IT 0065. Data Analytics/Visualization Using Tableau

Units: 3
Formerly known as CIS 91
Advisory: Completion of BUS 252 and IT 55 with grades of "C" or better
Hours: 72 (54 lecture, 18 laboratory)
Learn how to use Tableau, a leading data analysis and visualization tool, to bring the world's data into views that everyone can use and understand. Go beyond basic charts by building powerful dashboards and drill down reports to support business decision makers or help explain visually the global impact of a single voice. (not transferable)

IT 0065 - Data Analytics/Visualization Using Tableau

http://catalog.sierracollege.edu/course-outlines/it-0065/

Catalog Description Formerly known as CIS 91 Advisory: Completion of BUS 252 and IT 55 with grades of "C" or better Hours: 72 (54 lecture, 18 laboratory) Description: Learn how to use Tableau, a leading data analysis and visualization tool, to bring the world's data into views that everyone can use and understand. Go beyond basic charts by building powerful dashboards and drill down reports to support business decision makers or help explain visually the global impact of a single voice. (not transferable) Course Student Learning Outcomes CSLO #1: Research, analyze and evaluate data/information to solve business problems using Tableau. CSLO #2: Design and produce information/knowledge solutions incorporating current trends and best practices. CSLO #3: Employ data analytics concepts and terminology in professional communication. CSLO #4: Demonstrate marketable data analytics/visualization 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. Explain the importance of data analysis 2. Explain how visual analytics improves decision making 3. Describe the Data, Information, Knowledge process 4. Define data aggregation and how it works 5. Compare and contrast various charting methods and describe when to use each 6. Explain how geocoding works Laboratory Objectives: 1. Examine various data sources 2. Connect to multiple data sets 3. Apply filters and sorts for data sets 4. Build data visualizations such as trend forecasts 5. Geomap a data set to show results by location 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 given weekly chapter review questions using True/False, Multiple Choice and Fill-In questions. Standard grading will be used to measure the level of understanding of the topics being covered. Sample Question - True or False, Tableau can import data from two dissimilar data types such as an Excel spreadsheet and an Oracle DB and those data sets can be joined for analytic purposes providing they have some common field. Problem Solving Examinations Example: Students will be provided dissimilar data sets and will be required to import them into the software and create data join relationships on designated fields within the data. Students will submit the completed file to show that the correct fields have been joined using the appropriate join relationship option. Pass/Fail grading. Projects Example: Students will be asked to create from scratch dashboards and drill-down reports using data retrieved from outside sources. Grading will be based on a rubric that included required elements, ease of use, and applied concepts. Skill Demonstrations Example: Students will be required to complete lab exercises of creating prescribed analysis/visualization results to show they can apply the tools. A grading rubric will be provided. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Instructor will demonstrate how to connect to multiple data sources and create linkage between them for data analysis. Students will be required to replicate the activities using different data sets and determine on their own where linkages can be created to show an understanding of the processes and concepts. (Lab Objectives 1-3) Instructor will discuss and demonstrate the concepts of geocoding data and students will utilize a data set with information such as Area Code to plot the data on a map. (Lab Objective 5) Lecture: Students will read the section in the textbook "How Visual Analytics Improves Decision Making" and then Instructor will lead the class in a discussion on the topic. (Lecture Objective 2) Instructor will provide various visualizations of the same data set and discuss with class the ease of understanding what is being communicated via each. (Lecture Objective 5) Distance Learning Students will read the section in the textbook "How Visual Analytics Improves Decision Making" and then Instructor will lead the class in a discussion on the topic in the discussion area of the LMS. (Lecture Objective 2) Instructor will provide various visualizations of the same data set and discuss with class in the LMS discussion area the ease of understanding what is being communicated via each style. (Lecture Objective 5) Typical Out of Class Assignments Reading Assignments Students will read assigned chapters from the text, as well as, related content from the web. Example 1: Read section in text on Connecting to Your Data and be prepared to discuss. Example 2: Visit the site https://www.tableau.com/about/blog and review one of the case samples such as Texas Children’s Hospital improves infant care outcomes and saves lives with data then share your thoughts on the reading in the LMS discussion. Writing, Problem Solving or Performance Example 1: Students will be required to create a prescribed data visualization from a provided data set. It will need to match the example provided. Example 2: Students will be required to gather a data set related to an area that interests them and prepare a visualization that explains what the data shows. Other (Term projects, research papers, portfolios, etc.) Required Materials Zero to Data Viz as a Tableau Desktop Specialist Author: John J Zugelder Publisher: JZ Analytics Press Publication Date: 2020 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

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.

PHIL 0065 - Introduction to the Philosophy of Science

http://catalog.sierracollege.edu/course-outlines/phil-0065/

Catalog Description Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: The philosophical foundations of science such as criteria for distinguishing between science and pseudo-science, questions concerning scientific progress, justification of scientific hypotheses, the theory-dependence of observation, the nature of scientific revolutions, the possibility of objectivity and the challenges of relativism, feminism and marginalization. (CSU, UC) Course Student Learning Outcomes CSLO #1: Describe and analyze the relationship between philosophy and science. CSLO #2: Evaluate descriptions of scientific methodology. CSLO #3: Describe, compare and contrast the logic of science with focus on verificationism, falsificationism, realism, and nominalism. CSLO #4: Communicate effectively orally or in writing on a topic in philosophy of science Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Through oral and written activities, students will: 1. Describe and appraise criteria for theories being scientific; 2. Identify and present examples of theories as either scientific or pseudoscientific found in popular media; 3. Compare and contrast knowledge production within scientific traditions as opposed to knowledge production within non-scientific traditions; 4. Examine and evaluate philosophical positions concerning: a) the justification of induction, b) the limitations of falsification techniques, c) the theory dependence of observation, d) the social practice of science versus the ideals of science, e) the possibility of objectivity, f) feminist, gay/lesbian, race-identified, and marginalized criticisms of the philosophical foundations of both the social practice of science and ideal science; 5. Identify and evaluate the social constructionist approach to truth; 6. Explain feminist approaches to science; 7. Employ feminist research theory to critique examples of scientific experiments; 8. Describe the value and role of scientific inquiry in knowledge production. 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 students in discussions about the characteristics of a scientific theory. After a thorough list of characteristics has been derived, instructor will distribute a list of claims to students and ask them to evaluate whether these claims could be scientific theories. If not, students should identify which characteristic is missing. Objective Examinations Example: Students will demonstrate familiarity with the important philosophers of science by responding to objective questions, e.g. (Standard Grading) 1. Sir Karl Popper's most important contribution to the Philosophy of Science was: A. Verificationism B. Falsificationism C. Paradigm Science D. Each of the above was a contribution by Sir Karl Popper Projects Example: Professors may assign projects for students such as: Assuming that one treats the Biblical text of Genesis as science, design a potential scientific study that could potentially falsify the creation myth of Genesis. Reports Example: Instructor will ask students to describe and apply the problem of induction to examples in written papers of at least five pages in length. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Students will read sections from Hume's, Treatise of Human Nature, and An Enquiry Concerning Human Understanding that describes the problem of induction. Instructors will guide students as they work in small in-person groups or in an online discussion forum defining concepts, summarizing Hume's argument, and evaluating Hume's critique of induction as it relates to scientific methodology. Distance Learning Instructor will lecture in-person or in an online video on the characteristics of a scientific theory and how they contrast against non-falsifiable causal claims. After a thorough list of characteristics has been identified, instructor will distribute a list of claims to students and ask them to evaluate whether these claims could be scientific theories. Students will be asked to identify observations that would falsify the causal claim, and for non-scientific causal claims identify which characteristic is missing. Typical Out of Class Assignments Reading Assignments 1. Read the chapter from your Philosophy of Science text book on Popper's Falsificationism and be prepared to discuss in class. 2. Read the book, "Monkey Girl" and be prepared to discuss the role of falsificationism in the trial described in "Monkey Girl." Writing, Problem Solving or Performance 1. The Triumph of Evolution and the Failure of Creationism by Niles Eldredge Evolution vs Creationism Chart Instructions: Construct a poster-board size chart explaining Creationist Criticisms of evolutionary theory as well as the scientific responses to these criticisms. The titles of the criticisms appear below. Note that you must thoroughly explain the criticisms as well as the response to it. Your chart will be graded based upon organization, clarity, specificity, and neatness. Below is a sample chart for your consideration. Your chart must address each of the following criticisms. 1. Science and Religion are alternative belief systems and we should let the kids decide which they prefer. 2. Evolution is just a theory and it is challenged more and more. 3. Evolution is not science since it makes no predictions a. Events in the past are not subject to experimental verification or falsification. b. Few biologists will predict the next evolutionary step because evolution has no prediction-ability. 4. Science has not yet fully solved the riddle of how life originated. 5. The Cambrian Explosion shows that gradual evolution did not take place. 6. What about the gaps in the fossil record? 7. Evolution violates the second law of thermodynamics. 8. The Earth is not all that old. a. Dating of the earth is circular. 9. What about Polystrate fossils? 10. What about fossils and rocks found to be out of sequence? 11. What about the evidence for Noah's flood? 12. Genesis says that each was made according to its own KIND. (The Creationist problem with 'kinds') 13. Microevolution is acceptable but not Macroevolution 14. What about Homo erectus? (Creationist Problem) 15. The Scientific Problem of Philosophical Naturalism 2. Instructions: Describe and critically evaluate the role of human psychology in scientific advancement as presented in the book It Started With Copernicus. Apply this role to the example of evolution. Your response should be an argumentative essay with a clearly defined thesis and supporting argumentation. The paper should be written for an unsympathetic audience and, hence, provide as much empirical justification and rational explanation as possible. Other (Term projects, research papers, portfolios, etc.) Required Materials Philosophy of Science: A New introduction Author: Gillian Barker and Phillip Kitcher Publisher: Oxford University Press Publication Date: 2014 Text Edition: Classic Textbook?: OER Link: OER: The Structure of Scientific Revolution: 50th Anniversary Edition Author: Thomas S. Kuhn Publisher: Oxford University Press Publication Date: 2012 Text Edition: Classic Textbook?: OER Link: OER: The Meaning of Science: An Introduction to the Philosophy of Science Author: Tim Lewens Publisher: Basic Books Publication Date: 2016 Text Edition: Classic Textbook?: OER Link: OER: A Tale of Seven Scientists and a New Philosophy of Science Author: Eric Scerri Publisher: Oxford University Press Publication Date: 2016 Text Edition: Classic Textbook?: OER Link: OER: Philosophy of Science: A Contemporary Introduction Author: Alex Rosenberg and Lee McIntyre Publisher: Routledge Publication Date: 2019 Text Edition: 4th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

KIN 0065 - Yoga History and Culture

http://catalog.sierracollege.edu/course-outlines/kin-0065/

Catalog Description Hours: 54 lecture Description: Designed as a survey of the history and culture of yoga, both as a historical practice and a physical discipline. Students will learn about yoga's transformation from ancient to contemporary times, Ayurveda nutrition and yoga as a career option. (letter grade only) (CSU) Course Student Learning Outcomes CSLO #1: Describe the history of yogic culture, practices and ethical values. CSLO #2: Differentiate between the different types of Hatha yoga. CSLO #3: Explain yogic practice within a wider cultural context. CSLO #4: Describe the role nutrition plays with regard to yoga practice. CSLO #5: Identify the eight limbed path of Ashtanga Yoga. Effective Term Fall 2018 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Upon successful completion of this course, a student will meet the following outcomes: 1. Differentiate between the different types of Hatha yoga. 2. Describe the history of yogic culture, practices and ethical values. 3. Identify a yogic practice that meets their needs. 4. Explain yogic practice within a wider cultural context. 5. Describe an Ayurvedic diet. 6. Describe the ultimate purposes of Yoga. 7. Identify the role nutrition plays with regard to the meditation practice. 8. Identify the eight limbed path of Ashtanga Yoga. General Education Information Approved College Associate Degree GE Applicability AA/AS - Health Ed/Physical Ed CSU GE Applicability (Recommended-requires CSU approval) CSUGE - E1 Lifelong Learning and Self-Development Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Essay Examinations Example: Students will write a comparative essay on two different countries concerning the cultural influence of Yoga on daily life. Objective Examinations Example: Students will take a multiple-choice examination on Yogic Nutrition. Standard Grading. Example question: What is the ideal proportion of fats, proteins and carbohydrates? Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: There will be a lecture on Yoga teachers during ancient times which will include a short video and readings from two different textbooks. Students are expected to compare the two in a short report. There will be a lecture on essential oils and their significance to Ayurvedic knowledge of a healthy life and students are expected to be prepared to discuss in class. There will be a lecture on the evolution of Pranayama. Following this lecture will be an activity on the practice of Pranayama. There will be a lecture on Asanas with an emphasis on understanding the fundamentals of demonstrating proper alignment. Students will demonstrate their understanding. Distance Learning There will be a power point lecture on the different types of Hatha yoga that includes a short video that is embedded in the power point. The students will identify the Hatha yoga that they would use in their personal practice and discuss the reasons for this selection in a discussion board format with comments to two other colleagues that have chosen a different type of practice. There will be a lecture on an Ayurvedic diet. Students will design a meal that contains all six flavors: sweet, sour, salty, bitter, astringent, and pungent. The students will share with the class through pictorial representation of one meal on a discussion board and comment on what flavor was the most difficult to represent. Students will pick one colleague that depicts a meal that they would be interested in trying. Typical Out of Class Assignments Reading Assignments 1. The student will read a biography about a historical figure that had a profound influence on yoga and be prepared to discuss in class. 2. The student will read an article and then discuss in class about the influence of Yoga on the present culture. Writing, Problem Solving or Performance 1. Students will be required to submit a comparative essay reflecting on the different cultural influences of yoga on two different countries. 2. Students will make common physical adjustments to subjects while in a typical yoga class session. 3. Students will research, present and teach a physical practice to the class for their mid-term. 4. Students will take an essay exam that will cover the different historical periods of Yoga. Other (Term projects, research papers, portfolios, etc.) 1. Students will give a speech on a spiritual connection between yoga and cultural norms. Required Materials From the Vedas to Vinyasa: An Introduction to the History and Philosophy of Yoga Author: Amy Vaughn Publisher: Opening Lotus Publications Publication Date: 2016 Text Edition: 1st Classic Textbook?: OER Link: OER: Hatha Yoga: The Yogi Philosophy of Physical Well-Being Author: Yogi Ramacharaka Publisher: Bibliotech Press Publication Date: 2012 Text Edition: Classic Textbook?: OER Link: OER: A Student's Guide to the History and Philosophy of Yoga Author: Peter Connolly Publisher: Equinox Publishing Publication Date: 2014 Text Edition: Classic Textbook?: OER Link: OER: The Yoga Tradition : Its History, Literature, Philosophy and Practice Author: Georg Feuerstein Publisher: Holm Press Publication Date: 2001 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

PHOT 0065 - Documentary Photography

http://catalog.sierracollege.edu/course-outlines/phot-0065/

Catalog Description Prerequisite: Completion of PHOT 60A or 78 with grade of "C" or better Hours: 72 (36 lecture, 36 activity) Description: Photographic essay as a focused body of work. Historical origins and cultural impact of documentary photography. Contemporary practitioners, organization of visual essays, and documentary video capture. Students select projects of personal interest and cultural relevance and participate in assigned group projects. Students must supply digital storage media or film, paper, and presentation materials. (CSU) Course Student Learning Outcomes CSLO #1: Create documentary essays considering subjective interests, visual meaning and historical context. CSLO #2: Analyze contemporary and historical documentary work in terms of intent, societal influence, visual interest, and communication. CSLO #3: Assess still and video images based upon technical quality, visual interest, and communication content. Effective Term Fall 2018 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 90 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. define the characteristics of documentary photography and the documentary essay; 2. apply principles of proper camera use to various photographic situations encountered in project; 3. demonstrate proper motion and sound capture; 4. select appropriate documentary subject matter based upon both subjective interests and understanding of documentary genre; 5. plan a photographic essay for visual meaning; 6. schedule shooting, obtain permissions and keep records; 7. analyze and evaluate impact of photographs in terms of subject, technique, composition, presentation and communication; 8. survey photographers and photographs in diverse cultures for comparisons and contrasts within various styles and periods for impact and expression; 9. distinguish between social and environmental documentary projects; 10. discuss the social significance of historic documentary projects; 11. compare the working methods of contemporary documentary photographers with those working in the past; 12. name local resources for photographs and historical records; 13. identify potential contemporary and regional documentary projects; Activity/Laboratory Objectives: 14. edit negatives, digital still and video files for inclusion in final visual essay based upon technical quality, visual interest, and communication content; 15. edit raw video footage based on storytelling, established techniques, and time constraints; 16. create enlargements as finished products for archival purposes with identification; 17. create and present a cohesive portfolio of images as a documentary essay with self-evaluation. 18. create and present a documentary video with self-evaluation. 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 Classroom Discussions Example: A classroom discussions will take place on the working methods of contemporary documentary photographers, such as Sebastiao Salgado, with those working in the past, such as W. Eugene Smith. Students are evaluated on participation, their ability to actively engage in the discussion and to provide input and receive feedback from their peers. Essay Examinations Example: Students will be assigned to read the chapter in the text on “The Other.” During class, students will write a short essay on the issues of documenting a culture other than their own. A rubric will be provided in advance of the examination detailing the expectations for the essay and their relative weight. Objective Examinations Example: An objective exam will be given to measure student knowledge of photographic techniques related to documentary photography. A standard assessment of less than 60% receives an F, 60%-69% receives a D, 70%-79% correct receives a C, 80%-89% receives a B, and 90%-100% receives an A would be utilized. Projects Example: Students will create a documentary essay along with a self-evaluation of their project. Grading will be based upon a rubric provided to students at the beginning of the project. Components of this rubric will include the ability for the images to tell a story, their success in terms of aesthetics, consistency of style, craftsmanship and presentation. Reports Example: Students will research an assigned documentary photographer and produce a written report as well as an oral and visual presentation given to the class. A rubric will be provided detailing the components of the assignment and their relative weight when determining a final grade. Repeatable No Methods of Instruction Activity Lecture/Discussion Distance Learning Activity: Instructor will lecture on and demonstrate archival print processing. Students will create documentary images and produce final prints to archival standards. Lecture: Instructor will lecture on the major historical and contemporary figures in the field of documentary photography. Instructor will then assign a research project that students must complete on an assigned photographer. The research project will include both a written report and oral/visual presentation to the class. Distance Learning Instructor will create a video or PowerPoint presentation with audio on ethics in documentary photography. Instructor will also provide the appropriate chapter in the textbook or a link to OER on the subject for students to read. Student will seek any necessary clarifications through discussion boards or office hours. Student will then apply this knowledge in the creation of their social documentary project. Typical Out of Class Assignments Reading Assignments 1. Read the interview with Sebastiao Salgado and come prepared to discuss his impact on documentary photography, his working methods and the role ideology plays in his work. 2. Read the chapter on available light. In class prepare to discuss ways of coping with poor lighting situations in both still and video capture. Writing, Problem Solving or Performance 1. From the list of photographers choose a photographer for in-depth review of his/her work. Write a report following the format provided to describe the work, its social significance and important biographical information concerning the photographer. 2. Prepare a detailed written proposal outlining what your social documentary project will be for the semester. Make sure to include a timeline, contacts and permissions that need to be obtained and your reasons for choosing your project. Other (Term projects, research papers, portfolios, etc.) A final portfolio of student's documentary essay will be completed and presented. Required Materials Witness in Our Time: Working Lives of Documentary Photographers Author: Ken Light Publisher: Smithsonian Books Publication Date: 2010 Text Edition: 2nd Classic Textbook?: OER Link: OER: Alex Webb and Rebecca Norris Webb on Street Photography and the Poetic Image: The Photography Workshop Series Author: Alex Webb and Rebecca Norris Webb Publisher: Aperture Publication Date: 2014 Text Edition: 1st Classic Textbook?: OER Link: OER: Photography as Activism: Images for Social Change Paperback Author: Michelle Bogre Publisher: Focal Press Publication Date: 2011 Text Edition: 1st Classic Textbook?: OER Link: OER: The Documentary Filmmakers Handbook Author: Genevieve Jolliffe and Andrew Zinnes Publisher: Bloomsbury Academic Publication Date: 2012 Text Edition: 2nd Classic Textbook?: OER Link: OER: Documentary (Whitechapel: Documents of Contemporary Art) Author: Stallabrass Publisher: The MIT Press Publication Date: 2013 Text Edition: 1st Classic Textbook?: OER Link: OER: Digital storage media, paper, film and presentation materials Other materials and-or supplies required of students that contribute to the cost of the course.

Business

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Humanities

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