ENGL 0021. Creative Writing (Fiction)
Units: 3
Prerequisite: Eligibility for ENGL 1A
Hours: 54 lecture
Writing fiction, with reading assignments of literary models in short story and/or novel. Includes analysis of the models as well as discussion and criticism, in a workshop mode, of original student prose. (CSU, UC)
ENGL 0021 - Creative Writing (Fiction)
http://catalog.sierracollege.edu/course-outlines/engl-0021/
Catalog Description Prerequisite: Eligibility for ENGL 1A Hours: 54 lecture Description: Writing fiction, with reading assignments of literary models in short story and/or novel. Includes analysis of the models as well as discussion and criticism, in a workshop mode, of original student prose. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify, interpret, and analyze the fundamentals of fiction, through a variety of forms, styles, and historical periods. CSLO #2: Apply literary elements, devices, and forms of fiction to create college-level works of original fiction. CSLO #3: Discuss, critique, edit, and revise original fiction through peer review workshops. Effective Term Fall 2017 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Upon successfully completing English 21, students will be able to: 1) Identify, interpret, and analyze the fundamental elements of short prose fiction. 2) Analyze selected works of prose fiction. 3) Apply analysis of literary elements, devices, and forms in fiction to the creation of college level works of original short fiction. 4) Apply knowledge of genres and sub-genres to creation of imaginative works of fiction. 5) Identify and apply common practices of editing and peer review in the creative writing process. 6) Interpret, analyze, and evaluate published fiction and related non-fiction prose. 7) Assimilate literary concepts and critical standards into the interpretation, analysis, and evaluation of classmates' and students' own work through peer review workshops. 8) Identify and apply stages of the editorial process in the selection and revision of works of fiction for assessment. General Education Information Approved College Associate Degree GE Applicability AA/AS - Fine Arts CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities 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: Guided by the instructor, students will engage in close reading of selected short fiction to identify elements of fiction to be applied to their own original writing. Essay Examinations Example: Student will demonstrate mastery of fundamentals of fiction through short answers and apply concepts to the analysis of fiction (structure, themes, and contexts) in response to in-class essay prompts: e.g. Analyze the relationship between the narrative point of view and theme in "The Open Boat." What societal values does Crane both support and question in his story? Projects Example: Student will submit four or more final drafts of original fiction in a final portfolio, suitable for submission to a college-level journal or magazine. The portfolio will contain a total of 20 to 30 pages. Instructor will provide a list of appropriate college-level journals and magazines and guide students through the submission process. Skill Demonstrations Example: Student will produce short, descriptive in-class writing to demonstrate an understanding of and ability to describe a scene, describe a setting, describe a specific character, and so on. Instructor will provide appropriate examples to model these skills. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will lead students through lecture, discussion seminars, directed study, and activities to identify how to analyze and compare and contrast fiction. Students will give compare and contrast examples from their reading. Instructor will assimilate literary concepts and critical standards into the interpretation, analysis, and evaluation of classmates' and students' own work through peer review workshops. Instructor will form peer review partners/groups and facilitate peer review as students apply critical standards to drafts. Instructor will identify the stages of the editorial process in the selection and revision of short fiction assignments for assessment. Instructor will provide revision feedback on each student's short fiction assignment, focusing on literary concepts such as character, plot, and/or theme, in preparation for student to revise and proofread assignment for the final draft. Students will apply their understanding of published fiction to write original works of short fiction. Instructor will assign and evaluate reports, exercises from prompts, and rough and final drafts of original fiction. Instructor will assign and evaluate student to participation in the writing process, including editing and revision. Distance Learning Instructor will demonstrate and oversee student analysis and evaluation of professional and student writing incorporating terms, concepts, and standards covered in lecture and discussion. Typical Out of Class Assignments Reading Assignments 1. Read Marquez's "A Very Old Man With Enormous Wings." How does Marquez incorporate several sub-genres of fiction such as myth and fable into this short, short story? How does he use poetical language? Use specific paragraph references for class discussion. 2. Read any three stories from Alice Munroe's Moons of Jupiter. In what ways are the characters connected? How do the stories function as individual narratives as compared to their function within the series? Is Moons of Jupiter a novel, a novella, or a series of connected short stories? Compare and contrast Moons of Jupiter with Rick Bass' Deer Pasture. What similarities and differences do you notice? 3. Read Lauren Goff's "Ghost and Empties" and create a visual "map" of the story that identifies and analyzes the narrative structure and design. Writing, Problem Solving or Performance 1. Write three sets of dialogue, each 2 pages long, based on the interviews you conducted of classmates. Using that information, create 3 different conversations between 6 different characters. Use minimal setting detail and description. Let the dialogue develop the characters and tone. Refer to "Hills Like White Elephants" as discussed in class. Be ready to share these dialogue drafts in class. 2. Write a new ending to Crane's "Open Boat." Maintain the point of view, tone, and style of the original story, but change the crisis and climax to reflect a new resolution and, therefore, theme. Write 3 - 4 pages, and be ready to share this draft in the workshop. Other (Term projects, research papers, portfolios, etc.) Complete a final portfolio of original fiction demonstrating a thorough knowledge of college-level fiction writing in a format suitable for publication in college journals or magazines. Required Materials Fiction 100: An Anthology of Short Fiction Author: Pickering Publisher: Prentice Hall Publication Date: 2011 Text Edition: 13th Classic Textbook?: OER Link: OER: The Best American Short Stories, 2016 Author: Junot Diaz Publisher: Mariner Publication Date: 2016 Text Edition: Classic Textbook?: OER Link: OER: The Norton Anthology of Short Fiction Author: R.V. Cassill Publisher: W.W. Norton Publication Date: 2006 Text Edition: 7th Classic Textbook?: OER Link: OER: Writing Fiction Author: Janet Burroway and Susan Weinberg Publisher: Pearson Longman Publication Date: 2010 Text Edition: 8th Classic Textbook?: OER Link: OER: Creative Writer's Handbook Author: Jason & Lefcowitz Publisher: Pearson Publication Date: 2010 Text Edition: 5th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
BIOL 0021 - Introduction to Plant Science
http://catalog.sierracollege.edu/course-outlines/biol-0021/
Catalog Description Also known as AGRI 156 Advisory: Eligibility for ENGL 1A Hours: 108 (54 lecture, 54 laboratory) Description: Emphasizes structure, growth, physiology and reproduction of flowering plants and their responses to modifications and environment; including propagation, media, soil and plant nutrition. Explores the interrelationship of plant science with other life sciences and technology. Applies principles of plant science to agricultural systems. (CSU, UC) Course Student Learning Outcomes CSLO #1: Relate plant anatomy & physiology, including structural and reproductive systems, plant metabolism and growth and development, to agricultural management practices. CSLO #2: Identify and define major plant growth factors of soils, their role in plant growth and development, and describe how each may be managed for better plant performance. CSLO #3: Compare various methods growers use to manipulate plant physiological processes for increased plant productivity and quality and assess economic, environmental and social issues related to each. Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 108 Outside of Class Hours 108 Total Student Learning Hours 216 Course Objectives LECTURE OBJECTIVES: 1. Explain the relationship between humans and cultivated plants. (I-A, I-B) 2. Compare and define the relation of agricultural plant science to other life sciences. (I-A) 3. Identify important scientific and technological achievements made in plant science. (I-B) 4. Discuss current innovative practices in sustainable agriculture (e.g., aquaponics). (I-B) 5. Differentiate among various operational systems of classification of plants based on growth, form, fruits, life cycle, use, stem type, leaf characteristics, adaptation, and flower type. (II-A) 6. Describe the levels of eukaryotic organization. (III-A) 7. Relate basic plant cell structure to their function within various plant organs. (III-B, III-C, III-D) 8. List and describe the primary tissues of higher plants and their functions. (III-C, III-D, III-E, III-F, III-G) 9. Relate fundamental physiology of flowering plants to anatomy including structural and reproductive systems, plant metabolism, growth and development. (IV-A, IV-B, IV-C, IV-D, IV-E, IV-F) 10. Identify specific growth processes: photosynthesis, respiration, transpiration, translocation and absorption and describe their roles in plant growth and development. (IV-A, IV-B, IV-C, IV-D, IV-E, IV-F) 11. Contrast the generalized equations of photosynthesis and respiration and identify the principal products of each. (IV-A, IV-B) 12. Identify major plant hormones and define their functions and commercial, agricultural applications. (IV-F) 13. Define basic genetic principles of crop improvements and discuss how those principles are used to improve crops. (IV-F) 14. Compare and distinguish between sexual and asexual propagation of plants. (V-A, V-B) 15. Identify and define major plant growth factors of soils, their role in plant growth and development, and describe how each may be managed for better plant performance. (VI-C, VI-D, VI-E, VI-F, VI-G, VI-H, VI-I, VI-J) LABORATORY OBJECTIVES: 1. Apply various operational systems of classification of plants based on growth, form, fruits, life cycle, use, stem type, leaf characteristics, adaptation, and flower type. (II-A) 2. Create fictitious plant names using the binomial system of nomenclature. (II-A) 3. Construct a dichotomous key for 10 plants. (II-A) 4. Diagram and identify basic plant cell structures and organelles and explain the function of each. (III-A, III-B, III-C) 5. Examine and identify various plant organs, differentiate between organ types and modifications, and describe how they are used as a basis for classifying plants. (III-C, III-D) 6. Identify basic internal and external anatomy of flowering plants using proper terminology. (III-E) 7. Compare various methods used to manipulate plant physiological processes for increased plant productivity and quality and discuss economic, environmental and social issues related to each. (I-B, IV-F, V-A, V-B) 8. Demonstrate various methods of sexual and asexual propagation and aftercare techniques of plants by completing a propagation activity. (V-A, V-B) 9. Evaluate and appraise a soil site for specific crop/plant production: collect soil samples, complete a basic soil analysis, evaluate data collected from test and compile soil management recommendations for better plant performance in a written document. (VI-A, VI-B, VI-C, VI-D, VI-E, VI-F, VI-G, VI-H, VI-I) 10. Apply the scientific method to various experiments including measuring rate of transpiration under various conditions. (I-B, IV- C) General Education Information Approved College Associate Degree GE Applicability AA/AS - Life Sciences AS - Life Science Lab 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: Students will participate in a group discussion on transgenic crops. This discussion will include comparing and contrasting and/or debating various points of view while relating them to current plant management protocols. Students will be evaluated based on participation and incorporating course content. Lecture Objective: 3 Objective Examinations Example: Students will dissect flowers and identify floral parts, applying correct botanical terminology. Grade will be based on correct spelling and application of terminology. Lecture Objectives: 7, 8, 9; Laboratory Objectives: 5, 6 Projects Example: Given a plant specimen, students will apply the proper rules for using a dichotomous key. Grades will be assigned based on correct application of rules for naming plants, thoroughness of identified characteristics for each ranking category, and correct identification. Rubric grading. Laboratory Objective: 3 Skill Demonstrations Example: Students will demonstrate the proper technique for applying hormone to the apical meristem of beans and peas. Students will collect experimental data 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. Pass/Fail grading. Lecture Objectives: 10, 12 15; Laboratory Objectives: 7, 8,10 Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: 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 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. (Lecture Objectives: 10, 12 15; Lab Objectives: 7, 8) Lecture: Instructor leads discussion of various methods and rules currently in use for the classification and naming of plants and the importance of a universal system. Following the discussion, students work collaboratively, in small groups, to devise an operational system of classification and fictitious botanical names for each member of their group, applying the "Botanical Rules of Nomenclature" and an interpretive handout of botanical Latin. (Lecture Objective 5, Lab Objective 1) Distance Learning Following an online lecture on sustainable agriculture, students will debate ideas on a discussion board with their colleagues. They will also post evaluative papers to the board and critique papers posted by their colleagues. Students will be required to respond to a minimum of 2 other students initial responses. The instructor will create accessible content. Instructor will incorporate engaging tools to facilitate content delivery, keeping student equity, success and accessibility as the foundation for tool selection. (Lecture Objective 4) Typical Out of Class Assignments Reading Assignments 1. Read an article in a current plant science journal, synthesize information and summarize in a logically developed essay. Present an oral summary of article before class and answer questions applying information to agriculture or plant ecosystems. 2. Read assigned pages in textbook. On reporting form, answer discussion question #1: "Describe and explain how certain plant foliage changes color in the fall." Be prepared to discuss answer in class with assigned reporting group. Writing, Problem Solving or Performance 1.- Obtain prepared slides of transverse sections of dicot and monocot roots. - Observe the prepared slides of each root section under the microscope. - Draw sectional diagrams of each root; label as monocot or dicot. - Identify and label the tissue in each diagram. - Write a brief paragraph comparing and contrasting the two kinds of roots. 2. - Obtain specimens of adventitious roots of dicot shrub or vine (Ivy) and fibrous grass (monocot) roots. - Observe the specimens of tap and fibrous roots under the dissection microscope. - Estimate the length of root hairs on a 1 cm. length of your specimens and enter information in the table provided. - Observe the root hairs of each sample under the dissection microscope. - Observe and classify the annual and perennial plants' roots into 'tap' or 'fibrous' classes in the table provided. - Enter results of observations in the table provided (table identifies life cycle type, plant species, root structure). - Draw a labeled diagram of the parts of tap and fibrous systems including, main root, lateral root, root hairs. Answer the following questions: - Which root system would be more susceptible to drought conditions and why? - Which root system would be least susceptible to drought conditions and why? - Explain what precautions should be taken when growing woody plants in containers. - How can the root system help you to understand how plant species become successfully adapted to their environment? - How would you tell which root system was the most lignified? - How can monocotyledons and dicotyledon species mostly be separated by their root systems? - List four features that make perennial plants successful. Other (Term projects, research papers, portfolios, etc.) Students will maintain a laboratory notebook containing data, observations, calculations, and other information pertinent to the laboratory portion of the course. Required Materials Stern's Introductory Plant Biology Author: Bidlack and Jansky Publisher: Science Engineering and Math Publication Date: 2021 Text Edition: 15th Classic Textbook?: No OER Link: OER: Functional Biology of Plants Author: Hodson Publisher: Wiley Publication Date: 2012 Text Edition: Classic Textbook?: No OER Link: OER: Growth, Development, and Utilization of Cultivated Plants Author: McMahon, Margaret J., Kofranek, Anthony M., Rubatsky, Vincent E. Publisher: Pearson Publication Date: 2010 Text Edition: 5th Classic Textbook?: No OER Link: OER: Introductory Plant Science: Investigating the Green World Author: McKenny, Chau, Schuch Publisher: Kendall Hunt Publication Date: 2019 Text Edition: 2nd Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
HIST 0021 - Contemporary United States History
http://catalog.sierracollege.edu/course-outlines/hist-0021/
Catalog Description Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: Study of American social, political and economic history since 1945; course emphasis on the impact of the Cold War and the struggles of civil rights and social justice that have shaped contemporary America. Also examined: the effects of globalization, technology, environmental challenges and religion in the post-war era. (CSU, UC) Course Student Learning Outcomes CSLO #1: Analyze the role of the United States within global political, economic and social changes. CSLO #2: Compose coherent, persuasive academic historical arguments using correct academic citation methods. CSLO #3: Differentiate primary and secondary sources and how each are used to make historical claims. CSLO #4: Evaluate the role of geography in major political, economic and social changes. CSLO #5: Investigate major political, economic and social changes with emphasis on culture, race, class, gender and/or ethnicity. Effective Term Fall 2019 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Identify primary and secondary sources and describe their use as evidence in historical analysis 2. Identify and analyze the significance of individuals, ideas, and events in contemporary American history 3. Examine, discuss, compare and contrast the development of social protest and activist movements by diverse groups including African-Americans, Hispanics, women, environmentalists, cultural conservatives, religious evangelicals and others 4. Analyze the pervasive impact of world events on the shaping of American policy and the American political system 5. Describe, discuss, and analyze the economic, demographic and technological changes including the rise of a service-based economy, changes in the nature of work, and the effect of globalization that have transformed American life General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language AA/AS - Multicultural Studies AA/AS - Social Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities CSUGE - D6 History Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities IGETC - 4F History Articulation Information CSU Transferable UC Transferable Methods of Evaluation Essay Examinations Example: Based upon your assigned readings, write a ten-page, typed, double-spaced term paper that creates a narrative reflecting the kinds of historical developments that have shaped and reshaped the idea of American freedom in the period covered by this course. You may organize your essay along thematic or chronological lines, or compare and contrast the types of personalities and their struggles to attain and/or define freedom. Ultimately, your paper should demonstrate the significant ways in which the meaning of freedom has changed and expanded or even been reduced or rescinded over time. Objective Examinations Example: Students will take a multiple-choice examination on the conservative backlash. Example Question: 1. Which of the following was not a target of the conservative "backlash" of the late 1960's? a. President Johnson's Great Society initiatives b. The rights revolution promoted by the liberal Warren Court c. The growing power and militancy of organized labor d. The civil rights and anti-war movements e. Impact of technology on late 20th century America Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will provide material on the Cold War to its conclusion in lecture/discussion format (either oral or written). The instructor will divide students into small groups and support their analysis of the connection between lecture material and assigned reading. The instructor will have students to compare two historical examples of the struggle for civil liberties in law, for example the gay rights movement or the American Indian movement or black lives matter. In a small group discussion students will compare their summary of assigned reading and their reactions to such important historical developments. The instructor will bring the class back together as a group for a lecture/discussion that joins the various group conclusions together. Distance Learning Using LMS, the instructor will assign primary source materials on the technological revolution of the 1990's and the development of the internet for students to read prior to class. The instructor will use these materials as a starting point to compare and contrast historical points of view in either classroom/web-based discussions or in writing assignments. Typical Out of Class Assignments Reading Assignments 1. Based upon reading assignments reflected in the course syllabus, complete reading on the American experience in Vietnam and be prepared to discuss the material in class and as part of written examinations. 2. Complete reading in assigned course reader on the struggle for civil rights and be prepared to summarize both orally and in a carefully written paragraph. Writing, Problem Solving or Performance 1. Write a 1-page summary and analysis of one of the assigned primary sources on Watergate. 2. Based upon your assigned readings, lectures and class discussion, write a 500-word essay that addresses the question, "How can the Vietnam war be seen as a product of Cold War tensions?" To what extent did legitimate security concerns guide American policy? To what extent was that policy misguided? Other (Term projects, research papers, portfolios, etc.) Hand in a ten-page research paper, due in the fourteenth week of the semester. The topic must be approved by the instructor and is due during the fourth week; a bibliography of research material is due the seventh week; and an outline of research material is due the eleventh week. Required Materials The Unfinished Journey Author: Chafe, William H. Publisher: Oxford Publication Date: 2015 Text Edition: 8th Classic Textbook?: OER Link: OER: America Divided: The Civil War of the 1960s Author: Isserman & Kazin Publisher: Oxford Publication Date: 2015 Text Edition: 5th Classic Textbook?: OER Link: OER: Hegemony or Survival Author: Chomsky, Noam Publisher: Metropolitan Books Publication Date: 2003 Text Edition: Classic Textbook?: OER Link: OER: The Vietnam War: A concise International History Author: Mark A. Lawrence Publisher: Oxford Publication Date: 2010 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
HUM 0021 - Introduction to the New Testament
http://catalog.sierracollege.edu/course-outlines/hum-0021/
Catalog Description Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: Introduction to New Testament literature in its cultural and historical context. Employs methods of critical analysis of Biblical materials, surveying issues related to their authorship, genre and content. Explores the historical Jesus, literary depictions of Jesus in the gospels, the career and writings of the apostle Paul, the structure and beliefs of the early Christian church, and Christian apocalypticism. Emphasizes the impact of the New Testament on western culture. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify and describe the composition of the New Testament as well as the origination of its various books. CSLO #2: Analyze and explain the composition of the New Testament and its relationship to history, other religions, art, literature and philosophy. CSLO #3: Compare and contrast the various books of the New Testament within and/or across other religious traditions. CSLO #4: Communicate effectively orally or in writing on a topic about the New Testament related to its study in the Humanities. Effective Term Fall 2022 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 cultural and historical context of the New Testament period, the first century C.E.; 2. Chart the progression of the gospels of the canonized texts, Matthew, Mark, Luke and John, noting the events each author chose to describe as well as the literary style and tone of the writing; 3. Chart, from a compilation of the four gospels, a historical biography of the life of Jesus incorporating his major teachings and the times that these were expressed; 4. Compare and contrast the Gospels noting where they diverge and evaluate the personalities of the writers based upon the style of their writing and the events they chose as important; 5. Evaluate recent trends and developments in New Testament scholarship; 6. Chart and describe the life of Paul noting major events; 7. Analyze and evaluate the various teachings of Paul for consistency, relate these teachings to the history and culture of Paul's time; 8. Evaluate claims of pseudepigrapha in the New Testament; 9. Identify, examine and discuss apocalyptic literature as found in the New Testament including but not limited to the visions of John found in Revelations; 10. Discuss and explain the distinction between the Gnostic approach to the Gospels and the Orthodox approach to the Gospels; 11. Describe and chart the political struggles in the early Church such as those between the Gnostics and the Orthodox; 12. Critically analyze claims of Inspired Texts versus Non-Inspired Texts and means for deciding between the two; 13. Describe and analyze Jewish/Christian relations as depicted in and impacted by the Gospels. 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: After learning about the Four-Source Hypothesis for authorship of the Synoptic Gospels. Through an interactive discussion, students will be presented with various similarities and differeneces in the biographies of Mark, Matthew, and Luke and invited to discuss how and whether the Four-Source Hypothesis accounts for these similarities and difference. Based on these discussions, students will write two paragraphs describing two similarities and two differences between Mark and Luke's account of the resurrection. Submitted paragraphs will be evaluated by whether they include relevant concepts and coherent reasoning. Essay Examinations Example: Read each of the accounts of Jesus' resurrection (Mark 16:1-8; Matthew 28:1-20; Luke 24:1-56). Then in a 3-4 page essay, describe the similarities and differences between accounts. How do you explain the similarities and differences between these narratives? In your view, does the Four Source Hypothesis account for the similarities and differences? Explain your position. Use examples and passages from relevant readings to help explain and support your ideas. Objective Examinations Example: A. Students will take a multiple-choice examination on the Four Source Hypothesis. For example: According to the Four Source Hypothesis, who are the author/authors of the Gospel of Matthew? (A) Matthew; (B) The Quelle Source ("Q"); (C) Mark; or (D) All of the Above Projects Example: Create a poster board that charts and describes the Four Source Hypothesis. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Using a slide-presentation for an on-ground lecture, the instructor will explain the Four-Source Hypothesis for authorship of the Synoptic Gospels. Through an interactive discussion, students will be presented with various similarities and differences in the biographies of Matthew, Mark, and Luke and invited to discuss how and whether the Four-Source Hypothesis accounts for these similarities and difference. Distance Learning Students will watch a video of the instructor explain Four-Source Hypothesis for authorship of the Synoptic Gospels. In a discussion board assignment, students will apply the theory of the author/source "Q" by identifying two differences between the Gospel of Mark and the Gospel of Matthew and/or Luke. Typical Out of Class Assignments Reading Assignments 1. Read chapter 1, "What Is the New Testament? The Early Christians and Their Literature," and be prepared to discuss the diversity of early Christianinity. 2. Read chapter 7, "The Synoptic Problem and Its Significance for Interpretation," and be prepared to discuss the Four-Source Hypothesis. Writing, Problem Solving or Performance 1. For your paper, you are to list three specific ways in which Jesus as portrayed in Luke is similar to other people who were thought to be divine. (Give exact chapter and verse references when referring to passages in Luke.) Are there ways in which Jesus appears to be different from other divine men? How do you explain these similarities and differences? 2. Read through each of the accounts of Jesus' resurrection carefully, a couple of times each (Mark 16:1-8; Matthew 28:1-20; Luke 24:1-56) . Then write a 3-4 page analysis engaging in a careful comparison of them. On what points do the accounts agree with one another? On what points do they differ? Do any of the differences seem to you to be irreconcilable discrepancies? How do you explain the similarities and differences between these narratives? What is each account, in your opinion, trying to emphasize? Other (Term projects, research papers, portfolios, etc.) Required Materials The New Testament: An Historical Introduction Author: Bart Erhman Publisher: Oxford University Press Publication Date: 2019 Text Edition: 7th Classic Textbook?: OER Link: OER: An Introduction to the New Testament Author: Raymond Edward Brown Publisher: Doubleday Publication Date: 1997 Text Edition: Classic Textbook?: OER Link: OER: Paul and His Recent Interpreters Author: N.T. Wright Publisher: Fortress Press Publication Date: 2015 Text Edition: Classic Textbook?: OER Link: OER: The Gospel According to Jesus Author: Stephen Mitchell Publisher: Harper Perreniel Publication Date: 1994 Text Edition: Classic Textbook?: OER Link: OER: Misquoting Jesus Author: Ehrman, Bart Publisher: HarperOne Publication Date: 2007 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
NRSR 0021 - Nursing Fundamentals and Geriatric Nursing
http://catalog.sierracollege.edu/course-outlines/nrsr-0021/
Catalog Description Prerequisite: Completion of BIOL 4 or 8A/8B, 5 or 7A/7B, 6, NUTF 10, HDEV 1, PSYC 100, MATH A, and ENGL 1A with grades of "C" or better Hours: 396 (99 lecture, 297 laboratory) Description: Introduction to nursing with overview of its evolution, present trends and issues, legal and ethical aspects and the major concepts underlying today's practice. Theory and correlated clinical practice related to utilizing the nursing process based on Roy's Adaptation Model to provide direct care to stable adult and geriatric patients. Emphasis on basic human needs and promoting adaptive mechanisms for attaining and maintaining wellness. Students gain the knowledge and skills necessary to perform all basic nursing procedures. (letter grade only) (CSU) Course Student Learning Outcomes CSLO #1: Using the nursing process, describe variations in care planning for the adult and/or geriatric client. CSLO #2: Perform and document a basic physical assessment to include variations for the adult and/or geriatric client. CSLO #3: Communicate therapeutically with adult and/or geriatric patients. CSLO #4: Apply interpersonal communication abilities to interact effectively with patients, families, groups, faculty and colleagues from diverse backgrounds. CSLO #5: Apply basic principles of teaching and learning to convey information to patients and family members about the plan of care and medications. CSLO #6: Perform as a member of the healthcare team when caring for adult and/or geriatric clients in the acute and long term care setting. CSLO #7: Explain basic legal and ethical principles related to consumer rights and protection, and the Nursing Practice Act. CSLO #8: Safely administer medications by oral, injection, and topical routes. Interact safely within the environment of care. CSLO #9: Perform basic nursing care and procedures and correctly document the same. Effective Term Fall 2020 Course Type Credit - Degree-applicable Contact Hours 396 Outside of Class Hours 198 Total Student Learning Hours 594 Course Objectives Through classroom discussions, presentations, written assignments: Lecture Objectives: 1. Develop a basic understanding of the nursing process and describe variations in care planning for the adult and geriatric client. 2. Identify basic legal and ethical principles related to consumer rights and protection, and the Nursing Practice Act. 3. Incorporate knowledge of basic nursing concepts, sciences, and other pre-requisite support coursework into the care of adult and geriatric clients. Through skills laboratory and clinical activities: 1. Communicate safely with adult and geriatric patients. 2. Apply basic principles of teaching and learning to convey information to patients and family members about the plan of care and medications. 3. Perform as a member of the healthcare team when caring for adult and/or geriatric clients in the acute and long term care setting. 4. Perform and document a basic physical assessment to include variations for the geriatric client. Safely administer medications by oral, injection, and topical routes. 5. Interact safely within the environment of care. 6. Perform basic nursing care and procedures and correctly document the same. 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 Objective Examinations Example: Sample Test Questions, Fundamentals of Nursing: 1. The nurse who practices patient advocacy demonstrates which behavior? A. Assess the patient's point of view and articulate that point. B. Determine the patient's value system and encourage changes in beliefs. C. Identify the staff members who can contribute to the patient's plan of care. D. Assume accountability for the patient's relationships with health care providers. 2. Five days post surgery a patient still complains of severe incisional pain in spite of nursing and collaborative measures. According to the nursing process, the next step for the nurse is to: A. Continue with the plan until the patient's pain is gone. B. Change the nursing diagnosis from Alteration in Comfort to Ineffective Individual Coping. C. Collaborate with the physician to increase pain medication. D. Gather more data, evaluate the goals and modify the plan accordingly. Sample Test Question, Geriatric Nursing: The nurse is monitoring an older client for medication toxicity. The nurse understands which of the following age-related changes may increase the risk of medication toxicity? A. Decreased cough efficiency and decreased vital capacity. B. Decreased lean body mass and decreased glomerular filtration rate. C. Decreased salivation and decrease gastrointestinal motility. D. Decreased muscle strength and loss of bone density. Problem Solving Examinations Example: Students must also take a written dosage calculation exam. Sample Test Question, Dosage Calculation: The medication order reads: Digoxin 0.25 mg PO, once daily. Dose sent by pharmacy is labeled 0.125 mg/tablet. How many tablets should the nurse administer? Projects Example: Weekly Nursing Care Plans are required when the student begins hospital clinical laboratory. The care plans demonstrate the student's ability to use the Nursing Process to problem-solve and plan care for adult and geriatric clients. Skill Demonstrations Example: Students are required to complete online skills modules with a pre and post test and they must achieve a 90% on the skill post test prior to skill practice/performance in the skills lab. Students are required to demonstrate a basic level of competency and skill validation performing required skills that were presented in skills lab before participating in the hospital clinical laboratory setting. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Instructor will lecture on the topic of Fluid and Electrolytes and the class will develop a Pathophysiology Standards of Care sheet related to the specific electrolyte imbalance. The student will present the information and a test question to the class. Lecture: Instructor will lecture on the Principles of Medication Administration and Basic Pharmacology. Instructor will then demonstrate the skill of medication administration in a subsequent skills laboratory, and students will practice that skill under the supervision of the faculty and perform a skill competency test. Clinical Lab with Human Patient Simulation: Instructor will demonstration how to assess vital signs followed by the students will properly perform assessing the patient's vital sign under supervision. Distance Learning The instructor may initiate or facilitate delivery of content through instructor-developed lecture content posted to the LMS site in the form of visually enhanced .pdf documents, PowerPoint presentations, personal websites or other digital medium useful for delivering information and ideas. Typical Out of Class Assignments Reading Assignments 1. Read and explore the effect of the Healthy People initiative in today's nursing practice and in the future. Identify 10 indicators of the health of the U.S. population as evaluated by Health People 2020 2. Use chapter information to apply and discuss in class the nursing process when caring for patients with fluid and electrolyte imbalance. Writing, Problem Solving or Performance 1. Perform the following nursing skill in clinical after faculty skill validation in the skill laboratory setting- Research pharmacokinetic properties of medications to develop an understanding of the desired effect, side effects, and contraindications for each medication. Using patient simulation, prepare and administer oral medications, and/or topical skin preparations, and eye, ear, and nose drops in the skills lab for skill validation prior to administration in the clinical setting. Utilize the medication dispense cart in the skills lab to obtain and prepare patient medications. Document medication administered according to agency policy. 2. Weekly journaling: o Facilitate reflection about clinical experiences o Allow for expression of feelings o Develop critical thinking o Improve written communication skills o Promote self-directed learning o Increase self-confidence o Validate assumptions and ideas o Promote a trusting relationship between student and clinical instructor Other (Term projects, research papers, portfolios, etc.) 1. Patient education teaching project to be performed during post clinical. After week 8 of theory, the student will choose a medical or surgical topic to develop patient education teaching plan using evidence-based research to present in post clinical conference to the clinical group. Grading based upon grading rubric. 2. Additional patient assessment will be performed as needed to determine rationale and effectiveness of medications. Required Materials Fundamentals of Nursing The Art and Science of Person-Centered Care Author: Tayloy, Lynn, & Bartlett Publisher: Wolters Kluwer Publication Date: 2019 Text Edition: 9th Classic Textbook?: OER Link: OER: Brunner & Suddarth's Textbook of Medical-Surgical Nursing Author: Hinkle & Cheever Publisher: Wolters Kluwer Publication Date: 2018 Text Edition: 14th Classic Textbook?: OER Link: OER: Pharmacology for Nursing Care Author: Lehne Publisher: ElsevierMosby Publication Date: 2018 Text Edition: 10th Classic Textbook?: OER Link: OER: Taylor's Clinical Nusing Skills A Nursing Process Approach Author: Lynn Publisher: Wolters Kluwer Publication Date: 2019 Text Edition: 5th Classic Textbook?: OER Link: OER: Nurse's Pocket Guide: Diagnosis, Intervention & Rationale Author: Doenges, Moore et al. Publisher: F.A. Davis Publication Date: 2019 Text Edition: 15th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Books for drug reference, lab test reference, and medical dictionary, are also required and published in the course syllabus. Supplies for skills laboratory are also required. Students must also purchase Kaplan online and practice tests for independent practice and preparation for clinical skills and review of theoretical course content.
PHIL 0021 - History of Modern Philosophy
http://catalog.sierracollege.edu/course-outlines/phil-0021/
Catalog Description Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: Sixteenth through Eighteenth century philosophy with emphasis on broad epistemological or metaphysical theories, developments of empiricism and rationalism from Descartes to Kant. (C-ID PHIL 140) (CSU, UC) Course Student Learning Outcomes CSLO #1: Describe and critically analyze the philosophical viewpoints of the Rationalists: Descartes, Spinoza, and Leibniz. CSLO #2: Describe and critically analyze the philosophical viewpoints of the Empiricists: Locke, Berkeley, and Hume. CSLO #3: Compare and contrast the theories of knowledge and reality of the Rationalists and Empiricists. CSLO #4: Describe and critically analyze Kant's theory of knowledge and reality as contrasted with the views of the Rationalists and Empiricists. Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Describe the historical background and circumstances that gave rise to the birth of Contemporary Science out of Ancient and Scholastic philosophies; 2. Explicate and evaluate Cartesian epistemology and metaphysics; 3. Describe the continuity between the epistemological and metaphysical systems of the Rationalists: Descartes, Spinoza, and Leibniz; 4. Describe the continuity between the epistemological and metaphysical systems of the Empiricists: Locke, Berkeley and Hume; 5. Contrast the metaphysical systems of the Rationalists; 6. Contrast the metaphysical systems of the Empiricists; 7. Compare and contrast the epistemological and metaphysical systems of the Rationalists and Empiricists; 8. Describe and analyze Hume's problematization of Metaphysics; 9. Defend Kant's metaphysics and epistemology as a synthesis of rationalism and empiricism; 10. Demonstrate mastery of critical philosophical skills to present accurately and to interpret the positions of 16th to 18th century philosophers, based on readings of their primary texts; and 11. Critically analyze and evaluate arguments, assumptions, principles, and methods of 16th through 18th century philosophers. 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: In an instructor led discussion the instructor will prompt students to identify the difference between Kant's concepts of an analytic and synthetic judgment. Have students describe: (a) three analytic judgments and what they imply for knowledge. (b) three synthetic judgments and what they imply for knowledge. After the instructor determines that students have sufficiently mastered the above concepts and distinctions, an instructor will lead a discussion prompted by the following question: Is "I think, therefore, I am?" an analytic judgement or a synthetic judgement? Explain your answer. Essay Examinations Example: Select one of the following questions (a, b, or c) and write a three page, typed, double spaced, size 12 font essay thoroughly responding to your chosen question. (a) Why doesn’t Descartes simply determine what's real by looking around him and use his sense experience? What does Descartes assume about sense experience as it method to know what's real? (b) In Book II of Locke's Essay Concerning Human Understanding, Locke claims that the mind is a tabula rasa or blank sheet until experience in the form of sensation and reflection provide the basis for complex knowledge. What does Locke's epistemology assume about our ability to know what's real? (c) Immanuel Kant's epistemology claims that empiricism can't get us to understanding. How does the example of face-blindness (as explored in the documentary: The Mind's Eye: How the Brain Sees the World) reinforce Kant's metaphysics and epistemology as a synthesis of rationalism and empiricism? Student essays will be assessed based upon a rubric that includes criteria such as correctness of response, thoroughness of explanation, relevance of quotes provided, and demonstration of "justification" by way of quote selection. Objective Examinations Example: Students will take a multiple-choice examination on their ability to describe and analyze the assumptions entailed in Rationalism and Empiricism. Example: For Hume, what is the source of our knowledge of cause and effect? A. Reasoning "a priori" (i.e. independently of experience). B. In experience, finding that particular objects are constantly conjoined with each other. C. A type of intuition that is used to make sense of the world. D. Social conditioning from early childhood onwards. Projects Example: Working in student pairs, write a conversational dialogue based on Kant's metaphysics and epistemology as a response to Descartes and Hume. (1) In conversational language convey where Kant thinks Descartes and Locke got some things right, and where Kant thinks Descartes and Locke got some things wrong. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will lead a discussion on the various historical circumstances that lead to the epistemological crisis Descartes was addressing in Discourse on Methods, 164 In an in-person or online discussion assignment, the instructor will prompt students to identify areas in the primary writings of Descartes that suggests his desire to find a firm epistemological foundation for the sciences. Students will orally or in writing explain how the quotes support Descartes' epistemic goal. Distance Learning Based upon in class or online video lectures, students will work in small in-person or online discussion groups identifying similarities and differences between the Rationalist and Empiricist philosophers. Students will learn to compare and contrast Rationalist epistemology and metaphysics using the visual compare and contrast Venn diagram. The instructor will evaluate the accuracy of student artifacts. Typical Out of Class Assignments Reading Assignments 1. Read Rene Descartes, Meditations on First Philosophy, Meditation I and II and come to class prepared to explain the epistemological purpose of the evil genius scenario. 2. Read John Locke, An Essay Concerning Human understanding, Book II, chapters 1-8, and come to class prepared to describe the difference between Primary and Secondary Qualities. Writing, Problem Solving or Performance 1. Formal Paper: write a 3 page minimum essay answering all parts of the question prompt that is typed, double-spaced, size 12 font paper: What is unable to be doubted, according to Descartes, and why does Descartes find this sufficient to serve as his First Philosophy? 2. Formal Paper: write a 3 page minimum essay answering all parts of the question prompt that is typed, double-spaced, size 12 font paper. Describe how Locke would answer the question, "If a tree falls in the forest with no one around to hear it, does it make a sound?" Students will describe differences between Primary and Secondary Qualities as explained by Locke. Other (Term projects, research papers, portfolios, etc.) Required Materials Discourse on Method and Meditations on First Philosophy Author: Rene Descartes, Translated by Donald A. Cress Publisher: Hackett Publication Date: 2011 Text Edition: 4th Classic Textbook?: OER Link: OER: An Essay Concerning Human Understanding Author: John Locke Publisher: Hackett Publication Date: 1993 Text Edition: Classic Textbook?: OER Link: OER: An Enquiry Concerning Human Understanding Author: Hume, David Publisher: Hackett Publication Date: 1993 Text Edition: 2nd Classic Textbook?: OER Link: OER: Modern Philosophy: An Anthology of Primary Sources Author: Roger Ariew and Eric Watkins, Editors Publisher: Hackett Publication Date: 2009 Text Edition: 2nd Classic Textbook?: OER Link: OER: Descartes: Meditations on First Philosophy: With Selections from the Objections and Replies Author: Rene Descartes Publisher: Cambridge University Press Publication Date: 2017 Text Edition: 2nd Classic Textbook?: OER Link: OER: Philosophic Classics, Volume III: Modern Philosophy Author: Forest E. Baird Publisher: Routledge Publication Date: 2010 Text Edition: 6th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Humanities
http://catalog.sierracollege.edu/departments/humanities/
...Art ENGL 0016 Introduction to LGBTIQ Literature ENGL...the Hebrew Bible HUM 0021 Introduction to the...
Course Identification Numbering System (C-ID)
...0010 ENGL 100 ENGL 0001A ENGL 105 ENGL...106 106 L BIOL 0021 AG-PS 106...
