HUM 0020 - Introduction to the Hebrew Bible
http://catalog.sierracollege.edu/course-outlines/hum-0020/
Catalog Description Advisory: Eligibility for ENGL C1000 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 2025 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 C1000 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 2025 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.
AAD 0020 - Portfolio Development and Presentation
http://catalog.sierracollege.edu/course-outlines/aad-0020/
Catalog Description Course Student Learning Outcomes CSLO #1: Investigate and identify the components and expectations for creative portfolios, by industry or goal. CSLO #2: Synthesize visual and written materials into a cohesive professional portfolio intended for a target audience. CSLO #3: Design and present a creative portfolio in a manner that demonstrates an understanding of professional practices and presentational skills. CSLO #4: Evaluate and critique portfolios created by peers and professionals as well as self-made portfolios. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 90 Total Student Learning Hours 162 Course Objectives Lecture Objectives: Identify the industry, discipline, goal or audience that will be targeted with this portfolio. Research related opportunities and identify expectations for the field and outcome. Investigate and compile a list of the expected elements in a portfolio based on target industry, discipline, goal, and/or audience. Review and critique the success of portfolios by creatives by assessing clarity of message, quality of work, demonstration of skill, and overall professionalism. Examine and select a platform for the portfolio based on cost, technology requirements, format, and distribution features. Laboratory Objectives: Compile, sort and categorize work samples that will support the portfolio goals Organize works into related categories Select work to support specific audiences and outcomes Annotate work samples to share key elements Draft text content for each work sample, including titles, medium, tools and technology, dates, and other key details Digitize and prepare work samples for use in a final portfolio Scanning Techniques Photographing Techniques Image retouching and enhancement processes Assemble a Case Study to share an in-depth presentation of a work or collection Explain the goals Demonstrate the processes Identify the tools, mediums, and technologies Reflect on the outcome Research and draft industry-specific documents for use with the portfolio Select and prioritize résumé content for a particular goal or audience. Draft a bio presenting résumé details in a third-person narrative format. Synthesize inspiration, education, skills, talents and values into an artist/designer/mission statement. Summarize the contents of your professional package and their suitability for a related opportunity in a Cover Letter/Letter of Introduction. Compose a request for a letter of recommendation that includes sufficient introduction to your goals, the opportunity details and timeline, and your suitability and preparedness for the opportunity. Develop a visual brand identity that supports the portfolio pieces, goals and industry expectations. Apply the fonts, colors, voice, and other stylistic attributes to the professional documents as well as the visual portfolio to create a unified, professional package. Assemble a finished digital portfolio and professional package that can be utilized for marketing, promotion, and application for various opportunities. 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: Research the differences between chronological and functional résumés and reflect on the pros and cons of each format so that you are prepared to share your thoughts with the class. Consider which format will best support the elements that will be included in your résumé and discuss how you came to that conclusion. Projects Example: Develop a Case Study to showcase a single piece, unified collection, or finished project. Incorporate both visual and text-based documentation to outline the goals, demonstrate the creative process, identify the skills, talents, and tools applied, and highlights self-reflection and growth mindset principles throughout. Repeatable No Methods of Instruction Activity Lecture/Discussion Distance Learning Activity: After the instructor has presented a lecture on the topic of annotating work samples for a portfolio to meet industry standards, the students will be provided a template and asked to populate it with three of their own work samples. They will then develop and add annotations appropriate for their works and their industry. The instructor will offer guidance and support during this activity. Lecture: The instructor will provide a lecture introducing and providing a review of existing portfolios covering a variety of creative industries and goals as a way to identify and demonstrate strengths, and areas where there is room for improvement. Students will then contribute to a discussion board or group discussion by sourcing and examining another portfolio sample to share. In the share-out, the student will identify examples of the strengths they observe and make recommendations on ways to improve the presentation or content. Distance Learning The instructor will provide a lesson and presentation on “Messaging and the Professional Portfolio” in which topics such as clarity of message, quality of work samples, presentation of skills, ease of platform use, and overall professionalism are discussed. 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 emerging creative, an established creative, 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 portfolios being cited. Typical Out of Class Assignments Reading Assignments Read a minimum of 10 short biographies of creative professionals from event websites, such as Adobe MAX. Note the characteristics of each bio and whether they align more with "casual creative" or "professional creative" or "business professional" models. Assess the headshot that is included with the bio and consider how it pairs with the copy/content and voice in the written component. Writing, Problem Solving or Performance After learning about the purpose and use of a bio in the professional arena, and reviewing bios that are in use, draft three versions of your bio to meet the models of Casual Creative, Professional Creative, and Business Professional, as outlined in the lecture. Include a unique headshot for each Bio. Ensure each headshot aligns with and supports the personality of the different models. Other (Term projects, research papers, portfolios, etc.) Required Materials Show your work! 10 ways to share your creativity and get discovered Author: Kleon, Austin Publisher: Workman Publishing Company Publication Date: 2014 Text Edition: 1st Classic Textbook?: No OER Link: OER: Design Portfolios: A Recruiter's View Author: Smith, Mark W Publisher: Wiley Publication Date: 2023 Text Edition: 1st Classic Textbook?: No OER Link: OER: Burn Your Portfolio: Stuff they don't teach you in design school, but should Author: Janda, Michael Publisher: New Riders Publication Date: 2013 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.
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 2025 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: 1. What questions or avenues of research do these prompts provoke? Hint: You are not answering the questions. You are asking further questions. Be thorough, but you are not required to exhaust all possibilities. And you have some freedom here. Comment on 2 other student responses. In your comments, try to build out even further--add to them--their suggested research avenues. · What was the economic impact of the railroads on 19th century United States? · How has technology affected our levels of connectedness to others? Objective Examinations Example: Multiple choice quizzes, based on readings, lectures, videos. Example: In the databases (do a Discover search), look up this article: “My Tree Stays Tree: Sylvia Plath and Ovid’s Daphne.” Who is the author? a. Ranger, Holly b. Johns, Kevin c. Dreyer, Lisa d. Stephens, Maria Problem Solving Examinations Example: After an internet vs. database lesson, students will be asked to identify characteristics of specific search results: Do a Google search and a Discover search (now that you know how) for the following phrases: 1. "female serial killers" 2. "weight loss" Put the words in quotes so the results reflect this exact phrase. What do you notice about the results? Be specific. Say something as it relates to the kinds of assignments you might expect from an instructor. The results may be helpful or not helpful in different ways. Are there any ethical concerns? Trust concerns? Other comments? Projects Example: As a final project, students will complete a scavenger hunt. Through a systematic arrangement of tasks, which will include searching, analyzing, readings, comparing, formatting, this will demonstrate the acquisition of specific course skills and knowledge. 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. Students will gain searching skills and demonstrate understanding by doing a guided exercise on searching in Discover. Students will also engage with and reflect on the intellectual aspects of knowledge acquisition and its use. Distance Learning Students will read online lectures and view videos about plagiarism and then discuss them with other students. Students will exchange perspectives on the discussion board. This will widen their appreciation for the complexities of interpretations, which, in turn, will be furthered by the instructor. 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 In a discussion post, describe how you determine the credibility of a source. 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 Introduction to College Research Author: Walter D. Butler, et al. Publisher: Pressbooks Publication Date: 2021 Text Edition: 1 Classic Textbook?: OER Link: OER: Yes Information Literacy: Basic Research Skills Author: Carol M. Withers Publisher: San Diego City College Publication Date: 2019 Text Edition: 1 Classic Textbook?: No OER Link: OER: Yes 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 C1000 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 2025 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.
FASH 0020 - Mending and Alterations
http://catalog.sierracollege.edu/course-outlines/fash-0020/
Catalog Description Prerequisite: Completion of FASH 4A with grade of "C" or better Hours: 108 (27 lecture, 81 laboratory) Description: Focuses on developing the skills needed to learn alterations and mending clothes. It includes the study of fit analysis of different types of Ready-To-Wear apparel created in standard sizes and learning to make alterations to the apparel to fit different body types. The course will cover the techniques of mending woven and knit fabrics. (CSU) Course Student Learning Outcomes CSLO #1: Develop skills in mending and altering ready to wear clothing. CSLO #2: Understand how mending and altering garments contributes to sustainability in the fashion industry. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 108 Outside of Class Hours 54 Total Student Learning Hours 162 Course Objectives 1. Understand and articulate the role of garment repair and alterations in promoting sustainability 2. Demonstrate proficiency in hand-sewing and machine-sewing techniques used for alterations and mending 3. Identify and apply appropriate mending techniques based on garment fabric type 4. Assess and execute common garment alterations to improve fit and wearability in RTW garments 5. Complete repairs and alterations on various types of garments and areas that extend the life of garments while maintaining or improving their appearance 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: Students will create a portfolio/presentation showcasing before-and-after repairs and alterations. They will be expected to include: summary of experiences with all clothing items mended and altered throughout the term, a comprehensive analysis on results from altering clothes, personal philosophy statements on sustainability and repair, along with a reflection on how learned skills impacted their view on fashion adaptations, sustainability, and consumerism, and potential challenges and opportunities in running a repair and alterations business. Skill Demonstrations Example: Students will bring their personal garments to class, each will analyze the fit and balance of the garments. Students will then demonstrate skills in altering the garments using hand sewing and machine sewing techniques. Altered garments will be submitted for evaluation on the applied alterations and sewing skills. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Following a lecture and demonstration, students will create a notebook of hand and machine sewing samples to show understanding of alteration skills. The instructor will assist in the lab to help with the techniques. Lecture: The instructor will give a lecture on aspects of fit on ready to wear clothing. After the lecture the students will discuss personal experiences with garments and fit. Distance Learning The instructor will post a lecture on sustainability and ask in a discussion board, for the students to brainstorm the ways clothing can be altered to extend their use. Typical Out of Class Assignments Reading Assignments Students will read a selection of articles and book excerpts focusing on the themes of sustainability, the practice of mending, and the impact of clothing alterations. After reading, students will complete a short reflection to summarize insights. The reflection will include the key points, new perspectives gained, and summary of the reading. Writing, Problem Solving or Performance Students will bring their personal garments to class, each will analyze the fit and balance of the garments. They will take measurements and mark the corrections. Students will complete the sewing independently outside of the class, using hand sewing and machine sewing techniques. Each will document the process and share their write up with their peers. Students will also turn in altered garment for evaluation on their alterations and sewing skills. Other (Term projects, research papers, portfolios, etc.) Required Materials Clothing Alterations and Repairs Author: Chelsey Byrd Lewallen Publisher: Bloomsbury Publication Date: 3/21/2024 Text Edition: 1st Classic Textbook?: Yes OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Sewing kits (needles, thread, scissors, measuring tape, marking tools, seam ripper, etc.) Sewing machines and fabric for practice Personal garments for alteration projects. Garments can be purchased at thrift or bargain stores.
Humanities
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...its ideas (philosophy), through its commitment to its...Introduction to Atheism HUM 0020 Introduction to the...
Agriculture
http://catalog.sierracollege.edu/departments/agriculture/
...following: 6-8 AGRI 0020 Introduction to Wildland...provide career technical skills; it is not equivalent...
Recreation Management
http://catalog.sierracollege.edu/departments/recreation-management/
...Education Code Section 66746. It is highly recommended...and Tourism Management RECM 0020 Program Planning and...
