EDU 0007 - Tutoring Elementary Students in Reading
http://catalog.sierracollege.edu/course-outlines/edu-0007/
Catalog Description Prerequisite: Eligibility for ENGL 11 or completion of ENGL 1A with grade of "C" or better Hours: 90 (36 lecture, 54 laboratory) Description: An opportunity to learn and practice basic methods of tutoring elementary school children in reading. Combines lecture/discussion with field experience doing extensive tutoring at local elementary school. Negative TB test and fingerprint clearance required. Satisfies one of the two required field experience courses for the CSUS Liberal Studies Program. (CSU) Course Student Learning Outcomes CSLO #1: Explain the ways in which a student's social environment impacts reading ability. CSLO #2: Explain and apply principles of motivation, behavior modification, and memory enhancement as they apply to the unmotivated and unskilled reader. CSLO #3: Analyze and evaluate reading comprehension skills including word analysis techniques and areas of reading deficiency and implement effective remediation strategies. CSLO #4: Demonstrate interpersonal communicative skills through interaction with teaching staff and diverse student populations. Effective Term Spring 2024 Course Type Credit - Degree-applicable Contact Hours 90 Outside of Class Hours 72 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Identify word analysis techniques. 2. Demonstrate time management strategies through the preparation of lesson plans and the coordination of tutoring with college course work. 3. Explain the ways in which a student's social environment impacts reading ability. 4. Explain principles of motivation, behavior modification, and memory enhancement as they apply to the unmotivated and unskilled reader. Lab Objectives: 1. Analyze reading comprehension skills. 2. Evaluate reading skills. 3. Demonstrate interpersonal communicative skills through interaction with teaching staff and diverse student populations. 4. Apply principles of motivation, behavior modification, and memory enhancement as they apply to the unmotivated and unskilled reader. 5. Analyze areas of reading deficiency. 6. Implement effective remediation strategies. 7. Evaluate and choose appropriate children's literature. 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 Methods of Evaluation Reports Example: Reflective Journal - at the end of each tutoring session students will be asked to chronicle the session events for each student. Students will incorporate journal reflections into lesson plans. Skill Demonstrations Example: Students will assess tutee's strengths and weaknesses, design and implement a plan for reading remediation. Successful application of the elementary student's learning will be evaluated through the following activities: - An assessment, diagnosis, and analysis of student's strengths and weaknesses in word analysis and reading comprehension. - Identifying effective strategies to motivate students to enjoy and improve their reading. - Applying behavior modification techniques to learn and enhance memory. - Designing individualized lesson plans. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Following an demonstration by the instructor, students are to write, reflecting upon their learning and evaluating the progress of their students. They will also write lesson plans and progress charts. Lecture: Following a lecture on tutoring, the instructor will ask students to reflect upon their learning experience and the learning experience of their tutee after each tutoring session, both orally and in writing. Following a lecture on fostering growth, the instructor will have students apply principles they have learned to foster growth in their students, for example to design and implement a plan for remediation. Distance Learning Following a video of an interactive tutoring session, students will discuss motivation strategies that were effective and ineffective in a discussion board format. Typical Out of Class Assignments Reading Assignments 1. Read the section in the text on the reading process and write a summary of the process and an analysis of the characteristics of good and poor readers. Be prepared to discuss in class. 2. Read the section on comprehension and develop a plan to use with one of your students to both monitor and improve comprehension. Writing, Problem Solving or Performance 1. Write a reflective essay at the end of the semester analyzing what you have learned about teaching reading. 2. Write an evaluation of the progress for each child tutored. 3. Write a daily lesson plan for each student tutored. Other (Term projects, research papers, portfolios, etc.) 1. Make a progress chart for each child. 2. Create one reading game to use with children. Required Materials Teaching for Comprehending and Fluency Author: Fountas & Pinnell Publisher: Heineman Publication Date: 2006 Text Edition: 4th Classic Textbook?: OER Link: OER: Understanding Reading Problems: Assess & Instruct Author: Gillet, Temple and Crawford Publisher: Pearson Publication Date: 2016 Text Edition: 9th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
COMM 0007 - Intercultural Communication
http://catalog.sierracollege.edu/course-outlines/comm-0007/
Catalog Description Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: Explores communication between people of different cultural communities both globally and locally. Intercultural communication is grounded within historical, political, organizational and interpersonal contexts that shape our individual interactions. This course focuses on intercultural communication theories and research to help students analyze identity, perception, conflict, and how power, privilege and oppression are perpetuated in societies. (C-ID COMM 150) (CSU, UC) Course Student Learning Outcomes CSLO #1: Apply theory to explain intercultural dynamics in communities. CSLO #2: Investigate cultural differences and similarities toward mutual understanding. CSLO #3: Examine how cultural identities affect communication. CSLO #4: Connect power, privilege and oppression to communication within a society. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Articulate how core values, worldview and communication patterns shape cultural and individual identity. 2. Explain how culture influences verbal and nonverbal communication. 3. Identify and explain the social and psychological variables of culture and its expression. 4. Connect power, privilege and oppression to communication within a society. 5. Identify and explain barriers to effective intercultural competencies such as stereotyping, prejudice, and ethnocentrism. 6. Evaluate problem solving strategies for dealing with intercultural conflict in the workplace, personal relationships and common social settings. 7. Investigate, differentiate and critique one's own culture. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Comm & Analyt Thinking AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D Social Sciences CSUGE - D7 Interdisciplinary Soc/Behav Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4 Soc./Behav Sciences IGETC - 4G Intrdis Social/Beha Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: 1. Classroom Discussion: Students will participate in a class activity to learn effective ways of responding to prejudicial and stereotypical comments in an interpersonal situation. Students will complete an activity sheet that asks them to think of a time in which they have encountered prejudicial or stereotypical comments. They will write their response, its impact on the situation and then how they would approach the situation in the future to include the new strategies presented in class. After completing the activity sheet, students will share their answers with a small group. Then the instructor will facilitate a larger class discussion. Grading: The activity will be assessed in the area of participation and evaluated with a rubric that includes critical thinking, engagement with questions they were asked to address and speaking time, both in small groups and in the larger classroom discussion. 2. Classroom Discussion (Online): EXAMPLE: Discussion on cultural dialectics. In an online discussion students will share a dialectical perspective that they hold, or a dialectical perspective with which they are grappling. PROMPT: Choose one of the six dialectics of intercultural communication introduced in the module. Please describe the dialectics in detail and why you hold both opposing views simultaneously. STUDENT REPLIES: Students reply to two peers and share what they learned from a peer’s response or ask questions about a specific dialectic. Objective Examinations Example: Objective Examinations: In both online and face-to-face instruction, students will take multiple-choice exams to assess understanding of key concepts from the assigned reading, module content and lectures on intercultural communication theory and skills for optimal interaction. Sample Question: When Bill speaks he uses direct and precise language. He primarily relies on verbal communication. Bill has a ____________ orientation. Correct Answer: Low-Context Projects Example: Students will create and curate a portfolio throughout the semester to include excerpts of their reflection responses, course papers and submissions to class activities and discussions. The goal of the portfolio is to demonstrate understanding of course theories and their growth as intercultural communicators. At the end of the course, students will write a short reflection response analyzing their learning throughout the course. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lecture on intercultural conflict including the definition and differences in conflict orientation on both the personal and cultural levels. Students complete a “What is my Conflict Lens?” assessment to get an idea of their general conflict style preferences. Students form small groups to discuss: (1) their results; (2) how to adapt their preferred conflict styles when needed in an unfamiliar situation or with a person who has a different conflict orientation. The instructor then brings the class together and leads a discussion to examine ways that individuals can adapt their conflict orientations in a culturally competent manner. Distance Learning The instructor will include an in-depth video lecture describing racial identity development models in the course module on identity. After watching the lecture and reading supporting material in the course textbook, students will write a reflection response where they choose the identity development model that best fits them, explain why they chose it, and then describe each stage of their chosen model, including the stage they are currently navigating on their identity journey. Typical Out of Class Assignments Reading Assignments 1. Read and critique selected articles addressing current events that demonstrate barriers of intercultural communication in a one-page analysis assignment. 2. After reading a chapter from Malcolm Gladwell’s book Outliers that provides real-world examples of communication patterns gone wrong, answer a series of questions connecting the chapter to the textbook reading on cultural dimensions and analyze proposed solutions and possible outcomes. Writing, Problem Solving or Performance 1. Write a research paper investigating one's own individual culture(s) and analyze typical communication patterns of the culture(s). 2. In an analytical paper, compare and contrast two cultures, examining beliefs, values, behaviors, customs, rituals and worldviews. Other (Term projects, research papers, portfolios, etc.) Required Materials Exploring Intercultural Communication Author: Grothe, Tom Publisher: LibreTexts Publication Date: 2020 Text Edition: N/A Classic Textbook?: No OER Link: OER: Yes Intercultural Communication: Globalization and Social Justice Author: Sorrells, Kathryn Publisher: SAGE Publication Date: 2020 Text Edition: 3rd Classic Textbook?: No OER Link: OER: No Understanding Intercultural Communication Author: Ting-Toomey, Stella and Chung, Leeva Publisher: Oxford University Press Publication Date: 2021 Text Edition: 5th Classic Textbook?: No OER Link: OER: No Language and Culture in Context - A Primer on Intercultural Communication Author: Godwin-Jones, Robert Publisher: LibreTexts Publication Date: 2021 Text Edition: N/A Classic Textbook?: No OER Link: OER: Yes Other materials and-or supplies required of students that contribute to the cost of the course.
ESCI 0007 - Energy, Environment, and Climate
http://catalog.sierracollege.edu/course-outlines/esci-0007/
Catalog Description Also known as ESS 7 Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: Analysis of the nature of energy and the environmental impact of its societal use in the context of Earth's record of changing climate. Explores current global climate change due to post-1750 greenhouse gas emissions and strategies for mitigation and adaptation to changing climate predictions, emphasizing future alternative energy sources. Designed for students majoring in areas related to the environmental sciences and/or those interested in developing a substantiated understanding of the role played by citizens in ensuring a healthy environment for future generations. (CSU, UC) Course Student Learning Outcomes CSLO #1: Apply the principles of energy in the context of the earth system in human activity. CSLO #2: Assess the consequences of energy development on earth ecosystems. CSLO #3: Discuss and evaluate the role of alternative energy sources and energy conservation in developing sustainable communities. Effective Term Fall 2018 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Describe the general aspects of Earth's planetary history, including climate change over time; 2. Compare and contrast energy flow and energy fuel; 3. Assess the role of human-caused changes in the planet's climate; 4. Discuss the differing uses of energy sources by modern society; 5. Distinguish between forms of energy; 6. Explain how electricity is 'made' and stored; 7. Compare and contrast energy units; 8. Relate energy to work; 9. Compare and contrast conduction and convection; 10. Contrast the energy requirements for heat capacity and phase change; 11. Distinguish between amount and quality of energy; 12. Compare and contrast a heat engine and a refrigerator; 13. Discuss the origins, resource, technologies, environmental impact, and selected policy issues of current and future energy sources (for example, fossil fuels, nuclear, geothermal, tidal, solar, hydroelectric, wind, biofuels, hydrogen, and fusion); 14. Analyze the interactions between Earth's surface and atmosphere in the context of the planet's average energy balance; 15. Evaluate the role of greenhouse gases in our atmosphere; 16. Assess the impact of changes in the factors controlling Earth's energy balance; 17. Analyze historical and prehistorical records of temperature; 18. Assess the validity of climate models and their climate projections; 19. Discuss the consequences of global climate change; 20. Assess strategies for mitigation and adaptation to global climate change; 21. Discuss the role of alternative energy sources and energy use curbing in sustainability. General Education Information Approved College Associate Degree GE Applicability AA/AS - Physical Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B1 Physical Science Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 5A Physical Science Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: After viewing several short videos on emerging technologies in wave energy, discuss among peers and report out the advantages and disadvantages of each one. Evaluation will be based on the quality of analysis. Objective Examinations Example: Analyze a given chart of breakdown of energy use by type for a number of countries and write three statements that summarize the information given. Performance will be evaluated based on the depth of insight of the statements. Projects Example: Assess an assigned building on campus in terms of the elements of passive solar design. Students will be evaluated based on how well their answers match the given rubric. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will present graphs showing the variation of carbon dioxide concentration in Earth's atmosphere over different scales of time, including the amounts that resulted from human burning of fossil fuels and then lead a discussion on the impact of the latter on the former. Instructor will explain the components of passive solar heating, and then have students evaluate different given images of homes in terms of these elements, indicating how successful each design is. Distance Learning Instructor will provide a discussion prompt on the tangible impact of global warming trends based on a set of particular research examples, such as sea level rise or number of summer days with a probability of 90% or higher of temperatures exceeding 95 degrees Fahrenheit. Students will generate an initial post, and then respond to another student´s post. Instructor will provide an example of how a state can move towards sustainability in their energy needs. Students will be assigned a state, and they will generate a presentation (visuals, audio) along the same lines. Typical Out of Class Assignments Reading Assignments 1. Read chapter in textbook on Environmental Impact of Fossil Fuels and be prepared to discuss in class. 2. Read paper on study of afforestation of Shasta County range lands by the Public Interest Research Program (PIER) of the California Energy Commission and be prepared to discuss the opportunities. Writing, Problem Solving or Performance 1. Write a reflection paper on the evidence for recent temperature increases and their effect on sea level. 2. Create a table that presents the advantages and disadvantages of two alternative sources of energy of your choice, such as Wind and Solar. Other (Term projects, research papers, portfolios, etc.) Required Materials Energy Environment and Climate Author: Wolfson, Richard Publisher: W.W. Norton & Company Publication Date: 2011 Text Edition: 2nd Classic Textbook?: OER Link: OER: Energy and Climate: Vision for the Future Author: McElroy, Michael Publisher: Oxford University Press Publication Date: 2016 Text Edition: 1st Classic Textbook?: OER Link: OER: Energy and Climate Change: Creating a Sustainable Future Author: Coley, David Publisher: Wiley Publication Date: 2011 Text Edition: 1st Classic Textbook?: OER Link: OER: Energy: Its Use and the Environment Author: Hinrichs, Roger, and Merlin H. Kleinbach Publisher: Cengage Learning Publication Date: 2012 Text Edition: 5th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
ESS 0007 - Energy, Environment, and Climate
http://catalog.sierracollege.edu/course-outlines/ess-0007/
Catalog Description Also known as ESCI 7 Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: Analysis of the nature of energy and the environmental impact of its societal use in the context of Earth's record of changing climate. Explores current global climate change due to post-1750 greenhouse gas emissions and strategies for mitigation and adaptation to changing climate predictions, emphasizing future alternative energy sources. Designed for students majoring in areas related to the environmental sciences and/or those interested in developing a substantiated understanding of the role played by citizens in ensuring a healthy environment for future generations. (CSU, UC) Course Student Learning Outcomes CSLO #1: Apply the principles of energy in the context of the earth system in human activity. CSLO #2: Assess the consequences of energy development on earth ecosystems. CSLO #3: Discuss and evaluate the role of alternative energy sources and energy conservation in developing sustainable communities. Effective Term Fall 2018 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Describe the general aspects of Earth's planetary history, including climate change over time; 2. Compare and contrast energy flow and energy fuel; 3. Assess the role of human-caused changes in the planet's climate; 4. Discuss the differing uses of energy sources by modern society; 5. Distinguish between forms of energy; 6. Explain how electricity is 'made' and stored; 7. Compare and contrast energy units; 8. Relate energy to work; 9. Compare and contrast conduction and convection; 10. Contrast the energy requirements for heat capacity and phase change; 11. Distinguish between amount and quality of energy; 12. Compare and contrast a heat engine and a refrigerator; 13. Discuss the origins, resource, technologies, environmental impact, and selected policy issues of current and future energy sources (for example, fossil fuels, nuclear, geothermal, tidal, solar, hydroelectric, wind, biofuels, hydrogen, and fusion); 14. Analyze the interactions between Earth's surface and atmosphere in the context of the planet's average energy balance; 15. Evaluate the role of greenhouse gases in our atmosphere; 16. Assess the impact of changes in the factors controlling Earth's energy balance; 17. Analyze historical and prehistorical records of temperature; 18. Assess the validity of climate models and their climate projections; 19. Discuss the consequences of global climate change; 20. Assess strategies for mitigation and adaptation to global climate change; 21. Discuss the role of alternative energy sources and energy use curbing in sustainability. General Education Information Approved College Associate Degree GE Applicability AA/AS - Physical Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B1 Physical Science Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 5A Physical Science Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: After viewing several short videos on emerging technologies in wave energy, discuss among peers and report out the advantages and disadvantages of each one. Evaluation will be based on the quality of analysis. Objective Examinations Example: Analyze a given chart of breakdown of energy use by type for a number of countries and write three statements that summarize the information given. Performance will be evaluated based on the depth of insight of the statements. Projects Example: Assess an assigned building on campus in terms of the elements of passive solar design. Students will be evaluated based on how well their answers match the given rubric. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will present graphs showing the variation of carbon dioxide concentration in Earth's atmosphere over different scales of time, including the amounts that resulted from human burning of fossil fuels and then lead a discussion on the impact of the latter on the former. Instructor will explain the components of passive solar heating, and then have students evaluate different given images of homes in terms of these elements, indicating how successful each design is. Distance Learning Instructor will provide a discussion prompt on the tangible impact of global warming trends based on a set of particular research examples, such as sea level rise or number of summer days with a probability of 90% or higher of temperatures exceeding 95 degrees Fahrenheit. Students will generate an initial post, and then respond to another student´s post. Instructor will provide an example of how a state can move towards sustainability in their energy needs. Students will be assigned a state, and they will generate a presentation (visuals, audio) along the same lines. Typical Out of Class Assignments Reading Assignments 1. Read chapter in textbook on Environmental Impact of Fossil Fuels and be prepared to discuss in class. 2. Read paper on study of afforestation of Shasta County range lands by the Public Interest Research Program (PIER) of the California Energy Commission and be prepared to discuss the opportunities. Writing, Problem Solving or Performance 1. Write a reflection paper on the evidence for recent temperature increases and their effect on sea level. 2. Create a table that presents the advantages and disadvantages of two alternative sources of energy of your choice, such as Wind and Solar. Other (Term projects, research papers, portfolios, etc.) Required Materials Energy Environment and Climate Author: Wolfson, Richard Publisher: W.W. Norton & Company Publication Date: 2011 Text Edition: 2nd Classic Textbook?: OER Link: OER: Energy and Climate: Vision for the Future Author: McElroy, Michael Publisher: Oxford University Press Publication Date: 2016 Text Edition: 1st Classic Textbook?: OER Link: OER: Energy and Climate Change: Creating a Sustainable Future Author: Coley, David Publisher: Wiley Publication Date: 2011 Text Edition: 1st Classic Textbook?: OER Link: OER: Energy: Its Use and the Environment Author: Hinrichs, Roger, and Merlin H. Kleinbach Publisher: Cengage Learning Publication Date: 2012 Text Edition: 5th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Course Identification Numbering System (C-ID)
...0010 ENGL 100 ENGL 0001A ENGL 105 ENGL...0003 COMM 150 COMM 0007 COMM 170 COMM...
