Jun 24, 2024

2021-22 Catalog

2021-22 Catalog [ARCHIVED CATALOG]

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Criminal Justice
	C J 115 - Community Relations 5 Credits Roles, responsibilities and methodologies of criminal justice practitioners and their agencies in establishing and maintaining positive relationships with their communities and members of the public. Fees Quarters Typically Offered Fall Day Designed to Serve All persons interested in the justice system and administration of justice majors. Active Date 20210311T08:49:56 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes Course Outline Theories of community relations Community Relations Programming The Impact of Language and Customs on Community Relations Positive Interactions in the Community Role Concepts Public Speaking Current Issues in Police-Community Relations Community-based Justice Student Learning Outcomes Explain the importance of positive interactions and relations with the community to criminal justice agencies. Classify programs and efforts utilized to promote community relations. Describe emerging issues in police-community relations. Describe the importance and impact of the media in building positive relations with Criminal Justice agencies and the community.
	C J 121 - Introduction to Homeland Security 4 Credits Course will introduce students to the vocabulary and important components of Homeland Security. Discusses the importance of the agencies associated with Homeland Security and their interrelated duties and relationships. Examines historical events that impact Homeland Security and explores state, national, and international laws impacting Homeland security. Examines the most critical threats confronting Homeland Security. Fees Quarters Typically Offered Winter Online Designed to Serve Those interest in becoming a Transportation Security Officers (TSO) or currently employed TSO’s Active Date 2013-11-22 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 44 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 44 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline This course will introduce students to the vocabulary and important components of Homeland Security. We will discuss the importance of the agencies associated with Homeland Security and their interrelated duties and relationships. We will examine historical events that impact Homeland Security We will explore state, national, and international laws impacting Homeland security. We will examine the most critical threats confronting Homeland Security. Student Learning Outcomes Outline the essential characteristics of national and international acts of terrorism. Construct a historical time line reflecting significant terrorist threats and events in the United States and globally. Demonstrate effective and clear verbal communication skills to convey factual information in order to coordinate law enforcement agencies. Compose a historical time line reflecting methods and outcomes used by national and international law enforcement and military agencies to counter and combat terrorism. Classify the roles, functions of and interdependency between local, federal and international law enforcement and military agencies to counter and combat terrorism. Differentiate between ethical and unethical attitudes and actions regarding the execution of Homeland Security practices. Identify the characteristics, ideologies, motives and behaviors of various extremist and terrorist groups that foster and support terrorist, criminal activities. Examine and interpret forensic evidence to reconstruct crime and terrorism. Craft effective strategies to generate useful information for local, national and international law enforcement agencies. Solve problems as an individual and in a coordinated team setting.
	C J 122 - Intelligence Analysis and Security Management 4 Credits Examines intelligence analysis and its indispensable relationship to the security management of terrorist attacks, man-made disasters and natural disasters. Explores vulnerabilities of our national defense and private sectors, as well as the threats posed to these institutions by terrorists, man-made disasters, and natural disasters. Discusses substantive issues regarding intelligence support of homeland security measures implemented by the United States and explores how the intelligence community operates Fees Quarters Typically Offered Summer Online Fall Online Designed to Serve Those interested in becoming Transportation Security Officers (TSO’s) or current TSOs or someone seeking more knowledge into Homeland Security operations. Active Date 2013-05-09 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 44 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 44 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Examines intelligence analysis and its indispensable relationship to the security management of terrorist attacks, man-made disasters and natural disasters. Explores vulnerabilities of our national defense and private sectors, as well as the threats posed to these institutions by terrorists, man-made disasters, and natural disasters. Discusses substantive issues regarding intelligence support of homeland security measures implemented by the United States and explores how the intelligence community operates Student Learning Outcomes Demonstrate operational knowledge of intelligence gathering and analysis pertinent to homeland security and other threats facing government and private sectors. Outline basic intelligence policies and functions of the United States Government. Articulate the meaning and purpose for the Intelligence Reform & Terrorism Prevention Act of 2004. Examine the dependability and reliability of source information. Enumerate specific methods and / or techniques for obtaining intelligence, synthesizing it and analyzing it. Test and challenge intelligence in light of critical judgment and evidentiary analysis. Implement basic intelligence gathering techniques and analysis. Using various forms of intelligence, apply sound reasoning, formulates predictions and forecasts terrorist activities. Describe the foundation and goals for security. Identify, describe and analyze threats to national and international safety and security.
	C J 123 - Transportation and Border Security 4 Credits Provides an overview of modern border and transportation security challenges, as well as different methods employed to address these challenges.Covers a time period from post 9-11 to the present. Explores topics associated with border security and security for transportation infrastructure, to include: seaports, ships, aircraft, airports, trains, train stations, trucks, highways, bridges, rail lines, pipelines, and buses. Includes an exploration of technological solutions employed to enhance security of borders and transportation systems.Requires discussion of the legal, economic, political, and cultural concerns and impacts associated with transportation and border security. Provides students with a knowledge level understanding of the variety of challenges inherent in transportation and border security. Fees Quarters Typically Offered Fall Online Spring Online Designed to Serve Those wanting to become Transportation Security Officers (TSO’s) or currently employed TSO’s Active Date 2013-08-27 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 44 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 44 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Provides an overview of modern border and transportation security challenges, as well as different methods employed to address these challenges.Covers a time period from post 9-11 to the present. Explores topics associated with border security and security for transportation infrastructure, to include: seaports, ships, aircraft, airports, trains, train stations, trucks, highways, bridges, rail lines, pipelines, and buses. Includes an exploration of technological solutions employed to enhance security of borders and transportation systems.Requires discussion of the legal, economic, political, and cultural concerns and impacts associated with transportation and border security. Provides students with a knowledge level understanding of the variety of challenges inherent in transportation and border security. Student Learning Outcomes Outline the primary federal and state/local agencies in the US who are affiliated with Border Security and Transportation Security (including DHS and DOT their resources, and the ethical parameters in which they operate. Construct a historical time line reflecting significant transportation related terrorist threats and events in the United States and globally. Explain the modes of transportation and their industries as it may impact security Identify general vulnerabilities and risks in transportation systems and border security systems. Demonstrate knowledge of the impact of technology on countering threats to transportation systems and border security. Discuss differences in dealing with security threats for passenger versus freight/cargo transportation systems including the impact on supply chain logistics. Classify the roles, functions, and interdependency between local, federal, and international law enforcement and military agencies to foster border security. Solve problems as an individual and in a coordinated team setting. Demonstrate basic verbal and communication skills, and write clear, concise and accurate reports to provide factual information, accurate data analysis, and logical recommendations. Discuss the supply chain logistics and modes of transportation
	C J 124 - Business Crisis and Continuity Management 5 Credits An introduction to crisis management and organizational continuity from a private sector Business Crisis and Continuity Management (BCCM), and a public/private sector partnership perspective. Course content and sequence are based on the Federal Emergency Management Agency’s (FEMA’s) model of Comprehensive Emergency Management,The topics include comprehensive emergency management, public and private roles and partnerships for emergency and crisis management, the risk management process, strategic crisis management, contingency planning, training and exercises, emergency response, business continuity and recovery, the role of the crisis management team, and crisis communication. Fees Quarters Typically Offered Spring Day Designed to Serve Persons in or wishing to enter the field of business Emergency Management, continuity management, or disaster mitigation and recovery. Active Date 2015-12-04 Grading System Decimal Grade Class Limit 25 Contact Hours: Lecture 33 Lab 22 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline This course identifies, examines and integrates the diverse emergency management, crisis management, contingency planning, and organizational continuity, recovery and restoration issues facing a private sector organization in its internal operations and interface with the public sector homeland security and emergency management community. Basic skills, knowledge elements and concepts will be identified, discussed, developed, integrated and applied in the context of the evolution of the homeland security and emergency management communities, private sector initiatives, and case studies. The inter-relationships and strategic importance of emergency management, crisis management, contingency planning, and organizational continuity, recovery and restoration to private sector businesses and the various levels of governmental homeland security and emergency management will be emphasized throughout the course. Student Learning Outcomes Identify and communicate hazards and disasters and their implications for Business Crisis and Continuity Managers. Present comprehensive emergency management principals from a private sector perspective. Compare the similarities and differences between public sector emergency management and private sector crisis and continuity management and the skill and knowledge sets required by personnel. Describe the importance of risk perception and risk communication in the consideration and management of risks associated with, natural, technological and human induced hazards. Identify the composition of and resources required to create and manage effective crisis management teams. Describe the importance of and principles of effective crisis communication and critique the effectiveness of crisis communications in a case study. Describe the complexity and need to integrate all facets of crisis management,disaster recovery and organizational continuity into a single crisis and continuity management program and apply this understanding to pandemic preparedness, response, recovery and restoration.
	C J 139 - Career Readiness 2 Credits This seminar covers how to locate Criminal Justice-related internships in the public and private sectors, prepare resumes and cover letters, interview, and communicate effectively in the workplace. Seminar is intended to be taken the quarter before a student completes an internship. Fees Quarters Typically Offered Designed to Serve Students who plan on completing a Criminal Justice internship. Active Date 20210403T10:07:55 Grading System Decimal Grade Variable Credit Yes Range 1-2 Class Limit 25 Contact Hours: Lecture 22 Total Contact Hours 22 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Locating an Internship Resumes and Cover Letters Interview Preparation Effective Workplace Communication Networking Student Learning Outcomes Formulate an internship plan in chosen career path. Create personal resume and cover letter that conforms to professional industry standards. Articulate relevant responses to professional interview questions in a mock interview situation. Describe effective workplace communication for typical workplace scenarios reated to criminal justice.
	C J 200 - Comparative Prisons 5 Credits This class will explore prison practices in the U.S. and globally. An emphasis will be given to anthropological research methods and cross-cultural comparison. Fees Quarters Typically Offered Spring Day Designed to Serve Students who are interested in learning about global prison practices from a cross-cultural perspective. This class is designed to serve students seeking both transfer and professional technical degrees. Active Date 20200330T21:14:32 Grading System Decimal Grade Class Limit 38 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Trends in global prison practices History of U.S. prison practices Prison practices in different countries around the globe Student Learning Outcomes Compare U.S. prison practices to prison practices in other countries. Explain how prison practices can be influenced by local culture, history, and politics. Describe the history of how incarceration spread around the world. Discuss ethnocentrism and cultural relativism in evaluating prison practices.
	C J 212 - Fundamentals of Policing 5 Credits History of American policing; community policing; analysis of organizational structures; communication, budgeting, training, discipline and supervision as related to functional units; roles/responsibilities of patrol, juvenile, investigation and staff services; current issues in policing. Course Note Recom: ADM J 101/CJ& 101. Fees Quarters Typically Offered Fall Day Designed to Serve All persons interested in the justice system and administration of justice majors. Active Date 2013-05-09 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline 1. Police Administration: Past and Present. A. History B. Police and its relationship to t5he system of justice 2. Police and the Law: The Police Mission 3. Line Operations: Patrol, Traffic, Investigation, et al 4. Staff Services: Records, Communication, Training, et al 5. Support Services 6. Personnel Management 7. Supervision 8. Internal Affairs 9. Ethics 10. Community Relations 11. Organization and the future Student Learning Outcomes Recognize and explain the developed of police practices in the Northeastern, Southern, and Western United States. Distinguish traditional policing from community policing. Describe the organization, structure, and personnel or a typical law enforcement agency. Explain how a sheriff’s duties differ from those of a police chief. Identify causes of action in civil suits against law enforcement officers. Identify forms of police deviance. Explain and apply the S.A.R.A. model to an appropriate field situation.
	C J 213 - Law of Arrest, Search, and Seizure 5 Credits State and federal constitutional limitations on government and police powers; application of Bill of Rights and 14th Amendment to criminal justice system and its processes; state and federal appellate court decisions. Fees Quarters Typically Offered Winter Day Designed to Serve All persons interested in the justice system and administration of justice majors. Active Date 2013-08-27 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline 1. U.S. Constitution and Bill of Rights 2. Fourth Amendment requirements/limitations re arrest, search, seizure 3. Arrest Warrants 4. Warrantless Arrest 5. Search Warrants 6. Warrantless Searches 7. Probable Cause 8. Pre-trial Identification Procedures 9. Miranda and Interrogation 10. Stop and Frisk 11. Citizen Arrest Authority 12. Appellate Court Decisions Student Learning Outcomes Explain the probable cause and particularity requirements of the 4th Amendment. Identify situations wherein searches may be conducted without a warrant. Identify situations wherein arrests may be made without a warrant. Identify pre-trial identification procedures and explain inapplicability of the 4th Amendment to such procedures.
	C J 215 - Conflict Management 5 Credits This course covers the skills and techniques for controlling, defusing, and resolving a wide variety of conflicts or crisis situations typically encountered by criminal justice personnel. Fees Quarters Typically Offered Fall Day Designed to Serve Students who are interested in working in the Criminal Justice field. Active Date 20210403T10:07:55 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes Course Outline Importance of Conflict Management Conflict Management and Performance and safety Emotional Intelligence and Stress Active Listening Empathy De-escalation, Diffusion, and Deflection Applying effective conflict management techniques Student Learning Outcomes Describe the importance of effective conflict management and de-escalation within the Criminal Justice system. Identify diffusing and controlling techniques to effectively resolve crisis or conflict, typical in the Criminal Justice system, such as domestic violence and mental health crises. Recognize the human response to stress in a variety of contexts, including crisis. Discuss the elements of emotional intelligence, active listening, and empathy and how they relate to conflict management. Explain the role and responsibilities of criminal justice personnel in dealing with persons in crisis.
	C J 217 - Administration of Justice Communications 5 Credits This class covers different types of communications, relevant to Criminal Justice professionals. Topics include report writing, testifying in court, interviewing and interrogation, and intercultural communication. Fees Quarters Typically Offered Spring Day Designed to Serve Students who intend to work in the Criminal Justice field. Active Date 20210403T10:07:56 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Importance of Communication for CJ Professionals Communication Process Professionalism and Communication Interviewing and Interrogation Intercultural Communication Report Writing Testifying and Public Speaking Student Learning Outcomes Describe the importance of effective verbal and written communication for Criminal Justice personnel in given scenarios. Correctly practice producing professional reports consistent with industry standards. Articulate effective verbal and nonverbal communication behaviors associated with common criminal justice situations.
	C J 219 - Intelligence -led Policing 3 Credits This is an introductory course in spatial crime analysis. It is designed to teach students the fundamental principles of crime mapping and analysis. The use of maps as a tool for the analysis and explanation of criminal activity will be the focus of the course. A geographic information system will be utilized to develop maps and perform spatial analyses related to law enforcement activities. Students will employ basic crime mapping techniques in support of problem-oriented and community oriented policing, and in support of non-police criminal justice applications. FeesCF Quarters Typically Offered Summer Online Winter Online Designed to Serve Students seeking AAS/Law Enforcement degrees; incumbent officers, detectives, etc. Active Date 2013-08-27 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 33 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Fundamental principles of crime mapping and analysis Use of maps for crime analysis Geographic Information Systems Map development Spatial analysis Application of basic crime mapping techniques Analysis projects Agency project Student Learning Outcomes Analyze and explain the basic principles of crime mapping. Demonstrate the basic principles of crime analysis. Demonstrate the law enforcement-related uses of Intelligence Led policing. Apply basic crime mapping/analysis techniques.
	C J 220 - Tactical Thinking 5 Credits The course will explore and examine the underpinnings and essential principles of interaction while providing the skills necessary for those who wish to succeed in the law enforcement (or any other) profession. These principals will include the dynamics that can transform within a matter of a few years, idealistic and committed law enforcement officers/employees into cynical, angry individuals who begin having difficulties in both the personal and professional aspects of their lives. Fees Quarters Typically Offered Winter Day Spring Day Designed to Serve Those in or considering a career in the Criminal Justice field Active Date 2013-08-27 Grading System Decimal Grade Class Limit 35 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Stress Defined Occupational Stressors and Consequences Police Organizations and Police Subculture Critical Incident Stressors, Debriefing, and Intervention Communications Strategies in Law Enforcement Emotional Survival Change, Professionalism, and Hiring Process Leadership and Organizational Issues Student Learning Outcomes Identify sources of occupational stress in criminal justice career Define and describe emotional intelligence Demonstrate effective communication strategies in criminal justice careers Research and describe critical incident debriefing teams, strategy, focus, and purpose Examine organizational and leadership issues that cause stress in criminal justice careers.
	C J 222 - Terrorism Today 5 Credits Terrorism Today Examines the history and status of terrorism around the world. Emphasis on a global perspective, it addressing different regions of the world and the terrorist groups in each region. Examination of terrorist events and groups, analyzes responses to terrorism and the resulting changes in terrorist strategies, and steps through each continent mapping out current and future trends. Students will also gain an understanding to historical background of terrorism that enables understanding to predictions about terrorism in the twenty-first century. Fees Quarters Typically Offered Winter Online Designed to Serve All persons interested in the justice system or a career in local, state, and federal criminal justice. Active Date 20180910T09:10:19 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 55 Degree Distributions: PLA Eligible Yes Course Outline THE DEFINITIONS AND HISTORY OF TERRORISM Definition for Terrorism Brief History of Terrorism GLOBAL TERRORISM GEOGRAPHICALLY The United States of America Canada and the Caribbean Great Britain and Northern Ireland Western Europe Eastern Europe and the Balkans North Africa and the Middle East Persian Gulf Northeast, Central, and Southern Africa Southern and Southeast Asia Pacific Rim Latin America and South America THE WAR ON TERROR Countering Terrorism The future and whats next on the terrorism radar? Student Learning Outcomes Analyize and classify specific methods and / or techniques terrorist use to disrupt society and social function. Articulate in both written and presentation format how a group is classified as a terrorists, drawing on the history and foundation of terrorism. Accurately classify terrorism nationally and internationally.
	C J 228 - Introduction to Forensic Psychology 5 Credits This course examines the interface between psychology and the Criminal Justice system. Topics include eyewitness memory, jury decision making, competency to stand trial, and incarcarcertation of the mentally ill. Fees Quarters Typically Offered Summer Online Winter Day Designed to Serve All students interested in a career in the criminal justice system. Active Date 20210403T10:07:56 Grading System Decimal Grade Class Limit 35 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Psychology and the Legal System Professional and ethical concerns The Roles of Forensic Psychologists Psychology and Crime Investigation Forensic Assessment in Criminal and Civil Cases Jury Trials Pscyhology and Corrections Student Learning Outcomes Examine the roles of psychologists in the criminal justice system. Discuss the legal, ethical, and professional issues raised by the interface between psychology and the law. Discuss how different types of bias affect law enforcement, court procedures, and corrections. Develop recommendations grounded in psychological research for how to improve key components of the Criminal Justice system.
	C J 245 - Cooperative Education 5 Credits Internships within appropriate criminal justice, Emergency Management, or service related agency. Instructor Permission Required Yes FeesHD Quarters Typically Offered Designed to Serve Criminla Justice, Emergency Managment, Public Safety students. Active Date 20190626T13:17:37 Grading System Decimal Grade Variable Credit Yes Range 1-5 Continuous Enrollment Yes Class Limit 20 Contact Hours: Worksite 150 Total Contact Hours 150 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes Course Outline Identify partnering jobsite, design and complete contract, schedule, and learning project. Obtain and give feedback to student and job site. Student Learning Outcomes Create a learning plan in collaboration with employer and advisor that details skills to be learned in the workplace. Perform assigned duties in a friendly and courteous manner and accept feedback. Communicate effectively with individuals and in a team environment. Demonstrate successful work habits and attitudes reflecting best practices in the workplace. Analyze problems and choose appropriate solutions, seeking clarification when necessary.
	C J 255 - Police Crisis Intervention 5 Credits Examination and definition of people in crisis ensuring client safety, providing support, examining alternatives, making plans, and obtaining commitment. Further examination of models and specific strategies for handling a myriad of different crisis situations - in many cases providing potential dialogue that might be used by a police officer or other practitioners. At the end of this course skills and strategies that can be used on the street. Fees Quarters Typically Offered Fall Online Spring Online Designed to Serve Those in or considering entrance to the Criminal Justice, Human Services, and Juvenile Justice fields Active Date 2013-08-27 Grading System Decimal Grade Class Limit 35 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline The Six Sep Model of Crisis Intervention Epidemic or terminal Crisis PTSD Suicide in Law Enforcement and Corrections Models of Treatment Abused Women Crisis Intervention in Corrections Gang Intervention Substance Abuse Student Learning Outcomes Describe the development of crisis intervention and its impact on society. Identify the legal, ethical, and professional issues in a crisis situation. Describe the role of law enforcement and other front-line personnel in crisis intervention. Assess crisis situations and how best to defuse them. Describe how heredity influences characteristics of populations.
	C J 290 - Private Security Academy 8 Credits The Private Security Academy (PSA) curriculum meets or exceeds the recommended training guide put forth by the Washington State Department of Licensing. Students participate in specialized training which enhances their experience and background, providing greater career opportunities. Course Note Completion results in a Prvate Security Level I Certificate. Credits count toward the AAS in Criminal Justice Fees Quarters Typically Offered Summer Weekend Designed to Serve This program is designed for those individuals who have made the career decision to become professional private security officers in the State of Washington. Active Date 2015-10-30 Grading System Decimal Grade Class Limit 25 Contact Hours: Lecture 44 Lab 88 Worksite 0 Clinical 0 Other 0 Total Contact Hours 132 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline This 80 hour course will be taught by industry professionals to provide pathways into the private security profession. The course content will be a mix of theory or lecture that progresses into skill development. Attendees will attend courses that include but not limited too; first aid, communication (written and verbal), crisis intervention, responses to crime, bomb threats, fires, and unauthorized persons. Upon completion a unarmed private security license could be attained. Student Learning Outcomes Define Cultural Intelligence Define Ethics and is relationship to Private Security work Determine the proper goal in using verbal alternatives to confrontation to be described as “control of Behavior.” Identify and understand Security officer’s role in Homeland Security and Terrorism prevention. Define minimum force” as the amount of force that should be used to control a Confrontation Identify and respond to a medical emergency Identify and use the crisis intervention model Identify and demonstrate elements of a proper incident report Identify legal and/or financial penalties of exceeding authority as a security officer Respond to various types of emergencies
	C J 291 - Independent Study 1 Credits An individual study project developed by the student and instructor in an area approved by the instructor. Fees Quarters Typically Offered Designed to Serve Any student who wishes to participate in a personal study of a historical area that is not specifically offered through our curriculum. Active Date 2013-08-27 Grading System Decimal Grade Variable Credit Yes Range 1-5 Continuous Enrollment Yes Class Limit 1 Contact Hours: Lecture 0 Lab 0 Worksite 0 Clinical 0 Other 30 Total Contact Hours 30 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline I. Student/instructor discussion pertaining to student desiring to become involved in an independent project II. Student-prepared outlines of area(s) to be covered in student project III. Acceptance of outline by instructor and time period established for project to be completed IV. Student completing agreed program V. Evaluation of project by instructor Student Learning Outcomes Student will work independently to undertake and complete project. Student will understand and utilize original research through use of library and other sources. Student will demonstrate ability to use and interpret historical data. Student will complete an acceptable project demonstrating completion of the above objectives.
	C J 292 - Independent Study 2 Credits An individual study project developed by the student and instructor in an area approved by the instructor. Fees Quarters Typically Offered Designed to Serve Any student who wishes to participate in a personal study of a historical area that is not specifically offered through our curriculum. Active Date 2013-08-27 Grading System Decimal Grade Continuous Enrollment Yes Class Limit 1 Contact Hours: Lecture 0 Lab 0 Worksite 0 Clinical 0 Other 60 Total Contact Hours 60 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline I. Student/instructor discussion pertaining to student desiring to become involved in an independent project II. Student-prepared outlines of area(s) to be covered in student project III. Acceptance of outline by instructor and time period established for project to be completed IV. Student completing agreed program V. Evaluation of project by instructor Student Learning Outcomes Student will work independently to undertake and complete project. Student will understand and utilize original research through use of library and other sources. Student will demonstrate ability to use and interpret historical data. Student will complete an acceptable project demonstrating completion of the above objectives.
	C J 293 - Independent Study 3 Credits An individual study project developed by the student and instructor in an area approved by the instructor. Fees Quarters Typically Offered Designed to Serve Any student who wishes to participate in a personal study of a historical area that is not specifically offered through our curriculum. Active Date 2013-08-27 Grading System Decimal Grade Continuous Enrollment Yes Class Limit 1 Contact Hours: Lecture 0 Lab 0 Worksite 0 Clinical 0 Other 90 Total Contact Hours 90 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline I. Student/instructor discussion pertaining to student desiring to become involved in an independent project II. Student-prepared outlines of area(s) to be covered in student project III. Acceptance of outline by instructor and time period established for project to be completed IV. Student completing agreed program V. Evaluation of project by instructor Student Learning Outcomes Student will work independently to undertake and complete project. Student will understand and utilize original research through use of library and other sources. Student will demonstrate ability to use and interpret historical data. Student will complete an acceptable project demonstrating completion of the above objectives.
	C J 294 - Independent Study 4 Credits An individual study project developed by the student and instructor in an area approved by the instructor. Fees Quarters Typically Offered Designed to Serve Any student who wishes to participate in a personal study of a historical area that is not specifically offered through our curriculum. Active Date 2013-08-27 Grading System Decimal Grade Continuous Enrollment Yes Class Limit 1 Contact Hours: Lecture 0 Lab 0 Worksite 0 Clinical 0 Other 120 Total Contact Hours 120 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline I. Student/instructor discussion pertaining to student desiring to become involved in an independent project II. Student-prepared outlines of area(s) to be covered in student project III. Acceptance of outline by instructor and time period established for project to be completed IV. Student completing agreed program V. Evaluation of project by instructor Student Learning Outcomes Student will work independently to undertake and complete project. Student will understand and utilize original research through use of library and other sources. Student will demonstrate ability to use and interpret historical data. Student will complete an acceptable project demonstrating completion of the above objectives.
	C J 295 - Independent Study 5 Credits An individual study project developed by the student and instructor in an area approved by the instructor. Instructor Permission Required Yes Fees Quarters Typically Offered Summer Online Fall Online Winter Online Spring Online Designed to Serve Any student who wishes to participate in a personal study of a Criminal Justice topic that is not specifically offered through our curriculum. Active Date 20201105T14:49:46 Grading System Decimal Grade Variable Credit Yes Range 1-5 Independent Study Yes Continuous Enrollment Yes Class Limit 99 Contact Hours: Other 165 Total Contact Hours 165 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Student and instructor discuss scope. topic, and expectations of independent project Student prepares outlines of area(s) to be covered in student project and learning objectives Instructor approves outline, learning objectives and timeline. Student completes agreed program Evaluation of project by instructor Student Learning Outcomes Demonstrate independence and ability to pursue a series of self-directed goals and learning objectives. Effectively complete a mutually agreed-upon, independent project that conforms to given requirements.
	CJ 104 - Introduction to Law Enforcement 5 Credits This is an introductory course to law enforcement in the United States. The course will cover the evolution of American policing; law enforcement department and administration structure; issues of ethics, professionalism, and discretion; the roles and functions of American law enforcement and how police work with other Criminal Justice agencies. Fees Quarters Typically Offered Fall Day Designed to Serve All persons interested in the justice system. Active Date 20210311T08:49:58 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes Course Outline History of Policing in the United States Law Enforcement Agencies and their Organization Core Police Functions Policing and the Law Police Discretion Ethics Student Learning Outcomes Describe the historical evolution of policing and how it differed by location. Identify and describe law enforcement department organization and administration structure. Discuss key components of discretion, ethics, code of conduct, professionalism, and integrity as it relates to modern, democratic policing. Identify and describe law enforcement’s main functions and how police work with other parts of the criminal justice system.
	CJ 124 - Business Crisis and Continuity Management 5 Credits An introduction to crisis management and organizational continuity from a private sector Business Crisis and Continuity Management (BCCM), and a public/private sector partnership perspective. Course content and sequence are based on the Federal Emergency Management Agency’s (FEMA’s) model of Comprehensive Emergency Management,The topics include comprehensive emergency management, public and private roles and partnerships for emergency and crisis management, the risk management process, strategic crisis management, contingency planning, training and exercises, emergency response, business continuity and recovery, the role of the crisis management team, and crisis communication. Fees Quarters Typically Offered Spring Day Designed to Serve Persons in or wishing to enter the field of business Emergency Management, continuity management, or disaster mitigation and recovery. Active Date 20210311T08:49:59 Grading System Decimal Grade Class Limit 25 Contact Hours: Lecture 44 Lab 22 Total Contact Hours 66 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Business Crisis & Continuity Management Incident Command System and National Incident Management System Community Preparedness Disaster Plans Risk Management Phases of Crisis Management Student Learning Outcomes Identify and communicate hazards and disasters and their implications for Business Crisis and Continuity Managers. Present comprehensive emergency management principals from a private sector perspective. Compare the similarities and differences between public sector emergency management and private sector crisis and continuity management and the skill and knowledge sets required by personnel. Describe the importance of risk perception and risk communication in the consideration and management of risks associated with, natural, technological and human induced hazards. Identify the composition of and resources required to create and manage effective crisis management teams. Describe the importance of and principles of effective crisis communication and critique the effectiveness of crisis communications in a case study. Describe the complexity and need to integrate all facets of crisis management,disaster recovery and organizational continuity into a single crisis and continuity management program and apply this understanding to pandemic preparedness, response, recovery and restoration.
	CJ& 101 - Introduction to Criminal Justice 5 Credits This course provides an introduction to the American Criminal Justice system with a focus on the ways that the three components of the Criminal Justice system - law enforcement, courts, and corrections - work together. The course will also explore ethical issues about discretion, professionalism and bias and discuss constitutional liberties, rights, and guarantees. Course Note Previously ADM J 101. Fees Quarters Typically Offered Fall Day Winter Day Spring Day Designed to Serve All students interested in learning about the Criminal Justice system. Class is appropriate for both professional technical and transfer students. Active Date 20210311T08:50:01 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Transferable Elective Yes Course Outline What is Criminal Justice? The Crime Picture Criminal Law Policing: Purpose and Organization Policing: Legal Aspects Policing: Issues and Challenges The Courts The Courtroom Work Group The Criminal Trial Sentencing Probation Parole and Reentry Prisons and Jails Prison Life Student Learning Outcomes Compare and contrast the roles and responsibilities of the core criminal justice agencies within each of the three components of the criminal justice system. Describe the criminal justice process, beginning with arrest and progressing through trial, adjudication and disposition, as viewed from law enforcement, judicial and correctional perspectives. Articulate the issues surrounding ethics, bias, discretion and professionalism in the Criminal Justice system. Discuss freedoms and rights provided by Bill of Rights and examine constitutional limitations on criminal law.
	CJ& 105 - Introduction to Corrections 5 Credits This course will examine the historical context, philosophical concepts, and major developments that have shaped corrections in the United States. Various sentencing options, correctional approaches and programs, the role of corrections in the larger criminal justice system and contemporary correctional issues will be discussed. Corrections will be examined from all aspects including administration, security level distinctions, both within institutions and within the community. Fees Quarters Typically Offered Winter Day Designed to Serve All students interested in learning about the justice system. Active Date 20210311T08:50:01 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Transferable Elective Yes Course Outline Correctional System American Corrections History Correctional Law Jail and short-term incarceration Probation Community Corrections Incarceration Institutional Management and Structure Release and Reentry Student Learning Outcomes Describe the major rationales (philosophies) for corrections. Describe the historical evolution of corrections in the United States. Describe the differences between diversion, probation, community corrections, and parole for both adult and juvenile populations. Identify and describe prison operations including classification, security operations, disciplinary procedures, industry operations, prisoner rights, prison programs and services. Analyze and evaluate prison life and the effects it can have on individuals and society.
	CJ& 106 - Juvenile Justice 5 Credits This course provides an introduction to the American Juvenile Justice system with a focus on the laws, procedures, and agencies that administer juvenile justice. The course will also explore the historical evolution of the juvenile justice system and discuss constitutional safeguards and procedural protections for the accused. It will include study of: Washington State juvenile laws, juvenile court rules,investigative and interviewing guidelines, causation, treatment, control and prevention with regard to juvenile crime, and agency services. Course Note Previously ADM J 104. Fees Quarters Typically Offered Fall Day Designed to Serve Students interested in the Juvenile Justice system. Class is appropriate for both transfer and professional technical students. Active Date 20210311T08:50:02 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Transferable Elective Yes Course Outline An Overview of Juvenile Justice in the United States: The History of Juvenile Justice and Origins of the Juvenile Court Theories of Delinquency and Intervention Programs The Legal Rights of Juveniles Juveniles and the Police Intake and Pre-adjudicatory Processing Prosecutorial Decision Making in Juvenile Justice Classification and Preliminary Treatment Waivers and Other Alternatives The Adjudicatory Process: Dispositional Alternatives Nominal Sanctions: Warnings, Diversion and Alternative Dispute Resolution Juvenile Probation and Community Based Corrections Juvenile Corrections: Custodial Sanctions and Aftercare Student Learning Outcomes Describe the juvenile justice system laws, procedures, and agencies (private, non-profit, county, state, and federal) that administer the juvenile justice system. Describe constitutional safeguards and procedural protections for the accused. Summarize key historical moments and the evolution of the juvenile justice system in the United States. Distinguish the important differences between the adult and juvenile justice systems.
	CJ& 110 - Criminal Law 5 Credits This class provides an introduction to Criminal Law and Procedure in the United States, with a focus on the Washington State Criminal Code. Emphasis will be given to selected theories behind criminal law and punishment, criminal case procedure, and constitutional safeguards and procedural protections for the accused. It will include study of relevant federal and state criminal statutes and case law. Course Note Previously ADM J 103. Fees Quarters Typically Offered Fall Day Spring Day Designed to Serve Students interested in learning more about the Criminal Justice system, and specifically criminal law. Class is designed to serve both transfer and professional technical students. Active Date 20210311T08:50:03 Grading System Decimal Grade Class Limit 38 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Transferable Elective Yes Course Outline An Introduction to Criminal Law Elements of a Crime Anticipatory Offenses and Parties to Crimes Defenses to Criminal Culpability Criminal Homicide Assault, Robbery, Rape, and Other Crimes Against the Person Property and Related Crimes Sentencing Criminal Procedure Basics Student Learning Outcomes Accurately describe necessary elements of major crimes, their classifications, and resulting punishment. Effectively identify and analyze selected theories and philosophies behind criminal law and punishment. Correctly evaluate and analyze the procedure of a criminal case from investigation through trial and sentencing. Accurately describe constitutional safeguards and procedural protections for the accused. Memorize, analyze, and apply sections of the Washington State Criminal Code and the United States Code to hypothetical fact patterns.
	CJ& 112 - Criminology 5 Credits This is in an introductory course to criminology. This class will focus on how to define crime, theories about why crime is committed, and methods to study crime. Fees Quarters Typically Offered Designed to Serve All students interested in the field of criminal justice or criminology. Active Date 20190531T14:56:39 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Transferable Elective Yes Course Outline - Definitions of crime - Historical perspectives on crime - Cross-cultural perspectives on crime - Crime measurement and methods - Theories about why crimes are committed (neoclassical, biosocial, psychological, social structure, social process, and developmental theories) - Recent trends in criminology: victimology, restorative justice, and terrorism Student Learning Outcomes Compare and contrast theories about why crimes are committed. Compare and contrast rates of crime and crime theory from a historical and cross-cultural perspective. Assess key methods for studying crime to determine appropriate use and limitations. Describe several recent trends in criminology, such as victimology, restorative justice, and terrorism.
	CJ& 240 - Introduction to Forensic Science 5 Credits This is an introductory course about forensic science. Topics include crime scene investigation, the collection and preservation of evidence, basic investigative techniques, and different types of forensic evidence. Course Note Previously ADM J 216. Fees Quarters Typically Offered Spring Day Designed to Serve Students interested in or pursuing a career in the Criminal Justice system. Active Date 20210403T10:08:00 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes Course Outline Criminal Investigations The Crime Scene Crime Scene Photography Sketching the Scene Field Notes and Reports Possible Evidence at the Scene Collecting Latent Prints and Fingerprints The Preliminary Investigation Investigative Techniques Specific Crimes Student Learning Outcomes Identify the fundamentals of forensic investigation. Describe basic forensic investigative techniques. Identify types of evidence and their importance to the investigative process. Analyze offense-specific classes of evidence common to forensic investigation Describe the process of crime scene processing, evidence collection and analysis and its role in the successful prosecution of a case.
Diversity & Globalism
	DGS 103 - Model United Nations: Institutions 5 Credits Explores the role of the United Nations and the impact it has on the world. Covers the theory and practice of UN institutions and the current challenges the organization is attempting to address. Includes participation in a Model UN Conference. Fees Quarters Typically Offered Fall Day Winter Day Designed to Serve Students with an interest in the United Nations and participating in the Model UN Conference. Active Date 20190625T13:35:47 Grading System Decimal Grade Class Limit 38 Shared Learning Environment Yes Contact Hours: Lecture 44 Lab 22 Total Contact Hours 66 Degree Distributions: AA Diversity & Globalism Social Science Area I Course Outline The Founding The Principal Organs Peace Operations Responses Preparation for the Model UN Conference Participation in the Model UN Conference The role of the UN in a changing world Student Learning Outcomes Evaluate the role of the United Nations and its contributions to the current world order. Analyze the interconnectedness of the global contemporary challenges faced by groups with particular focus on history, geography, politics, security, the environment, and economics. Propose solutions to global problems through weekly assignments and the position paper. Present solutions to global problems both in-class and at the Model UN Conference based on information in the position paper.
	DGS 104 - Model United Nations: Development 5 Credits Examines the role of the United Nations, with a particular focus on contributions to international development and the impact it has on society. Covers the theory and practice of development work within political systems. Includes participation in the Model UN Conference in Portland. Fees Quarters Typically Offered Winter Day Designed to Serve Students with an interest in the United Nations and participating in the Model UN Conference. Active Date 20190625T13:35:45 Grading System Decimal Grade Class Limit 38 Shared Learning Environment Yes Contact Hours: Lecture 44 Lab 22 Total Contact Hours 66 Degree Distributions: AA Diversity & Globalism Social Science Area I Course Outline The Founding and basics of the UN. Development theories and institutions. Development in practice. The impact of development on populations. Preparation for the Model UN Conference. Participation in the Model UN Conference. The role of the UN in a changing world. Student Learning Outcomes Analyze the role of the United Nations and its contributions to development and the impact this has on human diversity. Apply methods of data analysis to explain global systemic issues with particular focus on history, geography, politics, security, the environment, and economics. Actively illustrate the interrelatedness of marginalized groups by appropriately representing a nation both in class and through participation in the Model UN Conference.
	DGS 110 - Global Studies 5 Credits Explores the impact of globalization and growing interdependence of the world. Focuses on timely issues and trends that impact students’ everyday lives. Each section will have course materials organized around a specific topic, for example, regions of the world. Course Note Previously CGG 110. Fees Quarters Typically Offered Summer Day Fall Day Winter Day Spring Day Designed to Serve Students who want to satisfy the diversity/globalism requirement for their AA Degree. Active Date 20200303T13:40:59 Grading System Decimal Grade Class Limit 38 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Social Science Area I Course Outline Depending on the topic, the course outline will vary. One example might be a course with a colonization topic. 1) Life before colonization. 2) Colonial impacts on colonizers & colonized. 3) Forms of resistance to colonization. 4) Post colonial reality. Student Learning Outcomes Apply global perspectives in examining historic, geographic, cultural, political, economic and/or environmental issues. Explain how external factors such as historical events, economic systems, political structures and geographical location affect how people think and behave. Contextualize daily news events to determine how people in different places are currently connected to each other historically, geographically, culturally, politically, economically and/or environmentally. Describe the modern changes in global political structures and economic systems with particular focus on the impact of these changes on nations and states as well as on individual people.
	DGS 112 - Culture, Gender, and Global Studies 5 Credits Introduces current topics in culture, gender and global studies. Lecture/discussion course. Course Note Previously CGG 112. Fees Quarters Typically Offered Designed to Serve All Students. Grading System Decimal Grade Variable Credit Yes Range 1-5 Class Limit 38 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: Course Outline Depends on course topic. Course consists of weekly guest lecture followed by discussion. Student Learning Outcomes Analyze, contrast, and synthesize diverse values and experiences, especially historically marginalized positions. Apply the above skills to their own experience. Demonstrate an understanding of the historical, social, and personal dynamics of race, gender, class, sexual orientation and ethnicity. Identify and examine critical stances and modes of inquiry. Participate in public discourse about culture, gender, race, class, sexual orientation, ethnicity, and other socially defined sources of identity with self-conviction and respect for others.
	DGS 114 - The Middle East 5 Credits Introduces the geography, history, politics and cultures of North Africa and Southwest Asia. We will use primary source documents, ethnographies, media presentations, video documentaries and fictional works in order to gain a comprehensive perspective on life in the Middle East region. Course Note Previously CGG 165 and DGS 165. Fees Quarters Typically Offered Designed to Serve General student population. Active Date 2014-11-07 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Social Science Area I Course Outline Media stereotypes– Physical and political geography– Popular culture and everyday life– Origins and impact of Islam– Women and gender relations– Modernization– Secular vs. religious influences– Dictatorship and struggles for democracy– The Palestinian-Israeli struggle– Petroleum politics– Roles of the US and Europe– Terrorism. Student Learning Outcomes Analyze the significant issues at stake in the Palestinian-Israeli struggle. Understand the powerful influence of the US and Europe historically and today. Critically evaluate gender roles and how family life is structured. Define and explain the presence of theocratic, secular, democratic and dictatorial political systems in the region. Develop geographical literacy about the Middle East. Identify and interpret media stereotypes about the Middle East region and people. Understand the historical origins and cultural impact of Islam in the region. Understand the importance of petroleum in the region.
	DGS 120 - Society and the Arts 5 Credits Examines a theme through significant works of literature, visual art, music, and/or film. Theme varies, but it is always related to at least one of the following: (1) groups historically marginalized on the basis of culture, race/ethnicity, gender, sexual orientation, class or disability; and/or (2) a culture or society traditionally underrepresented in the curriculum, e.g., cultures of Africa, Asia, the Pacific Islands, Native America, Latin America and the Middle East. Focus is on expressions of identity and resistance to discrimination and stereotyping. Course Note (Previously CGG 115 and DGS 115) Fees Quarters Typically Offered Fall Day Winter Day Spring Day Designed to Serve General student body. Active Date 2010-01-01 Grading System Decimal Grade Class Limit 38 Shared Learning Environment Yes Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Humanities Area I Course Outline 1) Discussion of cultural, historical, social and political context for the artistic works and their production. 2) Discussion of elements and principles of composition relevant for the works under discussion. 3) Analysis of artistic works given the theme. Student Learning Outcomes Analyze artistic works as expressions of identity and resistance. Discuss artistic works and production in the context of culture, gender, race, class, sexual orientation, ethnicity, and/or other socially defined sources of identity with self-conviction and respect for others. Identify and examine various critical stances and modes of inquiry used to analyze and respond to artistic works. Identify how one’s own position (in terms of race, gender, culture, class, sexual orientation and ethnicity) influences one’s reaction to artistic works. Respond to and analyze at least two kinds of artistic works (e.g., literature and film; art and music) in cultural, historical, social, political and artistic context. Understand artistic production in cultural, historical, social, political and artistic context.
	DGS 125 - Media Matters: Race, Class and Gender 5 Credits Examines treatment of people of differing races, genders, classes or other socio-cultural differences in news, entertainment and advertising of people of differing races, genders and classes or those with other socio-cultural differences. Examination of the implications of topic selection and presentation, language usage, visual images, methods of emphasis contribute to analysis of what is truly fair and balanced coverage and representation of people’s lives. This course is thematically based, with specific focuses such as defining gender, images of race, or class consciousness. Course Note Previously CGG 118 and DGS 118. Fees Quarters Typically Offered Designed to Serve 1) Students fulfilling programs at Highline that require or recommend both Humanities and Diversity/Globalism courses. 2) Students who want to understand better the nature and effect of news, advertising, and entertaining media on themselves and the world. Active Date 2014-11-07 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Humanities Area I Course Outline Each section of this course will focus on a specific topic and examine the media treatment of race, class, gender, and other social differences within that topic. Organization of the content within that topic will be determined by the instructor. Student Learning Outcomes Analyze and respond to original news, advertising, and entertainment text and visuals (e.g., newspaper articles with accompanying photos, advertising campaigns, popular feature and documentary films) in cultural, historical, social, political and artistic contexts. Analyze expressions of identity and resistance in media approaches and responses to media approaches. Discuss news, advertising, and entertainment in the context of culture, gender, race, class, sexual orientation, ethnicity, and/or other socially defined sources of identity with self conviction and and respect for others. Identify and examine various degrees of balance and fairness and signs of bias in news, advertising, and entertainment. Identify how one’s own position (in terms of race, gender, culture, class, sexual orientation and ethnicity) influences one’s reaction to the media. Recognize central issues and underlying issues (text and subtext) in news, advertising, and entertainment.
	DGS 152 - Critical Thinking for Equity 5 Credits This class explores personal identities and how our collective memberships impact our daily lives. It uses a variety of sources such as literature, film, art and/or social media to critically examine the political, social, and historical meanings of our cultural identities. Fees Quarters Typically Offered Summer Online Fall Online Winter Online Spring Online Designed to Serve Students needing AA HUM distribution credit, Education students, students with an interest in social justice. Active Date 2014-10-15 Grading System Decimal Grade Class Limit 38 Shared Learning Environment Yes Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Humanities Area I Course Outline * Discuss and analyze the impact and intersection of identities including race, class, gender, ability, language, sexual orientation and religion using personal stories and other sources (eg literature, film, art) * Discuss and analyze a diverse range of individual and collective actions for social change * Introduce multicultural theory as it applies to the concepts being discussed Student Learning Outcomes Articulate one's own cultural identities, beliefs, practices, and biases. Describe current and historical impacts on one's own and other cultural groups. Articulate an analysis of how power and privilege function on individual, cultural and institutional levels. Critique culturally complex situations and engage in dialogue about power and privilege. Demonstrate awareness of and sensitivity to different cultural values and expectations.
	DGS 155 - Native American Studies 5 Credits Introduces an interdisciplinary survey of the United States’ contemporary Native American cultures and the complex issues confronting them. Study of American Indian history, literature, music and film. Particular emphasis upon Native peoples’ historical and contemporary relationships with other American ethnic groups, the persistence of indigenous languages and traditional cultural values and current political events in Indian country. Course Note Previously CGG 155. Fees Quarters Typically Offered Designed to Serve Students desiring knowledge and understanding of Native Americans and their diverse histories and cultures. Students interested in the specific ways that Native Americans have strongly influenced American culture (and vice versa). Students who wish to explore the exciting field of interdisciplinary, cross-cultural studies with a broad humanities (literature, history) focus. Active Date 2011-08-15 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Humanities Area I Course Outline I. Surviving Columbus: Historical/Geographical Contrast of Native America at time of European contact (invasion) and today. II. Stories vs. History: Contrast of Native and non-Native views of the history of conquest. III. Identity and the Land: The complex elements of contemporary native American individual and tribal idenetities, especially as they are related to the land. Who is/is not a Native American? IV. Indian Country Today: native American acculturation, assimilation, resistance, continuity and change in the twentieth century. Persistence of Native American languages and traditions of the sacred. Contemporary political and cultural issues in Indian Country. Student Learning Outcomes To appreciate the unique and continuing contributions of Native peoples to American culture and to the world at large. To recognize the historical, environmental, spiritual, political and artistic forces that shape contemporary Native American cultures, especially as these forces are revealed in recent and contemporary works by Native writers, musicians, and film makers. To understand and appreciate the multicultural richness and diversity of Native American cultures. To recognize the complex interweaving and overlapping of Native American cultures with other American cultures.
	DGS 158 - Language, Culture and Power: The Politics of Language 5 Credits Examines the issue of the politics of language across U.S. history through a variety of media such as film, websites, literature, visual art, music and/or research-based articles. Topics covered include language and colonization, facts and controversies surrounding African American English, the rise of English-Only movements, linguistic rage and resistance, and language heritage and reclamation projects. Includes an introduction to socio-linguistic and/or multicultural rhetorical theory as tools for analysis. Fees Quarters Typically Offered Designed to Serve General student body Active Date 2012-05-03 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Humanities Area I Course Outline 1) Discussion and analysis of cultural, historical, social and political context of language within Native American, African American and immigrant communities. 2) Discussion and analysis of a diverse range of critical and creative responses to language policies impacting Native American, African American and immigrant communities. 3) Introduction to multicultural language theory (socio-linguistic and/or rhetorical) as it applies to the work under discussion. Student Learning Outcomes Recognize and articulate how language is political for historically marginalized ethnic communities. Identify how one’s own position (in terms of race, gender, culture, class, sexual orientation and ethnicity) influences one’s reaction to the politics of language. Respond to and analyze the politics of language in at least two different forms of expression, one of which must be artistic (e.g., literature and research-based scholarship; “informational” website and poem) with knowledge of historical context. Recognize and critically analyze diverse forms (artistic, political, cultural, etc.) of rage and resistance relative to the politics of language.
	DGS 159 - Study Abroad Experience 1 Credits Examines the government, economics, development, and way of life in a particular region of the world. Includes a short-term study abroad experience. Instructor Permission Required Yes FeesSH Quarters Typically Offered Designed to Serve Students with an interest in learning about other regions of the world and participating in a short-term study abroad experience. Active Date 20190612T13:20:17 Grading System Decimal Grade Class Limit 10 Contact Hours: Degree Distributions: AA Diversity & Globalism Course Outline 1. Basics of government, economics, and development for the specific region of the world. 2. Basic overview of traditions and customs within the specific region of the world. 3. Preparation for study abroad. 4. Participation in study abroad. 5. The role of the region in a rapidly changing world. Student Learning Outcomes Develop and enhance one’s intercultural understanding. Strengthen and enrich one’s global perspective cognitively, intrapersonally and interpersonally.
	DGS 160 - Social Issues 5 Credits Examines a contemporary and/or historical sociocultural issue. Topics vary, but they are always considered from perspectives that have been historically marginalized or underrepresented in the curriculum. The course may focus on a topic within a specific cultural community or across a number of communities. Topics include the environment, law, migration, poverty, health and other areas. Course Note Previously CGG 160. Fees Quarters Typically Offered Summer Day Fall Day Winter Day Spring Day Designed to Serve General student body. Active Date 2011-08-15 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Social Science Area I Course Outline Course outline will vary, depending on course theme. Political, social, cultural, economic, and historical aspects of the social issue under discussion. Course will focus on at least two of the following: 1) Local, regional, global and socioeconomic integration and interdependence; 2) Societal/cultural group contributions to and analysis of world knowledge. 3) Achievements and expressions of identity, self-determination and resistance by historically excluded groups; 4) Institutional oppression and dominant group privilege; 5) Prejudice, stereotyping and discrimination; 6) The social construction of knowledge; 7) Indigenous peoples and perspectives; 8) Skills for confronting biased treatment and advocating for justice; 9) Dynamics of intercultural or intersocietal conflict and conflict resolution. Student Learning Outcomes Actively think, write, and speak about contemporary and/or historical sociocultural perspectives in historic, geographic, cultural, political, economic and/or environmental contexts. Analyze contemporary sociocultural changes in economic patterns, e.g., trade, and development. Comprehend the modern changes in sociocultural systems. Understand the forces and changes that propel sociocultural issues.
	DGS 162 - Constitutional Law and Issues 5 Credits From a global perspective, this course will look at contemporary and historical Constitutional issues with respect to race, gender, religion, sexual orientation and human rights. The topics will focus on the impact of substantive and procedural laws with respect to 1) Local, regional, global and socioeconomic integration and interdependence as dictated by Constitutional interpretation, 2) Societal/cultural group contributions to legal theory or systems, 3) Institutional oppression and dominant group privilege as dictated by Constitutional interpretation, 4) Prejudice, stereotyping and discrimination and its impact on Constitutional interpretation, 5) The social construction of law, 6) Skills for confronting biased treatment and advocating for justice, 7) Dynamics of intercultural or intersocietal conflict and conflict resolution. Fees Quarters Typically Offered Designed to Serve Students interested in Constitutional theory and law, meets social science distribution area 1 and DGS requirement Active Date 2014-05-27 Grading System Decimal Grade Class Limit 38 Shared Learning Environment Yes Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Social Science Area I Course Outline Course outline will follow the chronological evolution of the Constitution and will always consider legal issues of globalism and/or diversity with a focus on at least two of the categories set out in the course content above. Specifically, the course will cover topics in the following order: I. Overview of The Constitution II. Concepts of Federalism and the Separation of Powers III. The Judicial Branch and the Power of Judicial Review IV. Protections from the Government in The Constitution and the Bill of Rights V. Equal Protection VI. Due Process Rights VII. Freedom of Speech VIII. Freedom of Religion IX. Constitutional Protection in the Criminal Justice Context Student Learning Outcomes Analyze substantive law in the Constitution as it impacts race, gender, culture and human rights Understand legal, Constitutional history in the context of race, gender culture and human rights Analyze how Constitutional law has impacted issues of prejudice, stereotyping and discrimination Articulate the power and limits of Constitutional law with respect to issues of prejudice, stereotyping and discrimination. Develop skills for recognizing and confronting biased treatment at a community level and applying these skills to articulate legal remedies as may be provided in the Constitution Understand issues of social, economic and legal justice and develop advocacy skills, using law and the Constitution. Articulate a global perspective on the implications of the US Constitution as it relates to issues of immigration, race, gender, culture and human rights
	DGS 164 - Sports Law and Issues of Diversity 5 Credits From a global perspective, this course will look at contemporary and historical sports law issues with respect to race, gender, religion, disability and civil rights. The topics will focus on the impact of substantive and procedural laws with respect to: 1) Local, regional, global and socioeconomic integration and interdependence as dictated by sports law, 2) Societal/cultural group contributions to legal theory or systems as they impact professional, collegiate and amateur sports, 3) Institutional oppression and dominant group privilege as dictated by sports law and policy, 4) Prejudice, stereotyping and discrimination and its influence and impact on sports law, 5) The social construction of law and its intersection with sports, 6) Skills for confronting biased treatment and advocating for justice through professional and amateur sports, 7) Dynamics of intercultural or intersocietal conflict and conflict resolution in the dynamics of sports and sports law. Course Note cross lists with Legal 164 Fees Quarters Typically Offered Designed to Serve Students interested in law; legal and social issues related to race, gender, class, disability and religion in sports; Satisfies Area 1 distribution and Diversity/Globalism requirement Active Date 2011-06-13 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Social Science Area I Course Outline Course outline will follow the evolution and prospective change of sports law in the United States and will always consider legal issues of globalism and/or diversity with a focus on at least two of the categories set out in the course content above. The general outline of the course will consider: I. An overview of the legal system II. The law of agents and issues related to the impact of race, class, gender on those relationships III. The law of contracts in the context of sports IV. The law of torts in the context of sports V. Criminal law in the context of sports and issues related to the impact of race, class and gender VI. Antitrust and labor law and how it has impacted matters of race and class in professional sports VII. Disability law in sports VIII. Freedom of religion in sports IX. Other civil rights issues in sports Student Learning Outcomes Analyze substantive law as it impacts race, gender, culture and human rights Understand legal history in the context of race, gender culture and human rights Learn about the dynamics of intercultural and inter-societal conflict and conflict resolution Analyze how law has impacted issues of prejudice, stereotyping and discrimination Articulate the power and limits of law with respect to issues of prejudice, stereotyping and discrimination. Develop skills for recognizing and confronting biased treatment at a community level Understand issues of justice and develop skills to advocate for justice Articulate a global perspective to issues of race, gender, culture and human rights
	DGS 166 - Immigration Law and the Rights of Non-Citizens 5 Credits From a global perspective, this course will survey the contemporary and historical immigration issues with respect to race, gender, religion and human rights. The course will focus on the impact of substantive and procedural laws including (1) Local, regional, global and socioeconomic integration and interdependence as dictated by immigration law; (2) Societal/cultural group contributions to legal theory or systems; (3)Institutional oppression and dominant group privilege as dictated by immigration law and policy; (4) Prejudice, stereotyping and discrimination and its influence and impact on immigration law; (5) The social construction of law; (6) Skills for confronting biased treatment and advocating for justice; and (7) Dynamics of intercultural or inter-societal conflict and conflict resolution. Course Note cross list with Legal 166 Fees Quarters Typically Offered Summer Online Winter Day Designed to Serve Students interested in Immigration and Legal Issues; satisfies Social Science Area 1 distribution and DGS requirement Active Date 2011-06-13 Grading System Decimal Grade Class Limit 38 Shared Learning Environment Yes Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Social Science Area I Course Outline 1. An overview of the legal system 2. A history of immigration and immigration law 3. Temporary statuses 4. Avenues to permanent residence 5. Citizenship 6. Asylum/Refugee status 7. The Diversity Visa 8. Matters related to undocumented aliens and workers 9. Matters related to undocumented children 10. The impact of legal and illegal immigration 11. Comparative immigration law Student Learning Outcomes Analyze substantive law as it impacts race, gender, culture and human rights. Apply legal history perspectives in the cocnext of race, gender, culture and human rights Analyze and apply the dynamics of intercultural and inter-societal conflict and conflict resolution Articulate the power and limits of law with respect to issues of prejudice, stereotyping and discrimination. Recognize and analyze biased treatment of non-citizens and non-residents at a community level. Develop and apply skills for advocacy for justice for disenfranchised non-citizens/non-residents. Articulate a global perspective with regard to issues of race, gender, culture and human rights.
	DGS 168 - Legal Issues of Civil Rights Theory and Law 5 Credits Interdisciplinary study of the historical, political, social and legal development of civil law rights in the United States as applied to individuals based upon race, gender, origin/nationality, sexual identity, disability and religion. Study of the various movements and the resulting court cases and legislation will be examined and applied including an analysis of the similarities and uniqueness of each respective movement and an examination of the contemporary legal and sociological status of the movement. Course Note cross list with Legal 168 Fees Quarters Typically Offered Fall Evening Designed to Serve General Student body Active Date 2011-06-13 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Social Science Area I Course Outline 1. A comprehensive introduction to the law, theory, institutions and practice of Civil Rights law. 2. Historical, political, social and legal development of Civil Rights law and policy including contemporary developments in, and evolution of, the protections offered to the protected classes. 3. Analyze the effectiveness of the various elements of the law of Civil Rights to assess its contemporary strengths and weaknesses. 4. Analyze and evaluate the need for extension of these rights to presently unprotected classes of people. 5. Analyze the appropriateness of the remedies available under the current legal structure for addressing and remedying Civil Rights violations. 6. Evaluate the application of Civil Rights actions to private party complaints. Student Learning Outcomes 1. Demonstrate an understanding of the historical, political, legal and sociological evolution of Civil RIghts within the United States. 2. Distinguish and analyze the differences in the historical, political, legal and sociological evolution of the different classes of protected individuals. 3.Analyze the laws implemented to protect those in a protected class to evaluate their effectiveness in curing the issues for which they were designed. 4. Analyze the contemporary status of other disenfranchised individuals/groups to determine what protections should be extended to them and how. 5. Recognize and analyze the nexus between the reaction of the legal system to the contemporary issues occurring in the society at large.
	DGS 170 - International Human Rights, Policy and Laws 5 Credits Interdisciplinary study of the historical, political and legal development of international human rights law and policy through a comprehensive analysis of the laws, theory, institutions, and practice of international human rights. Study of diverse societies response to its own human rights violations and the response of the dominant societies will be examined, including an analysis of underlying motives and political implications that consider cultural relativity with respect to human rights violations. Methods by which human rights violations are identified and pursued in the context of culture, religion and the mores of a particular society will be identified and discussed. Fees Quarters Typically Offered Designed to Serve General Student body Active Date 2011-06-13 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Social Science Area I Course Outline 1. A comprehensive introduction to the law, theory, institutions, and practice of international human rights. 2. Historical, political, social and legal development of international human rights law and policy including contemporary developments in the field. 3. Analyze, compare and contrast cultures and societies and how they have identified and responded to human rights violations. 4. Consider the role of politicians, lawyers, human rights advocates, NGoS and other professionals in the development of and defining of human rights. 5. Consider and analyze the interdependence between a single societies response to its own human rights violations and the response of the dominant societies-often led by the United Nations. 6. Evaluate underlying motives and political implications in how the dominant society may respond to human rights violations. 7. Discuss and evaluate cultural relativity with respect to human rights violations and the methods by which human rights violations are identified and pursued in the context of culture, religion and the mores of a particular society. Student Learning Outcomes 1.Demonstrate understanding of the historical, political and social development and definition of human rights and the laws that have evolved to both punish and protect. Compare and discuss, with respect to countries throughout the world, the impact of local and international politics, and other underlying motives on the application and enforcement of human rights laws. Evaluate the process of enforcement of human rights laws both within a country and throughout the world and examine the fairness and consistency of these processes. Explore the role of the United Nations in the development of human rights laws; apply critical thought to the influence of dominant societies views, on what are human rights and what are violations of human rights. Apply critical thought to the global integration and interdependence of such dominant organizations as the United Nations, NGOs and international organizations on local societies with respect to defining human rights violations and human rights law. Understand the impact of culture, history, religion and other factors that influence customs and practices that define human rights and human rights violations. Identify and explore service and employment options and their impact throughout the world, in the area of international human rights and the law.
	DGS 207 - Cultural Awareness & Business Etiquette 5 Credits Analyze culture through an interdisciplinary lens that provides students with the knowledge, understanding, and skills they need to appreciate and articulate diverse values and experiences and to cooperate effectively across cultural barriers in business, commerce, trade and industry . This course will study the ways that culture is depicted through advertising, television, and marketing and how this impacts business communication across cultures. Students will learn to participate in discussions about the impact and influence of multiple cultural perspectives and expectations, especially historically marginalized groups, and the resulting limits to cultural, social and economic development in their absence. Cultural awareness makes students aware of competing cultural beliefs and perceptions, and shows that diversity broadens and enhances the intellectual culture required to develop and maintain sustainable models of business, trade and commerce. This course also explores regional cultural profiles and business/social etiquette around the world. Fees Quarters Typically Offered Summer Online Fall Online Winter Day, Online Spring Day, Online Designed to Serve Business Program students as well as students in other professional technical programs of study. Also fulfills Humanities Area 1 Distribution. Active Date 20190625T13:35:54 Grading System Decimal Grade Class Limit 38 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Humanities Area I ProfTech Related Instruction Human Relations Course Outline Understanding Cultural Awareness Concepts and Elements of Culture Specific (V.S) General approach Human needs (Malsow’s order) Human behavior cross cultures Cultural Sensitivity: Prejudice Discrimination: Stereotypes, Sexism, Ethnicity, Racism. Stages of cultural Awareness Cross-cultural comparison Hofstedes’ Classification Scheme Ethics cross cultures Culture Shock Understanding the principles of business negotiation/etiquette around the world: Relationship versus Business Deal High context culture versus Low context cultures Time (Monochronic V.S Polychronic) Formal V.S Informal Non-verbal Business Behavior Student Learning Outcomes Explain how specific cultural characteristics impact individual viewpoints and cross-cultural communication. Describe intercultural competence strategies necessary to navigate cultural differences in a global environment. Describe intercultural competence strategies necessary to navigate social/business etiquette in a global environment. Discuss the impact of dehumanizing biases, such as racism and prejudice, on marginalized people.
	DGS 212 - Women Writers 5 Credits Examines a theme through significant works of women’s literature. Theme varies, but it is always related to at least one of the following: (1) how women have been historically marginalized on the basis of gender as well as culture, race/ethnicity, sexual orientation, class or disability; and/or (2) how women have been traditionally underrepresented in the curriculum. Focus is on expressions of identity and resistance to discrimination and stereotyping. Fees Quarters Typically Offered Designed to Serve General student body. Active Date 2010-10-05 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Humanities Area I Course Outline Discussion of cultural, historical, social and political context of women’s writings. Discussion of influences, style, voice, and agency of the works under discussion. Analysis of literature in relation to the theme. Student Learning Outcomes Interpret and explore women's writings such as fiction, poetry, drama, or memoir. Respond to traditional and contemporary assessments of the definition and role of gender in human experience, creativity, and publication. Analyze the relationships between values of the culture and its literature. Analyze women's writings individually and in group discussion. Write effectively about women's works while communicating one's own experience and thinking. Synthesize important trends in the development of women's literature across time and culture. Create a variety of types of discourse about women's works. Consider gender issues from multiple perspectives. Reflect upon artistic, cultural, and intellectual traditions and contemporary influences in women's literature.
	DGS 216 - Food, Culture, & Politics 5 Credits Considers cultural and political dimensions of food from the dawn of agriculture to the present. Explores topics such as food and cultural identity, organic vs. conventional foods, genetically modified organisms (GMOs), agriculture’s role in climate change, chronic hunger, obesity, seed property rights vs. food sovereignty, foreign aid, and the U.S. food policy process. Fees Quarters Typically Offered Designed to Serve General student body. Active Date 20201208T18:00:17 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Social Science Area I Course Outline Local, regional, global and socioeconomic integration and interdependence in the Food System. Ecological implications of food production. Food and Climate change Labor issues in food production Urban agriculture Food Security Food Sovereignty Food from nowhere vs food from somewhere Food justice movements/food justice activism Student Learning Outcomes Describe contemporary and historical sociocultural perspectives around food production, distribution, consumption and disposal. Explain contemporary sociocultural changes in economic patterns related to the food system. Examine points of interconnectedness with others through the food system. Compare the global forces that propel change in the food system.
	DGS 220 - Culture and Art 5 Credits Examines a historically excluded group through the connection between environment, culture, and traditional art. The historically excluded group varies, but is always related to at least one of the following: (1) groups historically marginalized on the basis of culture, race/ethnicity, gender, sexual orientation, class or disability; and/or (2) a culture or society traditionally underrepresented in the curriculum, e.g., cultures of Africa, Asia, the Pacific Islands, Native America, Latin America and the Middle East. Fees Quarters Typically Offered Fall Day, Evening Designed to Serve General student body. Active Date 20200330T21:14:49 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Humanities Area I Transferable Elective Yes Course Outline Varies depending on historically excluded group; however, the general outline is: Discussion of environmental and cultural context for the artistic works and their production. Discussion of elements and principles of composition relevant for the works under discussion. Analysis of artistic works of the historically excluded group. For example, for the Coast Salish people, the course outline could look like this: Examination of theories of storytelling and culture and art. Discussion and presentation of Coast Salish environment, culture, traditional and contemporary art. Analysis of Coast Salish art and design. Creation of designs and graphics based on traditional Coast Salish stories and legends. Practice telling traditional story to accompany presentations of artwork. Presentation of traditional Coast Salish art work and the story that inspired the artwork. Student Learning Outcomes Examine the development of various artistic expressions related to a historically excluded group. Create various artistic expressions using traditional art, design, and presentation principles of a historically excluded group. Synthesize how the environment shapes designs and art of a historically excluded group.
	DGS 260 - International Business 5 Credits A multidisciplinary study of the forces that shape and define global commerce. This course explores and analyzes the business and social impact of globalization and the inter-relationships among geography, culture, government and economics as they relate to the major business and trade functions in a global marketplace. Specific focus on the winners and losers of globalization with an in-depth look at issues such as access to education, political systems, resources, markets, human rights, child labor, poverty and other development factors that affect international trade policy and the ability of all countries and peoples to participate in the global economy. Course Note Cross listed with BUSN 205 Fees Quarters Typically Offered Summer Online Fall Day Winter Online Spring Online Designed to Serve Students interested in business, international and global issues, meets social science distribution area 1 and D/G requirement. Active Date 20190625T13:35:51 Grading System Decimal Grade Class Limit 38 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Social Science Area I Course Outline Social, political and business perspective is incorporated into each topic An Overview of International Business Global Marketplaces and Business Centers Legal, Technical, and Political Forces The Role of Culture Ethics and Social Responsibility in International Business National differences in political economy and culture International trade theory (fair trade and free trade). Foreign direct investment -Formulation of Nation Trade Policies The Foreign Exchange Market and international money systems Leadership and Employee Behavior in International Business The strategy and organization of international business Strategic alliances, exporting, importing and counter trade International Marketing -International Human Resource Management Pros/cons of Globalization Student Learning Outcomes Explain why companies engage in international business. Explain how geography, culture, technology, political and legal systems impact international business. Explain the difference between domestic and international business activities and how they impact international trade policies and treaties, financial markets, and business expansions into new markets. Analyze the major policy issues, both social and cultural, and economic opportunities and challenges confronting managers in international business. Describe how corporate leadership can contribute to developing sustainable practices in our global economy. Evaluate the ethical impact of Corporate Social responsibility and on global issues.
	DGS 290 - Culturally Responsive Campus 5.0 Credits What does it mean to be culturally responsive in our work as college faculty and staff? In this five-credit course, we’ll review the fundamentals of cultural responsiveness in education and explore what it means to “know yourself, know your students, and know your practice” (Gary Howard). Participants will then develop a project, applying cultural responsiveness to a specific aspect of their work. Participants may focus on teaching, advising, interacting with colleagues, or any aspect of their jobs that would benefit from a more culturally responsive approach. The hybrid course will include online activities and a two-hour weekly meeting; it will conclude with a presentation on the final project. Fees Quarters Typically Offered Designed to Serve Faculty and staff in higher education. Active Date 20190508T15:02:53 Grading System Credit/Non-Credit Class Limit 25 Contact Hours: Degree Distributions: Course Outline Definitions of cultural responsiveness, the CR Framework, social/cultural identity, intersectionality, students by social identities (multilingual, international, students of color, and so forth), providing CR services, CR management, working with colleagues. Student Learning Outcomes Articulate how cultural responsiveness is relevant to one's role in higher education, based on the institution's mission and values in diversity and equity Accurately explain key vocabulary and concepts in the field of culturally responsive education/organizations. Identify present-day and historical influences related to diversity and equity on themselves, their students, their colleagues, and their communities. Apply culturally responsive approaches to specific aspects of their work.
Drafting
	DRAFT 124 - SolidWorks 5 Credits Computer-aided drafting techniques using SolidWorks. Concepts include 3-D solid models; assemblies and drawings; advanced dimensioning and editing; and use of views and paper space. Designed for students in the Drafting Design program and other interested students. Pre-requisite(s) ENGR 123 or ENGR& 114 Course Note Previously ENGR 124 FeesCF Quarters Typically Offered Spring Evening Designed to Serve Drafting students Active Date 2016-02-18 Grading System Decimal Grade Class Limit 24 Shared Learning Environment Yes Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline -2 dimensional drawings -3 dimensional drawings -Assembly drawings -Animated drawings -Final project Student Learning Outcomes Create 2-D sketches using sketching toos Create 3-D parts from 2-D sketches using the feature tools Create and assemblies from 3-D parts Explode and animate assemblies for presentation
	DRAFT 135 - Manufacturing Drafting 5 Credits Principles and techniques of creating detail working drawings for manufactured parts. Course includes drawing formats, dimensioning and tolerance practices, design and rafting machined, cast forged and sheet metal details. Pre-requisite(s) DRAFT 124 FeesCF Quarters Typically Offered Spring Evening Designed to Serve Drafting and design students or other interested students Active Date 2016-04-05 Grading System Decimal Grade Class Limit 24 Shared Learning Environment Yes Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline -Drawings formats and standards -Process and materials -Drafting technique review -Dimensioning practices -Tolerance practices -Fit Tables usage -Geometric dim and tol -Detail drawings -Machined parts -Hole and thread specs -Cast and forged parts -Flat pattern drawing Student Learning Outcomes Demonstrate the ability to create detail and assembly type working drawings Draw using tolerance fit tables and calculations and apply the use of applications of standard parts, pages, the specifications of surface finishes, threads and the use of GDT standards. Preparation of complete matching, casting and forging details drawings showing the conventions and formats appropriate to each type.
	DRAFT 168 - SketchUp 5 Credits SketchUp will explain the basics of creating three-dimensional objects or buildings, either strating from scrtach or based off two-dimensional CAD drawings. Students will become well-versed in good practises in SketchUp, how to integrate buildings with landscapes, Google Earth, and some rendering techniques. Course Note Cross list with INT D 168 FeesCF Quarters Typically Offered Winter Day Designed to Serve Drafting and Interior Design Students Active Date 2015-01-09 Grading System Decimal Grade Class Limit 25 Shared Learning Environment Yes Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Week 1 Introduction to simple tools: create a table with molding. Week 2 Introduction to manipulation tools: create a room for a house with furniture, textures, Week 3 How to use your model to your advantage: creating scenes, controlling daylight, exporting images. Week 4 Working with real dimensions in the models using Autocad drawings to create quick detail, and full detail. Week 5 Complete the house model, inside and out. Add texture, position for daylight. Week 6 Use contour map to create the site for the house to sit on. Week 7 Using models from Google Sketchup online and Google Earth. Week 8 Create a plan in sketchup of a commercial building. Week 9 Create the multi-story office building with stairs. Week 10 Complete renderings of models, plan the presentation of work, export images. Student Learning Outcomes Students will demonstrate knowledge and mastery of industry standards when they create three-dimensional objects in SketchUp. Students will be able to successfully demonstrate how to construct a room in a house with furniture and textures utilizing SketchUp. Students will be able to successfully demonstrate how to import Auto CAD and Google earth into their SketchUp drawings. Students successfully create a site for the house and control daylight utilizing SketchUp. Student will successfully create a three story building fully rendering using SketchUp
	DRAFT 169 - 3-D Model Rendering 5 Credits Create unbelievably realistic videos and 360 panorama renders by importing three-dimensional and two-dimensional drawings. Students will become well- versed in communicating architecture in its best Pre-requisite(s) 2.0 in Draft 168 or INT D 168 Course Note Clustered with Draft 169 FeesCF Quarters Typically Offered Spring Day Designed to Serve Drafting Students, Interior Design Students and anyone interested IN 3-D model rendering. Active Date 20180523T10:49:49 Grading System Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Lab 0 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes Course Outline Import objects and three dimensional models Create a contour site for the structure to sit on by modifying the terrain Integrate buildings with landscapes onto the site Manipulate landscapes and foliage Introduction to manipulation tools Control daylight and texture Create scenes and video Student Learning Outcomes Demonstrate evidence of effectively using rendering tools in final project Create terrain and landscaping for accurate building placement. Realistically manipulate three-dimensional model by controlling interior and exterior lighting, daylight and textures Create realistic scenes and videos Produce a realistic rendered three-dimensional model
	DRAFT 186 - Manual Drafting 5 Credits Introduction to manual drafting, tools and procedures. Exercises teach students scale, line weight, line types, how to create neat and legible drawings to be used as communication tools in the design process. This course includes technique in laying out a drawing as part of a set, orthographic projection, flat pattern, isometrics, and one-point perspective. Students will understand how to read and create architectural and interior design presentation and construction drawings. Fees Quarters Typically Offered Fall Day Designed to Serve Interior design, drafting students and anyone interested in drafting skilss Active Date 20200330T21:14:50 Grading System Decimal Grade Class Limit 24 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Introduction to basic drafting tools Introduction to the concept of scale in drawings. Principles of different styles of lettering, practice typical architectural lettering. Learning appropriate uses for different line types and weights; conventional drawing interpretation and creation. Learn how to draw hatch patterns and what they represent. Learn the basics of laying out plan drawings, showing furnishings, walls, door, etc. to scale. Learn how to allow for appropriate and efficient circulation in a house. Learn the basics of laying out kitchens and bathrooms, including work triangles, standard cabinet configurations, and fixtures sizes and clearances. Redraw a floor plan drawing by measuring a smaller version. Construct an upper floor plan through the attic / roof space of a house. Learn how to draw interior elevations of a room based on the plan. Learn how to draw a variety of styles of exterior elevations of a house based on a plan. Learn about laying out furniture. Review of different house styles and how they are depicted in construction drawings. Complete door and window schedules based on the tags in a floor plan drawing. Understand the connection between vertical and horizontal cut drawings in a construction set. Work on final project drawing set includes floor plan, interior elevations and detail of a kitchen. Student Learning Outcomes Demonstrate ability to use all hand drafting tools, and produce neat and legible drawings. Demonstrate their ability to draw in scale. Extrapolate elevation information from plan information and vice versa. Produce construction document sets.
	DRAFT 224 - Architectural Drafting I 5 Credits This course will introduce students to the current version of Autocad (a computer-aided drafting software) and how to produce architectural drawings for a residential project. Students will obtain information on the construction methods used in the house, including framing, basic casework size standards, door sizes, stair heights, widths and clearances, and how to show roof slope and framing. Students will learn how to read and draw two-dimensional drawings in order to understand three-dimensional forms and spaces. FeesCF Quarters Typically Offered Fall Day, Online Winter Day Spring Day Designed to Serve This class is for anyone interested learning architectural drafting and Auto CAD. Active Date 2012-06-28 Grading System Decimal Grade Class Limit 24 Shared Learning Environment Yes Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Week 1: Students are introduced to opening a new file in Autocad and setting to Architectural units. Students learn the basic tool of the Line command, how to undo any command, use the escape key to stop a command in action, pick elements in the drawing, and delete elements in the drawing. Zooming, panning and other viewing tools are introduced. Students set up Text Styles and Dimension Styles in order to draw their Title block drawing. Week 2: Students will be introduced to all status bar buttons, and different snap options, including Dynamic Snap and Object Snap. Students will learn to work in orthogonal mode, create a drawing with specific dimensions and specific angles, and use the Circle and Offset commands. Week 3: Students will draw a floor plan of a garage, using all the tools they have learned so far. They will use the Arc command to draw a door swing, use the Trim / Extend command for locating building openings, and draw specific elements on correct layers. Week 4: Students will create a drawing with Copy, Mirror, Rotate, and Move commands, in addition to previously accumulated commands. Week 5: Students will learn to use their title block drawings in each of their assignments, by developing drawing information in Model Space, and locating their title block information in Paper Space, and using a Viewport to look from Paper Space to Model Space, with a specific scale set for the view. Week 6: Students will plot their drawings using the settings they establish in their Layer settings, with .ctb files. Students will draw two floor plans of a house. Weeks 7-11: For the same house, students will draw the foundation plan, section, wall section, elevations, interior elevations of rooms, stair details, and framing detail. Students will be required to research fixtures and appliances for size and available CAD blocks. Student Learning Outcomes Students will be able to draw details of the residential project, including interior elevations, wall section, foundation plan, and stair details. Students will be able to demonstrate their knowedge of Auto Cad commands, and procedures. Students will be able to plot drawings at different scales on one size layout. Students will be able to demsotrate their understandings of lineweights and layers through various drawings Students will be able to draw various overall views from examples of a residential project including plans, elevations and section, and show how they relate to each other.
	DRAFT 225 - Architectural Drafting in REVIT 5 Credits This class introduces basic skills in REVIT computer-aided drafting software. Students will produce architectural drawings for a commercial project, creating floor plans, elevations, sections, and details as well as a 3d model of the building. Students will create a coordinated drawing set on titleblock sheets, demonstrating industry standards for sheet layout, dimensions, annotations and schedules. FeesCF Quarters Typically Offered Fall Day Winter Day Spring Day Designed to Serve This class is for Drafting Design and Interior Design Students. This class is also for anyone interested in learning architectural drafting and Revit. Active Date 20170622T08:37:49 Grading System Decimal Grade Class Limit 25 Shared Learning Environment Yes Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes Course Outline Revit basics intro: · The Revit ‘Interface” (Ribbon, Project Browser) · Creating a model with walls, doors and windows · Precision and scale · Saving, naming and submitting your work Creating Working Drawings (construction documents) · Creating Views from the model (2d plans, sections, and details; perspectives) · Placing and organizing views on Sheets · Adding dimensions, annotations, titles and scales Developing the building model · Adding levels (multi-story building) · Creating repetitive window layouts typical of larger buildings · Creating and modifying floor as well as roof systems · Designing interior wall layouts · Adding grids for structural elements Interior design elements · Layouts for commercial restrooms and kitchen including casework and fixtures · Working with enlarged plans and interior elevations · Controlling interior finishes for floors and ceilings · Interior lighting · Tools for stair design in Revit · Creating and modifying Interior perspective views including color and materials Creating a portfolio set of the project: · Adding and organizing sheets with industry standard order and appearance · Adding Parametric window and door schedules and sheet lists · Create a combined PDF set using Revit and Adobe Acrobat, for printed or electronic portfolio Advanced topics for students with time & interest · Glass curtain walls · More structural tools · Site design tools Student Learning Outcomes Accurately utilize Revit “Interface” to complete drawings Produce two-dimensional working drawings that include plans, sections, details, and perspective. Create enlarged interior drawings that include interior finishes, casework, fixtures and lighting. Create a portfolio quality three-Dimensional building model that includes walls, floors, roofs, ceilings, doors, windows, stairs, and interior elements.
	DRAFT 226 - Architectural Drafting III 5 Credits Students will expand their knowledge of computer aided drafting gained in Draft 224 and 225. Students will produce a set of residential construction documents of their own design. Pre-requisite(s) DRAFT 224 and DRAFT 225 with min. 1.0 FeesCF Quarters Typically Offered Fall Day Winter Day Spring Day Designed to Serve Drafting and interior design students Active Date 20200401T13:21:27 Grading System Decimal Grade Class Limit 25 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Develop floor plans Develop Elevations and sections Framing, roofing, foundations plans, enlarged plans, kitchen & bath Elevations and stair details Student Learning Outcomes Develop a residential plan from their own concepts utilizing the requirements Demonstrate their existing knowledege of architectural standards to construct a drawing set Produce an advanced set of architectural constructions documents Effectively work Independently and manage their own drawing schedule
	DRAFT 227 - Architectural Drafting Advanced 5 Credits This course uses existing AutoCAD skills to help build a strong portfolio in preparation for job applications. Student will further explore the software to meet industry expectations including drawing logical project geometry and adding required annotation. The class will explore building code standards as it applies to the architectural industry. Students will develop a project of their own design that demonstrates proficiency in architectural drafting. Pre-requisite(s) DRAFT 224 with min 1.0 FeesCF Quarters Typically Offered Summer Online Fall Day, Online Winter Day, Online Spring Day, Online Designed to Serve Drafting students and anyone interested in advanced AutoCad Active Date 20210403T10:08:01 Grading System Decimal Grade Class Limit 24 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes Course Outline Introduction to AutoCAD Certifications requirements Review of AutoCad basics Review of industry standards Introduction to industry building codes Programming Schematic Design Design Development Construction Documents Student Learning Outcomes Design a realistic industry standard architectural project. Produce an architectural standard construction drawing set, utilizing industry software Correctly apply building code requirements to the architectural project. Demonstrate management of a drawing schedule by strictly adhering to project deadlines and time-sensitive milestones.
	DRAFT 234 - Civil Drafting 5 Credits Introduction to mapping and site plan drafting, elementary surveying, boundaries, legal descriptions, contours, profiles, roadways, cuts and fills, plat maps and utilities’ drawings. FeesCF Quarters Typically Offered Designed to Serve This class is designed for students in the Drafting Design program and other interested students. Active Date 2011-04-20 Grading System Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Week #1 Introduction to location and direction, in relation to longitude and latitude. Students will be introduced to different jurisdiction™s online map systems. Week #2 Discussion of bearings, distances, degrees/minutes/seconds; how to input this information into Autocad; surveyor™s compass, true north, baselines and meridians. Week #3 Students will plot a straight line traverse (the beginning of a site plan.) Introduction to the use of a graphic scale and inclusion of a north arrow on drawings. Week #4 Introduction to legal descriptions and how to draw site plans with these descriptions. Week #5 Townships, ranges, and quarter section maps are reviewed. Week #6 Plotting curves ” students use bearings and radii to construct a parcel outline in Autocad. Week #7 Introduction to contour drawings, elevation points, ridges and valleys. Week #8 Students learn how to interpolate gridded elevation points to construct contour maps, with index and regular contour lines. Week #9 Introduction to surveying tools and how to read them. Week #10 Measuring distance and elevation: using backsight and foresight to establish elevations. Student Learning Outcomes Students will be able to construct site plans from legal descriptions or bearings Students will be able to plot traverse plans, with or without curves. Students will understand how properties are arranged by township, range, quarter section, etc. Students will demonstrate knowledge of contour mapping. Students will be able to read surveying tools and calculate elevation of points based on this information.
	DRAFT 240 - Internship 5 Credits Provides an opportunity for students to combine classroom theory with practical experience gained in the workplace. Instructor Permission Required Yes FeesHD Quarters Typically Offered Summer Day, Evening, Weekend Fall Day, Evening, Weekend Winter Day, Evening, Weekend Spring Day, Evening, Weekend Designed to Serve Drafting Students Active Date 20190625T13:36:00 Grading System Credit/Non-Credit Variable Credit Yes Range 1-5 Continuous Enrollment Yes Class Limit 30 Contact Hours: Other 150 Total Contact Hours 150 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline 1. Measurable learning objectives. 2. Setting and accomplishing goals. 3. Career development or exploration through work experience. 4. Successful work habits and attitudes. 5. Interpersonal communication skills. Student Learning Outcomes Create a learning plan in collaboration with employer and advisor that details skills to be learned in the workplace. Perform assigned duties in a friendly and courteous manner and accept feedback. Communicate effectively with individuals and in a team environment. Demonstrate successful work habits and attitudes reflecting best practices in the workplace. Analyze problems and choose appropriate solutions, seeking clarification when necessary.
	DRAFT 254 - Sustainable Design 5 Credits Introduction to the philosophical and practical principles of green and sustainable design through the Sustainable Design will explain what sustainable design is in the built environment encompasses, why we should be practicing it, and some of the ways the building industry is incorporating Green design into built projects. This class is an introduction to the philosophical and practical principles of sustainable design through the exploration of environmental issues, sustainable materials and methods, and professional practices, including an overview of LEED (Leadership in Energy and Environmental Design) and other building evaluation systems. Course Note Hybrid Cross list with INT D 270 FeesCF Quarters Typically Offered Spring Day Designed to Serve Any student wishing to be introduced to the ecological and sustainable design practices. Active Date 2015-05-08 Grading System Decimal Grade Class Limit 24 Shared Learning Environment Yes Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Week #1 Introduction to sustainable architecture, interior design, and the building industry. Why be green? Week #2 Principles of green design, how the built environment affects and is affected by the regional and local context. Week #3 Discuss economics of sustainable design: initial costs, long term costs, and life cycle analysis. Week #4 Learning from history, preserving the good aspects of design from the past. Week #5 Explain the phases of design and how to integrate sustainable design into each phase. Week #6 Construction documents and construction administration, how to ensure that the design and methods are performed the way you intend; the importance of evaluation post-occupancy. Week #7 Principles of sustainable site design and water use strategies, consumption of land; HVAC and electrical usage strategies. Week #8 Indoor Air Quality, Indoor Environmental Quality, daylighting; sustainable products. Week #9 Assessment methods (i.e. LEED) Week #10 Assessing buildings (i.e. Passive House) ourselves. Student Learning Outcomes Students will investigate through case studies the building industryâ€™s impact on the environment. Students will be able to integrate sustainable principles into the design phases. Students will be able to identify and examine sustainable design practices and their impact on indoor air and environmental quality. Students will compare and critique different building evaluation systems. Students will examine the economic impact and cost implications of design decisions from a life cycle analysis perspective
	DRAFT 270 - Portfolio Development 5 Credits This class will prepare Drafting Design students to enter the workforce or prepare a portfolio for college admissions. The main focus of the class will be to prepare a professional portfolio as well as developing a resume and interviewing skill. At the end of the quarter all students will participate in a portfolio show. Fees Quarters Typically Offered Spring Day Designed to Serve Advanced Drafting Students preparing for graduation Active Date 20200330T21:14:51 Grading System Decimal Grade Class Limit 24 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Evaluation of existing student work Contract development Continual work on portfolio through out quarter Resume Interviewing skills Logo Design Coordinate Portfolio Show Continual work on portfolio through out quarter Portfolio Show Student Learning Outcomes Produce a professional portfolio in area of study. Produce a professional resume to acquire a position in selected field. Demonstrate proper interviewing skills to acquire a position in selected field. Effectively, present professional portfolio to advisory board members.
Early Childhood Education
	ECED 138 - Home Visiting & Family Engagement 3 Credits Plan and provide home visits and group activities. Promote secure parent-child relationships. Support families to provide high-quality early learning opportunities embedded in everyday routines and experiences. Fees Quarters Typically Offered Designed to Serve Professional-Technical students pursuing the Short State Certificate or AAS in ECE. Active Date 20190626T13:17:39 Grading System Decimal Grade Class Limit 25 Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes Course Outline I. Birth to 3 development and influences including health, environment, stress, and culture. Developmental variations, delays, and disabilities. II. Cuture. Self-reflection, systems (instututional and cultural) that impact ways of thinking, parenting, and caregiving. Cross cultural communication to create strong relationships. III. Effective home visits. Partnering with families, active listening, strategies for offering effective feedback. IV. Reflective Practice V. Parenting support curriculum. Analyzing and critiquing existing programs for inclusivity, development of curriculum to meet the needs of individual families Student Learning Outcomes Describe developmental milestones from birth to 36 months articulating the influences of individual development, temperament and cultural norms. WSCC I Child Growth & Development 3a, 3c Articulate a plan that creates reciprocal, culturally sensitive partnerships with families. WSCC IV Family & Community Partnerships. Relationships with Families 3c Develop an outline for effective home visits that includes awareness of family and home visitor safety. WSCC VIII. Displaying Professionalism in Practice 2b, 2f Create a plan for effective communication with families to develop shared goals and understanding of school readiness skills. WSCC II Curriculum & Learning Environment 3e Define Reflective Practice and identify how it might be implemented. WSCC VIII Displaying Professionalism in Practice 3a Construct a curriculum to be delivered in a home visiting or group socialization model, checking for developmentally, linguistically, and culturally appropriateness. WSCC II Curriculum & Learning Environment 3e; III. Ongoing Measurement of Child Progress 4c
	ECED& 100 - Introduction to Child Care 3 Credits This course is designed to meet licensing requirements for early learning lead teachers and family home child care providers, STARS.30 hour basics course recognized in the MERIT system. Topics: child growth/development, cultural responsiveness, community resources, guidance, health/safety/nutrition, and professional practices. Fees Quarters Typically Offered Summer Online Designed to Serve Students currently working or planning to begin work in child and school age care. Active Date 20190709T10:50:35 Grading System Credit/Non-Credit Class Limit 25 Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline I. Culturally appropriate behaviors II. How children lean III. Plan activities for group based on the ages and needs of individual children IV. Factors that may influence a child’s behavior V. Appropriate Guidance Techniques VI. Preventing the spread of communicable disease VII. Sanitizing dishes and utensils VIII. State Licensing regulations related to medication management IX. Child Abuse indicators and reporting procedures X. Safety Procedures and Accident Prevention XI. Community Resources Student Learning Outcomes Identify ways to create partnerships and provide resources for all families. identify ways to create partnerships and provide resources for all families. (WSCC) V. Family and Community Partnerships 1.c Establishes positive communication and relationships with families 1.e Accepts differences in children and families. Child Growth and Development -1.h Respects and accepts cultural differences, including family values and strengths, and the positive effects those differences may have Examine and describe the developmental characteristics and behaviors of infants, toddlers, preschoolers, and young children (WSCC) .I. Child Growth and Development 1.a Recognizes that development occurs in a continuum 1.b Identifies basic developmental milestones of children identified in the WA Early Learning and Development Benchmarks Plan for learning through play and active involvement for children in care programs. (WSCC) II. Curriculum and Learning Environments 1.h Plans individual, small group and large group activities 1.i Provides a variety of activities that are at the different developmental levels of the children I. Child Growth and Development 1.f Recognizes that children learn and develop through play Implement techniques for keeping children healthy and safe in the childcare/home care setting and identifying incidences of child abuse and neglect (WSCC) V. Health, Safety, and Nutrition Regulations 1.a Verbally explain and can locate the safety and health policies Environmental safety 1.a Demonstrate awareness of the environmental safety precautions of program Health 1.g Demonstrate knowledge of basic childhood illnesses 2.a Promotes good health and provides an environment that contributes to the prevention of illne Describe techniques for meeting the nutritional and physical needs of all children. (WSCC) V. Health, Safety Nutrition - Nutrition 2.1 Provides appropriate food and snacks in a pleasant environment 2.d Demonstrate awareness of basic daily nutritional guideline Identify appropriate guidance techniques. (WSCC) VI. Interactions - Individual 1.a Responds positively to children on a daily basis 1.e Promotes interactions that reflect warmth, sensitivity, Group 1.a Provides continuous adult support and supervision 1.e Handles activities and changes in schedule with clear directions and patience Relate how the Washington State Administrative Code governs child care programs and support staff in safely caring for children. (WSCC) VII. Program Planning and Development 1.c Complies with program policies and state child care licensing rules and laws 1.e Supports and complies with regulations and licensing standards List examples of professional practices in Early Childhood Education. (WSCC) VIII. Professional Development and Leadership 1.g Demonstrate awareness of the professional code of ethics for early care and education
	ECED& 105 - Introduction to Early Childhood Education 5 Credits Explore the foundations of early childhood education. Examine theories defining the field, issues, trends, best practices, and program models. Observe children, professionals and programs in action. Course Note Formerly EDUC 101. FeesES Quarters Typically Offered Summer Online Fall Online Winter Online Spring Online Designed to Serve Professional-technical students in early childhood education or paraeducation, and current practitioners. Transfer students as emphasis area credit or transferable elective. Active Date 20190625T13:36:10 Grading System Decimal Grade Class Limit 36 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Transferable Elective Yes Course Outline 1. Introduction to Early childhood Education 2. Children and the world today, current issues and trends 3. The importance of relationships as the foundation 4. Children and play 5. Early Childhood perspectives, history and the impact on current issues 6. Theories of Early Childhood Education; explanations, applications and critiques 7. Early Childhood Programs 8. Children and Culture 9. The observation, assessment and teaching cycle 10. Partnering with families and community 11. Policy Issues and Early Childhood Practice 12. Early Childhood Code of Ethics Student Learning Outcomes Explain current theories and ongoing research in early care and education. Washington State Core Competencies for Early Care and Education Professionals (WSCC) I. Child Growth and Development 3.f VIII. Professional Development and Leadership- Professionalism 3.b Describe the role of play in early childhood programs. (WSCC) I. Child Growth and Development 1.f and II. Curriculum and Learning Environments 2.i Compare early learning program models. (WSCC) VII. Program Planning and Development-Program Evaluation 3.a, 3.e, 3.f VIII. Professionalism 2.e Explain the importance of developing culturally responsive partnerships with families. (WSCC) IV. Family and Community Partnerships- Relationships with Families; 1.b, 2.i, 3.b, 3.c, 3.d Describe the observation, assessment and teaching cycle used to plan curriculum for all young children. (WSCC) II. Curriculum - Environment 2.j, Professional Development and Leadership- Professionalism 3.a Apply the professional code of ethics for early care and education to resolve dilemmas. (WSCC) VIII. Professional Development and Leadership-Professionalism 1.g Identify appropriate guidance techniques used in early care and early learning settings. (WSCC) VI. Interactions- Individual Guidance 2.e, Group 2.e Describe major historical figures, advocates, and events shaping today's early childhood education. (WSCC) VII. Program Planning and Development- Evaluation 3.b and VIII. Professional Development and Leadership- Leadership and Advocacy 3.c
	ECED& 107 - Health, Safety and Nutrition 5 Credits Introduction to implementation of equitable health, safety and nutrition standards for the growing child in group care. Focus on federal Child Care Block Grant funding (CCDF) requirements, WA state licensing and Head Start Performance standards. Develop skills necessary to keep children healthy & safe, report abuse & neglect, and connect families to community resources. Fees Quarters Typically Offered Summer Evening, Online Fall Online Winter Online Spring Online Designed to Serve Professional-technical students in early childhood education or paraeducation, and current practitioners. Transfer students as emphasis area credit. Active Date 20190709T10:50:36 Grading System Decimal Grade Class Limit 36 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline I. Social determinants of health. II. Partnering with families. III. Illness prevention. IV. Safety in a childcare setting. V. First aid. VI. Food service. VII. Child abuse and neglect. VIII. Creating educational materials for learners and families. Student Learning Outcomes Describe federal and state-mandated health, safety, and nutrition practices. V. Health, Safety, & Nutrition Knowledge of Regulations 1.d Follows regulations regarding health and safety 4.b Articulates and adheres to laws pertaining to children and families Identify indicators of illnesses/ infectious diseases and steps to prevent the spread of them. V. Health, Safety, & Nutrition Responding to Health Needs of Children 1.g Demonstrates knowledge of basic childhood illnesses 2.b Communicates effectively to parents policies regarding appropriate clothing requirements for weather conditions 3.a Designs and assesses sanitary environments insides and outside Outline safety procedures for providing emergency care and daily care. V. Health, Safety, & Nutrition Knowledge of Regulations 2.d Implements procedures for fires and other emergencies, including safety procedures for children with disabilities Verbalizes (and adheres to) emergency, illness, and injury procedures. Environmental Safety 2. a. Describes (and maintains) a safe environment, including equipment and toys, to prevent and reduce injuries. Responding to Health Needs of Children- Nutrition 1.e Recognize health hazards in meals (choking, allergies, etc.) Evaluate program safety policies. V. Health, Safety, & Nutrition- Knowledge of Regulations 1.f Assists in self-assessments of facility for licensing and accreditation 3.a Verbalize and adheres to emergency, illness and injury procedures V. Environmental Safety 1.e Recognizes adult supervision is the best prevention against injuries 2.b Adapts the indoor and outdoor environments to maximize the independence of children with special needs 3.b Assures that all equipment, furniture, and materials are the appropriate size and type for the ages and developmental abilities of children in care Describe food programs and practices that support the development of children. V. Health, Safety, Nutrition - Nutrition 1.h Understand the difference between family style meals and non-family style meals 1.g Recognizes that food should not be used to reward or punish children 2.d Demonstrate awareness of basic daily nutritional guidelines 3.b Demonstrates knowledge of appropriate portion-sizes for children at each stage of development 3.f Teaches and models good nutrition 4.a Assesses program’s nutritional plan and adapts practices accordingly 5.a Articulates applies, analyzes, and evaluates current theory, research, and policy on nutrition Create examples of developmentally appropriate and culturally responsive health, safety, and nutrition education materials and activities. II. Curriculum & Learning Physical Development 2.g Plans activities that integrate physical development with the arts and all curriculum areas V. Health, Safety, & Nutrition Environmental Safety 2.d Teaches simple safety precautions and rules to children and enforces safety rules consistently Responding to Health Needs of Children 2.h Recognizes children’s interest in bodies and integrates interest into curriculum 3.f Designs and implements curriculum activities emphasizing healthy bodies, healthy lifestyles and a healthy environment Describe the responsibilities of mandated reporters. V. Health, Safety, & Nutrition Knowledge of Regulations 1.h Explains and performs the mandated reporter role for child abuse and neglect Responding to Health Needs of Children 2.g Identifies, documents, and reports suspected emotional distress, abuse and neglect of children in an immediate and appropriate way Develop strategies for working with culturally, linguistically, and ability diverse families in accessing health, nutritional, and dental services. IV. Family & Community Partnerships Community Resources 2.a Identifies community agencies providing assistance for infants, toddlers and families 3.a Provides families with appropriate community resource information when needed V. Health, Safety, Nutrition -Responding to Health Needs of Children 3.c Talks with and provides resource information to families about health -Nutrition 2.b Communicates with families about the food children need and prefer 3.g Share information with families about infants’ and toddlers ability to self-regulate their food intake
	ECED& 120 - Early Childhood Practicum 2 Credits In an early learning setting, engage in establishing nurturing, supportive relationships with all children and professional peers. Focus on children’s health & safety, promoting growth & development, and creating a culturally responsive environment. Pre-requisite(s) Pre- or co-requisite ECED& 105 with 2.0 or better. Instructor Permission Required Yes Course Note WA State criminal history clearance FeesHD Quarters Typically Offered Summer Online Spring Online Designed to Serve Professional-technical students in the early childhood education program. Active Date 20201105T14:50:30 Grading System Credit/Non-Credit Class Limit 20 Shared Learning Environment Yes Contact Hours: Lecture 11 Other 33 Total Contact Hours 44 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Health, Safety and Nutrition regulations Responding to children’s health and safety and nutrition needs Interacting with children to promote language and communication Individual and group guidance practices Professionalism Cultural competence and responsiveness Student Learning Outcomes Identify practices that promote health, safety, growth and development of children. (WSCC) V. Health, Safety, and Nutrition- Regulations 1.d; Responding to Health Needs for Children 2.1; Nutrition 1.a; II Curriculum - Environment 2.d Describe the characteristics of nurturing relationships built between teachers and children. WSCC IV Family Relationships - 2.h; VI Interactions- Individual Guidance 2.h Practice ideals of professionalism in work with children, families and peers. WSCC VIII. Professional Development- Professionalism in Practice 2.f; Ongoing Professional Growth 1.a; VI Interations - Group Experiences 2.e Recognize cultural responsiveness when observing professionals and programs. (WSCC) VI Interactions - Individual 1.h
	ECED& 132 - Infants and Toddlers Care 3 Credits Examine the unique developmental needs of infants and toddlers. Study the role of the caregiver, relationships with families, developmentally appropriate practices, nurturing environments for infants and toddlers, and culturally retentive care. Course Note Formerly EDUC 250. Fees Quarters Typically Offered Designed to Serve * Professional-technical students working towards a Specialization Certificate in Infant/Toddler or the AAS degree in Early Childhood Education. * Current practitioners. * Transfer students as emphasis area credit. Active Date 20190709T10:50:38 Grading System Decimal Grade Class Limit 25 Shared Learning Environment Yes Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline I. Growth and Development II. Relationships with families III. Regulations and licensing related to basic health and safety IV. Environments V. Curriculum & Interactions VI. Professionalism Student Learning Outcomes Discuss developmental milestones from birth to 36 months articulating the influences of individual development, temperament and cultural norms in the context of important, ongoing relationships. I. Child Growth & Development - 3.a: Recognizes that interaction with people and the environment stimulates the child’s brain function; 3.c: Identifies developmental stages of toddler development from 13-36 months in six-month increments. Design a plan to support reciprocal, culturally sensitive partnerships with families IV. Family & Community Partnerships Relationships with Families 3.c: Recognizes that information on cultural and family beliefs about child-rearing is learned through active outreach and engagement with parents. Select positive guidance techniques that are appropriate and effective with infants and toddlers VI. Interactions Providing Guidance- 3.a: Demonstrates an understanding of infant behaviors and response in a supportive and positive manner. 3.b: Maintains appropriate expectations of infant and toddler attention spans, interests, social abilities, and physical needs. Critique infant and toddler early learning environments, articulating environmental influences on the learning processes of infants and toddlers during authentic play activities. II. Curriculum and Learning Environment 4.c: Creates learning in the environment by using materials, child-choice and play as a context for enhancing development and active learning. Describe a plan for a developmentally appropriate, culturally relevant curriculum that supports language, physical, cognitive, creative, social, and emotional development. II. Curriculum and Learning Environment General 3.c: Builds children’s understanding of their own and other cultures by providing cultural experiences using songs, stories, and language familiar to the child. 3.d: Builds children’s pride in their cultures, families, and communities by creating learning centers that reflect a culture and community members of the children
	ECED& 134 - Family Child Care 3 Credits Learn how to manage a family childcare program. Topics include: licensing requirements, record-keeping, relationship building, communication strategies, guiding behavior, and promoting growth and development. Fees Quarters Typically Offered Summer Online Designed to Serve Professional-Technical students in Education. Individuals interested in starting their own family/home child care program. Current providers. Active Date 20190709T10:50:38 Grading System Decimal Grade Class Limit 25 Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline I. Regulations, licensing, and business practices related to family home child care II. Growth and Development III. Relationships with families IV. Environments V. Curriculum & Interactions VI. Professionalism Student Learning Outcomes Describe strategies for complying with Family Childcare Minimum Licensing Requirements. (WSCC) V. 3a- Verbalizes and adheres to emergency, illness, and injury procedures. 3b-Informs others of emergency procedures. VII. 4a- Applies knowledge of federal, state and local legislation, regulations, and professional standards to provide healthy and safe practices for infants and toddlers. VIII. 1e- Supports and complies with regulations and licensing standards. Describe strategies for meeting the developmental needs and guiding the behavior of all children in multi-age groups. (WSCC) II. 3a- Uses opportunities throughout the day to incorporate activities that facilitate development in language, fine/gross motor, social-emotional, and cognitive areas. 3.b- Promotes children’s development of age-appropriate, self-regulated behaviors by using routines, schedules, and classroom design. 3e- Plans and adapts curricula and environments, including the selection of materials appropriate to the developmental levels within a setting. VI. 3d-Provides an appropriate balance of child-led and child-directed activities with adult-guided activities. 3e- Relates guidance practices to knowledge of children’s personalities and levels of development. 3b- Provides experiences that engage children and respond to their interests. 3d- Plans and guides activities that promote children’s supportive relationships with peers, family, staff, and community. Identify strategies for family child care business management including tax planning and record-keeping. (WSCC) VII. 1.b- Follows bookkeeping procedures. 2a- Uses generally accepted business practices Create written documents, such as a contract and policy handbook, that facilitate communication between the provider and the families. (WSCC) VII. 5e- Develops and implements program policies. Develop strategies for creating reciprocal, culturally responsive relationships with families. (WSCC) IV. 3b- Understands how cultural perspectives influence the relationship between families, schools, and communities. 3c- Recognizes that information on cultural and family beliefs about child-rearing is learned through active outreach and engagement with parents. VII: 3a- Verbalizes the relationship between the program’s philosophy and daily practice. VIII: 2c- Interacts in a manner reflecting the value of self and respect for others. Articulate knowledge and skills that define Family Childcare Providers as professionals. (WSCC) VIII: 4.b- Articulates personal philosophy of early childhood education based on knowledge of child development and best practices. Discuss strategies for family child care providers to balance the demands of operating their business with meeting the needs of their families. WSCC VIII. Professional Development and Leadership- Professionalism 2.a, 2.e
	ECED& 139 - Admin Early Lrng Prog 3 Credits Develop administrative skills required to develop, operate, manage and improve early childhood education and care programs. Acquire basic business management skills. Explore resources and supports for meeting Washington State licensing and professional NAEYC standards. Course Note Formerly EDUC 198. Fees Quarters Typically Offered Designed to Serve * Professional-technical students working towards a Specialization Certificate in Administration or the AAS degree in Early Childhood Education. * Current practitioners. * Transfer students as emphasis area credit. Active Date 20190709T10:50:39 Grading System Decimal Grade Class Limit 25 Shared Learning Environment Yes Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline I. Introduction to administrative roles and responsibilities. II. Program philosophy, mission and relationship to daily practices. III. Program policies and practices A. State licensing codes B. Food program guidelines C. Accreditation Standards IV. Administrative Planning A. Staffing B. Meals C. Equipment and materials D Program planning for different age groups and settings V. Partnerships with families; communication and engagement VI. Balancing the budget VII. Recruiting, hiring, evaluating and supervising staff VIII. Supporting professional development of program personnel IX. Tools for program evaluation X. NAEYC Code of Ethics Student Learning Outcomes Crosswalk program policies and practices with licensing and professional standards. (WSCC) V: H/S/N- Environment 2.a Describes a safe environment. VII: Program Planning & Development -Planning & evaluation 4.a Applies knowledge of federal, state and local legislation, regulations and professional standards to provide healthy and safe practices Create a plan for appropriate staff, food, equipment, materials, and programming for specific age groups and settings. (WSCC) VII: Program Planning & Development Planning & Evaluation 2. b. Organizes plans, keep records and communicates with families and staff effectively. Prepare a balanced budget. (WSCC) VII: Program Planning & Development- Financial 2.a.Uses generally accepted business practices 3.b. Operates within budget Identify methods for recruiting, hiring, evaluating, supervising, and supporting culturally and linguistically reflective staff. (WSCC) VII: Program Planning & Development Personnel Management 2.1 Support other staff members and professionals Describe a variety of strategies for building relationships with all families. (WSCC) IV: Family Community-Relationships w/Families 2.c.Invites family members to play an active role in their child’s education Review tools used to evaluate program effectiveness and identify areas for improvements. (WSCC) VII: Program Planning & Development -Evaluation 2.f. Uses available resource to ensure effective operation Apply the NAEYC Code of Ethics in resolving an administrative dilemma (case study). (WSCC) VIII: Professional Development & Leadership- Professionalism 2.f.Demonstrates a commitment to a professional code of ethics.
	ECED& 160 - Curriculum Development 5 Credits Investigate learning theory, program planning, tools and methods for curriculum development promoting language, fine/gross motor, social-emotional, cognitive and creative skills and growth in children birth through age 8 utilizing developmentally appropriate and culturally responsive practice. Course Note Formerly EDUC 145. FeesES Quarters Typically Offered Winter Weekend Designed to Serve Professional-technical students in early childhood and current practitioners. Transfer students as emphasis area credit. Active Date 20200326T12:04:17 Grading System Decimal Grade Class Limit 25 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible New Option Course Outline I. Early childhood curriculum theories. II. Current curriculum trends; theme based, emergent, inquiry based, integrated, project approach and others. III. Curriculum resources, standards and principles for planning curriculum. IV. Creating curriculum that supports children’s: language/communication, cognition, social/emotional growth, fine/gross motor development, and creative development. V. Planning developmentally appropriate activities and schedules. VI. The role of observation, documentation and assessment of individual and group needs, interests and skills for curriculum planning. VII. On-going modification of curriculum plans based on self reflection and assessment Student Learning Outcomes Explain major early childhood curriculum theories and current trends in curriculum design for early learning environments. Washingto State Core Competencies - II.Curriculum & Learning Environment: General 3.e \| VIII. Professional Development & Leadership: Professionalism in Practice 3.b Apply principles of developmentally, individually and culturally appropriate practice when designing, implementing and evaluating curriculum. WSCC - II.Curriculum & Learning Environment: General 2.k, 2.m, 3.e Design curriculum that supports children’s language/communication, cognitive, social/emotional, fine/gross motor and creative development. WSCC - II.Curriculum & Learning Environment: Cognitive Development 3.g, Language Development 3.g, Social/Emotional Development 3.m, Creative Development 3.f Supports each child’s creative development \| VII. Program Planning & Development 2.c Plan developmentally appropriate activities and schedules, which promote all children’s growth and learning. WSCC - VII: Program Planning 2.c, 2e Observe, document and assess individual and group needs, interests and skills for the purpose of curriculum planning and on-going modifications of plans. WSCC - II. Curriculum & Learning Environment, Language Development 3.g, Creative Development 3.c, 3.d \| III. Ongoing Measurement of Child Progress 3.b 3.d, 3.f, 3.h, 3.k \| VII. Program Planning & Development, Evaluation 3.c, 3.f \| VIII. Professional Development & Leadership, Professionalism in Practice 3.a Evaluate integrated learning experiences supportive of children’s development and learning incorporating national, state and local standards. WSCC - II. Curriculum & Learning Environment 2j, Language Development 3.g, Social/Emotional Development 3.i Design curriculum that is inclusive and represents the diversity of children and families. WSCC - I. Child Growth & Development, 3.g \| II. Curriculum & Learning Environment, General 3.d
	ECED& 170 - Environments for Learning 3 Credits Design, evaluate, and improve indoor and outdoor environments which ensure quality learning, nurturing experiences, and optimize the development of young children. Course Note Formerly EDUC 143. Fees Quarters Typically Offered Fall Evening, Online, Weekend Designed to Serve Professional-technical students in early childhood and current practitioners. Transfer students as emphasis area credit. Active Date 20210403T10:08:01 Grading System Decimal Grade Class Limit 36 Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes Course Outline Introduction to quality learning environments that meet the needs of children and adults. Effects of the environment on learning and behavior. Arrangement of space, equipment, and materials indoors and outdoors. Developmentally appropriate learning environments, schedules, routines and activities. Designing and evaluating environments to meet the individual and cultural needs of children and families. Evaluating environments. Student Learning Outcomes Design environments that protect the health and safety of children and adults, providing balance between activities that are indoor and outdoor, quiet and active, and allow for interaction with others as well as time alone. Washington State Core Competencies (WSCC): II. Curriculum and Learning Environment- General 1.d, 1.e, 2.f, 2.g, 2.h, 2.i, 2.k, 2.l, 2.m, 3.a, 3.b Develop environmental strategies for guiding children’s behavior helping them develop prosocial skills and the ability to self-regulate. WSCC: VI. Interactions- Individual 2.b, 2.e, 2.g and -Group Experience; 2.b, 2.e, 2.g. Plan an environment, schedule, routine, and activities that meet the needs of learners ages zero to eight, promoting growth across all domains and in all disciplines. WSCC: II. Curriculum and Learning Environment- General 1.a, 1.c, 1.d, 1.g, 2.d, 2.f, 2.j, 2.k, 2.I and VI. Interactions- Individual; 2.b, 2.e, 2.g, and -Group Experiences 2.b, 2.e, 2.g and VII. Program Planning and Development- Evaluation 2.d Describe strategies to achieve compliance with Washington Administrative Code for licensed childcare and/or other state/federal regulations pertinent to early learning environments. WSCC VII. Program Planning and Development- Evaluation 1.c, 2.f. Compare policies and environments which recognize the importance of establishing space and programming that are welcoming to families and provide opportunities for all to participate. WSCC IV. Family and Community Partnerships- Relationships with Families 1.d, 1.e, 2.h and VII. Program Planning and Development- Evaluation 2.d Evaluate the quality and effectiveness of early learning environments serving differing age groups (ex. infant, toddler, school-age). WSCC II. Curriculum and Learning Environment- General 1.c, 1.d, 1.g, 1.h, 1.i, 2.c, 2.d, 2.e, 2.g, 2.i, 2.j, 2.k, 4.d and VIII. Professional Development and Leadership- Professionalism 2.e.
	ECED& 180 - Language and Literacy Development 3 Credits Develop teaching strategies for language acquisition and literacy skill development at each developmental stage (birth-age eight) through the four interrelated areas of speaking, listening, writing and reading. Fees Quarters Typically Offered Fall Evening, Online, Weekend Designed to Serve Professional-technical students in early childhood and current practitioners. Transfer students as emphasis area credit. Active Date 20210403T10:08:02 Grading System Decimal Grade Class Limit 36 Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes Course Outline Introduction to current research and best practices in language and literacy acquisition Developmental sequence of language and literacy development birth to age eight Environments that are print-rich and promote language and literacy success Developing oral language and vocabulary Reading aloud and integrating language and literacy across the curriculum Building phonological awareness, alphabet knowledge, comprehension and recall The reading/writing connection Assessment Student Learning Outcomes Explain the continuum of language acquisition and early literacy skills. Washington State Core Competencies (WSCC) II.Curriculum and Learning Environment- Language Development 1.a, 1.b, 1.c, 1.d, 2.a, 3.a, 3.b Develop evidence-based, appropriate environments and opportunities that support children’s emergent language and literacy skills. WSCC II. Curriculum and Learning Environment- Cognitive Development 2.a, 2.d -Language Development 2.d, 3.c, 3.d, 3.k Describe strategies for responding to children who are culturally, linguistically, and ability diverse. WSCC II. Curriculum and Learning Environment- Cognitive Development 2.f, 2.j -Language Development 3.f, 3.g, 3.j Develop ways to facilitate family and child interactions as primary contexts for heritage language and English development. WSCC II. Curriculum and Learning Environment-Language Development 3.e, 3.h, 3.i, 3.l, 3.m, 3.o Analyze images of culture and individual abilities reflected in children’s literature and other learning materials. WSCC III. On-going Measurement of Child Progress 3.d, 3.h Utilize developmentally appropriate and culturally responsive assessment practices for documenting the growth of language and literacy skills. WSCC III. On-going Measurement of Child Progress 3.a, 3.k
	ECED& 190 - Observation and Assessment 3 Credits Collect and record observation and assessment data in order to plan for and support the child, the family, the group, and the community. Practice reflection techniques, summarizing conclusions, and communicating findings. Fees Quarters Typically Offered Spring Evening Designed to Serve Professional-technical students in the early childhood program and current early childhood teachers and providers. Active Date 20200326T12:04:35 Grading System Decimal Grade Class Limit 36 Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible New Option Course Outline I. Introduction to observation and Assessment II. Characteristics and observable signs of growth, development, learning and social behaviors. III. Avoiding bias, judgements, and assumptions in observations and assessments. IV. Collecting factual, descriptive data V. Tools for observation and assessment; including running records, anecdotal records, checklists, time and event sampling, portfolios, developmental continuums and other tools. VI. Interpreting and reflecting on data VII. Professional ethics and etiquette related to observation and assessment. Student Learning Outcomes Describe reasons for collecting observation and assessment data. Washington State Core Competencies - I. Child Growth & Development 2.e \| III. On-going Measurement of Child Progress 2.d, 2.f Understands that children’s developmental milestones should be observed and monitored Identify indicators of growth, development, learning and social behaviors in all children. WSCC - III. On-going Measurement of Child Progress 2.e, 3.a, 3.c Identify techniques for avoiding bias, judgments, and assumptions in observations. WSCC - I. Child Growth & Development 2.d \| III. On-going Measurement of Child Progress 2.a, 3.f Collect factual, descriptive data using a variety of assessment tools and strategies. WSCC - III. On-going Measurement of Child Progress 2.b \| II. Program Planning & Development 2.g Document and analyze assessment data for use in planning curriculum for individual and groups of children. WSCC - I. Child Growth & Development 2.f \| III. On-going Measurement of Child Progress 2.c, 3.b \| V. Health, Safety & Nutrition, Responding to Health Needs of Children 2.g \| VII: Program Planning & Development 3.f Describe and demonstrate professional ethics and etiquette that applies to the collection and communication of observation data. WSCC III. On-going Measurement of Child Progress 1.d and VIII. Professional Development and Leadership- Professionalism in Practice 1.g, 2.f, 3.c, 3.d
	EDUC 391 - Cultivating Creativity 5 Credits This class is for BAS in Early Learning students. Explore how to use the arts (process art, music, dramatic play, movement) to promote growth and development, meet state standards, and support a positive sense of self, family, and group identity. Program Admission Required Yes Admitted Program BAS - EDUC FeesES Quarters Typically Offered Spring Evening, Weekend Designed to Serve BAS in Teaching and Early Learning students focused on children birth to 5 and their families. Active Date 20200330T21:15:00 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes PLA Eligible Yes Course Outline Introduction to creativity. What is it? How do we get it? State standards in the arts. Anti-bias goals. Culturally sustaining curriculum. How do these fit together? Working with families. How can they help us? How can we help them? What can we do together to support young children. Lesson planning. Responding to children’s efforts. Get rid of “good job”. ‘ Integrating the arts across the environment and the curriculum. The cycle of teaching. Praxis. Theory, action, reflection. Student Learning Outcomes Create strategies to integrate culturally sustaining, developmentally inclusive arts experiences (process art, music, dramatic play, movement) into everyday classroom routines. Describe how to partner with families to support children's creativity and development of family pride, confidence, and positive social and group identities. Create lessons plans that use the the arts to support healthy development and reinforce positive cultural and linguistic identities. Develop responses to children's efforts that reflect best practices in creative development. Create lesson plans in the arts that align local, state, and/or national standards with culturally sustaining/anti-bias practices.
	EDUC 433 - Family Partnerships and Community Connections 5 Credits Successful early childhood education depends on partnerships with children’s families and communities. In this class, explore the importance of and complex characteristics of children’s families and communities. Learn to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning. Pre-requisite(s) EDUC& 115, EDUC& 130, ECED& 160, EDUC& 204,  and EDUC 240 with min. 2.0 Program Admission Required Yes Admitted Program BAS - EDUC Fees Quarters Typically Offered Winter Evening Designed to Serve BAS in Teaching and Early Learning students focused on children birth to 5 and their families. Active Date 20200330T21:15:07 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes PLA Eligible Yes Course Outline Identity analysis - what are the sociological factors influencing children and families? What are our own identities? Communication and relationship strategies. Seeing families as a resource for children’s development. What are all of our roles? Cross cultural communication and problem solving. Engaging the community. What resources are available? When to refer families? Student Learning Outcomes Discuss theoretical perspectives and research about the factors that impact children's lives including race, ethnicity, gender, gender identity, socioeconomics, language, religion, etc. Describe a collaborative approach to child/family development, incorporating respectful and reciprocal engagement and relationship strategies. Research and engage with community resources that are developmentally, culturally, and linguistically appropropriate. Show ability to sensitively negotiate potential conflicts between families’ preferences and cultures and the setting’s practices and policies related to health, safety and developmentally appropriate practices. Demonstrate strategies to sucessfully engage families as partners for insight into their children for curriculum, program development, and assessment; and as partners in planning for children’s transitions to new programs.
Economics
	ECON 110 - Global Economic Issues 5 Credits A survey of contemporary issues in the global economy with an overview of basic economic theory. The issues covered may vary with current events, but will consider both local and global contexts. Students will learn about global economic interdependence and the winners and losers in different economic situations, including particular emphasis on historically excluded groups. Fees Quarters Typically Offered Summer Online Fall Day Winter Day Spring Online Designed to Serve Transfer students, economics emphasis students and students needing social science credit Active Date 2016-06-06 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: AA Social Science Area I Course Outline Economic Methodology Market Allocation of Resources Economic Efficiency International Trade Environmental Problems Macroeconomic Measurement Inequality Within and Between Nations Labor markets and Discrimination Student Learning Outcomes Each student will demonstrate their ability to recall and apply definitions and terminology. Each student will be able to interpret material from texts and classroom presentations to solve each problem. Each student will be able to apply skills gained in the economics class to the analysis and evaluation of current global events. Each member of the class will be able to identify global economic issues, look at evidence, evaluate it, and draw meaningful conclusions Each student will be able to apply skills gained in the economics class to the analysis and evaluation of policy debates Each student will demonstrate understanding about economic interdependence in the global economy, and the winners and losers in the global economic system
	ECON 120 - Economics of Entrepreneurship 5 Credits An introduction to entrepreneurial problem solving, with applications to small business and social issues. Includes identifying opportunities, data collection, strategic planning and plan revision. Fees Quarters Typically Offered Designed to Serve all degree seeking students Active Date 2015-04-07 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: AA Social Science Area I Course Outline Defining Entrepreneurship The Entrepreneurial Mindset Identifying problems and recognizing opportunities Interviewing and Qualitative data gathering Testing Solutions Revising Plans in the face of Data Overcoming obstacles Risk Assesment Student Learning Outcomes Each student will be able to identify, communicate and evaluate business and social entrepreneurship opportunities. Students will be able to apply the entrepreneurial mindset to identify and find solutions to problems in their communities. Students will be able to collect meaningful qualitative data and communicate results Each member of the class will be able to revise plans based on data collection and evaluation
	ECON 190 - Sustainability Seminar 1 Credits Through a lecture format, faculty will describe and interpret noteworthy sustainability topics including the intertwined ideals of viable economies, social equity and ecological integrity. Fees Quarters Typically Offered Designed to Serve Transfer students desiring Social Science credit and the broader campus and local communities. Active Date 2012-09-28 Grading System Credit/Non-Credit Class Limit 48 Contact Hours: Lecture 11 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 11 Degree Distributions: AA Social Science Area I Course Outline This course will vary from quarter to quarter, depending on the interests and availability of faculty and outside speakers, but will be drawn from the social and life sciences, with emphasis on the interconnection between economic, social and environmental systems Student Learning Outcomes Students will summarize presenters’ conclusions and describe presenters’ methodology and sources Students will identify the connections between economic, social and environmental systems
	ECON 221 - Economics of Investing 5 Credits Uses financial investing as a way of exploring basic economics, political economy and economic policy. Basic investment strategies and the effect of government policy on economic outcomes are explored. Fees Quarters Typically Offered Designed to Serve Transfer students, economic majors, individuals interested in financial investing. Active Date 2011-06-14 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: AA Social Science Area I Course Outline 1. Basic investing: different types of investments; debt; compounding; savings; where to look for information. 2. The stock and bond markets and how they work and don’t: history; regulation; who invests and why. 3. Measuring investments: earnings, debt, sales and book ratios; annual reports; analysts’ ratings; where to look for information. 4. Investment strategies: exploration of different approaches to investing such as buy-and-hold, market timing and dollar-cost averaging. 5. Basic economics and how it relates to investing: basic economic concepts such as supply and demand; transaction costs; productivity. 6. Economic policy and its effect on investing: fiscal policy; monetary policy; the roles of Congress and the federal government; impact of various types of government spending; regulation and deregulation. 7. Global markets: overseas investing; world trade policy and political and economic outcomes; WTO, World Bank and IMF; trade disputes. Student Learning Outcomes Demonstrate a basic understanding of financial investing. Analyze how both global and domestic economic policies impact investing strategies and outcomes. Demonstrate an understanding of the connections between global trade issues and investing strategies and outcomes.
	ECON 273 - Introduction to International Economics 5 Credits A deeper exploration of the global economy including international trade, balance of payments, currency markets, exchange rates, government policies, and important institutions. Pre-requisite(s) ECON& 201 or ECON& 202 with a minimum 2.0 Program Admission Required Yes Admitted Program BAS Fees Quarters Typically Offered Spring Online Designed to Serve Transfer students, economics emphasis students and students needing social science credit. Active Date 20210403T10:08:02 Grading System Decimal Grade Class Limit 38 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Social Science Area I Course Outline International Economic Institutions International Trade Trade Policies Balance of Payments Currency Markets and Exchange Rates Exchange Rate Policies Political Economy of international trade and finance policies Student Learning Outcomes Describe the relationships among economic measures relevant to international economics. Describe how trade affects economic aggregates and how trade has different impacts on different sectors of the economy. Evaluate arguments for and against trade in terms of economic costs and benefits. Identify the determinants of currency values important to specific cases. Describe the basic dynamics of currency markets. Describe how different government policies affect trade and international financial flows. Identify important international institutions relevant to international economics and describe their roles in trade and international finance. Evaluate trade and international finance policy outcomes using the tools of political economy.
	ECON 295 - Independent Study 5 Credits An individual study project developed by student and instructor in an area of Economics approved by the instructor. Instructor Permission Required Yes Fees Quarters Typically Offered Summer Day, Evening, Online Fall Day, Evening, Online Winter Day, Evening, Online Spring Day, Evening, Online Designed to Serve Students interested in additional study in the area of Economics. Active Date 20201105T14:50:33 Grading System Decimal Grade Variable Credit Yes Range 1-5 Independent Study Yes Continuous Enrollment Yes Class Limit 99 Contact Hours: Other 165 Total Contact Hours 165 Degree Distributions: Restricted Elective Yes Course Outline Student and instructor determine scope of independent study. Student and instructor determine activities and/or project(s) to be completed and timeline for completion. Student completes activities and/or project(s). Evaluation of work by instructor. Student Learning Outcomes Effectively complete a mutually agreed-upon, independent Economics project that conforms to given requirements.
	ECON 303 - Survey of International Economics 5 Credits Survey of the global economy including international trade, balance of payments, currency markets, exchange rates, government policies, and important institutions. Pre-requisite(s) ECON& 201 or ECON& 202 with a minimum 2.0  Program Admission Required Yes Admitted Program BAS - BUSN Fees Quarters Typically Offered Designed to Serve Bachelor of Applied Science in Global Trade and Logistics students Active Date 20210403T10:08:02 Grading System Decimal Grade Class Limit 38 Shared Learning Environment Yes Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: Restricted Elective Yes Course Outline International Economic Institutions International Trade Trade Policies Balance of Payments Currency Markets and Exchange Rates Exchange Rate Policies Political Economy of international trade and finance policies Student Learning Outcomes Describe the relationships among economic measures relevant to international economics. Describe how trade affects economic aggregates and how trade has different impacts on different sectors of the economy. Evaluate arguments for and against trade in terms of economic costs and benefits. Identify the determinants of currency values important to specific cases. Describe the basic dynamics of currency markets. Describe how different government policies affect trade and international financial flows. Identify important international institutions relevant to international economics and describe their roles in trade and international finance. Evaluate trade and international finance policy outcomes using the tools of political economy.
	ECON 330 - Survey of Research Methods for Information Systems and Business 5 Credits Introduces fundamentals of research for information systems and business. The emphasis is on practical tools of applied quantitative and qualitative research methods as well as research ethics. Pre-requisite(s) BUSN 210 or MATH& 146 with min. 2.0 Program Admission Required Yes Admitted Program BAS - BUSN Course Note To enroll in this class, prerequisites must be completed with a 2.0 or by instructor permission. Fees Quarters Typically Offered Designed to Serve BAS Students Active Date 20210403T10:08:03 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: Course Outline Research formulation and design Research mindset - critical thinking, triangulation Research focus - academic, decision-making, advocacy Research questions - big and small Choosing a research design Descriptive Correlational Semi-experimental, including action research Experimental Meta-analysis Choosing a research method Quantitative Qualitative Mixed method Research theory Interpretive Positivist Managing the research process Metadata Pilot testing Research ethics Citing sources Informed consent, confidentiality and privacy Transparency with participants and audience, conflicts of interest, abuse of position Scope and sample Statistics use Numbers and percentages Statistical significance Positionality Limitations Generalizability Causality Negative results Replicability Validity Reliability Acknowledging contributions Literature Review Purpose and scope of the search Models - process and theory Similar questions Similar populations Coverage What’s been done before What’s not there Evaluating sources - academic, government, popular, Web, experts Summary and synthesis Sampling Population and sample - Representative sample Sampling mechanics - techniques and size Bias - self-selection, method, modality Evaluating a sample - based on the research design Quantitative research Strengths and limitations Research objectives Data structures - population, sample, observations, variables, values, census, time series, cross-section, panel, continuous, discrete, categorical Levels of measurement - nominal, ordinal, interval, ratio Collecting data - design and administration Questionnaires Observation - including system process data, A-B testing Secondary data, including Census, big data Categorization and coding Distributions vs. thresholds Aggregation Common analysis software - Excel, R Descriptive statistics Choosing descriptive statistics for univariate, bivariate and multivariate data - data type and purpose Common data charts Inferential statistics interpretation, significance, and limitations Hypothesis testing Two-group comparisons Regression results - correlation vs. causality Other common tests - e.g. Chi-square tests Qualitative research Strengths and limitations Research objectives Subject selection - individuals, locations, websites, organizations Collecting data - processes, considerations, tools Documents or system records Interviews Focus groups Observations - direct and participant, including ethnography Content analysis, coding and synthesizing Interpretive analysis - “thick description” Theoretical lens Grounded theory Analysis software Reporting research results Audience - academic, internal, professional, legal Purpose - confirmatory, exploratory, strategic planning, audit Report structure - Executive summary, background, results, limitations, conclusions Presenting data Tables Data visualization Talking about data Oral presentation Student Learning Outcomes Identify different research designs and research methods and their strengths and limitations. Demonstrate knowledge of research ethics in evaluating, designing, executing, and reporting research. Produce a literature review that evaluates and synthesizes multiple types of sources. Design, conduct, and report on a small-scale quantitative research study that adheres to standard research practices. Design, conduct, and report on a small-scale qualitative research study that adheres to standard research practices.
	ECON& 201 - Microeconomics 5 Credits Introduction to the economic way of thinking with applications to scarcity and choice, demand, costs, efficiency, uncertainty, market power, profit, government policy, production and allocation, property rights and wealth maximization. Course Note Previously ECON 211. Fees Quarters Typically Offered Summer Day, Online Fall Day, Online Winter Day, Online Spring Day, Online Designed to Serve Intended for college transfer students interested in economics related to consumer behavior, market equilibrium, government action in markets and business decision-making. Active Date 2016-03-02 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: AA Social Science Area I Course Outline Demand Theory Price Determination Costs and Decisions Price Taking Behavior Price Searching Behavior Restrictions on Competition Profits and Rents Externalities Public Goods Common Resources Student Learning Outcomes Each student will demonstrate the ability to recall and apply definitions and terminology. Each student will be able to interpret material from economics texts and classroom presentations to solve microeconomic problems. Each student will be able to use the tools of economic analysis to discover the implications of decisions. Each student will be able to apply skills gained in the microeconomics class to the analysis and evaluation of current events. Each number of the class will be able to identify microeconomic issues, look at evidence, evaluate it, and draw meaningful conclusions.
	ECON& 202 - Macroeconomics 5 Credits The modern economy, including such topics as national output, employment, inflation, money and banking, public finance, economic growth and international trade. Course Note Previously ECON 212. Fees Quarters Typically Offered Summer Day, Online Fall Day, Online Winter Day, Online Spring Day, Online Designed to Serve Intended for transfer students who are interested in the economics of regions and countries. Active Date 2011-06-15 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: AA Social Science Area I Course Outline 1. National Income Accounting 2. Economic Fluctuation 3. Aggregate Demand - Aggregate Supply Analysis 4. Fiscal Policy 5. Money & Banking 6. Monetary Theory 7. Activism - Non Activism 8. International Economics Student Learning Outcomes Each student will demonstrate their ability to recall and apply definitions and terminology. Each student will be able to interpret material from economics texts and classroom presentations to solve problems. Each student will be able to use the tools of economic analysis to discover the implications of decisions. Each student will be able to apply skills gained in the economics class to the analysis and evaluation of current events. Each student will be able to identify economic issues, look at evidence, evaluate it, and draw meaningful conclusions.
Education
	EDUC 102 - ParaEducator Basics 3 Credits An introduction to roles and responsibilities of the Paraeducator in the K-12 educational system. Students will explore techniques supporting instruction, professional and ethical practices, positive and safe learning environments, effective communication and teamwork. Fees Quarters Typically Offered Designed to Serve This course is required by students in the AAS ParaEducator Degree. Get Prior Learning Credit for this course if you have taken the State mandated 4 day/28 clock hour training, Fundamental Course of Study, required of school district Instructional Paraeducators. Active Date 20190709T10:50:41 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes Course Outline Support Educational Outcomes Technology Basics Introduction to Cultural Identity and Diversity Methods of Educational and Instructional Support Using and Collecting Data Demonstrate Professionalism and Ethical Practices District Orientation/Roles and Responsibilities of Job Duties including professional conduct and ethical practices. Equity Support a Positive and Safe Learning Environment Positive and Safe Learning Environment Behavior management strategies including de-escalation techniques Child and Adolescent Development Emergency and Health Safety Comm. Effectively and Participate in the Team Process Communication Basics Communication Challenges Student Learning Outcomes Compare the distinct roles and responsibilities of the Paraeducator with those of the certificated staff. Identify the signs of a safe, positive and culturally inclusive learning environment. Utilize effective communication techniques and strategies to be used with students, family members, and staff. Examine positions of power, privilege and inequity. Utilize the Washington State Paraeducator Standards to develop a professional development plan. Demonstrate the ability to utilize assessments and record data to monitor child growth and development.
	EDUC 103 - Early Childhood Education Program Orientation 1 Credits This course will provide an overview of the field of Early Childhood Education and the Associate of Applied Science degree at Highline College. It includes a variety of topics related to current events in early childhood education as well as the various certification and education programs offered at Highline College and their requirements. FeesUL Quarters Typically Offered Fall Online Winter Online Spring Online Designed to Serve This course serves students enrolled in the Associate of Applied Science in Early Childhood Education. Active Date 20190207T16:51:14 Grading System Decimal Grade Class Limit 36 Contact Hours: Lecture 11 Total Contact Hours 11 Degree Distributions: ProfTech Course Yes Course Outline Advising Criminal History Clearance (MERIT) Placement Expectations Introduction/Review of Conceptual framework Structure of Early Learning Systems in WA Introduction Certificates for Early Learning Graduation requirements Portfolio Degree requirement Registration for VIA Student Learning Outcomes Identify current trends in early learning. Recognize and articulate the importance of the HC Education Department Conceptual Framework, as well as the various certification and degree requirements. Formulate a plan of study that will assist in meeting their certification and degree goals.
	EDUC 191 - Field Experience I- Cooperative Work Experience 5 Credits In a pre-K-12 setting, work alongside a teacher/paraeducator, observing and demonstration best practices. In seminar and reflection link experiences with WA State Paraeducator Basic Competencies and Teacher Standards. Instructor Permission Required Yes FeesHD Quarters Typically Offered Winter Evening, Online, Weekend Spring Evening, Online, Weekend Designed to Serve Students completing a Paraeducator Initial Certificaate and/or AAS in Paraeducation. Active Date 20200401T13:21:27 Grading System Credit/Non-Credit Class Limit 25 Contact Hours: Lecture 22 Worksite 90 Total Contact Hours 112 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Introduction to Education Practicum. Professional Development and Leadership Cultural Competence and Responsiveness Observation and Assessment Curriculum and Environments Student Learning Outcomes Assist in providing instruction, which meets the needs of diverse learners. (PESB Para Standards) Supporting Educational Outcomes & Support a Positive and Safe Learning. Demonstrate practice reflective of district policy, state laws, and professional code of ethics. (PESB Para Standards) Demonstrate Professionalism and Ethical Practices & Support a Positive and Safe Learning Environment. Foster and support culturally responsive, inclusive learning environments for each and every student. (PESB Para Standards) Support a Positive and Safe Learning Environment & Demonstrate Cultural Competency. Demonstrate effective communication skills with students, families and staff. (PESB Para Standards) Communicate Effectively and Participate in the Team Process & Demonstrate Professionalism and Ethical Practices.
	EDUC 199 - Tutor Training 1 Credits Instruction and experience for tutors in the tutoring program. Instructor Permission Required Yes Course Note This class is only for students who are currently hired as tutors. Fees Quarters Typically Offered Fall Day Winter Day Spring Day Designed to Serve Students working in the campus tutoring center. Active Date 20201105T14:50:34 Grading System Decimal Grade Class Limit 15 Contact Hours: Lecture 11 Total Contact Hours 11 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Orientation to tutoring center Learning styles Leading study groups Using study skills in listening Questions and problem-solving Discipline specific tutoring Goal setting/planning Student Learning Outcomes Students will describe tutoring and tutoring responsibilities based on basic tutoring guidelines and philosophies of the Tutoring Center. Upon observation, students will successfully begin and end a tutoring session using best practices. Students will describe basic tutoring best practices and practices to avoid during a tutoring session. Students will demonstrate appropriate communication skills in interactions with students/tutees. Students will effectively use active listening and paraphrasing when working with students/tutees. Students will articulate effective study skills practices when working with tutees. Students will effectively teach effective problem-solving skills when working with tutees. Students will apply discipline specific tutoring techniques.
	EDUC 230 - The Democratic Classroom 5 Credits Develop guidance and classroom management skills based on current research and best practices that support positive development for children including mutually respectful methods of communication, prevention strategies, problem solving, conflict resolution, and ethical interactions. Pre-requisite(s) EDUC& 130 with min 2.0 or better. Fees Quarters Typically Offered Winter Evening, Online, Weekend Designed to Serve Professional-technical students in early childhood or paraeducation, and current practitioners. Transfer students as emphasis area credit. Active Date 20210403T10:08:03 Grading System Decimal Grade Class Limit 36 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes Course Outline The role and goals of guidance in a democratic society Current research and best practices in guidance and classroom management. The relationship between culture, race, ethnicity, gender, socioeconomic status, history, and guidance Individual and group guidance techniques, strategies and skills Communication Listening Skills Cooperative group strategies Collaboration Problem solving and conflict resolution Guidelines and process for behavioral referral Organizations, agencies, and resources to support children and families Ethical guidance practices Student Learning Outcomes Demonstrate current and appropriate terminology in reference to children, students, families, and behavior. Washington State Core Competencies (WSCC) II. Curriculum and Learning- Promoting Social/Emotional Development 2.h, 3.j, VI: Interactions- Providing Individual Guidance 2.f, 2.k, 2.l, 3.d, -Enhancing Group Experiences 2.e Demonstrate an understanding of the relationship between culture, race, ethnicity, gender, socioeconomic status, history and the guidance process. WSCC Curriculum and Learning Environment- Promoting Social/Emotional Development 3.n, VI. Interactions- Providing Individual Guidance 2.j Describe current research and best practices related to individual guidance and group guidance. WSCC II Curriculum and Learning Environment- Promoting Language/Communication Development 3.e, -Promoting Cognitive Development 3.c, VII. Program Planning and Development- Planning and Evaluation 1.c, VIII Professional Development and Leadership- Professionalism 1.e Apply guidance techniques to specific situations that meet the needs of individuals and groups. WSCC I Growth and Development 1.d, II. Curriculum and Learning Environment- Promoting Social/Emotional Development 3.c, 3.d, 3.e, 3.f, 3.h, VI. Interactions- Providing Individual Guidance 2.b, 2.c, 2.d, 2.e, 2.g, 3.f, -Enhancing Group Experiences 2.g Describe the guidelines and process for behavioral referral and identify the organizations, agencies and resources available to provide support for children and families. WSCC III Ongoing Measurement of Child Progress 2.b, 2.e, 3.a, 3.g, 3.h, 3.j, IV. Family and Community Partnerships- Relationships with Families 2.g, 3.b, 3.e, 3.f, 3.g -Use of Community Resources 2.a, 2.b, 3.a Communicate effectively, recognizing and considering the perspectives, needs and contributions of others. WSCC II. Curriculum and Learning Environment- Promoting Social/Emotional Development 3.j, 3.l, 3.n, VI. Interactions- Providing Individual Guidance 2.j Work cooperatively with other students; sharing ideas, solving problems and listening to others. Produce work both individually and collaboratively. WSCC VIII. Professional Development and Leadership- Professionalism 1.f, 2.b, 2.c, 2.d, 3.a
	EDUC 240 - Education Practicum 5 Credits This course provides an advanced opportunity for students to combine theory with practical experience gained in an appropriate classroom setting. This is a practicum course requiring a field experience with a weekly seminar. Instructor Permission Required Yes FeesHD Quarters Typically Offered Spring Evening, Online, Weekend Designed to Serve Professional-technical students in early childhood education or paraeducation. Transfer students as a prerequisite, transferable elective, or emphasis area credit. Active Date 20210403T10:08:04 Grading System Credit/Non-Credit Class Limit 20 Contact Hours: Lecture 22 Worksite 99 Total Contact Hours 121 Degree Distributions: ProfTech Course Yes Transferable Elective Yes Course Outline Introduction to Education Practicum. Professional Development and Leadership Cultural Competence and Responsiveness Observation and Assessment Curriculum and Environments Student Learning Outcomes Assist in providing instruction, which meets the needs of diverse learners. (PESB Para Standards) Supporting Educational Outcomes & Support a Positive and Safe Learning Demonstrate practice reflective of district policy, state laws, and professional code of ethics. (PESB Para Standards) Demonstrate Professionalism and Ethical Practices & Support a Positive and Safe Learning Environment Foster and support culturally responsive, inclusive learning environments for each and every student. (PESB Para Standards) Support a Positive and Safe Learning Environment & Demonstrate Cultural Competency Demonstrate effective communication skills with students, families and staff. (PESB Para Standards) Communicate Effectively and Participate in the Team Process & Demonstrate Professionalism and Ethical Practices
	EDUC 258 - Integrated Curriculum 5 Credits Acquaints students with the theory and application of integrated curriculum activities through the lens of culturally sustaining, antibias pedagogy as it relates to math, science, and technology learning. Pre-requisite(s) ECED& 160 with a min 2.0. Course Note Formerly EDUC 253, 255, and 258. FeesES Quarters Typically Offered Spring Weekend Designed to Serve Professional-technical students in early childhood education and paraeducation, current practitioners and transfer students as part of the emphasis area. Active Date 20200326T12:04:28 Grading System Decimal Grade Class Limit 25 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible New Option Course Outline I. Introduction to integrated curriculum II. Review of culturally responsive anti-bias pedagogy III. Constructing lesson plans IV. Planning and implementing integrated curriculum activities V. Evaluating activities: reflective practice VI. Practice activities and peer review Student Learning Outcomes Plan, implement and evaluate anti-bias, culturally relevant math, science, and technology activities for children age three to eight. WSCC - II. Creating the Learning Environment.3c, 3e \| II. Promoting Cognitive Development 2g, 2h, 2j \| II. Promoting Cognitive Development 3a, 3g, 3i, 3j \| VIII. Displaying Professionalism in Practice 3.a Plan and evaluate classroom environments that enhance math, science and technology learning. WSCC - II. Creating the Learning Environment.3.a Use local and national learning standards to create culturally responsive, anti-bias learning opportunities. WA State Core Competencies for Child and Youth Professionals - II. Creating the Learning Environment.3.a Develop curriculum to meet the needs and interests of diverse groups of learners. WSCC - II. Promoting Cognitive Development 2i, 3h Apply principles of equity pedagogy to design integrated learning opportunities that are responsive to local demographics. WSCC - II. Promoting Cognitive Development.3.b Core Competencies for Child and Youth Professionals - II.Creating the Learning Environment.3.g
	EDUC 281 - Education Capstone 3 Credits Capstone course taken your last quarter prior to graduation. Attend a professional development seminar and create a portfolio that documents competency in all degree outcomes. Instructor Permission Required Yes Course Note Course to be taken the final quarter prior to graduation. Fees Quarters Typically Offered Spring Evening Designed to Serve Professional-Technical Students completing an AAS degree in Early Childhood or Paraeducation. Active Date 20200326T12:04:27 Grading System Credit/Non-Credit Class Limit 25 Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline I. Personal professional development plan II. Creating the portfolio and writing self reflections III. Job search, resume and cover letters IV. Applications and interviews V. Professional ethics VI. Professional organizations VII. Portfolio peer review VIII. Portfolio presentation Student Learning Outcomes Utilize past assignments, projects, practicum and coop experiences to document and reflect upon knowledge, skills, abilities and competence. (Area VIII, Displaying Professionalism in Practice:3.a, 3.c 3.d) Create a professional development plan. (Area VIII, Ongoing Professional Growth: 3.a, 3.b, 3.c, 3.d) Develop and present a portfolio that reflects growth and documents abilities and skills for all degree outcomes. (Area VIII, Ongoing Professional Growth, 2.c, 2.f)
	EDUC 291 - Special Projects I 1 Credits An independent study project developed by student and instructor in an area approved by the instructor. Includes a project plan, activities for achieving the plan and assessment criteria, based on core competencies and degree outcomes. Instructor Permission Required Yes Fees Quarters Typically Offered Designed to Serve Professional-Technical Students in Education Active Date 20201105T14:50:35 Grading System Credit/Non-Credit Independent Study Yes Continuous Enrollment Yes Class Limit 99 Contact Hours: Other 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Depends on each student’s individual project Student Learning Outcomes To be determined by student and instructor, based on degree outcomes and core competencies. Student will write a project plan aligned with core competencies and degree outcomes, complete activities to achieve the plan and meet established assessment criteria.

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Course Descriptions

C J 115 - Community Relations

C J 121 - Introduction to Homeland Security

C J 122 - Intelligence Analysis and Security Management

C J 123 - Transportation and Border Security

C J 124 - Business Crisis and Continuity Management

C J 139 - Career Readiness

C J 200 - Comparative Prisons

C J 212 - Fundamentals of Policing

C J 213 - Law of Arrest, Search, and Seizure

C J 215 - Conflict Management

C J 217 - Administration of Justice Communications

C J 219 - Intelligence -led Policing

C J 220 - Tactical Thinking

C J 222 - Terrorism Today

C J 228 - Introduction to Forensic Psychology

C J 245 - Cooperative Education

C J 255 - Police Crisis Intervention

C J 290 - Private Security Academy

C J 291 - Independent Study

C J 292 - Independent Study

C J 293 - Independent Study

C J 294 - Independent Study

C J 295 - Independent Study

CJ 104 - Introduction to Law Enforcement

CJ 124 - Business Crisis and Continuity Management

CJ& 101 - Introduction to Criminal Justice

CJ& 105 - Introduction to Corrections

CJ& 106 - Juvenile Justice

CJ& 110 - Criminal Law

CJ& 112 - Criminology

CJ& 240 - Introduction to Forensic Science

DGS 103 - Model United Nations: Institutions

DGS 104 - Model United Nations: Development

DGS 110 - Global Studies

DGS 112 - Culture, Gender, and Global Studies

DGS 114 - The Middle East

DGS 120 - Society and the Arts

DGS 125 - Media Matters: Race, Class and Gender

DGS 152 - Critical Thinking for Equity

DGS 155 - Native American Studies

DGS 158 - Language, Culture and Power: The Politics of Language

DGS 159 - Study Abroad Experience

DGS 160 - Social Issues

DGS 162 - Constitutional Law and Issues

DGS 164 - Sports Law and Issues of Diversity

DGS 166 - Immigration Law and the Rights of Non-Citizens

DGS 168 - Legal Issues of Civil Rights Theory and Law

DGS 170 - International Human Rights, Policy and Laws

DGS 207 - Cultural Awareness & Business Etiquette

DGS 212 - Women Writers

DGS 216 - Food, Culture, & Politics

DGS 220 - Culture and Art

DGS 260 - International Business

DGS 290 - Culturally Responsive Campus

DRAFT 124 - SolidWorks

DRAFT 135 - Manufacturing Drafting

DRAFT 168 - SketchUp

DRAFT 169 - 3-D Model Rendering

DRAFT 186 - Manual Drafting

DRAFT 224 - Architectural Drafting I

DRAFT 225 - Architectural Drafting in REVIT

DRAFT 226 - Architectural Drafting III

DRAFT 227 - Architectural Drafting Advanced

DRAFT 234 - Civil Drafting

DRAFT 240 - Internship

DRAFT 254 - Sustainable Design

DRAFT 270 - Portfolio Development

ECED 138 - Home Visiting & Family Engagement

ECED& 100 - Introduction to Child Care

ECED& 105 - Introduction to Early Childhood Education

ECED& 107 - Health, Safety and Nutrition

ECED& 120 - Early Childhood Practicum

ECED& 132 - Infants and Toddlers Care

ECED& 134 - Family Child Care

ECED& 139 - Admin Early Lrng Prog

ECED& 160 - Curriculum Development

ECED& 170 - Environments for Learning

ECED& 180 - Language and Literacy Development

ECED& 190 - Observation and Assessment