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Catalog Description Formerly known as CIS 153 Prerequisite: Completion of IT 120 with grade of "C" or better or CompTIA Security+ certification as determined by the Information Technology Department Chair Hours: 72 (54 lecture, 18 laboratory) Description: Learn how to configure and use threat detection tools, perform data analysis, and interpret the results to identify vulnerabilities, threats, and risks to an organization with the end goal of securing and protecting applications and systems within an organization. This course covers skills used by Information Security (IT) security analysts, vulnerability analysts, or threat intelligence analysts with a technical, “hands-on” focus on IT security analytics. Covers exam objectives relating to the CompTIA Cybersecurity Analyst (CSA+) industry certification. (CSU) Course Student Learning Outcomes CSLO #1: Research, analyze and evaluate information to solve business problems using security concepts and software. CSLO #2: Design and produce security solutions incorporating current trends, and best practices. CSLO #3: Employ security concepts and terminology in professional communication. CSLO #4: Demonstrate marketable security career skills. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 90 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Explain the purpose of practices used to secure a corporate environment. 2. Compare and contrast common vulnerabilities found in the following targets within an organization. 3. Distinguish threat data or behavior to determine the impact of an incident. 4. Explain the importance of communication during the incident response process. 5. Analyze common symptoms to select the best course of action to support incident response. 6. Summarize the incident recovery and post-incident response process. 7. Explain the relationship between frameworks, common policies, controls, and procedures. 8. Compare and contrast the general purpose and reasons for using various cybersecurity tools and technologies. 9. Explain application security best practices in the Software Development Life Cycle (SDLC). Lab Objectives: 1. Apply environmental reconnaissance techniques using appropriate tools and processes. 2. Analyze the results of a network reconnaissance. 3. Implement or recommend the appropriate response and countermeasure for a network-based threat. 4. Implement an information security vulnerability management process. 5. Analyze the output resulting from a vulnerability scan. 6. Prepare a toolkit and use appropriate forensics tools during an investigation. 7. Use data to recommend remediation of security issues related to identity and access management. 8. Review security architecture and make recommendations to implement compensating controls. 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 Classroom Discussions Example: As an out-of-class assignment that will be discussed in-class, students will find information on the Internet relating to an unintended release of personal identifiable information (PII) and discuss in class the cause of the information breach and the resulting potential damage to consumers. Student performance will be evaluated by the instructor based upon a rubric provided by the instructor. Objective Examinations Example: Primarily composed of typical certification examination multiple choice style questions, designed to test the students knowledge relative to cybersecurity concepts and skills. As an example: The process of warning a software manufacturer about a vulnerability is commonly known as: a. Fair Disclosure b. Blue Ribbon Analysis c. Black Box Testing d. White Box Testing Problem Solving Examinations Example: The series of online labs provide "hands-on" activities that provide students with defined problems that require a response in the form of utilization of a variety of tools (skill demonstration) in order to complete the exercise. As an example: Utilizing the available virtual lab environment, students shall configure, verify, and troubleshoot static and dynamic port security. Students shall issue a report, providing screen shots that confirm their lab activities. Student performance will be evaluated by the instructor based upon a rubric provided by the instructor. Skill Demonstrations Example: The series of online labs provide "hands-on" activities that provide students with defined problems that require a response in the form of utilization of a variety of tools (skill demonstration) in order to complete the exercise. As an example: Utilizing the available virtual lab environment, students shall configure, verify, and troubleshoot static and dynamic port security. Students shall issue a report, providing screen shots that confirm their lab activities. Student performance will be evaluated by the instructor based upon a rubric provided by the instructor. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: After instructor demonstrates, students will utilize the available virtual lab environment and complete a topology discover exercise that includes: Basic Scanning, Topology Discovery against Firewalls, OS Fingerprinting, Output Logs, and Zenmap the Nmap GUI. Students shall issue a written report of their findings. (Lab Objective 1) Lecture: Following a lecture based on an in-class discussion relating to secure coding (programming), students will prepare as a group "mini" project a summary of what steps will be taken to ensure attention is paid to a security framework as part of the software development activities. (Lecture Objective 9) Distance Learning After watching instructor video lecture, students utilize NETLAB+ virtual lab environment to configure, verify, and troubleshoot static and dynamic port security. Students shall issue a report, providing screen shots that confirm their lab activities. (Lab Objective 7) Typical Out of Class Assignments Reading Assignments 1. In preparation of an in-class discussion, read the chapter associated with "secure software development" and be prepared to discuss the ramifications of changing the law with regard to the implications associated with imposing liability on software development companies that is more in line with product liability that manufactures face (e.g., fitness for a particular purpose), relative to unintended data distribution. 2. Find information on the Internet relating to an unintended release of personal identifiable information (PII) and discuss in class the cause of the information breach and the resulting potential damage to consumers. Writing, Problem Solving or Performance 1. Utilizing www.shodan.io, identify a vulnerable system accessible from a public Internet Protocol (IP) address, and issue a report detailing the nature of the vulnerability and potential damage that may result if the vulnerability continues to exist. 2. With reference to the above vulnerability identification assignment, draft a letter to the system owner, explaining the vulnerability, utilizing the principles associated with "fair disclosure", and providing the steps you will take if the vulnerability is not removed within a prescribed time period. Other (Term projects, research papers, portfolios, etc.) Required Materials CompTIA CySA+ Study Guide Exam CS0-002 Author: Mike Chapple, David Seidl Publisher: Wiley Publication Date: 2020 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.

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

Catalog Description Formerly known as ARHI 0150 Hours: 54 lecture Description: Study of the painting, sculpture, architecture and other art forms of India, China, Japan, Korea, and Southeast Asia from prehistoric times to present. (C-ID ARTH 130) (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify, examine, and assess representative works of art and architecture from the art historical periods covered in this course employing appropriate art historical terminology CSLO #2: Analyze, discuss, and differentiate works of art and architecture in terms of historical context and cultural values CSLO #3: Analyze, discuss, and distinguish the roles of art, architecture, and the artist from the art historical periods covered in this course Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Analyze the history of Western colonialism and its impact on scholarship, aesthetics, and terminology in the study of Asian Art. 2. Analyze the arts of the Indian subcontinent in terms of history and development, function of objects, major media and techniques, architecture, sculpture, painting, and diaspora and contemporary arts. 3. Analyze the arts of China in terms of history and development, function of objects, roll and status of artist, major media and techniques, architecture, painting, and diaspora and contemporary arts. 4. Analyze the arts of Japan and Korea in terms of history and development, function of objects, major media and techniques, architecture, painting, and diaspora and contemporary arts. 5. Analyze the arts of Southeast Asia in terms of history and development, function of objects, major media and techniques, architecture, and diaspora and contemporary arts. 6. Compare and contrast major works of art and architecture from India, China, Japan, Korea, and Southeast Asia in terms of similarities and differences in function, context, and style. General Education Information Approved College Associate Degree GE Applicability AA/AS - Arts and Humanities AA/AS - Fine Arts AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C1 Arts Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 3A - Arts 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 cultural style (such as Jain painting)--course objective #2. This will help instructor gauge where current student understanding and mastery exists, and identify any areas of confusion or lack of understanding. Essay Examinations Example: Essays 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 monuments or sculptures 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. 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 elements in floor plans, and image identifications (title, culture, and date). Example: with an image of a Shiva Nataraja sculpture on the screen, ask the students to identify it. 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 contemporary artist to research and in a paper analyze their connections to the past, involvement in international art scene, and ways in which they challenge colonial western bias. The final paper would be assessed for research methods and citing, ability to clearly organize and state information, and application of historical and aesthetic approaches to an artist and their products. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor presents A. Visually oriented lectures, such as PowerPoint presentations, about artworks and their historical contexts. For example, a lecture on the production of ritual bronze vessels during the Shang dynasty, their political and religious functions relating to kingship and ancestor worship, and common stylistic elements. Students will build their ability to identify major representative works of art (CSLO 1), use proper terminology for elements (CSLO 1), as well as discuss historical context and cultural values (CSLO 2), and distinguish the techniques use to create bronzes in China. Distance Learning B. Class and small group discussions (online and on ground) such as: Compare and contrast the floor plan of a provided Buddhist temple and Hindu temple. What elements do they have in common and what elements are different? What accounts for these similarities and differences? Analyze a primary document relating to social and cultural context of art making (contracts, artistic biography, historical art criticism such as Xie He’s Six Laws) Work together to analyze an unknown object 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 Typical Out of Class Assignments Reading Assignments 1. Read provided primary document from instructor (such as reading on Postcolonial theory) and be prepared to discuss in class. 2. Read chapter in your text and select one object produced in Southeast Asia. In a class discussion, describe the object in terms of medium, process, style, function, and who the most likely patron of the object would be. Writing, Problem Solving or Performance 1. Selecting a Buddhist temple from a provided list, write a three-page, typed, and double-spaced paper, identify the significant architectural elements of the temple as well as its function and symbolism within the specific type of Buddhism. 2. You and your fellow classmates have been hired by a famous movie director as set consultants. An upcoming movie will feature a realistic recreation of a traditional Shinto Shrine. It is your task to prepare a detailed written and illustrated description of elements that must be included in the re-creation. The movie executive knows very little about Shinto so it is important to explain the significance of a temple for a person living in that period. Other (Term projects, research papers, portfolios, etc.) 1. After visiting the Crocker art museum, choose one object to research and write a one to two page catalog description of the object for the museum visiting public. 2. Choose one contemporary work made by an artist of Asian descent. In a 3-5 page paper, discuss the work in terms of how it reflects traditional cultural themes, as well as how those themes might be transformed within a contemporary context. Required Materials Asian Art Author: Dorinda Neave, Lara Blanchard, and Marika Sardar Publisher: Pearson Publication Date: 2015 Text Edition: 1st Classic Textbook?: OER Link: OER: Art History Author: Stokstad, Marilyn Publisher: Prentice-Hall Publication Date: 2017 Text Edition: 6th Classic Textbook?: OER Link: OER: Art Beyond the West Author: Kampen-O'Riley, Michael Publisher: Prentice Hall Publication Date: 2012 Text Edition: 3rd Classic Textbook?: OER Link: OER: Reframing Art History: A New Kind of Textbook Author: Dr. Lauren Kilroy-Ewbank Publisher: Smarthistory Publication Date: 2024 Text Edition: Classic Textbook?: OER Link: OER: yes Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Formerly known as PHED 161 Prerequisite: Enrollment limitation: permission of instructor required; for students with advanced baseball skills, conditioning and previous competitive experience Hours: 58 laboratory per unit Description: Intercollegiate baseball competition conducted through NCAA and California Community College Athletic Association (CCCAA) rules. May be taken four times for credit. (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Select and perform offensive and defensive strategies. CSLO #2: Analyze offensive and defensive signals. CSLO #3: Perform game day score keeping techniques. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 58-174 Outside of Class Hours 0 Total Student Learning Hours 58-174 Course Objectives 1. Analyze aspects of a quality baseball program as it related to offensive strategies. 2. Identify the benefits of using Own the Zone signal calling system. 3. Evaluate defensive baseball strategies. 4. Develop a scouting report. 5. Analyze the mental game of baseball. 6. Demonstrate techniques used to hit different pitches. 7. Implement pitch calling strategies for a college baseball game. 8. Perform defensive signals used in a bunt situation and align defensive players on the infield. 9. Perform plays to defend a first and third situation while on defense. 10. Demonstrate breathing techniques to use in the on deck circle during a college baseball game. 11. Perform the steps to field a fly ball. 12. Demonstrate the bunting techniques used in the short game. 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 class. A rubric will be used to score 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. Rubric grading. Repeatable Yes Methods of Instruction Laboratory Distance Learning Lab: Discussion by the instructor on the various defensive scenarios. The students will examine the scenarios and discuss in small groups. (Objective 3) Instructor will lead a discussion on pre-pitch preparation for on deck batters. Students will are expected to participate in the discussion. (Objective 5) Following an instructor presentation, students will perform plays to defend the short game on defense. The instructor will evaluate the plays (Objective 7) The instructor will discuss how to hit an off-speed pitch. The students will demonstrate the techniques used to hit off speed pitches (Objective 1) Distance Learning The instructor will lecture on the steps to field a fly ball. The students will outline the steps to fielding a fly ball. (objective 11) Typical Out of Class Assignments Reading Assignments 1. Read chapter in "Heads up Baseball" and examine your best and worst performances in a baseball games using the chart on from the textbook. 2. Read chapter in "Heads Up Baseball" and prepare to discuss pre-game mental preparation strategies to use during warm ups. Writing, Problem Solving or Performance 1. Identify three defensive strategies to defend a power hitter. Prepare a written report on the three strategies. 2. Create a chart for calling pitches during a college baseball game. Other (Term projects, research papers, portfolios, etc.) Required Materials The TUFFCUFF Strength and Conditioning Manual for Baseball Pitchers Author: Steven Ellis Publisher: The Complete Pitcher, Inc. Publication Date: 2019 Text Edition: 4th Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Students will provide their own baseball spikes, gloves and bats.