ENGL 0035 - Introduction to the Short Story
http://catalog.sierracollege.edu/course-outlines/engl-0035/
Catalog Description Prerequisite: Eligibility for ENGL 1A Hours: 54 lecture Description: Critical appreciation of the short story. Intensive reading of a representative selection of American, British, and translated short stories. (CSU, UC) Course Student Learning Outcomes CSLO #1: Explain the literary elements of the short story and provide examples. CSLO #2: Evaluate and explain various critical approaches to the short story. CSLO #3: Compare and contrast style and theme in stories from various literary and historical periods. Effective Term Fall 2018 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Students will, through oral and written work: 1. Describe the historical development of the short story. 2. Identify, compare and contrast both the major and minor writers of the short story. 3. Identify, compare and contrast style and theme in stories from various literary and historical periods. 4. Define the elements of the short story. 5. Analyze, interpret, and critique a collection of stories by a single author. 6. Differentiate the short story from other genres. 7. Describe and evaluate various critical approaches to the short story. 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 groups of 3-4 people, discuss the short story collection, A Good Scent from a Strange Mountain by Robert Olen Butler. In your discussion, you should do the following: Identify and then analyze the dominant elements that you see working in a pattern throughout the collection. Talk about how these elements affect your interpretation of a singular story, or the collection as a whole. Argue about the story collections' effectiveness. Is it a "good" book? Discussion will be assessed by the instructor observing group members, asking follow up questions, and examining level of depth and specificity of responses. Essay Examinations Example: In a 1 1/2 - 2 page essay, provide, in your own words, a definition of realism as it relates to the short story. Then explain which of the works we've read so far best illustrate the traits of the writing from this period. Use specific examples from the literature to support your points. Use a thesis statement and organize your thoughts. Essay will be evaluated with a rubric that assesses the accuracy of the definition (which should discuss historical period), the quality of reasoning and examples, the focus on a central idea, organization and academic correctness. Objective Examinations Example: Students will be given a multiple choice examination on the elements of a short story. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will lecture and may use multimedia to explain and illustrate course concepts, terms, and theories. Instructor will facilitate discussions in which students will be required to articulate course concepts and theories. Instructor will provide specific questions for students to apply theories and critical approaches to texts. Instructor will assign readings from an assigned anthology and from short story collections by single authors. Texts will be assigned as homework and interpreted, analyzed and evaluated by students in class. Instructor will assign and respond to Response papers, journal entries, essays, midterm, final exam, research paper. Distance Learning Instructor will post lectures and may link multimedia to introduce, explain course content. Instructor will create, monitor, and participate in discussion board questions. Typical Out of Class Assignments Reading Assignments 1. Read Robert Olen Butler's collection of stories, A Good Scent From a Strange Mountain. Pay special attention to the use of imagery. Be prepared to discuss in class. 2. In your textbook, read Appendix 1, "Storytelling Before the emergence of the Short Story." Provide a brief summary of the essay. Writing, Problem Solving or Performance 1. In a 2-page essay, describe the difference between the tale and the short story and give specific examples from our readings. 2. Explain the way setting affects the action in Chopin's "Desiree's Baby." 3. Describe a typical Hawthorne character. Other (Term projects, research papers, portfolios, etc.) Term Paper and Class Presentation: For this paper, you will choose a short story writer whose work interests you. First, you'll immerse yourself in the writer's works. What central themes appear in the stories? How would you describe the writer's style? Subject matter? Settings? Does the writer work primarily with traditional or modern plots? Do the stories span multiple volumes, and if so, how would you characterize changes in the stories over time? Or, are they arranged thematically in a volume? If so, explain the collection you've read as a whole – what makes the individual pieces work cohesively as a unit? You might even consider where the writer's stories were first published. This section of the paper should be considered an introduction to the writer's work – the stories themselves – what is distinctive about this author's stories? How might we recognize a story as one written by this author? Of course, you'll also be concerned with the writer's life, at least briefly. Provide a biographical sketch that includes relevant aspects of the writer's life. You'll also want to discuss the writer's professional life – does the writer, for instance, primarily work within the genre of the short story, or is s/he a poet, novelist, essayist? What is the significance of this experience in relation to the stories? Does the writer ascribe to a particular school of thought? Of style? Besides introducing the writer's life, introduce your readers to commentary concerning the writer's work. What do literary critics say about the work? Most importantly, what do YOU think? Explain which critical approaches (i.e., psychological, historical, formalist, feminist, etc.) would seem most appropriate and why. Finally, provide a thorough explication or analysis of at least one of the writer's stories. Provide a context for the story – where does it fit in terms of the larger body of work? Consider your classmates and me the audience for this paper, which should be typed, double-spaced, with 12 point type. MLA documentation style. Required Materials The Story and Its Writer Author: Charters, Ann Publisher: Bedford St Martin's Publication Date: 2015 Text Edition: 9th Classic Textbook?: OER Link: OER: The Norton Anthology of Short Fiction Author: Bausch, Richard Publisher: Norton Publication Date: 2015 Text Edition: 8th Classic Textbook?: OER Link: OER: A Good Scent From a Strange Mountain Author: Olen Butler, Robert Publisher: Penguin Publication Date: 1992 Text Edition: Classic Textbook?: OER Link: OER: The Awakening and Other Stories Author: Kate Chopin Publisher: Penguin Publication Date: 1999 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
ETHN 0035 - Immigrants and Refugees in America: The European Experience
http://catalog.sierracollege.edu/course-outlines/ethn-0035/
Catalog Description Course Student Learning Outcomes CSLO #1: Deconstruct the social, political, psychological and cultural factors that have influenced and shaped the European American experience. CSLO #2: Contrast and compare the diversity within the European American experience. CSLO #3: Analyze a comparative analysis of immigration patterns among European ethnic groups. CSLO #4: Explain the influence of ethnicity, socioeconomic class, politics and religion in shaping the European American experience. Effective Term Fall 2023 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Through oral and written formats, students will: 1. Compare and contrast theories of racial formation and identity. 2. Identify and analyze the rationales and methods of European immigration to the United States. 3. Identify both the enabling and constraining dimensions encountered by European immigrants. 4. Describe the social, economic, political and cultural factors that influence migration. 5. Summarize the cultural practices and social policies that transformed and promoted assimilation. 6. Describe the chronology of migration patterns, motivation for the movement and methods of acculturation. 7. Identify and hypothesize the effects of various attitudinal, political, social and behavioral issues on ethnic relations and immigration policies in the United States. 8. Differentiate and analyze the concepts of individual and institutional racism, cycles of oppression, matrix of domination and policies of exclusion. 9. Describe and compare the challenges related to becoming "American" for each ethnic group including the intersections of race, class, gender, religion and ethnicity. 10. Evaluate past and contemporary patterns of immigration and their impact on today's society. General Education Information Approved College Associate Degree GE Applicability AA/AS - Multicultural Studies AA/AS - Social Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D3 Ethnic Studies Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4C Ethnic Studies Articulation Information CSU Transferable UC Transferable Methods of Evaluation Essay Examinations Example: Weekly Homework Assignments: Each week students will be responsible for completing the required assignment. The homework will include research, articles discussion, short answer essay questions, topic searches, films/videos, etc. Example: Write a documentary review on "Eugenics." Reports Example: Developing Intercultural Proficiency: each student will select and attend two events. The events must focus on an ethnic or cultural group that is different from your own. Suggestions: Buddhist Temple, Hanukkah Celebration, Dia de los Muertos Festival, Asian Art Museum, African American Theatre (ACT or Lorraine Hansberry Theatre), Celtic Dance Festival, Ramadan, etc. A two-full page paper that reflects and summarizes each experience is required. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor: Lecture: "Who is Telling the Story and Whose Story Is It?": Instructor will provide lectures that demonstrate how cultural biases are reflected in the learning process (examples: textbooks, curriculum emphasis, content that is omitted and marginalized). Students: In small groups, construct a racialized society upon which resources, assets and privilege are distributed. Use the educational system to provide a rationalization for the society's structure. Create public policies (laws) to enforce and normalize the practices. Instructor: Activity/Group Work: Instructor will organize students in groups of four or five to discuss the distributed articles on Racial Formation. A set of questions pertaining to the articles will be distributed, and assessment will be based on the number of questions answered correctly. The instructor also observes and takes notes on participation, quality of discussion and group dynamics before intervening with comments, questions and processing. Students: Read the articles on Racial Formation, respond to the questions by participating in the small group discussion. Distance Learning Instructor: Lecture: Is the United States a Melting Pot? Most social scientists agree that this is a romantic myth that ignores the past and present realities of the United States. Students are given a copy of the Washington Post article, "The Myth of the Melting Pot, that explores this issue. Students: They are instructed to focus on Part Three: Immigrants Shunning Idea of Assimilation and be prepared to discuss if they agree or disagree with the claim and present evidence that supports their position. Typical Out of Class Assignments Reading Assignments 1. After viewing the 'New World Encounters' and 'English Settlement' segments of Biography of America, and reading assigned text chapters and handouts, contrast and compare the settlements of Virginia and Massachusetts. The two settlements formed during the same period but with very different orientations, guiding principles and results. When comparing and contrasting the two colonies, site a minimum of five areas of difference and contextualize the events on the settlements. For instance, what were the life span differences of the populations in the two colonies? Describe why the difference was so great. 2. Read the assigned text chapters and define each term listed below clearly and completely as it relates to this course. Terms: Race, Ethnic group, Prejudice, Stereotyping, Discrimination, Direct institutionalized discrimination, Indirect institutionalized discrimination, Systemic discrimination, cultural competence, white privilege, racism, marginalization, institutional racism, individual racism, socialization process, Euro-centrism, ethnocentrism, internalized racism. Writing, Problem Solving or Performance 1. History on stage: each student selects a historical character (John Brown, William Lloyd Garrison, Lecretia Mott, Susan B. Anthony, Levy Coffin, etc.) and "becomes" that persona. Through the construction of a historical narrative that uses written letters and autobiographical research, students will recount their stories in rich detail. 2. Create journal entries for a hypothetical person immigrating to the United States in the 1800's from the list below. As part of your entries, include economics, social class, transportation, gender roles, technology, family relations, religion, diet, where would you live/why, work life, compensation for work, how were you received in the new country, what barriers and laws were enacted to limit your freedom, etc. To fully complete the assignment, you will need to research the circumstances of the selected individual. Do not simply imagine what you think it would be like. (Examples of personas: Western European farm woman in Nebraska in the 1890's, Irish Catholic male driven out of Ireland by English oppression and famine, Eastern European Jew in the 1880's, Italian female immigrated as European peasant, English plantation owner who enslaved men, women and children, etc). 3. Listen to the lecture by Dr. Nell Irvin Painter (The History of White People--Rhodes College) and presentation of The Eugenics Crusades (PBS American Experience). After the presentations, identify and explain twenty-five concepts that raises questions about the social construction of race. What is race and how are the categories defined and why? Other (Term projects, research papers, portfolios, etc.) Optional field trips (Example: Community Lecture Series), Guest Speakers, creation of digital stories (historical or personal orientations), Cultural Excursions (walk through the different ethnic neighborhoods in San Francisco: Little Italy, China Town, Japan Town, Tenderloin District, Hunter's Point, etc.). Required Materials The History of White People Author: Painter, Nell Irvin Publisher: W.W. Norton and Company Publication Date: 2010 Text Edition: Classic Textbook?: OER Link: OER: Social Inequality: Forms, Causes, and Consequences Author: Charles Hurst Publisher: Pearson Publishers Publication Date: 2009 Text Edition: 7th Classic Textbook?: OER Link: OER: Hillbilly Elegy Author: J.D. Vance Publisher: Harer Publication Date: 2016 Text Edition: Classic Textbook?: OER Link: OER: Evicted Author: Matthew Desmond Publisher: Crown Publication Date: 2016 Text Edition: Classic Textbook?: OER Link: OER: The Myth of Equality: Uncovering the Roots of Injustice and Privilege Author: Ken Wytsma Publisher: IVP Publication Date: 2017 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
BIOL 0035 - Introduction to Entomology
http://catalog.sierracollege.edu/course-outlines/biol-0035/
Catalog Description Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: Introduction to the general ecology, evolution, and physiology of insects, with examples from the insect fauna of northern California. Describes the key relationships (medical, agricultural, etc.) insects have with humans. Recommended for general education students or other majors interested in entomology. (CSU, UC) Course Student Learning Outcomes CSLO #1: Outline the key characteristics and evolutionary adaptations found in insects. CSLO #2: Identify and describe examples from the major orders of insects. CSLO #3: Investigate the interactions and ecological relationships between humans and insects. Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Course objectives are linked to items listed in the course content outline (in parentheses) 1. Outline the general scope of entomology, distinguishing it from other biological disciplines (#1) 2. Describe the evolution of insects; outline the major drivers of natural selection in insects (#2) 3. List the basic characteristics of insects, outline their general adaptations and list the major taxonomic groups (#1, #3, #4) 4. Identify commonly found representatives of major taxonomic groups of insects that can be found in northern California (#4, #11) 5. Analyze the unique aspects of insect anatomy and physiology, including the adaptive value of metamorphosis (#2, #3, #4, #5) 6. Synthesize the current understanding of the evolution of social insects; outline the advantages and disadvantages of this behavior (#6) 7. Investigate how modern agricultural practices are affecting insect-plant interactions (#7, #8, #10) 8. Evaluate the current human health risks posed by insects and how effectively we are responding to those risks (#9, #10) General Education Information Approved College Associate Degree GE Applicability AA/AS - Life Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B2 Life Science Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 5B Biological Science Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: To assess course objective #2, "Describe the evolution of insects; outline the major drivers of natural selection in insects", students might participate in a classroom discussion about the ecological pressures that led to the evolution and radiation of terrestrial insects. Students could be evaluated based on participation, accuracy of information, and completeness of information. Essay Examinations Example: To assess course objective #2, "Describe the evolution of insects; outline the major drivers of natural selection in insects", students might answer an essay exam question that asks them to describe the major factors affecting natural selection among insects. Students could be evaluated based on accuracy and completeness of their answer. Objective Examinations Example: To assess course objective #5, "Analyze the unique aspects of insect anatomy and physiology, including the adaptive value of metamorphosis", students might answer an objective quiz or exam question asking them to identify the various forms of insect metamorphosis that can occur and the conditions under which each form is most adaptive. Students could be evaluated based on accuracy of answer. Projects Example: To assess course objective #5, "Analyze the unique aspects of insect anatomy and physiology, including the adaptive value of metamorphosis", students might complete a project, either individually or in groups, that includes the compilation of information about a unique aspect of insect anatomy or physiology, a visual presentation this information and the sharing of this information in an oral classroom presentation. Students could be evaluated based on the completeness of the project, participation in all aspects of the project, accuracy of information presented, and overall quality of the project. Reports Example: To assess course objective #2, "Describe the evolution of insects; outline the major drivers of natural selection in insects", students might research information about the differentiation of insects from other arthropods and the ecological pressures that led to the evolution and radiation of terrestrial insects and document this information in a written report. Students could be evaluated based on quality of writing, accuracy and completeness of information. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: To address course objective #7, "Investigate how modern agricultural practices are affecting insect-plant interactions", the instructor might prepare a lecture (supplemented by images and/or video) that explains how insects interact with plants, how modern agriculture has changed the plant communities that occur across landscapes, and how insect populations are responding to these changes. Students will then be able to successfully complete a homework assignment about the various types of insect-plant interactions and their impacts on agriculture. To address course objective #8, "Evaluate the current human health risks posed by insects and how effectively we are responding to those risks", the instructor might lead an in-class discussion about the various diseases transmitted through insect vectors, the control methods available, and the rates of occurrence and transmission of these diseases. Distance Learning To address lecture course objective #2, "Describe the evolution of insects; outline the major drivers of natural selection in insects", the instructor might prepare a lecture to post online that explains the evolutionary pathway and major selective forces that led to modern insects, providing examples of particular groups and/or species. This online lecture might include text, audio (with transcript), and/or captioned video presentation of information. After reviewing this lecture, students will be able to successfully answer quiz or exam questions about the types of selective forces that led to the evolution of modern insect biodiversity. To address lecture course objective #6, "Synthesize the current understanding of the evolution of social insects; outline the advantages and disadvantages of this behavior", the instructor might guide students in an online discussion of various examples of social insects, asking students to consider specific examples of species that illustrate this behavior and the costs and benefits accrued to these species. Typical Out of Class Assignments Reading Assignments 1. Read the chapter in the textbook about the medical impact of insects as vectors of disease and be prepared to discuss in class. 2. Read a published scientific paper about a topic, such as the evolutionary origins of social insects, and be prepared to discuss the topic in class. Writing, Problem Solving or Performance 1. Write a 2-4 page paper about an entomological topic, such as the reproductive adaptations exhibited by a group of insects or a life history account for a local insect species. 2. Answer an essay question on an exam about a topic covered in class, for example, distinguishing between the various sensory systems found in insects and how these systems contribute to the adaptation and survival of the organisms. Other (Term projects, research papers, portfolios, etc.) Required Materials The Insects: An Outline of Entomology Author: Gullan & Cranston Publisher: Wiley Publication Date: 2014 Text Edition: 5th Classic Textbook?: OER Link: OER: How to Know the Insects Author: Bland & Jaques Publisher: Waveland Publication Date: 2010 Text Edition: 3rd Classic Textbook?: OER Link: OER: Insights from Insects: What Bad Bugs Can Teach Us Author: Waldbauer Publisher: Prometheus Publication Date: 2005 Text Edition: 1st Classic Textbook?: OER Link: OER: Bugs Rule Author: Crenshaw & Redak Publisher: Princeton University Press Publication Date: 2014 Text Edition: 1st Classic Textbook?: OER Link: OER: California Insects Author: Powell and Hogue Publisher: UC Press Publication Date: 1980 Text Edition: 1st Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Humanities
http://catalog.sierracollege.edu/departments/humanities/
...its ideas (philosophy), through its commitment to its...to the Novel ENGL 0035 Introduction to the...
