Search Results

Catalog Description Prerequisite: Completion of ENGL C1000 with grade of "C" or better Hours: 54 lecture Description: Study of structure of English grammar, both descriptive and prescriptive. Introduction to terminology and structure of traditional grammar; analysis of standard rules for agreement, punctuation, pronoun reference, etc.; introduction to varied methods of language acquisition among culturally diverse populations. For students who plan to teach or who are particularly interested in grammar as it relates to writing. Intended to meet CSU requirement for Liberal Studies major. (CSU, UC) Course Student Learning Outcomes CSLO #1: Analyze traditional grammar by recognizing and describing parts of speech, parts of sentences, sentence types, verb forms, verb tenses, phrases, clauses, and verb complements. CSLO #2: Analyze, describe, and correct major usage problems including but not limited to apostrophe errors, sentence fragments, run-on sentences, comma splices, subject-verb agreement errors, and pronoun errors. CSLO #3: Analyze the methods of language acquisition, including acquisition of English among culturally diverse populations, and recognize and demonstrate the differences between standard and non-standard usage. CSLO #4: Illustrate correct sentence punctuation and illustrate how punctuation can affect meaning. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Through exams, written essays, and class participation: 1. analyze the structure of English, the methods of language acquisition, including acquisition of English among culturally diverse populations; 2. analyze traditional grammar, recognize and describe parts of speech, sentence types, verb forms, verb tenses, helping verbs, phrases, clauses, and verb complements; 3. recognize, describe, and correct major usage problems including but not limited to apostrophe errors, sentence fragments, run-on sentences, comma splices, subject-verb agreement errors, and pronoun errors; 4. recognize and demonstrate the differences between standard & non-standard usage; 5. punctuate sentences correctly and illustrate how punctuation can affect meaning; and 6. write a minimum of 2000 words of clear, correct college level prose, dealing with usage issues, controversy revolving around the teaching of grammar, or other topics related to the study of the structure of English and the teaching of traditional grammar. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: 1. Students will work in small groups and as a whole class to discuss concepts presented in the lecture and the texts. Example Question: In a small group, discuss the concept of form verses function and how this affects the teaching of grammar. Be prepared to present your discussion to the class. Essay Examinations Example: 1. Students will take tests that require short answers (paragraphs) explaining concepts, defining terms, etc. Example Question: Explain the difference between form and function. 2. Students will be asked to write sentences illustrating concepts covered in the class. Example Question: Write four original sentences: a simple sentence, a compound sentence, a complex sentence, a compound-complex sentence. Objective Examinations Example: Students will take a series of tests asking them to do the following: 1. Analyze sentences to determine whether the sentence is simple, compound, complex, or compound-complex. Example question: What type of sentence is "After Jack became a teacher, he realized that teaching was very hard work. 2. Analyze sentences to determine sentence patterns, for example subjects/predicates/objects or complements. This requires determining whether the verb is transitive, intransitive, or linking. Example question: Identify the subject, predicate, and any objects or complements in this sentence: After Jack became a teacher, he realized that teaching was very hard work. Example Question: Jack became a teacher, he realized that teaching was very hard work. Problem Solving Examinations Example: 1. Identify comma splices and fused/run-ons in the following sentence. If the sentence is correct, place a C at the end. Projects Example: 1. Students will work in small groups to discuss and present assigned topics. Example Assignment: As a group, explain the difference between transitive and intransitive verbs and create and lead the class through an exercise to illustrate these concepts. Reports Example: 1. Students will work in small groups throughout the class, researching and studying various topics (i.e. Teaching English Language Learners, Teaching Students with Learning Disabilities, The History of the English Language, etc. They will write a research paper, and the group will also present their findings to the class as a whole. Example Question: Essay Assignment, Research Essay, Group research project Choose a topic from the following list. In groups, research the topic and present the findings both in a presentation and in writing. The presentation will be a group effort, but the research essay may either be done individually, as a group, or with a partner in your group. Write a brief evaluation of the group process and the members' efforts. Topics to choose from: English Dialects, Methods of Grammar/Language Arts Instruction, Issues in Grammar Instruction, Teaching Grammar to English Language Learners, Teaching Grammar to Students with Learning Disabilities, Language Acquisition. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will ask students to do exercises at the end of each chapter in the text, self-correct the exercises, and write an analysis explaining the student's level of understanding of the concepts being studied. Students will compare answers in small groups, and the instructor then will lead the class through an analysis of these exercises. Students will read the chapter in the text about grammar, usage, and composition, as well as consult grammar handbooks. They will also read for the research project. They will apply what they've learned from the reading to group exercises, discussions, and presentations. Students will write a reflective journal, a reflective essay, and an essay requiring research. Students will complete a series of tests illustrating the students' understanding of basic grammar and usage. The instructor will assist students in correcting any errors on the test as part of the testing process. The instructor will have students 'deconstruct' sentences and identify the functions of the parts to identify and understand the structure of English. Distance Learning Students will read or listen to a lecture, read a chapter in the text book, and participate in a guided discussion of the concepts covered. Students will take a series of reading quizzes, chapter quizzes, and tests online. Typical Out of Class Assignments Reading Assignments 1. Read the chapter in the text on "The Simple Sentence" and do the exercises analyzing verb types. 2. Read the chapter in the text on "Grammar and the Writing Process" and write a summary analyzing the challenges grammar poses for beginning writers. Writing, Problem Solving or Performance 1. Write a reflective essay analyzing your personal experiences studying grammar and the place that grammar instruction should have in elementary and high school English instruction. 2. In groups, analyze and 'teach' a lesson to the class on a portion of a chapter in the Grammar text, including leading the class through exercises and activities. 3. Working with other students, review and correct tests to be resubmitted with completely correct answers. Other (Term projects, research papers, portfolios, etc.) 1. Complete an English 2 journal in which you do the assigned exercises from the text. Include also your questions and comments on the material; any feelings, or perceptions, or insights you have as you work through the exercises; and any problems you are having with the exercises, readings, and/or essay assignments. 2. With other members of the class, complete a research project on one of the following topics: English Dialects, Methods of Grammar/Language Arts Instruction, Issues in Grammar Instruction, Teaching Grammar to English Language Learners, Teaching Grammar to Students with Learning Disabilities, Language Acquisition, the Reading/Writing Connection. Research findings will be presented both as a research paper and as a group presentation to the class. Required Materials Grammar for Language Arts Teachers Author: Calderonello, Martin, Blair Publisher: Longman Publication Date: 2003 Text Edition: 1st Classic Textbook?: OER Link: OER: Rules for Writers Author: Hacker, Diana Publisher: Bedford Publication Date: 2016 Text Edition: 8th Classic Textbook?: OER Link: OER: Analyzing English Grammar Author: Klammer, Schulz, Volpe Publisher: Allyn & Bacon Publication Date: 2013 Text Edition: 7th Classic Textbook?: OER Link: OER: Understanding English Grammar Author: Kolln, Martha Publisher: Longman Publication Date: 2016 Text Edition: 10th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Completion of intermediate algebra or higher with grade of "C" or better or appropriate placement Advisory: Eligibility for ENGL C1000 Hours: 144 (54 lecture, 90 laboratory) Description: Part of the BIOL 1/BIOL 2/BIOL 3 course series for life science majors. Introduction to the principles of botany, including diversity, classification, life cycles, and evolutionary trends of plants, fungi, algae, and cyanobacteria. Emphasis is on the anatomy, morphology, physiology, development, evolution, and ecology of plants. Field trips may be required; transportation will be provided. Recommended for biology majors and students in environmental science, plant biology or related programs. Non-life science majors see BIOL 14, BIOL 21, or BIOL 24. Not recommended for students taking BIOL 140. (C-ID BIOL 155) (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify and describe primary and secondary plant metabolites and their significance to both plants and humans. CSLO #2: Identify and describe the major cells and tissues in roots, stems, leaves, wood, and reproductive parts. CSLO #3: Compare and contrast structure and function of major tissue types in stems, roots, and leaves, of angiosperms and gymnosperms. CSLO #4: Describe the fundamental characteristics of plant-based viruses, cyanobacteria, photosynthetic protists, fungi, and members of the plant kingdom (bryophytes, ferns, gymnosperms and angiosperms). CSLO #5: Detail the broad evolution of plants and their association with the current ecological landscape. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 144 Outside of Class Hours 108 Total Student Learning Hours 252 Course Objectives Course objectives are linked to items in the Course Content Outline (in parentheses). Lecture Course Objectives: 1. Identify and describe secondary plant metabolites and their significance to both plants and humans (#2) 2. Correlate the basic structural features of plant cells with the functions of the structures in plants (#3, #4, #5, #6, #7) 3. Compare and contrast structure and function of major tissue types in stems, roots, and leaves, of angiosperms and gymnosperms (#4, #5, #6, #7) 4. Diagram the major features of life cycles in fungi, bryophytes, ferns, gymnosperms, and angiosperms (#15, #16, #17, #18, #19) 5. Describe the fundamental characteristics of plant associated viruses and photosynthetic and plant associated prokaryotes and protists (#13, #14) 6. Identify and describe the general characteristics and evolution of the Fungi, photosynthetic protists and Plant kingdom (#12, #13, #14, #15, #16, #17, #18, #19) 7. Identify the major pathways of water and dissolved substances in plants (#3, #4, #5, #6, #7, #11) 8. Categorize and describe the factors controlling plant growth (#3, #9, #10) 9. Compare and contrast the various common plant hormones by bioassay and behavioral response (#9) 10. Identify the basic pathways for light dependent reactions as they apply to the behavior of plant responses (#8) 11. Compare and contrast C3, C4 and CAM photosynthesis (#8) 12. Outline and describe the events and cite examples of evolution in the plant kingdom (#12, #15, #16, #17, #18, #19) 13. Categorize and arrange organisms studied in logical evolutionary and phylogenetic order (#12, #13, #14, #15, #16, #17, #18, #19) 14. State and apply major features of currently accepted plant classification (#12, #13, #14, #15, #16, #17, #18, #19) 15. Identify ways in which plants interact with their environment, and implications of these interactions (#9, #10, #20, #21 16. Identify the major biomes by their climatic, latitudinal and biological indicators (#20) 17. Apply plant ecological principles such as food chains and food webs, primary productivity, nutrient cycling, and ecosystem succession to any major world ecosystem or community (#20) 18. Develop and describe a timeline for ecosystem succession (#20) Laboratory Course Objectives: 1. Use compound and dissecting microscopes to investigate plant structures (using both fresh and prepared specimens) (#1, #2, #3, #4, #5, #6) 2. Dissect fresh plant specimens under a dissecting microscope (#1, #2, #3, #4, #5, #6, #13, #14, #15, #16, #17) 3. Illustrate and identify cellular plant structures (#2, #3, #4, #5, #6, #13, #14, #15, #16, #17) 4. Identify and locate major stem, root, leaf, and reproductive tissues (#2, #3, #4, #5, #6, #13, #14, #15, #16, #17) 5. Differentiate and characterize the distinguishing features of selected representatives of the following groups of organisms: bacteria, archaea, protista, fungi, lichens, bryophytes, ferns, gymnosperms, and angiosperms (monocots and dicots) (#11, #12, #13, #14, #15, #16, #17) 6. Categorize and identify plant specimens according to taxonomy, family, and species (#11, #12, #13, #14, #15, #16, #17) 7. Analyze experimental data regarding plant physiology, hormones, water relations, and nutrient requirements (#2, #8, #9, #10) 8. Evaluate various soil/mineral deficiencies in plants by recognizing/identifying specific plant responses (#2, #10) General Education Information Approved College Associate Degree GE Applicability AA/AS - Life Sciences AS - Life Science Lab AA/AS - Natural Sciences AA/AS - Natural Sciences Laboratory CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B2 Life Science CSUGE - B3 Lab Activity Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 5B Biological Science IGETC - 5C Laboratory Science Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: To address lecture course objective #1, "Identify and describe secondary plant metabolites and their significance to both plants and humans", students might participate in a class discussion about the features of and differences between primary and secondary metabolites, including the three classes of secondary metabolites, and examples of these metabolites that are used in medicine. Students could be evaluated on participation, accuracy of information and completeness of information. Rubric grading. Essay Examinations Example: To address lecture course objective #3, "Compare and contrast structure and function of major tissue types in stems, roots, and leaves, of angiosperms and gymnosperms", students might answer an essay question on an exam that asks them to explain the location and role of the endodermis in regulating the movement of substances into and out of the root's vascular cylinder. Students could be evaluated on the accuracy and completeness of their answer. Rubric grading. Objective Examinations Example: To address lecture course objective #1, "Identify and describe secondary plant metabolites and their significance to both plants and humans", students might answer a quiz or exam question asking them to describe or distinguish between primary and secondary metabolites, including the three classes of secondary metabolites, and provide examples of these metabolites that are used in medicine. Students could be evaluated on accuracy and completeness of their answer. Rubric grading. Projects Example: To address lecture course objective #13, "Categorize and arrange organisms studied in logical evolutionary and phylogenetic order" and lab course objective #6, "Categorize and identify plant specimens according to taxonomy, family, and species", students might be asked to complete a semester project involving the collection, identification, and proper preparation of herbarium specimens. Students could be evaluated based on the number of specimens collected, the diversity of the specimens, the quality of the specimens and herbarium sheets, and the accuracy of species identifications. Rubric grading. Reports Example: To address lab course objective #7, "Analyze experimental data regarding plant physiology, hormones, water relations, and nutrient requirements", students might conduct an experiment on bean and pea growth and then prepare a formal lab report describing the experiment and results and including analysis of those results. Students could be evaluated based on the composition of the lab report, the accuracy of the information, and the scientific validity of conclusions drawn. Rubric grading. Skill Demonstrations Example: To address lecture course objective #13, "Categorize and arrange organisms studied in logical evolutionary and phylogenetic order" and lab course objective #6, "Categorize and identify plant specimens according to taxonomy, family, and species", students might collect, identify, and properly prepare specimens for inclusion in an herbarium. Students could be evaluated on their skill in collecting specimens of appropriate species, size, and condition. Students could also be evaluated on their skill in pressing and mounting those specimens on an herbarium sheet with all pertinent specimen information documented. Rubric grading. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: To address lab course objective #7: "Analyze experimental data regarding plant physiology, hormones, water relations, and nutrient requirements", the instructor may prepare a demonstration on the proper technique for applying hormone to the apical meristem of beans and peas. After demonstration, instructor will ask students to perform the task and collect experimental data twice weekly for three weeks. Students will have become familiar with technique by reading both lab manual and textbook, writing information in lab manual, and analyzing the outcome. To address lab course objective #6: "Categorize and identify plant specimens according to taxonomy, family, and species", the instructor could demonstrate the local plants with live specimens and identify methods for categorization. Students will then be able to correctly identify these local plants in the field or on a lab practical exam. Lecture: To address lecture course objective #3: "Compare and contrast structure and function of major tissue types in stems, roots, and leaves, of angiosperms and gymnosperms, the instructor might prepare lectures that highlight, define, and compare the major tissues throughout all the regions in a plant. The lecture could include images that show where all the tissues are located and types of cells involved. Students will then be able to correct answer homework or exam questions about these tissue types. To address lecture course objective #11: "Compare and contrast C3, C4 and CAM photosynthesis", the instructor could prepare a lecture outlining and detailing the events of C3 photosynthesis and then use this mechanism to explain and compare C4 and CAM photosynthesis. The instructor could use models, videos, and diagrams to explain these processes. Students will then be able to participate in a class discussion concerning the advantages and disadvantages of each type of photosynthesis. Distance Learning To address lecture course objective #7, "Identify the major pathways of water and dissolved substances in plants", the instructor might prepare a lecture to post online that explains the basic movement of water and dissolved substances in plants, providing examples of different substances and scenarios. This online lecture might include text, audio (with transcript), and/or captioned video presentation of information.The students will be listening and/or watching this lecture, taking notes, asking clarifying questions (via chat, Zoom, email, etc.), and making connections to previous lecture topics and/or experiments conducted in the laboratory. A student can demonstrate mastery of this objective in multiple ways. One example is to successfully answer an online multiple choice or essay exam question that asks the student to correctly identify the sequence of structures that water and/or dissolved substances move through in a plant. Another example is to ask the student to create an annotated diagram of the flow patterns of water and/or dissolved substances in a plant. Students could create this diagram digitally and upload the file to the course LMS, or create the diagram on paper and then scan/photograph the diagram and upload the resulting file to the course LMS. To address lecture course objective #15, "Identify ways in which plants interact with their environment, and implications of these interactions", the instructor might guide students in an online discussion of the various interactions that plants participate in, asking students to consider specific examples of species that are found in California to illustrate those interactions. Typical Out of Class Assignments Reading Assignments 1. Read a periodical (e.g. Science News, Nature, National Geographic) on plants and food and be prepared to discuss in class. 2. Conduct research on assigned protists and present their findings to the rest of the class via presentation (e.g. PowerPoint). 3. Read the assigned pages from the textbook and be prepared to discuss primary metabolite review for class. Writing, Problem Solving or Performance 1. Complete a formal laboratory report that contains an introduction, purpose, procedure, and materials used for each lab. 2. Conduct an experiment on bean and pea growth when subjected to various hormones, collect data for 4 weeks, and determine the effect of the hormone on plant growth. 3. Complete short-answer questions from a published laboratory manual each week regarding topics related to course. Other (Term projects, research papers, portfolios, etc.) 1. Collect 25 plants from the wild, identify to genus, mount, and display them, and present their collection to the class. 2. Conduct research on an aspect of plant physiology. The paper submitted must be 7 - 10 pages in length and consist of an Abstract, Introduction, Methods and Materials, Presentation of Data, Discussion, and Conclusion. Required Materials Raven Biology of Plants Author: Evert and Eichhorn Publisher: Macmillan Publication Date: 2013 Text Edition: 8th Classic Textbook?: OER Link: OER: A Photographic Atlas for the Botany Laboratory Author: Rushforth et al. Publisher: Morton Publication Date: 2016 Text Edition: 7th Classic Textbook?: OER Link: OER: Botany: An Introduction to Plant Biology Author: Mauseth Publisher: Jones & Bartlett Publication Date: 2012 Text Edition: 7th Classic Textbook?: OER Link: OER: Botany: A Lab Manual Author: Mauseth Publisher: Jones & Bartlett Publication Date: 2016 Text Edition: 6th Classic Textbook?: OER Link: OER: Introduction to Plant Science: Investigating the Green World Author: McKenney, Chau, and Shuch Publisher: Kendall Hunt Publication Date: 2019 Text Edition: 2nd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Completion of ENGL C1000 with grade of "C" or better Advisory: Completion of COMM C1000 with grade of "C" or better Hours: 54 lecture Description: Argumentation and rhetorical criticism focuses on methods of critical inquiry, advocacy, and argumentative writing through the written and oral traditions. Students will refine and strengthen critical thinking skills necessary to identify, analyze, and evaluate communicative messages and arguments in a variety of forms. Theoretical components will introduce students to perspectives toward argument analysis to develop basic criteria for identifying and evaluating effective, ethical arguments both written and orally. Significant emphasis will be placed on the sophistication of writing assignments surrounding argumentative and rhetorical theory. Students will write a minimum 5,000 words during the course. (C-ID COMM 120) (CSU, UC) Course Student Learning Outcomes CSLO #1: Explain the relationship between theories of argumentation and the implementation of argumentation based on type and form. CSLO #2: Discuss diverse perspectives in the development and delivery of argument and rhetoric in a variety of forms. CSLO #3: Demonstrate the use critical research methods to analyze and evaluate premises, assumptions, rhetorical properties, and implications in arguments. CSLO #4: Construct written and oral arguments that draw on theoretical perspectives of argumentation and rhetorical criticism to evaluate the use of logic, reasoning, and rhetorical strategy within a variety of texts. CSLO #5: Integrate strategies of writing and presenting a progression of arguments, written and orally demonstrating increasingly complex development, critical thought, and advocacy. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Write organized and well-supported essays (1,500-3,000 words) using sophisticated rhetorical strategies that emphasize structure, coherence, style, and rhetorical sensitivity for diverse audiences culminating in at least 5,000 words . Develop written and oral arguments that represent diverse rhetorical sensibility, ethical, reasonable, and logical assumptions in order to make informed judgements about communicative phenomena and messages. Refine research skills by evaluating primary and secondary sources with respect to relevance, reliability, and appropriateness to rhetorical context.  Differentiate the components of an argument utilizing various methods of reasoning including inductive and deductive. Evaluate arguments of different forms across a variety of communication contexts. Interrogate personal assumptions and implications of claims based on fact, value, and policy using critical methods of inquiry. Recognize and refute logical fallacies in a variety of formats. General Education Information Approved College Associate Degree GE Applicability AA/AS - Critical Thinking AA/AS - Comm & Analyt Thinking CSU GE Applicability (Recommended-requires CSU approval) CSUGE - A1 Oral Communication CSUGE - A3 Critical Thinking Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 1B - Critical Thinking IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 1C Oral Communication Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Discussion can be whole class or small groups with a report to the whole class addressing the following questions: What is the nature of argument? What is the relationship between logic and reasoning? How do we make judgments about arguments we experience? Essay Examinations Example: Essay question: Define values and value hierarchies and explain how you might use both to craft an opinion column persuading the reader to abolish a college sport (e.g., football, basketball, fencing, etc.). Your essay should be approximately 500-750 words. Objective Examinations Example: Multiple choice question: Which of the following is not a part of an argument according to Toulmin? a. Qualifier b. Claim c. Backing d. Warrant e. Description Short answer question: List and define the canons of rhetoric. Other Example: In a formal essay, of at least 1,500 words, students will demonstrate their ability to critically analyze and evaluate the rhetorical effectiveness of a given text in a well-developed and supported argument of their own. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Lecture on Toulmin's approach to rhetoric and explanation of his method of argument analysis. Potential discussion questions: What are the most important aspects of the Toulmin model? How do we determine parts of an argument according to Toulmin? How do we evaluate the effectiveness of an argument according to Toulmin? How is Toulmin's approach to rhetoric different than Aristotle? When discussing the Neo-Aristotelian tradition of rhetoric, display a list of classical terms. In groups, students map the words that are similar in definition, function, or have a relationship. Students will present their mappings to the class. Students bring in a newspaper or magazine article. In groups students must identify the logical fallacies used in the article and identify the type argument (fact, value, policy). Distance Learning Discussion board is created with different issues based on fact, value, and policy. Students organize themselves into groups based on the argument of interest. Students work together to research information to build an argument, provide documented support and refute the opposition. Complete projects will be combined in a peer engagement discussion board that will provide all students to evaluate the effectiveness of the groups' argument and offer feedback for improvement. Typical Out of Class Assignments Reading Assignments After doing reading on the scientific approach of Aristotle, students will provide a modern interpretation of his writing on "Usefulness of Rhetoric" using his 4-form proof as a guide. After reading about meaning-centered theory, students will locate a visual-based argument and discuss its effectiveness. Writing, Problem Solving or Performance Using a recent newspaper or periodical, students will select an editorial and address the following questions: What is the argument (claim) the author is making? Who is the target audience for the argument? What is the structure of the argument (statement and proof)? How is the evidence presented? What type of reasoning is used to connect the evidence to the claim? What types of appeals (logical, emotional, psychological) is the author using to persuade his target audience? How does the author establish his or her credibility? Finally, diagram the argument using Toulmin's Model of Argument. After determining the debate proposition, each student will select and research one viewpoint of the issue and write a deliberation brief that incorporates structured, persuasive argument of approximately 2,000 words. Debate components will cover a fact, value or policy proposition, designation of the central issues, delineation of commonplaces shared with opponents, and definition of key terms. The brief will also contain all the claims the student plans to advance in the debate as well as relevant support and evidence, and an outline of all underlying values and assumptions. Finally, each student will assess the standpoint, power and perspective for each advocate involved in the debate. After each student has a brief prepared, students will enter into a deliberation over the issue. When the deliberation is complete, students will write an analysis paper approximately 2,500 words of the issue including both, or all, viewpoints. In the analysis, students will evaluate their performance and explain any alterations or significant changes to their argument as a result of the deliberation. Other (Term projects, research papers, portfolios, etc.) Critical analysis paper, approximately 3,000 words focuses on the strategic use of rhetorical appeals and persuasive power of a given text. The argument the student makes about the text must address how/why it works rhetorically, not simply what it conveys. Students’ argument must also evaluate rhetorical appeals used within the text in order to determine the overall effectiveness of the text's argument. Required Materials Advocacy and Opposition: An Introduction to Argumentation Author: Rybacki, D. & Rybacki, K. Publisher: Pearson Publication Date: 2021 Text Edition: 7th Classic Textbook?: No OER Link: OER: Everything's an Argument Author: Lunsford, A. and Ruszkiewicz, J. Publisher: Bedford/St. Martins Publication Date: 2021 Text Edition: 9th Classic Textbook?: No OER Link: OER: Arguing Using Critical Thinking Author: Martenay, J. Publisher: LibreTexts Publication Date: Text Edition: Classic Textbook?: No OER Link: OER: https://socialsci.libretexts.org/Bookshelves/Communication/Argument_and_Debate/Arguing_Using_Critical_Thinking_(Marteney) How Arguments Work- A Guide to Writing and Analyzing Texts in College Author: Mills, A. Publisher: LibreTexts Publication Date: Text Edition: Classic Textbook?: No OER Link: OER: https://human.libretexts.org/Bookshelves/Composition/Advanced_Composition/How_Arguments_Work_-_A_Guide_to_Writing_and_Analyzing_Texts_in_College_(Mills) The Practice of Argumentation: Effective Reasoning in Communication Author: Zarefsky, D. Publisher: Cambridge University Press Publication Date: 2019 Text Edition: Classic Textbook?: No OER Link: OER: Critical Thinking Author: Gurevich, A. Publisher: MHCC Library Press Publication Date: 2019 Text Edition: Classic Textbook?: No OER Link: OER: Yes Arguments in Context: An Introduction to Critical Thinking Author: Robinson, T. Publisher: Muhlenberg College Publication Date: 2021 Text Edition: Classic Textbook?: No OER Link: OER: Yes Logic and Critical Thinking Author: Levin, N. & Sheley, J.D. Publisher: NGE Far Press Publication Date: 2019 Text Edition: Classic Textbook?: No OER Link: OER: Yes Diving into Rhetoric: A Rhetorical View of History, Communication, and Composition Author: Palmer, K. Publisher: The Worry Free Writer Publication Date: 2020 Text Edition: Classic Textbook?: No OER Link: OER: Yes Argumentation: Critical Thinking in Action Author: Lapakko, D Publisher: Kendall Hunt Publication Date: 2021 Text Edition: 5th Classic Textbook?: No OER Link: OER: Arguments and Arguing: The Products and Process of Human Decision Making Author: Hollihan, T.A. & Baaske, K.T. Publisher: Waveland Press Publication Date: 2022 Text Edition: 4th Classic Textbook?: No OER Link: OER: Argumentation: Understanding and Shaping Arguments Author: Herrick, J.A. Publisher: Strata Publishing, Inc. Publication Date: 2023 Text Edition: 7th Classic Textbook?: No OER Link: OER: Argumentation and Criticial Decision Making Author: Rieke, R., Sillars, M. and Peterson, T. Publisher: Pearson Publication Date: 2021 Text Edition: 8th Classic Textbook?: No OER Link: OER: The Approachable Argument Author: Leigh, M.& Davarni, S.S. Publisher: Kendall Hunt Publishing Publication Date: 2020 Text Edition: 4th Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: Population, migration, religion, languages, agriculture, economic development and exploration of how humans interact with their environment. Analysis of differences of cultures including housing types, agricultural techniques, and popular and folk customs. Investigation of humans as the primary modifier of the physical landscape within the limits of the Earth's natural resources. (C-ID GEOG 120) (CSU, UC) Course Student Learning Outcomes CSLO #1: Explain basic demographic tools used to compare places, such as population pyramids and the demographic transition. CSLO #2: Compare and contrast folk versus popular culture by investigating social customs and how they diffuse. CSLO #3: Summarize basic precepts of each major universalizing and ethnic religions and identify where they are generally practiced. CSLO #4: Identify places in the world with major conflicts related to political boundaries, demographics, ethnicity and economics, enumerating key issues of each conflict and explain the history behind the conflict. CSLO #5: Describe the major forms of subsistence and commercial agriculture, the geographic extent, their methods of food production, and human ecology with emphasis on environmental challenges. CSLO #6: Estimate natural resources supplies, demand, and location, such as energy and water, and associated conservation issues. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Apply geographic concepts to various aspects of human culture. 2. Explain or define basic demographic concepts such as demographic transition, diagram population pyramids and provide examples of overpopulation. 3. Identify migration distribution patterns and assess the factors responsible for these human movement trends. 4. Identify various human social customs, and appreciate unique cultural folk traditions, while contrasting these with popular globalized human practices. 5. Map world language families and their various linguistic divisions while assessing the impact of global languages on human culture. 6. Observe the distribution of world religions, compare the universalizing traditions with distinct ethnic belief systems. 7. Identify various ethnic groups,and the geographic influences upon these groups. Discuss the importance of multinational state integration and the potential for conflict. 8. Interpret existing political boundaries in demographic, ethnic, and economic terms. 9. Explain the distribution of wealth of developed and developing regions. 10. Assess the various measurements of economic development and the impact of globalization. 11. Analyze agricultural activity by relating it to climate, water, and soils. Summarize the types of agriculture while categorizing various regions as developed and developing. 12. Define settlements versus urbanization in terms of human culture. Summarize the historical perspective of settlements as well as the current distributional patterns. 13. Analyze various resource issues as confronted by human cultures. Discuss various solutions, conservation, development problems and the manners that cultures respond to these. General Education Information Approved College Associate Degree GE Applicability AA/AS - Social Sciences AA/AS - Social and Behavioral Sciences AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D5 Geography CSUGE - D7 Interdisciplinary Soc/Behav CSUGE - D8 Pol Sci/Govt/Lgl In Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4E Geography Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: After a lecture on population statistics, students complete a worksheet on the relationship between income and natural increase rates. Students will note that more income, per capita, often leads to lower natural increase rates. Students continue to discuss possible population growth challenges and solutions. Objective Examinations Example: Ask specific exam questions regarding religions of the world, where are they located, with a focus on comparing and contrasting their basic precepts. For example, how Islam and Christianity are similar and different, such as Jews, Christianity and Muslims all agree that Abraham is the Patriarch of their religion and founder of monotheism. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor discusses population growth challenges and solutions by referencing the - "Demographic Transition" through graphing tabular data showing income and natural increase rates for various countries. Through lecture and class discussion, students discover the inverse relationship between high wealth and low population growth, such as in developed countries. Distance Learning After an instructor lecture on religious precepts, students will read about religious precepts and look at maps to conceptualize world religion and its distribution, important aspects, ceremonies, unique landscapes and where are these religions are readily present. Typical Out of Class Assignments Reading Assignments 1. Read assigned chapter on population to prepare for weekly quiz and a classroom discussion regarding population challenges and solutions. 2. Read hand-out/article on fossil fuel consumption in the US and around the world to be prepared for a discussion on future adaptation to limited supplies and pollution problems. Writing, Problem Solving or Performance 1. Examine tabular data on Gross Domestic Product per capita and Crude Birth Rates (CBR), Death Rates, Nat. Increase Rates (NIR) then graph for listed countries. Assess the correlation between high GDP per capita and low CBR and NIR. Discuss outliers and patterns for each country. 2. Starting with textbook, research persistent ethnic conflicts around the world as assigned to each group. Then use other sources, such as the Internet, to elaborate on the historical and geographical context of the assigned conflict. Present to group findings with review questions for the group. Other (Term projects, research papers, portfolios, etc.) Presentation (ethnic conflicts), linked to research topic (previous listed above). Required Materials Contemporary Human Geography Author: James M. Rubenstein Publisher: Pearson Publication Date: 2017 Text Edition: 12th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Hours: 54 lecture Advisory: Eligibility for ENGL C1000 Description: This course will require students to explore, analyze, personalize, and discuss the following issues as they relate to the essential components of health and wellness: nutrition, physical activity/exercise/fitness, weight control, eating disorders and body image, media influences, mental health, stress, violence, substance use/abuse, sexuality and sexual orientation, sexually transmitted infections, reproductive choices/contraception, relationships, disease prevention, environment, health care, aging, and general public health issues. Students will be taught the knowledge and skills necessary to implement lifestyle behaviors that can improve their health and well-being. (CSU, UC) Course Student Learning Outcomes CSLO #1: Describe the six dimensions of wellness (physical, emotional, intellectual, social, spiritual, and environmental) and their interrelationship. CSLO #2: Examine statistical data of incidence of occurrence of health issues in the U.S and globally for health disparities and inequities. CSLO #3: Apply the dietary recommendations to diet planning throughout the lifecycle and in the promotion of physical fitness, weight management, and disease prevention. CSLO #4: Analyze personal and family health behaviors as they relate to human sexuality, relationships, sexual orientation, and parenthood. CSLO #5: Describe the role of substance use, misuse, and abuse in our society and its impact on the individual, family, community, economy, and social structure. CSLO #6: Analyze one's lifestyle from a wellness perspective and describe theories of behavior change. In response, areas of personal health needing behavior change will be identified and incorporated into a lifestyle. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Upon successful completion of the course, students will be able to: 1.     Describe the six dimensions of wellness (physical, emotional, intellectual, social, spiritual, and environmental) and their interrelationship. 2.     Distinguish the difference between personal health and public health. 3.     Apply the dietary recommendations to diet planning throughout the lifecycle and in the promotion of physical fitness, weight management, and disease prevention. 4. Identify fitness principles and exercise program components to improve cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition. 5.     Describe the role of stress and mental health in health promotion and disease prevention. 6.     Analyze the inter-relatedness of eating disorders and body image, and the impact of the media. 7.     Analyze personal and family health behaviors as they relate to human sexuality, relationships, sexual orientation, and parenthood. 8.     Describe the stimulus leading to violence and strategies to minimize its occurrence. 9.     Describe the role of substance use, misuse, and abuse in our society and its impact on the individual, family, community, economy, and social structure. 10.  Identify specific preventative measures to reduce the risk of developing various diseases, contracting infections, and experiencing unintended pregnancies, violence, and addiction. 11.  Identify common practices and attitudes that contribute to intentional and unintentional injuries on a personal and community level and strategies that would reduce their occurrences. 12.  Examine the physiological, emotional, psychological, and sexual aspects of aging. 13.  Describe the inter-relationship between human beings and their environment. 14.  Analyze the health care delivery system, including inequities and discrepancies. 15.  Interpret and evaluate health and medical information from general and subject-specific library and credible Internet sources. 16.  Communicate orally and in writing in the scientific language of the discipline. 17.  Analyze one's lifestyle from a wellness perspective. In response, areas of personal health needing behavior change will be identified and (ideally) incorporated into a lifestyle. General Education Information Approved College Associate Degree GE Applicability AA/AS - Health Ed/Physical Ed CSU GE Applicability (Recommended-requires CSU approval) CSUGE - E1 Lifelong Learning and Self-Development Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Students will discuss the merits of their nutritional choices when dining out in restaurants. Students will collect the nutritional information and compare it to that which is recommended for their gender, age, body composition and activity level. This assignment will allow the instructor to assess the student's general nutritional knowledge as it relates to healthy eating. Objective Examinations Example: Students will be required to take an objective exam after each unit of study and will achieve at least 70% accuracy. This exam will include definitions of terms related to the unit, application of concepts and ideas that demonstrate comprehension. Example: True or False - There are 5 strategies for enhancing psychological well-being. Projects Example: Students will analyze and rank their individual six dimensions of health and identify ways to improve each dimension's ranking with lifestyle behavioral changes. This assignment will enable the student to demonstrate knowledge of the depth of the dimensions through their own personal examples. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The course instructor will facilitate a class discussion on issues that cause stress for the college student. The impact of time management skills on stress will also be explored. Students will work in small groups to explore their individual experiences and design ways to help themselves manage the different forms of stress by creating a calendar that maps out each week's work, school, and life schedules. The course instructor will assign students to read the chapter on nutrition. Each student will complete a dietary analysis of their eating habits over a 5 day period of time by keeping a detailed food diary under the guidelines provided by the course instructor. The diaries will be evaluated by the instructor and students will receive individualized dietary goals to improve in one of the nutritional guideline areas recommended for their age, gender and activity level. Distance Learning The course instructor will present a PowerPoint lecture to describe how to read food labels. The students will practice reading food labels using examples of the processed food products brought from their home pantries. The students will analyze the strengths and weaknesses of their food choices in a nutritional template provided by the instructor to share in groups of five. Typical Out of Class Assignments Reading Assignments 1. The student will select two health-related articles from current newspapers or periodicals that focus on men's or women's health, disease prevention, or natural health in which the results of a recent research study are referenced regarding a health topic covered in the course. The student will defend or criticize the article based on the quality of the research that was cited. 2. The student will select and review three health-related articles from three different sources about the same health-related subject. The student will compare and contrast the information found in each of the three articles. Writing, Problem Solving or Performance 1. Based upon readings from the course textbook, the student will write a 2-page paper establishing a specific goal for behavioral change. The paper will identify current status, change objectives, describe factors that will reinforce and enable achievement. Identify possible barriers and reinforcements. The student will update and revise the paper throughout the semester and complete a final paper assessing the success of this behavioral change plan. 2. The student will participate in class discussions regarding various health-related issues such as obesity, diabetes and depression by analyzing various causes, treatments and prevention modalities. They will submit in writing the connections of these issues and how they affect the health of a person. Other (Term projects, research papers, portfolios, etc.) Required Materials An Invitation To Health Author: Dianne Hales Publisher: Wadsworth Cengage Learning Publication Date: 2025 Text Edition: 21th Classic Textbook?: OER Link: OER: Health: The Basics Author: Donatelle, Rebecca Publisher: Pearson Publication Date: 2021 Text Edition: 14th Classic Textbook?: OER Link: OER: Health Education Author: Rieck, Garrett and Lundin, Justin Publisher: Publication Date: Text Edition: Classic Textbook?: OER Link: OER: https://med.libretexts.org/Bookshelves/Health_and_Fitness/Health_Education_(Rienk_and_Lundin) Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: Introduction to the western cultural tradition through a survey of its religion, art, philosophy, literature, music, and architecture; covers the Renaissance through the modern world. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify and describe diverse cultural artifacts and values from the Renaissance through the Modern eras. CSLO #2: Analyze and explain diverse cultural artifacts and values from the Renaissance through the Modern eras. CSLO #3: Compare and contrast diverse cultural artifacts and values within and/or across cultures from the Renaissance through the Modern eras. CSLO #4: Communicate effectively orally or in writing on a topic in the humanities from the Renaissance through the Modern eras. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Students will, through oral and written work, 1. Describe the Art, Architecture, literature, music and philosophy from the Renaissance, the Age of Enlightenment and the Modern Era; 2. Chart figures, movements and themes on a timeline from the the Renaissance, the Age of Enlightenment, and the Modern Era; 3. Describe themes, styles and techniques of Art in the Renaissance, the Age of Enlightenment, and the Modern Era; 4. Compare and contrast themes, styles and techniques of Art in the Renaissance, the Age of Enlightenment, and the Modern Era; 5. Describe architecture in each of the aforementioned worlds and compare these architectural trends and styles with the trends and styles in Art; 6. Compare and contrast architectural styles between the major relevant eras; 7. List and describe the literature created in the ancient, the Renaissance, the Age of Enlightenment, and the Modern Era; 8. Compare and contrast the literature created in the various eras; 9. List and describe notable composers and their compositions in the Renaissance, the Age of Enlightenment, and the Modern Era; 10. Compare and contrast the musical styles utilized in the various eras; 11. List major philosophers from each era, describe their philosophical systems and compare and contrast the philosophical trends through the various eras; 12. Discuss underlying themes in art, architecture, history, literature, music, and philosophy during the Renaissance, the Age of Enlightenment, and the Modern Era. General Education Information Approved College Associate Degree GE Applicability AA/AS - Fine Arts CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C1 Arts CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: After learning about the political theories of Machiavelli and John Locke, students will be prompted to compare and contrast these two political philosophies, and based on these discussions, students will write a short paragraph identifying which political philosophy they would prefer to live under, and explain their choice. Submitted paragraphs will be evaluated by whether they include relevant concepts and coherent reasoning. Essay Examinations Example: In a short essay, describe the Baroque period identifying its defining characteristics. Use different examples from architecture, art, and music to support your ideas. Objective Examinations Example: A. Students will take a multiple-choice examination that asks students to identify major figures and themes from the Renaissance. For example: Linear Perspective was first developed in the Renaissance by (A) Michelangelo; (B) Brunelleschi; (C) Da Vinci; (D) Raphael. Projects Example: Create a poster board that presents the art, architecture, literature, music and/or philosophy from the Renaissance, the Age of Enlightenment, and the Modern Era. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Using a slide-presentation for an on-ground lecture format, the instructor will present various works of art and model how to identify and describe themes, styles, and techniques of art from the Renaissance. Through an interactive discussion, students will be presented with new and different images and invited to identify and describe themes, styles, and techniques of art from the Renaissance. Distance Learning In an online modality, students will watch a video of the instructor presenting various works of architecture modelling how to identify, and compare and contrast styles between different eras in the Renaissance, the Age of Enlightenment, and the Modern Eras. In a discussion board assignment, students will be presented with two images from different eras and asked to identify and describe its themes, and compare and contrast their styles. Typical Out of Class Assignments Reading Assignments 1. Read Pico della Mirandola's "Oration on the Dignity of Man," and be prepared to discuss where humanity’s place is on the “chain of being.” 2. Read "What is Enlightenment?" by Immanuel Kant, and be prepared to discuss what Kant means by "self-caused immaturity." Writing, Problem Solving or Performance 1. In a three page paper, compare and contrast the architectural structure of Brunelleschi's dome with that of the Pantheon. Describe the difficulties faced by Brunelleschi in completing the dome in the church of Florence. How did he overcome those challenges? Explain the role of Classical Architecture in his resolution. 2. After reading chapter five in your text, choose an artwork, from either the Romantic movement or the Realist movement and in a three-page, typed, double-spaced paper, thoroughly describe the artwork as well as various interpretations of its meaning and significance. 3. Pick an artist from the 20th century and write a 6-8 page research paper describing his or her life and major works, investigating why he or she has come to be considered a great artist. Other (Term projects, research papers, portfolios, etc.) Required Materials Humanities: Culture, Continuity & Change, Vol. 2 Author: Henry M. Sayre Publisher: Pearson Publication Date: 2014 Text Edition: 3rd Classic Textbook?: OER Link: OER: Culture and Values: A Survey of the Humanities, Vol. 2 Author: Lawrence S. Cunningham, John J. Reich, and Lois Fichner-Rathus Publisher: Cengage Publication Date: 2017 Text Edition: 9th Classic Textbook?: OER Link: OER: Arts and Culture: An Introduction to the Humanities, Volume II Author: Janetta Rebold Benton and Robert DiYanni Publisher: Prentice Hall Publication Date: 2005 Text Edition: 2nd Classic Textbook?: OER Link: OER: The Future of an Illusion Author: Sigmund Freud Publisher: WW Norton & Co. Publication Date: 1989 Text Edition: Reprint Classic Textbook?: OER Link: OER: 1984 Author: George Orwell Publisher: Signet Classic Publication Date: 1961 Text Edition: Reprint Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: The concept of morality and values, Western systems of ethics including Virtue Ethics, Utilitarianisms, Kantian ethics, Feminist Moral Theory and their application to contemporary moral dilemmas. (C-ID PHIL 120) (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify and explain major ethical theories. CSLO #2: Apply ethical theories to contemporary moral and social issues and evaluate the theory's strengths and weaknesses. CSLO #3: Compare and contrast major ethical theories. CSLO #4: Communicate effectively orally or in writing on a topic in moral philosophy. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Explain in written and/or oral activities moral reasoning, including virtue, deontological ethics, contractarianism, utilitarian ethics, natural law, divine command theory, and feminist approaches to ethics; 2. Critically analyze, compare and contrast the strengths and weakness of virtue, deontological ethics, contractarianism, utilitarian ethics, natural law, divine command theory, and feminist approaches to ethics; 3. Evaluate moral relativism, subjectivism and objectivism; 4. Identify the kind of ethical reasoning used in essays seeking to resolve contemporary moral issues; 5. Apply virtue, deontological ethics, contractarianism, utilitarian ethics, natural law, and feminist moral theories to a contemporary social issue in at least one formal written assignment; 6. Identify and assess the role of the metaphysical assumptions presupposed by each of the ethical systems discussed. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Small groups of 4-5 students will discuss the following prompt and reach individual student answers to (a) what a utilitarian ethicist would say about the moral worth of the store owner's actions, and (b) what Kant would say about the moral worth of the store owner’s actions. Discussion prompt: A store owner sells some groceries to a child (apparently shopping for his mother who is home with the flu). The shop owner knows that he could short-change the child without the child knowing it. The show owner decides not to short-change the child because word could get out and negatively impact his business. What would a Utilitarian say about the moral worth of the store owner's actions? What would Kant say about the moral worth of the store owner’s actions? Responses will count as a formative assessment of student's ability to compare and contrast ethical theories of utilitarianism and Kantian ethics. Essay Examinations Example: 1. Students write a formal essay resolving a moral dilemma from the perspectives of three of the moral theories studied throughout the semester. 2. Students will write a formal essay defending a moral theory of choice by (a) identifying common misconceptions and (b) clarifying the strengths and weaknesses of the moral theory. Student papers will be graded based upon a rubric that includes correctness, thoroughness, clarity of thought and expression. Objective Examinations Example: Students will take a multiple-choice examination aligning moral attitudes with the corresponding moral theory definitions. Example: Which of the following is true of the person with the virtue of courage? A. the courageous person acts without regard for existing danger. B. the courageous person acts courageously because it’s excellent to do so. C. behaving courageously will make the virtuous person happy. D. the courageous person acts from fear of being seen as a coward. Projects Example: Students create a chart defining the meaning of the statement "X is morally wrong" from the perspective of each of the moral theories studied. Students will create compare/contrast charts detailing the linguistic semantics of the compared/contrasted theories. Charts will be graded based upon (a) correctness and (b) thoroughness. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will present during an in-person or online lecture case studies or scenarios that elicit various moral judgments. Instructor will lead an in-person or online discussion exploring the various moral issues of the case studies. Students will identify and explain the ethical theory that supports their moral judgment, and the compare and contrast the relative strengths and weaknesses of those ethical theories as they relate to the moral issues. Distance Learning Instructor will present during an in-person or online lecture case studies or scenarios that involve some type of deception or dishonesty. In small group in-person discussions or an online discussion forum students will be divided in half according to utilitarian and Kantian ethicists, and debate whether the form of dishonesty was morally justified. Typical Out of Class Assignments Reading Assignments 1. Read Plato's Euthyphro and describe how the issue raised concerning the definition of piety is relevant to Divine Command Theory of morality. 2. Read John Stuart Mill's Utilitarianism and describe how a utilitarian would determine the moral value of an action. Writing, Problem Solving or Performance 1. Create a dialogue between a divine command ethicist and an existential ethicist that explores and contrasts the nature of moral goodness according to each. 2. Drawing upon the main ethical theories students will write an essay exploring the ethical dimensions of self-driving cars. Other (Term projects, research papers, portfolios, etc.) Required Materials The Elements of Moral Philosophy Author: James Rachels and Stuart Rachels Publisher: McGraw-Hill Publication Date: 2018 Text Edition: 9th Classic Textbook?: OER Link: OER: Ethics: The Essential Writings Author: Gordon Marino Publisher: Modern Library Classics Publication Date: 2010 Text Edition: 1st Classic Textbook?: OER Link: OER: Beginning Ethics: An Introduction to Moral Philosophy Author: Lewis Vaughn Publisher: W. W. Norton & Company Publication Date: 2014 Text Edition: 1st Classic Textbook?: OER Link: OER: Exploring Ethics: An Introductory Anthology Author: Cahn, Steven Publisher: Oxford University Press Publication Date: 2013 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.