IT 0015. Business Information Systems
Units: 3
Formerly known as CIS 62
Advisory: Eligibility for ENGL 1A
Hours: 72 (54 lecture, 18 laboratory)
Examination of information systems and their role in business. Focus on information systems, database management systems, networking, e-commerce, ethics and security, computer systems hardware and software components. Application of these concepts and methods through hands-on projects developing computer-based solutions to business problems. (C-ID ITIS 120) (CSU)
IT 0015 - Business Information Systems
http://catalog.sierracollege.edu/course-outlines/it-0015/
Catalog Description Formerly known as CIS 62 Advisory: Eligibility for ENGL 1A Hours: 72 (54 lecture, 18 laboratory) Description: Examination of information systems and their role in business. Focus on information systems, database management systems, networking, e-commerce, ethics and security, computer systems hardware and software components. Application of these concepts and methods through hands-on projects developing computer-based solutions to business problems. (C-ID ITIS 120) (CSU) Course Student Learning Outcomes CSLO #1: Research, analyze and evaluate information to solve business problems using business information systems concepts. CSLO #2: Design and produce business information systems solutions incorporating current trends, security, and best practices. CSLO #3: Employ business information systems concepts and terminology in professional communication. CSLO #4: Demonstrate marketable business information systems career skills. Effective Term Fall 2023 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 90 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Describe existing and emerging technologies and their impact on organizations and society. 2. Describe the development and use of information systems in business. 3. Solve common business problems using appropriate information technology applications and systems. 4. Evaluate various security issues that affect today's business systems technology. Laboratory Objectives: 1. Analyze data using spreadsheet and database tools. 2. Analyze a system for potential security issues such as determining what if any firewalls are in use, check anti-virus & anti-spyware installations, password policies and macro settings. 3. Develop a database, data storage system, and transfer existing data from various spreadsheets to populate it. 4. Explore ways businesses are using e-commerce sites as well as social media sites to improve customer relations. 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 chapter review questions will be used to help students determine if they are gaining a clear understanding of topics covered. Sample question: 1) What is fault tolerance? a. An exact copy of a system's information b. The ability to get a system up and running in the event of a system crash or failure and includes restoring the information backup c. A computer system designed that in the event a component fails, a backup component or procedure can immediately take its place with no loss of service d. A backup operational mode in which the functions of a computer component (such as a processor, server, network, or database) is assumed by secondary system components when the primary component becomes unavailable through either failure or scheduled down time Problem Solving Examinations Example: Students will be graded on the weekly hands-on labs for completion, correctness, and clarity. For example, read the end of chapter case study on information systems security and write your response to the issue provided by the case study based upon the ethics discussed in the chapter and class discussions. Projects Example: Students will read assigned material and write a short analysis paper on the systems development lifecycle. Writing will be assessed based on a rubric developed by the instructor and shared with students. Skill Demonstrations Example: After reading the chapter on databases students will be required to complete the end of chapter ERD exercise, designing an ERD for a doctor’s office database. Grading will be based on how well they displayed an understanding of the use of relationships between tables to meet the needs of the fictitious business. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Following an instructor lecture on databases, students will be provided with a set of spreadsheet files that contain fake customer information in various formats and be asked to migrate that data into a single data store while insuring data consistency and accuracy. (Lab Objective 3) Lecture: After students read the assigned chapter on "Internet Usage and e-Business Systems" and complete the review questions, the instructor will lead students through a discussion for that chapter and review the key concepts of the week. (Lab Objective 4) Distance Learning Through the LMS, the instructor will us a slide lecture presentation on existing and emerging technologies and their impact on organizations and society. Students will be divided into small groups to discuss potential new technologies based upon course reading and their own experiences. In a whole-class discussion students will present and discuss their small-group findings. (Lecture Objective 1) Typical Out of Class Assignments Reading Assignments 1. Students will be required to read from the assigned course text on the "systems development life cycle" and submit a short description of the cycle. 2. Students will use internet resources to research security issues effecting today's businesses and be prepared to discuss in class. Writing, Problem Solving or Performance 1. Students will complete hands-on lab computer assignments applying the weekly concepts. Ex: Open the database and generate a query to analyze the data set using specific selection criteria. Generate a report based on the results of the query. 2. Use the prescribed spreadsheet program to evaluate various loan options for a business and find the long term cost of each. 3. Write a research paper on evolving trends in business systems. Other (Term projects, research papers, portfolios, etc.) Required Materials Introduction to Information Systems Author: Rainer, Prince, Cegielski Publisher: Wiley and Sons Publication Date: 2021 Text Edition: 9th Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Information Technology
http://catalog.sierracollege.edu/departments/infotech/
Information Technology programs prepare students for a wide array of Information Technology (IT) career paths. IT encompasses computer professional careers and positions, from Tech Support to Cyber Security, and from Office Work to Business Analyst. Careers in IT deal with the design, creation, management, maintenance, and business use of the varied components of computer systems, including software, hardware, networks, and the cloud. The field spans a broad range of industries, including technology, healthcare, finance, retail, government and education; and includes jobs that involve business computer applications, databases, technical and customer support services, web authoring/developing, Internet information research, network administration, and cybersecurity. Some courses prepare students for industry certifications such as CompTIA’s, A+, Network+, Security+, or Microsoft’s MSCE. The curriculum also provides valuable computer experience and training for students who are enrolled in other disciplines of the College.
FASH 0015 - Clothing and Culture
http://catalog.sierracollege.edu/course-outlines/fash-0015/
Catalog Description Hours: 54 lecture Description: Study of clothing and its relationship to culture, society, and the individual. The psychological and sociological influences of dress, the physical aspects of appearance, and the influences of gender, sexuality, ethnicity, and class on the development of personal identity are explored through the study of style in traditional cultures, popular culture and everyday life. (CSU) Course Student Learning Outcomes CSLO #1: Compare and contrast the norms of body image in today's society with those in the past to include influences from social, political and economic issues. CSLO #2: Create visual examples of how environment influences dress. CSLO #3: Infer the future of cultures and dress as it relates to current technological, economic and social issues and events. Effective Term Fall 2017 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Through projects, oral and written exams, students will: 1. describe the classification of dress to include applications and advantages; 2. explain how dress is related to culture and society in terms of the Scale of Western and non-Western Cultures; 3. show how recorded types of dress explained the cultural meanings of dress for historical time periods; 4. Cite examples of different types of written interpretations of dress; 5. show examples of how the environment influences dress; 6. compare and contrast the norms of body image in today's society with those in the past; 7. identify ways that social issues, politics and economics influence culture and dress; 8. relate signs of how people are portrayed in art to cultural beliefs; 9. summarize the ways that culture influences people to conform to social norms when it comes to dress; 10. predict the future of culture and dress as it relates to current technological, economic and social issues and events. General Education Information Approved College Associate Degree GE Applicability AA/AS - Social Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D7 Interdisciplinary Soc/Behav Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Essay Examinations Example: Performance Objective "give examples of different types of written interpretations of dress" (Essay Exam Questions). Students will be asked to identify examples of different types of dress that have been studied. Pass/Fail Grading. Projects Example: Performance Objective "predict the future of culture and dress as it relates to technology, economic and social issues and events" (Project). Research a fashion trend that is currently found in another country. Make a prediction of its acceptance here in the United States using examples of current technological, social and economic trends to support your prediction. Grading based on Rubric. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will give a lecture/PowerPoint to explain the types on the Scale of World Cultures (Domestic, Political and Commercial) and their importance as they help to define culture and society in terms of dress. The instructor will then lead a brainstorming session where the students will develop a list of examples for each type of scale as they relate to certain areas such as economy, technology, ideology and dress. Online students will be given the assignment as a discussion board item. Each student will be asked to give examples of each type of scale as well as respond to their classmates. Distance Learning The instructor will give a lecture/PowerPoint on the norms of body image and how they change. The students will then be given an assignment to research a decade to determine its specific norms and the social, political and cultural aspects that helped to define them and share with the class. This assignment can be done online through the use of the discussion board. Typical Out of Class Assignments Reading Assignments 1. Read the chapter on the Classification System of Dress and come to class with three questions that you have from the reading. 2. Read the chapter on Dress and the Arts and be prepared to give a summary of the three most important ideas mentioned in the chapter. Writing, Problem Solving or Performance 1. Write a short paper addressing gender politics. If you are female, how does what you wear relate to your ideas about women's roles in society or what it means to be female? If you are male, how do you negotiate the conflicting messages that how one looks matters, yet men aren't supposed to be concerned with fashion? For both men and women, what does your personal experience with dress suggest about connections between fashion, gender, and race? 2. Write a paper explaining the characteristics and differences of domestic, political and commercial scales of culture and dress. Other (Term projects, research papers, portfolios, etc.) 1. Research the type of clothing that was worn in an ancient culture. Prepare a PowerPoint presentation describing the styles, fabrics, methods of construction, and types of adornment or decorations used. Did all the people wear the same styles? And, were there clothing restrictions according to occupation, wealth, or status? 2. Wearable Art - Pick two pieces of wearable clothing or clothing accessories (purse/bag, jewelry, etc.) and explore their artistic and cultural value. Also include: name of piece, history of this piece and its style and whether it is gender specific or gender neutral. Required Materials The Visible Self Author: Joanne B. Eicher Publisher: Fairchild Publication Date: 2015 Text Edition: 5th Classic Textbook?: OER Link: OER: Dress and Society Author: Beth Winfrey Freeburg Publisher: Fairchild Publication Date: 2009 Text Edition: 3rd Classic Textbook?: OER Link: OER: The Meanings of Dress Author: Mary Lynn Danhorst Publisher: Fairchild Publication Date: 2012 Text Edition: 4th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
GEOG 0015 - Field Geography of Northern California
http://catalog.sierracollege.edu/course-outlines/geog-0015/
Catalog Description Hours: 13 (7 lecture, 6 laboratory) Description: Explore valley and mountainous regions of Northern California, such as the Sacramento Valley, northern Coast Range and the southern Cascade mountains; learn about the region's natural history, its culture and past history, its people and industry, human-environmental relationships including land-use, and a sense of place. Some hiking and camping may be required. (CSU) Course Student Learning Outcomes CSLO #1: Identify common flora and fauna of the Sacramento Valley floor and surrounding mountains, including biomes, belts and plant communities. CSLO #2: Illustrate and explain major landform provinces of northern California, their geologic characteristics, such as rock types and soils, and identify their geologic causes. CSLO #3: Write a comprehensive field report on an interpretive walk that focuses on one or two aspects of the area, such as ecosystems and plant communities, fluvial processes, climate influences or even current environmental issues that affect natural landscapes. CSLO #4: Summarize major historical events that help reveal how the past has shaped he present story of the Sacramento Valley and surrounding area. CSLO #5: Describe geographic patterns of cultural and economic activities and analyze the causes, such as recreation, hospitality, natural resource extraction, agriculture and the historical industries of the Sacramento Valley and surrounding area. Effective Term Fall 2021 Course Type Credit - Degree-applicable Contact Hours 13 Outside of Class Hours 14 Total Student Learning Hours 27 Course Objectives Lecture Objectives: 1. Explain basic principles of geography including concepts of site & situation (significance related to physical landscape) of the Sacramento Valley and adjacent mountains including their natural resources. 2. Analyze locational patterns in the creation and development of environmental and cultural landscapes as it pertains to the valley and mountainous regions of Northern California. 3. Identify basic environmental processes (geology, weather & climate, hydrology) and/or cultural factors (urban areas, ethnicity, history, economics) of the upper Sacramento Valley and surrounding area. 4. Discuss the interrelationships between environmental and human landscapes of the upper Sacramento Valley and surrounding area. Laboratory Objectives: 1. Apply basic principles of geography and concepts of location through mapping exercises, written and oral explanations as it pertains to the valley and mountainous regions of Northern California. 2. Analyze and evaluate the importance of location, such as valley soils in the Sacramento area to determine the environmental processes and cultural attributes. 3. Evaluate these regions (the valley and mountainous regions of Northern California) through personal observation, using learned principles of the environmental processes and cultural factors. 4. Using information from the course; apply knowledge to assess current environmental, and cultural challenges of the valley and mountainous regions of Northern California, offering potential future solutions. 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: Student must collect notes during the field lectures as well as observations and information collected at museums and other informational kiosks. Using a framework, student collect data for a final report. Once back at home, students conduct additional research as needed to complete their final report including the relation of humans to their environment. Other Example: Notebooks are also submitted for a grade as a means of measuring participation and what was learned at each stop. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Lab: Instructor will explain both natural ecology and specific examples of the Northern California valley as well as its cultural aspects. Students must take notes in a field notebook during all formal lecture events, such as ranger-guided tours and instructor hikes. Field notebook is submitted for a grade in addition to a report. From the field notes, students continue to assemble a final report that must include the history and sequent occupance of the regions, such as in Santa Cruz and California's coastal areas. Lecture: Presented at specific locations during the field class route. Field guides, maps, charts and field instruments are used by the instructor to support the instruction. The instructor encourages students to identify and learn locations through the use of maps, field observations, lecture materials and readings. Typical Out of Class Assignments Reading Assignments 1. Read the the chapter "Crow's Range: An Environmental History of the Sierra Nevada" by David Beesley, and be prepared to discuss the origins of the environmental challenges in the Sierra today. 2. Read the handout "Geology of the Sierra, A History of Early Sierran Settlements" and discuss the commonalities of early settlements, especially as it relates to their locations. 3. Acquire and familiarize yourself with a detailed map of the region (map reading). You will be required to locate and analyze relationships between specific features during the field class. Writing, Problem Solving or Performance 1. Through discussion and the writing of a term paper, the students are expected to analyze the location of places visited. Emphasis of study will vary from course to course. The student is encouraged to summarize, analyze and problem-solve environmental, historical or cultural challenges within their written narrative. 2. Students are expected to locate features on their field map, observing and gathering information related to these features. At the conclusion of the course, they are required to explain the historic, cultural or environmental aspects of each location based on their field observations. Other (Term projects, research papers, portfolios, etc.) 1. Final paper using field research as well as research at home to clarify or augment info. collected on the trip. Required Materials Rediscovering the Golden State, California Author: William Selby Peters, et. al. Publisher: Wiley & Sons Publication Date: 2018 Text Edition: 4th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Camping gear such as sleeping bag, pad, and tent
HUM 0015 - Introduction to Mythology
http://catalog.sierracollege.edu/course-outlines/hum-0015/
Catalog Description Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: The major elements of western mythology, its history and development as part of the human experience and its influence on art, literature and politics. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify and describe diverse cultural values and artifacts related to mythology. CSLO #2: Analyze and evaluate diverse cultural values and artifacts related to mythology. CSLO #3: Compare and contrast selected values and artifacts relevant to mythology within and/or across cultures and eras. CSLO #4: Communicate effectively orally or in writing on topic relevant to mythology. 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. Discuss and evaluate the ways in which the themes and patterns of myths provide insights into human experience; 2. Analyze and chart the ways in which cultural circumstances and values are reflected in myths; 3. Discuss and describe the relationship between myths and their cultural and historical settings as found in Classical, Hebrew, Norse, Babylonian and Sumerian, and Egyptian mythological systems; 4. Compare and contrast mythological Gods, heroes, adventures and creation stories from Classical, Hebrew, Norse, Babylonian and Sumerian, and Egyptian mythological systems; 5. Describe the historical background in which myths were created and analyze why these myths originated and succeeded in their specific historical and cultural climates; 6. Communicate analyses, interpretations and critiques about myths and mythology; 7. Identify and analyze the social, political and cultural influences on the development of mythology from the various aforementioned historical/cultural systems; 8. Identify and analyze the effects of mythological systems on social, political and cultural systems of the various aforementioned systems; 9. Describe and discuss the influence of myth on art and literature; 10. Describe and evaluate the influence of myth on historical as well as present day politics. 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 various and their cultural and historical settings in Norse mythology, students will be prompted to analyze the various themes found in "The Voluspo" from the Poetic Edda. Based on these discussions, students will write a short paragraph identifying which part of the story is most appealing in terms of providing provide insights into the human experienc. Submitted paragraphs will be evaluated by whether they include relevant concepts and coherent reasoning. Essay Examinations Example: In a short essay, students will compare and contrast three elements from the myth of Pandora with the story of Adam and Eve. Use examples and passages from relevant primary texts to help explain and support your ideas Objective Examinations Example: A. Students will take a multiple-choice examination that identifies various elements within particular myths. For example: In Sumerian mythology, who is the god/goddess of wisdom, magic and incantations who resides in the ocean under the earth? (A) Ea/Enki; (B) Ereshkigal; (C) Astarte; (D) Anu. Projects Example: Create a poster board that presents compares and contrasts mythological Gods, heroes, adventures and creation stories from Classical, Hebrew, Norse, Babylonian and Sumerian, and Egyptian mythological systems. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Using a slide-presentation for an on-ground lecture, the instructor will present the various examples of mythological heroes. Through an interactive discussion, students will be asked to compare and contrast ancient Greek mythological heroes with individual found in the Hebrew Bible. Distance Learning Students will watch a video of the instructor explaining the historical context in which myths were created. In a discussion board assignment, students will describe the connection between particular myths and their historical context, and explain why these myths originated and succeeded in their specific historical context. Typical Out of Class Assignments Reading Assignments 1. Read Hesiod's account of the myth of Pandora ("Theogony" lines 560-612; "Works and Days" lines 60 - 105), and be prepared to discuss how Hesiod characterizes the feminine. 2. Read Read the chapter "The Voluspo" from the Poetic Edda and be prepared to discuss the themes of creation, conflict, and destruction within it. Writing, Problem Solving or Performance 1. Write a three page paper comparing and contrasting the story of Pandora with the story of Adam and Eve. 2. Pick a myth and analyze it from the points of view of various scholarly disciplines (you may not pick Oedipus Rex). 3. Read the story of Abraham's Binding of Isaac (Genesis 22), then read Soren Kierkegaard's "Fear and Trembling". Write a one page paper summarizing Kierkegaard's arguments, and a one page analysis of his argument: Do you agree with his analysis? Why or why not? Other (Term projects, research papers, portfolios, etc.) Required Materials Myth and Knowing: An Introduction to World Mythology Author: Scott A. Leonard, Michael McClure Publisher: McGraw-Hill Humanities/Social Sciences/Languages Publication Date: 2003 Text Edition: Classic Textbook?: OER Link: OER: The Iliad (Homer) Author: Stephen Mitchell Publisher: Atria Books Publication Date: 2012 Text Edition: 1st, Reprint Classic Textbook?: OER Link: OER: Theogony and Works and Days (Hesiod) Author: M.L. West Publisher: Oxford World's Classics Publication Date: 2009 Text Edition: Classic Textbook?: OER Link: OER: The World of Myth: An Anthology Author: David A. Leeming Publisher: Oxford University Press Publication Date: 2018 Text Edition: 3rd Classic Textbook?: OER Link: OER: Classical Mythology: Images & Insights Author: Stephen Harris and Gloria Platzner Publisher: McGraw-Hill Publication Date: 2011 Text Edition: 6th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
SOC 0015 - Introduction to Statistics in Sociology
http://catalog.sierracollege.edu/course-outlines/soc-0015/
Catalog Description Prerequisite: Completion of intermediate algebra or appropriate placement Advisory: Concurrent enrollment in a support course (SOC 15S or SOC 815S) is strongly recommended for those who have not recently completed intermediate algebra Hours: 54 lecture Description: Introduction to the use of descriptive and inferential statistics in the analysis of sociological data, including: levels and types of measurement, measures of central tendency and variability, distributions, probability, estimation, hypothesis testing, correlation, and regression. Social science statistical software will be explored as an aid in processing and analyzing sociological data. (C-ID SOCI 125) (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Conduct statistical analysis of sociological data. CSLO #2: Interpret and critically analyze the results of statistical analysis. CSLO #3: Organize, classify, and display sociological data in various forms. CSLO #4: Demonstrate familiarity with utilizing statistical software to analyze sociological data. 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. Practice mathematical techniques and apply them to social science data; 2. Conduct numerical computations; interpret and critically analyze the results in written form; 3. Organize, classify, and represent quantitative data in various forms: tables, graphs, rates, percentages, measures of central tendency and variability; 4. Make statistical inference using estimation, hypothesis testing, correlation, and regression; 5. Demonstrate familiarity with applications in statistical software. General Education Information Approved College Associate Degree GE Applicability AA/AS - Comm & Analyt Thinking AA/AS - Mathematical Skills CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B4 Math/Quantitative Reasoning Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 2A Math/Quan Reasoning Articulation Information CSU Transferable UC Transferable Methods of Evaluation Essay Examinations Example: Discuss the pros and cons of using the mean as a measure of central tendency for the above question. Would you choose to report the mean or the median for the above set of data? Why? (This essay refers to the same set of data included in the Problem Solving Example.) Objective Examinations Example: Both stepwise regression and hierarchical regression involve adding variables to a multiple regression equation one step at a time and checking whether the addition significantly improves the prediction. Which of the following statements about the two procedures is true? a) Stepwise regression is more useful than hierarchical regression in exploratory research where one doesn't know what to expect. b) Hierarchical regression is more useful than stepwise regression in applied research domains in which one is looking for the best prediction formula without caring about its theoretical meaning. c) In stepwise regression, the order in which the variables are added is based on some theory or plan, decided in advance by the researcher. d) In hierarchical regression, the computer figures out the best variables to add until adding more makes no additional significant contribution. Problem Solving Examinations Example: Calculate the mode, mean, and median for the following responses on a survey asking how people feel about raising property taxes to pay for improvements at a local community college (5 indicates strongly in favor, 1 indicates strongly not in favor). Data set: 5 4 3 5 1 1 1 1 1 2 2 5 3 1 1 2 2 2 1 5 Skill Demonstrations Example: Using SPSS and the General Social Survey, determine whether there is a statistically significant difference in self-reports of poor mental health during the past 30 days comparing males to females (MNTLHLTH and SEX). Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will provide a lecture about measures of variability and demonstrate how to calculate measures of variability. Then the instructor will provide a practice problem for students to work on in small groups to demonstrate their comprehension of the measures of variability. After a PowerPoint-driven lecture on bivariate analysis, the instructor will walk students through the steps necessary to produce Bivariate Tables on the computers using the SPSS software. At each step, instructor will ask students to respond to questions about why the steps are being taken and what the resulting data tells us. Then the instructor will ask the students to produce a Bivariate Table from a given set of variables on their own to demonstrate they have understood and can replicate the process. Distance Learning Instructor creates a video demonstrating how to perform hypothesis testing and discussing its application in sociological research. As students watch the video, they are encouraged to pause/play at each key step to complete the work on their own along with the instructor so they can become familiar with the process. Typical Out of Class Assignments Reading Assignments 1. Prior to reading chapter, please read the handout entitled "Overcoming Math Anxiety" by Sheila Tobias. This reading will help with any anxiety you may have about taking a statistics course. 2. Read chapter and the case study by Margaret L. Anderson and Patricia Hill Collins entitled "Race, Class, and Gender" which demonstrates the sampling distributions discussed in chapter. Writing, Problem Solving or Performance Sample Writing and Problem Solving Questions for Assignments or Exams: 1. You listen to a debate between two politicians discussing the economic health of the United States. One politician says that the average household income in the United States is $126,500; the other says that the average household income is only $70,784, so Americans are not as well off as the first politician claims. Is it possible for both of these politicians to be correct? If so, explain how. 2. Using the data about the upcoming election, calculate the 95% Confidence Interval for the proportion of registered voters voting for Candidate A. Is it possible they will lose the election based on this Confidence Interval? Explain your response. 3. Regular written check-in assignments with students about course content as well as needs outside of class. Other (Term projects, research papers, portfolios, etc.) At the beginning of the semester, students will choose a sociological topic they are interested in and then complete analysis for each statistic they learn throughout the semester. At the end of the semester, students will compile all of their calculations and critical analysis into one cohesive assignment demonstrating their knowledge of sociological statistics and their application to sociological topics. Required Materials Social Statistics for a Diverse Society Author: Chava Frankfort-Nachmias and Anna Leon Guerrero Publisher: Sage Publication Date: 2020 Text Edition: 9th Classic Textbook?: No OER Link: OER: Elementary Statistics in Social Research: Essentials Author: Jack A. Levin and James Alan Fox Publisher: Pearson Publication Date: 2019 Text Edition: 4th Classic Textbook?: No OER Link: OER: Statistics for the Behavioral and Social Sciences: A Brief Course Author: Arthur Aron, Elliot Coups, and Elaine Aron Publisher: Pearson Publication Date: 2021 Text Edition: 6th Classic Textbook?: No OER Link: OER: Statistics: A Tool for Social Research and Data Analysis Author: Joseph F. Healey and Christopher Donoghue Publisher: Cengage Publication Date: 2021 Text Edition: 11th Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. SPSS software
THEA 0015 - Stage Lighting
http://catalog.sierracollege.edu/course-outlines/thea-0015/
Catalog Description Formerly known as DRMA 15 Hours: 90 (18 lecture, 72 activity) Description: Covers basic principles of color, light sources and instruments, electricity, how to hang, do circuiting, create a cue sheet, lighting plot, and design elements for stage lighting to run a theatrical production. (C-ID THTR 173) (CSU, UC) Course Student Learning Outcomes CSLO #1: Describe and discuss lighting design elements and practices. CSLO #2: Interpret and implement a working light plot. CSLO #3: Identify and recall common techniques and terminology. Effective Term Spring 2021 Course Type Credit - Degree-applicable Contact Hours 90 Outside of Class Hours 72 Total Student Learning Hours 162 Course Objectives Students will through oral, written, diagrammatic and performance work: Lecture Objectives: 1. Describe and discuss lighting design elements, including illumination, focus, mood and movement 2. Assess need and relevance for design elements for specific productions through intensity, color, distribution and texture, including safety procedures and industry standards 3. Demonstrate, describe and analyze the techniques of hanging, focusing and coloring instruments 4. Assess need and relevance for various types of hanging, focusing and coloring instruments for specific productions 5. Interpret a working light plot using industry standards and USITT guidelines 6. Describe fundamentals of electricity and its usage in stage lighting 7. Discuss safety requirements for the use of electricity in stage productions. Activity Objectives: 1. Demonstrate need and relevance of design elements for specific productions through intensity, color, distribution and texture, including safety procedures and industry standards 2. Hang, focus and color lights for a staged production; 3. Implement a working light plot using industry standards and USITT guidelines 4. Apply safety requirements for the use of electricity in stage productions. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Problem Solving Examinations Example: Students will be given a scenario on assessing circuit overloads. Students will be assessed on their usage of circuit overload precautions and their ability to use the facility to its maximum potential to support the play in production. Grading based on industry standards. Reports Example: Students attend and formally critique, in writing, two plays with special focus on lighting techniques. Student will be able to discern success of techniques in terms of play support and setting. Skill Demonstrations Example: Given a scenario, students will hang and focus lighting instruments with consideration for maximum wattage capacities and appropriate design specifications. Grading based on industry standards. Repeatable No Methods of Instruction Activity Lecture/Discussion Distance Learning Activity: Students will hang and focus lighting instruments with consideration for maximum wattage capacities and appropriate design specifications. Instructor will demonstrate the use of color, how to use it, and how to mix it. Students will then demonstrate the process on their own. Lecture: Instructor will lead students in a discussion about lighting instruments, their qualities, performance capacities, and structure. Students are expect to actively engage in discussion. Distance Learning The Instructor will set-up all assignments and discussion in the LMS to provide a means for an interactive, engaging and organized learning environment. Tools and apps such as video conferencing, videos, and textbooks will be used as training, discussion platforms, analysis and models for students. On ground demonstrations and practical use of equipment will also demonstrate and support written study. Typical Out of Class Assignments Reading Assignments 1. Students will read assigned chapter from textbook and be able to identify two main accessories, and the quality of light that they produce. 2. Students will regularly read from provided lighting journals and be able to compare and contrast techniques used for special effects. Writing, Problem Solving or Performance 1. Students write a response to power formula problems to demonstrate their knowledge in safety and maximum system capacities by showing their work. 2. Students hang and focus lighting instruments with consideration for light direction and color and impact. Other (Term projects, research papers, portfolios, etc.) Required Materials Theatrical Design and Production: An Introduction to Scene Design and Construction, Lighting, Sound, Costume, and Makeup Author: J. Michael Gillette Publisher: McGraw-Hill Humanities/Social Sciences/Languages; Publication Date: 2012 Text Edition: 7th Classic Textbook?: No OER Link: OER: Scene Design and Stage Lighting Author: Oren Parker, R. Craig Wolf, Dick Block Publisher: Wadworths/Thomson Learning Publication Date: 2013 Text Edition: 10th Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. 1. 5/8 X 3/4 speed wrench 2. Work gloves
BIOL 0015 - Marine Biology
http://catalog.sierracollege.edu/course-outlines/biol-0015/
Catalog Description Advisory: Eligibility for ENGL 1A Hours: 108 (54 lecture, 54 laboratory) Description: An introduction to the basic biological and ecological properties of major saltwater environments, including the conservation of and human impacts on marine resources. Designed for both science and non-science majors. Laboratory hours may be partially fulfilled by required field trips. Hiking and boat travel may be necessary. (CSU, UC) Course Student Learning Outcomes CSLO #1: Analyze the physical and biological factors shaping the evolution of adaptations in marine organisms. CSLO #2: Explain the role of geological and chemical processes in structuring the marine environment. CSLO #3: Evaluate the impacts of human activities on marine and intertidal ecosystems. Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 108 Outside of Class Hours 108 Total Student Learning Hours 216 Course Objectives Course objectives are linked to items from the Course Content Outline (in parentheses). Lecture Course Objectives: 1. Explain the fundamental concepts of marine biology and ecology. (#1) 2. Distinguish between the various geological processes impacting ocean topography. (#1, #2) 3. Identify factors affecting the global variations in water chemistry and temperature. (#1, #2) 4. Evaluate the causes and impacts of various types of water movement on marine and intertidal ecosystems. (#2) 5. Outline the factors affecting the adaptations and evolution of organisms in the various marine and intertidal ecosystems. (#2, #3, #4) 6. Assemble a list of representative organisms for the various marine and intertidal ecosystems and explain their ecological roles. (#1, #3, #4) 7. Diagram a simple marine food web, evaluate the impact of primary productivity on a food web, and compare and contrast food webs from various marine and intertidal ecosystems. (#3, #4) 8. Evaluate the economic and conservation significance of marine and intertidal ecosystems. (#5) 9. Synthesize current knowledge to describe the impact of humans on marine and intertidal ecosystems. (#5) Laboratory Course Objectives: 1. Develop, implement and test a scientific hypothesis. (#1, #10, #12) 2. Identify marine and intertidal organisms representative of major taxonomic groups using keys and field guides. (#3-#10, #12) 3. Compare and contrast the key characteristics and ecological roles of the major groups of marine and intertidal organisms. (#2-#9) 4. Observe the correlations between structure and function in organisms. (#2-#9, #12) 5. Explore the impacts of human activities on marine and intertidal ecosystems. (#1, #10-#12) 6. Construct a protocol for sampling intertidal environments. (#10, #12) 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: To assess lecture course objective #5, "Outline the factors affecting the adaptations and evolution of organisms in the various marine and intertidal ecosystems", students might participate in a classroom discussion about the physical and biological factors affecting a species (e.g. gravity, competition, etc.) and what adaptations have evolved enabling the species to be successful in its environment. Students could be evaluated based on participation, accuracy of information, and completeness of information. Essay Examinations Example: To assess lecture course objective #5, "Outline the factors affecting the adaptations and evolution of organisms in the various marine and intertidal ecosystems", students answer an essay question on an exam that asks them to describe the physical and biological factors affecting a species (e.g. gravity, competition, etc.) and what adaptations have evolved enabling the species to be successful in its environment. Students could be evaluated on accuracy and completeness of their answer. Objective Examinations Example: To assess lab course objective #3, "Compare and contrast the key characteristics and ecological roles of the major groups of marine and intertidal organisms", students might answer objective questions on a quiz or exam involving the identification of the taxon of a specimen or the identification of the diagnostic features used to make a particular taxonomic designation. Students could be evaluated based on the accuracy and completeness of their answer. Problem Solving Examinations Example: To assess lab course objective #3, "Compare and contrast the key characteristics and ecological roles of the major groups of marine and intertidal organisms", students might be asked to use an unknown laboratory specimen to demonstrate their ability to correctly identify the taxon of the specimen and to describe the features that warrant that taxonomic designation. Students could be evaluated based on their accuracy and completeness in describing the key features and their accuracy in making a final taxonomic identification. Projects Example: To assess lab course objective #1, "Develop, implement and test a scientific hypothesis", students might develop and carry out an experiment on some aspect of marine biology. Students could be evaluated based on the completeness of the project, including the presence of a clear experimental plan, the identification of hypothesis and predictions, description of appropriate data collection methodology, evidence of participation in experimental set up and data collection, and documentation of experimental results. Reports Example: To assess lab course objective #1, "Develop, implement and test a scientific hypothesis", students might develop and carry out an experiment on some aspect of marine biology and document the experiment in a written lab report. Students could be evaluated based on completeness of the report, quality of the information included in the report, and scientific accuracy of conclusions drawn. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: To address lab course objective #3, "Compare and contrast the key characteristics and ecological roles of the major groups of marine and intertidal organisms", the instructor might demonstrate the identification of diagnostic morphological characteristics of a selected group, such as echinoderms, using preserved specimens available in the laboratory. Students will then be able to identify and describe these characteristics on laboratory specimens. To address lab course objective #2, "Identify marine and intertidal organisms representative of major taxonomic groups using keys and field guides", the instructor might demonstrate the use of keys and field guides while on field trips. Students will then be able to correctly use keys and field guides to determine the identification of organisms encountered in the field. Lecture: To address lecture course objective #2, "Distinguish between the various geological processes impacting ocean topography", the instructor might prepare lectures that explain these geological processes and their results. The lectures could include examples of these processes (e.g. volcanoes, erosion, etc.), supplemented by images and/or videos where appropriate. Students will then be able to correctly answer homework or exam questions asking them to compare and contrast these processes. To address lecture course objective #9, "Synthesize current knowledge to describe the impact of humans on marine and intertidal ecosystems", the instructor might lead an in-class discussion about the various types of human activities and their impacts, both positive and negative. Distance Learning To address lecture course objective #1, "Explain the fundamental concepts of marine biology and ecology", the instructor might prepare a lecture to post online that explains these concepts (e.g. energy transfer, species interactions, etc.) and provides examples. This online lecture might include text, audio (with transcript), and/or captioned video presentation of information. The students will be listening and/or watching this lecture, taking notes, asking clarifying questions (via chat, Zoom, email, etc.), making connections to previous lecture topics and/or material learned in previous classes, and applying this information to successfully complete homework assignments and/or lab activities throughout the semester. A student can demonstrate mastery of this objective in multiple ways. One example is to successfully answer an online multiple choice or essay exam question asking them to correctly explain a fundamental marine biology concept, such as the role of plate tectonics in substrate formation via ocean floor spreading and uplifting. Another example is to ask the student to create an annotated diagram of a fundamental ecological concept, such as the flow of energy through a pelagic marine food web. Students could create this diagram digitally and upload the file to the course LMS, or create the diagram on paper and then scan/photograph the diagram and upload the resulting file to the course LMS. To address lecture course objective #7, "Diagram a simple marine food web, evaluate the impact of primary productivity on a food web, and compare and contrast food webs from various marine and intertidal ecosystems", the instructor might guide students in an online discussion of the features of marine food webs, asking students to consider specific examples of trophic levels and/or marine ecosystems. Typical Out of Class Assignments Reading Assignments 1. Read an article on a topic pertinent to the course (e.g. status of sea otters in California, impact of atmospheric carbon dioxide on ocean chemistry, etc.) and use that information to answer questions (in writing or verbally in class), respond to an essay prompt, or to supplement material presented in lecture. 2. Read the chapter in the textbook about the current impacts of climate change on marine environments and use that information to compare/contrast with the past impacts of climate change. Writing, Problem Solving or Performance 1. Review a guide to sustainable seafood choices. Based on that, research and then describe the current status of a species that is considered sustainable and a species that is not sustainable in a short written report (1-3 pages). 2. Participate in a strategy game or simulation (e.g. Fish Banks) that involves the use of marine resources. At the end of the activity summarize the decision making processes that occurred during the game, and the impact of those decisions on the ecosystem. Other (Term projects, research papers, portfolios, etc.) 1. Maintain a field journal documenting experiences and observations on class field trips. A field journal can consist of a combination of narrative, data, diagrams, maps, and/or sketches. 2. Write a research paper that provides a focused view of the ecology and conservation status of a marine species, and then use that paper as the basis of a presentation (oral/visual) to the class. Required Materials Marine Biology Author: Castro and Huber Publisher: McGraw Hill Publication Date: 2019 Text Edition: 11th Classic Textbook?: OER Link: OER: Beachcomber's Guide to Seashore Life of California Author: Sept Publisher: Harbour Publishing Publication Date: 2009 Text Edition: 2nd Classic Textbook?: OER Link: OER: Marine Biology Coloring Book Author: Niesen Publisher: HarperCollins Publication Date: 2000 Text Edition: 2nd Classic Textbook?: OER Link: OER: Between Pacific Tides Author: Ricketts and Calvin Publisher: Stanford University Press Publication Date: 1985 Text Edition: 5th Classic Textbook?: OER Link: OER: Introduction to the Biology of Marine Life Author: Morrissey, Sumich and Pinkard-Meier Publisher: Jones & Bartlett Publication Date: 2018 Text Edition: 11th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
MATH 0015 - Discrete Mathematics
http://catalog.sierracollege.edu/course-outlines/math-0015/
Catalog Description Prerequisite: Completion of MATH 30 with grade of "C" or better Hours: 72 lecture Description: Study of set theory, relations and functions, logic, combinatorics and probability, algorithms, computability, matrix algebra, graph theory, recurrence relations, number theory including modular arithmetic. Various forms of mathematical proof are developed: proof by induction, proof by contradiction. (CSU, UC) Course Student Learning Outcomes CSLO #1: Logically present clear, complete, accurate, and sufficiently detailed solutions to communicate reasoning and demonstrate the method of solving problems. CSLO #2: Construct valid proofs of theorems using the following techniques: mathematical induction, direct and indirect proofs, by contradiction, with truth tables, and by logical equivalences. CSLO #3: Solve counting problems using combinatorics, recurrence relations, and generating functions. CSLO #4: Solve applied problems using discrete probability theory, graph theory, tree diagrams, and Boolean Algebra. Effective Term Fall 2021 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives 1. Create mathematical proofs directly, indirectly, and by contradiction; 2. Use mathematical induction to create a mathematical proof; 3. Create a mathematical proof with truth tables and logical equivalences; 4. Translate mathematical statements using universal and existential quantifiers; 5. Use sets to organize and quantify data; 6. Create an algorithm using pseudocode; 7. Evaluate a series; 8. Model using permutations and combinations and numerically evaluate appropriate applied problems; 9. Model using probabilities, including conditional probabilities; 10. Solve counting problems using a generating function; 11. Assess that a relation is an equivalence relation; 12. Create a graph and a tree to describe the structure of a system; 13. Use Boolean algebra to mathematically model electronic circuits; 14. Verify functions are one-to-one and onto; 15. Use matrices to solve applied problems. General Education Information Approved College Associate Degree GE Applicability AA/AS - Comm & Analyt Thinking AA/AS - Mathematical Skills CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B4 Math/Quantitative Reasoning Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 2A Math/Quan Reasoning Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: A classroom discussion will be employed upon the completion of a presentation from a student, particularly with an example of proof writing. The instructor will assess the rigor, clarity, and correctness of the proof. In addition, the instructor will assess the level of understanding of the student presenting such a proof through that student's answers to questions from other students and from the instructor. Objective Examinations Example: Exams will determine a student's ability to independently construct a mathematical proof. For example, a student might be asked to write a formal proof that sqr(2) is irrational. The instructor will assess the success of the proof by determining if the appropriate proof format is used (i.e., proof by contradiction), that the guidelines of such a proof are being employed (i.e., the negation of the conclusion of the conditional statement in the theorem is stated), and that the remaining body of the proof meets college level rigor and clarity. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will provide through a lecture format mathematical proofs of various types, including proof by contradiction. The instructor will then ask the student to construct a proof of this type. An example is: prove that sqr(2) is irrational. Typically, a student will provide his/her proof to the class and both students and instructor will evaluate the correctness, the level of rigor, and the clarity of presentation. (Objective 1) The instructor will provide through a lecture format mathematical proofs of various types, including mathematical induction. The instructor will then ask the student to construct a proof of this type. An example is: prove that the sum of the first n integers is n(n+1)/ Typically, a student will provide his/her proof to the class and both students and instructor will evaluate the correctness, the level of rigor, and the clarity of presentation. (Objective 2) Distance Learning The instructor will provide through a lecture format mathematical proofs of various types, including proof by contradiction. The instructor will then assign the student to construct a proof of this type. An example is: prove that sqr(2) is irrational. Typically, a student will post his/her proof to the class discussion board and both students and instructor will evaluate the correctness, the level of rigor, and the clarity of presentation. (Objective 1) The instructor will provide through a lecture format mathematical proofs of various types, including mathematical induction. The instructor will then assign the student to construct a proof of this type. An example is: prove that the sum of the first n integers is n(n+1)/ Typically, a student will post his/her proof to the class discussion board and both students and instructor will evaluate the correctness, the level of rigor, and the clarity of presentation. (Objective 2) Typical Out of Class Assignments Reading Assignments 1. Throughout the course, read assigned topics from text. For example, how to verify the validity of a mathematical formula by mathematical induction. Students should be prepared to discuss in class. 2. Search the library or the internet for applications of the golden ratio and the Fibonacci sequence and be prepared to discuss in class. Writing, Problem Solving or Performance 1. Write mathematical proofs. For example, given a function f, prove that the image of the intersection of two sets is a subset of the intersection of the images of those two sets. 2. Prove that the limit of the ratio of a Fibonacci number to its predecessor is the golden ratio. Other (Term projects, research papers, portfolios, etc.) Required Materials Discrete Mathematics and Its Applications Author: Kenneth Rosen Publisher: McGraw Hill Publication Date: 2019 Text Edition: 8th Classic Textbook?: No OER Link: OER: Discrete Mathematics with Applications Author: Susanna Epp Publisher: Cengage Publication Date: 2020 Text Edition: 5th Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
MUS 0015 - Audio Recording
http://catalog.sierracollege.edu/course-outlines/mus-0015/
Catalog Description Advisory: Completion with grade of "C" or better or concurrent enrollment in MUS 14 Hours: 72 (54 lecture, 18 laboratory) Description: Studio media content production techniques with targeted training on capture of individual instrumental and vocal sources. Coverage of analogue and digital multi-track recording techniques. Overview of basic and essential audio concepts. Opportunity for practical implementation of signal processing techniques and use of related technology such as digital signal processing. Small group multi-track projects will be required. (CSU) Course Student Learning Outcomes CSLO #1: Demonstrate the ability to implement appropriate audio capture devices (DI interface, microphones, etc.) for different input sources. CSLO #2: Demonstrate the ability to capture, route, and combine audio signals on a multi-input recording system. CSLO #3: Formulate a plan addressing the needs of a musical act to be implemented in a multi-track recording session. Effective Term Spring 2021 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 90 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Demonstrate the ability to apply a working knowledge of: a. Sound characteristics and environmental acoustics b. Sound as an electrical signal, applicable capture devices, and formats c. Electrical noise sources and abatement 2. Recommend appropriate capture devices for varied acoustic and electric input sources 3. Distinguish differences and similarities between analogue and digital recording media Laboratory-Activity Objectives: 1. Prepare and conduct an actual recording session following procedures introduced including equipment set up and tear down, tracking, basic post production techniques, and session documentation 2. Properly route and process external, parallel, and serial signals through the various sections of a recording console 3. Assess input sources and modify to achieve professional line levels through the use of pre-amplification 4. Identify and eliminate sources of electrical and signal noise 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: 1. Students will be given brief spot quizzes on basic and essential audio concepts 2. A comprehensive final examination will also be administered to assess students’ ability to quickly locate and identify various recording system components Projects Example: Projects: 1. Signal management exercises: Students: will demonstrate the ability to conduct a recording session that shows evidence of output signal processing (e.g. artificial reverberation to simulate virtual acoustic space), proper tracking techniques, and session documentation. 2. Recording session: Small, randomly-assigned student groups will be assembled and set to the early-semester task of recruitment of a music al act to bring in for a late-semester recording session. The group will be responsible for the following: A. Session scheduling B. Session preparation C. Load-in D. Session setup E. Signal routing and level setting F. Tracking G. Overdubbing H. Mixing I. Creation of a stereo master J. Archival to magnetic, optical, solid-state, or other media K. Teardown, cleanup, equipment maintenance, and restoration of the facility to the its original state L. Load-out Skill Demonstrations Example: 1. Students will be asked to take a given audio signal source, route it to one channel of a recording console, attain and maintain professional line level, and A. route signal in a parallel fashion through an outboard processor to simulate virtual acoustic spaces B route the same signal in a serial fashion through an outboard dynamics processor to achieve automated level control 2. Students will be assigned recording projects - Session management and finished media content will be used for assessment Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Laboratory and/or activity: Students will be engaged in audio signal routing, management, and processing exercises Under instructor supervision, small student groups (maximum – 5) will conduct a full recording session including setup, tracking, and basic post production Lecture: Instructor will offer integrated lecture and demonstration on the nature of various external signal sources typically found in both studio, and on-location recording scenarios. Instructor will guide classroom discussion and activity. Instructor will offer integrated lecture and demonstration of both linear and non-linear multi-track recording techniques. Students will be asked to compare finished projects with each other in discussion and instructor will provide feedback as necessary. Typical Out of Class Assignments Reading Assignments 1. Students are required to read and report on an article or technical publication on a piece of recording equipment 2. Students will read spec sheet data make and comparisons on comparable professional audio products. Writing, Problem Solving or Performance 1. Students will write three concert reports focusing on venue acoustic properties and/or sound reinforcement/on-location recording issues as applicable 2. Students will apply understanding of recording techniques by conducting an actual recording session. Other (Term projects, research papers, portfolios, etc.) Students will produce a demonstration recording of recording sessions conducted under the instructor’s supervision. Required Materials Practical Recording Techniques Author: Bartlett, Bruce and Jenny Publisher: Focal Press Publication Date: 2013 Text Edition: 6th Classic Textbook?: No OER Link: OER: Modern Recording Techniques Author: David Miles Huber and Robert E. Runstein Publisher: Sams Publishing Publication Date: 2010 Text Edition: 7th Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
ESCI 0015 - Introduction to Oceanography
http://catalog.sierracollege.edu/course-outlines/esci-0015/
Catalog Description Advisory: Eligibility for ENGL 1A or equivalent Hours: 54 lecture Description: Physical, chemical, and biological aspects of our ocean environment with emphasis on geologic processes. (CSU, UC) Course Student Learning Outcomes CSLO #1: Integrate the concept of plate tectonics with the formation of ocean basins. CSLO #2: Describe the patterns of ocean circulation and relate them to atmospheric phenomena. CSLO #3: Describe the physical characteristics of seawater and its influence on ecosystems. Effective Term Fall 2018 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Students will successfully: 1. describe the events that encompass the history of ocean exploration; 2. evaluate the significance of the early contributions to ocean science, such as those from Darwin and Agassiz; 3. assess the relevance of the contributions to the science of oceanography during the twentieth century; 4. distinguish the steps in the formation of the universe and our planet; 5. appraise the relevance of oxygen and the first organic substances in the origin of life; 6. describe the evolution of life on Earth; 7. discuss the evidence presented in support of continental drift and the reasons this hypothesis was not elevated to the status of scientific theory; 8. compare and contrast the hypothesis of continental drift with the theory of plate tectonics; 9. integrate the concept of plate tectonic boundaries with processes that create the ocean basins; 10. identify the components of the ocean floor in a plate tectonic framework; 11. analyze the distribution and characteristics of saltwater bodies on Earth; 12. identify the characteristics of marine provinces; 13. relate marine sediments to their source; 14. categorize marine sediments based on their texture and composition; 15. describe the physical and chemical characteristics of seawater; 16. examine the interaction between the oceans and the atmosphere; 17. describe the patterns of global ocean circulation and relate them to atmospheric circulation; 18. describe the characteristics of wind waves and explain their interaction with the coastline environment; 19. relate the generation of tides to astronomical parameters and explain their interaction with the coastline environment; 20. categorize marine life according to habitat; 21. relate marine organisms to the physical environment in which they live; 22. evaluate marine laws and regulations; and 23. describe polluting agents and examine their effect on the marine environment. 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 Objective Examinations Example: Example: Classify a marine sediment with the following components in the given amounts: 20% sand, 30% silt, 50% clay. Problem Solving Examinations Example: Example: Select three epifaunal reef organisms and explain their role in the ecosystem. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor leads in-session discussion on the development of ocean basin mapping over time and guides students through a hands-on exercise in conversion of two-way travel time to ocean depth. Instructor first describes and explains the formation of wind waves and their impact on the coastline, and then guides students in an exercise on determination of beach drift direction based on wave incidence on a hypothetical coastline. Different cases involving changes in the angle of incidence are discussed. Distance Learning Faculty record lecture videos about features of the continental margin and students complete an assignment identifying the various parts of an active and a passive continental margin. Typical Out of Class Assignments Reading Assignments 1. Read the assigned pages from the textbook on marine organisms and be prepared to discuss how their morphology relates to their environment during the class session. 2. Read a professional article on one topic related to marine law and generate a written report in essay format. Writing, Problem Solving or Performance 1. Write a report on the effect of coastal engineering on the the shore for a specific location of your choice. Include an historical perspective, selecting representative time frames. 2. Calculate ocean depths based on two-time travel data. Other (Term projects, research papers, portfolios, etc.) Required Materials Introduction to Physical Oceanography Author: Knauss, John, and Garfield, Newell Publisher: Waveland Press Publication Date: 2016 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Business
http://catalog.sierracollege.edu/departments/business/
...Applications 3 IT 0015 Business Information Systems 3 IT 0055 Database Management 3 IT 0065...
Course Identification Numbering System (C-ID)
...110 IT 0100 ITIS 120 IT 0015 ITIS 150 IT 0105 ITIS 155 IT 0115...
Humanities
http://catalog.sierracollege.edu/departments/humanities/
...its ideas (philosophy), through its commitment to its...0010 World Religions HUM 0015 Introduction to Mythology...
Sociology
http://catalog.sierracollege.edu/departments/sociology/
...systematic analysis of society, its groups, institutions and...and Inequality 3 SOC 0015 Introduction to Statistics...
Theatre Arts
http://catalog.sierracollege.edu/departments/thea/
...fully what is available. It is recommended that...THEA 0014 Stagecraft THEA 0015 Stage Lighting THEA...
Administration of Justice
http://catalog.sierracollege.edu/departments/administration-justice/
...Education Code Section 66746. It is highly recommended...Introduction to Sociology SOC 0015 Introduction to Statistics...
