of professional development — such as online courses or pursuing a degree — can actually increase a teacher’s salary. Most teacher salaries are based on a sliding scale that correlates to the number of years taught and the level of education they have received. As with anything, teachers should check with their school district to ensure that the courses they are taking will fulfill district requirements for salary advancement.

3. Respond to changing education landscape Teachers are tasked with updating their curricula to respond to ever-changing social, political and cultural landscapes. There are always new developments and innovations in education, meaning new trends, skills and strategies to keep up with in the classroom. To do that, many teachers turn to continuing education courses — on topics like mental health and restorative justic e — that are topical and designed to help teachers stay a step ahead in their careers.

4. It’s never been more convenient There is a wide variety of professional development options for teachers (more on that later). Because of that variety, and the accessibility of online learning resources, professional development has never been more convenient. Plus, many higher education institutions understand that teachers’ budgets may be limited, so they have worked to make courses as affordable as possible. And as an added bonus, some school districts program teacher professional development days in the academic calendar, so the time is already allocated for them.

5. Narrow any skills gap At its core, professional development is designed to help you do just that, develop professionally, in pursuit of new knowledge and skills to utilize in the classroom. With PD, teachers can narrow any skills gaps that they may have – identified by themselves or perhaps from a recent performance evaluation – through innovative, cutting-edge coursework that sparks their interest in exciting new topics and deepens their connection to the teaching profession.

6. Improve student outcomes It stands to reason that when a teacher pursues any type of professional development that relates to their subject area or instructional tactics, students are bound to benefit. And the research is there to prove it; studies show that professional development leads to better instruction and improved student learning when it connects to the curriculum materials that teachers use, the district and state academic standards that guide their work, and the assessment and accountability measures that evaluate their success.

7. Learn about new technologies Technology has steadily become a critical tool in education, and after the COVID-19 pandemic closed traditional classrooms, its necessity increased tenfold. To respond to the changing academic landscape, and discover new ways to reach students, many teachers are choosing to turn to tech-centric professional development options. Whether that be courses, training or conferences, improving one’s technology acumen is one of the best arguments for a teacher’s professional development.

8. Assist colleagues When it comes to the community-wide impact of professional development, Educator professional development organization Learning Forward put it best; “when educators engage in professional development at their schools with their colleagues, they can learn from each other, support one another, and hold each other accountable for applying what they learn.” While this speaks just to in-school PD, schools also benefit when teachers seek enrichment outside of their own schools. They learn new skills and strategies that they can introduce to their colleagues, ultimately spreading their knowledge and creating a professional development ripple effect.

Types of Professional Development

Educator conferences
Self-motivated research
Teacher workshops
Observing other teachers
School-wide PD days
Teacher-to-teacher mentorship programs
One-on-one coaching
Department meetings
Online continuing education courses
Advanced college degrees

5 REASONS WHY CONTINUING EDUCATION MATTERS FOR EDUCATORS

The education industry is always changing and evolving, perhaps now more than ever. Learn how you can be prepared by downloading our eBook.

Signs of Effective Professional Development for Educators

Thoughtfully pre-plan the entire professional development curricula +
Carefully deploy said professional development program +
Gather feedback to ensure the program satisfied teachers’ needs +
Teachers put their new knowledge and skills to work in the classroom =

Effective professional development

How PD for Teachers Enriches the School Community

Think of teacher professional development like a trickle-down system — the teacher gets advanced training/knowledge, thereby equipping them with new information to pass onto students and more effective tools with which to share that information. Students then learn from highly trained educators and are privy to the latest teaching strategies that are shown to be most effective in ensuring positive learning outcomes. So, apply that thinking to every class in every grade, and you’re creating a more well-educated, more engaged and ultimately more successful school community. While this isn’t to say that one professional development course will make every teacher great and ensure every student learns 100% better, there are indisputable, far-reaching benefits of these programs. In their report on the state of professional development , Learning Forward put it best when they said, “teachers and administrators who routinely develop their own knowledge and skills model for students that learning is important and useful. Their ongoing development creates a culture of learning throughout the school and supports educators’ efforts to engage students in learning. A school that organizes team-based professional development and expects all teachers and administrators to consistently participate — though for different purposes, at different times, in different ways — demonstrates that it is serious about all educators performing at higher levels. As a result, the entire school is more focused and effective.” If you’re interested in online-based or course-based teacher professional development options, please consider the University of San Diego’s Department of Professional and Continuing Education. We offer hundreds of courses that can be taken individually or in pursuit of a specific certificate, across a wide variety of subject matters and cutting-edge topics. If you have any questions or would like to discuss how USD PCE programs can help you in your teaching career, please contact us .

FAQs about Teacher Professional Development

What is professional development.

Professional development is “a wide variety of specialized training, formal education, or advanced professional learning intended to help administrators, teachers, and other educators improve their professional knowledge, competence, skill, and effectiveness.”

When does professional development occur?

Professional development occurs any time an educator or administrator participates in something that enhances their teaching skills and professional knowledge. While that may be in a formal conference setting or online classroom, professional development can also occur through a mentorship program or even a department-wide meeting. There isn’t really a limit or standard when it comes to where PD occurs.

What are some common types of professional development?

Some of the most common types of professional development are educator conferences, self-motivated research, teacher workshops, observing other teachers, school-wide PD days, teacher-to-teacher mentorship programs, one-on-one coaching, department meetings, online continuing education courses and advanced college degrees.

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University of San Diego

Undergraduate School

Actions Taken Admissions Policies SOLES stated that, "Admissions processes are under review, implementing actions removing barriers to apply such as the GRE." Already, the MFT program ceased to require the GRE. Link Archive The Center for Inclusion and Diversity states that USD "endeavors to expand the diversity of our student body, better reflecting the breadth of God’s creation and enhancing academic excellence and learning for all students." Link Archive The Center for Inclusion and Diversity announced that as part of its Student Access and Recruitment initiatives, USD has "changed its practices to remove standardized tests from the admissions process." Link Archive The Center for Inclusion and Diversity announced that as part of its Student Access and Recruitment initiatives, USD is "participating in a variety of outreach programs specifically designed for underrepresented students, such as national Hispanic fairs, Cal-SOAP programs, and 100 Black Men of Chicago." Link Archive Anti-Racism, Bias, and Diversity Training One of the USD new student orientation days is designated the "Diversity, Inclusion, Social Justice, and Changemaking Day." Students will be "engaged in dialogue about the urgent challenges of our day" on this day. Link Archive The Jacobs Institute for Innovation in Education offers the Summer Guest Speaker Series. One of these workshops is titled "Anti-racism Education Learning Design. The university states that, "In this session, teachers will be given an overview of how to identify entry points in the curriculum where antiracist learning targets can be designed for use within any content-area.Teachers will learn to implement methods for assessing understanding and awareness of racism, and they will be introduced to a number of student-centered learning activities that will help students grow as they explore anti-racism in the context of subject-area content." This workshop will provide participants with a framework to aid in designing course content. Link Archive SOLES had 80 of its members attend Groundwater Training which "provides foundational understanding of US-based racism, and analysis of raced-based outcomes across systems of health and education." This training was aimed at faculty, administrators, and staff. Link Archive For faculty, SOLES held the Fall Faculty Open House with the theme of "Decolonizing Pedagogies and Practices." Link Archive SOLES held a faculty workshop series that was intended to "improve and sharpen instructional practices related to race, equity and diversity." Link Archive The programs under SOLES offer numerous anti-racism training programs and each of the departments have released statements of solidarity against anti-racism. Link Archive The Center for Educational Excellence at USD "offers pedagogical training on inclusive teaching, is part of the National Center for Faculty Development and Diversit [sic], and offers racial equity awards." Link Archive Curriculum Changes and Requirements For the new student orientation, USD states that, "All first-year and transfer students are required to complete an online education course series." This course series encompasses three two-part courses, one of which is the "Diversity, Equity, and Inclusion for Students" Education Course, which covers the subjects of "power and privilege" as well as "oppression bias and unconscious bias," among other concepts. Link Archive Within the School of Leadership and Education Sciences, USD offers the Master of Arts in Leadership Studies Program. The three pillars that guide this program are described as a "development of an international and global mindset," a "prioritization of intercultural sensitivity and competence," and a "commitment to social justice and advocacy." Link Archive In 2020, the CID created the 2020 Strategic Plan for Diversity and Inclusive Excellence. As a part of this, the university seeks to "build on and expand curricula that integrate diversity, inclusion and social justice into the student experience, encouraging a diversity of perspectives, research topics and pedagogical styles while advancing a commitment to explore power and privilege through disciplinary lenses using universal design." Link Archive The Latin American Studies program discusses "conquest, colonialism, and coloniality" as one of the five core concepts. The program calls on students to "explore the relationship between coloniality — the colonial matrix of power that goes beyond the historical period of colonialism — and the rhetoric of modernity in the economic, political, civic and personal/subjective realms." Link Archive The university states that, "The CID engages with curricular and co-curricular efforts to problematize how difference and unity operate in the larger world through scholarship, engagement, and advocacy." Link Archive SOLES calls upon its faculty to conduct syllabi reviews "through the lens of equity and issues impacting BIPOC communities." Link Archive Both the MFT Program and the Counseling Program have conducted anti-racism training for students and faculty, and there also is SOLES DEI Training which all faculty and staff attended. According to the Department of Learning and Teaching, "all courses include curriculum components of Diversity, Equity, and Inclusion." The department explicitly stated that, "Faculty will conduct a course audit to embed Anti-Racist/ism topics, books, curriculum, and assignments in all course syllabi." Link Archive As part of its Core Curriculum requirements, USD students are "required to complete two courses that carry the Diversity, Inclusion and Social Justice (DISJ) flag." Link Archive Faculty/Staff Requirements The Center for Inclusion and Diversity states, "Search committees are required to complete implicit bias training prior to participating in a search process." Link Archive The Knauss School of Business at USD "requires all applicants for faculty positions to provide a summary of their respective commitment to DEI." Link Archive Program and Research Funding USD hosts a Center for Inclusion and Diversity which is "committed to creating a welcoming, inclusive and collaborative community and values students, faculty and staff from different backgrounds and faith traditions." The CID was founded in 2010 based off of values conceptualized in the early 2000s. Link Archive Resources The Center for Inclusion and Diversity provides a list definitions for various terms such as diversity and inclusion. These terms represent core values of USD, as the university explains. Link Archive The CID provides university members with "Dialogues and Action" which "serves as a resource for members of our community, providing information and opportunities for engagement on important issues facing our university, our community, the nation and the broader world having to do with diversity, inclusion and social justice." Link Archive Another facet of the 2020 Strategic Plan for Diversity and Inclusive Excellence is seen in how the CID committed to adopting "a regular routine to measure campus culture and climate at fixed intervals." Link Archive SOLES is conducting "Conversations of Color Events" which provide resources to students of color. Link Archive SOLES provides numerous resources for anti-racism on its social justice site. Link Archive The university offers "EDUC 601: Critical Theory and Educational Research." Link In February 2022, there was an event titled, "Using the Critical Race Tools of Racial Microaggressions and Microaffirmations to Examine Everyday Racism in Academic and Social Spaces" Link The Claremont Institute Center for the American Way of Life published a September 2021 report titled “The Woke Takeover at University of San Diego,” which discusses how Critical Race Theory (Critical Social Justice) has been implemented under the "guise" of Diversity, Equity and Inclusion. The report's executive summary states the following: "USD now weaves CSJ/DEI into its hiring policy, student orientation, curriculum, and mandatory trainings for faculty and students. USD is beginning a DEI hiring spree throughout its administration. Fealty to this ideology is becoming a prerequisite for working there. Routinely students and faculty are berated for their 'white privilege' and forced to pledge allegiance to the CSJ narrative." Link Archive USD hosts an "admitted student fly-in program for admitted Black and Hispanic students." Link Archive In an April 2024 report titled “No Graduation Without Indoctrination: The DEI Course Mandate,” the organization Speech First “investigated 248 colleges and universities across each state” and found that “[more] than two-thirds include DEI academic requirements,” including the University of San Diego. According to the report (pg. 16), "University of San Diego’s general education learning outcome states that students will understand and be able to describe privilege and oppression—two key terms used in the teachings of Critical Theory." Link Archive Symbolic Actions The CID hosts the monthly event, "Sweet Celebration," which the university believes will "contribute to a campus culture that can sustain and bolster diversity and interaction across difference, which are necessary for an inclusive campus environment." Link Archive As per the 2020 Strategic Plan for Diversity and Inclusive Excellence, the university stated that it wishes to "foster a campus culture in which all members of the community, especially those from underrepresented groups: (1) feel safe, respected and valued; (2) are invited to participate fully, sharing their unique gifts, talents and backgrounds; (3) increasingly recognize the value of perspectives that differ from their own; and (4) agree that diversity and inclusion are key priorities of the university." Link Archive Following the death of George Floyd, the School of Leadership and Education Sciences stated that, "Under the new leadership of Interim Dean Joi Spencer, PhD and alongside dedicated faculty, staff and students; SOLES has taken anti-racism initiatives seriously." Link Archive SOLES created a program titled "SOLES Takes Anti-Racism Seriously" with the goal of "supporting those who are victims of racist language and behavior." Link Archive An end of the year report for SOLES was released. The anti-racism strategy partly focused on "Navy-wide dialogue about race relations and inclusion in America. In particular, this discourse focused on how to actively strive for strong measures of diversity and inclusion in the U.S. Navy." The Department of Counseling & Marital and Family Therapy and Department of Learning and Teaching have also implemented DEI training. Link Last updated April 12th, 2024 Search Recent Actions Share

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Critical Media Literacy in the Classroom

Course overview.

An examination of important new media literacy skills and their application in the K-12 classroom. Students will actively consider, analyze, construct, and synthesize digital content while considering issues of identity, ethics, and privacy.

Course Number

Specializations, frequently asked questions, what is differentiated instruction.

Carol Ann Tomlinson, an author and teacher regarded as a pioneer in differentiated instruction, describes it as “a way of thinking about teaching which suggests that … we teach with an eye on the student.” She emphasizes four key pillars of differentiated instruction: Content, Process, Product and Learning Environment.

Does differentiated instruction require more work for teachers?

The amount of additional preparation required is open to debate, but most educators agree that successfully employing differentiated instruction does require building relationships with students to know their strengths, challenges and interests.

What are the biggest benefits of differentiated learning?

Advocates contend that by connecting subject matter and learning goals to individual student strengths, interests and learning styles, differentiated instruction can inspire students to be more engaged and motivated, thereby creating improved learning outcomes by inspiring them to take on more responsibility for their own learning.

Is an MEd degree or diploma earned online different than one that is earned in an on-campus program?

No. The degree you’ll earn as an online graduate student is the same as that earned by campus-based students. The online courses embody the same learning outcomes and high level of academic excellence, educational rigor and content delivery.

Is standardized testing like the GRE required for acceptance to a Master of Education program?

It depends. Though some Master of Education programs do require a GRE (Graduate Record Examinations) for admission, there are many others, like the University of San Diego’s MEd Online program, that do not.

Does a Master of Education degree include a preliminary licensure or lead to a teaching credential?

Typically, it does not. Many MEd programs require the degree candidates to have already earned a teaching credential or to work in roles that do not require a teaching credential.

What is an MEd?

MEd, or a Master of Education degree, is a post-baccalaureate degree for educators looking to expand their career in education, often beyond the classroom.

What should an inclusive classroom look like?

An inclusive classroom doesn’t look all that different from any other general education classroom. Students of all abilities and from diverse backgrounds learn alongside one another and receive the same level of respect and recognition. What makes the classroom truly inclusive, though, is that:

The primary focus is on students’ abilities, rather than their disabilities
General education and special education teachers work together to teach, support and inspire students
Curriculum is based on Universal Design for Learning principles
Teachers use a variety of techniques and resources to connect with students’ individual learning styles

How do I help a student with anxiety?

Anxiety manifests in many different ways. Know how to recognize a student’s escalating anxiety and how to intervene in a way that helps them feel safe and does not call attention to it. If the student has a fear of public speaking or group discussion, alter your lesson plans to help reduce the student’s anxiety or make them feel more comfortable participating. If the anxiety is pervasive, allow the student to take breaks or opportunities to de-stress. Most importantly, ask the student how they would feel most supported in class.

Are rates of depression rising in school children?

According to the CDC, 5.4% of children aged 6–17 were diagnosed with anxiety or depression in 2003 , a percentage that had risen to 9.4% by 2019 . From 2016–2019, 20.9% of adolescents aged 12–17 reported having a major depressive episode. Regardless of incidence, the rising numbers may be a result of increased general knowledge and awareness of mental health.

What is the difference between a mental disorder and behavioral disorder?

Behavioral disorders refer to conditions wherein a student appears to make a conscious choice with their behavior or responses, such as defying a teacher, lying, engaging in disordered eating or bullying. While these behaviors may be incredibly difficult for an individual to control, they are not considered involuntary. By comparison, mental disorders like schizophrenia, Tourette’s Syndrome and bipolar disorder are all conditions that cause involuntary behaviors.

Mental and behavioral issues often go hand-in-hand; someone who suffers from depression or bipolar disorder could develop behaviors like anorexia, self harm or oppositional defiance.

How do I get started with the application process?

Click here to watch a series of short videos explaining how to fill out your online application.

If you are ready to apply to a program now start here .

It’s always best to connect with an Enrollment Advisor, who can also help you navigate the application details as well as help you order your official transcripts.

Do you need to have a science or math background to be accepted into the STEAM (Science, Technology, Engineering, the Arts and Mathematics) specialization?

No. At USD we are committed to helping close the STEAM gap. When reviewing applications, we look for individuals who demonstrate a commitment or passion for the field.

Does the program provide a certification for special education teachers?

If you choose the Special Education and Universal Design for Learning (UDL) specialization, you will learn a wealth of knowledge that in most cases is more in-depth than special education certification programs.

What accreditations does the online USD MEd program possess?

The USD MEd program is regionally accredited by WASC (the Western Association of Schools and Colleges). Regional accreditation is a very important consideration when deciding on a program because it is the most widely accepted in terms of transfer credit and eligibility for employer tuition assistance programs. It is typically awarded to degree-oriented, nonprofit or state-owned institutions (as opposed to for-profit schools or religious schools that offer vocational or technical training).

Is it possible to be accepted into the program and work through the courses without being a teacher at the same time?

While you do not have to be a teacher simultaneously, you do have to have access to a classroom in order to apply what you’ve learned. Our program focuses on helping to provide skills that educators can apply immediately in their classrooms or places of work.

Is specific standardized testing like the GRE required for acceptance to the Master of Education program?

No, the GRE is not a requirement. The admissions committee takes a comprehensive approach when reviewing all applications.

Is the online Master of Education program open to students from outside the United States?

Yes! We have students and alumni from all over the world.

Does the online Master of Education program include a preliminary licensure or does it lead to a teaching credential?

It does not lead to a teaching credential. Our program requires that students have two years of teaching experience. As a result, most students already have a teaching credential or they work in roles that do not require a teaching credential.

Does the USD MEd Online program include a teaching credential?

No, the program only offers the Master of Education (M.Ed.) degree. In addition, we cannot fulfill requests for recommending students for an administrative credential and teacher prep/credential program following completion of the M.Ed. Online program.

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In San Diego, an alternative approach to education news

May 29, 2024 | The Grade

A local nonprofit melds accountability reporting with parent-centered schools coverage. Maybe this is the direction education news needs to go next? By Andrew Bauld

In 2017, the nonprofit news organization Voice of San Diego (“Voice”) published a statement of core principles adopted by its staff and trustees. “Journalism is best when pursued with purpose ,” stated the publication. “We want to tackle the San Diego region’s big problems.” The statement reflected Voice editor-in-chief Scott Lewis’s commitment to bring the paper’s “underlying assumptions out into the open,” as Nieman Lab wrote at the time. It was a bold move at a moment when most news organizations were doubling down on appearing objective.

But for Voice, which launched in 2005, it was simply about making its distinct mission — to bring investigative reporting to its local community — fully visible to readers. Not surprisingly, Voice’s education coverage sets itself apart from other local and national outlets. Something of a hidden gem, it’s a model that outlets in other places might do well to consider emulating. “I think they give local context to larger trends that might be happening in the state and the country,” says San Diego parent Amanda Bonds. “It really helps local readers like me see how these things that are in the news broadly are affecting real lives locally.”

Voice’s education coverage sets itself apart from other local and national outlets.

An ongoing conversation about local schools While other local outlets like the Union-Tribune and KPBS cover the district at a macro level, Voice takes a more nuanced approach, using individual schools to reveal how national educational issues are playing out in San Diego. “At Voice, we really try to push ourselves to do impactful work and not just cover the press conference about the school offering a healthier lunch menu,” says Voice education reporter Jakob McWhinney. “We’re taking big national issues and connecting them to local districts [in a way] that’s not just jumping on the bandwagon or covering something for clicks.” While McWhinney comes to the job from an alternative background , he’s the latest in a long line of Voice education reporters who have used the beat to uncover sexual misconduct in schools, reimagine how to measure school performance, and make the process of choosing a school a lot clearer for San Diego parents. One of the main ways that Voice’s education coverage sets itself apart from other outlets is the way its education reporters seem to be in conversation with one another. Topics covered from one generation to the next almost feel like the passing of the baton among teammates.

Topics covered from one generation to the next almost feel like the passing of the baton among teammates.

Sexual misconduct under the microscope The power of this kind of continuity is most obvious with Voice’s years-long investigation into cases of sexual misconduct by teachers and other public school employees in San Diego County. That project began with former Voice reporter Ashly McGlone’s first story in 2017 and has been carried on by subsequent reporters, including Kayla Jimenez, now a national correspondent at USA Today, and Will Huntsberry, the Voice’s senior investigative reporter.

McWhinney’s most recent story in that series came out this past February. “McGlone…started it all and I think it was groundbreaking,” says Huntsberry. “She public record requested every public school in San Diego, and that project has had such a long life since Ashly. She wrote a bunch of stories for two years, I wrote stories, and Jakob has carried that on.” Voice’s ongoing investigation into sexual misconduct in San Diego school’s has revealed example after example of how the school system has failed students. It has been praised by Business Insider’s Matt Drange, who has produced award-winning national coverage on the topic. Their coverage so far has resulted in a lawsuit against one accused teacher and the creation of a new online tool by the San Diego district attorney to track suspected child abuse cases.

Above, clockwise from top left: Current and former Voice education reporters Ashly McGlone, Mario Koran, Will Huntsberry, and Jakob McWhinney.

Finding a new way to measure schools The continuity of commitment to meaningful, impactful education reporting is evident in other areas of coverage too — no more so than the groundbreaking use of an income-to-test-score metric that has transformed how Voice evaluates school performance. As anyone who covers education knows, poverty plays an oversized role in how students learn. “It’s always frustrating because you want to report objectively, but knowing there is this socio-economic factor that’s looming over everything makes it really difficult,” says McWhinney. His predecessor Huntsberry faced that same challenge when he covered the education beat for Voice from 2018 to 2021. But unlike most other news outlets, Voice set out to do something about it. Huntsberry was inspired to find a better measurement after profiling Edison Elementary in 2020. With nearly 100% of its students living near the poverty line, Edison should have been well below the state’s proficiency benchmark. Instead, it was 10 points higher. Working with researchers at the Center for Research and Evaluation at UC San Diego Extension, Huntsberry and Voice colleagues developed a new measurement that controlled for poverty . Applying the metric, they found that Edison wasn’t just overachieving — it was one of the top performing schools in the entire county. The metric has continued to help Voice reporters identify schools that would normally go unnoticed when measured on test scores alone. Most recently, McWhinney has used the metric to highlight how badly San Diego’s virtual schools are failing students and has also returned to Edison to show how the school is still defying odds. “I guarantee you there are schools like Edison in other parts of the state and the county that haven’t been recognized,” McWhinney says. “I think it’s really important for investigative reporters to use their skills to raise up as well as spur accountability.”

Recognizing that not every reader is an education expert While Voice has investigated a wide range of issues facing education in San Diego, it never seems to forget its central audience — parents. “[Education] is so filled with jargon and things that don’t make sense to the average person, even if their kids are experiencing them,” says McWhinney. “Figuring out ways to translate the gobbledygook into something that makes sense to any person is so vital.” The most obvious example of this effort is the outlet’s “Parent’s Guide to San Diego Schools,” which comes out every year both online and in a free print magazine. The guide helps parents navigate the complexity of schools, from test scores to afterschool programs to enrollment deadlines. “Being a parent is hard,” McWhinney told The Grade earlier this year. “So, we wanted to give families a way to learn more about schools without having to do the kind of digging we’re paid to do.” “If I could marry that [guide], I would,” says Bonds, who relied on it to choose a school for her daughter. “I have so many friends in the education world in other states, and they say they don’t have anything like it.”

“If I could marry that [guide], I would,” says Bonds, who relied on it to choose a school for her daughter.

While the San Diego Union-Tribune recently decided to end its Spanish-language edition , Voice offers many of its stories in both English and Spanish and publishes its parent guide in both languages.

Cutting through complexity is also evident in Voice’s education newsletter, The Learning Curve, launched in 2015 by then-Voice education reporter Mario Koran. “Education was a coverage area which we all sort of agreed was important, collectively, but one that a lot of readers often felt intimidated, bored or just put off by — maybe because it was often filled with jargon or traditionally geared toward teachers and parents already well steeped in education issues,” emailed Koran, now a member of the Local Investigations Fellowship at The New York Times. Koran remembers tracking down answers and responding individually to parent questions about schools and school policies. “It occurred to me that a lot of the answers I was providing might have value for general readers, so I thought of fashioning them into a newsletter, where I’d take a question each week and flesh it out in a column,” says Koran.

Today, McWhinney publishes The Learning Curve every two weeks. In it, he writes conversational stories, which often serve as companion pieces to his more thoroughly reported ones, like a recent mini-profile of three homeschooling parents, which branched from his coverage of the rise of homeschooling in San Diego County. “I think once you get into the weeds like we do, it’s even more important to come out and translate these complex concepts into easy-to-understand stories,” McWhinney says. “With The Learning Curve, I appreciate the extent they go to demystify things and I love that they will write a story and say, ‘As we reported in November…’ and link to the thing they are referencing,” says Bonds. “It’s obvious there’s a string you can pull, that it’s ongoing, and they commit to certain topics.”

For McWhinney, one of the big topics he’s planning to cover this year and for the foreseeable future is school and student recovery from the pandemic. As part of that effort, McWhinney recently launched a new feature called “The Progress Report” to find out if innovative school programs are producing results. So far, he’s looked at the use of home visits to combat chronic absenteeism and the implementation of research-backed literacy programs . “I think it’s very important for all of us as reporters, even if it feels like we’re droning on about the thing, to continue to cover [the recovery from the pandemic], because in my opinion, it’s the most important story for a generation,” McWhinney says. “And it’s important to ensure all the money that funneled into districts is still being spent is spent on stuff that actually works.” Voice’s education coverage and its education reporters have been mentioned regularly in our newsletter over the years, including a 2023 best story of the week nod for an absenteeism piece, a 2021 runner-up nod for a story about the Cindy Marten controversy, a 2018 blurb admiring former ed reporter Mario Koran, and a 2024 nod for its parents guide. Andrew Bauld is a freelance education reporter based in Brooklyn, New York. His writing regularly appears in the School Library Journal, US News and World Report, and Harvard Graduate School of Education’s Ed. Magazine. You can find his latest work here . His previous piece for The Grade was Finding real parents — on deadline . Previously from The Grade Scrappy New Haven Independent shows how to excel at in-school reporting What’s happening to national coverage of big-city school systems? How Chicago public radio breaks free from the hamster wheel of daily education news What makes Colo. Public Radio’s Jenny Brundin such a standout education reporter? When good news goes missing

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The Grade provides independent analysis of media coverage of education, helping to promote and improve the quality of that coverage. The Grade publishes weekly columns, a free newsletter featuring timely media commentary, and an annual update on newsroom diversity in education journalism. While hosted by KappanOnline, editorial decisions are The Grade's. For questions or responses to content, please contact us at Alexander Russo or @alexanderrusso.

What should public schools tell parents about LGBTQ students? San Diego lawmaker's bill would ban 'forced outing' policies

S an Diego state Assemblymember Chris Ward introduced legislation Wednesday that would require school districts and charter schools to keep students' gender identity and sexual orientation private, amid legal battles — including in San Diego County — over what schools should and should not tell parents of LGBTQ+ students.

Assembly Bill 1955 would prohibit any policy requiring public school employees to notify parents or otherwise disclose information about a student's gender identity, gender expression or sexual orientation to anyone without the student's consent — what advocates call forced outing. The only exception would be if a staff member found the student to be at a reasonable risk of harm to themselves, Ward said.

The bill would invalidate any policies already adopted by school districts across the state, such as Chino Valley Unified, which was sued by the attorney general last year for requiring that parents be notified if a student requests to be addressed by a different name or pronouns.

Ward said he's aware of more than a dozen such districts in California that have adopted similar notification policies. The bill would also prohibit retaliation against teachers who choose not to comply with such current policies.

LGBTQ+ advocates have argued such required notification policies can risk students' safety if their families are not accepting and can rob students of the chance to safely explore their identity and come out on their own terms. The state department of education has held that the state constitution guarantees students a right to privacy in such matters, and it has instructed school districts to keep students' gender identity private.

"Our constitution already stands for individuals' right to privacy," said Ward, who is the vice chair of the California Legislative LGBTQ Caucus. "Everybody has the right to be able to come out on their own terms."

Meanwhile, opponents of the state's policy have argued parents have a right to know what's happening with their child, and that it's important for them to know for the sake of their child's health and well-being.

Ward said this bill is needed to clarify state rules, because judges have issued conflicting rulings on the issue.

For example, a San Bernardino County superior court judge last year temporarily blocked the notification policy of Chino Valley Unified, which recently changed its policy to remove references to gender identity. The case is still pending.

But also last year, a San Diego federal judge temporarily blocked a local school district's policy that did the opposite and protected students' privacy from required notification.

In that case, two teachers had sued because Escondido Union School District's policy barred them from telling parents if students were or might be transgender or gender-nonconforming.

The two teachers, who identified as Catholic and as Christian respectively, argued it violated their First Amendment rights.

The judge, Roger Benitez, also said in issuing his temporary injunction that the the policy violates parents' Fourteenth Amendment right to care, guide and make health care decisions for their children.

Transgender students' rights are being litigated nationwide, not only over what privacy protections schools can or should provide but also what bathrooms students can use and what sports teams they can play on . The U.S. Supreme Court has so far declined to weigh in, deciding not to take up cases on all three issues.

With the matter still unsettled in the courts, "it's getting confusing, and there's a little bit of ambiguity," Ward said. "Updating our state statute will provide clarity and guidance for everybody to abide by."

This story originally appeared in San Diego Union-Tribune .

Public school, religious instruction: Many San Diego County charter school students are also enrolling in religious programs

Charise Erickson teaches a kindergarten class at Heart Christian Academy.

Homeschooling advocates disagree over whether the arrangements, which have grown in popularity since the pandemic began, comply with state law

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In San Diego County and across California, some K-12 school students are getting what their families consider the best of three worlds.

By enrolling in a private religious schooling program, they get an in-person campus experience and instruction that aligns with their families’ beliefs. By homeschooling, their families get a larger say in their education, and they are exempt from school vaccine requirements. And by enrolling in a public charter school, they get thousands of dollars to pay for extracurricular activities, day classes, learning materials and more. All at the same time.

It’s an increasingly common schooling arrangement that has gained popularity since the beginning of the pandemic, when families unhappy with remote instruction in traditional public schools went looking for alternatives. It hinges on students’ enrollment in what are sometimes referred to as homeschool charters — public charter schools that are themselves primarily remote and cater to homeschooled students.

At least five religious in-person schooling programs in San Diego County allow for this arrangement by enrolling public charter homeschooling students, in addition to private homeschooling students.

It’s unclear exactly how many students in San Diego County or across the state are part of such programs, because many programs do not disclose their enrollment. But homeschooling advocates say they have seen increased interest in these religious programs in recent years, not just in San Diego County but across California. And new programs have opened in the county since the COVID-19 pandemic began.

“Homeschooling as a movement is growing like crazy, particularly hybrid models like ours,” said Nick Ostermann, executive director of Heart Christian Academy, which serves 1,300 charter and independent homeschooling students across the country, including about 400 students in San Diego County. “I think you’re only going to see more of this model pop up in more places as the years go on.”

But some homeschooling advocates have expressed concerns that such arrangements may be at odds with state law, which prohibits students from double-enrolling in a public and private school. The state constitution also prohibits sectarian or religious instruction from being provided through public schools, directly or indirectly.

And in some cases locally, charter school dollars are directly paying teachers at these religious programs, because the teachers are treated and paid as educational “vendors” of the charter schools, according to religious programs’ websites, The San Diego Union-Tribune has found.

“It’s almost like (the charters) are subbing out ... the education to a religious organization,” said Nathan Pierce, executive director of Family Protection Ministries , a homeschooling advocacy and Christian organization in California.

It’s unclear to what extent state officials are familiar with these arrangements, are monitoring them or consider them legal. When asked about their legality, a state education department spokesperson only responded with ways in which the department believes such arrangements would be legal — that is, if the religious programs are not part of the student’s charter-approved education plan.

‘Everything we provide is really comprehensive’

Andrew Sunderland, left, and Elijah Gott play basketball during recess at Heart Christian Academy.

Here’s how it works. Families enroll in an independent-study charter school that offers them flexibility and choice in crafting their child’s education plan — essentially letting them homeschool. Then the families enroll in a separate, private religious program that offers full-day, in-person, core-subject instruction anywhere from two to four days a week.

These religious programs look like schools — they have their own tuition, teachers, administrators, campus, curriculum, activities, boards of directors, even dress codes and discipline codes — but do not register as private schools with the state. They call themselves “learning centers,” “homeschool partnership programs” or “academies.”

The charter schools, meanwhile, serve as the student’s school of record. They provide at least a monthly check-in with teachers employed by the charter, as state law requires.

The charters also provide each student as much as $3,800 a year that families can spend on enrichment and academic activities and supplies from a list of school-approved vendors, with the charter’s approval. Families spend this money on anything from annual zoo passes to personal tutoring to private lessons in ice skating or horseback riding.

No state laws specifically regulate who can be a charter school vendor or what charter families can spend their funds on. That has allowed public tax dollars to go to a wide range of private individuals, school-like programs and businesses that sell their services to charter families.

The Union-Tribune requested interviews with leaders of five religious programs that operate in San Diego County and invite charter students to enroll: the Awaken Academy run by Awaken Church, Thrive Learning Center in Encinitas, Zion Learning Center run by Zion Lutheran Church in Fallbrook, The Legacy Alliance in San Marcos and Heart Christian Academy .

Heart was the only program that spoke with the Union-Tribune. Zion and Legacy declined requests; Awaken and Thrive did not respond.

Heart Christian Academy, which opened its first location in San Juan Capistrano 25 years ago, provides a hybrid in-person instruction program meant to help families with the often-daunting task of homeschooling, said Ostermann. The Heart network now encompasses 15 campuses in four states, most of them in California, including in Carlsbad, La Mesa and San Marcos.

Nick Ostermann, executive director of Heart Christian Academy, talks with students.

“We kind of do that heavy lifting for them so they can really enjoy the core of what homeschooling is meant to be,” Ostermann said.

There are several draws to the program for families. Because Heart is not a full-time in-person program, students get more time to spend with family, travel or doing extracurricular activities, Ostermann said. It’s also a less-expensive option than typical private or parochial schools: The program currently charges $3,500 a year in tuition for its California campuses; it also offers a 100 percent remote option for $950 a year.

And because Heart does not file as a school with the state, families do not have to submit any medical or vaccination records to Heart, Ostermann said. Therefore, according to Heart, it does not have to comply with state law that requires that private and public school students attending in-person instruction receive school vaccinations.

On a recent day at Heart’s San Marcos campus, the scene looked much like a typical school: Students in polo-and-khaki uniforms were playing tag football in the yard, students in classrooms were answering questions from teachers in reading and math, and staff members were setting up for a student theater production of “Charlotte’s Web.”

Two days a week, Heart provides recess, lunch and full-day instruction that covers all core subjects, in addition to daily Bible study. On the other three days of the week, parents educate their students at home using lesson plans provided by Heart.

Heart incorporates a Christian worldview into all of its operations, and it uses both secular and sectarian curricula. It hires and vets its own teachers, several of whom have been credentialed educators for decades, Ostermann said.

Most students enrolled at Heart are also enrolled in a public independent-study charter school, Ostermann said. But it’s Heart that provides pretty much everything the students need for their education.

“Everything we provide is really comprehensive. There’s really nothing needed to supplement the education Heart provides,” Ostermann said.

The charter schools serve more as an “umbrella organization” for Heart students, he said. The charters also serve as the official school of record for those students to meet state school attendance requirements, since Heart does not file as a school. And they give families access to thousands of dollars in education funding for each child.

“A lot of families are part of a charter because they get to utilize additional funds,” Ostermann said.

He said Heart students submit schoolwork that they complete at Heart as work samples to their charters. Those work samples, which charters typically collect once a month, are the basis upon which independent study charter schools get state school funding.

Families ensure that the work samples don’t contain any religious material, Ostermann said. If their schoolwork does contain such material, students instead complete materials provided by their charter or that are found elsewhere.

Ostermann said he believes this arrangement complies with the law. Charter teachers sign off on all students’ work samples as meeting state curriculum standards, he said, and students do not use their charter funds to pay for religious curriculum or Heart’s tuition.

“Any homeschool family, they might also be teaching things outside of or in addition to a public school curriculum,” Ostermann said.

‘NEVER mention Thrive’

Article 9, Section 8 of the state constitution forbids any public dollars from being spent in support of any sectarian or denominational school. It also forbids any such instruction from being taught or permitted, directly or indirectly, in any public schools, which include charter schools. State law requires charter schools to be nonsectarian in all of their operations.

Operators of religious programs, homeschooling parents and charter schools say it’s legal for charter students to attend religious programs as long as charter school dollars are not directly paying for the religious programs or religious curriculum. Families pay tuition for these religious programs out of their own pockets.

But in some cases, charter funds are directly paying for teachers who work at these religious campuses.

That’s the case at religious programs Thrive Learning Center in Encinitas and Legacy Alliance in San Marcos, according to their websites. Unlike Heart Christian Academy and Awaken Academy, which employ their own teachers and have a structured class schedule, Thrive and Legacy offer classes a la carte, and they say they do not employ their own teachers.

Rather, the programs classify their teachers as independent vendors who rent space from them, Thrive and Legacy say on their websites.

“You may call a vendor ‘teacher’ but for charters and the government, they are legally a vendor of educational services,” Thrive wrote in an explainer document for families posted on its website.

Thrive and Legacy offer their own programming, including campus events, study hall and chapel, and charge what they call a membership fee for it. Whenever Thrive and Legacy hold chapel, they require all students who are on campus at that time to attend, according to their membership handbooks.

But both programs say families don’t have to be paying members to access the teachers.

Several at Thrive and Legacy are approved as vendors with charter schools — meaning families can pay them using the enrichment funds they get from their charters each year.

For example, Mikala Janse van Rensburg, a co-founder and teacher at Thrive, said in her biography on Thrive’s website that she accepts charter fund payments from four local independent-study charter schools.

After the Union-Tribune emailed charter schools on her bio asking about their relationship with religious program vendors, the line listing the charter schools was removed from Janse van Rensburg’s bio on Thrive’s website.

Thrive and Legacy emphasize that they are not themselves affiliated with charter schools and do not receive charter funding.

“Please understand that The Legacy is not a school nor are we a vendor with any charter schools,” Legacy wrote in its membership handbook .

Thrive carefully instructs families about terminology they should use to avoid calling Thrive a school and to avoid suggesting any connections between charter schools and Thrive. The program said it does so for “legal reasons” and “to keep charter schools safe” amid “intense scrutiny by the government.”

“Thrive is not a school … Thrive is in essence a community program. You may call Thrive a school with your family and friends, but officially and legally, for charters and the government, they are a community service that is not legally attached or affiliated with any of your vendors!” Thrive wrote in its explainer document .

Thrive also instructs its charter students’ families to not tell their charter schools that their students are enrolled in Thrive.

“NEVER mention Thrive,” administrators wrote. “When you mention Thrive, it confuses the charter schools and causes them to think we are a program that we are not.”

Janse van Rensburg and Thrive did not respond to requests for comment, and Legacy declined to comment.

Ostermann, the executive director of Heart Christian Academy, said his program has stayed true to its mission of supporting families and is not trying to put anything “under the radar.”

“We certainly have nothing, from our perspective, we feel a need to frame in a certain way,” he said.

Legal questions

Even in cases where charter funds are not directly paying for religious teachers, some leaders in the homeschooling community said they think the arrangement still violates the constitution.

They argue that’s because public charter students are getting part, if not most, of their instruction from religious programs — and their education is under the umbrella and oversight of the public charter school.

“For those charters whose (teachers) advise that you may conduct religious instruction during designated school hours, this is prohibited by the California Constitution,” Lucinda Hsu, an administrator of a San Diego homeschooling Facebook group with more than 7,000 members, wrote in a guidance document for families.

Heritage Christian School, a registered private school that offers drop-off classes for homeschoolers across San Diego County, tells families that it will not accept homeschoolers who are enrolled in a charter school because it had been told by state education department officials years ago that doing so would be illegal.

“Charter schools are public schools that prohibit religious instruction during school hours,” the school wrote on its website . “While many people, including the leaders of charter schools, find ways around this prohibition, HCS believes it to be a violation of the intent and rules of the charter to allow religious instruction when the law expressly forbids it.”

Family Protection Ministries, the statewide organization that advocates for families’ right to homeschooling, also believes the arrangement violates the state constitution.

“No, I don’t think it does follow the spirit of the law,” said Pierce of Family Protection Ministries, who has monitored homeschooling legislation for about three decades in California.

Pierce said he considers it a violation because charter schools are paid by the state for the education of their enrolled students, and some of those enrolled students are receiving religious instruction as part of their education.

“The charter schools take responsibility for the education of those students, so the charter schools are being funded for the full education, including all of the subjects that they’re supposed to be teaching,” Pierce said.

He said he feels it’s a particularly clear violation when students are submitting work samples from the religious programs to their public charter schools. Those work samples are the basis upon which independent study charter schools claim state funding.

Homeschooling advocates say there’s a simpler, more clearly legal way for families both to homeschool their children and have them use a sectarian curriculum: file their own “private school affidavit” with the state.

This more traditional, independent method of homeschooling gives families the ultimate freedom in educating their children, advocates say, because they are not held to state requirements regarding curriculum, standardized testing or school record-keeping.

The main reason that families enroll in a charter school, then, is the money that comes with it, advocates say.

“The most common thing I hear is that (families) go to the charter for the funding,” Pierce said.

What makes a school a school?

The Union-Tribune emailed questions to the state education department about the legality of having students enroll simultaneously in charter schools and in-person religious instruction programs.

Department spokesperson Scott Roark said that just because independent-study charter students study religious materials does not mean those materials are part of their public school’s approved independent-study curriculum. Charter school officials determine what constitutes part of their independent study program, he said.

But according to some families, religious program officials and charter school teachers, these religious programs are often a part of the students’ education that is overseen by the charter teacher.

“Their program is dynamic and my daughter’s charter homeschool teacher has repeatedly commented on the pace of the lesson plans and quality of the curriculum,” one person wrote in an online Yelp review for Heart Christian Academy.

“We also participate in a charter and our children amongst their peers at the charter school are in the top of their class. For us this goes directly back to the curriculum that is being used and the teachers direction when on campus,” another person wrote about Heart.

Some homeschooling advocates, like Hsu, argue these arrangements are illegal because charter schools are essentially collecting state funding for time that students are spending getting a religious education.

But that idea is complicated by the fact that independent-study programs — where students do school work on their own, rather than in a traditional school classroom setting — do not necessarily have “school hours,” as Roark noted.

That’s the case not just for independent study programs but for charter schools in general, which unlike traditional public schools have no minimum school day set by law.

A charter school could technically educate a student for just 10 minutes per day and still collect the standard amount of money per year that the state gives to traditional public schools for each student. Prosecutors of the A3 charter school fraud case had identified that as a weakness in state law that allowed A3 operators to exploit state school funding.

Technically, a charter student could attend a religious program for a full school day and do 10 minutes of other work, then count those 10 minutes of other work as their school day for the charter.

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State law also says charter schools cannot receive funding for students who are attending a private school that charges tuition. But these arrangements don’t run directly into that law, because these religious programs do not register as schools.

The state education department defines a school as any educational institution that is based in one or more buildings and has teachers providing instruction, an assigned administrator and enrolled students.

Even though religious programs instruct families not to call them a school, some homeschooling advocates argue they operate like one.

For example, Thrive Learning Center in Encinitas enrolls about 400 students, according to its membership handbook . It provides classes for six hours a day, two days a week. It issues student discipline, including suspensions and expulsions. It provides field trips, has a student dress code, requires parent volunteering and is governed by a seven-member board.

Zion Learning Center, a religious instruction program in Fallbrook that serves charter students, was registered as a private school with the state for decades but stopped filing as one three years ago during the pandemic, according to its website . It now registers as a child care facility. Zion said it made the switch to provide its program to families at a lower cost.

The Union-Tribune asked several local independent-study charters that serve homeschooled students whether they have policies on whether students can enroll in private school-like programs or participate in religious instruction.

Multiple charters said they comply with all state laws requiring charter schools to be nonsectarian. They said per state law, students are not allowed to be enrolled in a private school and their charter school simultaneously.

iLEAD Hybrid Exploration charter, which enrolled more than 3,500 students last school year, said if students participate in extracurricular religious programs, that’s “not in the school’s purview because it is not assigned by the teacher of record, and not funded with school funds.”

“Because it is unrelated to the school, things that students do as part of such programs are not accepted for grades or credit nor are they counted as school instructional minutes,” iLEAD wrote in an email.

Some charters also said they don’t investigate families’ or vendors’ religious beliefs or whether families participate in religious activities.

“When students enroll in our school, they receive their California public education program through our school, including standards-based curriculum, state testing, and all of the other components of the public school program,” the executive directors of Pacific Coast Academy and Cabrillo Point Academy — both former Inspire schools that together enrolled more than 9,100 students last school year — wrote in identical email statements.

“Independent study pupils meet the same educational objectives as all other pupils and a school does not ‘vet’ a child’s home and/or other environment where they complete work,” they added.

Excel Academy charter schools, which enrolled about 1,600 students last school year, said it does not have a policy on students attending in-person instruction programs. Students are not allowed to submit work samples from a religious program or curriculum, as Excel believes that would violate state law.

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Escondido, CA - November 14, 2023_ During a meeting of the Escondido Union High School District Amelia Mester, a district teacher's aid, wrapped herself in a pride flag as she urged the district not to notify parents if they feel a student is transgender. (Charlie Neuman / For The San Diego Union-Tribune)

What should public schools tell parents about LGBTQ students? San Diego lawmaker’s bill would ban ‘forced outing’ policies

May 22, 2024

Supreme Court is seen as the justices prepare to hear arguments over whether Donald Trump is immune from prosecution in a case charging him with plotting to overturn the results of the 2020 presidential election, on Capitol Hill in Washington, Thursday, April 25, 2024. (AP Photo/J. Scott Applewhite)

California bans public funding for religious schools. With the courts’ help, these families want to change that.

May 19, 2024

San Diego, CA - March 26: Lindsey Stamper, a music teacher at Oak Park, Whitman, and Dailard Elementary Schools, showed her support for her 226 colleagues who were recently given layoff notices. A large group gathered at the San Diego Unified School District office on Tuesday, March 26, 2024, in San Diego to hold a rally and attend the board’s meeting, where they staged a silent demonstration holding up symbolic pink signs. (Nelvin C. Cepeda / The San Diego Union-Tribune)

San Diego Unified rescinds almost all teacher layoffs

May 16, 2024

Board unanimously hires first female superintendent of San Diego County schools

May 9, 2024

More in this section

UCSD is developing a satellite proposal that envisions higher-resolution images of the edge of ice sheets.

NASA gives UCSD $10 million to develop ideas for using satellites to scrutinize Earth’s changing climate

The money will be split between researchers Helen Fricker and Sarah Gille, who are working on separate concepts for examining Earth from the high frontier

May 29, 2024

San Diego CA - May 6: Pro Palestine people make peace signs as law enforcement break up a Free Palestine Camp along Library Walk at UC San Diego on Monday, May 6, 2024. Protesters, who have been staged at the university for several days were arrested earlier in the morning. (K.C. Alfred / The San Diego Union-Tribune)

University of California unionized workers authorize strike over protests

The vote gives the union’s executive board the ability to call a strike at any time

San Diego, California - May 13: Padres All-Star third baseman Manny Machado makes a surprise appearance at a Paradise Hills Elementary School assembly to congratulate students for winning the "Be a Pro and Always Go" Attendance Challenge. Machado greets the students in Paradise Hills on Monday, May 13, 2024 in San Diego, California. (Alejandro Tamayo / The San Diego Union-Tribune)

All-star attendance

Padres star third baseman Manny Machado made a surprise appearance Monday at Paradise Hills Elementary School in southern San Diego to congratulate students for winning the “Be a Pro and Always Go” Attendance Challenge.

May 13, 2024

Former San Diego travel agent sentenced in school-trip embezzlement case

Marie Colette Martin, 53, was charged with spending funds she received on personal expenses rather than refunding parents after the trips were canceled due to COVID

It’s boom time again at Cal State San Marcos, thanks to big money, biotech and a building blitz

The school recently got two $10 million gifts — the biggest in its history. And a science and engineering building there is the top priority across the whole CSU system.

May 12, 2024

Pro-palestinian protesters rally in front Hepner Hall at San Diego State University April, 30, 2024 in San Diego. (Photo by Denis Poroy)

SDSU beefs up security for this weekend’s graduation ceremonies at Viejas Arena, amid nationwide campus Gaza protests

All graduating students will have to pass through metal detectors, a practice that was imposed for ticketed visitors last year

May 8, 2024

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Title II, Part A Resources and Guidance
News Releases

California Department of Education News Release

State Superintendent Tony Thurmond Joins Legislators and LGBTQ+ Advocates to Support Legislation for Safe and Supportive Learning Environments for All Students

Assembly Bill 1955 would prohibit school districts from implementing forced outing policies

If signed into law, the SAFETY Act would prohibit school districts from implementing forced outing policies, provide resources for parents and students to navigate conversations around gender and identity on their own terms, and ensure teachers or school staff are not retaliated against for refusing to forcibly out a student.

“All of our students deserve to be safe at school in order to learn and thrive,” Thurmond said. “AB 1955 protects our LGBTQ+ youth from increased risk of bullying and harassment, and it affirms families’ ability to handle family matters at home without school employees being forced to intervene. The SAFETY Act will allow our teachers to focus on teaching academic skills—not on policing gender identity.”

“Teachers should not be the gender police and violate the trust and safety of the students in their classrooms,” Assemblymember Ward said. “Parents should be talking to their children, and the decision for a student to come out to their family members should be on their own terms. The SAFETY Act simply ensures that conversations about gender identity and sexuality happen at home without interference from others outside of the family unit.”

“School campuses should be safe places for students to learn and grow as their authentic selves,” Senator Eggman said. “The SAFETY Act is a critical piece of legislation that seeks to protect everyone on school campuses, especially LGBTQ+ students. When and how a person comes out is a conversation that should be reserved for a student and a parent, not arbitrarily forced on unsuspecting youth by a school administration.”

Thurmond has a strong record of supporting LGBTQ+ students and educators. In 2019, Thurmond and the Equality California Institute co-sponsored a bill that encourages teachers to receive training on school and community resources available to support LGBTQ+ students facing bullying, harassment, discrimination, or lack of acceptance at home or school. As a result, last year, the CDE partnered with the Los Angeles County Office of Education to lead trainings for teachers with critical resources they need to help California’s LGBTQ+ students.

Thurmond sponsored Senate Bill 760—All-Gender Restrooms (Newman), which requires all K–12 schools in California to provide appropriate and equitable access to all-gender restrooms for students to use during school hours, and AB 5—The Safe and Supportive Schools Act (Zbur), which requires all K–12 schools in California to provide training to support LGBTQ+ pupils.

Thurmond has also been a strong supporter of the California Department of Education’s (CDE) LGBTQ+ Pride Committee, which played a key role in organizing the first-ever Progress Pride Flag Raising Ceremony and reception at the CDE Headquarters last June. The historic event marked the first day of LGBTQ+ Pride Month, and the Progress Pride Flag flew at the CDE Headquarters in Sacramento from June 1 through June 30, 2023.

Another of Thurmond’s goals is to create an LGBTQ+ Statewide Advisory Task Force (LGBTQ+ SAT). This task force is charged with identifying the needs of LGBTQ+ students and will make recommendations to assist in implementing supportive policies and initiatives to address LGBTQ+ student education and well-being. The LGBTQ+ SAT will comprise California students, school staff, mental health professionals, and community advocates and is required to report its findings and recommendations to the Legislature, the Superintendent, and the Governor. The task force will meet virtually approximately six times between July 2024 and January 2026.

To apply for Thurmond’s LGBTQ+ SAT, please fill out the Appointments Application by May 29, 2024. More information on how to support LGBTQ+ students is available on the CDE Supporting LGBTQ+ Students web page .

The SAFETY Act is anticipated to be heard in the Senate Education Committee next week.

Tony Thurmond — State Superintendent of Public Instruction Communications Division, Room 5602, 916-319-0818, Fax 916-319-0100

2024 California Distinguished Schools Announced
2022–23 California Statewide Assessment Results
SPI Celebrates Teachers in Santa Ana Unified
SPI Supports Safe, Supportive Learning Environment (this page)
California Approves Revised Math Framework
California 2024 Enrollment Data
$1.3B in Community Schools Implementation Grants
California School Dashboard 2023 Update Released
SPI Addresses Student Financial Literacy Benefits
SPI Honors 2024 California Classified Employees
SPI Supports Safe, Supportive Learning Environment (added 22-May-2024) removed by RO --> State Superintendent Tony Thurmond joins legislators and LGBTQ+ advocates to support legislation for safe and supportive learning environments for all students. removed by RO -->
California 2024 Enrollment Data (added 16-May-2024) removed by RO --> California’s 2024 enrollment data reflect doubled growth for earliest learners as overall decline slows. removed by RO -->
School Attendance Review Board Recipients for 2024 (added 09-May-2024) removed by RO --> State Superintendent Tony Thurmond announces Model School Attendance Review Board recipients for 2024. removed by RO -->
$1.3B in Community Schools Implementation Grants (added 09-May-2024) removed by RO --> State Superintendent Thurmond awards $1.3 billion in State Board-approved community schools implementation grants. removed by RO -->
SPI Celebrates Teachers in Santa Ana Unified (added 06-May-2024) removed by RO --> State Superintendent Tony Thurmond honors and celebrates teachers for Teacher Appreciation Week in Santa Ana Unified. removed by RO -->
SPI Announces 2024 California Finalists in PAEMST (added 06-May-2024) removed by RO --> State Superintendent Tony Thurmond announces 2024 California finalists in Presidential Awards for Excellence in Mathematics and Science Teaching. removed by RO -->
SPI Honored for Holocaust and Genocide Education (added 30-Apr-2024) removed by RO --> State Superintendent Tony Thurmond honored for leadership in Holocaust and Genocide Education. removed by RO -->
2024 CA Green Ribbon Schools Award Honorees (added 26-Apr-2024) removed by RO --> State Superintendent Tony Thurmond announces 2024 California Green Ribbon Schools Award honorees. removed by RO -->
Pushing Results-Proven Training in Literacy, Math (added 25-Apr-2024) removed by RO --> State Superintendent Thurmond makes historic push for results-proven training in literacy, math as sponsor of SB 1115. removed by RO -->
Former State Superintendent Delaine Eastin Passes (added 24-Apr-2024) removed by RO --> State Superintendent Tony Thurmond issues statement on the passing of former State Superintendent Delaine Eastin. removed by RO -->

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6 Critical Thinking Questions For Any Situation
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Research Writing, Academic Writing, Essay Writing, Teaching Critical
85 Critical Thinking Questions to Carefully Examine Any Information

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2023 San Diego Unified School District Elementary School Teacher of the Year
Board of Education Regular Meeting Pt. 1

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CQIE Conference
Critical Questions in Education Conference Since 2005, the Academy for Educational Studies has hosted an annual conference. Currently, we have adopted a twice a year conference centered on the same theme, but in geographically diverse locations. The Critical Questions in Education conference is a unique event, inviting dialogue and presentations oriented around a theme question…
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Critical Questions in Education Conference Presented by the Academy for Educational Studies 2023 onversation themes: leaning out the closet of educational ideas Letters to teachers (and others) Experiential education hanging the narrative of teaching The Westgate Hotel San Diego, alifornia February 27 — March 1, 2023
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The Critical Questions in Education conference is the public place where twice a year we gather together and respond to a theme question (or questions). Teacher educators, other university faculty, graduate students, and K—12 teachers and administrators talk to and learn from one another at the conference, and all are invited to continue to ...
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The 2023 Critical Questions in Education Conference will be held in San Diego, California, February 27—March 1, 2023 at the Westgate Hotel. The deadline for submitting proposals is December 12, 2022. Participants are invited to explore four conversation themes: Cleaning out the closet of educational ideas: What to keep, and what to throw away - an examination of educational ideas and…
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San Diego, alifornia February 16—18, 2015 The Academy for Educational Studies is an independent, non-profit corporation registered in the state of Missouri. Support for Academy Talk addresses and the publishing of the conference program provid-ed by Missouri State University's ollege of Education—David Hough, Dean of the ollege.
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PDF Critical Questions in Education: Volume 13, Issue 2
June 15, 2022. Hi Friends of the Academy, Welcome to Volume 13, Issue 2 of Critical Questions in Education. Before getting to the substance of this issue, I am pleased to inform you that we are not only publishing three issues a year now (rather than two), beginning with Volume 13, Issue 3 due out in October, we will publish five manuscripts an ...
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Center for Teaching Critical Thinking and Creativity San Diego State University 5500 Campanile Drive San Diego, CA 92182-1153. Location: Lamden Hall, Room 216A (LH-216A) ... SDSU College of Education 5500 Campanile Drive San Diego, CA 92182-1154 Location: Lamden Hall (LH) Dean's Office: 619-594-6091 Admissions & Advising: 619-594-6320 Fax: 619 ...
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Critical Questions in Education: Volume 5, Issue 3 The Academy for Educational Studies November 3, 2014 Colleagues and Friends of the Academy: Before getting to the "why" and the "what" of this second annual special issue of CQIE, we want to pro- ... San Diego this coming February. For the San Diego get together we are excited to have ...
Critical Questions in Education Conferences
Critical Questions in Education Conferences October 13th - 15th, 2014 February 16th - 18th, 2015 Brown Hotel U S Grant Hotel Louisville, Kentucky San Diego, California ... Deadline for proposals, San Diego conference: November 1, 2014 Proposals welcome on past theme questions
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San Diego County Office of Education - 6401 Linda Vista Road (92111) Aug 14. County Board of Education Meeting. 6: 00 PM - 8: 00 PM. 6401 Linda Vista Road, San Diego, CA 92111. Aug 24. Learning and Innovation Summit. 8: 00 AM - 3: 00 PM. 6401 Linda Vista Road, San Diego, CA 92111. Sep 11.
Critical Questions in Education Conference
Event in San Diego, CA by Academy for Educational Studies on Monday, February 16 2015
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There are always new developments and innovations in education, meaning new trends, skills and strategies to keep up with in the classroom. To do that, many teachers turn to continuing education courses — on topics like mental health and restorative justic e — that are topical and designed to help teachers stay a step ahead in their careers. 4.
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Critical Questions In Education: Volume 5, Issue 2 The Academy for Educational Studies Missouri State University Springfield, Missouri June 20, 2014 ... isville in October and San Diego in April. We hope you will join us for one (or both) of these rich conference opportunities. Information can be found at our website.
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The University of San Diego was founded conceptually in 1945, and the first class was held in 1952. Its student to faculty ratio is 14 to 1, and the university hosts a total enrollment of over 8,000 students. 43 Bachelor's degrees, 54 undergraduate minors, and 42 graduate programs are offered at USD.
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Critical Media Literacy in the Classroom
Course Overview. An examination of important new media literacy skills and their application in the K-12 classroom. Students will actively consider, analyze, construct, and synthesize digital content while considering issues of identity, ethics, and privacy.
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SPI Supports Safe, Supportive Learning Environment (added 22-May-2024) State Superintendent Tony Thurmond joins legislators and LGBTQ+ advocates to support legislation for safe and supportive learning environments for all students.; California 2024 Enrollment Data (added 16-May-2024) California's 2024 enrollment data reflect doubled growth for earliest learners as overall decline slows.