SOC 0010. Feminism and Social Action
Units: 3
Also known as WMST 4
Advisory: Completion of ENGL N with grade of "C" or better
Hours: 54 lecture
Examines sociological underpinnings of social action and explores unique contributions of feminism in challenging traditional gender scripts and roles. Provides an overview of the ways in which people engage in deliberative social action to change the conditions of their lives and of their communities. Emphasizes sociological theory as applied to issues related to the institutions of family, health, religion, employment, sexual harassment, housing, and interpersonal violence. Students in this course will actively engage in the exploration, analysis, and solutions of feminist issues. (CSU, UC)
SOC 0010 - Feminism and Social Action
http://catalog.sierracollege.edu/course-outlines/soc-0010/
Catalog Description Also known as WMST 4 Advisory: Completion of ENGL N with grade of "C" or better Hours: 54 lecture Description: Examines sociological underpinnings of social action and explores unique contributions of feminism in challenging traditional gender scripts and roles. Provides an overview of the ways in which people engage in deliberative social action to change the conditions of their lives and of their communities. Emphasizes sociological theory as applied to issues related to the institutions of family, health, religion, employment, sexual harassment, housing, and interpersonal violence. Students in this course will actively engage in the exploration, analysis, and solutions of feminist issues. (CSU, UC) Course Student Learning Outcomes CSLO #1: Apply feminism and feminist theory to the study of social change. CSLO #2: Evaluate feminism and social action through the lens of intersectionality (i.e. the intersection of gender with race, ethnicity, socio-economic status, sexualities). CSLO #3: Evaluate the role of feminist movements in the influence of research and policy affecting the lives of women. CSLO #4: Evaluate the role of individual impact on feminist 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 Upon completion of this course, the student will be able to: 1. Correlate feminism and feminist theory to the study of social change; 2. investigate the ways in which social change may be formulated, strategized, and initiated; 3. critique the historical contributions of women who have worked for social change; 4. compare the strengths and challenges of a variety of leadership styles; 5. appraise how gender stereotypes intersect with other social systems, such as age, class, disability, race, ethnicity, religion, and sexual orientation; 6. analyze the role of gender based power struggles in working toward community revitalization efforts; 7. analyze social issues and social change efforts using a feminist perspective; 8. analyze and evaluate whether the goals and methods of particular social actions are consistent with an empowerment model of social change; 9. evaluate the impact of structural and policy changes; and 10. evaluate the strategies for future feminist activism. General Education Information Approved College Associate Degree GE Applicability AA/AS - Social Sciences AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D4 Gender Studies CSUGE-D0 Sociology/Criminology Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4D Gender Studies IGETC - 4J Sociology/Criminlgy Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Instructor will lead students through an in-class activity practicing the steps to taking action in reference to a topic example (i.e. violence, reproductive rights, labor) Essay Examinations Example: Essay Exam Question: Example 1. Chart the cycle of domestic violence as discussed in the reading. Using examples, explain each stage of the cycle. Analyze and discuss the reasons why abused individuals might stay in abusive relationships. Example 2. Give an example of an organization that provides health care information for women -- who are they? What is their mission? What type of information do they provide? How do you locate them? Include an analysis of this organization through the lens of feminist theory. Objective Examinations Example: Evaluation based on short essay, matching, true/false, and fill-in exams; writing assignments; student presentations; and class participation activities. Examples: The Amendment to the U.S. Constitution guarantees women the right to vote. a. 1st b. 14th c. 19th d. 21st Women's Studies programs were born out of the a. 1st wave of the feminist movement b. 2nd wave of the feminist movement c. 3rd wave of the feminist movement d. Title IX of the Education Amendments of 1972 Projects Example: Community Activism Project This project is intended to connect the student with community based leaders, programs and resources, as a way to gain firsthand insight into the practice of making a difference in people's lives. This assignment requires the student to partner with a community organization, one that works for change and/or provides a direct service related to course content. Instructor will work to facilitate the relationship between organization and student. Step one is to plan an action. This will involve considering the history of the issue, identifying the need for action, and planning the action itself. A written summary and/or digital story will either be a plan (for a future action) or a reflection of how the student or the organization they are currently involved with have met (or are meeting) the steps for change. Be sure to address each of the steps to activism in the written summary (see "Fight Like a Girl"). A required part of this project is to create a resource list (including a minimum of 6 agencies, contact name/s, addresses, phone numbers and e-mail contact information) and a written summary of your project Reports Example: Students will be asked to pick a related topic of interest to research further and produce a written or digital story explaining details of the topic and analyzing its relevance to course concepts. For example, the role of women's unpaid labor in both family's economic status and a nation's Gross National Product. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Referencing a related reading assignment given to students, instructor will facilitate a dialogue about the link between feminist theory, feminist movements, and activism in women's lives. Instructor will lead students through an activity practicing the steps to taking action in reference to a topic example (i.e. violence, reproductive rights, labor). Distance Learning Referencing a related reading assignment given to students, instructor will facilitate a dialogue about the link between feminist theory, feminist movements, and activism in women's lives. Dialogue may occur via discussion boards, Voice Threads, video chat, zoom. Typical Out of Class Assignments Reading Assignments Students will have weekly reading assignments. 1. Read "A Movement for Everyone" in the Fight Like A Girl text, and be prepared to discuss what you see as the biggest challenges facing women's movements today in terms of inclusion. 2. Read the chapter in "Nine Women" about Jessie Lopez-De La Cruz and identify one experience or influence that struck you as being significant in her life. Be prepared to come to class to engage in a discussion with your classmates. Writing, Problem Solving or Performance Students will regularly write formal, college level, essays related to course material. Examples include: 1. What does "feminism" mean to you? What has been your prior experience with feminism or feminist? How do these experiences compare to the definition of feminism as stated in your textbook readings. What is the significance of one's cultural traditions (i.e. Mexican, Asian, Native American, African American or other cultural beliefs) in considering this question? 2. Identify and describe at least two socio-structural explanations for gender differences in political participation. Other (Term projects, research papers, portfolios, etc.) Chose a topic, related to our course content, to explore in further detail. Using academic research sources (i.e. JSTOR, ProQuest) research this topic. Include your critical analysis on the topic utilizing the feminist perspective. Include your critique of the issue and its impact on the status of women, as well as proposed activisms for a solution. Required Materials Women Across Cultures: A Global Perspective Author: Shawn Meghan Burn Publisher: McGraw Hill Publication Date: 2023 Text Edition: 5 Classic Textbook?: No OER Link: OER: Fight Like a Girl: How to be a fearless feminist Author: Megan Seely Publisher: NYU Press Publication Date: 2019 Text Edition: 2nd Classic Textbook?: No OER Link: OER: Women's Activism, Feminism, And Social Justice Author: Margaret A. McLaren Publisher: Oxford University Press Publication Date: 2019 Text Edition: 1 Classic Textbook?: No OER Link: OER: Abolition. Feminism. Now. Author: Angela Y. Davis, Gina Dent, Erica R. Meiners, Beth E. Richie Publisher: Haymarket Books Publication Date: 2022 Text Edition: 1 Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Sociology
http://catalog.sierracollege.edu/departments/sociology/
Sociology is a disciplined quest for the understanding of human behavior—particularly in post-industrial society. Through a systematic analysis of society, its groups, institutions and processes, sociologists hope to better understand and predict human behavior. The introductory course provides a foundation in sociological concepts, with the goal of having students acquire the perspective in sociology and the ability to see their personal position in a societal context. Other sociology courses focus on social problems, race and ethnic relations, gender and gender identity, and the family.
COMM 0010 - Communication Theory, Methods, and Practice
http://catalog.sierracollege.edu/course-outlines/comm-0010/
Catalog Description Advisory: Eligibility for ENGL 1A; completion with grade of "C" or better or concurrent enrollment in COMM 1 or 5 Hours: 54 lecture Description: The study of human communication through hands-on research methods that serve as specializations to the field of Communication Studies. This course explores human communication patterns through an examination of critical approaches, key concepts, and founding theories. Students engage in original inquiry, research and data gathering, analysis and discovery. (C-ID COMM 180) (CSU, UC) Course Student Learning Outcomes CSLO #1: Develop an original research question and/or hypothesis to investigate that reflects a communication concept or theory of interest.\\n CSLO #2: Engage in social scientific research methods that function as specializations to the communication studies discipline (e.g., interviews, survey, ethnography) in order to collect data. CSLO #3: Apply key concepts to the analysis of research data and connect the data (i.e., findings) to one or more communication studies theories.\\n CSLO #4: Present findings from the social scientific research process to a public audience (e.g., peers, professional, community).\\n Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Explain and apply key concepts within the field of communication. Discuss the history and trajectory of the study of communication. Critically discuss and write about human communication theories and contexts. Compare and contrast the social scientific research methods for the evaluation of human communication patterns. Explain the contextual, cultural, social and political implications of various types of communication (e.g., mediated, interpersonal, intercultural). Describe specializations within the communication discipline. Explain ethical perspectives in communication, including the influence of cultural diversity, inclusion, and equity perspectives. Identify and describe a range of viewpoints representative of diverse individuals and communities. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Comm & Analyt Thinking AA/AS - Literature & Language AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D Social Sciences CSUGE - D7 Interdisciplinary Soc/Behav Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4 Soc./Behav Sciences IGETC - 4G Intrdis Social/Beha Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Consider the ways that your upbringing and/or cultural identity (memberships) influence your ways of knowing. After discussing your ideas with a group, make a list of communication topics that you are interested in exploring this semester, and discuss why they are interesting to you. Essay Examinations Example: Example: Write a “Me Search” Paper - oftentimes, social scientific researchers investigate topics of personal interest. In preparation for this paper, reflect on 3 memorable communication events that stand out to you in important ways. Be sure to select communication events that represent a variety of contexts, such as relational, workplace or mediated communication. Next, compose a narrative essay connecting your communication events to key concepts and/or theories that we have discussed in class. Example: Write a synopsis of three academic resources related to your topic of study. Be sure to use in-text citations where appropriate. Objective Examinations Example: Students take unit or chapter quizzes showcasing their understanding of key concepts and theories. Example exam question: Consider the role of sensitizing concepts when undergoing ethnographic research. At what stage should/does a researcher identify sensitizing concepts and what purpose does this process serve? Example quiz question: True of False? Communication Accommodation Theory examines the way that individuals adjust their style of speech toward or away from one another. Problem Solving Examinations Example: Students are given two ethical scenarios, each demonstrating a potential breach in communication ethics. Students are asked to explain the breaches, compare and contrast the implications of the ethical breach to the communication context, and to determine the best course of action. Projects Example: Students will be guided through the steps of a semester-long original research project. Students will start by writing an original research question and/or hypothesis to examine a communication phenomenon of personal interest. Next, students will select one research method covered in class to use in order to collect and analyze data. Students will connect their findings to communication research and theory in efforts to draw conclusions and discuss the implications of their research. Skill Demonstrations Example: After reading about ethnographic fieldwork methods, students will engage in non-participant observations by taking detailed field notes of various communication phenomenon they observe in their local surroundings (e.g., campus, work, online). Students will work in teams to create a formal interview guide showcasing various learned question types (e.g., narrative, touring, hypothetical, etc). They will then use this guide to interview a communication practitioner. Students will demonstrate their skills in visual thematic analysis by participating in an activity whereby they are first asked to draw “what it means to be a college student today.” After 3 minutes of silent drawing, students will share their creative interpretations with the class by posting them to a shared space. Finally, students will use the collection of class drawings to search for meaningful patterns and themes that emerge from the visual data. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lead a class discussion that goes over the steps of the social scientific research process, including writing a guiding research question or hypothesis, selecting and using an appropriate method for data collection, analyzing the data to draw relevant conclusions, and making connections to current communication research. Students will discuss the various steps using their own interests/experiences to select a communication topic and design an original semester-long research project. The instructor will use a variety of mediated clips to showcase a critical theory in action (e.g., The Surveillance of Hidden Amazon Tribes to teach about Muted Group Theory). The instructor will next facilitate a classroom discussion that challenges perspectives of agency, ethics, and equity. Students will view the clip(s), discuss who is muted and by whom, share their perspectives, and in doing so, apply key terms. Distance Learning Using the course management system recording studio or other, students will create a dynamic and informative presentation showcasing their research project from start to finish. The presentation will include their original research question or hypothesis, a short discussion of academic research connected to their topic of study, a brief overview of their data collection and analysis methods, as well as relevant findings and conclusions. Students will participate in an online discussion board where they 1) share their visual analysis drawings in teams, and 2) respond to peers’ drawings by identifying similarities and differences in the data re: themes and patterns. Students will watch an online video showcasing a social experiment (e.g., Brown Eyes vs. Blue Eyes experiment, CNA Insiders Race and Privilege Social Experiment, What would you do?) After watching the video, students will post their immediate reactions and discuss any one of the following: a) what they believe the purpose of the social experiment was at the time it was conducted, b) which communication pattern is best identified/explored in the video, c) if a norm was violated, what was it and what are the implications of violating this norm? and/or d) what they would do differently if they were to recreate this social experiment today. Typical Out of Class Assignments Reading Assignments Locate an academic and popular press reading about how to develop a research question. Feel free to use the assigned chapter reading(s), online videos, OER lessons, or business/commercial publication(s). Write a paragraph detailing the similarities and differences you identified between the sources. Writing, Problem Solving or Performance 1. Create an annotated bibliography with 7 academic sources, relevant to your topic, method and 1 communication theory that you think is well-suited and connected to your project. Select articles and sources that relate to your research question or hypothesis; then summarize and analyze the article. 2. Using the SOAPSTone method of rhetorical analysis (worksheet or similar), watch a modern film that challenges social justice themes (e.g., I am Simon, Selma, He Named Me Malala, Crash, Nope, etc.) Be prepared to discuss your findings in connection to learned theories. Other (Term projects, research papers, portfolios, etc.) 1. Develop a portfolio showcasing each step of your research process. Be sure to include: early brainstorming notes, your original research question/hypothesis drafts, research project timeline, notes on method, the data you collected (digital or hard copy), data analysis, and early conclusions. 2. Poster session - much like a poster session at an academic or professional conferences, students will take their research public by participating in a poster session that highlights their most relevant findings. Students will create a creative and informative visual (digital or poster) display to be showcased to peers and the public. Required Materials Survey of Communication Study Author: Hahn & Payton Publisher: Merlot (OER) Publication Date: 2019 Text Edition: Classic Textbook?: No OER Link: OER: Yes Communication in the Real World: An introduction to Communication Studies Author: Anonymous (Author removed at request of original publisher) Publisher: University of Minnesota Libraries Publishing Publication Date: 2016 (currently being revised) Text Edition: Classic Textbook?: No OER Link: OER: Yes A First Look at Communication Theory Author: Griffin, Ledbetter, Sparks Publisher: McGraw Hill Publication Date: 2019 Text Edition: 10th Classic Textbook?: No OER Link: OER: Communication Mosaics: An Introduction to the Field of Communication Author: Wood, Julia T. Publisher: Cengage Learning Publication Date: 2019 Text Edition: Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
NUTF 0010 - Principles of Nutrition
http://catalog.sierracollege.edu/course-outlines/nutf-0010/
Catalog Description Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: Scientific concepts of nutrition related to the function of nutrients in basic life processes and current health issues with emphasis on individual needs. The specific nutrient needs throughout the lifespan will also be examined. (C-ID NUTR 110) (CSU, UC) Course Student Learning Outcomes CSLO #1: Analyze the structures and functions of the six essential nutrients as they relate to the human body through the life cycle. CSLO #2: Evaluate the components of a healthy diet using product food labels, the Dietary Guidelines for Americans and the Dietary Reference Intakes. CSLO #3: Critique individual nutrient and energy needs based on analysis of dietary intake. CSLO #4: Identify dietary and lifestyle modifications for improving health throughout the life cycle. Effective Term Fall 2020 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Identify functions and sources of nutrients. 2. Explain nutrient digestion, absorption, and metabolism. 3. Apply dietary guidelines and current nutrition recommendations. 4. Utilize scientific principles to analyze and evaluate nutrition information. 5. Describe how nutrition affects health, fitness, and disease. 6. Evaluate an individual food record using a diet analysis program. 7. Identify the environmental and social factors that impact food access and intake. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Health Ed/Physical Ed CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D7 Interdisciplinary Soc/Behav CSUGE - E1 Lifelong Learning and Self-Development Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information Methods of Evaluation Classroom Discussions Example: Following a lecture on the etiology, prognosis, and treatment of Diabetes Mellitus Type I and II, the instructor will lead a discussion on how diet, lifestyle, and genetics may influence the risk of this disease. Students are evaluated on participation and engagement in the discussion and accuracy of their responses. Essay Examinations Example: Students will be provided with a child nutrition case study and will write an essay analyzing and evaluating the subject’s nutrient intake to identify areas needing improvement and make recommendations to improve health. Essays will be evaluated base on an instructor created rubric. Objective Examinations Example: Students will take a multiple choice examination on carbohydrates, lipids, proteins, and alcohol. Standard grading. Example questions: Which of the following foods does not contain dietary fiber? 1. A. Fruit and vegetables B. Breads, cereals, pasta C. Milk, fish, and vegetable oils D. Nuts and seeds 2. A major function of fat in the body is to: A. Build muscle B. Protect vital organs C. Regulate blood glucose levels D. Make glucose Problem Solving Examinations Example: Students will complete a series of calculations to determine the energy content of carbohydrate, lipid, protein, and alcohol in a food product and in an individual’s diet. Standard grading based on correct calculation. Projects Example: Students will identify strengths and weaknesses within their eating pattern by preparing a diet analysis of dietary intakes of foods and beverages for three to five days and comparing the results to current dietary guidelines for energy and nutrient recommendations. Projects will be evaluated based on an instructor created rubric. Reports Example: Students will research a current fad diet and write a report evaluating its nutritional efficacy and impact on health and disease. Reports will be evaluated based upon an instructor created rubric. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Instructor will divide the class into small groups and assign each with a vitamin or mineral. Students will research their micronutrient and create a poster displaying its functions, food sources, and associated deficiency and toxicity risks. Students will then report their findings to the class and the instructor will guide a discussion concerning each. Lecture: Instructor leads a presentation on the chemical structure of alcohol, its digestion, absorption and metabolism, recommended intake guidelines, and its short and long term effects on the body. After the presentation, the instructor will facilitate a class discussion regarding how current drinking culture may influence alcohol consumption and future risk of chronic disease. Distance Learning The instructor will conduct an on-line lecture on how nutrition affects health, fitness, and disease. Students will then create a list of specific questions regarding one of the specific areas covered and post the questions for other students to review and reply to. Students are required to review and comment on a minimum of 5 other students comments/posts. Typical Out of Class Assignments Reading Assignments 1. Students will read a current nutrition article, analyze and evaluate the information for accuracy regarding health-related nutrition claims, and report findings to the class. 2. Students will read five food packaging labels and complete a worksheet to analyze the nutrient content, identify product claims, and calculate the percentage of energy from fat, carbohydrate and protein in each product. Writing, Problem Solving or Performance 1. Students will research a vitamin or mineral deficiency disease and write a summary article on their findings. 2. Students will interview someone who lived in a decade prior to their birth, formulate questions regarding food availability, food cost, meal composition, and usual eating patterns. The student will compose a report comparing this information to their current lifestyle. Other (Term projects, research papers, portfolios, etc.) 1. Students will identify strengths and weaknesses within their eating pattern by preparing a diet analysis of dietary intakes of foods and beverages for three to five days and comparing the results to current dietary guidelines for energy and nutrient recommendations. 2. Students will be provided with a worksheet used to survey a local supermarket to identify and analyze the nutrient content of fat, sugar, fibers, sodium, additives, and product claims of various foods. Required Materials Contemporary Nutrition Author: Wardlaw Publisher: McGraw-Hill Publication Date: 2018 Text Edition: 11th Classic Textbook?: OER Link: OER: Understanding Nutrition Author: Whitney and Rolfes Publisher: Cengage Publication Date: 2018 Text Edition: 15th Classic Textbook?: OER Link: OER: Nutrition: Concepts and Controversies Author: Sizer and Whitney Publisher: Cengage Publication Date: 2019 Text Edition: 15th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Access to a dietary analysis program.
Course Identification Numbering System (C-ID)
...SOCI 110 SOC 0001 SOCI 115 SOC 0002...0006 COMM 180 COMM 0010 COMP 122 CSCI...
