Jun 16, 2024  
2021-22 Catalog 
    
2021-22 Catalog [ARCHIVED CATALOG]

Course Descriptions


 

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
     

    1. The Founding
    2. The Principal Organs
    3. Peace Operations
    4. Responses
    5. Preparation for the Model UN Conference
    6. Participation in the Model UN Conference
    7. 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

    1. The Founding and basics of the UN. 
    2. Development theories and institutions. 
    3. Development in practice. 
    4. The impact of development on populations. 
    5. Preparation for the Model UN Conference. 
    6. Participation in the Model UN Conference. 
    7. 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:

    1. Discussion of environmental and cultural 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 of the historically excluded group.

    For example, for the Coast Salish people, the course outline could look like this:

    1. ​Examination of theories of storytelling and culture and art.
    2. Discussion and presentation of Coast Salish environment, culture, traditional and contemporary art.
    3. Analysis of Coast Salish art and design.
    4. Creation of designs and graphics based on traditional Coast Salish stories and legends.
    5. Practice telling traditional story to accompany presentations of artwork.
    6. 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 industry’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
     

    1. Research formulation and design
      1. Research mindset - critical thinking, triangulation
      2. Research focus - academic, decision-making, advocacy
      3. Research questions - big and small
      4. Choosing a research design
        1. Descriptive
        2. Correlational
        3. Semi-experimental, including action research
        4. Experimental
        5. Meta-analysis
      5. Choosing a research method
        1. Quantitative
        2. Qualitative
        3. Mixed method
      6. Research theory
        1. Interpretive
        2. Positivist
      7. Managing the research process
        1. Metadata
        2. Pilot testing
    2. Research ethics
      1. Citing sources
      2. Informed consent, confidentiality and privacy
      3. Transparency with participants and audience, conflicts of interest, abuse of position
      4. Scope and sample
      5. Statistics use
        1. Numbers and percentages
        2. Statistical significance
      6. Positionality
      7. Limitations
        1. Generalizability
        2. Causality
      8. Negative results
      9. Replicability
        1. Validity
        2. Reliability
      10. Acknowledging contributions
    3. Literature Review
      1. Purpose and scope of the search
        1. Models - process and theory
        2. Similar questions
        3. Similar populations
      2. Coverage
        1. What’s been done before
        2. What’s not there
      3. Evaluating sources - academic, government, popular, Web, experts
      4. Summary and synthesis
    4. Sampling
      1. Population and sample - Representative sample
      2. Sampling mechanics - techniques and size
      3. Bias - self-selection, method, modality
      4. Evaluating a sample - based on the research design
    5. Quantitative research
      1. Strengths and limitations
      2. Research objectives
      3. Data structures - population, sample, observations, variables, values, census, time series, cross-section, panel, continuous, discrete, categorical
      4. Levels of measurement - nominal, ordinal, interval, ratio
      5. Collecting data - design and administration
        1. Questionnaires
        2. Observation - including system process data, A-B testing
        3. Secondary data, including Census, big data
      6. Categorization and coding
        1. Distributions vs. thresholds
        2. Aggregation
      7. Common analysis software - Excel, R
      8. Descriptive statistics
        1. Choosing descriptive statistics for univariate, bivariate and multivariate data - data type and purpose
        2. Common data charts
      9. Inferential statistics interpretation, significance, and limitations
        1. Hypothesis testing
        2. Two-group comparisons
        3. Regression results - correlation vs. causality
        4. Other common tests - e.g. Chi-square tests
    6. Qualitative research
      1. Strengths and limitations
      2. Research objectives
      3. Subject selection - individuals, locations, websites, organizations
      4. Collecting data - processes, considerations, tools
        1. Documents or system records
        2. Interviews
        3. Focus groups
        4. Observations - direct and participant, including ethnography
      5. Content analysis, coding and synthesizing
        1. Interpretive analysis - “thick description”
        2. Theoretical lens
        3. Grounded theory
      6. Analysis software
    7. Reporting research results
      1. Audience - academic, internal, professional, legal
      2. Purpose - confirmatory, exploratory, strategic planning, audit
      3. Report structure - Executive summary, background, results, limitations, conclusions
      4. Presenting data
        1. Tables
        2. Data visualization
        3. Talking about data
      5. 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
    1. Advising
    2. Criminal History Clearance (MERIT)
    3. Placement Expectations
    4. Introduction/Review of Conceptual framework
    5. Structure of Early Learning Systems in WA
    6. Introduction Certificates for Early Learning
    7. Graduation requirements
      1. Portfolio
      2. Degree requirement
    8. 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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