AAD 0020 - Portfolio Development and Presentation
http://catalog.sierracollege.edu/course-outlines/aad-0020/
Catalog Description Advisory: Completion of AAD 70, 75, or 85 with grade of "C" or better Hours: 72 (36 lecture, 36 activity) Description: Function and use of the portfolio as a marketing device for artists and designers. Styles, materials, resources in portfolio design. Evaluation of professional goals and image building. Students create and present both a print and digital portfolio of their work as a final project. For advanced students. (CSU) Course Student Learning Outcomes CSLO #1: Investigate and identify the necessary elements that make a professional portfolio. CSLO #2: Design and synthesize materials into a cohesive professional portfolio with a specific target audience. CSLO #3: Present a portfolio in a professional manner for critique and feedback that demonstrates an understanding of professional practices and presentational skills. CSLO #4: Evaluate and critique the portfolio and presentation of peers. Effective Term Fall 2019 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 90 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Summarize in writing personal career aspirations and, research information on potential employers to fulfill those goals. 2. Identify orally or in writing several portfolio styles and their appropriate use. 3. Research and identify best practices for creating an artist's statement and a professional resume. 4. Identify format for portfolio presentation; hard copy and/or digital. 5. Compile and display artwork in attractive, functional and cohesive hard copy or digital portfolio. 6. Communicate effectively through oral presentations. 7. Identify best practices for portfolio submissions. Activity/Laboratory Objectives: 1. Assess portfolio needs including portfolio goal and target audiences; target media; art work to be included; resource list; create to do list; develop timeline; determine format. 2. Write an artist statement and prepare a professional resume including sections on skills, education, work experience, and personal interests using correct grammar and spelling. 3. Create mockup format of portfolio including thumbnail drawings of layout and design; selection of images. 4. Prepare images for digital presentation through the use of scanning; demonstrate understanding of sizing, scaling and image enhancement. Prepare images for a portfolio project. 5. Create a portfolio of work and present portfolio to class; target audience; content; professional presentation. 6. Evaluate own and other portfolios in terms of overall design, creativity, impact, size, format, focus, and utility. 7. Identify basic business practices; contacts; copyright issues; professional image. 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 Projects Example: Create a portfolio of work and present portfolio to class as target audience showing content as a professional presentation. Rubric Graded. (Course Objective 5) Skill Demonstrations Example: Assess portfolio needs including portfolio goal and target audiences, target media, art work to be included,resource list, create to do list, develop timeline, determine format. Rubric Graded. (Course Objective 1) Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will provide lecture overviews of how to successfully complete projects relating to the student's creation of a portfolio of their work. Instructor demonstrates the correct research and selection processes for selecting a target audience and image selection for portfolio. Students are expected to actively participate in the lecture. Students will be divided into groups and the instructor will support and direct group discussions that utilize correct terminology. Instructor will bring the class back together to address questions that came up in group discussions, and students will then be assessed in a short quiz on the material. Distance Learning The instructor will provide a presentation on “Messaging and the Professional Portfolio” in which topics such as clarity of message, quality of work samples, demonstration and presentation of skills, and clarity of goals is outlined. Students will then be asked to evaluate online portfolios of other creative makers in their field, assessing them on these tenets. Prompts such as “Is this the portfolio of an amateur, a professional, or a student? How can you tell?” will be responded to during the assessment. The typed assessment will be shared, along with screen captures and links to the online portfolio. Typical Out of Class Assignments Reading Assignments 1. Read assignments from class textbook on portfolio preparation for hands-on demonstration/tutorials by instructor in class and for examinations on course content and terms. 2. Develop themes for a portfolio through library and internet-based research focusing on content, and preparation of written objectives using the concepts and terminology for successful completion of the assignment. Writing, Problem Solving or Performance Assignment: Artist's Statement - An artist's statement is a short piece written by the artist to accompany a particular piece of art or body of work. An artist's statement shouldn't be dismissed as insignificant or dashed out in a hurry as it's a vital selling tool, promoting and explaining your work to people looking at your paintings, whether they're potential buyers, exhibition curators, critics, fellow artists, or casual browsers. At its best, an artist's statement reads easily, is informative, and adds to your understanding of the artist and the painting. At its worse, an artist's statement is difficult to understand or rambles on, is pretentious, and irritates rather than informs (or, even, provokes laughter). Working with the material on Writing An Artist's Statement that has been provided or using other appropriate sources as a guide, prepare an artist's statement that reflects how you view yourself and your work. You can find many additional sources of information by doing a Google search, artist's statement + writing. You will want to tailor your statement to fit your interests and what your portfolio will cover. The first step is to produce a draft statement for discussion at our next meeting. Your paper should be well written and typed. Remember, you are making the first step and it may feel difficult to do. Your artist's statement is not going to be perfect right out of the box, this is a process that will most likely require rewrites for clarity, focus and direction. It will take time and require revision as you receive feedback from others that you consult. Be gentle on yourself and understanding. Assignment: Creating Your Portfolio The last project for this class is the creation and presentation of a portfolio. You have been developing, in a semester-long process of research, audience focus, artist's statement and resume, the insight to reach this point of completion. The most critical element, selection of examples of your work to show, may still seem uncertain. Do remember that a portfolio is an organic process and you will reshape your "book" many times in your career as you create new work. So take a deep breath, relax and put something wonderful together with what you have now that reflects, this is me....this is my work. The presentation must have the items listed below included in the sample, although you have tremendous leeway in how you might design a format for presenting your work. You can use a three ringed binder with photo sleeves to hold your examples or create something with strong visual interest, that reflects what the final portfolio will be like. Format: You may present your material in any way you wish, do keep in mind that a clean, will organized portfolio, even a draft version, always makes a stronger impression. If you should choose the binder option, you must include drawings, pictures or other examples of the real portfolio's shape, size and materials used in construction. If you plan to create a format for presentation, you may choose to do a full size or scaled version. Examples of work: There is to be a minimum of 8, and not more than 10 examples of your work. You may use an original work or photographs of the artwork as placeholders. If you choose the photo option, you may shoot hi-res images or use snapshots of the examples taken with a digital camera. The photographs do not need to be of professional quality. Slides in slide sheets are also acceptable. Artist's Statement: Your completed Artist's Statement must be part of the portfolio. Again, presentation is important. Type your statement and use spell check. Resume: Your resume must be part of the package. However, do present it as a separate document that might be left behind. Other: You may have thoughts on adding additional pieces to your portfolio. Be selective and keep in mind the axiom "less is more." Other (Term projects, research papers, portfolios, etc.) Required Materials How to Create a Portfolio and Get Hired Author: Fig Taylor Publisher: Laurence King Publishing Publication Date: 2013 Text Edition: 2nd Classic Textbook?: No OER Link: OER: The Breakthrough Portfolio Author: Ken Thurlbeck Publisher: Thomson/Delmar Learning Publication Date: 2007 Text Edition: 1st Classic Textbook?: No OER Link: OER: Portfolio Design Author: Howard Linton Publisher: W. W. Norton and Company Publication Date: 2012 Text Edition: 4th Classic Textbook?: No OER Link: OER: Designing Creative Resumes Author: Greg Berryman Publisher: Crisp Publications Publication Date: 2002 Text Edition: 1st Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
HUM 0020 - Introduction to the Hebrew Bible
http://catalog.sierracollege.edu/course-outlines/hum-0020/
Catalog Description Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: Introduction to the texts of the Hebrew Bible ("Old Testament" or "Torah") and associated writings from the Ancient Near East. Analyzes the texts in their historical and cultural context, and surveys their various genres (poetry, prophecy, law, mythology, history, wisdom, etc.) Explores the relationship between Hebrew Scriptures and archaeology, literature, history, current Biblical scholarship, and women's studies. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify and describe the composition of the Hebrew Bible as well as the origination of its various books. CSLO #2: Analyze and explain the relationship between the Hebrew Bible and its relationship to history, art, literature and philosophy. CSLO #3: Compare and contrast the various books of the Hebrew Bible within and/or across cultural traditions. CSLO #4: Communicate effectively orally or in writing on a topic about the Hebrew Bible related to its study in the Humanities. Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Students will, through oral and written work: 1. Define relevant and integral terminology including but not limited to "Torah," "Pentateuch," and "Old Testament" and discuss the political and cultural ramifications of each title; 2. Identify and describe the J, E, D and P authorship styles as found in the Torah/Pentateuch; 3. Evaluate interpretations of the two creation stories found in Genesis I and II with regards to consistency of interpretation with the ancient texts as a whole and the ramifications of these interpretations for women's roles, men's roles, and conceptions of human nature; 4. Discuss the relationship between archaeology and history with the events and mythologies expressed in the Ancient texts; 5. Identify and describe the stories of the major figures of the Torah, Old Testament and Apocrypha; 6. Evaluate contemporary interpretations of these major figures and their stories; 7. Chart the history of the Hebrew people throughout the Torah and Old Testament; 8. Explain and evaluate both literal and metaphorical interpretations of the importance of the figures and events expressed in the Torah, the Old Testament and the Apocrypha; 9. Identify and explain the various literary forms found in the Torah, Old Testament and Apocrypha; 10. Discuss the laws and rituals described in the sacred texts and their relationship to historical and cultural settings; 11. Identify, describe and evaluate the relationship between the Torah, the Old Testament and the Apocrypha on contemporary societies. 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 Documentary hypothesis (J, E, D, and P authorship hypothesis), students will be invited to discuss the characteristic differences between J, E, D and/or P authorship styles. Based on these discussions, (2) students will write two paragraphs identifying characteristic differences between the Jahwist (J) and Elohist styles. Submitted paragraphs will be evaluated by whether they include relevant concepts and coherent reasoning. Essay Examinations Example: In a short essay, evaluate the two creation stories found in Genesis I and II with regards to consistency of interpretation. Explain whether, in your view, the Documentary hypothesis resolves the inconsistencies. Use examples and passages from relevant readings and instructional material to help explain and support your ideas. Objective Examinations Example: A. Students will take a multiple-choice examination on the Documentary hypothesis. For example: According to the Documentary Hypothesis, the story of Adam and Eve (Gen. 2:4ff) was most likely penned by which author? (A) The Yahwist ("J"); (B) The Priestly Source ("P"); (C) The Elohist Source ("E"); or (D) The Deuteronomist ("D"). Projects Example: Create a poster board that charts and describes interpretations of the two creation stories found in Genesis I and II with regards to what these interpretations mean for women's roles, men's roles, and/or conceptions of human nature. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Using a slide-presentation for an on-ground lecture, the instructor will explain the J, E, D, and P authorship hypothesis. Through an interactive discussion, students will be invited to discuss the characteristic differences between J, E, D and/or P authorship styles. Distance Learning Students will watch a video of the instructor explain the Documentary hypothesis (J, E, D, and P authorship hypothesis). In a discussion board assignment, students will be presented with passages from Genesis 2:4ff and invited to identify and describe its likely author and provide support for their claims referencing the instructional material in the unit. Students will reply to peers reviewing their interpretation and support for their claims. Typical Out of Class Assignments Reading Assignments 1. Read "Read Chapter 1 in Michael Coogan's "The Old Testament: A Historical and Literary Introduction to the Hebrew Scriptures," and be prepared to discuss the literary traditions of Yahwist, Elohist, and Priestly strains. 2. Read the book of Genesis 3, and be prepared to discuss the ways stories can have meaning without necessarily being an historical fact. Writing, Problem Solving or Performance 1. Pick one of the Minor Prophets and write a 6-8 page essay describing the historical, political and religious context to which he is responding. 2. Read Exodus chapters 1 – 14 carefully, a couple of times through. When you think you have an accurate and complete understanding of the narrative, watch the film The Prince of Egypt (1998) by DreamWorks Animation. The goal of the assignment is for you to address the question of whether or not the film has changed the story in critical ways. For your assignment, write a 4-6 page paper analyzing elements of the story which the film has 1) Added; 2) Omitted; and 3) Kept the same. Give what you think are the three most important examples of each (you’ll discuss nine topics total), and provide arguments justifying why the elements you chose are important for understanding how DreamWorks has re-told the story. In your concluding section, discuss whether or not the film has faithfully reproduced the story. In other words, is it enough if someone has seen the film without ever having read the Exodus version? Why or why not? Other (Term projects, research papers, portfolios, etc.) Required Materials The Old Testament: A Historical and Literary Introduction to the Hebrew Scriptures Author: Michael D. Coogan, and Cynthia R. Chapman Publisher: Oxford University Press Publication Date: 2017 Text Edition: 4th Classic Textbook?: OER Link: OER: The Jewish Study Bible Author: Berlin, Adele and Marc Svi Brettler Publisher: Oxford University Press Publication Date: 2013 Text Edition: 2nd Classic Textbook?: OER Link: OER: The Living Torah (English edition) Author: Aryeh Kaplan Publisher: Moznaim Pub Corp Publication Date: 2003 Text Edition: 4th Classic Textbook?: OER Link: OER: The Bible Unearthed: Archaeology's New Vision of Ancient Israel and the Origin of Its Sacred Texts Author: Israel Finkelstein, Neil Asher Silberman Publisher: Free Press Publication Date: 2001 Text Edition: Classic Textbook?: OER Link: OER: The Apocrypha Author: Edgar J. Goodspeed and Moses Hadas Publisher: Vintage Publication Date: 1989 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
ALH 0020 - Introduction to Allied Health
http://catalog.sierracollege.edu/course-outlines/alh-0020/
Catalog Description Hours: 18 lecture Description: Introduction to career choices in the Allied Health field. Topics include: education and career mapping, job outlooks, occupational and professional requirements, pay ranges, and employer expectations. Students will get hands-on experience related to various Allied Health occupations and gain insight into job roles and responsibilities through guest speakers. Course includes an overview of health care delivery systems, associated career opportunities, infection control, and laws governing patient confidentiality. Students will have the opportunity to participate in organized field trips. (letter grade only) (CSU) Course Student Learning Outcomes CSLO #1: Describe the specific roles and responsibilities of a selected Allied Health Career, including the occupational and professional requirements, educational requirements, salary ranges and long term job outlooks. CSLO #2: Develop a personal Educational and Career Mapping Plan based on the numerous occupations researched in the Allied Health field. CSLO #3: Describe the Health Insurance Portability and Accountability Act (HIPAA) and how it applies to Allied Health professionals and their responsibilities with patient confidentiality. CSLO #4: Describe the risk of infectious diseases and bloodborne pathogens, the different levels of exposure due to direct and indirect routes of transmission, and preventive measures required in all Allied Health occupations. Effective Term Fall 2018 Course Type Credit - Degree-applicable Contact Hours 18 Outside of Class Hours 36 Total Student Learning Hours 54 Course Objectives Lecture Objectives: 1. Describe the current health care systems and recent trends within the industry. 2. Identify the various types of occupations found within the Allied Health field. 3. Discuss and apply the types of educational degrees and certificates to pursue a career in Allied Health. 4. Outline the basic educational requirements for starting a career in Allied Health. 5. Explain the Medical Legal responsibilities that apply to all Health Care Professionals. 6. Discuss the federal laws governing patient privacy and patient confidentiality. 7. Identify a blood-borne pathogen verses an airborne pathogen and outline the standard precautions of infection control. 8. Describe the importance of health care administration and its role in patient outcomes. 9. Describe the careers in biotechnology and the advancement in medical technologies. 10. Discuss the different careers in medical diagnostics and their importance in patient care. 11. Describe the roles and responsibilities of a diagnostic technologist and the occupational outlook. 12. Describe the roles and responsibilities of laboratory technicians and the required occupational skills. 13. Outline the educational requirements for a medical assistant and the occupational outlook. 14. Describe the roles and responsibility of a medical assistant and the required occupational skills. 15. Describe the roles and responsibilities of a respiratory therapist when treating a critical respiratory patient. 16. Describe the primary roles and responsibilities of an emergency department technician. 17. Outline the educational and training requirements for starting a career in prehospital care. 18. Discuss the future roles of EMTs and Paramedics in the delivery of community health. 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 Projects Example: 1. Students will research an Allied Health Career of their choice and present it to class. Students will discover educational requirements, job descriptions, required skills including temperament and soft skills, salary, job duties and type of work, job benefits and job drawbacks. This research project will be submitted by the student in the format of MLS research paper as well as visually displayed as a Power point or Poster or 6 panel brochure. The presentation will be before the class and this is the students’ opportunity not only to explain their career choice but also to tell their personal story and how they will achieve their goal. 2. Students will compose journal entries throughout the 8 weeks of the course, responding to prompts regarding subject matter such as the healthcare professional environment, infection control, and self-reflection based on guest speaker presentations. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Students will participate in lecture presentations covering the different allied health fields of work including but not limited to work experience, wages, benefits, minimum qualifications and the educational requirements to enter into these occupations. Students are expected to actively participate in the lecture. Students will be exposed to resources for exploring degrees or certificates, education, wages, job description etc by navigating such valuable website resources as the California Community College “Salary Surfer” https://www.bls.gov/ooh/healthcare/home.htm https://salarysurfer.cccco.edu/Salaries.aspx site as well as the Bureau of Labor Statistic for careers in Health Care. The instructor will facilitate a seminar and discussion between student to student and student to facilitator regarding different healthcare professions. The instructor will follow up with specific critical thinking questions regarding content. Students will analyze the challenges of today’s health care issues through a historical analysis of the transformation of society, the environment, technology, and sanitary practices that have altered our care from acute illnesses to chronic illnesses. The instructor will facilitate questions and discussions and provide feedback to students to clarify and support the content matter. In a group format, the instructor will provide students with various topics on chronic conditions and the students will discuss how and why chronic conditions have become so prevalent and the challenges that this poses for the future. Distance Learning Faculty will enter a question in the discussion board pertaining to the content covered of acute illness or chronic conditions. 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 1. Read the required chapters in the assigned reading. Student will be prepared to discuss the confidentiality and security regulations required within the healthcare system. 2. Read assigned handouts in OSHA-Bloodborne Pathogen Prevention in a Health Care Environment. Student will be prepared to discuss the universal standard precautions and the proper use of personal protective equipment. Writing, Problem Solving or Performance 1. Students will submit a written assignment identifying the importance of hand-washing in breaking the ‘Chain of Infection’ and discuss the importance of Infection Control. 2. Students will analyze and discuss the ‘Circle of Care’. Students will be given a scenario of an 87 year old female who has fallen and they will need to identify EACH and EVERY Allied Health worker that is involved in the care of the woman from the moment of her fall and through the entire journey of her care that it involved in attaining the best possible outcome of her coming home. Other (Term projects, research papers, portfolios, etc.) Required Materials Stanfields Introduction to Health Professions Author: Nanna Cross and Dana C. McWay Publisher: Jones and Bartlett Publication Date: 2017 Text Edition: 7th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Instructor handouts and lecture outlines.
ETHN 0020 - Introduction to African American Studies
http://catalog.sierracollege.edu/course-outlines/ethn-0020/
Catalog Description Formerly known as SSCI 20 Hours: 54 lecture Description: Introduces students to Ethnic Studies and the diverse institutional, cultural, and historical issues relating to the present life circumstances of African Americans in the United States. The course is interdisciplinary in nature and presents an overview of the cultural, economic, historic, social, and political issues in the life of African Americans in the United States centering African American voices. It will expose students of all ethnic backgrounds to the issues pertinent to the experience of African Americans. (CSU, UC) Course Student Learning Outcomes CSLO #1: Deconstruct the social, economic, political, psychological and cultural factors that have influenced and shaped the African American experience. CSLO #2: Explain the extensive contributions that African Americans have made to the formation of the U.S. CSLO #3: Analyze and investigate the diversity within the African American experience. CSLO #4: Describe how struggle, resistance, the history of dissent, social justice, solidarity and liberation as experienced by African Americans are relevant to current issues and anti-racist practices. Effective Term Fall 2023 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Analyze and articulate concepts such as race and racism, racialization, ethnicity, equity, ethno-centrism, eurocentrism, white supremacy, self determination, liberation, decolonization, imperialism, and anti-racism as analyzed in African American Studies. 2. Contrast and compare the diversity within the African American experience, and the relationship between African ethnicity and racism in the formation of African America. 3. Identify the social, economic, political and cultural factors that have influenced and shaped the African American experience. 4. Assess the cultural practices and changing social transformations that compelled African Americans to face adversity while maintaining and redefining identity and social structures. 5. Apply theory and knowledge produced by African American communities to describe the critical events, histories, cultures, intellectual traditions, contributions, lived experiences, and social struggles with special emphasis on agency and group affirmation. 6. Critically review how struggle, resistance, racial and social justice, solidarity, and liberation, as experienced and enacted by African Americans is relevant to current issues such as national politics as, for example, reparations. 7. Assess the extensive contributions that African Americans have made (and make) to the formation of the United States. 8. Differentiate and analyze the concepts of individual and institutional racism, cycles of oppression, color-blind society/color-conscious society, matrix of domination and politics/policies of exclusion. 9. Describe how struggle, resistance, the history of dissent, social justice, solidarity and liberation as experienced by African Americans are relevant to current issues. 10. Describe and actively engage with anti-racist and anti-colonial issues and the practices and movements in African American communities for a just and equitable society. General Education Information Approved College Associate Degree GE Applicability AA/AS - Ethnic Studies AA/AS - Multicultural Studies AA/AS - Social Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D3 Ethnic Studies CSUGE - F Ethnic Studies Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4C Ethnic Studies IGETC - 7 Ethnic Studies Articulation Information CSU Transferable UC Transferable Methods of Evaluation Objective Examinations Example: Students will take four objective exams that include multiple choice and short answer questions that apply to the content of the course. Example: Identify one of the European colonizing countries that were in South Africa? (Objectives 1, 2 and 7) Projects Example: Students will identify and investigate the life of a notable African American whose family was a part of the great migration from the south. Students will create a presentation that focuses on the individual selected. Rubric Grading. (Objective 7) Reports Example: Students write critiques of two cultural/social/political movements from the perspective of Critical Race Theory, Identity Theory, Standpoint Theory, and Conflict Theory that are studied during the semester. The paper will be assessed on a three-level system: outstanding, competent and unacceptable. A rubric describing each of the three categories will be included in the course syllabi. (Objectives 5 and 10) Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Using contemporary films and current events (for example, Gangs of New York, Boyz in the Hood, Miss Representation, Anatomy of Hate), instructor will introduce Critical Race Theory and facilitate a student discussion about its application to an African American experience. Distance Learning Instructor will post a lecture slide presentation on related course theories (for example, Conflict Theory). Students will read/watch the lecture along with related film clips that demonstrate theory. Students will compare and contrast course theories in discussion board interactions with classmates. Instructor will facilitate online discussions on the history and methods of dissent using activities such as the 'Drawbridge' that illuminates structural power dynamics. Typical Out of Class Assignments Reading Assignments 1. The Great Migration, The Harlem Renaissance and The Civil Rights Movement Readings: The Great Migration-- The Long-Lasting Legacy of the Great Migration, Smithsonian Magazine by Isabelle Wilkerson, September 2016; The New Negro (ed), Art and Activism, Harvard Magazine by Adam Kirsch, March-April 2018; Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color, Jstor, by Kimberle Williams Crenshaw, 1993 Upon completion of the identified readings, students will construct a research project that traces the life of an African American individual whose origins were a part of the Great Migration. Individuals such as those that participated in the Harlem Renaissance are prime candidates for the assignment. (Objective 5) 2. Slavery and Religion Readings: The Great Stain-- How Christian Slaveholders Used the Bible to Justify Slavery, Time.com, February 2018 by Noel Rae Quakers and Slavery: Some Considerations on the Keeping of Negroes, Early Protests, Radical Quaker Women, Bryn Mawr College African Americans noted the hypocrisy that characterized white Christianity, pointing out the contradiction between God's Word and slaveholders' cruelty and inhumanity. "Slaveholders hide themselves behind the Church. . . . A more praying, preaching, psalm-singing people cannot be found than the slave holders of the South," declared William Wells Brown (1814-1884). The Reverend William H. Robinson (b. 1848) offered mock family prayers: "grant us all a large increase of slaves . . ." and a mock sermon to slaves: "God's wisdom is displayed in the system of slavery." Many objected to the oft-repeated recommendations of obedience to the established order. Assignment: Read The Great Stain. Also read the Quakers position on slavery and their anti-slavery movement. Watch the video (below), The Bible and the Gun, to understand the political use of religion as a tool for enslavement. Write a letter to Rev. William H. Robinson explaining the contradictions of Christian's support of slavery. Cite historical references from the video and the readings to support your claim. (Objective 1, 2, ,3) Writing, Problem Solving or Performance 1. Post at least one full comment and two responses to the comments of other students on the Discussion Board that analyzes the five rationales for the continued military participation of African Americans in spite of the long history of marginalization and brutalization within the U.S. For the principles of democracy, African Americans have fought and died in every U.S. war without exception. The following quote is from Representative Ron Dellums regarding the Vietnam War. There are currently similar comparisons being made regarding the Iraq War. The latest polls indicate that 72% of Americans disapproved of U.S. presence in Iraq and felt betrayed by the reasons originally given for the invasion. The Iraq War has lasted longer than both WWI and WWII. Identify three similarities and three differences between the Iraq War and the Vietnam War. Does Rep. Dellums comment, "understand the connection between waging war and spending billions of dollars on military apparati that detracted from the priorities of this country" apply to today's conflict? How? Or why not? "And a number of people said to me, well, you know, the black community's not interested in the Vietnam War. And my response was that black people in America, historically, carried the burden of racial and economic oppression, they do not have to carry the burden of ignorance. And to be in public life, you have to be part of the educative process and my job is to go out there and help people understand the connection between waging war and spending billions of dollars on military apparati that detracted from the priorities of this country." — Ron Dellums, 1994 (Objective 6,7,8) 2. Read the assigned articles that details the plight of the Katrina survivors and respond to the following question: Did race and/or socio-economic class play a role in the disastrous response to Hurricane Katrina and the similar response in Puerto Rico? Why/why not? While your opinion can be incorporated in the response, it is crucial to site evidence to support your assessment of the situations. (Objective 1, 10) Other (Term projects, research papers, portfolios, etc.) Students are required to attend two cultural events that can be Field Trips, Cultural Excursions, Guest Speakers, etc. A two-page reflection paper is a requirement for the assignment. (Objectives 4, 5, 7, 10) Required Materials The Warmth of Other Suns Author: Wilkerson, Isabelle Publisher: Vintage Publication Date: 2011 Text Edition: 1st Classic Textbook?: OER Link: OER: How to be an Anti-Racist Author: Kendi Publisher: One World Publication Date: 2019 Text Edition: 1st Classic Textbook?: OER Link: OER: The African-American Odyssey, Combined Volume Author: Clark-Hine, Darlene; Hine, William C.; Harrold, Stanley Publisher: Pearson Publication Date: 2018 Text Edition: 7th Classic Textbook?: OER Link: OER: The New Jim Crow Author: Alexander, Michelle Publisher: The New Press Publication Date: 2012 Text Edition: 1st Classic Textbook?: OER Link: OER: Racial Formation in the United States Author: Omi and Winant Publisher: Routledge Publication Date: 2014 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
PHIL 0020 - History of Ancient Greek Philosophy
http://catalog.sierracollege.edu/course-outlines/phil-0020/
Catalog Description Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: A study of the origin and rise of Western Philosophy from the pre-Socratic philosophers, Socrates, Plato, and Aristotle, up to the Hellenistic period. (C-ID PHIL 130) (CSU, UC) Course Student Learning Outcomes CSLO #1: Compare and contrast the various Pre-Socratic contributions to Philosophy. CSLO #2: Explain major philosophical positions of Socrates and Plato. CSLO #3: Explain major philosophical positions of Aristotle. CSLO #4: Describe, compare and contrast Stoicism, Epicureanism and Skepticism. Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Compare and contrast ancient Greek mythological methods of knowledge and accounts of reality with the methods of the pre-Socratic philosophers; 2. Describe, compare and contrast the varying accounts of the composition of Reality according to the original fragments of Thales, Anaximander, Anaximenes, Xenophanes, Pythagoras, Heraclitus, Parmenides, The Eleatics, Empedocles, and Anaxagoras; 3. Analyze the shift in philosophical approach and methodology in the historical movement from the pre-Socratic philosophers to Socrates; 4. Read primary philosophical texts of Plato and explain Platonic and Socratic Epistemology, Metaphysics, Ethics and Political Philosophy; 5. Read primary philosophical texts of Aristotle and describe and explain Aristotelian Epistemology, Metaphysics, Ethics and Political Philosophy; 6. Compare and contrast Plato's philosophical concepts with Aristotelian philosophy; 7. Describe, compare and contrast Ancient Greek Stoic, Skeptic and Epicurean approaches to Philosophy. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: In an instructor led discussion students will be prompted to distinguish Stoicism from Epicureanism in relation to how each philosophical position recommends how to deal with tragedy. A formative assessment will follow and students will answer the following question: "What the clearest point you learned today?"; and, "What point remains least clear to you?" Essay Examinations Example: Instructions: In a 500 word essay, answer all parts of the question below using a large Blue Book. Interpretations need to be thorough, reasonable in relation to the text, and justified using quotes from the related dialogues. In Plato’s Apology, Socrates compares himself both to Achilles and to a gadfly. Explain the moral and political significance of these analogies with respect to Socrates’ statement, “To let no day pass without discussing goodness and all the other subjects about which you have heard me talking and examining both myself and others is really the very best thing that a man can do, and life without this sort of examination is not worth living” [38a]. Student essays will be assessed based upon a rubric that includes criteria such as correctness of response, thoroughness of explanation, relevance of quote provided, and demonstration of "justification" by way of quote selection. Objective Examinations Example: Students will take a multiple-choice examination aligning the various pre-Socratic contributions to philosophy by assessing student knowledge of names, terms, and concepts of the pre-Socratic period of philosophy. Example: According to Aristotle, the moral virtues (moral goodness) is a result of what? A. Being instructed B. Practice C. A well-ordered soul D. Discipline and punishment Projects Example: Pre-Socratic Comparison Chart: Create a chart comparing and contrasting the pre-Socratic philosophers regarding (a) What is ultimately Real? (b) how do we know what's real? and (c) what accounts for diversity and change? Charts will be evaluated based upon (a) correctness and (b) thoroughness. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will assign reading selections from a collection of pre-Socratic Philosophers and have students outline the major points. In class, the instructor will lead students in discussions comparing and contrasting the assertions of the pre-Socratic Philosophers with regards to the basic substance of reality and their theory of how one substance changes into the plurality of objects we experience. Distance Learning Through video lecture, the instructor will demonstrate the historical and political context of Plato's dialogue, Apology. In an online discussion assignment, students will be asked to interpret Socrates' declaration that "the unexamined life isn't worth living" from 38a of the Apology, and support their interpretation using the primary text of Plato to support their interpretation. Students will reply to a peer post by reviewing it for accuracy, thoroughness, and justification. Typical Out of Class Assignments Reading Assignments 1. Read Plato's dialogue, Meno, and come to class able to describe Socrates' theory of knowledge. 2. Read Aristotle's Nichomachean Ethics, book 1, and come to class able to describe why happiness is not the same thing as pleasure according to Aristotle. Writing, Problem Solving or Performance 1. Group Presentation: Instructions: Students will be organized into groups of three to five students and assigned one of the following pre-Socratic philosophers. (1) Thales (2) Anaximander (3) Anaximenes (4) Xenophanes (5) Pythagoras (6) Heraclitus (7) Parmenides (9) Anaxagoras (10) Empedocles (11) Democritus Each individual must identify the particular task and role contributing to the presentation. Groups can present in any way that effectively communicates answers to the following questions to the class: 1. Identify the pre-Socratic philosopher, and the main sources of him. 2. What is his position on the nature of reality, and how do they justify this? 3. How could it be said that their ideas about the nature of reality are reasonable? 4. What other claims does he make (e.g., knowledge, the soul, ethics or theology)? 5. Give some contemporary examples of how these ideas are still with us today. 6. In what way is this individual doing philosophy and in what way is he not? 2. Writing: Instructions: After reading Plato’s dialogue, Euthyphro, answer the following question in a 500 word essay. Identify an instance of Socrates guiding Euthyphro towards a definition of Piety by showing how Euthyphro’s definition cannot possibly be the case because it entails a contradiction. Other (Term projects, research papers, portfolios, etc.) Required Materials The First Philosophers: The Presocratics and Sophists Author: Robin Waterfield Publisher: Oxford University Press Publication Date: 2009 Text Edition: 1st Classic Textbook?: OER Link: OER: The Nicomachean Ethics Author: Aristotle Publisher: Penguin Publication Date: 2004 Text Edition: Classic Textbook?: OER Link: OER: A Plato Reader: Eight Essential Dialogues Author: Plato Publisher: Hackett Publishing Co Publication Date: 2012 Text Edition: Classic Textbook?: OER Link: OER: Readings in Ancient Greek Philosophy: From Thales to Aristotle Author: S. March Cohen Publisher: Hackett Publishing Co Publication Date: 2011 Text Edition: 4th Classic Textbook?: OER Link: OER: Stoics, Epicureans and Sceptics: An Introduction to Hellenistic Philosophy Author: R.W. Sharples Publisher: Routledge Publication Date: 1996 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
SPAN 0020 - Spanish for the Healthcare Professions
http://catalog.sierracollege.edu/course-outlines/span-0020/
Catalog Description Prerequisite: Completion of SPAN 2 or three years of high school Spanish with grade(s) of "C" or better Hours: 54 lecture Description: Intermediate course in Spanish designed for students whose professional careers and personal interest take them to the healthcare field. Course enables students to convey conversations with Spanish-speaking patients and their families. Students develop basic and intermediate skills in the target language to carry on medical/nursing functions or tasks. Helpful for students who have a basic knowledge of Spanish whose goal is to apply the target language to a healthcare setting. (CSU) Course Student Learning Outcomes CSLO #1: Recognize and paraphrase intermediate level Spanish spoken at regular conversational speed in a healthcare setting. CSLO #2: Produce accurate pronunciation with grammatically correct sentences in intermediate level conversations in a healthcare setting. CSLO #3: Explain what is read in any medical diagnosis, health plan, prescription, etc. CSLO #4: Compose short notes and short reports relating to patient’s healthcare using appropriate syntax. CSLO #5: Demonstrate knowledge of medical practice, folk practice, dietary habits, and family relations of the Spanish-speaking world, and how this may impact healthcare professional's interactions with Spanish-speaking patients and their families. Effective Term Fall 2019 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Upon successful completion of the course, students will be able to: 1. Communicate directly with their Spanish-speaking patients and develop a better patient-practitioner relationship; 2. Evaluate symptoms and medical history as explained by Spanish-speaking patients in order to assess and choose the appropriate treatment to meet the patient’s needs; 3. Understand cultural values such as courtesy and family roles in order to promote more comfortable conversations; 4. Explain to patients and to their Spanish-speaking family members the prescribed diagnoses and treatments; 5. Recognize and become more familiar with the diet habits in Spanish-speaking homes in order to explain special diet needs; 6. Translate basic events related to the patient for other healthcare workers, including physicians, who are non-Spanish speaking; 7. Analyze terms and phrases in Spanish to evaluate the patient’s current condition; 8. Question the patient, and family members or other Spanish-speaking persons who may accompany the patient, about the symptoms and events leading up to the current situation; 9. Categorize the information from the patient, family members, or other sources into relevant and non-relevant data that are important to understanding the patient's situation; 10. Develop and communicate a plan of action for the patient to follow after leaving the medical facility; and 11. Assess follow-up meetings and information for the patient in order to evaluate his/her progress and communicate future healthcare instructions to the patient and family members. 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: Imagine a pregnant patient arrives at the hospital with her husband. She is in pain and you advise her to get an epidural. The patient agrees to it, but the husband will not allow it. Discuss with your classmates how you would proceed. Essay Examinations Example: After viewing the video Preparación para una cirugía, write a composition explaining how you would counsel a patient who is facing a surgery. Objective Examinations Example: Label the parts of the digestive system in Spanish. C. Problem Solving: A distressed patient has just arrived. Please greet the patient, calm the patient, and learn what brings the patient to your office. Projects Example: Create a brochure about a specific topic, such as “How to Prevent Diabetes” or “How to Prevent High Blood Pressure”, etc. Reports Example: Find two examples of medical intake forms in Spanish from three different medical fields (medical office or clinic, chiropractic office, dentist office, etc.). Prepare a written report that includes the following: i. The six example intake forms ii. An analysis and comparison for clarity and utility iii. A breakdown of common elements across the three medical fields as well as what is unique to the individual fields iv. The citation of all resources used in the report Skill Demonstrations Example: Using the provided vital signs record, discuss the condition of the patients with the practitioner (played by your partner). Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Course Objective: understand cultural values such as courtesy and family roles in order to promote more comfortable conversations To discuss the theme of cultural differences between healthcare systems and traditions in the Spanish-speaking world the students will be assigned to read the article “Feeling at Home Somewhere Else” and asked to find five traditional healthcare remedies or treatments from the Spanish-speaking world before the next class meeting. The students must identify the specific community to which the treatments and remedies belong. In the class period or in a discussion board the students will be divided into small groups to discuss the article and share the treatments and remedies they found. In this same class period the instructor will show a few examples (videos, actual items/remedies, etc..) of traditional treatments and remedies and guide a discussion on the value of each. Course Objective: develop and communicate a plan of action for the patient to follow after leaving the medical facility: After studying the structures used for giving advice and making suggestions the students will come to class or join an online discussion and share in a brief review and clarification of the grammar functions. The instructor will then divide the class into two groups: healthcare providers and patients. The instructor will pass out role-play cards to each group. The healthcare providers will have cards with several possible ailments that their patients may be suffering (stress, diabetes, allergies, required surgery, etc..). The patients will have a concern for which they are seeking advice. In the separate groups they can first discuss and plan how they will express their problem or give advice. Then the students will be paired as healthcare providers and clients meeting for an appointment to discuss their issues. Distance Learning This activity can be adapted for the online environment by having students read the article online, view a video presentation by the instructor, and then share their five traditional healthcare remedies/treatments in a discussion board post. Students will be required to view and respond to a minimum of three other posts by their classmates. This activity can be adapted for the online environment by having the students prepare in the same way, and then pair up to record a live chat while one acts as the patient and the other acts as the healthcare provider. The instructor will review each pair’s work and offer feedback. Typical Out of Class Assignments Reading Assignments 1. The following example was taking out of a Spanish for Healthcare textbook. “Read the following dialogue between a nurse and a patient and fill out the patient’s chart based on the conversation.” 2. Read the article entitled “It Pays to Know What’s in a Name” by Patrick Osio and determine the names of these new Latino babies based on the information provided. Writing, Problem Solving or Performance 1. Working in pairs, interview your partner and ask the questions listed below to find out the information requested about her/him. Use the adjectives in the vocabulary list provided and decide whether you need to use ser or estar to ask your question. Follow the model and use the formal forms (usted) in this exercise.2 2. Working in pairs, write and act out a conversation between a nurse and a patient that is just regaining consciousness. Other (Term projects, research papers, portfolios, etc.) Required Materials An Introduction to Spanish for Health Care Workers Author: Chase, Medina de Chase Publisher: Yale University Press Publication Date: 2014 Text Edition: 4th Classic Textbook?: OER Link: OER: Basic Spanish for Medical Personnel Author: Jarvis, Lebredo Publisher: Houghton Mifflin Publication Date: 2014 Text Edition: 2nd Classic Textbook?: OER Link: OER: Basic Spanish Author: Jarvis, Lebredo, Mena-Ayllón Publisher: Heinle Cengage Publication Date: 2011 Text Edition: 2nd Classic Textbook?: OER Link: OER: Spanish for Medical Professionals: Essential Spanish Terms and Phrases for Healthcare Providers Author: My Daily Spanish Publisher: CreateSpace Independent Publishing Platform Publication Date: 2018 Text Edition: 1st Classic Textbook?: OER Link: OER: Salud!: Introductory Spanish for Health Professionals Author: Deborah Bender, Linda Carl, Ernest Lunsford, Robert Henshaw Publisher: Pearson Prentice Hall Publication Date: 2013 Text Edition: 2nd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
HIST 0020 - California History
http://catalog.sierracollege.edu/course-outlines/hist-0020/
Catalog Description Hours: 54 lecture Description: Comprehensive survey of the history of California from prehistoric to contemporary times. Emphasis on the environment and the three main eras of human settlement: California Indian, Spanish and Mexican, and American periods. Study of diverse Indian groups; various movements of people over time and different perspectives on government, law, economics, and culture. Local, state, regional, national, Pacific Rim, and global issues. (CSU, UC) Course Student Learning Outcomes CSLO #1: Analyze the origins of the American Constitution and its impact on California cultural developments with emphasis on race, class, gender and ethnicity. CSLO #2: Analyze the role of geography in major political, economic and social changes. CSLO #3: Compose coherent, persuasive academic historical arguments using correct academic citation methods. CSLO #4: Differentiate primary and secondary sources and how each are used to make historical claims. CSLO #5: Investigate major political, economic and social changes with emphasis on culture, race, class, gender and/or ethnicity. Effective Term Fall 2019 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Identify primary and secondary sources and describe their use as evidence in historical analysis; 2. Identify and analyze the significance of individuals and mass groups, ideas, and events in California history; 3. Compare and contrast settlement patterns, impact on the environment, and utilization of resources between the following eras: Indian, Hispanic, and American; 4. Describe and examine the impact of the Gold Rush period on California's economic, political, legal, and cultural development and its influence on the United States; 5. Compare and contrast the growth of northern and southern California and their unique economies, migration and land use patterns; 6. Examine ethnic communities, the effects of racism, and their struggles to gain equality and freedom; 7. Examine California's economic, political, and social movements within the context of those occurring throughout the United States; 8. Identify and explain California from many geo-political perspectives: an Indian homeland; a frontier for Spain, Mexico, Russia, and the U.S.; a destination for immigrants worldwide; a Pacific-Rim nation; 9. Identify and examine popular images of California created in myths and stereotypes from early Spanish accounts to the present; and 10. Evaluate California state government within a broad national context. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language AA/AS - Multicultural Studies AA/AS - Social Sciences CSU GE Applicability (Recommended-requires CSU approval) CSU - US3 Hist/Const/Amer Idea 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: Compose a short-essay where you discuss and analyze the secularization of the California Missions--both what should have happened, based on the laws of the Catholic Church and the Mexican government, and what actually happened. Then discuss how secularization affected Californios and California Indians. Objective Examinations Example: Students will be administered an objective exam with multiple-choice questions from chapters 1-5 from "Competing Visions" (CSLOs 2 & 5). 1. What was Judge Lorenzo Sayer's decision in the case of Edwards Woodruff v. North Bloomfield Gravel Mining Company, et.al., in 1884? a. he extended hydraulic mining because of society's overwhelming need for gold b. he halted hydraulic mining because of downstream destruction c. he threw out the lawsuit as unconstitutional since mining is a legal activity d. he allowed hydraulic mining to continue after fining the company $30 million for environmental cleanup along the Yuba River. 2. The Yokut Indians included the following among their staple foods: a. whales; shellfish; acorns from coastal oaks b. pinion pine nuts; rabbits; and desert tubers c. salmon; acorns from valley oaks; elk and deer d. corn; beans; squash; pumpkins; tomatoes. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Lecture/Discussion: The instructor will assign reading from "Gold Rush Stories: 49 Tales of Seekers, Scoundrels, Loss, and Luck" on the impact of the gold rush period and have students compare historical events from primary sources during this period in writing. In class the instructor will divide students into small groups and have them compare their summary of assigned reading and their reactions to important historical developments. Instructor will finish conversation with a lecture/discussion that brings together the analysis of the various small groups (CSLOs 2 & 4). Distance Learning The instructor may choose to activate the LMS Google Doc Collaboration feature. This can be used to assign a semester-long collaborative research paper. The students will be assigned to work groups and asked to draw upon specific examples from "Game Changers" to compose a paper where the group analyzes how Proposition 1A (1966), Proposition 9 (1974), Proposition 13 (1978), and Proposition 140 (1990) have succeeded OR failed in accomplishing their stated goals. In addition, the paper would examine the long-term impact of each law on California government and politics. (CSLOs 1, 3, & 4) Typical Out of Class Assignments Reading Assignments 1. Based upon text reading "Competing Visions" on the post-World War II growth of California, students will discuss the material in class and as part of written examinations (CSLO 2 & 5). 2. Read chapter in text on "Game Changers" and prepared to summarize both orally and in a carefully written paragraph, the relationship between the Progressive Era reforms in the California Constitution, with national Progressive era reforms and amendments to the U.S. Constitution (CSLO 1 & 5). Writing, Problem Solving or Performance 1. Based upon a visitation of a museum/historic site, write a 500-word essay analyzing the quality of historical interpretation using criteria studied in class (CSLO 3 & 4) 2. In the 1960’s and 1970’s different groups of Californians formed organizations to address issues of equality, political, and economic empowerment. Compose a 500 word essay in which you: A. Choose two types of Californians to discuss from among the following: African Americans, Mexican Americans, youth, and Lesbian, Gay, Bisexual & Transgender (LGBT) folx. B. Give examples of the organizations they formed, the goals and methods of these organizations, and their successes & challenges. C. How did these organizations re-shape the political, social, economic, or cultural landscape of California? (CLSO 3 & 5) Other (Term projects, research papers, portfolios, etc.) Required Materials Competing Visions: A History of California Author: Robert W. Cherny Et. Al. Publisher: Wadsworth/ Cengage Publication Date: 2014 Text Edition: 2nd Classic Textbook?: OER Link: OER: California: A History Author: Kevin Starr Publisher: Modern Library Publication Date: 2007 Text Edition: Reprint Classic Textbook?: OER Link: OER: Game Changers Author: Steve Swatt Et. Al Publisher: Heyday Publication Date: 2015 Text Edition: 1st Classic Textbook?: OER Link: OER: California Government and Politics Today Author: Mona Field Publisher: Pearson-Longman Publication Date: 2017 Text Edition: 15th Classic Textbook?: OER Link: OER: Gold Rush Stories: 49 Tales of Seekers, Scoundrels, Loss, and Luck Author: Gary Noy Publisher: Heyday/Sierra College Pres Publication Date: 2017 Text Edition: 1st Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
SKDV 0020 - Information Literacy and Research Skills
http://catalog.sierracollege.edu/course-outlines/skdv-0020/
Catalog Description Hours: 18 lecture Description: Development of information literacy skills for academic and personal research. Emphasis on identifying, locating, evaluating and using information resources. (CSU) Course Student Learning Outcomes CSLO #1: Use efficient and effective search strategies to access information. CSLO #2: Locate information in a variety of sources. CSLO #3: Distinguish between different information source types. CSLO #4: Critically evaluate the quality of sources by looking at authority, currency, relevancy, accuracy and purpose. CSLO #5: Recognize several ethical and legal issues related to the use of information. Effective Term Fall 2018 Course Type Credit - Degree-applicable Contact Hours 18 Outside of Class Hours 36 Total Student Learning Hours 54 Course Objectives 1. Determine nature and extent of information needed based on assignment requirements 2. Use reference sources to gather background information 3. Identify different types of information sources such as books, eBooks, periodicals, videos 4. Use the library catalog to locate books 5. Use Academic Search Premier or other library database to find periodicals 6. Distinguish between popular and scholarly sources 7. Identify relevant keywords for topic 8. Describe the difference between keyword and subject searching in databases 9. Use limiters in Discover! to modify search results 10. Use database advanced search screen to focus and limit search results 11. Access and email full text resources through Discover! 12. Describe the use of interlibrary loan services for materials not available through the local library 13. Evaluate a web site based on the CRAAP test (Currency, Relevance, Authority, Accuracy, Purpose) or other evaluation criteria 14. Describe plagiarism and give a real-life example 15. Identify elements of a citation 16. Use MLA, APA or other citation style to create annotated bibliography 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: Find an example of a real-world plagiarism case. Some possible examples: Jayson Blair, Kaavya Viswanathan, Stephen Ambrose, Johnny Cash, George Harrison, Robin Thicke (or you can find your own example). Using a discussion board, describe the case. What makes it plagiarism? What were the consequences? Do you agree with the consequences? Comment on TWO other posts by classmates. Objective Examinations Example: Multiple choice quizzes on topics from the textbook and lecture. Example: You need to find articles about the latest research in skin cancer treatment. Which one of the following research databases would be the most appropriate source to use? a. Newspaper Source Plus b. The Library Catalog c. Health Source: Nursing /Academic Edition d. JSTOR Problem Solving Examinations Example: Provided with an example of an article from a popular magazine and a scholarly journal, students will identify characteristics of each type of publication. Projects Example: As a final project, students will prepare an annotated bibliography on a topic. This project will demonstrate that students can select credible, relevant sources in a variety of formats and organize them into a bibliography using a standard citation style. Students will use a rubric developed by the instructor. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Online lecture and video tutorial on using Discover to search for information in a variety of formats. Special emphasis on identifying and limiting by source types. Student will gain searching skills and demonstrate understanding by doing a guided exercise on searching in Discover. Distance Learning Students will read online lecture and view video about plagiarism. Students will locate a real-world example of plagiarism and post on the discussion board. Explain what makes it plagiarism. What were the consequences? Typical Out of Class Assignments Reading Assignments 1. Read chapter on, "Plan: Developing Research Strategies" in the course textbook and be prepared to discuss. 2. Use Discover! to locate and read the articles "Student Attitudes Toward Concealed Handguns on Campus at 2 Universities" and "When College Students Pack Heat, the Danger Grows." Use the provided worksheet to analyze both articles looking for purpose, bias and authority. Writing, Problem Solving or Performance 1. Look up a topic of your choice in Wikipedia, Britannica Academic, and Gale Virtual Reference Library. Describe and compare the information you found in each source. Which did you find most useful? Why? 2. Go to the Buy Dehydrated Water web site (http://www.buydehydratedwater.com/). Using the C.R.A.A.P. test criteria, evaluate this web site. Other (Term projects, research papers, portfolios, etc.) 1. Prepare an annotated bibliography of 10 sources (minimum of 3 different source types) on a chosen topic. Required Materials The Information Literacy Users Guide Author: Deborah Bernnard, et. al. Publisher: Open SUNY Textbooks Publication Date: 2014 Text Edition: 1st Classic Textbook?: OER Link: OER: 100% Information Literacy Success Author: Glenn Wilson Publisher: Cengage Learning Publication Date: 2015 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
ENGL 0020 - Creative Writing (Poetry)
http://catalog.sierracollege.edu/course-outlines/engl-0020/
Catalog Description Prerequisite: Eligibility for ENGL 1A Hours: 54 lecture Description: Writing poetry, with reading assignments of literary models in classical, modern, and contemporary poetry. Includes analysis of the models as well as discussion and criticism, in a workshop mode, of original student poems. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify, interpret, and analyze the fundamentals of poetry, through a variety of forms, styles, and historical periods. CSLO #2: Analyze literary elements, devices, and forms of poetry to create college-level works of original poetry. CSLO #3: Describe, critique, edit, and revise original poetry through peer review workshops. Effective Term Fall 2017 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Upon successfully completing English 20, students will be able to: 1) Identify, interpret, and analyze the fundamental elements of poetry; 2) Analyze selected works of poetry from a variety of genres, forms, and historical periods; 3) Apply analysis of literary elements, devices, and forms of poetry to the creation of college level works of original poetry in a variety of forms and styles; 4) Apply knowledge of genres and sub-genres to creation of imaginative works of poetry; 5) Identify and apply common practices of editing and peer review in the creative writing process; 6) Interpret, analyze, and evaluate published poetry in English and in translation; 7) Assimilate literary concepts and critical standards into the interpretation, analysis, and evaluation of classmates' and students' own work through peer review workshops and readings; 8) Identify and apply the editorial process to select, revise and assess published and original works of poetry. General Education Information Approved College Associate Degree GE Applicability AA/AS - Fine Arts CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: During a class workshop, students use a "whip" discussion to take turns sharing a "plus," a "minus," and an "interesting" after reading and annotating a student poem. Essay Examinations Example: Student will be asked to provide a three paragraph evaluation of the use of rhyme, rhythm, and alliteration in John Donne's "The Flea." Objective Examinations Example: Through an objective or short-answer test, students will identify and define literary terms and concepts and apply literary terms and concepts to brief interpretations and analyses of individual poems and the works of individual poets. Projects Example: Student will submit all drafts of original poems (15 - 20 pages), and final drafts (6 - 12 pages) of original poems revised through workshops and consultation with instructor. Poems will be presented in a portfolio suitable for submission to a college-level journal or magazine. Reports Example: Student collects information on a contemporary poet for a class "author wall" bulletin board. Skill Demonstrations Example: Student will write an over-20-line non-rhyming poem about a body of water that demonstrates use of figurative language and imagery. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor uses a Prezi presentation to highlight elements of imagery for students, ending with a poem from the anthology that features extensive sensory imagery. Students select a sensory image from the poem and discuss its use or effect. Instructor presents elements of Brian Wilkie and Kevin Prufer’s essays on sentimentality. Students discuss definitions of and attitudes towards sentimentality in poetry. Two poems, “Dog’s Death” by John Updike and “The Pardon” by Richard Wilbur serve as evaluative models for a continued discussion on avoiding sentimentality. Distance Learning Students view videos of Shane Coyczan’s “Beethoven” and Mark Doty’s “The House of Beauty.” Afterward, students discuss different approaches to public performances of poetry in these two clips in a discussion board. Typical Out of Class Assignments Reading Assignments 1. Read Moore's "Poetry" and Strand's "Eating Poetry." Compare and contrast the speaker in each poem. Be ready to discuss the ideas in class. 2. Read Pound's "Station of the Metro," H.D.'s "Heat," and Williams' "This Is Just To Say." Analyze each as an example of Imagist poetry, and be ready to discuss specific lines that place each poem within the Imagist poetic ideal. 2a. Read all of the poems in Chapter One. Select five which best demonstrate Frost's notion that writing free verse is like "playing tennis with the net down." Writing, Problem Solving or Performance 1. Write a 2-page narrative draft based on an event or adventure a grandparent or mature friend experienced. Using a traditional ballad form such as xaxa and iambic trimeter, shape the narrative into a ballad of at least five quatrains. See Frost's "Stopping By Woods," Dickinson's "Because I could not stop for death" and Emile Verhaeren's "The Miller" for examples. 2. Write a free verse "letter poem" of at least 15 lines in the first person, directly addressing a second character. Use concrete detail, stanza breaks, and careful enjambment. See Pound's "River Merchant's Wife: A Letter," and Momaday's "Simile" for examples. Other (Term projects, research papers, portfolios, etc.) Complete a final portfolio of original poems that demonstrate a thorough knowledge of college-level poetry writing suitable for publication in a college journal or magazine. Required Materials The Crafty Poet: A Portable Workshop Author: Diane Lockward Publisher: Terrapin Books Publication Date: 2016 Text Edition: Classic Textbook?: OER Link: OER: The Art of the Poetic Line Author: James Longenbach Publisher: Graywolf Press Publication Date: 2008 Text Edition: Classic Textbook?: OER Link: OER: The Poets Laureate Anthology Author: Billy Collins Publisher: U.S. Library of Congress Publication Date: 2010 Text Edition: Classic Textbook?: OER Link: OER: Western Wind: An Introduction to Poetry Author: John Frederick Nims and David Mason Publisher: McGraw-Hill Publication Date: 2005 Text Edition: 5th Classic Textbook?: OER Link: OER: The Best American Poetry 2016 Author: David Lehman Publisher: Scribner Poetry Publication Date: 2016 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
RECM 0020 - Program Planning and Event Management
http://catalog.sierracollege.edu/course-outlines/recm-0020/
Catalog Description Hours: 54 lecture Description: Theory, delivery systems and processes of program planning, implementation, and evaluation applicable to a variety of public and private agencies. Addresses programs that serve different age groups, interests and needs within a range of environments. Leadership for both professionals and volunteers presented in terms of their relationship to the human services field. (CSU) Course Student Learning Outcomes CSLO #1: Design programs for participants in area recreation programs. CSLO #2: Outline techniques for organization, budget, and administration of recreation planning. CSLO #3: Outline the life stages and social theories as they relate to various leadership styles required within various recreational activities. Effective Term Fall 2020 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Identify theories, definitions, and basic concepts in recreation programming; 2. Define and implement the leisure programming cycle; 3. Identify and analyze program goals and objectives; 4. Define life stages, developmental and psycho-social theories; 5. Develop techniques for the organization, budget, and administration of recreation planning; 6. Develop recreation programs and activities with critical thinking; and 7. Design and deliver recreation programs to participants of area recreation or youth serving agencies. 8. Compare & contrast public recreation departments & private clubs/resorts 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 Essay Examinations Example: Students will be required to pass a mid-term and final exam test using an essay question format. Examples: A. List and explain three concepts of recreation planning presented during the course. B. Outline and explain the leisure programming cycle. C. Compare and contrast one theory each from the following: life stages, developmental, and psychological aspects of recreation program planning. Essays will be graded based upon accuracy and use of examples from classwork and reading. Objective Examinations Example: Each student will be required to pass weekly chapter quizzes. Example: Briefly list four qualities required for effective recreational leadership. Quizzes will be assessed based upon accuracy. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will facilitate a critical thinking exercise using case studies in which students will be assigned cases that address topics related to event and program planning. Students will compare and contrast various techniques and solutions. Students will complete a group project planning a recreational event of their choice and presenting it to the class. Students will identify the target population, marketing strategy, budget, and administration of the planned event. Distance Learning Following an online lecture on various recreation departments, students will compare & contrast public recreation departments & private clubs/resorts. Students will post their findings for other students to review and provide feedback. Typical Out of Class Assignments Reading Assignments 1. Read from planning and programming related magazines and professional journals and be prepared to discuss in class. 2. Read chapter on Characteristics of Quality Leadership and submit, in outline form, a short appraisal of the reading. Writing, Problem Solving or Performance 1. Present a 7-10 minute oral summary of your planned event that includes demonstration, slides, pictures and/or videos. 2. Upon presentation of a recreation program activity case study, submit a three page paper comparing and contrasting the different facets of each level of organization. Other (Term projects, research papers, portfolios, etc.) Required Materials An Introduction of Park Management Author: Daniel Wheeler, Jill Lankford, Samuel Lankford Publisher: Venture Publishing Publication Date: 2017 Text Edition: 4th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Course Identification Numbering System (C-ID)
...ITIS 110 IT 0100 ITIS 120 IT 0015...0002 PHIL 130 PHIL 0020 PHIL 140 PHIL...
Humanities
http://catalog.sierracollege.edu/departments/humanities/
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