Saint Mary's College of California

Check-in, Breakfast

Introductions and welcome

Actually, you don\u27t want to wait until you are faced with a book challenge. Be proactive. What steps should you take to be prepared? Can you head off the situation before it actually becomes a challenge? Is your reconsideration policy up to date? Does it align with your school board policy? Do you have a committee of various stakeholders who are on your side? You need to be sure they will join the committee as soon as there is a challenge. We will address some of these issues and some of the pitfalls to be aware of. Personal experiences? We want to hear them

Levenson, Kathryn

Saint Mary's College of California 
Saint Mary's Digital Commons 
High School Libraries Workshop 
Jan 26th, 9:30 AM - 10:15 AM 
Session 1 - When You Are Faced with a Book Challenge 
Kathryn Levenson 
Piedmont High School 
Follow this and additional works at: https://digitalcommons.stmarys-ca.edu/hslw 
 Part of the Higher Education Commons, Secondary Education Commons, and the Teacher Education 
and Professional Development Commons 
Levenson, Kathryn, "Session 1 - When You Are Faced with a Book Challenge" (2023). High School Libraries 
Workshop. 3. 
https://digitalcommons.stmarys-ca.edu/hslw/2023/program/3 
This Event is brought to you for free and open access by Saint Mary's Digital Commons. It has been accepted for 
inclusion in High School Libraries Workshop by an authorized administrator of Saint Mary's Digital Commons. For 
more information, please contact digitalcommons@stmarys-ca.edu. 
“When you are faced with a book challenge…"
Kathryn Levenson
Librarian, Piedmont High School
klevenson@piedmont.k12.ca.us
http://bit.ly/3WmDRMB
Be Prepared
● Collection Development Policy
● Acquaint students with their Right to Read
ALA Banned Books Week, October
● Build good “Street Cred” with the students, parents and staff that you are a professional, qualified 
to make good decisions on books available to your students. 
● Current Book Reconsideration Policy are aligned with the School Board’s guidelines on library 
materials

School Libraries & Librarians are under attack
Unfortunately, this is a reality.
Stats on book challenges: PEN America (7/21-6/22): 2,532 bans of individual books. 
96% did not adhere to best practices as laid out by the ALA.
We have a resource page for you with many articles and resources for support, should you 
have a challenge.
More Information & Support: CSLA, ALA Banned Books, ALA OIF (Office of Intellectual 
Freedom)

Most recent challenged books -- topics?
BIPOC 
LGBTQ+
President Biden and VP Kamala Harris (!)
These are not raised by individuals so much as national organizations,  with names like Moms 
for Liberty, pushing their agenda through social media and local chapters. 
Collection Development Policy
By school or district wide?
Is it current?
Is it aligned with your Reconsideration Policy and the allied School 
Board Policy? (My district asked that we align it with the State Library 
Policy. I called them. There is no State Library policy). 
Reconsideration Policy
We Librarians in my District are still trying to get our Reconsideration Policy approved and sent to the 
School Board for approval. We started to update our existing policy and to bring together two old 
documents, published two years apart, a month or so pre Covid. We are done with our part, but haven’t 
received approval. 
Sticking point: Whether textbook and library book selection criteria should be lumped together. My 
district Librarians say “No.”
Lesson: get started early. 
Ensure that ALA and District Reconsideration Policies are followed. 
Quick Write
Jot down as many contemporary banned or challenged books as 
possible in two minutes (books written in the last 10 years or so).
ALA has a current list of banned books 
(but no peeking for the quick write). 
Quick Write
Jot down as many “classic” challenged books as you can 
in 2 minutes.
QUICK WRITE: Jot down as many classic 
challenged books as you can in 2 minutes.
Banned Books, Old and New
What do our lists have in common? 
What is different? New topics? Media influence?
How can we use our Librarian superpowers and the media to 
influence?
ALA Banned Book Week in October
Raise your hand if you participate in Banned Book Week with 
your students. 
What kind of activities do you do? 
Books Unbanned, Brooklyn Public Library
Just sent to me by a colleague.
Some very creative ideas.
https://www.bklynlibrary.org/books-unbanned
They offer the first ever free online 4-week Freedom to Read Advocacy Institute for 
high school students, starting in February.
Forbidden Reading
(sign on our “burning” Library cart, plus 
articles and reviews stuck into the books)



Banned Book Movie Trailers during Lunch
SUPERNATURAL THEMES
BLOOD AND CHOCOLATE (KLAUSE)
CUJO (KING)
BLESS ME ULTIMA (ANAYA)
TWILIGHT (MEYER)
COMING OF AGE
CATCHER IN THE RYE (SALINGER)
LOOKING FOR ALASKA (GREEN)
THE BLUEST EYE (MORRISON)
PERKS OF BEING A WALLFLOWER (CHBOSKY)
ABSOLUTELY TRUE DIARY OF A PART-TIME    INDIAN 
(ALEXIE)
FORBIDDEN LOVE
DR ZHIVAGO (PASTERNAK)
LOLITA (NABOKOV)
ANNA KARENINA (TOLSTOY)
THE GREAT GATSBY (FITZGERALD)
TWO BOYS KISSING (LEVITHAN)
WAR IS HELL
CATCH-22 (KELLER)
JOHNNY GOT HIS GUN (TRUMBO)
THE THINGS THEY CARRIED (O’BRIEN)
A FAREWELL TO ARMS  (HEMINGWAY)
Student Led 
Mug Shots
Book Slam: Passages read by teachers at lunch. 
Display of teachers’ favorite challenged books.
The burning book cart
Film clips: Lust or Love? War is Hell or Winds of War, etc.
Discussion
Ideas, Q & A
Take 5 to 10 minutes to discuss book challenge preparations 
with your table or elbow partner. Report out to the group, 
please.
Questions? Ideas?
Resources
Book Challenge Resources: http://bit.ly/3XIPKNI
Wrap Up
Slide Deck: http://bit.ly/3WmDRMB       
Upcoming Presentation: bit.ly/CSLAConf23            
Kathryn Levenson
Klevenson@piedmont.k12.ca.us


English

Session 1 - When You Are Faced with a Book Challenge

Break

Starting in 2025, California public high schools will be required to offer Ethnic Studies courses. While this mandate may not affect your school, the waves of this movement are likely to impact course content at all grade levels and in all schools in coming years. How can we as library workers support the needs that will come with these exciting changes? In this session, I will talk about my role in piloting an Ethnic Studies course at San Francisco University High School, walk you through a short lesson, and then we will have time to talk about ways that libraries can play a vital role in the work of Ethnic Studies

Hunter, Nicole

Saint Mary's College of California 
Saint Mary's Digital Commons 
High School Libraries Workshop 
Jan 26th, 1:00 PM - 1:45 PM 
Session 4 - Ethnic Studies in the Library: Supporting new 
curriculum 
Nicole Hunter 
San Francisco University High School 
Follow this and additional works at: https://digitalcommons.stmarys-ca.edu/hslw 
 Part of the Higher Education Commons, Secondary Education Commons, and the Teacher Education 
and Professional Development Commons 
Hunter, Nicole, "Session 4 - Ethnic Studies in the Library: Supporting new curriculum" (2023). High School 
Libraries Workshop. 9. 
https://digitalcommons.stmarys-ca.edu/hslw/2023/program/9 
This Event is brought to you for free and open access by Saint Mary's Digital Commons. It has been accepted for 
inclusion in High School Libraries Workshop by an authorized administrator of Saint Mary's Digital Commons. For 
more information, please contact digitalcommons@stmarys-ca.edu. 
Ethnic Studies in Action: 
Food Activism in the San 
Francisco Bay Area
What is Ethnic Studies?
 “Ethnic studies is an interdisciplinary field of study that encompasses many subject areas including 
history, literature, economics, sociology, anthropology, and political science. It emerged to both 
address content considered missing from traditional curriculum and to encourage critical 
engagement.”
“As a field, ethnic studies seeks to empower all students to engage socially and politically and to 
think critically about the world around them. It is important for ethnic studies courses to document 
the experiences of people of color in order for students to construct counter-narratives and develop 
a more complex understanding of the human experience. Through these studies, students should 
develop respect for cultural diversity and see the advantages of inclusion.”
“Because of the interdisciplinary nature of this field, ethnic studies courses may take several 
forms. However, central to any ethnic studies course is the historic struggle of communities of 
color, taking into account the intersectionality of identity (gender, class, sexuality, among others), 
to challenge racism, discrimination, and oppression and interrogate the systems that continue to 
perpetuate inequality.”

Is Ethnic Studies coming to your school?
● Introduce yourself: name, school
● Is your school starting/has your school started an Ethnic 
Studies program?
● If so, what does that program look like?
● If not, what ways are concepts related to Ethnic Studies or 
diversity show up on your campus? 
How Ethnic Studies came to my school
● Oversight & Stewardship Committee made a recommendation to 
consider the addition of an Ethnic Studies course of study
● Our curriculum committee engaged in research and conversation
● After a lot of conversation, members of the DEIB subcommittee of our 
curriculum committee asked if we could pilot a program. We got a YES!
● Worked with Dr. Allyson Tintiangco-Cubales at San Francisco State to 
develop our curriculum which centers work on identity formation, the 
histories of oppressed groups and stories of resistance and resilience 
through the lens of foodways.
● Launched in Fall 22
“The eating habits and culinary practices of a people, region, or historical period.” 
(Merriam-Webster)
“In social science, foodways are the cultural, social, and economic practices 
relating to the production and consumption of food. Foodways often refers to the 
intersection of food in culture, traditions, and history.” (Wikipedia)
“All of the traditional activities, attitudes, beliefs and behaviors associated with the 
food in your daily life. Foodways include customs of food production, preservation, 
preparation, presentation, gathering, marketing (both buying and selling), uses of 
food products other than for eating and food folklore.” (Michigan State University 
Museum)
Critical Concept: Foodways
ETHNIC STUDIESETHNIC STUDIES IN ACTION: FOOD 
ACTIVISM IN THE BAY AREA
VISION
The vision for Ethnic Studies at University High 
School is to co-create spaces where we explore 
how “food and foodways” can shape our 
relationship to race and racism. We will develop 
co-learning communities that will center the 
stories of people of color in the United States. 
The course will provide space to where students 
and teachers will be able to connect their lives to 
the rich history of food and food justice. The goal 
of this Ethnic Studies course is to create 
sustainable ecosystems that show how food has 
the possibility of inspiring joy, empathy, 
resistance, and liberation.
ETHNIC STUDIESETHNIC STUDIES IN ACTION: FOOD 
ACTIVISM IN THE BAY AREA
The purpose of Ethnic Studies in Action: 
Food Activism in the San Francisco Bay 
Area is for 9th Grade students to critically 
reflect on their own identities through a 
focus on “Food Activism.” Using 
conversations, field trips, creative and 
analytical activities, this course will center 
one primary question: can studying our 
own and each other’s food ways 
contribute to the elimination of racism?
PURPOSE
ETHNIC STUDIESETHNIC STUDIES IN ACTION: FOOD 
ACTIVISM IN THE BAY AREA
The first few weeks of this class we will be 
framing the underlying concepts of Ethnic 
Studies, learning about identity, culture, 
intersectionality and community.
We will then look at the history of 
marginalized groups, specifically their 
stories in the Bay Area. From there we will 
look at organizations working to foster 
resilience.
PROCESS
ETHNIC STUDIESETHNIC STUDIES IN ACTION: FOOD 
ACTIVISM IN THE BAY AREA
At the end of the semester you will give 
small group presentation about the 
concepts of this class and how they relate 
to real world examples. As we go through 
the class, listen for concepts and 
connections that you notice. 
PROJECT
Community Collaboration
Activity: I Was Their American Dream
Activity: I Was Their American Dream
● What you notice about Malaka’s 
foodway and how it touches on the 
intersection of her identity as Filipino, 
Egyptian, and American. 
● How is your culture reflected in your 
food? 
● What similarities and differences do 
you see between you and your 
partner? You and Malaka?
Page 28
Page 37
Page 38
Page 76
Page 99
Page 104
Page 128
What ideas do you have for supporting 
the work of Ethnic Studies at your school?
● If your school is already working towards Ethnic Studies, how can the library 
support this work?
● If your school is not on this path, what ways can you bring the ideas of values 
of Ethnic Studies to your students in the library?
Examples from the course 
modules
Media Literacy is the ability to:
○ ACCESS
○ ANALYZE/EVALUATE
○ REFLECT
○ CREATE
○ ACT
Using all forms of communication.
● Gatekeeping
○ Who decides what we get to see
● Tokenism
○ Inclusion of marginalized groups to give the appearance of inclusion
● Hegemony
○ Control beliefs and you control the people. The things we do that 
dominate culture that we do not even realize
● Counter hegemony
○ Attempts to critique or dismantle the dominant ideology/hegemonic 
power structures
● Cultural Appropriation
○ Privileged group misrepresenting and disrespecting marginalized 
cultures
C2: Critical Concepts
● Food Sovereignty
● “Three Sisters”
● Commodification/ Agribusiness 
● Native seed banks
View: Tending Nature: Native Foodways with the Cultural Conservancy
C2: Critical Concepts 
Discussion of Tending Nature: Native Foodways with the Cultural Conservancy
● Food Sovereignty
● “Three Sisters”
● Commodification/ Agribusiness 
● Native seed banks
Questions for reflection:
● In what ways are Indigenous communities in the Bay Area reaffirming Native 
knowledge and foodways? Give specific examples.
● How do these counter contemporary farming and food systems? 
● What is the ecological value of returning Indigenous land to Indigenous hands? 
● How can we support these efforts?
C2: Critical Concepts
C2: Critical Concepts
Community Organizing      Self-Determination
Black Panthers      Free Breakfast Program
● Why breakfast? What other 
aspects of this program 
supported the idea of 
self-determination?
● What programs did the Black 
Panthers create and how did 
they address the issues 
created by redlining and urban 
renewal?
● Why might the government 
been opposed to the Black 
Panthers?
● In what ways did the Black 
Panthers create systemic 
change?
Filipino Farmworkers
C2: Critical Concepts
Most Filipino immigrants were men. Known as 
manongs, a term of respect for elderly Filipino men, 
they became a primary labor force for the West’s 
vast and growing agricultural industry.
Filipinos in the U.S. were discriminated against from their 
earliest days in the early 1900s:
● Not allowed to live in many neighborhoods
● Barred by law from marrying outside their race
● Banned from owning land
● Denied many other basic rights
Filipino farmworkers labored under terrible conditions:
● Meager wages 
● Long hours with very few breaks
● No health benefits were provided; dusty fields 
caused respiratory and other health problems
Manongs wanted increased wages and fair treatment, 
but for decades had no union to aid in the fight for 
better conditions, and were ignored.
Sign on a hotel doorway in Stockton.
C2: Critical Concepts
An important example of Asian American 
activism and coalition building was 
Filipinos’ leadership and participation in 
the farmworkers’ movement. 
Together, they created the United Farm Workers Union (UFW) in 1966 and led a grape boycott that spread 
nationwide. The UFW was committed to nonviolent protest and sought to organize migrant farm laborers to 
improve their wages, education, housing, and legal protections.
Filipino Farm Workers Organize
Larry Itliong was a Filipino farmworker 
who led the Agricultural Workers 
Organizing Committee (AWOC) and 
organized the Delano Grape Strike. In 
1965, Itliong initiated a coalition with 
Cesar Chavez and Dolores Huerta, 
leaders of the Mexican American 
farmworkers union.
Questions?


Session 4 - Ethnic Studies in the Library: Supporting new curriculum

Vital, Sarah M

Saint Mary's College of California 
Saint Mary's Digital Commons 
Staff Works Scholarship, Research, Creative Activities, and Community Engagement 
2023 
Building community between high school and college librarians 
Sarah M. Vital 
Saint Mary's College of California, svital@stmarys-ca.edu 
Follow this and additional works at: https://digitalcommons.stmarys-ca.edu/staff-works 
 Part of the Higher Education Commons, and the Library and Information Science Commons 
Repository Citation 
Vital, Sarah M.. Building community between high school and college librarians (2023). Conference of the 
Association of College and Research Libraries. [presentation]. https://digitalcommons.stmarys-ca.edu/
staff-works/145 
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License. 
This Presentation is brought to you for free and open access by the Scholarship, Research, Creative Activities, and 
Community Engagement at Saint Mary's Digital Commons. It has been accepted for inclusion in Staff Works by an 
authorized administrator of Saint Mary's Digital Commons. For more information, please contact 
digitalcommons@stmarys-ca.edu. 
Supplementary material for Building
Community Between High School and
College Librarians
A poster presentation at ACRL 2023, Pittsburgh, PA.
Presented by Sarah Vital, User Experience and Communication
Librarian, Saint Mary’s College of California
This document shares the outline of things we suggest considering in
planning your own workshop to bring together academic and high school
librarians in your community.
The extensive footnotes are narrations of what we have experienced at
SMC in particular.
This document is static in the campus’ institutional repository, but feel free
to follow along on the live Google Doc to leave your own comments.
https://docs.google.com/document/d/1KsZWKP7fiv4qrLPC6FzfLqGDwYEE
DHe89EYAozunTX0/
See poster here:
https://drive.google.com/file/d/1FTH8V9Qgby1BiHWd889uc4awzrWg8153/
History
The librarians at SMC felt disconnected from the experience of high school
students. We didn’t know what to expect of our incoming first-year students.
We had also heard about local cuts, and knew many schools were losing
library access, and we wanted to see what we could do to help.
So in 2015, we decided to plan a one-day workshop to get to know our
local high school librarians.
It really was as simple and casual as that!
Supplementary material for Building Community Between High School and College Librarians, p. 2
Goals
Our Year One Goals
● Share information about the information literacy experiences of high
schoolers and expectations of college1
● Make connections to be able to help at local high schools
● Increase awareness of our institution among local high school
teachers and staff
Our Continuing Goals
● Create a space for overworked, overwhelmed, often isolated
professionals to network and decompress2
And
● Share information about the information literacy experiences of high
schoolers and expectations of college
● Make connections to be able to help at local high schools
● Increase awareness of our institution among local high school
teachers and staff
2 Our first year was a trial run. It was very informal. We had no idea if anyone would come and what
they’d want. We dutifully lined up some speakers and had activities, and quickly learned the attendees
were just so happy to have a low-key event to network. We scrapped an afternoon session just to let the
attendees talk. There were frustrations shared, tears shed, advice given, bonds formed, and hope
renewed. The quote “this is the first time I’ve had lunch with an adult since August!” (shared through
smiles and tears) became our own rallying point. More than anything, we wanted to continue this
workshop to give our local colleagues a space.
1 Emphasizing a sharing community was important to us. School librarians are professionals and they
don't need us to act as some kind of expert to them. We wanted to recognize our shared experiences as
librarians and learn the specifics of each others’ professional specialites, settings, and experience.
Supplementary material for Building Community Between High School and College Librarians, p. 3
Planning
1. Book
● Find a date3
○ When are other important PD events?
○ When is your campus less busy?
○ What makes sense for you all?
● Book a space
○ Does your library have event space?
○ Does your campus have reservable event space?4
● Establish budget
○ What needs to be paid for?5
○ Do you need to charge a fee to cover? Or can you find a
sponsor?6
6 Our first year we had some support from another campus office to cover catering. Since then, we’ve
charged the smallest fee possible to cover food costs. (In 2023, we could offer morning refreshments and
a full lunch for $40 a person). We’ve had some vendors express interest in sponsoring, but we have
declined commercial support at this time.
5 Again at SMC, since we have no space fee, the only expenses are catering and any speaker fees or
gifts. Our speakers have not charged, but we have given small honoriums and/or comped registration
fees for speakers.
4 At SMC, we can book a space for an event (even with outside attendees) for no cost.
3 We settled on a date in late January. In January, our university is in January Term, a
semester-in-a-month session that is less busy. For the simplest reason, we chose this because we have
the most space reservation availability and open on-campus parking.
Supplementary material for Building Community Between High School and College Librarians, p. 4
Planning
2. Invite
● Reach out to locals
○ Make a list of local schools (city, county, etc)
○ Send email, postcards7
○ Encourage invitees to share!8
● Post in listservs
○ Local teacher listservs in your area9
○ Social media maybe?
■ Advertise on your own social media
■ @ local high schools
9 This was first year we posted to a BAISL (Bay Area Independent School Librarians), a local listserv
specifically for private school teachers and librarians, and our RSVPs almost doubled!
8 Again, never underestimate the power of networks! We reached out to a few people we knew personally,
and the tree of contacts exploded! But also be patient. It can take time to grow a list.
7 Our first year, we literally sent a paper invite to a list of schools in our county (and the next closest
county. After that first year, we used the first year attendees to help us spread the word.
Supplementary material for Building Community Between High School and College Librarians, p. 5
Planning
3. Coordinate
● Find speakers
○ Tap campus resources
■ Education or Composition faculty?10
■ Admissions department?11
■ Writing center?
○ Ask for speaker proposals in registration12
■ Does someone have a project they want to share?
■ Anyone interested in leading a discussion?
● Set up an agenda
○ Who is on your planning committee?13
■ Need at least one person familiar with campus
reservations and catering practices14
14 Our administrative assistant is the true hero. She’s the inside knowledge on everything from reserving
parking for presenters to the best deals with our campus caterer. She does an incredible amount of heavy
lifting!
13 Right now, the planning committee is made up of 3-4 SMC librarians who were simply interested in
participating. We’d much rather have high school librarians involved in the planning process. We solicited
interest in the last session evaluation and will reach out in the Fall when we begin planning the next one.
12 By far, the most rewarding presentations have come from high school librarian colleagues! Many have
projects they’ve worked on and would like to share o get feedback on. We’ve asked for attendees to
indicate interest in their RSVP and followed up. Presentations have been formal (i.e., things also
presented at larger conferences) and more informal idea workshopping.
11 The admissions department came the first year to shae a bit about the conversations happening in their
professional circles about college readiness.
10 We invited speakers from our first year composition program to share the typical first-year assignment.
We were spoiled, as she was a huge library ally with a strong research background in information literacy.
Other ideas have been disciplinary faculty to share their expectations.
Supplementary material for Building Community Between High School and College Librarians, p. 6
○ Consider themes
○ Consider timing
■ Don’t over-pack!15
■ Leave a lot of time for information discussion
● Have food!
○ Consider ease16
○ Consider a variety of options17
○ Order for a couple of extra people
17 One year we didn’t think to have a gluten free option, so one of the SMC librarians took an attendee to
the campus dining hall for get lunch. It turned out to be a fun experience, but we want to be sure to be
more inclusive and will be asking for more dietary preferences in the registration.
16 Use your campus resources here. It might be “cheaper” to do this yourself with an outside option, but it
adds to difficulty. Our campus has a living-wage stipulation in vendor contracts, so our catering is a bit
more costly than if we brought in food. But, a) supporting the campus’ living-wage commitment is
important to us, b) the cost includes professional set up and support, and c) is one less thing for you to
think about in day-of.
15 Don’t over program! We stress the “low-key” and “casualness” of the day and try to resist the
professional urge to plan a full, official conference. It is a workshop, meant to be open and social. We are
very open and transparent about expectations of this day. We’ve had some interest from librarians in
southern California, and they are welcome of course, but we are clear to share that the day might not be
worth a flight and hotel unless they happend to be coming up for other things. This widespread interest is
why we are sharing this practice and encouraging other institutions to host similar events.
Supplementary material for Building Community Between High School and College Librarians, p. 7
Basic Planning Checklist
Send “save the date” / interest form 3-4 months in advance
Invite topic ideas and speaker interest
Line up speakers / set agenda
Establish a budget / set fee
Send actual invite with agenda and registration link at least 6 weeks
ahead
Have option for online payment
Have option for checks (some school districts need
Ask about dietary preferences and any needed
accommodations
Have an option to create invoices in case someone needs one for
reimbursement
Submit catering order (usually at least a week in advance)
Confirm any technology needs / set-up
Send final information to registrants (i.e., directions, parking / transit
information)
Set up an online place to share speaker materials
Prepare a roster of attendees with email to share with attendees
On day of, establish on “runner” from your planning group who can
tend to administrative or supportive things as they arise
Send an after event follow-up in a day or two
Supplementary material for Building Community Between High School and College Librarians, p. 8
Future
“The event runs itself” is a partial truism passed from one planning
committee lead to the next. Like with any event, it is not a small amount of
planning. But the day really does run itself through the energy and interest
in the small group of similar professionals.
The positive feedback we’ve had from attendees and a large amount of
returning participants has shown that this is a valuable event for them.
And what WE have learned is invaluable. The high school librarians’
students are our incoming first years, and understanding where they’ve
been and what they’ve expected helps us tremendously. Something as
small as learning that high school libraries often serve as the textbook
lender has helped us understand why we get so many confused first-years
wanting to “pick up their books.” Knowing this can help us better coordinate
with the books store and better communicate with the students the
difference.
We will continue to host this event annually, for our high school colleagues
and for us.
So the future is growth! In particular, we want to
1. Spread the word!
This has been such a valuable experience for our academic library
and for our high school (and middle school!) colleagues, we want
others to have similar experiences.
a. ACRL poster session or presentation
b. Publication of some kind
c. Session at a school library gathering
Supplementary material for Building Community Between High School and College Librarians, p. 9
d. Partnership with another academic institution to do a more
formal study for an article or chapter
2. Expand the planning committee to middle and high school
library professionals.
While we have input from the high school librarians, we’d love to have
them take a more active role in the future and direction of the
workshop. We’d love to be able to step back from the planning and
just be able to provide the space and administrative help as needed.
3. Find ways to continue the community online throughout the
year.
We’ve experimented with Facebook groups and Discord servers.
We’ll continue to utilize technology to try to keep the group together
and the conversations happening.
Supplementary material for Building Community Between High School and College Librarians, p. 10


Building community between high school and college librarians

Saint Mary\u27s College of California

Undergraduate Course Catalog 
Volume 2023 2023-2024 Article 3 
7-1-2023 
The Schools 
Saint Mary's College of California 
Follow this and additional works at: https://digitalcommons.stmarys-ca.edu/undergraduate-catalog 
Recommended Citation 
Saint Mary's College of California (2023) "The Schools," Undergraduate Course Catalog: Vol. 2023, Article 
3. 
Available at: https://digitalcommons.stmarys-ca.edu/undergraduate-catalog/vol2023/iss1/3 
This Section I is brought to you for free and open access by the College Archives at Saint Mary's Digital Commons. 
It has been accepted for inclusion in Undergraduate Course Catalog by an authorized editor of Saint Mary's Digital 
Commons. For more information, please contact digitalcommons@stmarys-ca.edu. 
12/18/23, 8:31 AM The Schools - Saint Mary’s College of California - Acalog ACMS™
https://catalog.stmarys-ca.edu/content.php?catoid=14&navoid=965&print 1/4
2023-2024 Academic CatalogSaint Mary’s College of California
The Schools
School of Liberal Arts
School of Science
School of Economics and Business Administration
Kalmanovitz School of Education
 
School of Liberal Arts
The School of Liberal Arts offers an education that lasts a lifetime - one that honors cooperative as well as individual achieve-
ment. It promotes the application of learning to solve complex problems, and fosters creativity, self-awareness, and civic en-
gagement. No matter what they study - the fine arts, the humanities, the social sciences - liberal arts students not only complete
a degree in their chosen academic area, they also learn to think critically, gather and assess information, solve problems, ex-
press themselves with clarity and precision, and collaborate effectively with others.
The hallmark of the School of Liberal Arts is the preparation it gives students for lifelong learning. Technical skills may become
obsolete over time, but the skills and values gained through liberal arts coursework will not. Almost every profession requires
the intellectual habits of rational analysis, integrative thinking, and ethical decision-making. Today’s organizations value stu-
dents with a liberal arts education because their knowledge, values, and skills prepare them for changing economic conditions.
The School of Liberal Arts at Saint Mary’s College confers the Bachelor of Science degree in Kinesiology: Exercise Science and
the Bachelor of Arts degree in the following areas:
Anthropology 
Art & Art History
Classical Languages
Communication 
English 
Ethnic Studies
Global and Regional Studies
History 
Integral
Justice, Community, and Leadership 
Kinesiology 
Performing Arts 
Philosophy 
Politics 
Sociology 
Theology & Religious Studies 
Women’s and Gender Studies 
World Languages and Cultures  
Minors are available in all of the major disciplines as well as in archaeology, cinematic arts, community media, digital studies,
East Asian studies, Italian studies, law and society and public history. Academic programs abroad are offered in both semester-
long and summer programs.
In the School of Liberal Arts, Saint Mary’s College also offers LEAP (Liberal Education for Arts Professionals), a Bachelor of
Arts degree-completion program for current and former professional dancers (with both hybrid and remote options); a Master
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of Arts degree in Communication; a Master of Arts degree in Kinesiology: a Master of Fine Arts in Creative Writing; and a
Master of Fine Arts in Dance.
School of Science
The School of Science has as its primary objective the development of a scientific and mathematical inquiring mind in the con-
text of humanistic values. Students are introduced to fundamental scientific theories and their supporting data, and are encour-
aged to develop their powers of observation, synthesis, and analysis, as well as their quantitative skills. Familiarity with the sci-
entific methods of knowing and investigative inquiry is enhanced through laboratory experiences and research opportunities.
Incoming first-years have the opportunity to join a residential community of science students. For details, see Living and
Learning Communities.
The undergraduate majors offered in the School of Science are:
Biochemistry (BS)
Biology (BA, BS)
Chemistry (BA, BS)
Computer Science (BA, BS)
Environmental and Earth Science (BA, BS)
Health Science (BA, BS)
Mathematics (BA, BS)
Physics and Astronomy (BA, BS)
Psychology (BS)
Dual Degree Engineering Program  
The academic programs of the School of Science are designed to provide preparation for a wide variety of scientific and profes-
sional careers. Graduates obtain advanced degrees (MS, PhD) in many mathematical and scientific disciplines, going on to serve
in higher education and research. Graduates enter professional schools in health care areas such as medicine, dentistry, veteri-
nary medicine, physical therapy, and pharmacy. They may pursue careers in all of the major fields of engineering through the
Dual Degree Engineering, BA+BS. Many graduates of the School of Science find satisfying careers in secondary schools, in busi-
ness and industry, and in government service.
In the School of Science, Saint Mary’s also offers a Professional Science Master’s degree program in Biotechnology. 
School of Economics and Business Administration
The School of Economics and Business Administration (SEBA) provides student-centered business and management education
taught by high quality faculty. Grounded in Lasallian principles and guided by the Liberal Arts tradition, we create collabora-
tive, innovative and experiential learning and service opportunities for our students to maximize their potential as successful
professionals creating a difference in their communities. SEBA is committed to the values that are central to Saint Mary’s
College: academic excellence, personal integrity, ethical behavior, and respect for human dignity. 
As teachers, scholars, and mentors, we offer students a rigorous, innovative, and diverse learning experience by leveraging our
practice-relevant, pedagogical, and discipline-based research. The concepts drawn from the various disciplines prepare students
to be successful in the highly competitive, technologically complex, politically volatile, and culturally diverse global economy of
the 21st century. Consideration of the ethical implications and social responsibilities of economic activity and business enter-
prise is an integral part of each major.
SEBA’s curricula consist of coherent groups of courses that balance analytical skills with critical thinking, theory with practice,
and technical skills with people skills. The curricula not only provides the mathematical and information-technology skills
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needed for advanced coursework and careers but it also prepares graduates to manage and lead diverse organizations that are
part of business, cultural, and natural ecosystems. 
The majors offered by the School of Economics and Business Administration are:
Accounting, BS 
Business Administration, BS/BA  
Business Administration: Entrepreneurship Concentration, BS 
Business Analytics, BS  
Data Analytics, BA    
Data Science, BS   
Economics, BS/BA Economics students may choose concentrations in Sustainability or International and Development.
 Finance, BS   
Management and Leadership, BS 
Marketing, BS  
In addition, we also offer minors in the following areas: Accounting, Economics, Data Science, Marketing, Finance, Blockchain,
Management and Leadership.
 
Students have access to both graduate and undergraduate Career Services that offer a wide variety of workshops, ranging from
interviewing techniques, time management, resume writing, and cross-cultural to technology, social media, and other seminars
that prepare our students as they pursue different career paths. In addition, a number of student clubs and organizations are
available for SEBA students where they can develop professional and leadership skills such as the Data Science and Net Impact
clubs and the Guyette Fellowships for Responsible Leadership.
The business administration and accounting programs are accredited by the Association to Advance Collegiate Schools of
Business (AACSB). This higher tier of accreditation is recognized by businesses worldwide as the preeminent marker of quality
amongst business schools. 
SEBA also offers the following graduate degree programs: 
Professional Master’s of Business Administration with concentrations in Finance, Marketing, Business Analytics, International
Business, and Entrepreneurship
Executive Master’s Of Business Administration with concentrations in Business Analytics and Entrepreneurship
Online Master’s of Business Administration
Master’s of Science in Finance
Master’s of Science in Accounting
Master’s of Science in Business Analytics
Master’s of Science in Management and Technology
Executive Doctorate in Business Administration
Kalmanovitz School of Education
The Kalmanovitz School of Education (KSOE) and its programs enjoy a stellar reputation for educational excellence and innova-
tion due to its unique student-centered learning environment. Through the practice of shared inquiry, active collaborative
learning, and community engagement, students are empowered to lead change according to the principles of social justice and
the common good.
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Saint Mary’s College’s commitment to training teachers began in 1967, when coursework and field experiences leading to a sec-
ondary teaching credential were established. In 1971, the elementary education program began, and master’s degree programs
formed soon after. Counseling Leadership began in 1978, and the Department of Education became the School of Education in
1985. In 2000, an Education Doctorate (EdD) in Educational Administration, now Educational Leadership, became the first
doctoral program at Saint Mary’s College; and in 2014, the Graduate Leadership Department, which includes bachelor’s and
master’s degrees in leadership, became part of the KSOE. As of fall 2019, in collaboration with the School of Liberal Arts and
School of Science, offers three undergraduate teacher education credential pathways: Education Specialist, Multiple Subject,
and Single Subject (4+1).
KSOE departments include Counseling, Leadership, and Teacher Education and they range from teaching and counseling licen-
sure to degrees at the masters, educational specialist and doctoral levels.
The KSOE prepares students annually for certificates, credentials, and degrees. A bachelor’s degree in Leadership and
Organizational Studies is offered for working adults. Master’s degrees are offered in education, teaching leadership, general
counseling, marriage and family therapy and professional clinical counseling, school counseling, school psychology, career
counseling, college student services, leadership, and educational leadership. The Teachers for Tomorrow program, in collabora-
tion with the School of Liberal Arts’ (SOLA) Justice Community and Leadership (JCL) program, features undergraduate teacher
education pathways. Credential and certificate programs are offered in eight areas recognized by the California Commission on
Teacher Credentialing: administrative services, teaching leadership, multiple subjects (K-8), single subject (secondary), Spanish
bilingual teaching, school counseling, school psychology, and special education. The Educational Doctorate degree in
Educational Leadership features an emphasis on equity, social justice, collaborative learning, and community-based research.
Three academic centers are housed in the KSOE: The Center for Environmental Literacy (CEL), The Leadership Center, and the
Comprehensive Literacy Center. The Center for Environmental Literacy explores and promotes educational programming and
professional development opportunities for educators to integrate science and the arts into academia curricula designed for ele-
mentary, middle, and high school students, as well as for Saint Mary’s College research and coursework. CEL promotes environ-
mental education in schools and communities worldwide. River of Words, CEL’s signature program, provides tools for teaching
environmental literacy to children, teens, and teachers through art and poetry. The mission of the Leadership Center is to en-
hance leadership capacity to meet the unique challenges and opportunities in the 21st century. The programs integrate contem-
porary academic theories of leadership and organizational change with proven, practical, action-based approaches to serving
communities, organizations, and society. The Comprehensive Literacy Center within the Kalmanovitz School of Education is
proud to serve as the West Coast training center for the professional development of teacher leaders in the United States who
implement the Reading Recovery® practice in their classrooms. Reading Recovery is an early intervention program for first
graders who are at risk for learning to read and write.


The Schools

Student Life

Undergraduate Course Catalog 
Volume 2023 2023-2024 Article 7 
7-1-2023 
Tuition and Fees 
Saint Mary's College of California 
Follow this and additional works at: https://digitalcommons.stmarys-ca.edu/undergraduate-catalog 
Recommended Citation 
Saint Mary's College of California (2023) "Tuition and Fees," Undergraduate Course Catalog: Vol. 2023, 
Article 7. 
Available at: https://digitalcommons.stmarys-ca.edu/undergraduate-catalog/vol2023/iss1/7 
This Section I is brought to you for free and open access by the College Archives at Saint Mary's Digital Commons. 
It has been accepted for inclusion in Undergraduate Course Catalog by an authorized editor of Saint Mary's Digital 
Commons. For more information, please contact digitalcommons@stmarys-ca.edu. 
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2023-2024 Academic CatalogSaint Mary’s College of California
Tuition and Fees
Payment
Withdrawal and Refund Policy
Student Insurance
Part-Time Undergraduate Enrollment
Tuition
Saint Mary’s College is an independent institution and receives no operating support from public funds. The College charges
each undergraduate student a tuition fee that covers approximately half of the cost of general educational services provided. The
balance of these costs is met by income from endowment support of the Brothers of the Christian Schools, and gifts from
trustees, parents, alumni, other friends, corporations, and foundations committed to supporting the kind of quality education
this institution provides.
Graduate Programs
Tuition and fees differ by individual graduate program and may be increased annually unless otherwise designated for a specific
program and/or cohort model. Graduate students may be eligible for federal financial aid, grants, loans, scholarships, or other
sources of support to finance their graduate study. Current tuition and fee schedules, as well as scholarship, fellowship, and
other funding information, are available directly from the program.
Payment
All students assume financial responsibility for any charges and/or fees posted to their account. All students further assume the
responsibility for understanding Saint Mary’s office policies concerning payment deadlines, fees, policies, registration dead-
lines, and satisfactory academic progress. Finally, students are responsible for updating their current address, email, and tele-
phone information as changes occur.
Tuition and room and board charges are due in two installments for traditional undergraduate students. The charges are due
prior to the first day of the term, with fall payments generally due mid-August and spring payments generally due in mid-
January. Lab fees, extra course charges, and other miscellaneous fees are billed as incurred during the academic year. All such
charges are due and payable upon notice from the Business Office. Students failing to make payment will have their account
placed on hold, will be denied registration, will be unable to attend class or use campus facilities, and will be assessed late fees.
Students may also be dropped for non-payment. Participation in Commencement exercises will not be allowed, nor will a
diploma be awarded until all College bills have been paid in full. Saint Mary’s College further reserves the right to refer student
accounts to collection and credit bureau reporting, and to recover all costs involved with collection due to non-payment of the
outstanding balance.
Payments may be made by mailing a check (payable to Saint Mary’s College) to 1928 St. Mary’s Road PMB 4600, Moraga, CA
94575-4600, by electronic check via the MySMC portal (Student Account Center), by credit card with a 2.85% service fee (2.95%
as of May 2024), by cash at our office window, or by wire transfer. In order to ensure proper posting, please notify the Business
Office at business@stmarys-ca.edu if payment will be made by wire or ACH transfer. Payments made via our website are posted
in real time to student accounts, while wires and ACH transactions may require extra time due to manual notification and post-
ing. For more information, please visit stmarys-ca.edu/tuition. Parents must be set up as Authorized Users by their student in
order to view the eBill and make online payments. Students may set up Authorized User profiles on MySMC “Student Account
Center” (found under All Apps). SMC strongly encourages all students to set up Authorized Users. Please visit
https://www.stmarys-ca.edu/student-accounts
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Monthly Payment Plan
Undergraduate students may choose to pay for their tuition and fees monthly for a small set-up fee. Information on our
monthly payment plan is available at stmarys-ca.edu/tuition or by contacting the Business Office. The monthly payment plan is
voluntary and allows families to pay over four or five months starting June 15 and ending October 15 (for the fall semester), and
November 15 through March 15 (for the spring semester).
Billing
The official billing method of Saint Mary’s College of California is electronic billing, known as eBill. With eBill, an email notifi-
cation is sent to the student’s Saint Mary’s email account each time a new bill is available. Students access their eBill by logging
into their MySMC account and clicking on the Student Account Center Application under “All Apps”. Students are encouraged
to set up authorized users by creating profiles for their parents, grandparents, or anyone that may require access to view the bill
and/or make online payments. Setting up an authorized user is highly recommended.
Opening bills for fall are posted in July with a due date of mid-August. Opening bills for spring are posted in December, with a
due date of mid-January. Monthly eBills are sent for any unpaid balance. All bills are sent electronically. It is the students’ re-
sponsibility to read and manage their Saint Mary’s email account in order to ensure timely notification of the eBill. Students
may forward their Saint Mary’s email account to a personal email account.
Withdrawal and Refund Policy
Tuition
Credit is given in the fall and spring semesters to undergraduate students only after receipt by the Office of the Registrar of the
written application of the withdrawing student, according to the following schedule: 85% tuition refund to the end of the first
week of class; 80% tuition refund to the end of the second week of class; 75% tuition refund to the end of the third and fourth
week of class. No refunds will be made for withdrawal after the fourth week of the term. The above schedule is based on the date
the official notice of withdrawal is given to the Registrar’s Office. January Term and Summer Session have different refund
schedules. Inquiry should be made with the Business Office for the current refund policy on these shorter terms.
Students enrolled in programs on a quarter calendar will receive tuition refunds up to the third week of the quarter after receipt
of the withdrawal form by the Office of the Registrar. Last date of attendance must be prior to the third week of the quarter.  No
tuition refund is issued after week-3.
Room and Board
Students who live in Saint Mary’s College housing assume contractual responsibility for occupancy for the entire academic year
(fall through spring). Students who live in campus housing are required to contract for meals. For more information on the
dates of coverage, refer to the Residence Hall and Dining Hall License, or contact the Campus Housing office.
Overpayments or Financial Aid Proceeds
Refunds will only be issued on credit balances after all allowable charges have been covered and any payment plan is paid in
full. Refunds of overpayment may be requested on MySMC or in writing to the Business Office. Refunds from federal loan pro-
ceeds (if any) will be issued within 14 days of disbursement. If the disbursement creates a credit, the refund will be issued to the
borrower of the loan. Refunds from a personal payment will only be issued upon request after the personal check has
cleared. Once the academic term begins, refunds will be available every Wednesday and Friday afternoon for all valid requests
received within the previous 48 hours. Refunds will not be processed prior to the beginning of the term or for any pending aid
not yet disbursed. Students have the option to pick up their refund, have it mailed to the address on file, or directly deposited to
their checking or savings account. Valid bank numbers must be entered through GaelXpress 2.0 “Refunds, Reimbursements,
AP” for the direct deposit option to take effect. Refunds will not be mailed to campus housing. During the first two weeks of
each semester, refunds are generally held for pick-up in the Business Office unless the student has selected to be refunded by
eReimbursement. SMC encourages eReimbursement as this is the fastest and safest way to receive your
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refund. For the 2023-2024 academic year, students who have not set up eReimbursement will have their refunds mailed to the
home address on file. If the student is no longer eligible to receive financial aid or student loans, their account will be adjusted
accordingly. Any refund previously received from these funds must be repaid to Saint Mary’s College
immediately.
Student Insurance
To ensure that all students have health insurance coverage, including basic sickness and accident insurance, the College has in-
stituted a mandatory health insurance requirement. All full-time traditional undergraduate students are required to have health
insurance coverage. Students are automatically enrolled in and billed for the College’s provided plan. A credit is applied to the
account once proof of coverage is documented. The waiver to provide proof of coverage is done through our partner United
Healthcare. The waiver must be completed prior to the start of each academic year to receive the credit. Failure to waive the
medical insurance by the deadline will lock the student in for the academic year 2023-24. Students who are non-U.S. citizens or
whose primary residence is abroad are required to purchase the school health insurance. No waiver is available to these
students.
All full-time undergraduate students are covered by a secondary accident insurance policy that provides protection during regu-
latory attendance on the campus, and while attending college-sponsored activities. The policy covers only accidents and should
not be considered to be a replacement for a comprehensive health insurance plan. Any loss or injury sustained resulting from
the use of alcohol and/or drugs is not covered.
Part-Time Undergraduate Enrollment
Students matriculate into Saint Mary’s College as full-time enrolled undergraduate students. After matriculating into the
College, students may choose to participate on a part-time basis due to extenuating circumstances. In these instances, the stu-
dent must complete a Declaration of Part-Time Enrollment Status that is available on https://www.stmarys-ca.edu/student-ac-
counts. Part-time enrollment is defined as enrollment in LESS than 24 attempted units per academic year (Fall-Jan-Spring) or
LESS than 12 attempted units per long semester, not to exceed 24 units per year. For example, a student enrolled in 12 units for
fall, 3 units for Jan term, and 8 units for spring, will be charged the full-time flat rate for the fall semester even though
they are under 24 for the year. Please Note: Attempted units include courses enrolled and withdrawn from. Part-time enroll-
ment is NOT calculated on a semester basis, with two exceptions:
Graduating seniors registered in a fall semester only with FEWER THAN twelve (12) units needed to complete graduation
requirements. Seniors are required to submit a Declaration of Part-Time Enrollment Status when appropriate.
New students who begin their Saint Mary’s College enrollment in the spring semester. In this instance part-time
enrollment is defined as FEWER THAN twelve (12) units for the spring semester. New spring enrolled students wishing to
enroll part-time are required to submit the declaration form.
The Declaration of Part-Time Enrollment Status must be submitted to the Business Office, with all appropriate signatures, by
the end of the 4th week of the semester that the student realizes they will be enrolled part-time for the academic year. The
Business Office will adjust the student’s tuition in accordance with the current Part-Time Tuition rate, following the submission
of an appropriately signed declaration form, and verification of the number of enrolled course units for the specified academic
year. Part-time enrollment does not carry over to subsequent years, and is approved by exception only. Part-time students
will be billed the “per unit rate” in effect at that time. Part-time students will also be billed for Jan Term, and
quarter credit courses. If a Part-time student enrolls in 24 units (or more) for the year a recalculation of tu-
ition to “full-time” will occur.
Students who declare part-time status must receive permission from the Dean of Students, or Designee, to live on campus to
live on campus, and may not enroll in the College sponsored insurance plan. Students who drop to part-time status AFTER the
fourth week of the semester will be liable for the full medical insurance charge unless they submitted the annual waiver.
Eligibility for financial aid will likely be affected by a change of enrollment status. Students MUST meet with their
Financial Aid Counselor prior to their declaration of Part-Time status going into effect.Time to graduation may also be
affected. 
Please note: All College policies are subject to change without notice. Visit https://www.stmarys-ca.edu/student-accounts for
more information regarding billing and payment.
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Tuition-Undergraduate 
Students
Annual Full-time (12-18 units per semester; max 36 units per year) $ 55,634
Part-time (per unit)
*(Under 12 attempted units per semester not to exceed 24 units per year)
*$ 1,987
Additional courses (per unit)
*(Over 18 units per long semester, over 5 units for Jan term, or over 36 units for the full academic year)
*$ 1,987
Open Enrollment (per unit) * $ 1,192
*(Up to 8 units per term and up to 16 units per year. No more than 32 units total while in open enrollment status.)
Room and Board
Traditional Style Residence Halls (includes required meal plan):
 Single Room $17, 950
 Double Room $ 16, 900
   
Suite Style Halls (includes required meal plan):
 Single Room $18, 300
 Double Room $17, 200
   
Suite+ Style (includes required meal plan)  
 Single+ Room $18, 800
 Double+ Room $17, 700
   
Townhouse Style Housing (includes required meal plan)
 Double Room with Meal Plan $12, 850
   
Optional meal plan available for off-campus students $ TBA
 
Miscellaneous Fees
Application fee (this fee is required with all applications for admission and non-refundable) $ 55
Registration fee (Required of all new undergraduate students at time of initial registration; payable once, non-
refundable)
$ 30
Tuition commitment deposit (Required of all new students. Applied to tuition, non-refundable) $ 550
Housing Application Fee (Required of all resident students. Non-refundable) $ 100
New Student fee (Required of all new undergraduate students) $ 300
Late payment fee (monthly service charge) $ 50
Annual Student Body fee (required of all full-time students) $ 200
Annual Student Enhancement fee (required of all full-time students) $ 300
Estimated UG Medical insurance fee (required unless waived. Insurance is billed upfront in the fall semester). $2,
462
Late registration fee $ 175
Opening bill late payment fee $150
Transcript of record $ 5
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Laboratory fees (see description of courses in course catalog) TBA
The schedule of fees is effective July 1, 2023 and subject to change without notice.


Tuition and Fees

Undergraduate Course Catalog 
Volume 2023 2023-2024 Article 9 
7-1-2023 
Undergraduate Curriculum 
Saint Mary's College of California 
Follow this and additional works at: https://digitalcommons.stmarys-ca.edu/undergraduate-catalog 
Recommended Citation 
Saint Mary's College of California (2023) "Undergraduate Curriculum," Undergraduate Course Catalog: Vol. 
2023, Article 9. 
Available at: https://digitalcommons.stmarys-ca.edu/undergraduate-catalog/vol2023/iss1/9 
This Curriculum is brought to you for free and open access by the College Archives at Saint Mary's Digital 
Commons. It has been accepted for inclusion in Undergraduate Course Catalog by an authorized editor of Saint 
Mary's Digital Commons. For more information, please contact digitalcommons@stmarys-ca.edu. 
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2023-2024 Academic Catalog
The Core Curriculum
Core-Designated Courses  
Placement
English Composition Placement
Language Proficiency
Major Field of Study 
Minor Fields of Study 
Specialized Certificate Programs
Class and Final Time Block Schedule
Saint Mary’s College of California
Undergraduate Curriculum
All undergraduates pursue an educa-
tional experience comprised of two inte-
grated components: the Core
Curriculum, required of all students,
and a major field of study, selected by
the individual student. 
The Core Curriculum
Through the Core Curriculum, graduates of Saint Mary’s College will share a common experience of integrated, rigorous intel-
lectual development. The Core consists of four major areas of student learning. Each requirement must be satisfied with a letter
grade, and a D- or higher grade is considered passing. A Pass/Fail grade will not be accepted to meet the Core Curriculum re-
quirements. Remedial courses or courses taken at non-accredited organizations will not be accepted.
HABITS OF MIND. This area consists of the following requirements: 
Collegiate Seminar sequence: First-Time First-Year students complete three sequenced courses, SEM 150, SEM
250, and SEM 350. Students will take the first course (SEM 150) in their first year, the second course (SEM 250) in
their second year, and the last course (SEM 350) either in the third or fourth year. These courses are 3 Carnegie
units each. Transfer students start with SEM 327, a 4-Carnegie unit course that combines both the first and second
seminar course, instead of taking SEM 150 and SEM 250 as separate courses.
Writing: Students complete two courses to satisfy this requirement. The first requirement is a 100-level WRIT
course (3 Carnegie units),  and the second requirement is a 200-level WRIT course (3 Carnegie units)
January Term: Students complete two JAN courses at 3 Carnegie units in each course. Students will start with a
100-level JAN course in their first year, and take another JAN course at 200-level or higher sometime in the second
through fourth year. 
PATHWAYS TO KNOWLEDGE. This area consists of the following requirements:
Math: Students complete one course designated to the Math area of the Core. The coursework should be at least 3
Carnegie units taught at 100-level or higher.
Science: Students complete both the lecture and lab in a course designated to the Science area of the Core. Most of
these courses are taught at 4 Carnegie units, and the coursework should be at 100-level or higher.
Social Science: Students complete one course designated to the Social Science area of the Core. The coursework
should be at least 3 Carnegie units taught at 100-level or higher.
Arts and Humanities with Practice: Students complete Arts and Humanities Analysis and Practice either in a
single course or two separate courses designated to the Arts and Humanities area of the Core. This is a 4 Carnegie
unit requirement taught at 100-level or higher.
Language: Students demonstrate Level 2 College proficiency in a second language.
THEOLOGICAL UNDERSTANDING. This area consists of the following requirements:
Christian Foundations: Students complete one course designated to the Christian Foundations area of the Core.
The coursework should be at least 3 Carnegie units taught at a 200-level or higher. 
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Theological Explorations: Students complete one course designated to the Theological Explorations area of the
Core. The coursework should be at least 3 Carnegie units taught at a 200-level or higher.
Transfer students have the option to take a single course (4 Carnegie units) that combines both Christian
Foundations and Theological Explorations learning goals. Students must have 60 units completed to take this trans-
fer course.
ENGAGING THE WORLD. This area consists of the following requirements:
Identity, Power, and Equity in the United States: Students complete one course designated to the Identity,
Power and Equity area of the Core. The coursework should be at least 3 Carnegie units taught at a 200-level or
higher. 
Global Issues and Perspectives: Students complete one course designated to the Global Issues and
Perspectives area of the Core. The coursework should be at least 3 Carnegie units taught at a 200-level or higher.
Engaged Learning: Students complete one course designated to the Engaged Learning area of the Core. The
coursework should be at least 1 Carnegie unit taught at a 200-level or higher.
Placement 
English Composition Placement
All students will complete an English composition requirement by taking writing courses designed to help you think critically
and communicate effectively. 
To fulfill the English composition requirement, students can choose one of two pathways:
1. WRIT 100 - Writing as Inquiry Cohort, and WRIT 200 - Writing and Research Cohort: these courses must be
taken in consecutive semesters, with the same professor and the same cohort of students. WRIT 100 is a
prerequisite to WRIT 200 
2. WRIT 101 - Writing as Inquiry, and one class from the WRIT 201 - 230: Writing and Research series: these courses
can be taken consecutively in the first year of attendance. WRIT 101 is a prerequisite to WRIT 201 - 230 series.
The English Composition Program uses Directed Self-Placement (DSP) for placing students into one of the two
pathways. The DSP process uses a survey and description of the courses to guide students in choosing a
composition pathway that best matches the academic writing class for which they are ready. In the DSP process,
students assume agency in the decision of which composition pathway to take: WRIT 100 and WRIT 200 or WRIT
101 and the WRIT 201 - 230 course series. Once a student begins a pathway, they cannot switch to the other one
(e.g. a student cannot take WRIT 100 and a course from the WRIT 201 - 230 series).
While all students will choose a pathway, some students may place directly into the WRIT 201 - 230 series
 through the following standardized test scores.
Placement ACT Writing Exam SAT Essay Exam AP Language OR Literature IB English 1A Exam (higher level)
WRIT 201-230 series 10-12 Total Score 23-24 4 or 5 5 or above (on higher level
All international students also take an online Writing Placement exam (offered before their first semester begins) to determine
if they will take a supplemental Writing Lab, a one unit lab. This lab will support their writing in either English composition
pathway
Language Proficiency
Studying languages and cultures helps us recognize the universal aspects of the human condition, and embrace the diverse
backgrounds of people at home and around the world. All students must demonstrate Level 2 College proficiency in a second
language. The College offers courses in French, Italian, Japanese, Spanish, Latin, and Greek. Students may also demonstrate
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proficiency in a language different from the above, including American Sign Language, by arranging a proficiency examination
directly with the Placement and Proficiency Coordinator in the Department of World Languages and Cultures.
The language requirement may be satisfied in one of the following ways:
1. Successfully completing Level 2 (two semesters) of any foreign or classical language taught at a collegiate level;
2. Completing the third year of the same language in high school with a C- or higher each term;
3. Scoring at least a 3 on the College Board Advanced Placement (AP) Exam in a second language; or
4. Achieving a TOEFL score consistent with the current enrollment standards for international students who are non-native
speakers of English. 
It is strongly recommended that students complete the language requirement by the end of the sophomore year.
Students take a placement exam to determine the most suitable language course. The Department of World Languages and
Cultures offers online placement exams for Spanish, Italian, Japanese, German, and French. For placement in all other lan-
guages, students must contact the Placement and Proficiency Coordinator. Students may only take the online placement exam
once during each academic year. Results are valid for one year. For any questions regarding placement, please contact the
Placement and Proficiency Coordinator.
Achieving a high score on the placement exam does not satisfy the language requirement. Students who place in level 004 or
higher are required to take a proficiency exam to verify oral and written proficiency.
 
Major Field of Study
Defined as a group of coordinated courses within a particular disciplinary or interdisciplinary field. Certain majors may require
additional background coursework in related fields. The regular major groups available to students in the various curricula of
the College are listed in the Major and Minors section of this catalog. First-year students are supported in a process of major ex-
ploration, and typically declare a major in the spring of their first-year. A student may declare or change majors through the
Registrar’s Office. 
Bachelors of Arts
Bachelor of Arts (BA) generally focus on critical thinking through research practices, written and oral communication, and
grounding in the liberal arts. They offer students flexibility and allow opportunities for enhancement befitting a liberal arts edu-
cation. They range from 36 to 48 Carnegie units in size, at least 22 CUs of which must be at the 300 or 400-level. Programs that
offer a BS version of the degree, and hence likely require substantial lower division coursework, may range from 40 to 54 CU in
size.
Bachelors of Science
Bachelor of Science (BS) majors generally focus on scientific, quantitative, or technical fields with sequentially structured major
requirements. They range from 48 to 72 Carnegie units in size, at least 22 CUs of which must be at the 300 or 400-level.
Alternative Majors
Saint Mary’s College offers alternative undergraduate degree programs with integrated major and general education curricula.
The Integral Program of Liberal Arts is a cohort-based integrated degree program (74 CU) in lieu of separate major and Core
Curriculum courses. The Dual Engineering program is a dual degree BA/BS program, requiring 58 CU in the major program.
BALOS and LEAP are integrated cohort-based degree completion programs for professional learners, and do not follow individ-
ualized Major + Core Curriculum requirements. In addition, the College offers two ways for students to create majors.
SPLIT MAJORS. Students whose interest lie in a coherent combination of courses from two existing majors may
consider a split major. Such majors consist of at least 54 CU: ordinarily the foundational coursework in both majors (100-
200 level) and at least 24 Carnegie Units of advanced coursework (300 and 400 level) planned in consultation with
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chairs/directors in both major programs. It must be approved by both department chairs/program directors and the
Registrar.
INDIVIDUALIZED MAJOR. A student who believes that their academic needs and purposes would be better served by
a distinctive program of studies may present an individualized major plan. In addition to fulfilling requirements for a
major, this plan must satisfactorily lead the student toward the goal of liberal education, which the College sees as
essential for all of its graduates. Individualized majors must be proposed through the Registrar’s Office and approved by
the Undergraduate Educational Policies Committee and the Vice Provost for Academic Success.
Double Major
A student is allowed to complete two or more separate major fields of study. A student must fulfill all the requirements of each
major as specified by each program or department, including those regarding senior projects and courses that overlap between
majors. Requirements vary by major and are included in each program or department’s curriculum description.
Split majors may not double major with either of the disciplines that make up the split major, and must consult with both major
advisors when considering an additional major. Individualized majors may complete another major field, upon approval from
the Undergraduate Educational Policies Committee approval.
A student who completes multiple majors receives only one diploma. The student’s transcript will list all completed majors.
Tracks and Concentrations
Tracks are considered as distinct majors housed within a single department or program. Different tracks should have at least
33% difference in the requirements. Transcript will show, for example, “Name of the Major: Name of the Track.”
Concentrations are a deeper focused study of 3-4 courses (9 - 16 CU) within a single major or an interdisciplinary thematic en-
gagement that enhances the major. Completing a concentration does not constitute a different major.
Minor Field of Study
The College offers the option of a minor field of study, defined to be a combination of at least 18 and no more than 28 units from
a discipline other than that of the major field, and must include at least 6 units of 300- and 400-level coursework outside of the
major.
Requirements for the minor, including policies on courses that overlap with the major, vary by department and are included in
each program or department’s curriculum description.
Course Overlap Between Two Majors or a Major and a Minor
When a student is pursuing two majors, no more than 10 CU of 300 and 400-level coursework may be counted for both, simi-
larly with majors and minors. Two minors must be distinguished by at least 6 CU of distinct 300- and 400-level coursework.
Academic programs may specify additional rules and prohibitions on overlapping major and minor requirements in their sec-
tions of the catalog.
Curricular Enhancement
Curriculum Enhancement may take many forms and students should be encouraged to think creatively about how they will plan
this portion of their undergraduate experience as they individualize their education and prepare themselves for life after college.
For most students, enhancement will provide an opportunity for exploration, which includes double majors, minors, concentra-
tions, certificates/credentials, and 4+1 pathways.
All students, with the support of their advisors, are encouraged to use this curricular space to integrate additional opportunities
for contemporary skill-building, experiential learning, Jan Term travel, study abroad, internships, community engagement, stu-
dent leadership, and professional development into their undergraduate experience.
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Specialized Certificate Programs
A Specialized Certificate Program is a coherent set of academic coursework and/or practica, between 9 and 18 Carnegie units or
non-course-credit practica of at least 110 hours, that does not lead to a degree but focuses on a well-defined area of study that is
oriented toward acquiring experience and demonstrating assessable competencies.
In some disciplines, a Specialized Certificate is akin to a professional credential, while in others, it is recognition of competence
in a specific skill, practice, or field of study. Specialized certificate programs are for learners who want to increase their skills
and knowledge, bolster an existing career or pursue a new field, in a short time frame. Such programs can be interdisciplinary
to provide learners the opportunity to increase their skills across various disciplines, and they can also be intra-departmental,
aiming to broaden and deepen the competencies gained in the major or minor. It is expected that all coursework is completed at
SMC.
Class and Final Time Block Schedule
Final Exam Time Weekly Class times
Monday 8:00-10:00 MWF 8:00-9:05 or MWF 8:15-9:05
Wednesday 8:00-10:00 MW 9:15-10:30 or MWF 9:15-10:20 or MWF 9:15-10:05
Monday 10:30-12:30 MW 10:40-11:55 or MWF 10:40-11:45 or MWF 10:40-11:30
Wednesday 10:30-12:30 MW 12:05-1:20 or MWF 12:05-1:10 or MWF 12:05- 12:55
Monday 1:00-3:00 MW 1:30-3:10 or MW 1:30-2:45
Wednesday 1:00-3:00 MW 3:20-5:00 or MW 3:20-4:35 or MWF 3:20-4:10
Monday 3:30-5:30 MW 5:10-6:50 or MW 5:10- 6:25
Monday 7:00-9:00 MW 7:00-8:40 or MW 7:00-8:15
  
Tuesday 8:00-10:00 TTH 8:00-9:40 or TTH 8:25-9:40
Thursday 8:00-10:00 TTH 9:50-11:30 or TTH 10:05-11:20
Tuesday 10:30-12:30 TTH 11:40-1:20 or TTH 11:40-12:55
Thursday 1:00-3:00 TTH 1:30-3:10 or TTH 1:30-2:45
Tuesday 3:30-5:30 TTH 3:20-5:00 or TTH 3:20-4:35
Thursday 3:30-5:30 TTH 5:10-6:50 or TTH 5:10-6:25
Tuesday 7:00-9:00 TTH 7:00-8:40 or TTH 7:00-8:15
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