IT 0110. Installing, Configuring and Administering a Client OS
Units: 3
Formerly known as CIS 141
Advisory: Completion of IT 105 with grade of "C" or better
Hours: 72 (54 lecture, 18 laboratory)
Setup and support for a desktop operating system using a current desktop operating system in a networked environment. Creation of local and domain-level accounts, creation of shared resources, use of network services, remote access, resource management and monitoring, and security considerations. (CSU)
IT 0110 - Installing, Configuring and Administering a Client OS
http://catalog.sierracollege.edu/course-outlines/it-0110/
Catalog Description Formerly known as CIS 141 Advisory: Completion of IT 105 with grade of "C" or better Hours: 72 (54 lecture, 18 laboratory) Description: Setup and support for a desktop operating system using a current desktop operating system in a networked environment. Creation of local and domain-level accounts, creation of shared resources, use of network services, remote access, resource management and monitoring, and security considerations. (CSU) Course Student Learning Outcomes CSLO #1: Research, analyze and evaluate information to solve business problems related to Client OS configuration concepts. CSLO #2: Design and produce client administration solutions incorporating current trends, security, and best practices. CSLO #3: Employ OS administration concepts and terminology in professional communication. CSLO #4: Demonstrate marketable client configuration 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 Learning Objectives: 1. Discuss Operating System hardware requirements 2. Perform a clean installation on desktop, laptop, VMware, VirtualBox, and cloud environments. 3. Manage devices and data on a Windows and Linux desktop 4. Manage applications on a Windows and Linux desktop 5. Configure storage and connectivity on a Windows and Linux desktop. 6. Maintain Linux and Windows client OS via updates, patches 7. Discuss and perform Disaster Recovery in a Windows and Linux desktop. 8. Discuss Open-Source software and licensing on Windows and Linux 9. Discuss the Windows and Linux Desktop environment and use case 10. Discuss and perform the Linux command line functions 11. Discuss and perform Windows command line and PowerShell functions 12. Discuss and perform security and file permissions in a Windows and Linux desktops 13. Discuss and perform bash scripting in a Linux desktop 14. Discuss and perform PowerShell scripting in a Windows desktop 15. Discuss how to manage and deploy a client OS in a cloud environment Laboratory Objectives: 1. Access and configure network protocols via command line or from an application. 2. Implement various installation options for Windows and Linux client OS. 3. Manage disk and file management systems on Windows and Linux desktops 4. Configure system Security settings on Windows and Linux client OS. 5. Configure system and -data recovery on Windows and Linux client OS. 6. Manage and maintain Windows and Linux client OS in a cloud environment 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 CSU Transferable Methods of Evaluation Objective Examinations Example: Based upon course readings and class discussions relating Desktop configurations, students would be required to take a quiz relating to chapter content, and to explain issues pertaining to proper desktop configurations. Example: In your own words (no copy/paste allowed) identify desktop policies pertaining to restricting user access to PowerShell. Instructor will grade based on level of understanding shown in the response. Problem Solving Examinations Example: Students will be provided with a virtualized environment with various Windows systems. Students would have to determine the configuration based on desired outcomes as stated in policies. Pass/Fail grading. Projects Example: Given a specific scenario, students would be required to prepare a compliance report detailing configuration settings enforced. Student performance would be based upon a rubric designed to incorporate both the requirements of a compliance report, as identified course readings, and the clearness of plan response instructions. Skill Demonstrations Example: Students will be provided lab assignments based on the weekly topic and required to complete the tasks outlined. Example. Students will configure desktop settings given a set of parameters, to include network configuration, firewall configuration and password policies. Students will capture images to show the process and submit for grading. Grading will be based on a complete set of images with proper notations as described in the instructions. Pass/Fail grading. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Instructor will guide students through hands-on lab exercise to configure Windows local policies. Students will configure policies on Windows OS systems based on class discussions. (Objective 2) Lecture: Students will read weekly assignments related to the Windows OS Operating System. The instructor will lead a review discussion on the topics covered. (Objective 1) Distance Learning Following an instructor-led online lecture on company policies, students will be provided with a written scenario, outlining a company's Desktop policies. Students will then configure and test Desktops to that policy. (Objective 12) Typical Out of Class Assignments Reading Assignments 1. Students read from the course text. For example, students read the textbook chapter on Deploy Windows and answer end of chapter questions. 2. Students perform Windows installation in a virtualized environment guided by textbook specifications. Writing, Problem Solving or Performance Example 1: Students will search and configure non-standard device drives on Windows operating systems, as per textbook guidelines. Example 2: Detail the specific differences between virtualized networks available for Windows systems. Students will also discuss use case between the scenarios. Other (Term projects, research papers, portfolios, etc.) Required Materials Exam Ref MD-100 Windows 10 Author: Andrew Bettany Publisher: Microsoft Press Publication Date: 2019 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.
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.
ARHI 0110 - Survey of Western Art I: Prehistory through the Middle Ages
http://catalog.sierracollege.edu/course-outlines/arhi-0110/
Catalog Description Formerly known as ART 1A Hours: 54 lecture Description: Survey of developments in European and Near Eastern art and visual culture from Paleolithic times through the Middle Ages, including Mesopotamia, Egypt, Greece, Rome, and early Christian and Islamic cultures. Significant monuments and artworks of each major culture discussed, analyzed, and placed within historical context. Special attention paid to architectural monuments as both political and religious structures, the development of figural sculpture, and the evolving debate over the rightful ownership of ancient objects. (C-ID ARTH 110) (CSU, UC) Course Student Learning Outcomes CSLO #1: Analyze and differentiate the structure, design, decoration, and function of the major architectural styles of Prehistoric through Medieval Europe. CSLO #2: Analyze artworks and monuments in terms of how they reflect the specific religious, philosophical, political, and/or social beliefs of the culture that produced it. CSLO #3: Demonstrate visual literacy by analyzing artworks using proper historical terminology and formal elements in both written and verbal form. CSLO #4: Identify and differentiate between the major materials and media used to create works of art from the Prehistoric through Medieval Europe. CSLO #5: Identify and differentiate major monuments, works of art, and artists from Prehistoric through Medieval Europe. Effective Term Fall 2016 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Upon completion of this course the student is expected to be able to: 1. Identify, examine, and assess representative works of art and architecture from prehistory through the medieval period employing appropriate art historical terminology. 2. Analyze, discuss, and differentiate works of art and architecture in terms of historical context and cultural values. 3. List and describe notable stylistic developments in painting and sculpture from Paleolithic times through the Gothic period. 4. Analyze, discuss, and differentiate the roles of art, architecture, and the artist from prehistory through the medieval period. 5. Identify and differentiate between the major materials and media used to create works of art from Paleolithic times through Gothic period. 6. Explain the evolution of major architectural spanning techniques and materials during Paleolithic times through the Gothic period. 7. Compare and contrast monuments and works of art from Paleolithic times through the Gothic period in terms of style, content, function, and historical context. 8. Discuss the movement of art objects from culture to culture and the debates of ownership and provenance. 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) IGETC - 3A Arts Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Class discussions can be used as continual assessments of students' abilities to verbally analyze artworks and use proper terminology. For example, students may be asked to discuss how a work of art on the screen is typical of a specific historical style (such as Carolingian) Essay Examinations Example: Essay exams may test students on application of knowledge and comparison of style, content, function, and context of works. Such as, an in class timed essay where the student is given two buildings to compare in terms of style, content, function, and historical context. Students would be assessed in terms of ability to make connections between works, both in terms of similarities and differences, tying those similarities and differences to media, technique, and historical context (religious/political, etc). They would also have to demonstrate ability to use required terms and correctly identify style, media, and techniques in the images. Objective Examinations Example: Objective exams may test students on basics of terminology and recognition of major artists and artworks/monuments. Such as, a fill in the blank quiz where students must identify major media and techniques of Ancient Aegean Civilizations and an image identification (artist, title, and date). Projects Example: You and four fellow classmates have been hired by a famous movie executive as art historical consultants. An upcoming movie will feature a realistic recreation of an ancient Greek temple. It is your task to prepare a detailed written and illustrated description of elements that must be included in the recreation. The movie executive knows very little about ancient Greek culture so it is also important to explain the significance of a temple to an ancient Greek. Reports Example: Reports in the form of assigned formal papers can be used to address specific themes in the course, such as asking each student to choose one major architectural monument to research and in a paper analyze its function during their period. The final paper would be assessed for research methods and citation, ability to clearly organize and state information, and application of historical and aesthetic approaches to a historical monument. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor presents A. Visually oriented lectures about artworks and their historical contexts. For example, a lecture on Roman basilicas and their evolution into Christian churches during the Middle Ages, and how the changes reflect the needs and values of the new religion. Through this students will learn architectural elements (CLSO 1: Analyze and differentiate the structure, design, decoration, and function of the major architectural styles of Prehistoric through Medieval Europe) as well as the ability to relate form to cultural values (CSLO 2: Analyze artworks and monuments in terms of how they reflect the specific religious, philosophical, political, and/or social beliefs of the culture that produced it). Distance Learning The instructor also creates B. Class and small group discussions (online and on ground) such as: Comparing and contrasting the social functions of basilicas and churches and the changes in architectural styles during the Early Medieval, Romanesque and Gothic eras that were featured in the lectures. Analyze a primary document relating to social and cultural context of art making (literary sources (Epic of Gilgamesh), or ownership controversies) Work together to analyze an unknown image in terms of subject and style as if coming across an image in a museum or gallery setting In these types of activities, students will actively apply their knowledge and skills to new situations, engaging with visual literacy and analysis skills, including CSLO 3 (Demonstrate visual literacy by analyzing artworks using proper historical terminology and formal elements) as well as the before mentioned CSLOs 1, 2, 4, and 5) Typical Out of Class Assignments Reading Assignments 1. Read chapter four in your text and select one architectural monument. In a three-page, typed double-spaced paper thoroughly discuss the monument in terms of style and function. On Friday, before class, post your paper to the course discussion board. 2. Read the provided documents on the Elgin Marbles controversy. On the course discussion board, summarize both arguments and explain which on you feel has a more just case and why. Writing, Problem Solving or Performance 1. Identify the two works shown by artist (if applicable), title, and date. Compare and contrast the works with regard to their original function and cultural context. 2. Choose one work of art from the Prehistoric to Gothic periods. Write a five page research paper about the work which explains the work's original function, its cultural context, and a discussion of any conflicting interpretations that have been offered by art historians. The paper must be typed and in MLA format. Other (Term projects, research papers, portfolios, etc.) Architecture scavenger hunt. In your local community, locate and document 15 distinct architectural elements from the provided list. Required Materials Art History Author: Stokstad, Marilyn & Michael Cothren Publisher: Pearson Publication Date: 2013 Text Edition: 5th Classic Textbook?: OER Link: OER: Gardner's Art Through the Ages: The Western Tradition Author: Kleiner, Fred and Christin Mamiya Publisher: Wadsworth Publication Date: 2009 Text Edition: 13th Classic Textbook?: OER Link: OER: Janson's History of Art: The Western Tradition Author: Davies, Denny, Jofrichter, Jacobs, Roberts, Simon Publisher: Prentice-Hall Publication Date: 2011 Text Edition: 8th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Khan Academy Online Text www.khanacademy.org/humanities
PHYS 0110 - General Physics II
http://catalog.sierracollege.edu/course-outlines/phys-0110/
Catalog Description Formerly known as PHYS 2B (PHYS 110 and 110L, combined) Prerequisite: Completion of PHYS 105 and 105L with grades of "C" or better Corequisite: Concurrent enrollment in PHYS 110L Hours: 72 lecture Description: Noncalculus introduction to the principles of waves, sound, light, electricity, magnetism, and modern physics. Emphasis on applications relevant to several majors, including premedical, predental, optometry, forestry, architecture, and biological science. (combined with PHYS 110L, C-ID PHYS 110) (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Solve problems associated with electricity, magnetism, and waves using trigonometry and algebra. CSLO #2: Identify which physical concepts associated with electricity, magnetism, and waves explain physical phenomena. CSLO #3: Develop an overlying and rigorous process to evaluate the behavior of physical systems involving electricity, magnetism and waves. Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives A thorough understanding of physics requires the student to evaluate data and synthesize ideas to solve conceptual and numerical problems. The list of objectives below is intended to assist the student in this endeavor. Thus students in Physics 110 are expected to: Vibrations and Waves: The students will be able to 1. Identify Hooke's law and apply it to motion of masses attached to springs. 2. Solve problems involving systems with elastic potential energy. 3. Define simple harmonic motion. 4. Describe the equations of motion for a mass/spring system in conceptual and mathematical terms. 5. Apply the procedure for problem solving developed for the mass/spring system for the case of a simple pendulum. 6. Describe the effect of damping on a simple harmonic oscillator. 7. Define a wave in conceptual and mathematical terms. 8. Define the concepts of frequency, amplitude and wavelength and apply to the description of a wave. 9. Determine the physical characteristics that control the speed of a wave on a string. 10. Describe the effect of more than one wave traveling in a medium in terms of interference. 11. Describe wave reflection and the boundary condition(s) that will result in an inversion of the wave upon reflection. Sound: The students will be able to 1. Describe the characteristics of sound waves in terms of frequency. 2. Identify and explain the general physical characteristics that determine the speed of sound in a fluid and in a solid and solve problems for the speed of sound under varying circumstances. 3. Define intensity and intensity level and calculate how they vary with distance. 4. Describe the Doppler effect and apply the equations to solve for changes in wavelength and frequency of a wave as the motion of the observer and/or source change. 5. Apply the principle of interference to sound waves to explain the variation in loudness relative to the position with respect to two sources. 6. Describe the circumstances that lead to standing waves. Be able to sketch the first several harmonics of standing waves on strings and in air columns under varying boundary conditions. Solve problems involving standing waves. 7. Describe forced vibrations and resonance. 8. Use the principle of interference to describe the phenomena of beats. Be able to calculate the beat frequency. 9. Describe sound quality and how it determines the tones coming from musical instruments. 10. Describe how the ear interacts with a sound wave to produce sound. Specifically, be able to describe the structures of the ear that are involved in transforming a wave into the physiological phenomena of sound. Electric Forces and Fields: The students will be able to 1. Describe and explain the following physical properties of charge: a. Positive and negative charges and their origin b. Forces of attraction and repulsion between charges c. Charging by induction and conduction d. Insulators and conductors. 2. Describe and explain all of the relevant parameters of Coulomb's Law and apply to solving problems involving the forces between point charges. 3. Describe and explain an electric field and be able to calculate the field due to a collection of point charges. 4. Use electric fields to calculate the force on a point charge. 5. Define and explain the rules for electric field lines. 6. Draw electric field lines for simple charge distributions. 7. Describe and explain the properties of conductors in electrostatic equilibrium. 8. Describe and explain how the Van de Graff generator works. Electrical Energy and Capacitance: The students will be able to 1. Define and explain electric potential and potential difference and be able to calculate the electric potential due to a distribution of point charges. 2. Describe and explain the electric potential of charged conductors in qualitative and quantitative terms. 3. Solve problems involving electrical potentials, electrical potential energy and conservation of energy. 4. Explain the concept of equipotential surfaces and apply it to describe and explain charge distributions in conductors. 5. Define capacitance and calculate the capacitance for a parallel plate capacitor. 6. Determine the equivalent capacitance for capacitors connected in series and/or parallel. 7. Determine the amount of energy stored in capacitors. 8. Explain the effect a dielectric has on the capacitance and calculate the increase in capacitance given the dielectric constant. Electric Current: The students will be able to 1. Define electric current and conceptually understand the microscopic model of electron flow. 2. Measure the current in circuits and the voltages across the elements in the circuit. 3. Define and explain resistance, resistivity and what is meant by Ohm's Law. Direct Current (DC) Circuits: The students will be able to 1. Describe and explain sources of emf. 2. Calculate the equivalent resistance for parallel and series connections of resistors. 3. Describe and explain Kirchoff's rules. 4. Analyze and explain the behavior of RC circuits. Magnetism: The students will be able to 1. Describe and explain magnets and magnetic fields. 2. Solve problems involving magnetic forces on current carrying conductors. 3. Describe, explain and calculate the torque on a current loop and use to explain the electric motor. 4. Describe, explain, and calculate the magnetic field due to a long straight wire, current loops, and solenoids. 5. Describe and explain Ampere's Law. 6. Calculate the magnetic force between parallel conductors. Induced Voltages and Inductance: The students will be able to 1. Describe and explain: a. Induced electromotive force (emf) and magnetic flux b. Faraday's Law of induction c. Motional emf d. Lenz's Law. 2. Apply the concepts Faraday's law and Lenz's law to calculate the induced emf for different circumstances, and to describe and explain the behavior of a generator. 3. Describe and explain self inductance. 4. Describe and explain the behavior of RL circuits. 5. Describe and explain the energy stored in a magnetic field. Alternating Current (AC) Circuits: The students will be able to 1. Describe and explain in a qualitative way: a. the behavior of resistors, inductors and capacitors in an AC circuit b. resonance. 2. Describe and explain the transformer and calculate the current and voltages across the primary and/or secondary terminals. 3. Describe and explain in a qualitative way an electromagnetic wave. Reflection and Refraction: The students will be able to 1. Describe and explain: a. the nature of light b. reflection and refraction c. the law of refraction d. dispersion and prisms. 2. Use Snell's Law to calculate the path followed by light traveling from one medium to another. 3. Use the concepts of the nature of light, the laws of reflection and refraction and dispersion to explain the characteristics of a rainbow. 4. Describe and explain total internal reflection. 5. Calculate the critical angle for total internal reflection. Mirrors and Lenses: The students will be able to 1. Describe and explain image formation for plane, spherical, and convex mirrors using the law of reflection and ray tracing. 2. Describe and explain images formed due to refraction. 3. Use ray tracing and the thin lens approximation to locate and describe images formed by thin lenses. Wave Optics: The students will be able to 1. Use the principle of interference to describe and explain Young's Double Slit experiment. 2. Describe and explain phase changes due to reflection. 3. Describe and explain thin film interference. 4. Describe and explain diffraction, single slit diffraction, and the diffraction grating. 5. Describe and explain polarization and the variety of ways to achieve it. Optical Instruments: The students will be able to 1. Describe and explain selected of the following: a. The simple magnifier b. The compound microscope c. The camera d. The telescope e. The eye f. The Michelson interferometer g. Resolution of single slit or circular apertures. Modern Physics: The students will be able to 1. Distinguish between the physical aspects of classical physics and modern physics. 2. Describe and explain selected topics in modern physics. General Education Information Approved College Associate Degree GE Applicability AA/AS - Physical Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B1 Physical Science Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 5A Physical Science Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: An audience response system will be used to assess the discussion portion of the course. Students discuss their reasoning for their response with their peers. The results of each student’s response will count toward their class participation grade. An electron moving to the right enters a region of uniform magnetic field directed into the plane of the page. What is the direction of the force on the electron? A. Toward the top of the page. B. Toward the bottom of the page. C. Out of the plane of the page. D. Toward the left. E. There is no force because the magnetic field is uniform. Individual students will be graded based on the following two criteria: 1. Is the student participating in the discussion? 2. Did the student get the correct response? Based on how well the class responds to the question, the instructor will ask additional questions on this topic, review this topic, or move on to the next topic. Objective Examinations Example: Chapter quizzes, audience response questions, homework, and unit exams along with a comprehensive final examination are used to measure student performance in terms of the stated performance objectives. Objective Exam: 1. An uncharged conductor is supported by an insulating stand. You hold a positively charged rod near the left end of the conductor, but do not touch it. The right end of the conductor will be: a. negative b. positive c. neutral d. attracted Problem Solving Examinations Example: Two point charges are placed along a horizontal axis with the following values and positions: +3 nC at x = 0 cm and 7 nC at x = 20 cm. What is the net electric field (in N/C) at x = -10 cm? (let the positive direction be to the right). Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: A multimedia slide presentation is used to present the topic of Coulombs law in detail utilizing graphics and video segments for emphasis and clarity. Example problems are demonstrated by the instructor at appropriate times throughout the class lecture or live/recorded video. Students are always encouraged to ask questions in class or in the LMS video chat throughout the presentation. (Objectives: Electric Forces and Field 2). Several live or video demonstrations of electric circuits using actual equipment at appropriate times during the presentation provide more emphasis and clarity. Students are also given a complete set of lecture notes in advance and encouraged to ask questions throughout the presentation in class or through LMS chat feature. (Objective: Direct Current Circuits 1,2). Distance Learning An audience response system is used to ask questions on the magnetic forces in order to assess the level of student understanding during lecture and recitation (problem solving session). Based on how well students respond to the questions, the instructor will ask additional questions on this topic, review this topic, or move on to the next topic. In the online format polling software will be used to administer the question for during live/recorded video sessions. (Objectives: Magnetism 2,6). In class, group problem solving activities are administered to assess student understanding. The activities are also designed to get students to verbalize physical concepts to each member in the group, identify concepts that affect a physical system, and to illustrate how to build physical models. The instructor’s role is to facilitate the activity. In the online modality this can be accomplished asynchronously using virtual groups or synchronously using a breakout groups feature of a live meeting software. Example: Four equal charges, q= 03microC, of mass m= 03microkg are at the corner of a square of side L= 0289m. The top and the bottom side of the square are horizontal. If a particle of equal mass and charge is placed at the midpoint of one of the side of the square, what is its speed after moving a distance L/2? (Objectives: Electrical Energy and Capacitance 3) Typical Out of Class Assignments Reading Assignments 1. Read textbook chapter covering electric fields. Be prepared to answer questions with an audience response system in class. 2. Read textbook chapter covering magnetism. Be prepared to answer questions with an audience response system in class. Writing, Problem Solving or Performance 1. Complete online homework assignment on electric fields. This is an assignment created by the instructor using an online homework service that accompanies the course textbook. Sample Problem: A small object of mass 3.80 g floats in a uniform electric field. What is the magnitude and direction of the electric field? 2. Complete problem solving worksheet on magnetic fields. Example: Calculate the force on a 1 meter long wire carrying current of 1 amp in a magnetic field of 1 Tesla. Other (Term projects, research papers, portfolios, etc.) Required Materials College Physics Author: Serway and Vuille Publisher: Cengage Publication Date: 2018 Text Edition: 11th Classic Textbook?: OER Link: OER: College Physics Author: Paul Peter Urone and Roger Hinrichs Publisher: OpenStax Publication Date: 2020 Text Edition: 2nd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
ADMJ 0110 - PC 832 - Arrest
http://catalog.sierracollege.edu/course-outlines/admj-0110/
Catalog Description Hours: 44 (36 lecture, 8 laboratory) Description: Covers ethics, courts, community relations, laws of arrest, use of force, search and seizure, investigations, and arrest and control methods. Meets California Penal Code Section 832 requirement for individuals having limited Peace Officer powers to complete a training course prescribed by the Commission on Peace Officer Standards and Training (POST). No longer meets modular Police Academy requirements. May be repeated for credit to meet legally mandated education/training requirements. (not transferable) Course Student Learning Outcomes CSLO #1: Differentiate between constitutional amendments as they apply to the administration of justice. CSLO #2: Demonstrate safe and effective arrest and control techniques. CSLO #3: Recognize and differentiate the legal principles between warrantless and warrant arrests. Effective Term Fall 2017 Course Type Credit - Degree-applicable Contact Hours 44 Outside of Class Hours 72 Total Student Learning Hours 116 Course Objectives LECTURE OBJECTIVES: I. Course Orientation A. Identify student requirements B. Describe POST expectations C. Define High Risk issues D. Complete all required POST and College course forms II. From outline II, LD I – Leadership, Professionalism and Ethics A. Discuss why leadership is important B. Define leadership C. Evaluate universal components of leadership D. Analyze the role of the officer as a leader E. Analyze the role of the leader as a follower F. Discuss how leadership impacts the daily work of a peace officer and how officers can recognize the results G. Assess the relationship between public trust and a peace officer's ability to perform their job H. Compare community, agency, and other peace officers' expectations of a peace officer's conduct I. Analyze and explain the benefits of professional and ethical behavior to the community, agency and peace officers J. Assess the consequences of unprofessional/unethical conduct to the community, agency, and peace officer K. Evaluate and discuss the importance of adhering to the Law Enforcement Code of Ethics L. Justify an officer's response to a coworker's unprofessional or unethical conduct, including the legal basis for such interventions M. Assess situations when it is necessary to intervene on another peace officer's behalf and factors that can inhibit intervention N. Compare the types and levels of intervention used to prevent another peace officer's inappropriate behavior O. Give examples of ethical decision making strategies P. Explain the value of ethical decision making in leadership III. From outline III, LD 2 – Criminal Justice System A. Identify the freedoms and rights afforded to individuals under the U.S. Constitution, the Bill of Rights, and later amendments B. Identify how the U.S. Constitution amendments apply to the actions and conduct of peace officers C. Evaluate the components and primary goals of the criminal justice system D. Analyze the primary federal, state, and local law enforcement agencies within the criminal justice system E. Compare the objectives of the Judicial component of the criminal justice system F. Analyze the organization of the California court system, including positions commonly recognized as part of the judicial system G. Evaluate the judicial process in criminal cases H. Compare the objectives and responsibilities of the corrections component of the criminal justice system I. Recall the definitions of parole and probation J. Differentiate between parole and probation IV. From outline IV, LD 3 – Policing in the Community A. Identify peace officer responsibilities in the community B. Differentiate between proactive and reactive policing C. Recognize peace officers' responsibilities to enforce the law D. Identify and compare the elements of area/beat knowledge E. Analyze current and emerging issues that can impact the delivery of services by peace officers F. Outline opportunities where peace officers educate and learn from community members G. Define community partnerships H. Compare the key elements for developing trust between community partners I. Analyze the relationship of ethics to the badge of office J. Discuss leadership skills in community policing K. Define communication L. Evaluate the components of a message in communications with others M. Recognize the potential effects of negative nonverbal signals N. Give examples of effective communication techniques O. Identify the steps of the SARA model P. Apply the SARA Model V. From outline V, LD 5 – Introduction to Criminal Law A. Identify the relationship between Constitutional Law, Statutory Law, and Case Law B. Differentiate between the Letter of the law and the Spirit of the law C. Differentiate between criminal and civil law D. Recall the statutory definition of a crime E. Identify the basic elements common to all crimes F. Compare general, specific and transferred intent crimes G. Differentiate between criminal intent and criminal negligence H. Identify three classes of crime I. Differentiate among the three parties to a crime J. Identify people legally incapable of committing a crime VI. From outline VI, LD 15 – Laws of Arrest A. Recognize a peace officer's responsibility in relation to the protections and rights included in amendments to the U.S Constitution and related California Constitution sections B. Recognize a peace officer's responsibility in relation to the protections included under federal civil rights provisions C. Recognize appropriate conduct during a consensual encounter D. Recognize conduct that may elevate a consensual encounter E. Recognize the consequences of elevating a consensual encounter F. Differentiate between a detention and a consensual encounter G. Recognize reasonable suspicion H. Recognize appropriate peace officer actions during a detention I. Recognize the scope and conditions for warrantless searches and seizures during a detention J. Recognize conditions where the use of force or physical restraint is appropriate during a detention K. Recognize when there is probable cause to arrest L. Identify elements of a lawful arrest M. Differentiate between arrest and detention N. Recognize information that must be given to an arrested person O. Recognize elements of a warrantless arrest for a misdemeanor P. Recognize elements of a warrantless arrest for a felony Q. Recognize elements of a warrant arrest R. Recognize the requirements for entry to make an arrest S. Recognize the authority for a private person arrest and the peace officer's duty in response to a private person arrest T. Recognize conditions under which the use of force or physical restraint is appropriate during an arrest U. Recognize the statutory requirements for the disposition of an arrested person V. Recognize the exception to the powers to arrest W. Identify the purpose of the Miranda warning X. Recognize when Miranda warnings must be given Y. Identify the proper administration of Miranda warnings Z. Recognize the impact of invoking either the right to remain silent or the right to counsel AA. Recognize the types of Miranda waivers BB. Recognize the exception to the Miranda rule CC. Differentiate between an interview and interrogation DD. Differentiate between an admission and confession VII. From outline VII, LD 16 – Search and Seizure A. Recognize constitutional protections guaranteed by the Fourth Amendment B. Identify the concept of reasonable expectation of privacy C. Recognize standing and how it applies to an expectation of privacy D. Recognize probable cause to search and its link between Fourth Amendment protections and search and seizure law E. Recognize the conditions and circumstances where warrantless searches and seizures are considered reasonable and legal F. Recognize the scope and necessary conditions for conducting warrantless searches G. Recognize the scope and necessary conditions for conducting motor vehicle searches H. Recognize the legal framework establishing a peace officer's authority to seize physical evidence from a subject's body I. Recognize conditions under which a peace officer may use reasonable force to prevent a subject from swallowing or attempting to swallow evidence J. Recognize the conditions necessary for legally obtaining blood samples K. Recognize the conditions for legally obtaining evidence VIII. From outline VIII, LD 17 – Presentation of Evidence A. Recognize relevance as it pertains to the admissibility of evidence B. Understand what constitutes the legal chain of custody for evidence C. Recognize a peace officer's role and responsibilities in ensuring the admissibility of evidence D. Recognize the requirements and exceptions for admitting hearsay evidence IX. From outline IX, LD 18 – Investigative Report Writing A. Explain the legal basis for requiring investigative reports B. Assess the importance of taking notes in preparation for writing reports C. Apply appropriate actions for taking notes during a field interview D. Summarize the primary questions that must be answered by an investigative report E. Identify the fundamental content elements in investigative reports X. From outline X, D 20 – Use of Force A. Analyze reasonable force as stated by law B. Evaluate the components of the Fourth Amendment standard for determining objective reasonableness, as determined by the U.S. Supreme Court C. Explain the legal framework establishing a peace officer's authority during a legal arrest D. Identify the circumstances set forth in the California Penal Code when a peace officer has the authority to use force E. Discuss the level of authority agency policies have regarding the use of force by a peace officer F. Define the term "force option" G. Identify that the objective of using force is to overcome resistance to gain control of an individual and the situation H. Recognize force options and the amount of force a peace officer may used based on the subject's resistance I. Identify the legal standard for the use of deadly force J. Identify the factors required to establish sufficiency of fear for the use of deadly force K. Recognize facts an officer should consider when determining whether or not to use deadly force L. Analyze the role of agency policies regarding the use of deadly force M. Recognize the law regarding justifiable homicide by a public officer and the circumstances under which the homicide is considered justifiable N. Analyze factors that can affect a peace officer's response when threatened with danger O. Give examples of acceptable techniques for managing anger P. Describe the benefits of ongoing physical/mental training for peace officers involving the use of force Q. Explain the consequences of an officer's failure to intervene when unreasonable force is used by another peace officer R. Compare immediate and delayed intervention techniques XI. From outline XI, LD 30 – Preliminary Investigation A. Identify the goal of a criminal investigation B. Perform the steps of a preliminary criminal investigation C. Identify the primary purpose of conducting an initial survey of a crime scene and a crime scene search D. Identify the primary reason for establishing a chain of custody record E. Prepare the information that should be noted on a chain of custody record XII. From outline XII, LD 33 – Arrest Methods/Defensive Tactics A. Describe parts of an officer's body that are most vulnerable to serious injury B. Describe parts of an officer's body that may be used as personal weapons for self defense or to overcome resistance by a subject C. Explain factors to consider when approaching a subject and conducting a plain view search D. Analyze locations where weapons and/or contraband can be concealed on a subject's body E. Explain agency considerations and restrictions that may be common regarding a search of a person of the opposite sex F. Explain cover officer responsibilities G. Discuss a peace officer's justification to use controlling force on a subject H. Explain advantages and limitations a peace officer should consider when applying a control hold I. Explain advantages and limitations a peace officer should consider when performing a takedown technique J. Explain the purpose of using restraint devices on a subject K. Explain potential hazards when using handcuffs as a restraint device L. Compare responsibilities of the contact and cover officers when handcuffing multiple subjects M. Describe factors involved in retaining a peace officer's firearm N. Outline a peace officer's tactical considerations when confronted by an armed subject O. Discuss tactical considerations when disarming a subject P. Describe common transporting procedures that maximize officer safety and prevent prisoner escape Q. Describe the safe and secure positioning of a prisoner in an officer's vehicle LABORATORY OBJECTIVES: R. Demonstrate principles of defensive tactics S. Demonstrate an approach to safely and effectively conduct a person search T. Demonstrate cover officer responsibilities during a search of a subject U. Demonstrate the correct positioning of handcuffs on a subject V. Demonstrate the basic techniques for peace officers to safely maintain control of their firearm in a physical conflict XIII. From outline XIII, LD 39 – Crimes Against the Justice System A. Recognize the crime elements required to arrest for resisting, delaying or obstructing a public officer, peace officer or emergency medical technician; obstructing or resisting an executive officer by use of threats or force; threatening a public officer; removing any weapon from an officer; attempting to escape; attempting to rescue or lynching B. Recognize the crime elements required to arrest for providing false identity to a peace officer; falsely personating another; falsely reporting a criminal offense/emergency or destructive device C. Recognize the crime classification as a misdemeanor or felony XIV. From outline XIV, LD 42 – Cultural Diversity/Discrimination A. Describe personal, professional and organizational benefits of valuing diversity within the community and law enforcement organizations B. Analyze the dangers of relying on stereotypes to form judgments or to determine actions C. Define the term prejudice D. Define the term discrimination 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 Methods of Evaluation Objective Examinations Example: Students required to pass a timed, POST-constructed multiple choice exam at 75% minimum. Skill Demonstrations Example: Students required to properly demonstrate safe and effective Arrest & Control techniques in the following areas: Control Holds, Handcuffing, Searching and Takedowns. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Instructors explain and demonstrate proper control-hold and pat-down techniques used during a lawful detention. Students then practice techniques on each other. Lecture: Instructor leads a PPT presentation and class discussion based on Laws of Arrest. Students will then write a report based on the presentation. Distance Learning Instructor will present lecture slides and videos related to the Miranda Warning requirements; students will participate in Discussion Board related to the Constitutional connections of the Miranda advisement Typical Out of Class Assignments Reading Assignments 1. Read assigned Learning Domain on Use of Force from the student workbook and complete the chapter learning activities. 2. Read assigned Learning Domain on Presentation of Evidence and explain the chain of custody. Writing, Problem Solving or Performance 1. Writing: Write a paper explaining why the exercise of leadership is important to the officer and policing in the community. 2. Performance: Demonstrate proper control holds and handcuffing techniques. Other (Term projects, research papers, portfolios, etc.) Required Materials PC 832 Workbooks Author: POST Publisher: POST Publication Date: 2016 Text Edition: Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
ENGR 0110 - Introduction to Engineering Design
http://catalog.sierracollege.edu/course-outlines/engr-0110/
Catalog Description Hours: 54 lecture Description: Explores the branches of engineering, the functions of an engineer, and the industries in which engineers work. Explains the engineering education pathways and explores effective strategies for students to reach their full academic potential. Presents an introduction to the methods and tools of engineering problem solving and design including the interface of the engineer with society and engineering ethics. Develops communication skills pertinent to the engineering profession. Introduces the fundamentals of engineering design, problem solving, planning, prototyping and some fabrication. (C-ID ENGR 110) (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify, compare, and contrast the different disciplines within engineering. CSLO #2: Apply basic engineering principles to solve simple problems. CSLO #3: Identify the educational steps required to become an engineer. CSLO #4: Analyze the role of engineering professionals working in the local area. CSLO #5: Demonstrate the skills of identifying an engineering problem, propose several engineering solutions to the problem, select the optimal solution, then apply that solution through a design and build process. 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 class discussion, specific classroom exercises (including homework), projects and written assignments: 1. Identify the different branches of engineering and distinguish between them 2. Identify the wide spectrum of work functions that engineers perform 3. Assess engineering as a suitable personal career choice 4. Describe the engineering design process 5. Demonstrate the ability to apply the engineering design process 6. Identify behaviors that will support success in becoming an engineer 7. Identify transfer programs related to personal goals 8. Develop a student educational plan for transfer 9. Participate in multiple engineering problem solving exercises 10. Identify the skills and characteristics required for good leadership and teamwork 11. Use computer software to solve basic engineering problems 12. Prepare and present a technical report 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 CSU Transferable UC Transferable Methods of Evaluation Objective Examinations Example: Students will participate in an examination that includes topics presented during lecture and contained within the reading. Sample Exam Questions: The critical path (limiting factor) as to how long an individual will spend at Sierra College in engineering before transferring to a four-year college is the math courses: T / F. According to topics presented in lecture, Mechanical Engineering is best described as: A: Designing and building of roads, property boundary, and bridges B: Optimizing a production factory for maximized output C: Working to make and program electrical products such as computers and cell phones D: Working with energy, heat, fluid flow, and robotics. Projects Example: Students will design and build a mechanical assembly to complete a specified engineering task. For example, design and build a small robotic car to navigate and retrieve an object from a predetermined course. The object may be something like a racquetball. A report may be required upon completion of the project. Reports Example: All students will write a 2 page report based on information presented during lecture outlining a self-examination of their role within engineering academics and engineering as a career goal. The paper is graded based upon it’s coherence in relation to topics presented during the course. Rubric grading. Writing Assignment Sample: 1. Write about which branch of engineering you are most interested in and one of the colleges/universities of your choice. Some topics to cover are listed below: 1.1 How and why did you choose engineering (or choose to take this class)? 1.2 How far along are you in your scholastic career? 1.3 Which branch of engineering interests you most? Why? 1.4 Which college/university do you plan to attend? 1.5 How do you plan to choose your college/university? 1.6 What are the justifications for your choices (use research)? 1.6.1 Salary info. 1.6.2 Job opportunity / demand. 1.6.3 Scholastic reputation / ranking. 1.6.4 Personal decisions / other factors. * If you are not comfortable with this topic (you may not want to major in engineering), write about which major most interests you and why. *Include reasons for your decision and outline your educational plan for the next two years. Repeatable No Methods of Instruction Lecture/Discussion Lecture: Instructor will explain the differences between engineering disciplines. Students will be divided into small groups to identify questions about engineering disciplines. Instructor will describe the requirements for an educational plan and a career plan. Students will work in small groups to develop their own plan. Typical Out of Class Assignments Reading Assignments 1. Read the online or handout material for each engineering discipline area and analyze the benefits and detriments related to your career goals. 2. Research the future trends related to one career area and analyze its employment potential. Writing, Problem Solving or Performance 1. Research and prepare a report on the basic employment requirements to enter a selected engineering discipline/field. 2. Research and prepare a report on the required academic and experience preparation to obtain a position in the engineering profession. Other (Term projects, research papers, portfolios, etc.) 1. Participate in an engineering design project which requires engineering design and building (example: design an automated vehicle to navigate a course, pickup a tennis ball, and bring it back) 2. Prepare a technical term report, which includes engineering analysis and problem solving, designed around a current social need. Required Materials Studying Engineering Author: Raymond B. Landis Publisher: Discovery Press Publication Date: 2014 Text Edition: 4th Classic Textbook?: OER Link: OER: Engineering Design: A Project Based Introduction Author: Clive Dym Publisher: Wiley Publication Date: 2014 Text Edition: 4th Classic Textbook?: OER Link: OER: Introduction to Engineering Analysis Author: Kirk Hagen Publisher: Pearson Publication Date: 2014 Text Edition: 4th Classic Textbook?: OER Link: OER: Engineering Your Future: A Comprehensive Introduction to Engineering Author: William C. Oakes Publisher: Oxford University Press Publication Date: 2018 Text Edition: 9th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
ATHL 0110 - Softball Training
http://catalog.sierracollege.edu/course-outlines/athl-0110/
Catalog Description Formerly known as PHED 111 Prerequisite: Enrollment limitation: permission of instructor required; for students with advanced softball skills, conditioning and previous competitive experience Hours: 58 laboratory per unit Description: Stresses softball training, skills, knowledge, strategy, and appreciation. Intended for students with varsity high school experience who are preparing for competitive intercollegiate softball. May be taken four times for credit. (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Demonstrate individual defensive skills. CSLO #2: Identify team building and leadership techniques. CSLO #3: Evaluate different spins and pitch location. CSLO #4: Demonstrate various bunts used in the short game. CSLO #5: Demonstrate various types of slides. CSLO #6: Identify different offensive situations. Effective Term Fall 2020 Course Type Credit - Degree-applicable Contact Hours 29-174 Outside of Class Hours 0 Total Student Learning Hours 29-174 Course Objectives 1. Analyze offensive strategies. 2. Identify the benefits of using arm band offensive signals in game situations 3. Evaluate defensive strategies that prevent stolen bases. 4. Develop a scouting report on an opponent. 5. Demonstrate techniques to lining up a double-cut from the warning track. 6. Demonstrate pitch calling techniques in college softball. 7. Perform defensive signals used in a bunt situation and align defensive players on the infield. 8. Implement offensive signals in a game using arm band signals. 9. Perform plays to defend a first and third situation while on defense. 10. Demonstrate breathing techniques to use during a game. 11. Perform the steps to fielding a ground ball in the infield. 12. Demonstrate the bunting techniques used in the short game. 13. Compare and contrast different defensive situations. 14. Utilize relaxation breathing techniques. 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 CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: After analyzing and discussing opponents game film, develop a scouting report and present it to the team. A rubric will be used to grade the assignment and a traditional grading scale will be used. Skill Demonstrations Example: Perform the steps to fielding a ground ball in the infield. Video analysis will be used to assess the skill. Pass/Fail grading. Repeatable Yes Methods of Instruction Laboratory Distance Learning Lab: Discussion by the instructor on the various aspects of defensive scenarios. The students will examine the scenarios and discuss in small groups (Objective 9) Instructor will lead a discussion on breathing techniques to use during warm-ups, in the on deck circle and in the dugout, followed by student practice. (Objective 6) Following an instructor demonstration, the students will perform plays to defend a first and third situation while on defense. (Objective 5) Following an instructor demonstration, students will perform the bunting techniques used in the short game. (Objective 8) Distance Learning The instructor will lecture on the steps to fielding a ground ball. The students will outside the steps to fielding a ground ball. (Objective 11) Typical Out of Class Assignments Reading Assignments 1. Read text book "Heads Up Baseball" and prepare your personal Mission statement. 2. Read text book "Heads Up Baseball" and be prepared to discuss the different types of breathing techniques. Writing, Problem Solving or Performance 1. Identify three defensive strategies to defend a first and third play. Prepare a written report on the three strategies. 2. Create a guide book for offensive signals and strategies to use in a game. Other (Term projects, research papers, portfolios, etc.) Required Materials Heads-up Baseball; Playing one pitch at a time Author: Ken Ravizza/Tom Hanson Publisher: McGraw-Hill Publication Date: 2017 Text Edition: 2nd Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
SOC 0110 - Introduction to Social Justice
http://catalog.sierracollege.edu/course-outlines/soc-0110/
Catalog Description Hours: 54 lecture Description: Course focuses on the interdisciplinary study of social justice. Examines social justice movements in the United States in relation to key social groups and identities. Provides a better understanding of the socio-economic, cultural, and political conditions among these key social groups. Students in this course will actively engage in addressing social justice issues. (C-ID SJS 110) (CSU, UC) Course Student Learning Outcomes CSLO #1: Apply social theories and critical analysis to minority-majority group relations and the structure of inequality. CSLO #2: Analyze how social processes and the manipulation of social power have led to conflict, cooperation, and stratification among minority groups in the United States. CSLO #3: Evaluate and analyze proposed solutions, social movements, and actions to the study of social justice in the United States. CSLO #4: Evaluate the role of individual impact on social justice issues via engagement in research and/or social action. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives The student will be able to, through oral and written work: 1. assess the growth and diversity of important minority groups in the United States; 2. demonstrate knowledge and understanding of the histories and experiences of minority groups and their contributions to the development of U.S. society; 3. explain how concepts of minority group status are socially and politically constituted and institutionalized; 4. compare and contrast the important minority groups in the United States; 5. demonstrate an understanding of minority-majority group relations; 6. evaluate the problems facing minority groups in the United States; 7. assess the intersection of identities and its impact on social status and social movements. 8. Evaluate the impact of individual and collective action in addressing social issues General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D3 Ethnic Studies CSUGE - D7 Interdisciplinary Soc/Behav CSUGE-D0 Sociology/Criminology Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4C Ethnic Studies IGETC - 4G Intrdis Social/Beha IGETC - 4J Sociology/Criminlgy Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Instructor will divide students into share-pairs and hand out an assignment asking pairs to collaboratively brainstorm examples of Interpersonal, Institutional, and Internalized examples of adultism. Instructor will facilitate a discussion of report out from pair groups in larger group discussion. Essay Examinations Example: Essay question: Explain the importance of intersectionality when evaluating social inequity. Give an example of at least two social identities and how they interconnect to create a social experience. Objective Examinations Example: True/False question on an exam. Example from studying immigration: T/F Immigrants are three times as likely as U.S.-born residents to start small businesses and small businesses account for up to 80% of new jobs in the U.S. Problem Solving Examinations Example: In class, instructor will divide students into groups and hand out a specific scenario related to one of the social justice topics studied in class (i.e., immigration, racism, homophobia) and will be asked to identify the problem and design steps for solution (i.e., legislative solution, social movement, activism, media campaign). Projects Example: For Social Justice Days, students will pick a social inequality, highlighted in the class, to further research and create a visual poster project to be displayed in the quad during this campus event. Project will be peer reviewed and graded by the instructor based upon a structured rubric. Reports Example: Students will work in groups, in and outside of class, to create a class presentation on a key social justice topic from the class. Students will be required to include academic research and critical analysis on the topic. The group will present their project via video or presentation to classmates. Project will be assessed via rubric, combining both peer review and instructor grade. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will divide students into small groups and hand out varied examples of social inequalities (as related to race, ethnicity, gender, class, etc.) Students will assess the inequalities, identify structural barriers to equity, and design a response rooted in social justice and movement pedagogy. Distance Learning Instructor will assign five varied examples of social inequalities (as related to race, ethnicity, gender, class, etc.) Students will, via discussion board assignment, choose one with which to assess the inequalities, identify structural barriers to equity, and design a response rooted in social justice and movement pedagogy. Students will then be required to comment on at least one of their classmates posts, in which they will include, in their comment, an analysis of their classmate's post and identify additional structural barriers to add to the discussion on social justice pedagogy. Typical Out of Class Assignments Reading Assignments Students will have weekly reading assignments in college-level texts. Sample Assignment: 1. Read chapter 1 in your textbook and be prepared to discuss the impact of the critical race theory on the modern history of U.S. civil rights movements. 2. Read In A Different Mirror by Ronald Takaki, and be prepared to provide a brief overview of the history of multicultural U.S.-America by highlighting the experiences of key racial and ethnic groups, as discussed in the article. Writing, Problem Solving or Performance Students will regularly write formal, college level, essays on issues of Social Justice. Examples: 1. Construct an annotated timeline of racial justice struggle in the United States. 2. Following the guidelines for field research and content analysis, choose a social justice movement/organization to evaluate. Create a check list for your observation, write a reaction paper detailing your observations including your discussion and analysis on social stratification, theories on inequalities (i.e., critical race theory), and movement pedagogy. Other (Term projects, research papers, portfolios, etc.) As a culminating semester project, identify a key social justice issue and construct an analysis of this issue as related to social justice pedagogy. Prepare a classroom presentation to highlight the chosen issue, explain the issues of inequality, and show evidence of related social justice action and/or movement(s). Required Materials Race, Class, and Gender Author: Anderson & Collins Publisher: Cengage Learning Publication Date: 2020 Text Edition: 10 Classic Textbook?: No OER Link: OER: Diversity and Society: Race, Ethnicity, and Gender Author: Healey, Joseph Publisher: Sage Publication Date: 2022 Text Edition: 7 Classic Textbook?: No OER Link: OER: When We Fight, We Win: Twenty-First-Century Social Movements and the Activists That Are Transforming Our World Author: Greg Jobin-Leeds Publisher: The New Press Publication Date: 2016 Text Edition: 1st Classic Textbook?: No OER Link: OER: Readings for Diversity and Social Justice Author: Adams, Blumenfeld, Castenda, Hackman, Peters, Zuniga Publisher: Routledge Publication Date: 2018 Text Edition: 4 Classic Textbook?: No OER Link: OER: Solidarity Politics for Millennials Author: Ange-Marie Hancock Publisher: Palgrave MacMillan Publication Date: 2011 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.
Course Identification Numbering System (C-ID)
...ITIS 110 IT 0100 ITIS 120 IT 0015...0101 ARTH 110 ARHI 0110 ARTH 120 ARHI...
Understanding Course Descriptions
...for example SOCI 0110, students at that college can be assured that it will be...
Administration of Justice
http://catalog.sierracollege.edu/departments/administration-justice/
...Computer Forensics Fundamentals (Also IT 0165 ) ADMJ 0089 Fraud Examination ADMJ 0110 PC 832 - Arrest...
Humanities
http://catalog.sierracollege.edu/departments/humanities/
...its ideas (philosophy), through its commitment to its...0101 Art Appreciation ARHI 0110 Survey of Western...
Sociology
http://catalog.sierracollege.edu/departments/sociology/
...systematic analysis of society, its groups, institutions and...of Gender 3 SOC 0110 Introduction to Social...
Transferable Courses to the UC System
...BIOL 0056L ; no cred-it for BIOL 0011...from PHYS 0105 / PHYS 0110 and PHYS 0205...
