IT 0060. Project Management Concepts and Software
Units: 3
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)
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)
IT 0060 - Project Management Concepts and Software
http://catalog.sierracollege.edu/course-outlines/it-0060/
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 2023 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
http://catalog.sierracollege.edu/departments/infotech/
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.
AAD 0060 - Graphic Design: Principles and Process
http://catalog.sierracollege.edu/course-outlines/aad-0060/
Catalog Description Advisory: Completion of AAD 44, AAD 70, ART 2, or ART 4A, with grade of "C" or better Hours: 72 (36 lecture, 36 activity) Description: Introductory course emphasizing concept development, fundamental principles of design and design solutions. Exploration of materials and techniques for visualizing and presenting ideas, analyzing and critiquing design and combining diverse elements in effective layouts from concept through final critique. (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 scale. CSLO #2: Create multiple design concepts and apply them to various graphic problems and produce design comprehensives for client presentations. CSLO #3: Critique layout and design in terms of composition and presentation. Effective Term Spring 2021 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 90 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Identify the basic principles and elements of design including, Line, Shape, Color, Texture & Pattern, Typography, Composition, Balance, Visual Hierarchy, Rhythm, Proportion and Scale; 2. Evaluate design models and strategies for effective graphic solutions through lecture and discussions; and 3. Critique layout and design in terms of composition and presentation. Laboratory/Activity Objectives: 1. Demonstrate basic design principles and procedures through a series of projects; 2. Render ideas in a professional manner from thumbnails to final comps; 3. Apply multiple design concepts and apply them to various graphic problems; 4. Complete project using multiple techniques to solve design problems; 5. Produce design comprehensives for client presentations; and 6. Critique layout and design in terms of composition and presentation. General Education Information Approved College Associate Degree GE Applicability 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 Projects Example: Example - Development of a designer Shopping Bag; meeting technical requirements and inclusion of specific design concepts studied. Work is evaluated on the use of aesthetic elements: line, form, balance, value, color, and overall impact of the project. Rubric Graded Skill Demonstrations Example: Students will work with specific guiding principles and elements of design to solve design problems with correct use of concept development, brainstorming, image preparation and presentation. Rubric Graded Repeatable No Methods of Instruction Activity Lecture/Discussion Distance Learning Activity: Following the instructor presentation on design layout, students will use the content of the lecture to develop and assignments demonstrating meeting the criteria of the lecture. Lecture: The instructor will provide a lecture overview of how to successfully develop a project using the guiding principles and elements of design. Instructor demonstrates the correct use of concept development, brainstorming, image preparation and presentation. Students are expected to actively participate in the lecture. Distance Learning The instructor will provide an accessible lecture overview along with video and/or images of how to successfully complete projects relating to the student's review of the Principles and Elements of Design. The instructor demonstrates the use of the Design Process for reaching appropriate and innovative solutions to design problems. Students are required to demonstrate their practice and competency with the techniques through documentation of their work moving through the Design Process in video or images that will be submitted via the LMS. In addition, students will then respond to prompts with written submissions to share where they succeeded and where there is room for growth in their practice. Typical Out of Class Assignments Reading Assignments 1. Review in your book the chapter on Managing Effective Design, Design as Process. Using the the "key factors" as an outline, write a step by step description of your design objectives. 2. Read and research using the library and internet to develop a shopping bag for a business identified by the instructor or the student. Be prepared to discuss in class. Writing, Problem Solving or Performance 1. Working with black paper on a white background, create four designs using the concept of negative and positive space effectively on the page. You may choose your own subject matter, it can be geometrical or organic shapes, silhouettes of items, etc. Each design is to be 5 x 8, vertical or horizontal, black & white. Write a description of how you are using positive/negative elements in the design. 2. Create a shopping bag for a business of your choosing. Follow the guidelines to help develop ideas and direction for your design solution. You will need to create a name, keeping it simple and straightforward, and a "look". This assignment does not require a logo or complete identity package, but your final design should reflect the nature of the company's business. Other (Term projects, research papers, portfolios, etc.) Required Materials 2D Visual Basics For Designers Author: Landa, Gonnella, Brower Publisher: Delmar Cengage Learning Publication Date: 2007 Text Edition: 1st Classic Textbook?: No OER Link: OER: Graphic Design Solutions Author: Robin Landa Publisher: Thomson/Delmar Learning Publication Date: 2016 Text Edition: 4th Classic Textbook?: No OER Link: OER: Graphic Design School Author: Dabner, Stewart, Vickress Publisher: Wiley Publication Date: 2017 Text Edition: 1st Classic Textbook?: No OER Link: OER: The Elements of Design Author: Evans & Thomas Publisher: Thomson Publication Date: 2012 Text Edition: 3rd Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
PHIL 0060 - Introduction to Environmental Ethics
http://catalog.sierracollege.edu/course-outlines/phil-0060/
Catalog Description Advisory: Eligibility for ENGL 1A 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 2022 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.
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