ENGL 0022. Creative Publication
Units: 3
Advisory: Completion of ENGL C1000 with grade of "C" or better
Hours: 72 (36 lecture, 36 activity)
This course provides technique and experience in producing the annual college literature and arts magazine, Sierra Journal. Students will select and edit manuscripts of various genres (poetry, drama, creative non-fiction, fiction), communicate with authors, submit final proofs for publication, and market the magazine. (CSU)
ENGL 0022 - Creative Publication
http://catalog.sierracollege.edu/course-outlines/engl-0022/
Catalog Description Advisory: Completion of ENGL C1000 with grade of "C" or better Hours: 72 (36 lecture, 36 activity) Description: This course provides technique and experience in producing the annual college literature and arts magazine, Sierra Journal. Students will select and edit manuscripts of various genres (poetry, drama, creative non-fiction, fiction), communicate with authors, submit final proofs for publication, and market the magazine. (CSU) Course Student Learning Outcomes CSLO #1: Collaborate with students, faculty, authors, and the Sierra College Press to publish and market the Sierra Journal literary magazine. CSLO #2: Identify, define, and apply clear criteria--including cultural, social, political, and critical contexts--to evaluate and select literary works from multiple genres (fiction, creative non-fiction, poetry, and drama). CSLO #3: Learn and employ industry standard practices regarding organizing, tracking, and editing submissions; communicating with authors; and submitting final proofs for publication. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 90 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Identify and analyze differences and similarities between genres of creative writing; 2. Identify, interpret, and analyze the literary elements; 3. Identify, interpret, and analyze creative works in cultural, social, political, and critical contexts; 4. Communicate analyses, interpretations, and critiques of single works or several works by the same author; 5. Identify, interpret, and analyze thematic links between text and visual media ; 6. Troubleshoot problems or issues related to editing and production. Activity Objectives: 1. Generate criteria to analyze and evaluate literature; 2. Compare creative expressions in writing, art, and photography; 3. Employ reading, writing, and communication skills during journal production; 4. Establish editorial roles/teams in the production process; 5. Create and implement a distribution plan; 6. Plan a formal literary reading. 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 Classroom Discussions Example: After the instructor provides criteria and definitions of literary terms, the students will discuss and evaluate the virtues and limitations of individual submissions for publication. Objective Examinations Example: The instructor will give an exam assessing students' understanding of literary terminology while analyzing passages from formal fiction and poetry. Reports Example: Students will present information in a report regarding the current publication status to the instructor and Sierra Journal team. Skill Demonstrations Example: The instructor will evaluate students' scoring and analysis of works published in previous issues of Sierra Journal as they analyze complexity, imagery, message, etc. Other Example: The instructor, peers, and students evaluate each other and themselves regarding their roles within the team in written or verbal communication. Repeatable No Methods of Instruction Activity Lecture/Discussion Distance Learning Activity: Through lecture, assigned readings, and discussion, the instructor guides students in generating criteria for evaluating works of literature for publication. For example, students apply culturally informed practices to evaluate works that include specific vernacular and dialects. Lecture: The instructor will provide reading on the elements of literature and samples from work in a particular genre. Students will analyze the samples to identify which elements are present and discuss how the writer employs the elements to convey meaning. Distance Learning The instructor models an analysis of a work of short fiction in a video lecture, highlighting the virtues and limitations of the work for students. Students then use class evaluation criteria to critique a separate work of short fiction by the same author, write their critique in the discussion board, and then comment on one another’s evaluation. Typical Out of Class Assignments Reading Assignments Read pages 1-25 of Sierra Journal and compare submissions based on criteria established in lecture and class activities. Read #11-20 of short fiction submissions and evaluate according to criteria established in lecture and class activities. Read poetry submissions #50-65 and evaluate according to criteria established in lecture and class activities. Read the handout on editorial practices and evaluating literature and apply principles from the reading to generate criteria for ranking submissions to the Sierra Journal. Writing, Problem Solving or Performance Prepare written marketing solicitation for submissions. Evaluate poems #20-30 during selection process. Prepare questions for guest speaker. Other (Term projects, research papers, portfolios, etc.) Prepare submissions for final review. Communicate with submitting authors. Provide input regarding the magazine design. Required Materials Other materials and-or supplies required of students that contribute to the cost of the course. The materials for this course are the submissions provided during the editing process and supplementary instructional materials provided at no cost to students.
HIST 0022 - American Military History
http://catalog.sierracollege.edu/course-outlines/hist-0022/
Catalog Description Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: Study of American Military History, from 1774 to present, covering the American War of Independence, War of 1812, the Barbary Wars, Mexican American War, Civil War, Native American Wars, Spanish American War, Boxer Rebellion, World War I, World War II, Korea, Vietnam, Gulf War of 1991, Afghanistan 2002, and Iraqi Freedom 2003. Includes the reading of historical works, literature, and historical documents. Examines the Powell Doctrine, the Principles of War, and the reasons and causes of war. (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: Investigate the origins of the American Constitution and its impact on American military developments. 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 role of leadership and the significance of individuals, ideas, and events in American military history 3. Analyze and evaluate the concept of war and its relationship to politics 4. Describe the development of American military policy from the War of Independence to the present 5. Describe the functions and characteristics of the armed forces of the United States 6. Describe the effect of American military policies on international relations and domestic development 7. Define and apply terms such as war, policy, strategy, tactics, military force, and war aims 8. List in chronological order the significant events in American military history since the colonial period 9. Identify and analyze the significance of major political, military and diplomatic individuals and the events they influenced in American military history 10. Analyze how war is an extension of political and diplomatic policy of the United States government 11. Compare and contrast how and why wars were fought in the past to the way they are fought in the present 12. Analyze and evaluate how American Military policy affects relations with other nations 13. Analyze and appraise choices made in times of war by politicians and military officials 14. Demonstrate knowledge of geography and its influence on warfare 15. Describe how advancements in technology have influenced warfare and the outcomes of wars 16. Identify and locate major cities, battle sites, nations, geographical features such as rivers and mountain ranges of significance in U.S. Military History 17. Analyze and apply the Geneva and Hague Conventions, the Principals of War, and the Powell doctrine and critique how they influence U.S. policy today General Education Information Approved College Associate Degree GE Applicability 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: Describe and analyze the planning process for the 2003 Iraq War. Who participated in the process and how might their actions influenced the outcome of the conflict? The essay will be graded by a rubric outlined within the syllabus. Objective Examinations Example: Q: What is NOT a true cause of the Mexican American War? a. The conflict occurred because of a territorial dispute with Mexico b. Mexico declined U.S. government's $15 million offer to purchase land c. Zachary Taylor's aggressive posturing on the Rio Grande d. The murder of American patriots at the Alamo e. The desire of many Southerners to expand slavery westward. Q: Which of the following is NOT true of the Powell Doctrine? a. U.S. troops would not be committed unless there is an exit policy b. U.S. forces should have clearly defined objects both political and military c. U.S. troops can be committed without the support of Congress d. Commitments of U.S. troops should be a last resort e. There should be a clear intention of winning. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will provide material in lecture format (either oral or written) on the American Revolution and have students connect this material with assigned reading in course textbooks as part of exams. Instructor will ask students to compare Native American wars in a short writing assignment prior to class. In class, the instructor divides students into small groups and support their comparison of assigned reading and their reactions to important historical developments. Distance Learning Instructor will assign primary source materials on the Mexican American War 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 and be prepared to discuss the material in class and as part of written examinations. 2. Complete reading in assigned course reader and be prepared to summarize both orally and in a carefully written paragraph. Writing, Problem Solving or Performance 1. In a 500-word essay, explain how George Washington's strategy during the American War of Independence worked and why it was so successful. 2. Make a chart that compares and contrasts the personalities, education, and command abilities of Winfield Scott and Zachary Taylor in the Mexican-American War. Explain why one represented the future of military expertise while the other resembled the past. 3. Military Simulation Project, students are to write about their experiences in the project which studies an important historical battle through reading, participation, and discussion. Students must solve historical problems which the U.S. Military faced. Other (Term projects, research papers, portfolios, etc.) Discuss and describe in a short essay of three typed pages why the United States failed to secure the peace after the conclusion of conventional fighting in 2003 Iraq. In three typed pages answer the following question based on in class lecture and your readings in The Savage Wars of Peace: Max Boot compares the Philippine campaign to Vietnam. Why was the Philippine campaign so successful compared to the Vietnam War? Give specific examples and explain the similarities and differences between the two conflicts. Required Materials American Military Policy Author: William T. Allison, Jeffrey Grey, Janet G. Valentine Publisher: Prentice Hall Publication Date: 2012 Text Edition: 2nd Classic Textbook?: OER Link: OER: The Savage Wars of Peace Author: Max Boot Publisher: Basic Books Publication Date: 2002 Text Edition: 1st Classic Textbook?: OER Link: OER: Cobra II Author: Michael R. Gordon, General Bernard E. Trainor Publisher: Vintage Books Publication Date: 2007 Text Edition: 1st Classic Textbook?: OER Link: OER: A Rumor of War Author: Philip Caputo Publisher: Owl Books Publication Date: 1996 Text Edition: 2nd Classic Textbook?: OER Link: OER: Ways of War Author: Muehlbauer, Matthew S. Publisher: Rutledge Publication Date: 2014 Text Edition: 1st Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
NRSR 0022 - Medical Surgical I and Pediatric Nursing
http://catalog.sierracollege.edu/course-outlines/nrsr-0022/
Catalog Description Prerequisite: Completion or equivalent of NRSR 21 with grade of "C" or better as determined by Dean/Department Chair or current LVN licensure and completion of BIOL 4, 5, 6, NUTF 10, HDEV 1, PSYC C1000, MATH 12 and ENGL C1000 with grades of "C" or better Hours: 387 (104 lecture, 283 laboratory) Description: Theory and correlated clinical practice related to utilizing the nursing process based on Roy's Adaptation Model to promote adaptation by adult and pediatric clients and their families experiencing common and/or remedial illnesses/stressors. Students further develop skills and apply theory introduced in NRSR 21 in varied and more complex settings, and gain additional theory and skills related to new clinical areas and levels of responsibility. (letter grade only) (CSU) Course Student Learning Outcomes CSLO #1: Utilize the nursing process based on Roy’s Adaptation Model to provide direct total patient care to stable and noncritical geriatric or adult and/or pediatric clients with common and/or remedial health problems/stressors. CSLO #2: Analyze sociocultural and economic influences on the care of clients experiencing illness or procedure. CSLO #3: Demonstrate effective communication with health care team members regarding client status including during hand-off. CSLO #4: Identify the learning needs of clients with common or remedial illnesses/stressors and of their families. CSLO #5: Use basic teaching principles to convey information concerning daily health practices and treatment regimens. CSLO #6: Function as an effective member of the nursing team while caring for clients in the acute care setting. CSLO #7: Manage total patient care and appropriate level of care planning for two clients concurrently who are experiencing illness or procedure. CSLO #8: Take part in Advocacy for clients and self with members of the health care team. CSLO #9: Adhere to all college, program, and agency policies and regulations. CSLO #10: Administer intravenous fluids and intravenous medications with the exception of intravenous push medications. CSLO #11: Develop research skills to develop professional growth in evidence-based practice. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 387 Outside of Class Hours 208 Total Student Learning Hours 595 Course Objectives Lecture Objectives: 1. Explain and utilize the nursing process based on Roy's Adaptation Model to plan direct total care to stable and noncritical adult and/or pediatric clients with common and/or remedial health problems/stressors; 2. Describe and consider sociocultural and economic influences on the care of adult and pediatric clients experiencing common illnesses or procedures. 3. Identify how to confer appropriately with all members of the health care team and formulate effective intershift communication and client responsibility hand-off. 4. Identify the learning needs of clients with specific illnesses presented in the course. 5. Outline concepts of interdisciplinary team interactions necessary when caring for adult and pediatric clients with stable or noncritical illnesses. 6. Discuss basic legal and ethical practices for caring for adults and children with remedial illnesses, diagnostic or therapeutic procedures. 7. Describe the process for safe administration of intravenous fluids and intravenous medications, with the exception of intravenous push medications; 8. Describe concepts of prioritization and organizational skills needed to successfully manage total patient care and appropriate level of care planning for either two adults or two pediatric clients concurrently who are experiencing illness or procedures. 9. Formulate personal learning needs and goals. Clinical Laboratory Objectives: 1. Write comprehensive patient care plans using Roy's adaptation model to guide client care interventions in the clinical setting; 2. Demonstrate cultural sensitivity in care planning and when participating in direct client care for adult and pediatric clients. 3. Share and transfer client information throughout and at the end of the shift using the S-B-A-R format. 4. Use basic teaching principles to educate clients and families experiencing common disorders presented in the course. 5. Apply the concepts of ethical and legal professional practice in the development of clients care plans and when participating in direct client care 6. Perform as a member of the nursing team when caring for adult and pediatric clients with stable or noncritical illnesses. 7. Safely administer secondary intravenous medications in compliance with nursing procedure and in alignment with the nursing program's Safe Medication Administration Policy 8. Demonstrate adequate organizational and time management skills to manage total patient care and care planning for either two adult or pediatric clients. 9. Initiate a personal development plan to achieve self-identified learning needs and goals. 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: Weekly nursing care plans/concept maps are required when students are assigned to the clinical laboratory. Completed nursing care plan/concept maps assignments demonstrate the student's ability to utilize the nursing process, think critically and plan care for actual adult and pediatric clients. Students are required to demonstrate a basic level of competency in performing required skills that were presented in skills lab before participating in the hospital clinical laboratory setting. Students must also pass a dosage calculation exam before administering intravenous medications in the clinical laboratory. Sample test question, Medical-Surgical Nursing: All these medications are ordered at 0900 for a client who has had a right-hip replacement the previous day and is scheduled to ambulate with the physical therapist for the first time at 0945. Which medication should be given first? a. Ceftriaxone (Rocephin) 500 mg intravenously, a cephalosporin antibiotic b. Oxycodone (Roxicodone) 5 mg orally, an opioid c. Enoxaparin (Lovenox) 30 mg subcutaneous, an anticoagulant d. Colace 100 mg orally, a stool softener Problem Solving Examinations Example: Sample test question, Dosage Calculation: 2.5 L D5NS to infuse in 24 hours. Drop factor: 10 gtt/mL. What is the hourly rate? ______ mL/hr Calculate the gravity flow rate: ______ gtt/min Projects Example: The student will complete a "Clinical Expert assignment." The student will choose a group partner. The students will choose a topic to teach the class regarding medical equipment or a medical procedure. The students will research using Ovid and scholarly resources to develop an outline, presentation, and handout to present to the class. Skill Demonstrations Example: Sample test question, Pediatrics: Bert is a 16-year-old who is admitted to the adolescent unit after an emergency appendectomy. He is in pain, and he has a NG tube in place which is draining light green fluid. There are three other teenagers in the room staring at him. What is your priority nursing intervention for Bert? a. Introduce him to the other young men and encourage interaction. b. Screen him from the other teenagers and administer a dose of pain medication. c. Tell the other boys to leave him alone and go to bed. d. Explain to the other boys what Bert has been going through. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: The student will formally interview a client about the client's surgery to gain insight into the surgical experience; the instructor will provide an assignment that includes specific prompts to elicit the client's perceptions. In addition, the instructor will arrange a surgical observational experience at the clinical facility that includes the surgical preparation area, the operating room and the recovery room. The instructor will provide a written assignment for students to record and log their perioperative observations. Grading based upon correct or incorrect answer to questions. Laboratory Human Patient Simulator: Instructor will demonstrate how to administer intravenous piggyback medication followed by the students properly performing the administering of intravenous piggyback medication under supervision. Lecture: The instructor will present an overview of musculoskeletal disorders through lecture and class discussion. The student will complete a case study containing questions which will prompt the students to explore and analyze the care of clients with total hip replacement, total knee replacement, sprains, and fractures. Instructor will guide the students to correct answers Distance Learning Faculty will enter a question in the discussion board pertaining to the content covered of the disease process. The student will answer the question and respond to two other student replies. Faculty will provide constructive feed back to the initial student post. Typical Out of Class Assignments Reading Assignments Reading assignments are regularly assigned from several adult and pediatric textbooks, current professional journals, pediatric professional association websites, government websites and consumer/client-oriented websites. Case studies assigned for lectures are to be completed before class and are used for discussion in the classroom. 1. Read the medical-surgical text chapter covering anatomy, physiology, and treatment of the gas exchange and respiratory function system of a client with COPD." Complete the assigned case study. Be prepared to discuss in class. 2. Read the material discussed in the case study, "The Infant with Congestive Heart Failure." Be prepared to discuss in class. Writing, Problem Solving or Performance 1. Weekly journal writing reflecting clinical laboratory experiences allows the student to explore options for handling clinical experiences, bridge the gap between theoretical and clinical knowledge, allow for expression of feelings, develop critical thinking, improve written communication skills, increase self-confidence, and validate assumptions and ideas. Examples of typical writing prompts: Identify one example of good leadership, delegation or management skills; note an observation of critical thinking; analyze problems encountered during the clinical week. 2. The Personal & Professional Growth in Nursing paper is a first-year capstone written assignment using weekly journal entries to analyze progression midway through the nursing program. 3. Required weekly nursing care plans demonstrate the student's ability to use the nursing process to problem-solve and plan care for clients in the clinical setting. 4. Required weekly written hand-off reports demonstrate effective intershift communication and client responsibility hand-off. 5. Clinical case studies facilitate the student's mastery of content and stimulation of critical thinking. Case studies are completed individually or in small groups and independently or as part of a lecture discussion. Examples of Arthroscopy Case Study Questions: What risk factors for hip fracture did the client exhibit? Why is the client receiving both enoxaparin (Lovenox) and warfarin (Coumadin)? What is the difference between arthroplasty and open reduction and internal fixation (ORIF)? List four critical, potential postoperative problems for the client, and explain why each is important. Other (Term projects, research papers, portfolios, etc.) Students are required to complete the Clinical Expert assignment, an exploratory, capstone project of the first year of the nursing program. Student groups present an overview of a clinical skill or operation of equipment or technology, develop written or kinesthetic learning materials and function as resources for their peers. Students must identify potential resources available at their clinical facility or in the healthcare/technology sectors in order to complete the assignment. Required Materials Fundamentals of Nursing Author: Potter and Perry Publisher: Elsevier Publication Date: 2023 Text Edition: 11th Classic Textbook?: OER Link: OER: Maternal Child Nursing Care Author: Perry, Lowdermilk, Cashion et al. Publisher: Elsevier Publication Date: 2023 Text Edition: 7th Classic Textbook?: OER Link: OER: Phillips's manual of IV therapuetics Author: Gorski Publisher: F. A. Davis Company Publication Date: 2023 Text Edition: 8th Classic Textbook?: OER Link: OER: Lewis's Medical-Surgical Nursing Author: Harding, Kwong, Hagler, Reinisch Publisher: Elsevier Publication Date: 2023 Text Edition: 12th Classic Textbook?: OER Link: OER: Lehne’s pharmacology for nursing care Author: Burchum, J. R. & Rosenthal, L. D. Publisher: Elsevier Publication Date: 2025 Text Edition: 12th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. All required textbooks and reference books for NRSR 0021 apply to this course. Books for dosage calculations, nursing care plans, drug reference, lab test reference, and medical dictionary, are also required and published in the course syllabus. Students must also purchase ATI practice tests for independent practice, preparation for clinical skills, and review of theoretical course content. Supplies for skills and clinical laboratory are also required.
NRSR 0023 - Medical Surgical II and Mental Health Nursing
http://catalog.sierracollege.edu/course-outlines/nrsr-0023/
...C1000, MATH 12 , and ENGL C1000 with grades...for previous semesters: NRSR 0021 and NRSR 0022.
