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PHIL 0030 - Introduction to Social and Political Philosophy

http://catalog.sierracollege.edu/course-outlines/phil-0030/

Catalog Description Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: Major philosophical issues surrounding the nature of society and justifications for the authority of the state. Focuses on how the concepts of the common good, individual rights, liberty, equality, and democracy relate to notions of justice, private property and the legitimate use of state power. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify and describe major philosophical positions concerning the relationship between the individual and society. CSLO #2: Compare and contrast philosophical theories on the concept of justice. CSLO #3: Evaluate major social and political philosophies. CSLO #4: Communicate effectively orally or in writing on a topic in social-political philosophy. Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Explain in written and oral activities the concepts of: the common good, individual human rights, freedom, justice, equality, liberalism, totalitarianism, libertarianism and communitarianism. 2. Construct a visual representation of the role that the common good, individual rights, liberty and equality relate to the ideal of justice in each theory. 3. Compare and contrast the strengths and weaknesses of the conceptions of justice offered by each theory. 4. Describe and evaluate Kant's contribution to liberalism. 5. Evaluate the tension between the concepts of the common good and individual rights. 6. Assess the forcefulness of the challenge that each view poses to the others, and for our own culture. 7. Evaluate the differences between the social contract theories of Hobbes, Locke and Rawls. 8. Evaluate a criticism of liberalism, such as Marx, Communitarians, and/or Feminists. 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 identify the challenge Glaucon poses to Socrates through the myth of the Ring of Gyges. Students will be prompted to identify the difference between Socrates' claim about the nature of justice and Glaucon’s skepticism about the nature of justice via the myth. Essay Examinations Example: Select one of the following questions (a, b, or c) and write a three page, typed, double spaced, size 12 font essay thoroughly responding to your chosen question. (a) Explain how Rawls’ Original Position is an alternative to Mill’s utilitarianism as it relates to a theory of justice. (b) Nozick’s libertarianism depends on his theory of rights. Scheffler, however, argues that it does not. Evaluate whether Scheffler’s argument succeeds in showing that Nozick’s theory of rights does not lead to libertarian conclusions. (c) Compare and contrast Nozick’s theory of rights with Mill’s utilitarianism. Student essays will be assessed based upon a rubric that includes criteria such as correctness of response, thoroughness of explanation, relevance of quotes provided, and demonstration of "justification" by way of quote selection. Objective Examinations Example: Students will take a multiple-choice examination on their ability to describe and analyze major philosophical traditions concerning the relationship between the individual and society. Example: Rawls' main criticism of utilitarianism as a theory of distributive justice is: A. It is difficult to qualitatively assess different pleasures. B. Utilitarianism requires lesser life prospects for some groups of people. C. Utilitarianism weighs the interests on some individuals over the interests of others. D. All of the above Projects Example: Working in pairs, students will write a conversational dialogue based on Hobbes’ and Rousseau’s state of nature for humankind. In conversational language compare and contrast Hobbes and Rousseau on their positions concerning human nature in social dynamics. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will lead students in a classroom discussion on the apparent tension between the concepts of the common good and individual rights. Students will be prompted to come up with contemporary examples in order to evaluate the nature of the tension. Instructor will lead students in a classroom discussion on Plato's Republic, Book I and II, then students will work in small groups and (a) summarize Glaucon's challenge to Socrates that justice is not practiced for its own sake, but out of fear of punishment, and (b) formulate a reply to Glaucon's challenge. Distance Learning Following an instructor lecture the concepts of the common good and individual rights, students will watch the documentary, "Hunger Games" and explain in writing how the themes in the film relate to the concepts of the common good, individual human rights, freedom, and justice. Typical Out of Class Assignments Reading Assignments 1. Read Plato's The Republic, Book I, and come to class able to summarize Thracymachus's response to the Socrates on the nature of justice. 2. Read Hobbes's, Leviathan, ch. 13, and come to able to summarize his position on the 'natural condition'. 3. Read Locke's, Second Treatise of Government, ch. 1-4, and come to class being able to summarize Locke's justification of punishment. Writing, Problem Solving or Performance 1. Formal Paper: write a 3 page minimum essay answering all parts of the question prompt that is typed, double-spaced, size 12 font paper. Plato worried that the superficial answers given by respectable citizens, such as Cephalus and Polemarchus, led to doubts about the possibility of justice, such as those presented by Glaucon. What is Glaucon's challenge and what must be shown about justice in order to satisfy Glaucon's challenge? 2. Formal Paper: write a 3 page minimum essay answering all parts of the question prompt that is typed, double-spaced, size 12 font paper. Nozick maintains that principles of justice fall into three broad categories. What are the three categories, and why does Nozick think that any principles of justice that go beyond these (such as the utilitarian principle, Rawls’s “principle of fair equality of opportunity”, or Rawls’s “difference principle”) are objectionable? Other (Term projects, research papers, portfolios, etc.) 1. Keep a journal in which you identify examples of Platonic/Aristotelian, social contract and libertarian concepts that you find in the contemporary culture. Required Materials The Republic Author: Plato Publisher: Hackett Publication Date: 2004 Text Edition: 3rd Classic Textbook?: OER Link: OER: Political Philosophy: The Essential texts Author: Steven M. Cahn Publisher: Oxford University Press Publication Date: 2014 Text Edition: 3rd Classic Textbook?: OER Link: OER: Classics of Political & Moral Philosophy Author: Steven M. Cahn Publisher: Oxford University Press Publication Date: 2011 Text Edition: 2nd Classic Textbook?: OER Link: OER: Social and Political Philosophy: A Contemporary Introduction Author: John Christmas Publisher: Routledge Publication Date: 2017 Text Edition: 2nd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

THEA 0030 - Diversity in American Theatre

http://catalog.sierracollege.edu/course-outlines/thea-0030/

Catalog Description Advisory: Completion of THEA 13 with grade of "C" or better Hours: 54 lecture Description: Introduction to the works and contributions of underrepresented communities to American theatre. The course will identify and deconstruct the historical references and significance of major playwrights, composers, and producing theatres created by Asian/Pacific Americans; Black/African Americans; Latinx Americans; European-Americans; Indigenous Americans; and other diverse groups. The theatrical works crafted by these populations will include subjects of race/racism, stereotypes, oppression, class, people with disabilities, and gender role/identity. Topics will be covered through readings, lectures, discussions, video, in addition to required viewing of play and musical productions. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify and analyze stereotypes and cultural misrepresentations in dramatic literature and historically seen onstage within the contexts of racism, ethnocentrism, classism, xenophobia, gender bias, and homophobia. CSLO #2: Describe and identify the contributions of American BIPOC (Black, Indigenous, People of Color) theatre practitioners and their works. CSLO #3: Analyze the dramatic literature of the cultural communities of diverse populations. CSLO #4: Trace the historical evolution of contemporary theatre's movement to prioritize diversity, equity, inclusion, and accessibility in its practice. 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. Describe and identify concepts of diversity, inclusion, and equity through the perspective of American theatre. 2. Identify and analyze the evolution of underrepresented theatre artists, works, companies, and movements from the 1900s to today. 3. Compare and contrast the challenges of marginalized groups as expressed in units including African American Theatre, Asian and Pacific American Theatre, Latinx American Theatre, Native American Theatre, European-American Theatre, Feminist Theatre, LGBTQIA Theatre and Artists with Disabilities. 4. Examine the ongoing work for equity and inclusion in American theatre today. 5. Evaluate the landscape of enacting equity from the perspective of a producing Theatre company through play and musical selections, casting productions, and providing access to company members and a community audience that meets the equitable needs of everyone in a safe and sharing space. General Education Information Approved College Associate Degree GE Applicability AA/AS - Fine Arts CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Students will be given question prompts based on the plays, lectures, and assigned readings to discuss in class. Also, following class project presentations, students will be graded on participation of discussions commenting on how the topic ties to the course. Instructors will also evaluate each student based on the level of contribution students offer consistently to daily discussion. Essay Examinations Example: Example: Discuss the one of the key themes in August Wilson's Fences and apply the significance of one of those themes to Wilson's intent to journal the African American experience in the 20th century. Objective Examinations Example: Students will be evaluated on their comprehension of course material via weekly quizzes, midterms, and final examinations. Weekly quizzes will cover plays and articles assigned for the week as well as terms from class lectures and discussions. Midterms and Finals will cover all sections studied up to that point, including influential theatre companies, playwrights assigned for reading, major movements in theatre history, and unifying themes across the assigned works. Example: Who introduced the term "spec-actor" in their book Theatre of the Oppressed as a means of allowing spectators to become actors? a.) Augusto Boal b.) Luis Valdez c.) Cesar Chavez d.) Maria Irene Fornes Projects Example: Students will do research and give presentations on influential plays and/or playwrights. For example, a small group may be assigned A Raisin in the Sun and show a slide presentation to the class, with each student covering one aspect of the play i.e. biography of the playwright, themes of the play, cultural significance, etc. Reports Example: Students will write a report based on a live performance that they will attend, using the terminology and criteria presented in class. This live performance analysis paper is graded based upon a rubric students receive as a part of their assignment. They may also have the option to watch online performances of plays if they cannot see one live in person. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lecture on the history of Teatro Campesino and its relationship to the United Farm Workers Movement led by Cesar Chavez. Instructor then guides a small group discussion of how students might create their own play or musical exploring a current social movement (for example, Black Lives Matter, Stop Asian Hate, or Me Too, Climate Change, etc.) The instructor will lecture about David Henry Hwang’s contributions to Asian-American theatre examining the progression of Hwang’s dramatic works M. Butterfly (1988), Yellowface (2007), and Chinglish (2011). The instructor will facilitate a discussion of identity conscious casting. Distance Learning The instructor will set-up all assignments and discussion within learning management software to provide a means for an interactive and engaging learning environment. Tools, apps, and resources such as video conferencing software, films on demand, National Theatre live, and video sharing websites will be used as training, discussion platforms, analysis, and models for students to analyze and express opinions on topics introduced. Example: Instructor will post an online discussion laying out the details of casting selections made from original Broadway and revival or touring productions of Oklahoma! and Hunchback of Notre Dame, and Hamilton. Students will be asked to watch video excerpts from both versions of each musical, and discuss the ways in which casting choices have changed to be more inclusive of diverse populations. Typical Out of Class Assignments Reading Assignments 1. Read two essays from Seeking Common Ground and write a short response comparing and contrasting the authors’ assessment of Latinx theatre in America. 2. Read The Thanksgiving Play by Larissa Fasthorse, then answer a short response about how it addresses how colonization remains a harmful force in the 21st century. Writing, Problem Solving or Performance 1. Watch Paula Vogel’s Indecent via BroadwayHD and write a short paper that captures how the piece changes from start to finish and how it addresses marginalized voices with examples you’ve experienced with the LGBTQIA, Jewish/Yiddish and Feminist theatre. 2. Write a paper that offers the opportunity to step into the role of the playwright. Select a contemporary socio-political issue in today’s America that you feel connected to. Then, write a project proposal for a new play to be developed that would address that issue. Other (Term projects, research papers, portfolios, etc.) Required Materials The Routledge Companion to African American Theatre and Performance Author: Kathy A. Perkins, Sandra L. Richards, Renée Alexander Craft, Thomas F. DeFrantz Publisher: Routledge Publication Date: 2020 Text Edition: 1st Classic Textbook?: No OER Link: OER: Seeking Common Ground: Latinx and Latin American Theatre & Performance Author: Trevor Boffone, Chantal Rodriguez, Teresa Marrero Publisher: Methuen Drama Publication Date: 2021 Text Edition: 1st Classic Textbook?: No OER Link: OER: Diversity of American Theatre - From the Beginning to 2000 Author: Marsh Cassady Publisher: Publication Date: 2012 Text Edition: 1st Classic Textbook?: No OER Link: OER: A History of Asian American Theatre Author: Esther Kim Lee Publisher: Cambridge University Press Publication Date: 2008 Text Edition: 2nd Classic Textbook?: No OER Link: OER: Theatre of the Oppressed Author: Augusto Boal Publisher: Theatre Communications Group Publication Date: 1985 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.

KIN 0030 - Golf

http://catalog.sierracollege.edu/course-outlines/kin-0030/

Catalog Description Formerly known as PHED 10 Hours: 36 activity per unit Description: Development of sufficient basic proficiency in golf to recognize and enjoy it as a lifetime activity; includes U.S.G.A. rules, etiquette and the fundamental mechanics involved in the use of irons and woods. (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Outline golf scoring techniques. CSLO #2: Describe different putting green conditions. CSLO #3: Differentiate and demonstrate the various golf club swings. CSLO #4: Critique ball flight patterns. Effective Term Fall 2019 Course Type Credit - Degree-applicable Contact Hours 18-72 Outside of Class Hours 9-36 Total Student Learning Hours 27-108 Course Objectives 1. Distinguish differences between the various types of golf clubs and their different uses. 2. Compare and contrast the rules for stroke play versus match play. 3. Identify and evaluate the basic components of the golf swing. 4. Compare and contrast the full swing and the swing used in pitching. 5. Compare and contrast the swing used in pitching and the swing used in chipping. 6. Assess the slope and speed of the green. 7. Analyze the putting stroke as it relates to the green conditions. 8. Analyze bunker conditions and make appropriate club selection. 9. Formulate swing corrections after viewing the flight of the ball. 10. Practice various ball flight patterns (e.g., hook, fade, slice). 11. Score the appropriate strokes during a golf scenario situation exam. General Education Information Approved College Associate Degree GE Applicability AA/AS - Health Ed/Physical Ed CSU GE Applicability (Recommended-requires CSU approval) CSUGE - E2 Physical Activity Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Essay Examinations Example: Student will write an essay on two common swing issues including identifying causes and solutions. Objective Examinations Example: Students will go to www.usga.org and take the 25 question random-mix rules quiz. Skill Demonstrations Example: Students will demonstrate in class the fundamentals of the golf swing using a 7 iron. Grading will be based on proficient performance of the skill. Repeatable No Methods of Instruction Activity Distance Learning Activity: Instructor will set-up a putting circuit on the putting green that requires students to read the greens for uphill, downhill, left break and right break putts. Instructor will evaluate students ability to properly read the greens. Instructor will guide the students through the chipping techniques described in the textbook with a step by step instructor demonstration followed by a student demonstration. Instructor will help each student create their own routine before addressing and striking the ball. Students will model their routine. Distance Learning Discussion by the instructor on the differences between various types of clubs. The students discuss the differences in small groups. Instructor will lead a discussion on bunker conditions and how to make club selections. The students will discuss the topic in small groups. Typical Out of Class Assignments Reading Assignments 1. The student will access the U.S. Golf Association program rules at www.usga.org. After reviewing rules 1 through 28, the student will complete a 10 question quiz on the rules using a class hand-out. 2. The student will read an article about bunker play from any golf periodical and present in class three points that directly apply to bunker play. Writing, Problem Solving or Performance 1. The student will read an article on chipping and pitching and write a one page paper describing the differences between each stroke. 2. The student will select a challenging green at a local golf course such as Diamond Oaks, Morgan Creek, Turkey Creek or Whitney Oaks and diagram the putting approach from two different directions according to slope and speed. 3. The student will select a fellow student in the class needing swing correction (e.g., slicing, grounding) and identify three reasons and possible solutions to correct the problem on two (2) 4 by 6 index cards. One card is to be submitted to the instructor and one to the student with the swing problem. Other (Term projects, research papers, portfolios, etc.) 1. The student will design a fifteen minute warm-up that is appropriate prior to playing nine holes of golf. The warm-up program is to be submitted in writing to the course instructor. Required Materials The A Swing: The Alternative Approach to Great Golf Author: David Leadbetter Publisher: St. Martin's Press Publication Date: 2015 Text Edition: 1st Classic Textbook?: OER Link: OER: Your Short Game Solution Author: James Sieckmann Publisher: Penguin Publishing Group Publication Date: 2015 Text Edition: 1st Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

MATH 0030 - Analytical Geometry and Calculus I

http://catalog.sierracollege.edu/course-outlines/math-0030/

Catalog Description Prerequisite: Completion of MATH 12 and MATH 27, or MATH 29 with grades of "C" or better, or placement by matriculation assessment process Hours: 72 lecture Description: Introduction to differential and integral calculus. Content includes limits, continuity, differentiation and integration of algebraic, trigonometric, exponential, logarithmic, hyperbolic and other transcendental functions; as well as application problems. (C-ID MATH 210) (combined with MATH 31, C-ID MATH 900S) (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Evaluate limits of functions using limit laws, the definition of a limit, or L'Hospital's Rule; and utilize limits to determine continuity. CSLO #2: Calculate derivatives and integrals of algebraic and transcendental functions. CSLO #3: Translate, model, and solve applied problems utilizing derivatives and integrals. CSLO #4: Construct graphs of algebraic and transcendental functions using their derivatives. CSLO #5: Logically present clear, complete, accurate, and sufficiently detailed solutions to communicate reasoning and demonstrate the method of solving problems. Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives 1. Compute the limit of a function. 2. Find the derivative of a function using the limit definition of a derivative. 3. Find the equation of a tangent line to a function. 4. Compute derivatives using differentiation formulas. 5. Use differentiation to solve applications such as related rate problems and optimization problems. 6. Apply implicit differentiation. 7. Graph functions using first derivatives, second derivatives, and limits. 8. Evaluate a definite integral as the limit of a Riemann Sum. 9. Evaluate integrals using the Fundamental Theorem of Calculus. 10. Apply integration to find area. General Education Information Approved College Associate Degree GE Applicability AA/AS - Comm & Analyt Thinking AA/AS - Mathematical Skills AA/AS - Physical Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B4 Math/Quantitative Reasoning Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 2A Math/Quan Reasoning Articulation Information CSU Transferable UC Transferable Methods of Evaluation Problem Solving Examinations Example: 1. A particle moves on a vertical line so that its coordinate at time t is y = t^3 - 12t + 3, for t > 0. Find the velocity and acceleration functions. When is the particle moving upwards and when is it moving downwards? Find the distance the particle moves in the time interval t = 1 to t = 3. This problem is graded for correct method and accuracy. 2. Find an equation of the line through the point (3, 5) that cuts off the least area from the first quadrant. This problem is graded for correct method and accuracy. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Interactive lecture format to develop the concept of what a derivative represents, given a variety of functions (e.g., rational, polynomial, trigonometric, exponential, logarithmic). To help students see the commonalities and differences between the derivatives of each type of function, the instructor will incorporate algebraic analysis through equations and visual analysis through graphing. Students will participate verbally and will work several examples. (Objectives 2 & 4) In class, small group collaborative learning activities will focus on applied physics problems involving derivatives. These will include analysis of velocity, acceleration, and other instantaneous rates of change. After an instructor lecture on derivatives, students will practice reading problems, interpreting problems, and developing solutions with peers. (Objective 7) Distance Learning Video lectures develop the concept of what a derivative represents, given a variety of functions (e.g., rational, polynomial, trigonometric, exponential, logarithmic). To help students see the commonalities and differences between the derivatives of each type of function, the instructor will incorporate algebraic analysis through equations and visual analysis through graphing. Students will participate in a discussion board to post work from several examples for peer review. (Objectives 2 & 4) In small virtual groups students will be create a wiki-page showing an applied physics problems involving derivatives. These will include analysis of velocity, acceleration, and other instantaneous rates of change. After a video lecture on derivatives, students will practice reading problems, interpreting problems, and developing solutions to post for peer review. (Objective 7) Typical Out of Class Assignments Reading Assignments 1. Read in your textbook how the first and second derivative of a function influence the graph of the function and be prepared to discuss in class. 2. Research online the history of the development of calculus, including Newton and Leibniz and be prepared to discuss in class. Writing, Problem Solving or Performance 1. Write a report on the historical and mathematical origins of l'Hospital's rule. 2. After reading about Newton's and Leibniz's development of calculus, write a 3 - 5 paragraph essay comparing and contrasting each approach. Other (Term projects, research papers, portfolios, etc.) Required Materials Calculus: Early Transcendentals Author: Gillett, Schulz Publisher: Pearson Publication Date: 2019 Text Edition: 3rd Classic Textbook?: No OER Link: OER: Calculus: Early Transcendentals Author: James Stewart Publisher: Cengage Learning Publication Date: 2016 Text Edition: 8th Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Search Results

PHIL 0030 - Introduction to Social and Political Philosophy

THEA 0030 - Diversity in American Theatre

KIN 0030 - Golf

MATH 0030 - Analytical Geometry and Calculus I

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Humanities

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