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Catalog Description Formerly known as CIS 136 Advisory: Completion of BUS 252 and/or IT 55 with grade of "C" or better Hours: 72 (54 lecture, 18 laboratory) Description: Explores Project Management concepts and terminologies along with the use of Microsoft Office Project and other project management tools through discussions, hands-on exercises and classroom learning experiences. Includes WBS, budgeting, and resource allocation and other important PM topics such as Scope and Project Team Development. Helps prepare students to use the software package in their daily duties as a project manager or project assistant. Helps prepare students to take the Certified Associate in Project Management - CAPM exam from PMI or the CompTIA Project+ exam. (not transferable) Course Student Learning Outcomes CSLO #1: Research, analyze and evaluate information to solve business problems using project management concepts and software. CSLO #2: Design and produce project management solutions incorporating current trends, security, and best practices. CSLO #3: Employ project management concepts and terminology in professional communication. CSLO #4: Demonstrate marketable project management career skills. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 90 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Define what constitutes a Project 2. Describe the Project Management processes. 3. Define components of the Project Management lifecycle. 4. Analyze how to work with multiple projects in a project portfolio and monitor resource usage across projects. 5. Explore tools used to manage projects. Laboratory Objectives: 1. Set-up and monitor items in the Microsoft Project environment including resources, tasks and project plans. 2. Track a project plan and evaluate for outlier items. 3. Generate project progress reports for budgeting and schedules. 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 Objective Examinations Example: Students will be graded on their understanding of concepts through the chapter review questions and written exam questions. Sample Question 1) Tasks that represent major events or decision points in a project such as the completion of a phase should be marked as a ____________. a. Threshold b. Milestone c. Subtask d. None of the above Answer: b Sample Question 2) You would create a _______-to-________ task relationship between two tasks to make sure the start date of predecessor task determines the start date of the successor task. Answer: Start-to-start Problem Solving Examinations Example: Students will be given instructions - Download and open the Microsoft Project file Resource Analysis from the LMS. Open the Project Information Statistics window and capture an image using your Snipping tool, paste the image into a Word document. Examine other areas of the project file to analyze why the Cost of the project is so far over and why the work and duration are also over the planned time. Write an analysis below the image explaining your findings and giving recommendations for correcting the problems. Submit your answers to the Assignment link in the LMS prior to class. At the following class meeting the instructor will guide the students through a discussion on reviewing over allocated resources and help them notice that because 2 tasks of “Accept Applications” were set to run for 5 days and assigned to the same employee, it shows the employee spending 80 hours of work and 10 to do this when in reality they only spend a small amount of time each day and both tasks can run concurrently. Adjusting the % and changing the predecessor fix the problem. Students will be awarded full points for the assignment they submitted, even if they did not find all the key errors. It is a learning process and the same concept can be tested later in the class. Projects Example: Students will complete the planning and setup of a project of their choosing and provide a working file for their final project. Students will submit several smaller parts of the final project throughout the semester for instructor feedback and assistance such as a project overview, charter, WBS and resource list. Grading will be based on points for the various submissions of project parts and a grading rubric will be provided with the instructions of each part. Skill Demonstrations Example: Students will be graded on the weekly hands-on labs for completion, correctness, and clarity. Sample: complete the end-of-chapter case problem by creating a Work Breakdown Structure (WBS) for the provided sample project by listing tasks, adding start and finish dates, predecessors and resources in Microsoft Project. Grading will be based on a rubric provided by instructor. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: After students read the assigned chapter on "Building a WBS" and complete the review questions, the instructor will lead students through a demonstration of the skills for that chapter and a discussion on the key concepts of the week. (Lab Objective 1) Example – Post to the class discussion a top-level Work Breakdown Structure for the project that will be used for the final project. Instructor will grade based upon rubric provided with assignment instructions and provide feedback as needed. Lecture: After students read the assigned chapter on "Building a WBS" and complete the review questions, the instructor will lead students through a demonstration of the skills for that chapter and a discusson on the key concepts of the week. Example – Discuss the importance of planning the tasks for a project and determining how the use of predecessors will keep project flow tracked. (Lecture Objective 2) Distance Learning The LMS can be used to initiate discussion between the instructor and students, as well as, student to student like those that would take place in an on-ground course. (Lecture Objective 3) Example – Following an instructor lecture on project management and program management, students will explain the difference between project management and program management. Students will also discuss the following: How would having a shared server based project portfolio help with the allocation of resources throughout the organization. Once you have posted your replies review what other students posted and comment on at least 3 other students posts, be sure to show in your response that you read their post completely. Instructor will monitor responses and provide feedback to students throughout the exercise. Typical Out of Class Assignments Reading Assignments Students will read one chapter from the text each week prior to the class meeting to familiarize themselves with terminology and concepts and then complete the required chapter review questions and participate in concept review discussion 1. Example: Read the chapter titled "Project Basics" and complete topic questions provided by the instructor. 2. Example: Read the chapter titled "Task Assignments" and complete the assigned lab project. Writing, Problem Solving or Performance Students will complete a set of chapter review questions for each chapter. Example: True or False - Project resources include such items as personnel, budgets and charts. Students will complete hands-on lab computer assignments applying the weekly concepts. Example: Open the week 1 project file and find the tasks assigned to the lead technical advisor. Other (Term projects, research papers, portfolios, etc.) Students will complete the setup of a Microsoft project of their choosing and provide a working file for their final project. Required Materials Microsoft Project 2019 Step by Step Author: Chatfield Publisher: Microsoft Press Store by Pearson Publication Date: 2019 Text Edition: 1st Classic Textbook?: No OER Link: OER: PMBOK® Guide – Seventh Edition Author: Project Management Institute Publisher: Project Management Institute Publication Date: 2021 Text Edition: 7th Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Students should bring a 10 GB or larger USB drive for moving files from home to school and back unless they have high-speed internet access for transferring files directly.

Information Technology programs prepare students for a wide array of Information Technology (IT) career paths. IT encompasses computer professional careers and positions, from Tech Support to Cyber Security, and from Office Work to Business Analyst. Careers in IT deal with the design, creation, management, maintenance, and business use of the varied components of computer systems, including software, hardware, networks, and the cloud. The field spans a broad range of industries, including technology, healthcare, finance, retail, government and education; and includes jobs that involve business computer applications, databases, technical and customer support services, web authoring/developing, Internet information research, network administration, and cybersecurity. Some courses prepare students for industry certifications such as CompTIA’s, A+, Network+, Security+, or Microsoft’s MSCE. The curriculum also provides valuable computer experience and training for students who are enrolled in other disciplines of the College.

Catalog Description Advisory: Completion of AAD 44 and/or AAD 70 with grade(s) of "C" or better Hours: 72 (36 lecture, 36 activity) Description: This course offers an introduction to graphic design and related fields in the creative industry. Topics include the principles and elements of design, methods for generating effective solutions to design problems using the design process, exploration of a wide variety of materials and techniques used in the industry, as well as the development of impactful presentations that showcase the research, testing, reflection, and refinement processes key to this field of study. (CSU) Course Student Learning Outcomes CSLO #1: Synthesize the basic principles and elements of design including line, shape, color, texture and pattern, typography, composition, balance, visual hierarchy, rhythm, proportion, and contrast, to create effective design solutions. CSLO #2: Apply the design process to generate a broad range of concepts addressing a design problem. Refine the concepts through cycles of iteration and assessment to arrive at a well-developed solution. CSLO #3: Design comprehensive and effective presentations documenting the phases of the design process, self-reflection practices, and the evolution of design solutions. CSLO #4: Critique final designs by analyzing the solutions and their effectiveness. Consider the quality of craft, aesthetic choices, technical proficiency, and the relevance of the solution to the project criteria through class discussions, self-assessment, and peer reviews. CSLO #5: Evaluate legal and ethical issues related to the use of sourced visual assets such as images, graphics, and content when crafting design solutions. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 90 Total Student Learning Hours 162 Course Objectives Lecture Objectives 1. Differentiate between the elements and principles of design and identify key qualities and usages for each. 2. Apply terminology and vocabulary correctly when discussing design-related concepts and practices. 3. Analyze and communicate the effectiveness of design solutions through written and verbal critiques, and self-reflection practices. 4. Outline the phases of the design process, including the impact and role of each phase in generating relevant and impactful final solutions. 5. Identify the legal and ethical concerns regarding the incorporation of sourced assets in the creative industry. Lab Objectives 1. Combine select elements and principles of design to generate effective solutions conveying a message, story, mood, identity and/or effect. 2. Implement a variety of art and design tools, techniques, and materials to enhance proficiency and produce innovative solutions. 3. Solve complex problems by applying the design process: Identify the design problem Gather inspiration and conduct research Develop initial concepts Generate impactful and relevant solutions Test and evaluate the results Refine and enhance the product Present the process and final solutions   4. Construct impactful presentations that demonstrate the design process and showcase the quality of the solutions. General Education Information Approved College Associate Degree GE Applicability AA/AS - Arts and Humanities AA/AS - Fine Arts CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C1 Arts Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Classroom Discussions Example: Students will be asked to discuss the goals of critique and the processes of giving and receiving constructive feedback in advance of a group critique session. Students will be evaluated based on their participation and accurate input, as well as their application of the material during critique sessions. Essay Examinations Example: Students will be asked to produce written responses to prompts typically found in Case Studies specific to the design industry. The clarity of the message, the inclusion and use of appropriate terminology and vocabulary, and the quality of the writing sample will be evaluated. Objective Examinations Example: Students will be asked to correctly apply design-related terminology on quizzes and tests. Projects Example: Students will be asked to develop a style guide for a seasonal product launch. Students will be evaluated on their ability to produce a style guide that meets the technical requirements and also reflects the specific design concepts covered for the activity. Skill Demonstrations Example: Students will be asked to document analog 2D works using a flatbed scanner and/or digital camera. Results will be evaluated for correct exposure, color casts, focus, contrast, and framing. Repeatable No Methods of Instruction Activity Lecture/Discussion Distance Learning Activity: The instructor will introduce the Emotive Line project and go over the D.R.A.W.S Principles which address the qualities of Direction, Rhythm, Angularity, Weight and Style as they apply to the element of Line. Students will then choose a contrasting "emotive pair" such as Orderly and Frantic to illustrate using the D.R.A.W.S Principles while avoiding any use of representational imagery or symbology. Lecture: The instructor will review the importance of excellent documentation in the digital presentation of final artwork and design solutions. The instructor will cover subjects such as lighting, exposure, camera angles, controlling the background, and framing the subject matter. Students will then practice documenting their artwork for submission. The instructor will then lead a class discussion called Learned the Hard Way where students share what they learned through failure or struggle and how they will approach the process next time. Distance Learning The instructor will share a lesson on the use of typography in design projects. The distinction between body copy fonts and headline/display fonts will be addressed as it applies to readability, emphasis and contrast. Students will be asked to evaluate the stylistic needs for their project goals and source fonts for the body copy, and for the headline/display copy. The students will then set their copy using the selected fonts and submit those, along with a persuasive statement tying the font choices to the design goals via a class discussion board. Students will be assigned to give feedback and share responses in the discussion board on the unity of font selection and design goals. Typical Out of Class Assignments Reading Assignments Read Chapter 7. Layout and Arrangement from the textbook Introduction to Graphic Design: A Guide to Thinking, Process, and Style. Complete the Reading Response for this chapter selection. Writing, Problem Solving or Performance After completing the cover design for the artist's monograph project, draft responses to the set of Case Study prompts. Ensure you are using course-related terminology to adequately describe your process and the design outcomes. Edit and refine the writing sample before adding it to your project documentation presentation. Other (Term projects, research papers, portfolios, etc.) Compile a presentation to document the design process for the artist's monograph cover design. Include the Case Study prompts, documentation of the phases of the design process including initial sketches, rough comps, and the final designs, as well as inspiration images, type selection specimens, and the color palette for the cover design. Required Materials The Non-Designers Design Book Author: Williams, Robin Publisher: Peachpit Press Publication Date: 2014 Text Edition: 4th Classic Textbook?: No OER Link: OER: Introduction to Graphic Design: A Guide to Thinking, Process, and Style Author: Sherin, Aaris Publisher: Bloomsbury Visual Arts Publication Date: 2023 Text Edition: 1st Classic Textbook?: No OER Link: OER: The Elements of Graphic Design: Space, Unity, Page Architecture, and Type Author: White, Alex W. Publisher: Allsworth Publication Date: 2022 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.

Catalog Description Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: Philosophical survey of the ethical questions and issues raised when considering the relationship between human beings and the environment. Topics include the moral standing of animals, land use and preservation policy, growth and sustainability, and environmental justice. Theoretical approaches include deep ecology, social ecology, ecofeminism, multicultural perspectives, and environmental pragmatism. (CSU, UC) Course Student Learning Outcomes CSLO #1: Apply major ethical theories to issues of environmental responsibility. CSLO #2: Describe the cultural influences on ideas of nature and wilderness. CSLO #3: Compare and contrast positions in environmental ethics (e.g. Animal Welfare versus Rights, Deep Ecology vs Social Ecology, Ecofeminism vs Deep Ecology). CSLO #4: Communicate effectively orally or in writing on a topic in environmental ethics. 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. Apply the ethical theories of divine command, Utilitarianism, Kantian ethics, natural law, and virtue ethics to environmental issues such as wilderness preservation, sustainability, pollution, and global warming; 2. Describe the way historical ideas of nature and wilderness affect humankind’s moral treatment of the natural environment; 3. Analyze the conflicts that exists between extending moral consideration to animals, plants, and ecosystems and the human need to use natural resources; 4. Compare and contrast anthropocentric and non-anthropocentric approaches to environmental ethics; 5. Analyze the main ethical approaches of Creation Care, Free-Market Environmentalism, Deep Ecology, Social Ecology, Environmental Justice, Ecofeminism, Environmental Pragmatism in terms of their strengths and weaknesses 6. Assess the challenges of contemporary environmental problems in terms of the available ethical, political, and economic frameworks. 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: Instructor will lead a discussion about (1) Karen Warren's argument on the conceptual connections between the oppression of women and nature. During the last few minutes of the class, students will provide a written answer the following questions: "What the clearest point you learned today?"; and, "What point remains least clear to you?". Essay Examinations Example: Write a four page essay that identifies the challenges and opportunities for Judeo-Christians when developing an environmental ethic based on the intrinsic value of nature/wilderness. 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 aligning the terminology ethical theories with the corresponding moral positions defending the moral consideration of non-human animals. Example: Why does Hardin reject the appeal to individual moral conscience as an adequate solution to the Tragedy of Commons? A. Individual moral conscience is too restrictive of necessary freedoms. B. Divine Command theories vary too much from culture to culture. C. Appeal to individual moral conscience fails to adequately provide incentives and disincentives. D. all the above Projects Example: Students create poster presentations depicting the way historical ideas of nature and wilderness (1) continue to exist and (2) have changed in mainstream media. Posters will be graded based upon (a) accuracy and (b) thoroughness. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will facilitate a discussion on why the bumper-sticker, “Tree Hugging Dirt Worshiper,” could inadvertently create a divisive message regarding efforts to promote environmental sustainability. Students will learn to identify the challenge of promoting environmental sustainability in the context of a divine command theory that identifies nature as having only instrumental value. Instructor will moderate an in-class debate over whether hunting is morally justifiable. Students will learn why Peter Singer and Tom Regan would for different reasons ethically object to hunting; whereas Aldo Leopold would defend certain types of hunting as part of developing an ecological conscious. Students will learn to analyze the conflicts that exist when extending moral consideration to animals, plants, and ecosystems and the human need to use natural resources. Distance Learning Distance learning students will watch the film, "If a Tree Falls," and instructor will lead a discussion on the challenges of advocating for environmental sustainability given the available ethical framework of civil disobedience. Students will learn to assess the challenges facing environmental efforts given available ethical, political, and economic frameworks. Typical Out of Class Assignments Reading Assignments 1. Read Arnae Naess', "The Deep Ecology Movement: Some Philosophical Issues," and Anthony Weston's "Beyond Intrinsic Value: Pragmatism in Environmental Ethics" and (1) identify Naess' argument for why the concept intrinsic value is essential for environmental ethics and (2) identify Weston's main arguments against the concept intrinsic value and be prepared to discuss in class. 2. Read Eugene Hargrove's "Weak Anthropocentric Intrinsic Value," and identify the distinction he is making with the term "weak" insofar as it relates to an anthropocentric evaluation of the environment and be prepared to discuss in class. Writing, Problem Solving or Performance 1. Write a three-page essay that explains what Roderick Nash means when he states that the presence of wilderness presented early world settlers with both physical and spiritual challenges. 2. Write a three-page essay that identifies the challenges of environmental justice as being different from the more typical interests of environmental groups such as the Sierra Club. Other (Term projects, research papers, portfolios, etc.) Required Materials Environmental Ethics Author: Michael Boylan Publisher: Wiley-Blackwell Publication Date: 2013 Text Edition: 2nd Classic Textbook?: OER Link: OER: Environmental Ethics Author: Joseph R. Des Jardins Publisher: Wadsworth Publication Date: 2012 Text Edition: 5th Classic Textbook?: OER Link: OER: Environmental Ethics: What Really Matters, What Really Works Author: David Schmidtz and Dan C. Shahar Publisher: Oxford University Press Publication Date: 2018 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.