ASTR 0025 - Frontiers in Astronomy
http://catalog.sierracollege.edu/course-outlines/astr-0025/
Catalog Description Prerequisite: Completion of ASTR 5 or 10 with grade of "C" or better Hours: 54 lecture Description: Topics at the forefront of astronomical research including an in-depth look beyond introductory astronomy. Emphasis on theoretical principles and supporting observational data. Includes relativity and warped spacetime, black holes, dark matter, quasars, gravitational waves, grand unified and super symmetry theories, and other recent developments in cosmology. (CSU, UC) Course Student Learning Outcomes CSLO #1: Synthesize information from various sources (classroom instruction, online resources, etc.) to produce a coherent understanding of galactic/extragalactic astronomy. CSLO #2: Evaluate concepts in cosmology, relating concepts in underlying physics and observations to scientific frameworks of our universe's formation and evolution. CSLO #3: Critique new findings in the frontiers of astrophysics, assessing and appraising their conceptual frameworks. Effective Term Fall 2021 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Through exams, assigned tasks, classroom participation, etc.., the student will: 1. Identify a variety of historical developments that lead to the development of Special Relativity 2. Compare mass, energy, and momentum concepts in Special Relativity with their non-relativistic counterparts 3. Present the interval as a reference frame invariant 4. Solve problems in time dilation, simultaneity, and velocity addition 5. Apply the Lorentz transformation to general problems in Special Relativity 6. Explain the concept of spacetime and its relation to Euclidean geometry 7. State the Equivalence Principle and its relation to inertial forces 8. Illustrate the ideas of a non-Euclidean geometry 9. Relate the theoretical ideas behind and the principle observational evidence for the General Theory of Relativity 10. Describe the Copenhagen interpretation of quantum mechanics, and how Einstein and others objected to “spooky action at a distance” 11. Relate modern physics perspectives of realism to quantum entanglement, and how locality is poorly treated in modern physics; 12. Describe the four fundamental forces of nature and their unification under the grand unified and supersymmetry theories 13. Correlate the structure of the universe to the fundamental forces 14. Describe issues of dark matter, and dark energy, as related to our modern understanding of the Concordance Cosmology 15. The students will identify the fascinating and mind-bending astronomical objects and conditions being discovered, on a nearly daily basis General Education Information Approved College Associate Degree GE Applicability AA/AS - Physical Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B1 Physical Science Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 5A Physical Science Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Students will select and object or topic to present upon. The other students in the class will analyze their cohorts’ presentations, focusing on drilling more deeply into the presentations. Example: The student develops and writes the following class proposal: “The standard model of particle physics has been very successful, but has shortcomings. Supersymmetry hopes to address these, by proposing that the fundamental particles of the universe and the fundamental forces are linked. For each fundamental fermionic particle (such as electrons), there would be a bosonic partner (i.e., selectron). I’m going to to talk about the strengths and weaknesses of this idea, and what would be required to test it.” The student presents on the topic to the class, with a handout for all the other students, which includes supporting imagery (at least 2 illustrations), vocabulary page of definitions, and 2 or more references, for 4-6 minutes, and then 2-5 minutes of Q and A afterwards. The student is graded upon time usage, knowledge of topic, logical flow of presentation, class handout, handling of Q & A period, and speaker engagement. Student also receives anonymous feedback from all their the class cohorts.) Objective Examinations Example: Standard midterm and final exam consisting of a variety of question formats, evaluating all levels of performance according to Bloom's taxonomy (knowledge, understanding, application, analysis, synthesis, and evaluation.) Example exam question: How did the discovery of the cosmic microwave background discredit the Steady State Hypothesis? Problem Solving Examinations Example: Students will calculate, for specific values of “c”, the values of the special relativistic parameters beta and gamma. This will allow them to further explore the consequences of relativistic, Lorentzian effects on momentum, time flow, and length. Example: You are a space traveler with a powerful spaceship. Your pet creature is suffering a vitamin deficiency and has only 1 year to live. To get a vitamin pack, you leave your space station at 0.85c and head for the creature’s home world 1 LY away. A) To the observers on the space station, how many years does it take for you to reach the home world? (Hint: no special relativity required…just the use rate equation, v=d/t!) B) Calculate the values of beta and γ. C) How many years do you (the traveler) perceive the travel time to take? [Hint: to=t/γ] ) Skill Demonstrations Example: Homework exercises are assigned to evaluate student comprehension of weekly lectures and reading. Students will be assigned extraordinary astronomical objects mid-semester. The students will research these objects, learning where in the sky they are, and just why they are so bizarre. After writing a short paper on this topic, the planetarium projector will be used to display the sky, and one by one the students will point out the locations of their objects, and will lead a discussion on why the objects are so fascinating. Example #1: Write a 400+ word essay on the phenomenon of Active Galactic Nuclei. In your discussion, include the following terms: Seyferts, BL Lacs, quasars, radio jets, superluminal motion, supermassive black holes. Example #2: Observer A sees a 100m-long object traveling at 0.95c. Determine the Lorentz factor gamma; determine the object's contracted length; how long would a 10sec proper time interval appear to last, according to Observer A? Show all your work. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Students are taught the physics behind the Tully-Fisher relation for spiral galaxies. Then the student is presented with a set of galaxy spectra, and is asked to rank the galaxies in luminosity. Given relative brightnesses, the student is asked to calculate distances to galaxies. By exploring issues of distance calculations and also dark matter. The students will be learning about dark matter and distance calculations by direct analysis. By assessing their work, the instructor will be able to gauge the students’ level of understanding. (Objective 14) After a review of the distance ladder, students will form teams, and analyze different sets of data or scenarios to calculate the distances to different astronomical objects such as via Type Ia supernovae. Each team presents their results to the rest of the class for further discussion and analysis. The students will be experiencing the same sorts of problems astronomers deal with in sleuthing the size of the Universe. The instructor can use this teaching time to guide the students to maximize their analytic approaches. (Objective 14) Students have the option of turning in a term report on "popular" book on some topic related to cosmology in lieu of a select set of assigned problems. (Objective 15) The students will watch a 15 minute video classic in physics called “Frames of Reference”. Afterwards, this video will be used as a framework for discussing Special Relativity. The students will have greater understanding of relativity, fictional forces, and will be primed for General Relativity. The instructor will lead this discussion as needed to raise critical thinking points. (Objective 2) Distance Learning The Students will watch a video made by the Instructor to help students understand quantum entanglement, and then we will work on a remote activity in which the students will become classically entangled! Each student will be given a choice to make. They will tell some (but not all) of each other (including the professor) the choice they made. This will be entangling students by differing amounts. We will analyze the degrees of entanglement set up by the various students in the classroom. (Objectives 10, 11) Typical Out of Class Assignments Reading Assignments 1. Reading from assigned text on a weekly basis. Example: Read Chapter on Special Relativity from textbook and be prepared to discuss in class. 2. Reading from supplemental material on a regular basis. Example: Read Hubble's original 1929 discovery paper on the redshifts of galaxies and recessional law. Classroom discussion to follow. Writing, Problem Solving or Performance 1. Periodic homework exercises directed at developing problem solving skills. Example: Consider a spaceship traveling at .5C. It shoots out a probe at .8C. What is the velocity of the probe as measured by an observer in a stationary rest frame? 2. Term report on "popular" book on some topic related to cosmology. Other (Term projects, research papers, portfolios, etc.) 1. In-class activity assignments on a periodic basis. Required Materials Astrophysics for Physicists Author: Arnab Rai Choudhuri Publisher: Cambridge University Press Publication Date: 2010 Text Edition: 1st Classic Textbook?: No OER Link: OER: Astrophysics in a nutshell Author: Dan Maoz Publisher: Princeton University Press Publication Date: 2016 Text Edition: 2nd Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
ALH 0025 - Surgical Specialties for Surgical Technology
http://catalog.sierracollege.edu/course-outlines/alh-0025/
Catalog Description Hours: 108 lecture Description: Covers the most common procedures and equipment utilized by the surgical technologist during specialty surgery. These specialties include neurosurgery, vascular surgery, orthopedic surgery and others. Prepares the student for the national certification exam. (letter grade only) (not transferable) Course Student Learning Outcomes CSLO #1: Discuss and analyze the rationales for a given advanced surgical procedure is performed. CSLO #2: Identify and determine the appropriate use of the instruments, supplies and equipment utilized in a given advance surgical specialty. CSLO #3: Assess and choose the appropriate medications prescribed in a given advance surgical specialty. CSLO #4: Identify and evaluate the surgical anatomy of a given advance surgical specialty. Effective Term Spring 2025 Course Type Credit - Degree-applicable Contact Hours 108 Outside of Class Hours 216 Total Student Learning Hours 324 Course Objectives Describe advance surgical procedures for corresponding advance surgical specialty. Identify the pathology involved in a given advance surgical procedure. Describe the typical pre-and post-op care for a patient of a given advance surgical specialty. Identify corresponding surgical instruments commonly used on a given specialty. Identify given pharmaceuticals with it's corresponding application in an advance specialty procedure. Demonstrate knowledge of sutures commonly used by a given advance surgical specialty. Compare and contrast two alternatives to a given procedure in an advance surgical specialty. Demonstrate specific wound dressings for specific advance surgical procedures and specialty. Determine complications common to patients undergoing procedures of a given advance surgical specialty. Recommend choices of positioning equipment needed in given specialty procedures. Explain the purpose of supply items commonly used on a given advance surgical specialty. Discuss precautions to take to protect patients and staff when assisting a surgeon during a given advance surgical specialty. Recommend antiseptic options for preparing the incision site in given advance surgical procedures. Discuss potential surgical complications for a given advance surgical procedure. Determine anesthetic technique options in given advance surgical procedures. 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 Not Transferable Methods of Evaluation Classroom Discussions Example: Students participate in a discussion on preparing patients for various specialty procedures such as an incision and drainage (I&D). What are the pros and cons of an I&D? Why are they performed? Participation percentage of grade equals 10%. Objective Examinations Example: Objective Exam: Example as it pertains to the final exam. Standard Grading. 1. What are some of the common signs and symptoms of septic shock? a. hypotension b. fever, chills c. clammy skin d. oliguria e. all of the above Projects Example: Students will research and present on the different suture types, preferred usages, various suturing methods. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor PowerPoint presentation on the various surgical specialties and discuss the pros and cons of their advanced procedures. Instructor will assign chapter specific reading and students will identify at least 3 common instruments for an advanced procedure. Distance Learning Instructor PowerPoint presentation on common pre- and postoperative care and various post-surgical complications. This will be followed by an online discussion with students on the Surgical Technician's scope of practice as it pertains to triaging and evaluating patients. Typical Out of Class Assignments Reading Assignments 1. Review section in textbook on the precautions that should be taken by staff to ensure the safety of the operating room (OR) and patient. Identify key principles in safety precautions required by the OR staff as well as implications when safety protocol is not followed. 2. Read and memorize OR safety guidelines. List on handout for discussion next class. 3. Read section in textbook on “Infection Control” and answer critical thinking exam based question: Instruments that penetrate a patient’s skin should be (answer = sterilized). Writing, Problem Solving or Performance Short essay on the that compares and contrasts two alternatives to a given procedure in an advance surgical specialty. Other (Term projects, research papers, portfolios, etc.) Write paper on the importance on the patient demographics such as general health and/or medicine use, age, and gender for the consideration of advanced procedures and preoperative measures. Required Materials Surgical Equipment and Supplies Author: Colleen J. Rutherford Publisher: FA Davis Publication Date: 2023 Text Edition: 3 Classic Textbook?: OER Link: OER: Pocket Guide to the Operating Room Author: Pocket Guide to the Operating Room Publisher: FA Davis Publication Date: 2020 Text Edition: 4 Classic Textbook?: OER Link: OER: Pharmacology for the Surgical Technologist Author: Tiffany Howe, Angela Burton Publisher: Elsevier Publication Date: 2025 Text Edition: 6 Classic Textbook?: OER Link: OER: Surgical Technology for the Surgical Technologist Textbook Author: Cengage Publisher: Cengage Publication Date: 2025 Text Edition: 6 Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
MECH 0025 - Computers for Robotics and Automation
http://catalog.sierracollege.edu/course-outlines/mech-0025/
Catalog Description Formerly known as CIE 25/CIS 25/CST 25 Hours: 108 (54 lecture, 54 laboratory) Description: Concentrated study of computer hardware and software as applied to industrial automation and robotics. Includes hardware and software installation, configuration, upgrading, diagnostics, troubleshooting, and repair. Topics include communication protocols, basic input/output system (BIOS), power-on self test (POST) procedures, disk operating system (DOS), Windows, Linux, and local area network (LAN) fundamentals. Industrial applications include data acquisition, and robotic control. (CSU) Course Student Learning Outcomes CSLO #1: Construct an electro-mechanical system using a personal computer as the control device. CSLO #2: Construct functional electronic circuits built using solder. CSLO #3: Apply computer interface techniques to use a computer system as a data acquisition device. Effective Term Fall 2021 Course Type Credit - Degree-applicable Contact Hours 108 Outside of Class Hours 108 Total Student Learning Hours 216 Course Objectives Lecture Objectives: 1. Evaluate and analyze the cause of an inoperative or unresponsive computer then formulate and execute a repair. 2. Identify and analyze personal computer hardware such as memory, expansion cards, drives, and power supplies. 3. Configure UEFI and BIOS setup and operating system optimal performance. 4. Apply and configure computer peripherals employed to support industrial automation and robotics operation. 5. Identify the fundamental elements of computer external architecture and explain the role each element plays in the support of the system. 6. Describe CPU functionality in a personal computer. Laboratory Objectives: 1. Execute a repair of an inoperative or unresponsive computer. 2. Install computer components such as memory, expansion cards, drives, and power supplies. 3. Configure firmware setup and operating system for optimal performance. 4. Select, install, and configure a computer to control a robotic device. 5. Remove and replace a computer’s CPU, employing proper ESD techniques and thermal compound between the CPU and heatsink fan assembly. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Objective Examinations Example: Quizzes that require students to choose the best answer for each item. Standard Grading. Quiz Example: DDR type memory is optimally configured: a. single channel b. dual channel c. in the BIOS Setup d. manually on the motherboard Projects Example: Evaluation of a required student multimedia delivery demonstrating the ability to research, outline, develop and present a computer related oral and visual presentation to the class. Project example: Each student will prepare a summary of their term project presentation. Copies of the summary will be distributed to the class at the time of the project presentation. Reports Example: Lab reports that require students to provide a summary of the lab in the context of its applicability to the generic personal computer configuration, repair, and troubleshooting. Report summary: For the lab on operating system installation, summarize the unique configuration required to install the OS on the class drive so that it does not conflict with the internal drive. Skill Demonstrations Example: 1. Skill demonstrations that require students to configure and deploy resources necessary to program a robotic arm. Grading based on ability to demonstrate the robotic arm successfully performing a pick and place task. Example: Refer to the motherboard manual documentation. Install the adapter bracket that provides a serial COM port and a parallel LPT port. 2. Skill demonstrations that require students to locate and deploy resources necessary to configure, repair, and troubleshoot a personal computer. Grading based on ability to properly trouble shoot and repair to operational condition. Example: Refer to the motherboard manual documentation. Install the adapter bracket that provides two USB ports and POST test LED array. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: The Instructor will lecture on the purpose of the power supply in a PC and demonstrate ways to test/evaluate performance and diagnose failures. Students will document the connectivity of the laboratory PC. Following proper electrostatic discharge (ESD) procedures, the power supply will be removed and tested using a dummy load, digital multi-meter, and an oscilloscope. Measured values will be compared with acceptable tolerances. The instructor will lecture on RAID array systems and the process of deciding what type would serve the application, reasons they are used and how to create and administer in a PC environment. Students will install and configure a specific disk drive RAID array. An operating system will be installed along with benchmarking utilities. Students are required to measure the performance metrics of a conventional drive system, performance metrics of the RAID, and evaluate the advantages and disadvantages of each system. Lecture: The instructor will present and discuss an overview of malware types and the common vector for infection followed by an in-class discussion where students can share their experiences of malware infections and the processes of mitigation. The instructor will present and discuss the vital role the PC power supply plays in the operation of the computer hardware. The switch-mode power supply technique is presented. The common output voltages and their application is discussed. Distance Learning Instructor will provide a video lecture on computer benchmarking and system troubleshooting providing a path for problem-solving with difficult symptoms such as random BSOD’s or intermittent lockups and unstable operation conditions. Students will download & install diagnostic software from the internet to run various tests on a PC system. Instructor will review results and student analysis of the PC system report and discuss solutions and upgrade potentials. Typical Out of Class Assignments Reading Assignments 1. Read the chapter that covers BIOS setup options and procedures. Analyze the BIOS setup screen for the classroom computer and select the options that will optimize performance. Document and submit to the instructor the settings with rational for the chosen option. 2. Read the chapter in the text and research on the internet the installed video card. Download and install the current device driver specific to the card. Enter the configuration screen(s) and configure the card for optimum performance. Writing, Problem Solving or Performance 1. Research and prepare a report on the features of the installed motherboard. Contrast this board with ones currently available. 2. In writing, contrast the features of the computer used at home and/or office with the laboratory PC. Other (Term projects, research papers, portfolios, etc.) 1. Each week, each student must complete an outside research assignment on the current topics, perform the assigned lab in class, and write an analysis of the procedures followed indicating corrective action taken to resolve any problems. Required Materials Upgrading and Repairing PCs Author: Scott Mueller Publisher: Que Publishing Publication Date: 2015 Text Edition: 22nd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
MUS 0025 - Introduction to Entertainment Industry
http://catalog.sierracollege.edu/course-outlines/mus-0025/
Catalog Description Hours: 54 lecture Description: Exploration of non-performance career options in multiple areas of the media content management and public event technical support industries. Areas of emphasis include professional practices in the music and theatrical production fields including marketing, publishing, copyrighting, licensing, and contracts. Students will be introduced to strategies for working with unions, guilds, artists, producers, managers, and performance venue personnel. (CSU) Course Student Learning Outcomes CSLO #1: Perform critical analysis of a sample music publishing contract. CSLO #2: Create a hypothetical music publishing contract. CSLO #3: Develop a hypothetical public event technical support service schedule and contract. CSLO #4: Demonstrate awareness of the fundamental concepts of copyright and media use licensing law. Effective Term Spring 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Outline the overall structure of today's music industry; 2. Discuss music and plays publication and copyright law; 3. Identify the necessary steps in the process of creating a hypothetical publishing contract; 4. Analyze a real publishing contract and create a hypothetical publishing contract; 5. Construct the framework for a basic rehearsal and live performance schedule and contract; 6. Compare and contrast a variety of artist management, merchandising techniques; and 7. Identify and discuss the main concepts of artist management, Front-of-house and Box office management, ticket sales and public relations. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Classroom Discussions Example: 1. Students will be asked to discuss their observations on expenditures associated with the production, release, distribution, marketing, etc. of varied types of media content. 2. Students will be asked to share their perceptions on emerging trends impacting media content industries such as sampling and unauthorized file-sharing. Objective Examinations Example: Test Question Examples: 1. True or False: The use of copyrighted musical material by non-profit community performance ensembles such as those affiliated with schools and churches is subject to mechanical licensing fees. 2. The appropriate symbol for protecting a sound recording is . . . A. ◘ B. © C. ™ D. o E. Ω Projects Example: 1. Students are to draft a contract for a hypothetical performance event. Rubric Grading. 2. Students are to build a comprehensive budget for a hypothetical public event with attention paid to all necessary budget items including venue fees, staging, lighting, sound, security, insurance, ancillary personnel, etc. Reports Example: 1. Students will report on a recently attended public event, identifying observable contributing elements to the event requiring “business office”. Rubric Grading. 2. Students will report on assigned articles and asked to take and support a position – Sample Question: Consider the impact of file sharing and its effect on today's music industry. Will our industry sustain damage or change with the times? Choose a position and justify. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will present an interactive lecture requesting students' opinion on current issue of file sharing facing the entertainment industry and encourage students to present different perspectives on the issue. Through lecture and reading assignments, instructor will introduce techniques in the interpretation of current legislation in the areas of basic copyright law and mechanical licensing regulations. Instructor augment lecture/discussion with the provision of handouts to introduce students to commonly encountered legal forms such as those employed for the copyrighting of new material. Instructor will actively assist students in the preparation of these documents. Distance Learning Through video lecture and reading assignments, instructor will introduce techniques in the interpretation of current legislation in the areas of basic copyright law and mechanical licensing regulations. Students will study the materials, and then complete a short writing assignment summarizing specific aspects of copyright law and mechanical licensing. Typical Out of Class Assignments Reading Assignments 1. Read an assigned chapter on the recording industry and write a chapter summary, referencing chapter content to observable local/regional/national activity in the entertainment industry. 2. Read a news article about a copyright infringement case between two artists, summarize the copyright law and if infringement had occurred. Writing, Problem Solving or Performance 1. Write a hypothetical “record deal” – a contractual agreement including scheduling of studio pre/post production, product promotion, distribution of royalties etc. 2. Write a tour contract including performance scheduling, travel arrangements, and event promotion. 3. Follow a song from inception to production including composition, orchestration, pre/postproduction, duplication/replication, distribution, and merchandising. 4. Create a “production plan,” detailing in order, the steps involved in producing a play or musical. Other (Term projects, research papers, portfolios, etc.) Acting as a "talent scout," put together an A & R (artist and repertoire) portfolio of a selected local act. Include a roster of performers and list of prepared material suitable for presentation to record company executives. Required Materials Music Business Handbook and Career Guide Author: David Baskerville, Tim Baskerville, Serona Elton Publisher: SAGE Publications Publication Date: 2022 Text Edition: 13th Classic Textbook?: No OER Link: OER: How to Make it in the New Music Business Author: Ari Herstand Publisher: Norton/Liveright Publication Date: 2023 Text Edition: 3rd Classic Textbook?: No OER Link: OER: All You Need to Know About the Music Business Author: Donald S. Passman Publisher: Simon & Schuster Publication Date: 2023 Text Edition: 11th Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
HDEV 0025 - Teaching in a Diverse Society
http://catalog.sierracollege.edu/course-outlines/hdev-0025/
Catalog Description Hours: 54 lecture Description: Examines the impact of various societal influences on the development of children’s social identity. Covers developmentally appropriate, inclusive, and anti-bias approaches. Self-examination and reflection on issues related to social identity, stereotypes, and bias will be emphasized. (C-ID ECE 230) (CSU) Course Student Learning Outcomes CSLO #1: Examine the impact of current disparity issues and how they impact children’s development. CSLO #2: Evaluate the ways that developmentally appropriate, inclusive, and anti-bias approaches support learning and development. CSLO #3: Analyze personal beliefs, attitudes, and biases about minoritized students. CSLO #4: Defend how an equity-minded educator challenges biased perspectives in educational delivery. 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 historical and current perspectives on diversity and inclusion. 2. Identify various forms of diversity. 3. Explore the influences of stereotypes and bigotry. 4. Summarize the history and influence of systemic, internalized privilege, and oppression. 5. Evaluate the relationship between one’s own experiences and the development of personal bias. 6. Identify the influences on the development of social identity. 7. Identify ways to effectively negotiate and resolve conflict related to issues of diversity. 8. Evaluate classroom environments, materials, and approaches for developmental, cultural, and linguistic appropriateness. 9. Identify issues of social injustice and bias that occur in classrooms. 10. Evaluate strategies used to build collaborative relationships with families related to issues of diversity. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Multicultural Studies 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: Lead a classroom discussion about current political climates and how this might affect children and their development of biases. Essay Examinations Example: Students will complete an essay on diversity in the classroom. Instructor will develop a rubric to grade essay. Objective Examinations Example: Instructor will give multiple choice questions related to anti bias practices and develop an answer key to grade each item. Example: Current philosophy of holiday celebrations in the classroom suggests: a. Celebrate all holidays b. Celebrate all holidays as chosen by the parents c. Celebrate no holidays Problem Solving Examinations Example: Instructor will develop scenarios for future teachers to solve, including how to combat bias with parents, children and in materials. Rubric Grading. Projects Example: Students can develop anti biased curriculum activities for use with young children. Rubric Grading. Reports Example: Write a report about the differences between anti biased and multicultural education. Rubric Grading. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lecture on basic tenants of multicultural education and then provide the students with a list of multicultural activities which the students will work in small groups to decide which activities are appropriate to young children and which are not. After the group work, the instructor will bring the students together for discussion and analysis of what they came up with. Instructor to lecture on tools for evaluating literature for anti bias. Students will then choose a tool, and complete it on a variety of children's books. Distance Learning Instructor will record a lecture on the ECERS (Early Childhood Environmental Rating Scale) and indicators of how educators can set up a classroom to address issues of diversity. Students will then complete those indicators in a classroom of their choice and post their findings on a discussion board. Typical Out of Class Assignments Reading Assignments 1. Read "Some Definitions of Terms" from Anti-Bias Curriculum. Compare and contrast the definitions and issues for bias, prejudice, racism and stereotype. 2. Read a current article from NAEYC on the development of bias in young children. Summarize the article and give examples of how educators and parents can minimize bias. Writing, Problem Solving or Performance 1. Write an essay that reflects on the following issues: a. How did you become aware of your personal identity - nationality, culture, and ethnicity? b. When did you begin to notice racial differences? c. What early messages did you receive about other groups? From whom did you receive these messages? d. How do you feel about racial diversity? Other diversity? e. What makes you feel this way? 2. Knowing the specific tasks involved in children constructing their identity and attitudes, and how to identify signs of pre-prejudice, enables you to provide developmentally appropriate environments and activities for children. Understanding children's issues also frees you to adapt and create new anti-bias activities. Read the research review from the text on the developmental task and guidelines for children and their development of racial awareness. Discuss in a group what you've learned. Have you seen similar behavior or heard similar comments in your teaching, parenting experiences or through other observations? What can you do in the short and long term with children to counteract their discriminatory behavior? Other (Term projects, research papers, portfolios, etc.) 1. Develop a list of award winning books that can help teach children about diversity issues. 2. Conduct the items of an ECERS that relate to diversity on a classroom and summarize results. Required Materials Developing Roots and Wings - Affirming Culture in Early Childhood Programs Author: York, Stacey Publisher: Redleaf Press Publication Date: 2016 Text Edition: 3rd Classic Textbook?: OER Link: OER: Anti-Bias Education for Young Children and Ourselves Author: Sparks, Loise Derman Publisher: NAEYC Publication Date: 2020 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 0025 - Native American History
http://catalog.sierracollege.edu/course-outlines/hist-0025/
Catalog Description Hours: 54 lecture Description: History of Native American nations and peoples from Pre-Contact to the present. Covers the impact of European contact, trade, and colonization; examines the effects of United States political, economic, and social policies on Native Americans throughout U.S. history with an emphasis on the U.S. Constitution and Federal Indian Law. Emphasis on Native American peoples' attempts to protect their sovereignty, retain their cultural identity, and revitalize their societies across time. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify the key contributions of the Native Nations, as well as Native Americans in our community and describe their history and culture. CSLO #2: Analyze the relationship between the principles embodied in the United States Constitution, as administered through the Bureau of Indian Affairs, Supreme Court decisions, treaties, state governments, and Native Nations. CSLO #3: Identify and explain the social, political, and cultural contributions of Native American peoples to the United States of America. CSLO #4: Compose coherent, persuasive academic historical arguments related to Native American history using correct academic citation methods. CSLO #5: Differentiate primary and secondary sources and how each are used to make claims relative to Native American History. 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. Analyze the major events and issues concerning Native Americans in North America. 2. Assess and appraise the role of Native Americans in the development of the United States. 3. Analyze various efforts by Native Americans to maintain sovereignty and cultural identity. 4. Compare and contrast the similarities and differences between Native Americans and other Indigenous people, and ethnic groups in the United States. 5. Evaluate the relationship between the principles embodied in the United States Constitution and federal policy as administered through the Bureau of Indian Affairs. 6. Assess and appraise the contributions of Native American peoples to the American society. 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 - US1 Hist/Const/Amer Idea CSUGE - C2 Humanities CSUGE - D3 Ethnic Studies CSUGE - D6 History Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities IGETC - 4C Ethnic Studies IGETC - 4F History Articulation Information CSU Transferable UC Transferable Methods of Evaluation Essay Examinations Example: Answer the following question in your Bluebook. Organize your answers and use specific historical examples from lecture and the textbook to support your thesis: Compose an essay where you compare and contrast United States Indian policies during the Indian New Deal/ Indian Reorganization Act era, the Termination Era, or the Era of Tribal Self-Determination (present-era). Choose two eras for your essay. In your essay, identify and evaluate the Federal Government's goals in regards to Native Americans in each era. Describe the strategy and tactics used to achieve these goals in the way of laws and court cases (two of each per era). Identify and explain the response to the policies by tribal members and/or tribal governments. Objective Examinations Example: Answer each of the following multiple choice questions on your Scantron form 882: How did the British victory in The Seven Year War/ ‘French and Indian War’ impact Native Americans west of the Appalachian Mountains? A) The British victory freed the tribes west of the Appalachian Mountains from the tyranny of the French. B) The British victory freed the tribes west of the Appalachian Mountains from the tyranny of the Spanish. C) The British victory removed the dynamic of western tribes being able to negotiate for better trade deals and military alliance with other European powers. D) The British victory allowed for the western tribes to be able to negotiate for better trade deals and military alliance with other European powers. ID Term Matching: A. Indians of All Tribes (IAT) B. Oliphant v. Suquamish C. American Indian Movement (AIM) D. Montana v. United States E. California v. Cabazon 1. The Supreme Court ruled that tribal governments did not have the power to regulate hunting and fishing by non-Indians on non-Indian owned land within their reservation. 2. The organization that led the Occupation of Wounded Knee in 1973. 3. This decision by the Supreme Court ruled that Indian tribal courts do not have jurisdiction to try and punish non-Indians. 4. In this Supreme Court case the justices ruled that states with legal gambling could not prohibit Indians from operating gambling facilities. 5. This organization led the Occupation of Alcatraz in 1969. Projects Example: The Native American History Online Resources Project is a semester long project that draws from collaborative work that students complete in the Primary Sources graded forum within LMS. Throughout the semester student locate primary sources online and post analysis of the primary sources, as well as evaluate the analyses of their fellow classmates. From this collaboration students revise their work and integrate it into the final draft of Native American History Online Resources Project. Reports Example: Student will complete a Native American History Museum Report. The purpose of the report is to expose students to the history of Native Americans in the United States and the state of California. In this project, students are required to visit one museum that provides an historical interpretation of events relating to Native Americans in the United States/ California as well as complete a written report. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will assign primary source materials on the Red Power movement prior to class. In lecture/discussion format, the instructor will use these materials as a starting point to compare and contrast historical points of view in either classroom/web-based discussions or in writings assignments. The instructor will provide material in lecture format (either oral or written) on landmark Supreme Court cases and their impact on the development of Federal Indian Law and policy. Multimedia (images, audio, and video) will be used in conjunction with the lecture material. Students should take notes and be prepared to discuss the material in class. Distance Learning The instructor will provide a video lecture with close captioning for students focusing on evaluating the relationship between principles embodied in the U.S. Constitution and federal policy as administered through the Bureau of Indian Affairs for which students should take notes for a later assessment. Typical Out of Class Assignments Reading Assignments 1. Read the following documents text chapter on "Major Problems in American Indian History": 'Augustín Rodríguez Describes the Rio Grande Pueblos, 1581-1582' and 'Jacques Cartier on the Micmacs Meeting the French, 1534' and provide a written response to each using question prompts and material from the chapter. 2. In Calloway's, "First Peoples: A Documentary Survey of American Indian History" read Chapter on 'Cherokee Nation v. State of Georgia (1831)' and 'Worcester v. Georgia (1832)' (pp. 311-314) and be prepared to discuss in class. Writing, Problem Solving or Performance 1. Write a 7-10 page research paper covering a topic in Native American history from the Pre-contact era to the Removal Era. 2. Write a critical review of a monograph in Native American History based upon a list provided by the instructor. Other (Term projects, research papers, portfolios, etc.) Required Materials First Peoples: A Documentary Survey of American Indian History Author: Calloway, Colin G. Publisher: Bedford/St. Martins Publication Date: 2018 Text Edition: 6th Classic Textbook?: OER Link: OER: An Indigenous Peoples' History of the United States Author: Dunbar-Ortiz, Roxanne Publisher: Beacon Press Publication Date: 2014 Text Edition: 1st Classic Textbook?: OER Link: OER: Native Nations of North America: An Indigenous Perspective Author: Talbot, Steve Publisher: Pearson Publication Date: 2014 Text Edition: 1st Classic Textbook?: OER Link: OER: Major Problems in American Indian History: Documents and Essays Author: Hurtado, Albert L. Publisher: Cengage Publication Date: 2015 Text Edition: 3rd Classic Textbook?: OER Link: OER: American Indians in U.S. History Author: Roger L. Nichols Publisher: University of Oklahoma Press Publication Date: 2014 Text Edition: 2nd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Human Development and Family
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Sociology
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...systematic analysis of society, its groups, institutions and...Mexican American History HIST 0025 Native American History...
