Jun 16, 2024

2021-22 Catalog

2021-22 Catalog [ARCHIVED CATALOG]

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Education
	EDUC 292 - Special Projects II 2 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 20201105T14:50:38 Grading System Credit/Non-Credit Independent Study Yes Class Limit 99 Contact Hours: Other 66 Total Contact Hours 66 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Depends on each individual project Student Learning Outcomes To be determined by student and instructor, based core competencies and degree outcomes. Student will write a project plan, complete activities to achieve the plan and meet established evaluation criteria based on core competencies and degree outcomes.
	EDUC 293 - Special Projects III 3 Credits An independent study project developed by student and instructor based on core competencies and degree outcomes. Includes a project plan, activities for achieving the plan and assessment criteria. Instructor Permission Required Yes Fees Quarters Typically Offered Designed to Serve Professional-Technical Students in Education Active Date 20201105T14:50:38 Grading System Credit/Non-Credit Independent Study Yes Continuous Enrollment Yes Class Limit 9 Contact Hours: Other 99 Total Contact Hours 99 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Depends on each individual project. Student Learning Outcomes To be determined by student and instructor, based on core competencies and degree outcomes. Student will write a project plan, complete activities to achieve the plan and meet established assessment criteria based on core competencies and degree outcomes.
	EDUC 300 - Practicum I 1 Credits The first practicum complements the first quarter in the BAS Teaching program.Students will study theories of learning and learning development, language and culture, and social and legal foundations of education, their practicum placements give the student an opportunity to connect classroom concepts with field observations. The three BAS Teaching practicum courses will incorporate opportunities for students to reflect on the practicum experiences, including the implications for supporting English language learners. Pre-requisite(s) ENGL& 101 min. 2.0 Program Admission Required Yes Admitted Program BAS - EDUC FeesHD Quarters Typically Offered Fall Day Designed to Serve BAS Teaching students in their first quarter. Active Date 20200330T21:14:52 Grading System Decimal Grade Class Limit 30 Contact Hours: Worksite 30 Total Contact Hours 30 Degree Distributions: Course Outline Students are required to familiarize themselves with the school as a whole (e.g., by experiencing other subject areas, special needs services, and noncurricular activities). Depending on the course requirements and the opportunities provided by the school, activities may include, but are not limited to, the following: observations of one or more classrooms assisting teachers looking at curriculum and discussing curriculum with teachers sitting in on planning sessions or staff development meetings looking at students’ reading samples and discussing them with students and/or teachers visiting classrooms outside of your subject area discovering what resources and services the schools offer: special education, auxiliary programs, etc. shadowing a student in most or all of his or her classes throughout the school day attending teacher professional development programs visiting local community agencies Student Learning Outcomes Demonstrate professional dispositions Demonstrate ability to integrate knowledge and skills developed through field experiences with the content of the program’s coursework through seminars in core courses
	EDUC 302 - Practicum II 1 Credits The second practicum complements the second quarter in the BASTE program. Students explore how to plan instruction, consider advanced concepts in language and literacy and the implications for teaching English language learners, and practice methods for teaching mathematics. The practicum placement gives students an opportunity to connect this material with field observations. The three BAS Teaching practicum courses will incorporate opportunities for students to reflect on the practicum experiences, including the implications for supporting English language learners. Pre-requisite(s) ENGL& 101 with min. 2.0 Program Admission Required Yes Admitted Program BAS - EDUC FeesHD Quarters Typically Offered Winter Day Designed to Serve BAS in Teaching Students. Active Date 20200330T21:14:53 Grading System Decimal Grade Class Limit 30 Contact Hours: Worksite 30 Total Contact Hours 30 Degree Distributions: Course Outline Teacher presence Ability to command attention Use effective strategies to engage students attention Relational credibility with students Potential to lead Initiates appropriate interactions with individual students Display with-it-ness Importance of relationships with school colleagues, families, and educational partners After-school activities Knowledge of schools and communities Community cultural wealth School personnel and community resources Verbal and Nonverbal communication techniques that foster active inquiry, collaboration and supportive interactions in the classroom Modeling effective verbal/nonverbal communication skills Understanding cultural, gender, intellectual and physical ability differences in classroom communication Supporting and expanding learner expression in speaking, writing, and listening Different approaches to learning and creating instructional opportunities for diverse learners Identify students’ prior learning preferences, strengths, and needs Individualized instruction Connect instruction to students’ prior learning experiences, families, cultures, and communities. Design learning opportunities that take into account students’ stages of language acquisition and the academic language demands of lesson targets Student Learning Outcomes Demonstrate professional dispositions Demonstrate ability to integrate knowledge and skills developed through field experiences with the content of the program’s coursework through seminars in core courses
	EDUC 303 - BAS in Early Childhood Education Student Orientation 1 Credits This is the orientation course for students admitted to the BAS in Early Childhood Education. It includes academic counseling, information on practicum requirements, and information literacy skill building. Note: This does not meet the needs of BAS in Elementary Education students. Program Admission Required Yes Admitted Program BAS - EDUC Course Note This does not meet the needs of BAS in Elementary Education students. Fees Quarters Typically Offered Fall Evening, Online Designed to Serve Students admitted to the BAS in Early Childhood Education. Active Date 20210403T10:08:05 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 11 Total Contact Hours 11 Degree Distributions: ProfTech Course Yes Course Outline Advising and pathway Practicum Requirements Criminal History Clearance Graduation Requirements Research and Information Literacy Skill Building Student Learning Outcomes Describe the Education Department conceptual framework and how it applies to early learning practitioners. Create an academic plan leading to fulfillment of BAS course requirements. Submit evidence that criminal background clearance process has been completed or initiated to the fingerprinting level. Successfully complete information literacy/research modules.
	EDUC 304 - Orientation for BAS in Teaching 1 Credits This course will provide an overview of the field of education and the Bachelor of Applied Science in Teaching offered at Highline College. It includes a variety of topics related to current events in education as well as the various baccalaureate education programs offered at Highline College and their requirements. Pre-requisite(s) ENGL&101 with a 2.0 min Program Admission Required Yes Admitted Program BAS - EDUC Fees Quarters Typically Offered Fall Evening, Online Winter Evening, Online Spring Evening, Online Designed to Serve This course is designed to serve students who are entering the Bachelor of Applied Science in Teaching program. Active Date 20201105T14:50:40 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 11 Total Contact Hours 11 Degree Distributions: Course Outline Advising Criminal History Clearance (OSPI) Placement Expectations Assessment requirements (WEST-E; WEST-B; edTPA) Introduction/Review of Conceptual framework Structure of Education in WA (OSPI, PESB, etc.) Introduction to Standards/Competencies for Certification and Endorsements Graduation requirements Portfolio Degree requirement Student Learning Outcomes Identify current trends in education. Recognize and articulate the importance of the Highline College 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 306 - Practicum III 1 Credits The third practicum complements the third quarter in the BASTE program. As students explore assessment for learning, reading methods, and science methods, the practicum placement gives students an opportunity to connect this material with field observations. The three BAS Teaching practicum courses will incorporate opportunities for students to reflect on the practicum experiences, including the implications for supporting English language learners. Pre-requisite(s) ENGL& 101 min. 2.0 Program Admission Required Yes Admitted Program BAS - EDUC FeesHD Quarters Typically Offered Spring Day Designed to Serve BAS Teaching students. Active Date 20200330T21:14:54 Grading System Decimal Grade Class Limit 30 Contact Hours: Worksite 30 Total Contact Hours 30 Degree Distributions: Course Outline Teacher presence Ability to command attention Use effective strategies to engage students attention Relational credibility with students Potential to lead Initiates appropriate interactions with individual students Display with-it-ness Importance of relationships with school colleagues, families, and educational partners After-school activities Knowledge of schools and communities Community cultural wealth School personnel and community resources Verbal and Nonverbal communication techniques that foster active inquiry, collaboration and supportive interactions in the classroom Modeling effective verbal/nonverbal communication skills Understanding cultural, gender, intellectual and physical ability differences in classroom communication Supporting and expanding learner expression in speaking, writing, and listening Different approaches to learning and creating instructional opportunities for diverse learners Identify students’ prior learning preferences, strengths, and needs Individualized instruction Connect instruction to students’ prior learning experiences, families, cultures, and communities. Design learning opportunities that take into account students’ stages of language acquisition and the academic language demands of lesson targets Support the intellectual, social, and personal development of all students Knowledge of child development Student responsibility Knowledge of students; individual development, sills, knowledge, and language proficiency Theories of learning Learning beyond the classroom Knowledge of subject matter in the area of certification Present subject matter in multiple ways Use students’ prior knowledge when identifying earning objectives and choosing instructional strategies Engage students in methods of inquiry Interdisciplinary learning Variety of instructional states to support students’ development of critical thinking, problem-solving, and performance skills Teaching strategies, materials, and technology for multiple instructional purposes to meet student needs Active learning that promotes the development of critical thinking,problem-solving, and performance capabilities Curriculum development based upon student needs, district and state performance standards Principles of effective instruction Evaluation of plans and student work relevant to long and short term goals Reflective Practitioner Self-assessment and problem-posing strategies for reflecting on practice Resources for professional development Professional ethics Motivation Motivation strategies Behavior management strategies/techniques Time management for effective classroom instruction Assessment Informal/formal assessment to enhance, monitor, and evaluate student learning Metacognition-self assessment activities to help learners identify learning targets, learning behaviors, progress toward learning and setting personal goals for learning Maintaining useful records of student work Communicate student progress to students, parents, guardians,m and other colleagues Student Learning Outcomes Demonstrate professional dispositions Demonstrate ability to integrate knowledge and skills developed through field experiences with the content of the program’s coursework through seminars in core
	EDUC 320 - Math Methods 5 Credits This course examines the research, theory and methods of teaching and learning mathematics spanning preschool through grade 8. We will pay special attention to children’s mathematical thinking, learning progressions, representations and resources used in learning rich and rigorous mathematics. The instructional focus will begin this quarter through introduction of a variety of instruction principles and methods that lead students to form robust understandings of mathematical concepts, develop procedural fluency, engage in problem solving and mathematical modeling, and increase mathematical confidence. Promoting a just and equitable mathematics education will be an overarching theme throughout this course. Pre-requisite(s) ENGL&101 with a 2.0 min Program Admission Required Yes Admitted Program BAS - EDUC Fees Quarters Typically Offered Fall Evening, Online Winter Evening, Online Spring Evening, Online Designed to Serve Students in the BAS Teacher Certification program Active Date 20201105T14:50:40 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: Course Outline Topics to be covered: Math identity, dispositions, and learning Early numeracy concepts: counting, number Operations/base ten Fractions/rational number Geometry Ratio/proportion Algebra/Algebraic thinking Mathematical modeling/problem solving Home/Community Connections Culturally responsive and inclusive pedagogies Pedagogy: Routine instructional strategies: number talks & mathematizing the world Pedagogy: Basics of collaborative learning/complex instruction Pedagogy: Eliciting and building on student thinking and cultural funds of knowledge Pedagogy: Learning mathematics through play and perseverance Student Learning Outcomes Understand and recognize that all children have important mathematical ideas Understand mathematics, learning and instruction in relation to power, race, culture, language, social class, gender and disabilities Develop knowledge of student learning progressions and multiple learning contexts (i.e. conceptual milestones/stumbling blocks; school/non-school contexts) in different content domains of mathematics Develop knowledge about the relationship among student dispositions, identities and math learning environments Critically read and synthesize research on mathematics teaching and learning to inform instruction Design learning opportunities for children based on knowledge of student learning, content, common core content and practice standards; academic language; cultural/linguistic resources; curriculum; and assessment goals Develop strategies that engage family and community into mathematics learning and teaching Demonstrate competence in culturally responsive, gender-sensitive, and learning-inclusive mathematics teaching strategies that minimizes power and status issues, nurtures a positive mathematics disposition, and utilizes students’ cultural/linguistic funds of knowledge and experiences as resources for lessons Select, use, and determine suitability of the available mathematics curricula, teaching materials, and other resources including manipulatives and technology for the learning of mathematics for all students
	EDUC 330 - Science Methods 5 Credits Content-specific pedagogy in science will be the primary focus of this course with content related to the science content related to national standards, and a focus on inquiry instructional models. Candidates will apply learning by developing lesson plans. Program Admission Required Yes Admitted Program BAS - EDUC FeesES Quarters Typically Offered Winter Evening Spring Weekend Designed to Serve This course is designed to serve candidates for the Bachelor of Applied Science in Teaching and Early Learning. Active Date 20210403T10:08:05 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 What is science? How and why do we teach it? Potential biases. Introduction to scientific inquiry - major concepts and application. Science in early childhood and inquiry. How children think. Developmentally appropriate practice in alignment with local and national standards Physical science. What is it? What are developmentally appropriate learning targets? Strategies for avoiding bias and challenging stereotypes. Life science. What is it? What are developmentally appropriate learning targets? Strategies for avoiding bias and challenging stereotypes. Earth/space systems. What are they? What are developmentally appropriate learning targets?Strategies for avoiding bias and challenging stereotypes. Safety and facilitation of science activities. How to use questioning to encourage curiosity, problem solving, and critical thinking. Lesson Planning. What are the components? How to develop strong objectives. Integrating math, technology and other subjects. Development and presentation of science lessons using a variety of appropriate process skills and strategies Student Learning Outcomes Describe and apply the process of scientific inquiry to create learning activities. (Teaching competencies ECE 9.5.4, 9.5.5, EE 1.5.4, 1.5.5) Plan, implement, and evaluate science activities that are safe, developmentally appropriate, and culturally reflective of the learners served. (Core Competencies for Early Care & Education Professionals. II. Creating the Learning Environment. 3.c,e; II. Promoting Cognitive Development. 2.g,h,j; II. Promoting Cognitive Development. 3.a,g,i,j; VIII. Displaying Professionalism in Practice. 3.a. Teaching Competencies ECE 9.5.1, 9.5.2, 9.5.8 and EE 1.5.8) Integrate appropriate math, technology use and other subjects as appropriate into science activity planning. (Teaching Competencies ECE 9.5.6, 9.5.7, 9.5.9, EE 1.5.6, 1.5.7, 1.5.10) Use the emerging interest of learners to develop science curriculum that explores concepts in earth/space systems, properties of matter, and life and environmental sciences. (CCCECP. II. Promoting Cognitive Development.2.i, 3.h, Teaching Competencies ECE 9.5.3, EE 1.5.1, 1.5.2, 1.5.3, 1.5.9) Design science activities that are responsive to and reflective of the cultures in the classroom, using them as an opportunity to actively build self-esteem and challenge stereotypes. (CCCECP. II. Promoting Cognitive Development.3.b: Core Competencies for Child and Youth Professionals.II.Creating the Learning Environment.3.g, Teaching Competencies ECE 9.5.1, EE 1.5.11) Identify local and national learning standards and use them to create developmentally appropriate math, science, and technology learning objectives, incorporate related processes into instructional activities, and assess student achievement of of the objectives. (Core Competencies for Child and Youth Professionals. II. Creating the Learning Environment. 3.a)
	EDUC 332 - Reflective Practice With Infants and Toddlers 5 Credits Study of infant and toddler development, brain research, typical/atypical growth, and stratagies to create a culturally and linguistically sustaining environment, with an emphasis on family partnerships. Program Admission Required Yes Admitted Program BAS - EDUC Fees Quarters Typically Offered Spring Online Designed to Serve Students in the Bachelor of Applied Science in Teaching and Early Learning that are in the Early Learning thread. Active Date 20200330T21:14:54 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline Brain development - what do we know now? Partnerships with diverse families, cultural responsiveness and anti-bias practices Milestones - recognizing typical and atypical developmental patterns Developmental influences - cultural, genetic and environmental Curriculum through caregiving Observation and assessment in the infant/toddler classroom and how biases affect our work Professionalism and advocacy Student Learning Outcomes Describe current research in brain development and how it applies to infant/toddler curriculum and adult/child interactions Construct a developmentally appropriate, research-based, culturally responsive curriculum plan, based on developmental milestones. Describe indicators in children that might indicate atypical development in the birth to 36 months age range. Identify local resources that serve children who are not developing typically and their families. Create strategies to implement culturally & linguistically responsive, relationship-based classroom practices with infants/toddlers and their families. Demonstrate the process of observation, documentation, interpretation, and provocation as the basis for assessment and curriculum development.
	EDUC 336 - Methods for Teaching Arts 5 Credits This course, Methods for Teaching Arts (dance, music, theater, and visual arts), examines the philosophies, methodologies, and instructional techniques necessary for selecting, implementing, and evaluating appropriate educational activities to support the physical, musical, and artistic development of elementary-aged students. Candidates will explore how learning in and through the arts supports academic and social/emotional learning for all students by providing multiple pathways to learning concepts, demonstrating understanding across all subject areas, and helping students to make deeper and more meaningful connections to learning. Candidates will apply learning by developing lesson plans and curriculum units that align instruction and assessment with learning goals, identifying a range of developmentally, culturally, and linguistically appropriate instructional strategies, and incorporating methods that elicit student voice (e.g., including reflection related to learning targets, metacognitive strategies, and effective use of resources). Program Admission Required Yes Admitted Program BAS - EDUC Fees Quarters Typically Offered Spring Evening, Online, Weekend Designed to Serve BAS Teaching students Active Date 20200330T21:14:54 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: BAS Humanities Course Outline Candidates will explore how learning in and through the Arts supports: academic and social/emotional learning for all students by providing multiple pathways to learning concepts demonstrating understanding across all subject areas and helping students to make deeper and more meaningful connections to learning. developing lesson plans and curriculum units that align instruction and assessment with learning goals identifying a range of developmentally, culturally, and linguistically appropriate instructional strategies incorporating methods that elicit student voice (e.g., including reflection related to learning targets, metacognitive strategies, and effective use of resources). This course will include opportunities to reflect on student teaching experiences. Student Learning Outcomes Develop strategies to integrate students with special needs into art, music, and movement activities Demonstrate an understanding of developmental stages and the acquisition of physical , musical, and artistic skills and concepts Demonstrate an understanding of how to integrate art, music, and movement across the curriculum Demonstrate understanding of the central concepts, tools of inquiry, and structures of the discipline(s) and create learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. Use understanding of how learners grow and develop (in cognitive, linguistic, social, emotional, and physical areas) to design and implement developmentally appropriate and challenging learning experiences that use a variety of instructional strategies aimed at making learning in mathematics accessible to all learners. Select, create, and sequence learning experiences and performance tasks that support learners in reaching rigorous curriculum goals based on content standards and cross-disciplinary skills, and engage learners in critical thinking, creativity, collaboration, and communication to address authentic local and global issues. Use, design or adapt multiple methods of assessment to document, monitor, and support learner progress appropriate for learning goals and objectives. Plan instruction based on information from formative and summative assessments as well as other sources, and systematically adjust plans to meet each student’s learning needs. Demonstrate ability to construct and facilitate learning experiences that simultaneously develop English language proficiencies and discipline-specific knowledge by incorporating tools of language development into planning and instruction, including strategies for making content accessible to English language learners, and for evaluating and supporting their development of English proficiency. Consistently engage in culturally responsive practices that empower students intellectually, socially, emotionally, and politically to develop knowledge, skills and attitudes.
	EDUC 340 - Assessment 5 Credits This course explores assessment concepts and classroom techniques, focusing on issues of equity and social justice. It reviews concepts of reliability and validity, analyzes common assessment and grading techniques used on individual, classroom, school, and district levels through an equity lens including: standard-based grading, Response to Intervention, and Individualized Educational Plans. Teacher assessment including TPEP and edTPA will also be introduced. (required for teacher certification, passing scores on WEST-B required for enrollment). Instructor Permission Required Yes Program Admission Required Yes Admitted Program BAS - EDUC Fees Quarters Typically Offered Spring Evening Designed to Serve Students in the Bachelor of Applied Science in Teaching and Early Learning degree program who are also seeking teacher certification. Active Date 20200330T21:14:55 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline Principles of measurement Definition Scales of measurement Types of assessment Formal Informal Bias in Assessment Sources of Bias Minimizing Bias Tools of assessment Observation Tests Uses of Assessment Individualized Educational Plans (IEPs) Class Assessments Social Justice Critique State-Required Assessments Student Assessments Teacher Assessments (WEST, edTPA, TPEP) Standards-Based Grading Student Learning Outcomes Explain how bias influences basic assessment concepts. Critique formal and informal assessments based on inclusion, diversity, and social justice. Compare and contrast various types of formal and informal assessments. Compare and contrast the various forms of observation covered in class and provide examples of appropriate use of each. Describe the teacher’s role in the administration and use of state-required assessments. Develop a system for standards-based assessment of students at the age they desire to teach. Discuss three types of assessment useful for making educational decisions. Discuss the role of assessment and evaluation in relationship to the development of Individualized Educational Plans (IEP). Describe the various assessment tools used for professional development.
	EDUC 346 - ELA Methods 3 Credits This course is designed to facilitate candidate understanding of the English language, language development, and its diversity by focusing on: integrating reading, writing, speaking, listening, viewing and thinking; the grammar of Standard American English including semantics, syntax, morphology, and phonology; understanding the fundamentals of first and second language acquisition and development, and the ways that linguistic/rhetorical patterns of other languages affect the written and oral expression of diverse learners; diversity in language use (grammar, patterns, and dialects across cultures, ethnic groups, geographic regions, gender, and social roles, and how that can effect student learning). The course also is designed to assist students in developing an understanding of writing processes and purposes, and practical aspects of teaching writing. Candidates will apply learning by developing lesson plans and curriculum units that align instruction and assessment with learning goals, identifying a range of developmentally, culturally, and linguistically appropriate instructional strategies, and incorporating methods that elicit student voice (e.g., including reflection related to learning targets, metacognitive strategies, and effective use of resources). Program Admission Required Yes Admitted Program BAS - EDUC Fees Quarters Typically Offered Fall Evening, Online, Weekend Designed to Serve BAS Teaching students. Active Date 20200330T21:14:56 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: Course Outline Fundamentals of Language Acquisition Distinguish between different central concepts, tools of inquiry, and structures of English Language Arts with an emphasis on writing. Distinguish between different central concepts, tools of inquiry, and structures of English Language Arts with an emphasis on writing content accessible to English language learners, and for evaluating and supporting their development of English proficiency. Articulate how learners grow and develop (in cognitive, linguistic, social, emotional, and physical areas) to design and implement developmentally appropriate and challenging learning lessons that use a variety of instructional strategies aimed at making ELA/writing accessible to all learners. Instructional Development Create lesson plans that make the discipline accessible and meaningful for learners to assure mastery of the content. Choose and create effective lesson sequences with learning targets that support learners in reaching rigorous curriculum goals based on common core standards. Demonstrate ability to combine standards across different disciplines to: engage learners, efficiently cover standards requirements, stimulate critical thinking, allow students to demonstrate creativity, and to support and encourage collaboration. Create an effective variety of assessments to plan and guide instruction that will meet each student’s individual learning needs and address standards. List and describe how to integrate technology to create technologically proficient learners Culturally Responsive Instruction Provide evidence of engagement in culturally responsive practices that empower students intellectually, socially, emotionally, and politically to develop knowledge, skills and attitudes. Plan and support English language learners’ authentic engagement and interaction in a variety of learning environments (e.g., whole group, cooperative groups, independent learning, and individualized instruction) Assessment List, describe, and apply a range of teaching strategies to implement student voice, self reflection, metacognitive skills that engage students of different languages, increase student engagement, and allow students to monitor their own learning at their own level. Student Learning Outcomes Demonstrate understanding of the central concepts, tools of inquiry, and structures of English Language Arts with an emphasis on writing, and create learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. Use understanding of how learners grow and develop (in cognitive, linguistic, social, emotional, and physical areas) to design and implement developmentally appropriate and challenging learning experiences that use a variety of instructional strategies aimed at making ELA/writing accessible to all learners. Use, design or adapt multiple methods of assessment to document, monitor, and support learner progress appropriate for learning goals and objectives. Plan instruction based on information from formative and summative assessments as well as other sources, and systematically adjust plans to meet each student’s learning needs. Demonstrate ability to construct and facilitate learning experiences that simultaneously develop English language proficiencies and discipline-specific knowledge by incorporating tools of language development into planning and instruction, including strategies for making content accessible to English language learners, and for evaluating and supporting their development of English proficiency. Consistently engage in culturally responsive practices that empower students intellectually, socially, emotionally, and politically to develop knowledge, skills and attitudes. Plan and support English language learners’ authentic engagement and interaction in a variety of learning environments (e.g., whole group, cooperative groups, independent learning, and individualized instruction). Apply a range of teaching strategies, structures, and methods to elicit student voice (e.g., including reflection related to learning targets, metacognition strategies, and effective use of resources) and engagement at all levels of language proficiency. Effectively integrate technology to create technologically proficient learners.
	EDUC 348 - Teaching with Technology 2 Credits This course will focus on safe, effective use of various educational technologies to foster student learning. Educational technologies covered will range from classroom equipment to online learning management systems. International Society for Technology Education Standards will provide the framework for this course. Program Admission Required Yes Admitted Program BAS - EDUC Fees Quarters Typically Offered Winter Evening, Online, Weekend Designed to Serve BAS Teaching students. Active Date 20201105T14:50:41 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 22 Total Contact Hours 22 Degree Distributions: Course Outline Empowered Learner Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Digital Citizen Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. Knowledge Constructor Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Innovative Designer Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. Computational Thinker Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. Creative Communicator Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Global Collaborator Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. Student Learning Outcomes Use knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Demonstrate knowledge, skills and work processes representative of an innovative professional in a global and digital society. Address the needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
	EDUC 354 - Reading Methods 5 Credits This course is designed to extend candidates’ understanding of the processes, purposes, and practical aspects of teaching reading. Topics will include: reading and writing as developmental processes; the inter-relationships of reading, writing, listening and speaking as well as the role of metacognition; the interrelationship between first and second language and literacy acquisition; constructing meaning from a variety of culturally relevant literary and expository texts; selecting reading assessment tools to match instructional purposes; understanding the variability in reading levels among children in the same grade and within a child across the essential components of reading; and instructional interventions for individuals and flexible groups. Emphasis will be placed on developing strategy lessons that encompass the major components of reading (awareness, phonics, fluency, vocabulary, and comprehension) to use with students. Pre-requisite(s) ENGL& 101 min. 2.0 Program Admission Required Yes Admitted Program BAS - EDUC Fees Quarters Typically Offered Spring Evening, Online, Weekend Designed to Serve BAS Teaching students. Active Date 20200330T21:14:57 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: Course Outline Reading Instruction Develop lesson plans and curriculum units that align instruction and assessment with rigorous learning objectives Select reading assessment tools to match instructional purposes Use developmentally appropriate instructional strategies within lessons Understand variability in reading levels among same age/grade children Reading instruction interventions (differentiation) Flexible groups within reading instruction Incorporate methods that elicit student voice (e.g., including reflection related to learning targets, metacognitive strategies, and effective use of resources). Major Components of Reading Phonemic awareness, phonics, vocabulary, fluency, and comprehension Metacognitive strategies and role of metacognition Speaking & listening  Culturally Responsive Literacy Practices Use of culturally & linguistically appropriate teaching strategies and assessments Differences between first and second language acquisition in application with teaching reading constructing meaning from a variety of culturally relevant literary and expository texts Student Learning Outcomes Demonstrate understanding of the central concepts, tools of inquiry, and structures of English Language Arts, with an emphasis on reading processes, and create learning experiences that make reading processes accessible and meaningful for learners to assure mastery of other content areas. Use understanding of how learners grow and develop (in cognitive, linguistic, social, emotional, and physical areas) to design and implement developmentally appropriate and challenging learning experiences that use a variety of instructional strategies aimed at making reading processes accessible to all learners. Select, create, and sequence learning experiences and performance tasks that support learners in reaching rigorous curriculum goals based on content standards and cross-disciplinary skills, and engage learners in critical thinking, creativity, collaboration, and communication to address authentic local and global issues. Use, design or adapt multiple methods of assessment to document, monitor, and support learner progress appropriate for learning goals and objectives. Plan instruction based on information from formative and summative assessments as well as other sources, and systematically adjust plans to meet each student’s learning needs. Demonstrate ability to construct and facilitate learning experiences that simultaneously develop English language proficiencies and discipline-specific knowledge by incorporating tools of language development into planning and instruction, including strategies for making reading processes accessible to English language learners, and for evaluating and supporting their development of English proficiency.
	EDUC 372 - Professional Leadership and Advocacy 5 Credits Presents the historical and political context of English language learner programs in Washington State and the United States, legal issues relevant to educating English language learners, professional leadership, and assessment of ELL program quality. Program Admission Required Yes Admitted Program BAS - EDUC Fees Quarters Typically Offered Spring Evening, Online, Weekend Designed to Serve BAS Teaching students. Active Date 20200330T21:14:57 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: Course Outline Advocacy Understand how to advocate for English language learners successfully advocate for student learning, and to effectively collaborate with learners, their families, classroom colleagues, other school professionals, and community members in support of student learning and well-being. Knowledge of historical and current legal and social issues concerning the education of English language learners in the State of Washington and the United States. Recognize characteristics of English learners who potentially qualify for highly capable programs. Distinguish between and communicate characteristics of typical language development (including consideration of cultural influences on learning behaviors), and potential special education needs by referencing appropriate research and resources. Professional Leadership Serve as effective resources (e.g. instructional strategies, policy, and outreach) for working with English language learners and the importance of collaborating with other educational staff and community members. Explain the features, benefits, and challenges of various models including dual language, (two-way and one-way), early and late exit bilingual programs, sheltered instruction, content-based instruction, push in, pull-out, and newcomer. Engage in ongoing professional learning; use evidence to continually evaluate their practice, particularly the effects of their choices and actions on others, and adapt practice to meet the needs of each learner. Reflect on student teaching experience in regards to English language learners, to improve teaching practice. Student Learning Outcomes Demonstrate knowledge of relevant historical and current legal and social issues concerning the education of English language learners in the State of Washington and the United States. Know how to serve as effective resources (e.g. instructional strategies, policy, and outreach) for working with English language learners and the importance of collaborating with other educational staff and community members. Understand how to advocate for English language learners within the local school and community contexts by challenging misconceptions, arbitrary requirements, inappropriate curricular and assessment assumptions, cultural misunderstandings, and other factors that may impede language learners’ development and access to opportunities. Distinguish between and communicate characteristics of typical language development (including consideration of cultural influences on learning behaviors), and potential special education needs by referencing appropriate research and resources. Recognize characteristics of English learners who potentially qualify for highly capable programs, including consideration of cultural influences on learning behaviors. Explain the features, benefits, and challenges of various models including dual language, (two-way) and one-way), early and late exit bilingual programs, sheltered instruction, content-based instruction, push in, pull-out, and newcomer. Analyze how policies (e.g. discipline systems, ELL identification, programming, ELL placement, extracurricular eligibility) may impact the school experiences of ELLs. Collaborate with stakeholders (e.g. teachers, administrators, other educational staff, families, and community partners) to support and facilitate English language development and overall academic success for English language learners. Advocate for ELLs and their families in multiple contexts within the school and communities.
	EDUC 380 - Understanding Learning 5 Credits The focus of this course is on how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. Based on understanding how learning occurs-how learners construct knowledge, acquire skills, and develop disciplined thinking processes, participants will consider how to use instructional strategies that promote student learning. Participants will explore how to design and implement developmentally appropriate and challenging learning experiences, identify readiness for learning, and consider how development in one area (cognitive, linguistic, social, emotional, physical) may affect performance in others. Students will recognize the importance of fostering social-emotional learning (SEL) for themselves and for students. (Course may incorporate OSPI module on SEL: http://www.k12.wa.us/StudentSupport/SEL/OnlineModule.aspx) Pre-requisite(s) EDUC& 115 with min. 2.0 and ENGL&101 with min 2.0 Program Admission Required Yes Admitted Program BAS - EDUC Fees Quarters Typically Offered Fall Evening, Online, Weekend Designed to Serve Students in the first year of BAS in Teaching. Active Date 20200401T13:21:28 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: Course Outline Articulating a theory of learning Students Identify and articulate your own assumptions about human learning and development. Learning and development are incremental behavioral processes Students articulate in writing and in discussion the main components of each of the theories and topics that we will cover throughout the quarter. Learning and development are cognitive processes Students l articulate in writing and in discussion the main components of each of the theories and topics that we will cover throughout the quarter. Learning and development are constructive processes Students articulate in writing and in discussion the main components of each of the theories and topics that we will cover throughout the quarter. Learning and development are cultural processes Students articulate in writing and in discussion the main components of each of the theories and topics that we will cover throughout the quarter. Learning and development can be measured Students identify and articulate assumptions about learning and development inherent in each of the theories and topics that we will cover throughout the quarter. Learning and development involve transitions in how we understand our self and others Students coordinate the theories with your own assumptions about learning and development. Learning theory and schooling Students connect these theories and topics to your work (or projected work) in the field. Students engage in a knowledgeable and productive dialogue with colleagues about human learning, development, and educational practice. Student Learning Outcomes Demonstrate knowledge of the ways that cognitive, emotional, social, creative, linguistic, and physical development across the lifespan influence students’ learning. Demonstrate knowledge of learner development to establish and evaluate classroom norms (policies and procedures) that foster an inclusive, safe, and supportive learning environment. Identify strategies that promote social-emotional learning (SEL) competencies for students and teachers. Identify and use strategies that promote growth mindsets and persistence for learners. Identify and integrate knowledge and skills developed through field experiences with the content of the program’s coursework by reflecting on practicum experience.
	EDUC 381 - Leadership, Advocacy, and Resilience 5 Credits In this course you’ll work with your peers to explore and develop your own leadership style. You’ll look at current issues and trends in our field, analyzing and evaluating options for action and advocacy. Recognizing that our personal well being is critical to our ability to serve children, families, and our community, you’ll also create a plan to promote emotional resilience. Pre-requisite(s) EDUC& 115 min 2.0, EDUC& 130 min 2.0,ECED& 160 min 2.0, EDUC& 204 min 2.0, and EDUC 240  Program Admission Required Yes Admitted Program BAS - EDUC Fees Quarters Typically Offered Spring Evening, Online, Weekend Designed to Serve BAS education students who are focusing on early learning. Active Date 20201208T18:00:19 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 Create common definitions of leadership, advocacy, resilience. Communication strategies including models of conflict negotiation and problem solving. Explore models of leadership. How are these impacted by social identities? Current trends and challenges in our field. How can we apply an equity lens to solutions? Public policies and standards - how are they created? Where are the places that we have influence? Explore a variety of professional dilemmas related to leadership and advocacy. Create a personal wellness plan. Student Learning Outcomes Compare a variety of leadership models, describing how culture and personal values impact leadership choices. Explore and describe broad contexts, challenges, issues, and trends that affect the profession including compensation and financing of the early education system; standards setting and assessment in young children; and issues of equity, bias and social justice that affect young children, families, communities and colleagues. Apply evidence-based tools for effective cross-cultural communication and leadership through active class participation. Describe the development process for public policies and national, state, and local standards, developing strategies to effectively advocate for children, families, and the profession. Use professional standards, experience, and ethics to analyze and resolve dilemmas related to leadership and advocacy. Use the science of resiliency to create strategies for on-going self-care and personal wellness.
	EDUC 400 - Social Emotional Learning & Classroom Management 5 Credits This course presents best practices in classroom and behavior management. Students will learn to organize time, materials, and classroom space, as well as strategies for managing individual and large group student behaviors. There will be an emphasis on positive guidance techniques and culturally responsive practices. This course aligns with Social Emotional Learning standards, benchmarks, and indicators provided by PESB. Pre-requisite(s) Concurrent enrollment in EDUC 470, Teacher Residency I Program Admission Required Yes Admitted Program BAS - EDUC Fees Quarters Typically Offered Winter Evening Designed to Serve Students in the BAS in T&EL program who are seeking certification as a school teacher. 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 Course Outline Introduction to guidance Developmentally appropriate child behaviors Positive Guidance techniques Culturally responsive interactions Schedules, routines and environments that support guidance Social Emotional Learning Standards: Self and social awareness Working with families Guidance theories Student Learning Outcomes Candidates will provide and accept appropriate oral and written feedback about their performance as a teacher in a professional fashion. Candidates will formulate a comprehensive plan for guiding the behavior of children in their Residency placement. Candidates will assess their strengths and challenges in guiding behavior and provide a personal profile. Candidates will accurately articulate at least three different theoretical models of guiding behavior.
	EDUC 401 - BAS Early Childhood Education : Senior Seminar 2 Credits Seminar for EDUC 481 ECE Practicum I. This course offers support to critically reflect on our practice with an emphasis on understanding the individual, developmental, and cultural needs and strengths of children and families. Pre-requisite(s) Corequisite EDUC 481 Program Admission Required Yes Admitted Program BAS - EDUC Fees Quarters Typically Offered Winter Evening Designed to Serve BAS in Early Childhood Education students. Active Date 20210403T10:08:06 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 22 Total Contact Hours 22 Degree Distributions: ProfTech Course Yes Course Outline Introductions and expectations for reflection Descriptions of practicum sites and communities Engagement in current issues as identifited by the group Student Learning Outcomes Identify and articulate personal assumptions that exist and influence professional practice. Formulate questions of inquiry that exhibit depth, insight, and interest in the subject matter. Evaluate initial ideas and assumptions in light of evidence and collaborative discussion with the goal of coming to measured conclusions. Engage in reflective listening and inclusive, respectful conversation.
	EDUC 403 - Authentic Assessment in Early Childhood 5 Credits Child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. In this class, explore the goals, benefits, and responsible uses of assessment, as well as strategies to partner with families and other professionals, to positively influence the development of every child. 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 Fall Evening Designed to Serve BAS in Teaching and Early Learning students focused on children birth to 5 and their families. Active Date 20200330T21:15:04 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 What is assessment? Why do we do it? What are the dangers of assessment? How can we use assessment in ways that support diverse children? What is the role of families in assessment? How can we share with them? What are the tools available to us? How do we choose one? How can we use assessment to plan classroom activities that meet the individual developmental, cultural, and linguistic needs of each child? Student Learning Outcomes Describe how various forms of assessment (formal, informal, formative, and summative) are used to make informed choices for planning. Describe and critique a wide range of assessment methods, their purposes, methods, and tools. Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate. Document developmental progress and promote positive developmental, cultural, and linguistic outcomes for each child. Describe how to share progress with families to promote partnerships that best support the development and growth of individual children.
	EDUC 404 - Curriculum Planning and Instruction 5 Credits Students will plan and/or adapt standards-based and learner-centered curricula with a particular focus on: recognizing what students know and can do, and are learning to do; prioritizing the most important understandings and core concepts informed by state and national standards; using their knowledge of students’ assets to inform planning; and designing instructional strategies, learning tasks, and assessments to support students’ learning and language use in line with academic and developmental standards. Students will explore strategies for collaborating with families, neighborhoods, and/or communities in support of student learning. Pre-requisite(s) ENGL& 101 min. 2.0 Program Admission Required Yes Admitted Program BAS - EDUC Fees Quarters Typically Offered Winter Evening, Online, Weekend Designed to Serve BAS in Teaching students. Active Date 20200330T21:15:05 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: Course Outline Backward Design Understanding by Design Year-Long Plans & Curriculum Maps  Purpose of using Backward Design Making documents public Writing unit plans Essential Questions Planning for student success Assessment Authentic assessments Using evidence to anchor curriculum units & guide instruction  Determining the extent of student understanding Grading and reporting practices that support learning Instructional Best Practices Collecting evidence Using evidence to support academic excellence High-leverage teaching practices Student Learning Outcomes Plan and/or adapt standards-based curricula in ways that are personalized to the diverse needs of each student. Demonstrate ability to align instruction to the learning standards and outcomes so all students know the learning targets and their progress towards meeting them. Plan and/or adapt learner centered curricula that engage students in a variety of culturally responsive, developmentally, and age appropriate strategies. Demonstrate ability to incorporate tools of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency. Plan and or adapt curricula that are standards driven so students develop understanding and problem-solving expertise in the content area using reading, written and oral communication, and technology. Effectively integrate technology to create technologically proficient learners. Demonstrate ability to access resources, supports, and specialized assistance and services to meet particular learning differences or needs, including students’ families and communities. Demonstrate ability to integrate knowledge and skills developed through field experiences with the content of the program’s coursework by reflecting on practicum experience.
	EDUC 405 - Assessment/edTPA 2 Credits This course focuses on the completion and submission of the edTPA assessment of pedagogy. Program Admission Required Yes Admitted Program BAS - EDUC Course Note This is for senior-level students in the BAS in T&EL seeking Certification Fees Quarters Typically Offered Fall Evening Designed to Serve Senior-level students in the BAS in T&EL seeking certification as a teacher. It will typically be offered in the Winter Quarter. Active Date 20190207T16:51:10 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 22 Total Contact Hours 22 Degree Distributions: ProfTech Course Yes Course Outline Making good choices around the edTPA Understanding the structure of the edTPA Student Voice Academic Language Preparing lessons for the edTPA Providing instruction for the edTPA Analyzing assessment data for the edTPA Student Learning Outcomes Develop lesson plans related to their Residency Class Provide instruction to the students in their Residency Class based on the plans. Collect assessment data based on the lesson plans and built into the instruction. Reflect on the lesson plan, the instruction, and the assessment results to determine lesson effectiveness.
	EDUC 406 - Assessment/Sharing Student Progress 2 Credits This course focuses on collecting and sharing information about young children’s development with appropriate audiences. Program Admission Required Yes Admitted Program BAS - EDUC Course Note This is for senior-level students in the BAS in T&EL Fees Quarters Typically Offered Winter Evening Designed to Serve Senior-level students in the BAS in T&EL completing a baccalaureate program for early childhood educators. It will typically be offered in the Winter Quarter. Active Date 20190207T16:51:24 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 22 Total Contact Hours 22 Degree Distributions: ProfTech Course Yes Course Outline A. Planning for assessment. B. Gathering information about the development of specific children. C. Sharing information about the development of specific children. Student Learning Outcomes Develop an authentic assessment plan for young children from their Residency class. Develop a plan for sharing student progress with families and appropriate school personnel. Articulate personal strengths and areas for growth related to assessment of young children.
	EDUC 420 - Special Education Methods 5 Credits Students with disabilities in the Resident Teacher’s class will be used as case studies to help Resident Teacher learn the application of theoretical concepts and tools in the provision of services to students with disabilities in school settings. IEP’s, RTI, assessment, intervention tools, and special educational techniques will be analyzed, evaluated, and developed with particular emphasis to cultural sensitivity and potential bias. Pre-requisite(s) Concurrent enrollment in EDUC 400 and EDUC 470. Program Admission Required Yes Admitted Program BAS - EDUC FeesES Quarters Typically Offered Winter Evening Designed to Serve Students in the BAS in T&EL program who are seeking certification as a school teacher. Active Date 20201105T14:50:42 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline Defining disability–Culture and bias Serving students with disabilities in schools Assessing students with disabilites (RTI and IEP’s/IFSP’s) Assisting students with disabilities to learn (IEP/IFSP) Accommodating students with disabilities Adapting general education settings for students with disabilities Community resources for children with disabilities Student Learning Outcomes Candidates will collaborate with their mentor teacher, other professionals, and the family of one of their students to develop an advanced and practical understanding of the impact their student’s individual characteristics, family, community, cultural background, ethnicity, physical/neurological development, language development, socioeconomic status (SES), gender, and ability have on their development and reflect that understanding in the curricular materials they produce. Candidates will develop and use an instructional plan that is sensitive to the student’s development. Candidates will develop an instructional plan, use it, and then revise it and articulate the rationale for revision. Candidates will articulate the various parts of an Individualized Education Plan (IEP) and distinguish it from an Individualized Family Service Plan (IFSP). Candidates will collaborate with parents, their mentor teacher, and others as necessary to develop an IEP. Candidates will articulate and use the principles of applied behavioral analysis to have a positive impact on one student behavior. Candidates will select community resources that can respond to individual student/family need.
	EDUC 421 - Early Childhood Special Education Methods 5 Credits Study the application of theoretical concepts and tools in the provision of services to young children with disabilities in pre-school settings. IFSP’s, RTI, assessment, intervention tools, and early childhood special educational methods will be analyzed, evaluated, and developed with particular attentition to culturally sustaining and anti-bias practices. 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 FeesES Quarters Typically Offered Fall Evening Designed to Serve BAS in Teaching and Early Learning students focused on children birth to 5 and their families. Active Date 20200330T21:15:06 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes PLA Eligible New Option Course Outline Defining disability–Culture and bias Serving young children with disabilities in preschools Assessing young children with disabilites (RTI and IEP’s/IFSP’s) Assisting young children with disabilities to learn (IEP/IFSP) Accommodating young children with disabilities Adapting preschool settings for young children with disabilities Community resources for young children wtih disabilities Student Learning Outcomes Develop strategies to equitably partner with diverse families, colleagues, and professionals from other disciplines to promote positive child outcomes for children with disabilities. Create an instructional plan, addressing the needs of an individual child. Describe principles of applied behavioral analysis to have a positive impact on child behaviror. Collaborate with families, colleagues, and/or classmates to develop an Individualized Family Service Plan (IFSP) and/or n Individualized Education Plan (IEP) develop an IEP. Identify community resources that can respond to individual student/family need.
	EDUC 428 - Language and Culture 5 Credits The focus of this course is on how language and culture are interconnected. The course explores language development as a socio-cultural activity and its implications for the English language learner. Students will be encouraged to critically analyze language in the context of education. The students will be expected to explore current debates in language and culture and examine the issues which arise for the ELL teacher and for teachers working with students from diverse linguistic backgrounds. Pre-requisite(s) ENGL& 101 min. 2.0 Program Admission Required Yes Admitted Program BAS - EDUC Fees Quarters Typically Offered Fall Evening, Online, Weekend Designed to Serve BAS in Teaching students. Active Date 20200401T13:21:28 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: Course Outline Students are prepared to study language and literacy development as complex constructs influenced by schools, relationships with communities these schools serve, and systems which disconnect colonialism, race, and racism from language and literacy practices. Students receive mentoring on faculty research projects related to: the language development of young children reading reading disabilities with diverse and multilingual learners the preparation of teachers to serve linguistically diverse students, language repertoires and literacies and the teaching and learning of writing in higher education contexts Student Learning Outcomes Gain knowledge about the interrelationship between language and culture and its effects on teaching and learning. Identify and apply strategies which incorporate cultural and linguistic diversity to ensure equity in teaching and learning. Distinguish the diversity within English language learner population (e.g. immigrant, migrant, refuge, and those born in the United States and the impact of immigration status, socioeconomic status, race, religion, class, national origin, disability, and gender on student learning. Identify and articulate the contributions of diverse cultural groups to our local, national, and global societies. Describe potential linguistic and cultural biases of pedagogies, curricula, and assessment instruments when determining classroom practices for the English language learner. Explain the complexities involved in cultural identity included in the influences of assimilation, cultural pluralism, acculturation, enculturation, deculturation, and the potential impact on student learning and identity development. Articulate the benefits of and need for an additive perspective of language and culture that supports bi/multicultural identity development. Explain how one’s own ethnicity, culture, and socioeconomic status influence teaching practice. Demonstrate ability to integrate knowledge and skills developed through field experiences with the content of the program’s coursework by reflecting on practicum experience (PESB 6.B)
	EDUC 430 - Advanced Language and Literacy/ELL 5 Credits The experiences of students in the Resident’s placement will be used as case studies to help Residents understand how reading and writing skills emerge. The focus will be on interpreting and understanding the experience of the students as they build their ability to understand and produce written English language. Candidates will develop strategies that address diversity through differentiated instruction and supporting English Language Learners. Program Admission Required Yes Admitted Program BAS - EDUC Fees Quarters Typically Offered Fall Evening Designed to Serve Students in the Residency year of the BAS in T&EL Active Date 20190207T16:51:20 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline Foundations of Language and Literacy Family Literacy and Language Development Literacy and Diversity Organizing Literacy Instruction Developing reading comprehension Teaching Early Reading and Writing Assessing Young Children’s Literacy: Finding Out What They Know and Can Do Student Learning Outcomes Explain the importance of essential components of proficient reading and writing. Explain how the five stages of literacy development from K-8 impacts what you teach. Explain how a) classroom design, b) engagement and motivation of students, and c) the organization and management of large and small groups for reading, writing, and word study work together in the practice of highly-effective teachers. Create a comprehensive approach to student assessment that may include screening, diagnostic, progress monitoring, interim/benchmark, outcomes assessments, and the literacy essentials within a unit for one of the developmental stages. Compare and contrast your literacy instruction for English learners with your literacy instruction for native-speaking students. Describe how readers and writers grow and change throughout the emergent, beginning, and intermediate stages of development. Describe how teachers help students develop sophisticated vocabulary, thinking skills, and comprehension in the beginning stages of reading, and analyze student growth in connection with these practices. Explain the definition and importance of scaffolded support for transitional readers’ and writers’ critical engagements with complex text. Plan instruction and intervention for struggling readers, based on analysis of literacy assessments.
	EDUC 431 - Advanced Emerging Language & Literacy/ELL 5 Credits Work with colleagues and peers to deepen your understanding of how literacy emerges with young children, as well as strategies to support dual language development and English language learning children. 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 Fall Online Designed to Serve BAS in Teaching and Early Learning students focused on children birth to 5 and their families. Active Date 20200330T21:15:06 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes PLA Eligible New Option Course Outline Foundations of Language and Literacy Oral Language Development Family Literacy and Language Development Literacy and Diversity Organizing Early Language and Literacy Instruction Developing Oral Language Comprehension Teaching Early Reading and Writing Assessing Young Children’s Language and Early Literacy: Finding Out What They Know and Can Do Student Learning Outcomes Analyze the connection between language and literacy, and the effectiveness in early literacy instruction. Explain how the major perspectives on children’s language development contributes to language development over time. Describe home and culture environment factors that stimulate children’s reading and writing development and develop suggestions for enhancing literacy development. Compare children’s acquisition of a second language with development of their first language and list strategies to assist children in learning English. Describe the set up for a well-arranged, literacy-rich classroom environment providing an ideal setting for learning to read and write at the infant-toddler and PreK-Kindergarten levels. Explain the connection between oral language comprehension and early literacy development and learning. Identify and describe approaches to early reading and writing instruction and key features that address grouping, differentiation, vocabulary and writing development and assessment. Use assessment information for planning effective instruction and to share information with families.
	EDUC 440 - STEM Math and Science Methods 5 Credits In this course students investigate, teach, and reflect on several core practices of culturally and linguistically responsive mathematics and science teaching practice. Experiences in field placements will be used as a case study to apply and interpret principles of inquiry and discussion-based practices. Investigation of and reflection on practice will include lesson planning, enactment/instructional practice, and assessment and feedback practices. The course builds on EDUC320 (Math Methods) and EDUC330 (Science Methods). Pre-requisite(s) EDUC 320 w/ min 2.0, EDUC 330 w/ min 2.0 and Concurrent Enrollment in EDUC 490 Program Admission Required Yes Admitted Program BAS - EDUC FeesES Quarters Typically Offered Designed to Serve This course is for students completing the certification option of the BAS in T&EL Active Date 20190513T10:44:36 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline • Lesson Planning in STEM subjects o Assessing and using cultural funds of knowledge o Planning for assessment o Planning for student assessment • Teaching in STEM subjects o Matching instruction to students (Differentiation) o Prior Knowledge o Language demands of STEM subjects o Student discourse • Science Practices o Planning for engagement o Eliciting Student thoughts o Supporting ongoing changes through thinking o Pressing for evidence-based explanations • Math Practices o Anticipating student solutions o Monitoring in-class real=time work o Selecting approaches and students for sharing o Sequencing student presentations o Connecting student approach with underlying mathematics • Assessment and Feedback Student Learning Outcomes Plan lessons connected to Common Core/NGSS standards that support developing student mathematical/scientific thinking and cultural funds of knowledge. INTASC Standard #7: Planning for Instruction. Incorporate strategies for differentiation of instruction in STEM subjects for elementary-age learners. INTASC Standard #1: Learner Development INTASC Standard #2: Learning Differences Build new student learning on student current funds of knowledge. INTASC Standard #3: Learning Environments INTASC Standard #8: Instructional Strategies Create and maintain an observable safe learning environment that fosters collaborative participation. INTASC Standard #3: Learning Environments Use various discourse protocols to support students in STEM subjects. INTASC Standard #3: Learning Environments INTASC Standard #8: Instructional Strategies. Plan appropriate language supports to assist students with language demands of math/science lessons. INTASC Standard #2: Learning Differences INTASC Standard #8: Instructional Strategies. Plan, instruct, and assess science lessons using the “Ambitious Science Teaching” framework. INTASC Standard #4: Content Knowledge INTASC Standard #8: Instructional Strategies Plan, instruct, and assess mathematics lessons using the “Orchestrating Productive Mathematics Discussions” framework. INTASC Standard #4: Content Knowledge INTASC Standard #8: Instructional Strategies Design, use, and evaluate appropriate assessment for student placement. INTASC Standard #6: Assessment INTASC Standard #1: Learner Development. Communicate assessment results to promote student learning and strengthen math and science identities INTASC Standard #6: Assessment INTASC Standard #1: Learner Development.
	EDUC 441 - Emerging Numeracy and Science Methods 5 Credits Study the development of science and mathematical concepts in young children with an emphasis on culturally sustaining and anti-bias practices. Review state and local standards to create engaging science and mathematics projects that meet the needs of all learners. 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 FeesES Quarters Typically Offered Spring 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 New Option Course Outline Introduction to science and mathematics for young children Developmentally Appropriate Practices (DAP) Foundational research on science development Foundational research on early numeracy development Evidence-based instructional practices to support early science development Evidence-based instructional practices to support early numeracy development Culturally Responsive Teaching and Science and Mathematics Techniques for integrating mathematics and science throughout the curriculum Assessment strategies Student Learning Outcomes Relate current research to best practices in science and mathematics for young children. Washington State Core Competencies (WSCC). I. Child Growth & Development. 3.a, 3.d. II. Curriculum & Learning Environment - Promoting Cognitive Development. 3.f. VI. Interactions - Promoting Individual Guidance. 3.d Assess and document the individual and group science and mathematics learning needs, interests and skills of young children to build curriculum for Early Learning setting. WSCC II. Curriculum and Learning Environment - Promote Physical Development. 3.a. III. On-Going Measurement of Progress. 3.a, 3.b, 3.k. VII. Program Planning & Development. 3.e. VIII. Professional Development and Leadership - Professionalism 3.a. Plan and implement developmentally appropriate science and mathematics activities which promote child growth and learning. WSCC II. Curriculum & Learning Environment - Creating the Learning Environment & General Curriculum. 3.b, 3.e, 3.f. II. Curriculum & Learning Environments - Promoting Cognitive Development. 3.g, 3.h, 3.i. VI. Interactions - Group Experiences. 3.b, 3.c, 3.d Develop curriculum that demonstrates sensitivity to the relationship between culture, race, ethnicity, gender, socioeconomic status, history and the emerging mathematics and science skills of students in their Residency Teaching placement. WSCC I. Child Growth and Development 3.g. II. Curriculum & Learning Environment. 3.d. II. Curriculum & Learning Environment - Promoting Cognitive Development. 3.b. IV. Family & Community Partnerships. 3.c, 3.d. VIII. Professional Development & Leadership. 3.a Apply individual and group guidance techniques to specific situations that meet the mathematics and science learning needs of young children. WSCC VI. Interactions - Promoting Social/ Emotional Development. 3.d, 3.m. II. Curriculum & Learning Environment - Promoting Language Development. 3.l. Collaboratively and cooperatively exchange ideas, solve problems, and actively listen to others when working on planning mathematics and science curriculum development. WSCC VIII. Professional Development and Leadership- Professionalism 1.f, 2.b, 2.c, 2.d, 3.a
	EDUC 450 - Social and Legal Foundations of Education 5 Credits Examines the historical, philosophical, political and cultural foundation of the U.S. education system and their impact on contemporary teaching and learning. Topics include: historical foundations of education; major educational philosophies; school governance and finance; laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse); teaching as a profession, including coders of ethics, professional standards of practice, and relevant law policy. This course introduces participants to the relevant historical and current legal and social issues concerning the education of students with disabilities in the state of Washington and the United States. Pre-requisite(s) ENGL& 101 min. 2.0 Program Admission Required Yes Admitted Program BAS - EDUC Fees Quarters Typically Offered Fall Evening, Online, Weekend Designed to Serve BAS in Teaching Students Active Date 20200401T13:21:28 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: Course Outline Laws in Education: Laws related to learners’ rights and teacher responsibilities Confidentiality and Privacy (FERPA) Mandated Reporting Appropriate treatment of learners School governance and finance Social issues concerning the education of students with disabilities in Washington State and the US. Codes of ethics Professional standards of practice and relevant law policy Social and HIstorical Foundations: Historical foundations of education and major educational philosophies Explain the impact of population shifts and the importance of cultural proficiency in relationship to public education systems Identify the importance of cultural proficiency in relationship to public education systems and shifting population dynamics Discuss the connection between public schools and sociological issues and trends Awareness of political issues and how they influence public education at the Federal, State and Local levels Apply knowledge about the evolving model of public education by considering historical and current perspectives on school reform Address contemporary issues in education including the development of methods to integrate technology within the scope of differentiated instruction. Connecting public schools with sociological issues and trends Describe the important political issues that influence public education at the Federal, State and Local levels Applying the knowledge about the changing model of public education by considering historical and current perspectives on school reform Explore contemporary issues in education with the integration of technology to differentiate instruction Student Learning Outcomes Define and Identify concepts related to the historical and philosophical foundations of education in the U.S. Can explain characteristics of the current PESB requirement that all teacher candidates are “well-prepared to exhibit the knowledge and skills of culturally responsive educators” and its relation to the equity goals set by the State of Washington. Identify and explain federal and state legislation that affects children, families, and programs for children with disabilities Can refer to and comply with Washington Administrative Codes (WACs) as they apply to the design and implementation of early intervention, special education, and related services. Explain the documentation, development, implementation and monitoring of comprehensive individual Family Service Plan (IFSP), Individualized Education Plan (IEP), and 504 plans as they are constructed on based on federal law in collaboration with team members and families. Identify issues of culture and social justice and their impact on education, schools, teaching, and advocate for the diverse needs of each student. Familiarize resources with intellectual and practical tools to become an active, collaborative and engaged member of the teacher profession in WA State. Integrate knowledge and skills developed through field experiences with the content of the program’s coursework by reflecting on practicum experience.
	EDUC 470 - Teacher Residency I 5 Credits Candidates will be placed in a school internship related to their desired certification endorsement(s) where they will have the opportunity to practice and develop skills related to teaching. Emphasis will be placed on establishing a healthy learning atmosphere and assisting students to understand their learning. Pre-requisite(s) Co-requisites EDUC 346, EDUC 400, and EDUC 405 Instructor Permission Required Yes Program Admission Required Yes Admitted Program BAS - EDUC FeesHD Quarters Typically Offered Fall Day Designed to Serve Students in the BAS in T&EL program who are seeking certification as a school teacher. Active Date 20210403T10:08:06 Grading System Decimal Grade Class Limit 30 Contact Hours: Worksite 165 Total Contact Hours 165 Degree Distributions: ProfTech Course Yes Course Outline Placement Introduction to the field Understanding the class context Assisting in instruction Developing and teaching initial lessons Student Learning Outcomes Candidates will develop effective curricular materials that show an advanced and practical understanding of the impact of their own and their students’ individual characteristics including: family, community, cultural background, ethnicity, physical/neurological development, language development, socioeconomic status (SES), gender/gender identity, sexual orientation, and ability. Candidates will design and use curricula that include a wide range of instructional plans and strategies that support student learning within and across at least two academic content areas and that clearly align the state competencies, the learning objectives and the assessment tools. Candidates establish classroom communities that support student learning and positive human relationships and that demonstrate a nuanced understanding of their students’ individual characteristics including cultural backgrounds, ethnicity, language development, socioeconomic status (SES), gender/gender identity, sexual orientation, and disabilities.
	EDUC 480 - Teacher Residency II 10 Credits Candidates will continue their placement in a school internship related to their desired endorsement(s) where they will have the opportunity to practice and develop skills related to teaching. Candidates will increase responsibility for instruction in their placement. Emphasis will be placed on developing facility in planning and instructional skills through practice. In addition, assessment, incorporating student voice, and academic langauge into lessons will become a focus. Pre-requisite(s) EDUC 470 min. 2.0 Co-requisites are EDUC 348 and EDUC 420 Program Admission Required Yes Admitted Program BAS - EDUC FeesHD Quarters Typically Offered Winter Day Designed to Serve Students in the BAS in T&EL program who are seeking certification as a school teacher. Active Date 20210403T10:08:07 Grading System Decimal Grade Class Limit 30 Contact Hours: Worksite 330 Total Contact Hours 330 Degree Distributions: ProfTech Course Yes Course Outline Developing instructional skills Building edTPA assessment portfolio Understanding and teaching literacy skills Assuming more responsibility for classroom instruction Student Learning Outcomes Candidates will design and execute a wide range of culturally responsive/anti-bias instructional plans and strategies that support student learning within and across at least three academic content areas including Reading/English Language Arts. Candidates will provide a rationale for the instructional strategies that they choose based on the characteristics of the learners and the content being taught. Candidates will reflect on assessment results related to curricula they have developed and articulate at the class and individual levels a) how their teaching may have contributed - both positively and negatively - to the results and b) logical next steps for instruction.
	EDUC 481 - Early Childhood Education : Practicum I 5 Credits Practice 165 hours in a setting that serves young children and families. Settings are approved by the Education Department Coordinator. Develop, implement, and reflect on a personalized learning plan. Pre-requisite(s) Corequisite - EDUC 401 Instructor Permission Required Yes Program Admission Required Yes Admitted Program BAS - EDUC FeesHD Quarters Typically Offered Winter Day, Evening Designed to Serve BAS in Teaching and Early Learning students focused on children birth to 5 and their families. Active Date 20210311T08:50:05 Grading System Decimal Grade Class Limit 30 Contact Hours: Worksite 165 Total Contact Hours 165 Degree Distributions: ProfTech Course Yes PLA Eligible Yes Course Outline Work with field supervisor to develop a learning plan Implement learning activities Reflect on learning Student Learning Outcomes Create a learning plan that supports personal development in the context of community needs. Practice in a setting that serves young children and families. Reflect on learning, developing a plan for personal and professional growth.
	EDUC 490 - Teacher Residency III 5 Credits Candidates will continue their placement in a school internship related to their desired endorsement(s) where they will have the opportunity to practice and develop skills related to teaching. Candidates wil continue to increase responsibiity for instruction in their placement eventualy assuming full responsibility. In addition, candidates will analyze their own profile of strengths and challenges as a professional educator. Pre-requisite(s) EDUC 480 min. 2.0 Co-requisites are EDUC 336 and EDUC 372. Program Admission Required Yes Admitted Program BAS - EDUC FeesHD Quarters Typically Offered Spring Day Designed to Serve Students in the BAS in T&EL program who are seeking certification as a school teacher. Active Date 20210403T10:08:07 Grading System Decimal Grade Class Limit 30 Contact Hours: Worksite 165 Total Contact Hours 165 Degree Distributions: ProfTech Course Yes Course Outline ”Full-responsibility” for the class Advanced development of curricula Integrating curricula across several subjects Professional educator profile development Student Learning Outcomes Candidates will articulate how they have included student voice in their lessons reflecting on how students articulated their knowledge of learning targets, student knowledge of the resources available to achieve the targets, and inclusion of student choice in the lesson. Candidates will articulate and include strategies in their curricular elements that honor the home language of the student and family while also teaching the academic language necessary to master the learning targets Candidates will design and execute a wide range of culturally responsive/anti-bias instructional plans and strategies that support student learning within and across all academic content areas (i.e. social studies, science, reading/English language arts, and math). Candidates will develop a professional profile that analyzes individual strengths and challenges based on state-specific competencies.
	EDUC 491 - Early Childhood Education : Practicum II 5 Credits Practice 165 hours in a setting that serves young children and families. Settings are approved by the Education Department Coordinator. Develop, implement, and reflect on a personalized learning plan. Pre-requisite(s) Co-requisite EDUC 499 Instructor Permission Required Yes Program Admission Required Yes Admitted Program BAS - EDUC FeesHD Quarters Typically Offered Spring Day, Evening Designed to Serve BAS in Teaching and Early Learning students focused on children birth to 5 and their families. Active Date 20210403T10:08:08 Grading System Decimal Grade Class Limit 30 Contact Hours: Worksite 165 Total Contact Hours 165 Degree Distributions: ProfTech Course Yes Course Outline Work with field supervisor to develop a learning plan Implement learning activities Reflect on learning Student Learning Outcomes Create a learning plan that supports personal development in the context of community needs. Practice in a setting that serves young children and families. Reflect on learning, developing a plan for personal and professional growth.
	EDUC 499 - BAS Early Learning Capstone 3 Credits Take this course the quarter that you expect to graduate. Work with your peers to develop evidence that you’ve met the degree outcomes of the Highline College BAS in Early Learning. Pre-requisite(s) EDUC 332, 391, 401, 403, 421, 431, 433, and 481 with min. 2.0 Co-requisite EDUC 491 Instructor Permission Required Yes Program Admission Required Yes Admitted Program BAS - EDUC Fees Quarters Typically Offered Spring Evening Designed to Serve Final quarter BAS candidates, seeking a degree in Early Learning. Active Date 20210403T10:08:09 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Course Outline Creating a professional portfolio Group work and peer review of evidence Reflection content, draft, review Presentation preparation Student Learning Outcomes Reflect on academic career, articulating strengths and weaknesses. Develop portfolio of evidence of achievement of degree outcomes. Prepare professional responses to given prompts for end of the quarter presentation.
	EDUC& 101 - 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 Spring Online 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 20200330T21:15:11 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 New Option 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& 115 - Child Development 5 Credits Build foundation for explaining how children develop in all domains, conception through early adolescence. Explore various developmental theories, methods for documenting growth, and impact of brain development. Topics addressed: stress, trauma, culture, race, gender identity, socioeconomic status, family status, language, and health issues. Course Note Previously EDUC 112. FeesES Quarters Typically Offered Summer Online, Weekend Fall Online Winter Online Spring Online Designed to Serve * Professional-technical students working towards a certificate or AAS degree in Early Childhood Education or Paraeducation. * Transfer students as a transferable elective or prerequisite for a teacher education program. * Current practitioners. Active Date 20190625T13:36:27 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 PLA Eligible Yes Course Outline I. Overview of Development a. Historical perspectives of children b. Current views of children and development II. Introductions to Theories III. Prenatal Development IV. Birth and the Newborn V. Observation of Children VI. Physical Development VII. Perceptual and Language Development VIII. Cognitive Development IX. Personality Development X. Social Relationships and Concepts of Self XI. The Ecology of Development Student Learning Outcomes Discuss prominent child development research and theories guiding parenting and caregiver's practices. WSCC I. Child Growth and Development 3.f Describe the developmental sequence from conception through early adolescence in all domains. WSCC I. Child Growth and Development 2.c; II. Curriculum and Learning Environment- Cognitive Development 1.a Analyze critical stages of brain development as influencers of child development. WSCC I Child Growth & Development 3.a Examine techniques to conduct and document observations of children as a means to assess and communicate growth and development. WSCC I Child Growth & Development; III Ongoing Measurement of Child Progress 2.f, 3.c Explain individual differences in development. WSCC I. Child Growth & Development 2.d, 3.h; III. Ongoing Measurement of Child Progress 2.a Identify how family, caregivers, teachers, community, culture, and trauma influence development. WSCC IV Family & Community Partnerships. Relationships with Families 1.b, 2.h; VI. Interactions. Individual Guidance 2.j Outline community resources to support children’s and families’ development. WSCC I Child Growth & Development 3.i; III. Ongoing Measurement of Child Progress 3.h
	EDUC& 130 - Guiding Behavior 3 Credits Examine principles and theories promoting social competence in young people through adolescence. Includes the creation of safe learning environments. Develop skills promoting effective interactions, providing positive individual guidance, and enhancing group experiences. Course Note Formerly EDUC 119 Fees Quarters Typically Offered Fall Evening, Online, Weekend Spring Evening, Online, Weekend Designed to Serve Professional-technical students in early childhood and paraeducation programs, transfer students as an emphasis area credit, current practitioners. Active Date 20210403T10:08:09 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 guidance Developmentally appropriate child behaviors Positive Guidance techniques Culturally responsive interactions Schedules, routines and environments that support guidance Social emotional competence Working with families Guidance theories Student Learning Outcomes Identify developmentally appropriate individual and group behaviors of children. (WSCC) VI. Interactions 2b, 3.e (PESB Para Standards) Support a Positive and Safe Learning Environment & Support Educational Outcomes Compare at least three approaches to guiding behavior. (WSCC) II Curriculum & Learning Environment -Promoting Social/Emotional 2.g - VI: Interactions-Group experiences: 2.e (PESB Para Standards) Support a Positive and Safe Learning Environment Recognize positive, respectful, culturally responsive approaches to guidance. (WSCC) VI: Interactions 2.g. (PESB Para Standards) Support a Positive and Safe Learning Environment, Support Educational Outcomes, Demonstrate Professionalism and Ethical Practices, Communicate Effectively and Participate in the Team Process & Demonstrate cultural competency General Plan environment supportive of children’s development with focus on attachment, self-help, relationships, and executive function. (WSCC) VI: Interactions 2e, 2l (PESB Para Standards) Support Educational Outcomes & Support a Positive and Safe Learning Environment Articulate strategies to promote social/emotional competence and positive sense of self.. (WSCC) VI. Interactions 2d, 2i (PESB Para Standards) Support Educational Outcomes & Support a Positive and Safe LearningEnvironment
	EDUC& 136 - School Age Care 3 Credits Develop skills to provide developmentally appropriate and culturally relevant activities/care for children ages 5-12 in a variety of settings. Topics include: implementation of curriculum, preparation of environments, building relationships, guiding cognitive and social emotional development, and community outreach. Course Note Formerly EDUC 252. Fees Quarters Typically Offered Summer Online Designed to Serve * Professional-technical students working towards a Specialization Certificate - School-Age or the AAS degree in Early Childhood Education. * Current practitioners. * Transfer students as emphasis area credit. Active Date 20190709T10:50:45 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 PLA Eligible 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 Describe the physical, cognitive, social and emotional stages of children ages 5-12. (WSCC) I. Child/Adolescent Growth and Development, 1.a, 2.a, 2.b. Develop a plan to create reciprocal and culturally sensitive relationships with children and families. (WSCC) IV. Families, Communities and Schools, 1.a, 1.b, 1.c, 2.a, 2.b, 2.e, 2.f, 3.a. VII. Program Planning and Development 2.a. IX. Cultural Competency and Responsiveness, 1.c, 1.f, 2.b. Analyze the effectiveness of an environment and recommend changes that are culturally retentive, developmentally appropriate, and conducive to positive social interactions. (WSCC) II. Learning Curriculum and Environment, 1.a, 1.b, 1.c, 1.d, 2.b, 2.c, 2.e, 2.. VI. Interactions with Children/Youth, 2.a, 2.b, 2.d Identify guidance strategies that promote cognitive and social growth in the context of school age care environment. (WSCC) VI. Interactions with Children/Youth, 1.a, 1.b, 1.c, 1.d, 1.f, 2.b, 2.c, 2.d, 3.e, 3.f, 3.g, 4.a. Describe state and local school age care regulations and procedures related to group size, health, nutrition and safety. (WSCC) V. Safety and Wellness, 1.a, 1.b, 1.e., Environmental Safety, 1.a, 1.b, 1.e. X. Youth Empowerment, 1.b Describe strategies supporting curriculum that is developmentally appropriate and culturally responsive. (WSCC) II. Learning Environment and Curriculum, 1.a, 1.f, 2.a, 2.b, 2.c IX. Cultural Competency and Responsiveness, 2.e, 2.h Identify community resources supporting school age care/youth development program personnel. (WSCC) IV. Families, Communities and Schools, 2.c, 3.e IX. Cultural Competency and Responsiveness, 2.c
	EDUC& 150 - Child, Family and Community 3 Credits Integrate the family and community contexts in which a child develops. Explore cultures and demographics of families in society, community resources, strategies for involving families in the education of their child, and tools for effective communication. Fees Quarters Typically Offered Summer Evening, Online, Weekend Designed to Serve Professional-technical students in early childhood certificate and degree programs as well as current teachers and providers in the field. Active Date 20210403T10:08:10 Grading System Decimal Grade Class Limit 36 Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes ProfTech Related Instruction Human Relations PLA Eligible Yes Course Outline Exploration of diverse families and local demographics Family, school, and community as agents of learning and socialization and benefits of continuity and partnerships Engagement strategies and tools communication in cultural contexts culturally responsive collaboration and partnership strategies problem solving, negotiation, and conflict resolution Community programs and resources Connecting families to programs and resources Professional code of ethics including family confidentiality Student Learning Outcomes Evaluate and describe the cultural influences, social issues, changes and transitions that affect children, families, schools and communities. Washington State Core Competentcies - IV Family and Community Partnerships 3a Examine the concept of family, school, peers, media and community as socialization agents. WSCC - IV Family and Community Partnerships 3a Analyze strategies that empower families to establish and maintain collaborative relationships to support the growth and development of children. WSCC - IV Family and Community Partnerships 3c, 3h, 3i Identify how one’s own family history and life experiences may impact relationships with children and families. WSCC - IV Family and Community Partnerships 3a Identify community services and agencies that support the needs of children and families and establish resource and referral systems for parents and educators. WSCC - IV Family and Community Partnerships 3e, 3f, 3g
	EDUC& 202 - Introduction to Education 5 Credits Overview of education in America, covering the historical, philosophical and social foundation of education. Students will also study current issues and trends regarding curriculum, instructional strategies, law and ethics, teaching as a profession, local concerns and the future of education. Opportunities are provided for observation and integration of information as related to K-12 education. Course Note Previously EDUC 110. Fees Quarters Typically Offered Winter Online Designed to Serve Professional-technical students for the AAS degree in paraeducation. Transfer students as emphasis area credit. Active Date 2014-10-27 Grading System Decimal Grade Class Limit 36 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Transferable Elective Yes Course Outline I. PURPOSE OF SCHOOLS II. INTERNATIONAL INFLUENCES ON EDUCATION III. FOUNDATION OF AMERICAN EDUCATION IV. PHILOSOPHIES OF EDUCATION V. CURRICULUM VI. THE TEACHING PROFESSION VII. TEACHERS IN THE SCHOOL VIII. SOCIAL ISSUES IN EDUCATION IX. LEGAL AND ETHICAL ISSUES X. THE FUTURE OF EDUCATION Student Learning Outcomes Students will articulate past, present and future issues of concern to educators and society in the field of education. Students will describe the structure and function of education at the local level in Washington state; roles of school boards, administrators, principals, teachers and support staff; funding; and politics. Students will apply classroom learning and outside reading to real-life teaching and learning experiences. Students will recall and distinguish between major educational philosophies and theories, historical events, and curriculum models that influence American education. Students will relate the concepts and concerns regarding teacher training and employment issues, both historically and currently. Students will research and apply practical uses of technology.
	EDUC& 204 - Exceptional Child 5 Credits Introduction to children with disabilities and special education; including the history, theories, varying philosophies and the effects of disabilities on the child, family, relationships, school, work and society’s institutions. Also focuses on current issues and trends in special education. Fees Quarters Typically Offered Winter Evening, Online, Weekend Designed to Serve Professional - Technical Students in Education; Transfer Students seeking D/G designated course. Active Date 20210403T10:08:10 Grading System Decimal Grade Class Limit 36 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism ProfTech Course Yes Transferable Elective Yes PLA Eligible Yes Course Outline History of special education & disability rights Legislation, language and labels Special education definitions, services, trends, philosophies, methods, and theories Social justice and special education Working with parents and families Early identification and intervention Concepts of intelligence Understanding inclusion and current service systems Transitions to adulthood Student Learning Outcomes The student will describe and discuss disability from a historical perspective, including relevant legislation. (Washington State Core Competencies for Paraeducators, 1.A and 7.A.) The student will describe the patterns of child development, milestones typically achieved at different ages and risk factors that may impede or prohibit typical development. (Washington State Core Competencies for Paraeducators, 3.) (Washington State Core Competencies for Early Care and Education Professionals, Area II, Promoting Physical Development, 3.e. Area II, Promoting Cognitive Development,3.f. Area II, Promoting Language/Communication Development, 3.n. Area II, Promoting Social/Emotional Development, 3.K. Area III, 3.g, 3.h) The student will identify the limitations inherent in defining and naming conditions and the advantages and disadvantages of the labeling process. The student will describe the pre-referral and referral process. (Washington State Core Competencies for Early Care and Education Professionals, Area III, 3.h, 3.i, 3.j) The student will describe community resources and services available to children with disabilities and their families, and methods for sharing this information with families from diverse backgrounds. (Washington State Core Competencies for Early Care and Education Professionals, Area IV, Relationships with Families, 3.e, 3.f, 3.g and Area IV, Use of Community Resources, 2.b, 3.a) The Student will describe the ways in which technology can assist teaching and learning for exceptional individuals. (Washington state Core Competencies for Paraeducators, 13)
Engineering
	ENGR 100 - Orientation to Engineering Careers 2 Credits An exploration of the wide range of careers possible in engineering. The educational requirements for both four-year engineering programs and two-year engineering technology programs will be discussed. Students will examine the aptitudes, interests and student skills necessary for success in engineering. Designed for students in the Drafting and Design Technology and the Associate of Science in Engineering (AS-ENGR) programs or any students interested in engineering, drafting, technology or related field regardless of major. FeesSC Quarters Typically Offered Fall Day Winter Day Spring Day Designed to Serve This class is designed for students in the Drafting Design (AAS) program and the Associate of Science in Engineering (AS-Eng) program or any students interested in engineering, drafting, technology or related field regardless of major. Active Date 20210311T08:50:05 Grading System Decimal Grade Class Limit 35 Contact Hours: Lecture 22 Total Contact Hours 22 Degree Distributions: Restricted Elective Yes Course Outline Course Content: Introduction to engineering careers and disciplines. Introduction of students to each other. 2-year pathway to a 4-year engineering degree. Introduction to financial aid. Discussion focusing on success in mathematics. Hands-on engineering challenges. Guest Speakers: 4-year institutions. Guest Speakers: Industry. Assignments: Success in mathematics. Belonging to engineering organization. Writing a personal statement. Scheduling and time management. Developing a student advising plan. Book:Studying Engineering 3rd Ed., Ray Landis Student Learning Outcomes Develop an academic advising plan for transfer to a four year program. Construct a weekly schedule that exhibits effective time management. Students will recognize the different aspects of the 2-year pathway to a 4-year engineering degree. Students will recognize the difference between engineering disciplines. Students will write an effective personal statement for transfer to a four year program.
	ENGR 240 - Cooperative Education 5 Credits Cooperative education provides an opportunity for students to combine classroom theory with practical work experience. Experience gained in the workplace is related to the student’s field of study or career goals. This class is designed for students in the Drafting Design program. Students planning to sign up for this class need to contact the co-op office two quarters prior to registering for ENGR 240. Instructor Permission Required Yes Fees Quarters Typically Offered Designed to Serve Students who want to gain practical work experience, test career choices, and compare classroom theory with work place habits. Active Date 2012-09-28 Grading System Decimal Grade Variable Credit Yes Range 1-5 Continuous Enrollment Yes Class Limit 19 Contact Hours: Lecture 0 Lab 0 Worksite 150 Clinical 0 Other 0 Total Contact Hours 150 Degree Distributions: 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 Student creates a learning plan in cooperation with the employer and faculty coordinator. Through the learning plan, the students sets their own specific and measurable learning outcomes.
	ENGR 290 - Engineering Projects 5 Credits Individual study projects developed by student and instructor in an area approved by the instructor. This class is designed for students in the Drafting Design and the Associate of Science in Engineering (AS-ENGR) programs. Instructor Permission Required Yes FeesSC SE Quarters Typically Offered Designed to Serve Sophomore Engineering Transfer, Computer Integrated Manufacturing Technology or Computer Aided Drafting Technology students. Active Date 20210311T08:50:06 Grading System Decimal Grade Variable Credit Yes Range 1-5 Independent Study Yes Continuous Enrollment Yes Class Limit 99 Contact Hours: Lab 110 Total Contact Hours 110 Degree Distributions: Restricted Elective Yes Course Outline Discuss and develop topic selections with individual students and monitor progress on projects throughout the quarter. Evaluate project and/or the student’s topic mastery at quarter’s end. Student Learning Outcomes Effectively complete a mutually agreed-upon, independent project pertaining to Engineering that conforms to given requirements.
	ENGR& 104 - Introduction to Design 5 Credits Introduces design and communication principles using an engineering project approach. Stresses teamwork, design process, creative and analytical thinking, quantitative analysis, professionalism and ethics, social, economic and political context, and open-ended problems. Introduces the engineering design process by building group skills, understanding the effects of different learning styles, producing strategies for innovation, and fostering creativity in problem solving. Includes design projects, journal keeping, professionalism and ethical issues, and oral presentations. FeesSC SE Quarters Typically Offered Fall Day Winter Day Spring Day Designed to Serve This class is designed for students pursuing engineering degrees. Active Date 20210311T08:50:08 Grading System Decimal Grade Class Limit 24 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Science Course Outline Designing solutions to mechanical problems Team building exercises Maintaining team journals Team presentations on processes Student Learning Outcomes Apply engineering design competencies to a design project based on industry standards. Solve practical engineering application problems. Develop detailed plans, and establish effective timelines for a design project based on industry standards. Execute project management functions to manage resources (time, people, and materials) for successful project completion. Perform as an effective member of a team on a design project.
	ENGR& 114 - Engineering Graphics 5 Credits Theory and practice in graphical representation and visualization of three-dimensional objects, including descriptive geometry; orthographic projection of principal and auxiliary views; sections; pictorials; developments; and dimensioning theory. Includes an introduction to parametric solid modeling using SolidWorks. Designed for students in the Drafting Design and the Associate of Science in Engineering (AS-Eng) programs and any students interested in drafting, regardless of major. FeesCF SC Quarters Typically Offered Fall Day Winter Day Spring Day Designed to Serve CADT, AS-Eng and any students interested in drafting regardless of major. Active Date 20210315T16:26:00 Grading System Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: Restricted Elective Yes Course Outline Intro - Formats and Standards Sketching and Lettering 2D AND 3D Drawing Intro Drawing Techniques Instrument Use - Scales Geometric Construction Projection Theory Visualization - Points, Lines, Planes Object Lines, Surface Types Multiview Drawing Section Views Pictorials Isometrics and Obliques Descriptive Geometry Intro Points, True Size Planes Projecting Solids TS Surfaces, Dihedral Angles Auxiliary Views More Solids MV Curve Construction Developments Dimensions and Tolerances Intro to Engineering Design Drawing Formats Group Project and Review Student Learning Outcomes Demonstrate proficiency in the use of basic drafting instruments and media, and acquire the skills necessary to produce legible and accurate linework and lettering. Demonstrate an understanding of the lines, symbols, conventions, and formats, used in technical drawing. Solve graphic problems by means of graphical geometry and basic descriptive geometry. Demonstrate an understanding of 3-dimensional projection theory and the principle drawing types. Demonstrate three-dimensional visualization skills. Demonstrate a proficiency in creating multiview drawings, including partial, auxiliary, and section views. Demonstrate proficiency in creating isometric and oblique pictorial drawings. Demonstrate proficiency in applying dimensions and tolerances to working drawings. Demonstrate basic CAD drawing techniques. Demonstrate an understanding of engineering design processes and documentation methods.
	ENGR& 204 - Electrical Circuits 6 Credits Introduction to electrical engineering, basic circuit and systems concepts. Covers resistors, sources, capacitors, inductors and operational amplifiers as well as solutions of first- and second-order linear differential equations associated with basic circuit forms. Pre-requisite(s) PHYS 202 with a min. 2.0 and MATH 230 with a min. 2.0 or concurrent enrollment in MATH 230 FeesSE SC Quarters Typically Offered Spring Day Designed to Serve This class is designed for students pursuing engineering degrees. Active Date 20210311T08:50:09 Grading System Decimal Grade Class Limit 24 Shared Learning Environment Yes Contact Hours: Lecture 44 Lab 44 Total Contact Hours 88 Degree Distributions: AA Science Course Outline Fundamental electric circuit quantities (charge, current, voltage, energy, power) The “alphabet” of circuit schematics (resistors, wires, sources, etc.) Ohm’s law Kirchhoff’s current and voltage laws Series and parallel resistor combinations Voltage and current dividers Node voltage and mesh current techniques Thevenin and Norton equivalents Maximum power transfer Op amp circuits Capacitors and inductors First order RL and RC circuits in the time domain Second order RLC circuits in the time domain Student Learning Outcomes Students will analyze basic linear circuits Students will analyze first and second order (RL and RLC) circuits Students will analyze steady state sinusoidal response of RLC circuits Students will build and analyze circuits related to course content in a laboratory environment Students will correctly apply writing standards to discuss engineering problems
	ENGR& 214 - Statics 5 Credits Covers scalar and vector analysis of force systems, equilibrium analysis for 2- and 3-D structures, distributed forces and centroids for the analysis of beams. Includes friction applications. Vector and matrix methods used throughout the course. Pre-requisite(s) MATH&152 with a min 2.0 and PHYS 201 with a min 2.0 or concurrent enrollment in PHYS 201 FeesSC Quarters Typically Offered Fall Day Designed to Serve This class is designed for students pursuing engineering degrees. Active Date 20210311T08:50:10 Grading System Decimal Grade Class Limit 24 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Science Course Outline Vectors Forces, moments and couples Resultant force systems Free-body diagrams and equilibrium Truss analysis Frame and machine analysis External and internal beam forces Shear and moment diagrams Friction Centroids and centers of mass/gravity Area moments of inertia Student Learning Outcomes Students will analyze two and three dimensional structures based on the principles of mechanics Students will apply vector, matrix, and computer methods for problem analysis Students will use effective presentation skills to discuss engineering problems Students will correctly apply writing standards to discuss engineering problems Students will apply principles of statics in engineering design process
	ENGR& 215 - Dynamics 5 Credits Kinematics and kinetics of 2- and 3-D particles and rigid bodies using vector analysis. Covers work/energy and impulse/momentum methods for translation and rotation. Pre-requisite(s) ENGR& 214 min 2.0, MATH& 152 min 2.0 and PHYS 201 min 2.0. FeesSC Quarters Typically Offered Winter Day Designed to Serve Designed for students pursuing engineering degrees. Active Date 20210311T08:50:10 Grading System Decimal Grade Class Limit 24 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Science Course Outline Rectilinear motion Curvilinear motion in rectangular coordinates Coordinates: path and cylindrical Kinetics Newton’s second law Angular momentum Work-energy methods Impulse and momentum Impact Systems of particles Plane motion: kinematics, kinetics, energy methods, and impulse-momentum Student Learning Outcomes Students will analyze two and three dimensional dynamics systems based on principles of mechanics Students will apply vector, matrix, and computer methods for problem analysis Students will use effective presentation skills to discuss engineering problems Students will correctly apply writing standards to discuss engineering problems Students will apply principles of dynamics in engineering design process
	ENGR& 225 - Mechanics of Materials 5 Credits Mechanics of solids: stress, strain, torsion, flexure, deflection, connections, economic sections, composite members, combined stresses and design analysis. Pre-requisite(s) ENGR& 214 min 2.0 and MATH& 152 min 2.0 FeesSE SC Quarters Typically Offered Spring Day Designed to Serve Designed for students pursuing a degree in engineering. Active Date 20210311T08:50:11 Grading System Decimal Grade Class Limit 24 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Science Course Outline Definitions of stress and strain Stress-strain curves and Hooke’s Law Stresses and strains due to axial, bending, torsional or combined loading scenarios Deformations due to axial, bending, torsional or combined loading scenarios Stress transformations Superposition Stresses and strains developed in thin-walled pressure vessels Design of beams Statically indeterminate axially loaded members and bending beams Thermal stresses Student Learning Outcomes Students will apply principles of statics, physics, and calculus in the design of mechanical structures Students will perform stress analysis to check the adequacy of structural component dimensions and properties Students will design components to resist stress and strain Students will present an organized and systematic problem solving and intuitive analysis procedure Students will correctly apply writing standards to document analysis and discuss engineering design problems
English
	ENGL 000 - TEST 1 Credits TEST Pre-requisite(s) TEST Placement Eligibility English 091 or higher Fees Quarters Typically Offered Summer Day Designed to Serve TEST Active Date 20200623T18:15:15 Grading System Decimal Grade Class Limit 1 Contact Hours: Lecture 11 Total Contact Hours 11 Degree Distributions: AA Communications Course Outline TEST Student Learning Outcomes TEST
	ENGL 081 - Writing Skills 5 Credits Designed for students who need work on language and rhetorical skills in order to prepare for ENGL 091/099. Focuses on writing multiparagraph responses and on constructing a variety of sentences with phrases and clauses in effective coordination and subordination. Also focuses on editing for problems related to diction (casual/formal), verb choice related to active/passive tense, agreement and precision and word choice issues, specifically related to precision, spelling and usage. ENGL 081 is offered separately for native and nonnative speakers. The section for nonnative speakers will emphasize verb form and verb tense construction, word order, word choice, vocabulary, articles, plural s and prepositions. Students with nonnative grammar error patterns should take this course in order to prepare for ENGL 091/099. Pre-requisite(s) ENGL 071 min 2.0 Placement Eligibility English 097 Course Note Previously WRIT 060/081. FeesCF Quarters Typically Offered Designed to Serve English 081 is designed for students who need work on language and rhetorical skills in order to be prepared for English 091. Students with non-native grammar error patterns (verb tense, word choice, articles, prepositions) should take the English 081 section for non-native speakers in order to adequately prepare for English 091, while students with native speaker error patterns (run-ons, fragments, diction) should take the section designated for native speakers. Active Date 2011-08-08 Grading System Decimal Grade Class Limit 25 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: Course Outline For all sections: Rhetorical Issues: understanding assignments, invention strategies, topic sentences, supporting details, connections between paragraphs, coherence, patterns of thought, developing ideas. For sections offered to native speakers: Language Issues: proper diction depending on context, effective coordination and subordination, constructing effective, varied sentences; editing for sentence boundaries (specifically fragments and run-ons), verb tense, agreement and usage. For sections offered to nonnative speakers: Language issues: effective complex sentences, coordination/subordination, editing for verb tense errors, refining use of verb tense, editing for word choice issues and errors in noun and preposition use. Student Learning Outcomes Common outcomes: Produce multi-paragraph responses to assignments on specific topics. Common outcomes: Develop paragraphs with clear focus, support and organization. Common outcomes:Effectively analyze and follow an instructor’s assignments/homework directions. Outcomes with native speaker focus: Construct effective sentences with independent and dependent clauses. Outcomes with native speaker focus: Refine use of coordination and subordination so that connections/conjunctions are logical. Outcomes with native speaker focus: Develop flexibility with diction in order to distinguish between informal/conversational and formal writing and use them appropriately. Outcomes with native speaker focus: Edit for sentence boundary problems, specifically related to run-ons and sentence fragments. Outcomes with native speaker focus: Edit for verb tense/verb form issues related to precision, accuracy, active and passive voice, and tense consistency. Outcomes with native speaker focus: Edit for word choice issues, specifically those related to precision, complexity and spelling/usage. Outcomes with nonnative speaker focus: Construct a variety of effective sentences using phrases and clauses correctly.
	ENGL 097 - English Express 10 Credits This course provides students with opportunities to develop the reading, writing, and critical thinking skills needed to write in academic settings. Topics include reading and writing processes, critical thinking strategies, study skills, and grammar instruction. Upon completion, students should be able to apply these skills toward understanding a variety of academic and career-related texts and composing a college-level essay. Pre-requisite(s) ABE 029 Placement Eligibility English 097 FeesCF Quarters Typically Offered Summer Day Fall Day Winter Day Spring Day, Online Designed to Serve Students who need intensive support in reading and writing in order to go on to complete college-level writing successfully: for example, ELL and international students, ACHIEVE students. Active Date 20210315T16:25:37 Grading System Decimal Grade Class Limit 25 Shared Learning Environment Yes Contact Hours: Lecture 110 Total Contact Hours 110 Degree Distributions: Course Outline Habits of mind Student skills Productive persistence Reading effectively in college Reading strategies Reading as inquiry Effective learning Media literacy Critical thinking Reaching academic goals Degree pathways Financial literacy Campus resources Student Learning Outcomes Use active reading strategies to distinguish parts of a reading, how the parts relate to each other and the overall structure, purpose, and context in order to represent and analyze the text. Respond to the main ideas and supporting details of readings across multiple genres through text comprehension strategies. Use new vocabulary effectively in writing, based on vocabulary development strategies in course reading. Critically respond to written and visual texts, including student drafts and course materials. Develop and revise focused essays that are supported by valid evidence and organized to move a reader through the text. Distinguish their own words from those of sources to represent and integrate source material and ideas ethically and effectively. Successfully edit writing through identification of their grammar error patterns. Articulate their challenges and strengths in writing and reading and their goals for future academic projects. Construct metacognitive and persistence strategies for college success.
	ENGL 099 - Preparatory College Writing I 5 Credits Students study and practice writing paragraphs and essays, achieving unity and developing ideas that are clearly and concisely expressed in topic and thesis sentences. Review the fundamentals of English sentence structure, usage and punctuation and provides practice in these areas. Students who pass five credits of ENGL 099 with a 2.0 or better should be prepared to begin ENGL& 101 or ENGL& 101 Plus Support. Pre-requisite(s) English 097 with a 2.0 Placement Eligibility English 099 or higher Course Note Previously WRIT 091 and ENGL 091 FeesCF Quarters Typically Offered Fall Evening Winter Evening Spring Evening Designed to Serve Students who need to improve their writing and editing skills in order to prepare for college level writing. Active Date 20210315T16:25:57 Grading System Decimal Grade Class Limit 25 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: Course Outline Brainstorming Pre-writing Drafting Editing Proofreading Revising Essay Production Student Learning Outcomes Develop essays through drafts and revision that are focused around a central idea, supported by details and examples, and organized to move the reader through the text. Identify the main ideas and overall purpose of a text to represent and analyze them for an audience. Respond critically through comparison, application, persuasion, etc. to written and visual texts, including student drafts and course materials. Distinguish their own words from those of sources to represent them ethically in their own writing. Articulate their challenges and strengths in writing and their goals and needs for future writing projects. Identify the key error patterns that appear in their written work in order to edit their writing successfully.
	ENGL 110 - College Writing Strategies 5 Credits English 110 is a mandatory support course for English 101 as part of the ten-credit English 101 PLUS SUPPORT course. The content directly supports the reading, critical thinking, and writing goals of English 101. Therefore, it can only be taken in the linked context of the English 101 course, and not as a standalone course. English 110 credits can transfer as an elective. Pre-requisite(s) ENGL 081 min 2.0 Placement Eligibility English 099 or higher Fees Quarters Typically Offered Summer Day Fall Day Winter Day Spring Day Designed to Serve This course is offered only in conjunction with English 101 and provides metacognitive skill development for students needing to pay extra attention to college processes such as editing and vocabulary building and reading strategies that allow students to more effectively summarize, integrate and respond to other texts. Active Date 2015-02-10 Grading System Credit/Non-Credit 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: Transferable Elective Yes Course Outline 1) accurate summary, paraphrase, and explanation skills of visual and written texts 2) substanative assessment skills of one’s own writing and of others’ writing; 3) identification of the relationship between audience and writing conventions 4) pre-writing skills 5) distinguishment of one’s own words from the words of others in self-authored texts 6) selection and evaluation of appropriate sources for use in one’s writing. Student Learning Outcomes Accurately summarize, paraphrase, and explain the meaning of written and visual texts Substantively assess own writing and writing of others Practice pre-writing skills and produce pre-writing items (like brainstorming, outlining, note-taking, etc with a consideration of assignment and context) Clearly and accurately distinguish own words and ideas from the words and ideas of others in one's own writing. Select and evaluate appropriate, credible sources for use in one's own writing.
	ENGL 122 - Intro. to Children’s Literature 5 Credits Survey of children’s literature from a variety of world cultures, including both oral and written traditions such as fairy tales, fantasy, picture books, novels and poetry. Examination of literary, psychological, educational and cultural influences and contexts. Course Note Previously LIT 110. Fees Quarters Typically Offered Fall Online Designed to Serve Students interested in literature, child development, cultural influences, and teaching. 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 Humanities Area I Course Outline 1. Oral tradition across cultures: myths, legends, folk tales from Western and Nonwestern traditions. 2. Effect of cross-cultural contexts on shaping and interpreting children’s literature. 3. Race, Class, and Gender issues in children’s literature. 4. Effect of changing purpose of children’s literature on selection. 5. Written Traditions: H. C. Andersen, J. Swift, L. Carroll, C. S. Lewis, F. Baum; M. L’Engle. 6. Survey of Picture Books: illustrators and authors. 7. Modern Interpretation: literary, psychological, feminist (Bettelheim, J. Campbell, R. Sale, U. LeGuin, C.S. Lewis). Student Learning Outcomes Read and analyze children’s literature from a variety of world cultures. Recognize and describe cultural, psychological, educational, and literary influences that determine content and form of children’s literature. Identify and analyze the literature’s character, plot, theme, and literary style. Recognize and analyze universal themes, such as hero tales, innocence-to-knowledge, good-triumphs-over-evil.
	ENGL 123 - Introduction to American Ethnic Literature 5 Credits An introductory course to acquaint the student with the basic issues in literary studies as well as key issues in ethnic literary traditions. Fees Quarters Typically Offered Fall Day Designed to Serve Students interested in literature and multicultural/ ethnic studies. Active Date 20200330T21:15:15 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Humanities Area I Course Outline Intro to Ethnic Literature may be structured thematically, historically, geographically; genre-based, including electronic transmission; or through various critical perspectives. The course should: 1. Explain the significance or uniqueness of ethnic literature. 2. Address at least two of the following sets of themes: racial/cultural oppression and resistance; notions of identity, community and family; assimilation, double consciousness, mestizo consciousness 3. Examine the ways in which minority groups (defined along racial, ethnic, sexual, class, as well as gendered terms) have been historically marginalized. 4. Display how the narrative of historically marginalized people can function as a counter-narrative to the stories, myths, and histories of the dominant, hegemonic class. 5. Explain the connection between historical movements and the development of cultural identities as well as the personal identities that emerge from such relationships. Conversely, the course will also examine how the development of cultural identities influence historical movements. 6. Unpack a minority point of view that connects personal experience with an individual’s subjectivity. Specifically, the course will focus on the outsider status of individuals and show how that can be both empowering and disempowering. Student Learning Outcomes Differentiate between main stream and ethnic lit. Identify and analyze the elements of literature (setting, point of view, character, style, tone, etc.) Recognize and analyze literary devices. Explain connections between texts and social, political, historical, and biographical contexts. Support a textual analysis with reasoned evidence. Demonstrate and communicate literary analysis of Ethnic Literature through a variety of means (oral, written, electronic). Engage in dialogue with peers to synthesize multiple interpretations
	ENGL 200 - Creative Writing 5 Credits An introductory course in writing and reading fiction, poetry and drama with emphasis on contemporary models. Students will learn how to use figurative language as well as develop characters and plot, point-of-view, theme and dialogue. Pre-requisite(s) ENGL& 101 min 2.0 Course Note Previously WRIT 151. Fees Quarters Typically Offered Fall Day, Online Winter Day, Online Spring Day, Online Designed to Serve Students who desire to think and write creatively and critically for their careers and life experiences. Active Date 20200330T21:15:16 Grading System Decimal Grade Class Limit 25 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Humanities Area I Course Outline Students will move from reading, discussing and analyzing examples through brainstorming to producing drafts, editing and proofreading a variety of verse and prose. Student Learning Outcomes Write texts in various genres Describe connection between form and content in various genres. Analyze diverse perspectives, voices and styles in various genres. Collaborate to improve writing through the process of constructive criticism, revision and self-assessment. Evaluate the effect of the literary community on society through attendance of readings and submissions to publications
	ENGL 201 - Advanced Verse Writing 5 Credits Workshop in which students write, critique and revise poetry. Pre-requisite(s) ENGL 200 min. 2.0 Course Note Previously WRIT 251. Fees Quarters Typically Offered Fall Day Winter Day Designed to Serve Students who wish to write poetry beyond the 200 level. Active Date 20200330T21:15:16 Grading System Decimal Grade Class Limit 5 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Humanities Area I Course Outline Students will continue the development of general writing skills learned in English 200 with an emphasis on poetry. Student Learning Outcomes Utilize elements of verse to write various forms of poetry Apply terminology relating to verse form and structure. Create improvements to writing through the process of revision and self-assessment. Analyze diverse perspectives, voices and styles in poetry Evaluate the effect of the literary community on society through attendance of readings and submissions to publications
	ENGL 210 - College Writing Strategies II 5 Credits HIDDEN SECTION. English 210 is a mandatory support course for English 205 as part of the 10-credit ENGLISH 205 PLUS SUPPORT course block. The content directly supports the reading, critical thinking, and writing goals of English 205. Therefore, it can only be taken in the linked context of English 205 Plus Support, and not as a standalone course. English 210 credits can transfer as an elective. Pre-requisite(s) ENGL& 101 min 2.0. Course Note This is a hidden course that cannot be enrolled into on its own. It just be taken concurrently with the appropriate English 205 class as part of the 10-credit 205 Plus Support block. Fees Quarters Typically Offered Fall Day Winter Day Spring Day, Online Designed to Serve This class is for students who self-identify as needing extra time, support, and direct instruction for achievement of English 205 course outcomes. Active Date 20190207T16:51:29 Grading System Decimal Grade Class Limit 25 Contact Hours: Degree Distributions: Transferable Elective Yes Course Outline This class is offered only in conjunction with English 205 and provides metacognitive skill development for students needing to pay extra attention to college processes such as developing and applying research skills, using sources ethically, critcal thinking organizing complex data, using editorial strategies, identifying audience and context, and writing and speaking persuasively. Student Learning Outcomes Develop and apply research skills to varied academic genres and contexts. Distinguish own ideas from others' ideas using accurate paraphrasing, summarizing, and quoting. Formulate critcal questions and interrogate academic texts. Collect, analyze, and effectively incorporate quantitative data into writing. Organize complex ideas in a coherent, logical written format. Develop and implement editorial strategies including outlining, pre-writing, and proofreading. Adapt writing style for, and identify, various target audiences.
	ENGL 211 - Advanced Fiction Writing 5 Credits Workshop in which students write, critique and revise fiction. Pre-requisite(s) ENGL 200 min. 2.0 Course Note Previously WRIT 255. Fees Quarters Typically Offered Winter Day Spring Day Designed to Serve Students who wish to write fiction beyond the English 200 level. Active Date 20200330T21:15:18 Grading System Decimal Grade Class Limit 5 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Humanities Area I Course Outline Workshop Course. Student will contract a set of individual goals with instructor which may include the following: writing stories (emphasis on some technical skills) and revising as suggested critiquing English 200 students stories analyzing and reviewing published fiction. Student Learning Outcomes Effectively revise an existing student work or write a new piece of fiction for a specific genre Identify and incorporate technical elements such as point of view, character, plotting, setting, dialogue and audience Critically assess diverse perspectives, voices and styles in fiction to incorporate into own writing Create improvements to writing through the process of revision, self-assessment and instructor feedback Effectively assess and submit to a literary publication
	ENGL 266 - Popular Literature 5 Credits To study popular culture is to study the very thing that defines a collection of individuals into a group. Using a variety of genres, which may include categories such as mysteries, detective stories, graphic novels, science fiction, etc., we will begin to probe the idea of popular consciousness whether it be defined historically, geographically, culturally, or politically. Choice of genres and the themes will vary depending on the instructor. Fees Quarters Typically Offered Designed to Serve Student interested in popular culture and/or narratives written for the masses and the artistic and social questions that arise. Active Date 2011-06-14 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: AA Humanities Area I Course Outline Selection of writers would be open to individual instructors, emphasizing writing which does not get identified as literature in other classifications within our catalog descriptions. Popular Literature may be structured thematically, historically, geographically; genre-based, including electronic transmission; or through various critical perspectives. Student Learning Outcomes Respond thoughtfully to popular assessments of the human condition. Examine the distinction between literary and popular literature traditions, which may include nontraditional venues such as computer gaming, and the implications of such classifications: economic, social, historical, etc. Recognize the relationships between values of the culture and its literature, especially that which is labeled “popular.” Analyze and interpret literature individually and in groups Effectively communicate their experience and thinking (orally and/or in writing and/or visually and not excluding multimedia possibilities of the computer) Trace patterns of development of genre or through geographic or other analytic perspective. Demonstrate basic literature research strategies via database and focused Internet searches. Apply standard conventions of literature to the genre of popular literature including but not limited to plot, character, setting, theme, symbolism, language.
	ENGL 290 - Editing: The Arcturus 3 Credits Introduction to and practice of editing skills through publication of The Arcturus. May be repeated for credit. Pre-requisite(s) ENGL& 101 min 2.0 Instructor Permission Required Yes Course Note Preferred completion of at least two ENGL courses. Excellent grammar and mechanical skills recommended. Previously WRIT 260. Fees Quarters Typically Offered Winter Day Spring Day Designed to Serve Students who have exceptional writing and editing skills and who desire to involve themselves with the publication of a campus magazine. Active Date 2011-06-14 Grading System Decimal Grade Class Limit 9 Shared Learning Environment Yes Contact Hours: Lecture 22 Lab 22 Worksite 0 Clinical 0 Other 0 Total Contact Hours 44 Degree Distributions: AA Humanities Area I Course Outline Discuss policy/ focus/ direction of the pending issue of Arcturus after looking over examples from past copies of Arcturus. Discuss ways in which this publication will achieve those goals. Student Learning Outcomes Introduce criteria for poetry, fiction, essays and artwork Read, evaluate, and select items for publication Review and apply grammar and mechanics and general proofreading skills. Select format, design, and lay-out in consultation with Graphic Design and Print Shop departments Establish a working plan with the print shop and an ongoing series of meeting to maintain quality and artistic control Demonstrate understanding of printing process: typesetting, integration of graphics, paste-up, photo and drawing reproduction, making plates, the press Communicate with writers (acceptance, rejection letters) Organize a reading, collate and distribute publication.
	ENGL 291 - Special Studies 1 Credits Individual writing project developed by the student and instructor. Instructor Permission Required Yes Course Note Previously WRIT 291. Fees Quarters Typically Offered Designed to Serve Students who desire independent study in a writing or literature topic. Active Date 20201208T18:00:19 Grading System Decimal Grade Independent Study Yes Continuous Enrollment Yes Class Limit 99 Contact Hours: Other 33 Total Contact Hours 33 Degree Distributions: Restricted Elective Yes Course Outline Students must fill out a contract with an instructor which specifies the objectives, the activities, the estimated work hours, the product and the method of evaluation for the proposed study. (Contract forms are available in Building 5 and in the Dean of Instruction’s office). Student Learning Outcomes Effectively complete a mutually agreed-upon, independent project pertaining to English that conforms to given requirements.
	ENGL 292 - Special Studies 2 Credits Individual writing project developed by the student and instructor. Instructor Permission Required Yes Course Note Previously WRIT 292. Fees Quarters Typically Offered Designed to Serve Students who desire independent study on a writing or literature topic. Active Date 20201208T18:00:19 Grading System Decimal Grade Independent Study Yes Continuous Enrollment Yes Class Limit 99 Contact Hours: Other 66 Total Contact Hours 66 Degree Distributions: Restricted Elective Yes Course Outline Students must fill out a contract with an instructor which specifies the objectives, the activities, the estimated work hours, the product and the method of evaluation for the proposed study. (Contract forms are available in Building 5 and in the Dean of Instruction office.) Student Learning Outcomes Effectively complete a mutually agreed-upon, independent project pertaining to English that conforms to given requirements.
	ENGL 293 - Special Studies 3 Credits Individual writing project developed by the student and instructor. Course Note Previously WRIT 293. Fees Quarters Typically Offered Designed to Serve Students who desire independent study on a writing or literature topic. Active Date 20201208T18:00:20 Grading System Decimal Grade Independent Study Yes Continuous Enrollment Yes Class Limit 99 Contact Hours: Other 99 Total Contact Hours 99 Degree Distributions: Restricted Elective Yes Course Outline Students must fill out a contract with an instructor which specifies the objectives, the activities, the estimated work hours, the product and the method of evaluation for the proposed study. (Contract forms are available in Building 5 and in the Dean of Instruction office.) Student Learning Outcomes Effectively complete a mutually agreed-upon, independent project pertaining to English that conforms to given requirements.
	ENGL 294 - Special Studies 4 Credits Individual writing project developed by the student and instructor. Course Note Previously WRIT 294. Fees Quarters Typically Offered Designed to Serve Students who desire indepenedent study in a writing or literature topic. Active Date 20201208T18:00:21 Grading System Decimal Grade Independent Study Yes Continuous Enrollment Yes Class Limit 99 Contact Hours: Other 132 Total Contact Hours 132 Degree Distributions: Restricted Elective Yes Course Outline Students must fill out a contract with an instructor which specifies the objectives, the activities, the estimated work hours, the product and the method of evaluation for the proposed study. (Contract forms are available in Building 5 and in the Dean of Instruction office.) Student Learning Outcomes Effectively complete a mutually agreed-upon, independent project pertaining to English that conforms to given requirements.
	ENGL 295 - Special Studies 5 Credits Individual writing project developed by the student and instructor. Course Note Previously WRIT 295. Fees Quarters Typically Offered Designed to Serve Student who desire independent study on a writing or literature topic. Active Date 20201208T18:00:21 Grading System Decimal Grade Independent Study Yes Continuous Enrollment Yes Class Limit 99 Contact Hours: Other 165 Total Contact Hours 165 Degree Distributions: Restricted Elective Yes Course Outline Students must fill out a contract with an instructor which specifies the objectives, the activities, the estimated work hours, the product and the method of evaluation for the proposed study. (Contract forms are available in Building 5 and in the Dean of Instruction office.) Student Learning Outcomes Effectively complete a mutually agreed-upon, independent project pertaining to English that conforms to given requirements.
	ENGL 335 - Advanced Technical Writing 5 Credits This course introduces undergraduates to the fundamental written communication processes associated with project management and writing for industry. Program Admission Required Yes Admitted Program BAS FeesCF Quarters Typically Offered Spring Online Designed to Serve For students enrolled in a 4-year BAS program. Active Date 20170622T08:37:51 Grading System Decimal Grade Class Limit 25 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: Restricted Elective Yes Course Outline Students learn how to prepare and deliver formal and informal reports; how to maximize interdisciplinary collaboration to complete a project; and how to adapt documentation to multiple audiences. Student Learning Outcomes Apply appropriate communication strategies through rhetorical analysis of audience, purpose, and context. Collaborate with other students on small- and large-scale written projects. Integrate text and visuals to clearly convey complex, technical information. Demonstrate writing processes for planning, drafting, revising, editing, and proofreading documents for content, organization, and style for changing target audiences. Employ language appropriate to target audiences in multiple rhetorical situations.
	ENGL& 101 - English Composition I 5 Credits A general introduction to the principles of writing with emphasis on the writing process, thesis, context, purpose and audience. Pre-requisite(s) ENGL 099 w/ min 2.5 or ENGL 097 w/ min 3.0 Placement Eligibility English 101 Course Note Previously WRIT 101. FeesCF Quarters Typically Offered Summer Day, Evening, Online Fall Day, Evening, Online Winter Day, Evening, Online Spring Day, Evening, Online Designed to Serve This course is designed for students who have an average writing proficiency, as determined by an English placement test or passing the appropriate pre-college level composition course. It is an essential course for students, in either an academic or a vocational environment, who expect to comprehend and to communicate ideas and information clearly. Active Date 20210403T10:08:11 Grading System Decimal Grade Class Limit 25 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Communications ProfTech Related Instruction Communications Course Outline Students will: develop skills needed to write effectively in a variety of contexts as students, as professionals, as citizens, and as individuals produce about 5,000 words of finished (revised, edited) text with emphasis on writing for critical thinking, e.g., analysis and synthesis study and write in a selection of the following forms: the personal essay, the proposal, the argument or editorial, the profile, the letter, the summary, the expository paper using sources, the literary explication, the review, the definition paper, the concept paper, and others. Student Learning Outcomes Write texts that demonstrate awareness of audience, purpose, and genre across multiple communities and contexts. Argue a position that includes a claim, position, or response and engages at some point with a textual, visual, or audio source. Read, summarize, quote, paraphrase, analyze and document a variety of complex written and visual texts. Develop flexible writing strategies that include respectful collaborating, planning, drafting, and editing. Apply situation-appropriate conventions at the sentence level, including syntax, grammar, punctuation, and spelling. Reflect on, assess, and articulate writing choices.
	ENGL& 102 - Composition II 5 Credits Students move from library research and source-evaluation strategies through brainstorming, proposal, then producing drafts and editing a variety of research-based essays that take a position and are tailored to the needs of the reader. This course is especially recommended for students planning on transfer to a four-year school. Pre-requisite(s) ENGL& 101 min 2.0 Course Note Previously ENGL 205 FeesCF Quarters Typically Offered Summer Day, Evening, Online Fall Day, Evening, Online Winter Day, Evening, Online Spring Day, Evening, Online Designed to Serve For students needing skill in writing persuasive, researched essays especially good for students planning to transfer to a four-year institution. Active Date 20200330T21:15:19 Grading System Decimal Grade Class Limit 25 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Communications Course Outline Research Brainstorming Group and Individual Projects Drafting Editing Proofreading using appropriate documentation techniques Revising Student Learning Outcomes Locate, read and assess reliable academic sources. Integrate sources into own writing appropriately using paraphrase, summary, quotation and quantitative data. Cite sources correctly using discipline-appropriate citation styles both in the written text and in source pages. Adapt writing, voice, tone and structure based on academic audience analysis. Evaluate and write arguments which synthesize multiple points of view, with awareness of logical, emotional and ethical appeals. Identify strengths and weaknesses in the research strategy and take corrective measures to draft a well-researched argument. Produce constructive peer responses – orally and in writing – that respectfully give useful feedback.
	ENGL& 111 - Introduction to Literature 5 Credits An introductory course to acquaint the student with the three major types of imaginative literature, both contemporary and traditional. The course may choose from three out of the four categories: essay, fiction, poetry and drama. Course Note Previously LIT 100. Fees Quarters Typically Offered Summer Online Fall Online Winter Online Spring Online Designed to Serve Students in technical and vocational programs that allow few electives are provided this course with a brief exposure to imaginative literature. Students following general college transfer programs are furnished with a sampling of genres that better enables them to elect further courses in literature. Active Date 20200330T21:15:20 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Humanities Area I Course Outline A variety of traditional and contemporary works within each genre along with critical essays that illustrate some major approaches to the study and appreciation of literature. Student Learning Outcomes Define and identify the basic literary elements of each genre. Identify literary devices such as symbols, motifs, and metaphors. Demonstrate and communicate textually supported literary analysis of Literature through a variety of means (oral, written,electronic). Assess the value of a text in cultural, historical, and biographical contexts.
	ENGL& 112 - Introduction to Fiction 5 Credits Students read and discuss five to seven novels, generally organized around a theme. Novels may be classic or contemporary. Course covers formal elements (such as characterization, plot, structure, setting and theme), provides a brief overview of the history and evolution of the novel and examines the social and cultural value of novels. Course Note Previously LIT 131. Fees Quarters Typically Offered Winter Day Designed to Serve All students interested in literature. Active Date 20200330T21:15:21 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Humanities Area I Course Outline Varies by instructor. Knowledge and skills covered: Brief overview of historical development of the novel Formal aspects of novels including characterization, setting, theme, point of view, structure, tone, style, dialogue, symbolism Analysis and interpretation of novels Historical, cultural, and biographic influences on the novels studied Social and cultural value of novels Student Learning Outcomes Identify and differentiate the various genres of fiction Demonstrate knowledge of the historical development of the novel. Identify the aesthetic style and narrative tropes associated with various genres of fiction Explain connections between texts and social, political, historical, and biographical contexts. Support a textual analysis with reasoned evidence. Demonstrate and communicate literary analysis of Ethnic Literature through a variety of means (oral, written, electronic). Engage in dialogue with peers to synthesize multiple interpretations
	ENGL& 235 - Technical Writing 5 Credits Students will plan, create, and user-test a range of projects while analyzing and reflecting upon the role of communication practices from the perspective of a technical writer. Students write individually and collaboratively, develop formatting strategies and skills, and practice multi-modal communication within a work setting. Pre-requisite(s) ENGL& 101 min 2.0 Course Note Previously WRIT 143. FeesCF Quarters Typically Offered Summer Online Fall Day, Online Winter Day, Online Spring Day, Online Designed to Serve Engineering and computer science students; professional/technical students who wish to develop skills in technical writing; general students interested in technical writing. Active Date 2011-05-09 Grading System Decimal Grade Class Limit 25 Contact Hours: Lecture 55 Lab 0 Worksite 0 Clinical 0 Other 0 Total Contact Hours 55 Degree Distributions: AA Humanities Area I Course Outline Varies by instructor Student Learning Outcomes Develop a sense of how purposes, audiences, situations, technologies, and methods affect writers’ and users’ perceptions of written documents. Implement and demonstrate theories of document design (e.g. format, layout, graphics) in course projects. Understand the recursive nature of writing process in terms of researching, drafting, reviewing/testing, editing, and revising. Develop strategies for written and/or oral communication with peers, instructors, users, and/or clients that foster mutual respect and responsibility, including peer review and usability testing. Implement and evaluate a range of research methods and information resources to develop and produce ethically responsible professional documents. Create effective arguments in professional documents using discursive and visual information. Demonstrate awareness of how various media genres and technologies affect and are affected by users and readers and, thus, are integral to the writing process. Use and adapt various technologies, including MS Word, to produce attractive, persuasive, professional documents.
	ENGLP 101 - English Composition I Plus Extra Support 10 Credits A general introduction to the principles of writing with emphasis on the writing process, thesis, context, purpose and audience. This class offers extra time and support for assignments and learning. Earns 5 credits as English 101 and 5 credits as English 110. Pre-requisite(s) ENGL 099 min 2.0 or ENGL 97 min 2.0 or ABE 031 Placement Eligibility English 101Plus FeesCF Quarters Typically Offered Designed to Serve This course is designed for students who have an average writing proficiency, as determined by an English placement test or passing the appropriate pre-college level composition course. It’s a class for students who want or need some extra time and extra support in taking English 101. Active Date 20210403T10:08:12 Grading System Credit/Non-Credit Class Limit 25 Shared Learning Environment Yes Contact Hours: Lecture 110 Total Contact Hours 110 Degree Distributions: AA Communications Transferable Elective Yes ProfTech Related Instruction Communications Course Outline This class is for students who place slightly below English 101 level. Register for this 10-credit course, and you will end up with grades on your transcript for a 5-credit English 101 and a 5-credit English 110. Student Learning Outcomes
	ENGLP 102 - Composition II Plus Support 10 Credits Students move from library research and source-evaluation strategies through brainstorming, proposal, then producing drafts and editing a variety of research-based essays that take a position and are tailored to the needs of the reader. This class is especially recommended for students planning on transfer to a four-year school, and who wish to have more time and support for assignments and learning. Pre-requisite(s) ENGL& 101 min 2.0.  Course Note This is the publicly viewable class on the schedule. Students in this class are ultimately moved into a hidden section of ENGL& 102 and ENGL 210 (the support course). FeesCF Quarters Typically Offered Summer Day Fall Day Winter Day Spring Day Designed to Serve This class is especially recommended for students planning on transfer to a four-year school, and who wish to have more time and support for assignments and learning. Students self-place into this class; prerequisites are the same as in five-credit English & 102. Active Date 20200330T21:15:21 Grading System Decimal Grade Class Limit 25 Contact Hours: Lecture 110 Total Contact Hours 110 Degree Distributions: AA Communications Transferable Elective Yes ProfTech Related Instruction Communications Course Outline This class offers the same outcomes as English 205, but with extra time and support for learning and assignments. Student Learning Outcomes Locate, read and assess reliable academic sources (same as already-approved outcome for ENGL 205 now ENGL& 102). Integrate sources into own writing appropriately using paraphrase, summary, quotation and quantitative data (same as already-approved outcome for ENGL 205 now ENGL& 102). Cite sources correctly using discipline-appropriate citation styles both in the written text and in source pages (same as already-approved outcome for ENGL 205 now ENGL& 102). Adapt writing, voice, tone and structure based on academic audience analysis (same as already-approved outcome for ENGL 205 now ENGL& 102). Evaluate and write arguments which synthesize multiple points of view, with awareness of logical, emotional and ethical appeals (same as already-approved outcome for ENGL 205). Identify strengths and weaknesses in the research strategy and take corrective measures to draft a well-researched argument (same as already-approved outcome for ENGL 205 now ENGL& 102). Produce constructive peer responses – orally and in writing – that respectfully give useful feedback (same as already-approved outcome for ENGL 205 now ENGL& 102).
Environmental Science
	ENVS 102 - Local Environmental Issues and Impact 5 Credits An in-depth look at local environmental issues and the individual’s role in these issues. Includes topics such as waste-water treatment, solid and hazardous waste disposal, energy use and consumption, water and land use and contamination, transportation, diet, and other topics of local importance. Each student will undertake a detailed and wide-ranging examination of their own personal impact on the local environment. Pre-requisite(s) MATH 81 or higher with min 2.0 Placement Eligibility Math 091 or higher FeesSC SL Quarters Typically Offered Fall Day Designed to Serve General students as an elective to satisfy distribution requirements Active Date 20210403T10:08:12 Grading System Decimal Grade Class Limit 24 Contact Hours: Lecture 44 Lab 22 Total Contact Hours 66 Degree Distributions: AA Science Science Lab Course Outline The following topics must be covered: Local fresh water sources, quality, and supply Local wastewater generation and treatment Local solid waste disposal and recycling programs Local and personal energy use and sources Local land use including preservation and sensitive areas Local environmental restoration and clean-up programs and sites, their cost and role in the community Other resources such as mineral or forestry resources, their use, supply and impact Transportation choices and impact Personal diet choices and impact Local environmental policy and laws The relationship between local environmental issues and regional and global processes and issues Research Writing The following topics may be covered: Local population trends Local air quality and pollution issues Local soil use, loss, and contamination Local biodiversity issues including threatened and endangered species, and exotic species Food resources and sources Local impact of global climate change Other resources such as mineral or forestry resources, their use, supply and impact. Other local environmental issues Student Learning Outcomes Describe and evaluate local sources of fresh water and the issues surrounding its quality and quantity using appropriate detail and terminology in a clear and accurate manner. Describe local wastewater treatment generation, facilities, and capacity using appropriate detail and terminology in a clear and accurate manner. Evaluate their personal role in the local solid waste stream using quantitative and qualitative analysis. Describe local case studies of water contamination as a result of improper disposal of waste and analyze the impact of those examples. Describe local sources of energy and the consequences of that energy generation, transmission and use and complete an accurate and sophisticated personal energy budget. Describe local land use issues and analyze the impact of those issues on the community. Construct a research project which accurately summarizes one or more impacts of their personal choices on the environment, using clear organization, correct citations, and other research writing and presentation skills. Communicate a summary of the history, consequences, and remediation efforts of at least one local highly-impacted site using appropriate detail and terminology in a clear and accurate manner.
	ENVS 103 - Global Environmental Issues 5 Credits This course will deal with current global environmental issues, their underlying causes, human impacts and potential solutions. Students will research issues such as air and water pollution, climate change, population, food and agriculture and toxic chemicals from multiple perspectives and analyze potential solutions from environmental, social and economic perspectives. Pre-requisite(s) MATH 081 or higher min 2.0 Placement Eligibility Math 091 or higher FeesCF Quarters Typically Offered Summer Online Fall Online Winter Online Spring Online Designed to Serve Non-science majors and others interested; students seeking Environmental Science or Environmental Studies degrees at four-year schools. Active Date 20201105T14:50:44 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Science Course Outline Introduction to Ecology: Populations and Communities Global Climate Global Overpopulation Global Air Pollution Biomes and Biodiversity Water Resources Global Environmental Conservation Water Pollution Global Food and Agriculture Global Energy Global Environmental Health and Toxicology Sustainability and Human Development Student Learning Outcomes Describe the structure and function of major environmental systems, including flow of energy, cycling of materials, and interconnection of living systems. Identify and explain local and global environmental problems and evaluate potential solutions by using scientific reasoning. Critically evaluate local and global problems, ideas and proposals independently and in groups. Explain the ecological, economic and social impacts of local and global actions by nations, corporations and individuals. Describe the impact their own lives and the choices they make have on the local and global environment.
	ENVS 105 - Agroecology: An Environmental Approach to Agriculture 5 Credits Survey of agroecology, a multi-disciplinary field that applies ecological principles to the analysis and management of agriculture systems. Explore ways to create abundance and reduce external inputs by enhancing nutrient cycling, energy flow, and beneficial interactions. FeesSL SC Quarters Typically Offered Summer Day, Evening Fall Day, Evening Designed to Serve Designed to serve students in the Sustainable Agriculture Program, as well as general education students in need of a lab science. Active Date 20210403T10:08:13 Grading System Decimal Grade Class Limit 24 Contact Hours: Lecture 44 Lab 22 Total Contact Hours 66 Degree Distributions: AA Science Science Lab Course Outline Introduction to ecological agriculture History of agricultural systems Soil properties Land management and soil conservation Plant structure and reproduction Species interactions and conservation of biodiversity Weeds, pests and their management Genetically modified organisms Urban to rural livestock integration Water resources Energy/Biofuels Non-food crop and livestock products Introduction to permaculture concepts Seattle area food system Student Learning Outcomes Describe the ecological principles that support agroecosystems, and compare the ecology and economy of agroecosystem landscapes at different scales. Describe the biological, physical, and chemical factors that affect plant growth and reproduction and how these factors are managed for agricultural production, with an emphasis on the Pacific Northwest. Examine conventional and alternative agricultural paradigms and practices from an agroecological perspective, and incorporate analysis of system productivity, resiliency, diversity, and equitability. Discuss the ways in which socioeconomic, cultural, and political dynamics influence local and global food systems. Assess the challenges and opportunities encountered when developing and managing sustainable urban and small farm agriculture systems.
	ENVS 301 - Environmental Sustainability: An Exploration 5 Credits With over 7 billion people on a finite world, humans can already see the impact of our consumer lifestyle. By analyzing environmental problems and examining socioeconomic concerns with creating policy, this course will use a scientific approach: An exploration of current issues will use a scientific approach to explore many of these global issues impacting our lives. Students will through hands-on activities collect, analyze, and synthesize real data and use the results to evaluate potential solutions to our current and future conditions. Program Admission Required Yes Admitted Program BAS FeesSL SC Quarters Typically Offered Summer Evening Fall Evening Winter Evening Spring Evening Designed to Serve Students working on a BAS program at Highline who need a 300 level science course. Active Date 20210403T10:08:14 Grading System Decimal Grade Class Limit 24 Shared Learning Environment Yes Contact Hours: Lecture 44 Lab 22 Total Contact Hours 66 Degree Distributions: Restricted Elective Yes BAS Natural Science Course Outline Introduction to Environmental Sustainability Importance of Biodiversity Ecosystem Services Human Impacts Social justice Moving into the future Student Learning Outcomes Describe the abiotic factors such as climate, temperature or geology, which influence community dynamics and structure in the biotic environment. Design, conduct and present results of experiments or observational studies focused on specific environmental problems. Describe how the scientific method can be used to find solutions to various environmental problems. Correctly use laboratory and field techniques when conducting experiments and observational studies. Critically evaluate and predict current and future human impacts on local, regional, national, and international scales. Explore the impact of environmental and business decisions on social justice. Describe the effect the student’s own personal way of life and the choices they make while living it have on the health of the local and global environment.
	ENVS& 101 - Introduction to Environmental Science 5 Credits Introduction to environmental science. It stresses a scientific approach toward understanding nature and contemporary problems in the environment. The course treats environmental science as an interdisciplinary study integrating the natural sciences and social sciences. The course applies physical, chemical, biological and geological principles to understand ecosystems, the impact humans have on ecosystems and how these impacts, in turn, affect the human condition and the world. Pre-requisite(s) MATH 081 or higher min 2.0 Placement Eligibility Math 091 or higher Course Note Previously GE SC 105. FeesSL SC Quarters Typically Offered Summer Evening Fall Day, Evening Winter Day, Evening Spring Evening Designed to Serve Students pursuing a career in environmental science or ecology. Students with general interest. Students with interest in global and/or local environmental issues. Active Date 20210403T10:08:20 Grading System Decimal Grade Class Limit 24 Shared Learning Environment Yes Contact Hours: Lecture 44 Lab 22 Total Contact Hours 66 Degree Distributions: AA Diversity & Globalism Science Science Lab Course Outline Introduction to Ecology: Populations and Communities Global Overpopulation Biomes and Biodiversity Global Environmental Conservation Global Food and Agriculture Global Environmental Health and Toxicology Global Climate Global Air Pollution Water Resources Water Pollution Global Energy Sustainability and Human Development Student Learning Outcomes Describe the structure and function of major environmental systems, including flow of energy, cycling of materials, and interconnection of living systems. Identify and explain local and global environmental problems and evaluate potential solutions by using scientific reasoning. Critically evaluate local and global environmental problems, ideas and proposals independently and in groups. Collect, analyze and present environmental data. Explain the ecological, economic and social impacts of local and global actions by nations, corporations and individuals. Describe the impact their own lives and the choices they make have on the local and global environment.
Ethnic and Gender Studies
	EGS 100 - Introduction to Ethnic Studies 5 Credits An interdisciplinary examination of race and racism, ethnicity, and culture through intersectional and diasporic perspectives. Learn about the histories, knowledges, and cultures of historically marginalized communities, with a focus on United States based people of color. Emphasis placed on how these communities collectively resist oppression and foster solidarity across difference. Fees Quarters Typically Offered Summer Day Fall Day Winter Day Spring Day Designed to Serve All students, regardless of color, class, or creed. Active Date 20200401T13:21:13 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Social Science Area I Course Outline • Systematic Power and Oppression • Identity Formation • Colonialism & Decolonization  • Histories of Resistance • Diasporic Communities Student Learning Outcomes Compare and synthesize the experiences and histories of racialized minority groups in the United States of America. Apply the frameworks learned in class to students' lived experiences and observations. Demonstrate an understanding of the creation, maintenance and transformation of power structures and forms of oppression, including, but not limited to, white supremacy, race and racism, sexism, classism, homophobia, islamophobia, transphobia, and xenophobia. Articulate an understanding of course content through multiple modalities, including but not limited to the written word, public speaking, and visual art.
	EGS 136 - African American Roots 5 Credits Traces the social development of significant issues in the lives of black people in the U.S. through the civil-rights movement, including the legacy of slavery, family relations, gender construction, the role of religion, methods of resistance, the impact of segregation, political movements, the struggle for civil rights and the importance of cultural expression. Course Note Previously CGG 136, & DGS 136 Fees Quarters Typically Offered Fall Day Designed to Serve All students. Satisfies diversity and globalism requirement Active Date 20170530T16:33:14 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 Diversity & Globalism Social Science Area I Course Outline Political economy of slavery Gender construction Family & social life Religion and resistance Expressive culture Racism and repression Intellectual life The politics of resistance and rebellion. Student Learning Outcomes Apply communication & conflict resolution skills to contemporary issues. Critically analyze and evaluate racial and ethnic issues in historical context. Explain connections between African-social and cultural traditions and African American cultural & social formations. Describe effect of world system on U.S. demographics & economy. Explain the relationship of African Americans to the formation of multicultural American society. Explain the relationship of slavery and resistance activities on American culture & political pluralism.
	EGS 137 - African American Experience 5 Credits Surveys changes in African-American culture and society in the post-Black Social Movement (BSM). Examination of Vietnam War on African-American society; economic and cultural changes in post-BSM African-American society; and contemporary issues in African-American culture: colorism; multiracial identity construction; hip-hop and other expressive culture formations; aesthetics and identity construction; gender relations; intergroup relations; African-Americans in the world system; changing U.S. demographics; and AIDS. Course Note Previously CGG 137 & DGS137 Fees Quarters Typically Offered Summer Day Winter Day Spring Day Designed to Serve All students. Satisfies DGS requirement. Active Date 20170530T16:33:17 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 National retrenchment, internal consolidation African American Social institutions, issues of leadership Inter- and intra group affiliations and conflicts Language, aesthetics and expressive culture Crossings and criss-crossings; African Americans in a global economy. Student Learning Outcomes Analyze changes in African American identity construction. Analyze changes in African American language & expressive culture. Analyze changes in inter- & intra-group relations since Black Social Movement. Apply communication & conflict resolution skills to contemporary issues. Explain the effects of the world system on U.S. demographics & economy. Discuss post-Black Social Movement changes in African American in society & culture.
	EGS 142 - Asian American Roots 5 Credits An interdisciplinary examination of the shared and uneven histories of Asian American migration, settlement, and struggles for social justice from 1850s through WWII using comparative race/ethnic and intersectional frameworks. Course Note Previously CGG 205 and DGS 140. Fees Quarters Typically Offered Fall Day Designed to Serve All students. Meets the Social Science Area I and Diversity and Globalism degree requirements. Active Date 20200330T21:14:09 Grading System Decimal Grade Class Limit 35 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Social Science Area I Course Outline Introduction to the frameworks of Asian American studies (ethnicity, racial formation, settler colonialism, and intersectionality) Arrival and exclusion (labor, migration, anti-Asian violence, and exclusion of Chinese, Japanese, Korean, Filipino, and South Asians) Survival and resistance (family formation, work lives, resisting sexual and economic exploitation, struggles for civil rights, homeland independence) Forced removal and mass incarceration of Japanese Americans during WWII Struggles for equal rights and belonging during WWII Student Learning Outcomes Articulate the social and political construction of an “Asian race.” Recognize the influence of the U.S. labor, laws, and homeland politics on the formation of Asian American ethnic identity and interethnic solidarity. Describe when, where, and how Asian Americans resisted multiple forms of oppressions. Effectively interpret personal experience and observations using key concepts and frameworks learned in the course. Effectively participate in collective learning using alternative modalities, such as visual art, spoken word, and/or genre productions.
	EGS 143 - Contemporary Issues in Asian America 5 Credits An interdisciplinary examination of contemporary social, political, and economic issues facing Asian Americans. Topics include post-WWII changes to U.S. immigration and citizenship laws, the emergence of Asian American movements and identity, refugee resettlement and displacement, the myth of the model minority/perpetual foreigner stereotype, media representation, education, and community and labor organizing. We utilize an intersectional racial, ethnic, and gender lens to analyze these issues and center the experiences of intersectionally marginalized Asian Americans. Course Note Previously CGG 206, DGS 206, and DGS 141. Fees Quarters Typically Offered Winter Evening Designed to Serve All students.  Meets Social Science Area I and Diversity & Globalism degree requirements. Active Date 20200330T21:14:10 Grading System Decimal Grade Class Limit 35 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Social Science Area I Course Outline Social and political construction of race and ethnicity Post 1965 immigration and demographic change The rise and shifting dynamics of the Asian American movement Statehood, sovereignty, and ethnic identity in Hawai’i Refugee “resettlement” and wealth disparities Family formation and intergenerational relations Media representation Education and affirmative Action Combating anti-Asian violence Multiracial and multiethnic intersectional coalitions for social justice Student Learning Outcomes Describe the origins, goals, and achievements of the Asian American movement in the 1960s. Identify and explain the sources and consequences of diversity among Asian Americans using key concepts and frameworks. Articulate the ways in which Asian Americans build inter-ethnic, inter-racial, and multi-identity coalitions for social justice. Effectively interpret personal experience and observations using key concepts and frameworks learned in the course. Effectively participate in collective learning using alternative modalities, such as role-play, zines, and/or poster projects.
	EGS 150 - Latino/a Histories: Race, Migration, and Resistance 5 Credits This course explores the historical presence of Latin@s in what is now called the United States of America and how these diverse communities were/are shaped by colonialism, migration, and hemispheric paradigms of race. We examine the various cultural, artistic, and political forms of resistance deployed by Latin@ communities in critique of their systematic marginalization in the Americas. Topics include immigration, gender, labor, protest art, language, and education. Course Note Previously CGG175, DGS175 and DGS150 Fees Quarters Typically Offered Summer Online Fall Day Winter Day Spring Day Designed to Serve All students. Meets diversity and globalism degree requirement. Active Date 20200330T21:14:11 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 Historical background of Western Colonialism in the Americas Historical evolution of Latin@ racial/ethnic/gender identities Migration and Latin@ diasporas Latin@ Relationships to Land Latin@ Social Movements Latin@ Education The Border in the 21st century. Student Learning Outcomes Compare the diverse historical and contemporary experiences of Latin@s in the USA. Evaluate the historical relationships between colonialism, diasporic migration, Indigenity, and racial hierarchy in the Americas. Interpret and discuss personal experiences and observations using key course concepts and frameworks. Effectively participate in collective learning experiences through role play, genre visual mediums, and performance art. Describe the ways in which Latin@s internalize and resist racial, gender, and class hierarchies within and without Latino@ diasporas.
	EGS 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 Summer Online Fall Day Winter Day Spring Day 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 20200401T13:21:16 Grading System Decimal Grade Class Limit 38 Contact Hours: Lecture 55 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 Explain the historical and contemporary impacts of European colonialism on Native nations. Describe the sociocultural relationships between contemporary Native sovereignty, Native spiritual practices, and Native artistic expression. Interpret and discuss personal experiences and observations using course content. Effectively participate in collective learning experiences through role play, storytelling, and visual art.
	EGS 156 - Northwest Native Peoples 5 Credits Introduces an interdisciplinary survey of the traditions and cultures of Indian tribes of the Pacific Northwest and Alaska native peoples. Study of the Northwest and Alaska native peoples’ history, literature, economic pursuits, music, film and indigenous languages. Particular emphasis on the Northwest and Alaska native peoples’ historical static relationships with local, city, county, state and federal governments as well as with other Northwest tribes. Course Note Previously CGG 156 and DGS 156 Fees Quarters Typically Offered Designed to Serve All students. Meets diversity and globalism degree requirement. Active Date 20170530T16:33:20 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 Historical and geographic differences of NW and Alaska Native peoples at the time of discovery by European peoples and a look at how the past has influenced and changed the Native peoples’ land and culture today. Historical accounts and stories that have affected Native American and non-Native views on the discovery of the NW coast and Alaska. Identity of NW Indians and Alaska Natives and relationship to the land and sea. A look at contemporary NW and Alaska Native individuals who have influenced change and assisted tribal and Alaska Natives entities challenge non-tribal encroachment on their lands. Northwest Indian and Alaska Native country today and how acculturation, assimilation, education, economic development, cultural resistance, and change in the 21st century have influenced change in tribal entities. The reincarnation of NW and Alaska languages and traditions to instill the continuous Native identity and the sacred relationship to the land and sea. Contemporary political, economic and cultural issues facing the NW coast Indians and Alaska Natives. Student Learning Outcomes Analyze, contrast, and synthesize the diverse values and experiences of Northwest and Alaska Native Peoples in the U.S.. Apply the critical thinking skills developed in the course to their own experience. Identify and employ 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. Recognize the formation and emergence of the cultural and political identities of Northwest and Alaska Native Peoples.
	EGS 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 20200401T13:21:17 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 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 Evaluate the historical and contemporary relationships between selected social issues within their environmental, political, and geographical contexts. Analyze and discuss contemporary changes in economic patterns and their impact on systematically marginalized groups. Identify and evaluate the impact of contemporary colonialism on diverse communities
	EGS 172 - The Queer Experience 5 Credits Introduces an interdisciplinary examination of the Lesbian, Gay, Bisexual, and Transgender (LGBT) experience within the United States and abroad. Topics include LGBT psychology, history, politics, literature/art, and mass media. Course Note Previously DGS 172 Fees Quarters Typically Offered Spring Day Designed to Serve All students who wish to gain a broader understanding of the Lesbian, Gay, Bisexual, and Transgender experience within the context of the United States and globally. Active Date 20200330T21:14:11 Grading System Decimal Grade Class Limit 35 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Social Science Area I Course Outline Sex, Gender, & Sexual Orientation Development of Sexual Orientation Prejudice & Discrimination Sexual Orientation, Race, & Ethnicity LGBT Health Coming Out & Identity Development LGBT Relationships LGBT Parenting & Family LGBT Aging LGBT History LGBT Politics LGBT Literature, Art, & Media Student Learning Outcomes Recognize and articulate the social construction of sex, gender, and sexual orientation. Describe the impact of homophobia and heterosexism on our own lives and society as a whole. Critically evaluate LGBT representation in select areas of society and politics, including media, education, and public policy. Identify and describe the sources and consequences of diversity within the queer experience. Effectively participate in collective learning using alternative modalities, such as spoken word and visual art.
	EGS 180 - Histories and Cultures of Oceania 5 Credits This course examines the historical and contemporary experiences of Pacific Islanders or peoples from Oceania mainly in the U.S and their relationship to the broader diaspora. Topics include but are not limited to the meaning and significance of Oceania and Oceanic identity, the impact of colonialization on religion and education, and struggles for sovereignty and social justice. We will use various sources of knowledge, including oral histories, poetry, music, and other scholarly work to understand these topics. Fees Quarters Typically Offered Summer Day Fall Day Winter Day Spring Day Designed to Serve All students Active Date 20200401T13:21:17 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 What is Oceania? Who are Oceanic peoples? U.S. Annexation and Colonization of the Pacific Early Struggles for Sovereignty and Social Justice Religion and Spirituality Immigration and Diaspora Intergenerational Relationships Labor and Health Community Organizing and Political Advocacy in the 21^st Century Student Learning Outcomes Compare and synthesize the historical and contemporary experiences of people from Oceania. Identify and explain ways in which Oceanic peoples respond to and resist colonization and oppression. Understand and articulate how Oceanic perspectives contribute to the study of race, gender, ethnicity, and indigeneity. Apply the frameworks learned in the course to analyze issues that Oceanic people navigate using visual art, writing, or public speaking
	EGS 210 - Women and Society 5 Credits An interdisciplinary examination of the diverse experiences, multiple identities, and contributions of women primarily but not exclusively within the United States. Examines central issues, questions, and frameworks in women’s, gender, and sexuality studies both historically and contemporarily. Course Note Previously DGS 210. Fees Quarters Typically Offered Winter Day Designed to Serve All students. Active Date 20200401T13:21:18 Grading System Decimal Grade Class Limit 35 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Social Science Area I Course Outline Topics include the construction of gender, sex, and sexuality, intersectionality, struggles for equal rights and liberation from oppression, globalization, media and popular culture, as well as violence against women and reproductive justice. May also be taught thematically. Student Learning Outcomes Define gender and sexuality as social and cultural constructions. Examine the ways in which women's experiences and identities are shaped by race, nation, ethnicity, ability, and other differences. Explain the emergence and impacts of various feminist movements within historical contexts. Recognize the personal and political actions that challenge multiple, intersecting systems of oppression. Effectively interpret personal experience and observations using key concepts and frameworks learned in the course. Effectively participate in collective learning using alternative modalities, such as visual art, spoken word, and/or genre productions.
	EGS 217 - U.S. Racial and Ethnic Politics 5 Credits An interdisciplinary examination of the historical and continuing significance of race, ethnicity, and racism in the U.S. political system. Surveys contemporary literatures on the political experiences of four racial and ethnic minority groups (Black or African Americans, American Indians or Native Americans, Latinos or Hispanic Americans, and Asian Americans) and their interactions with the dominant racial group (non-Hispanic Whites). Course Note AEIS 217 and POL S 217: Meet together and share content. Fees Quarters Typically Offered Summer Day, Online Fall Day Winter Day, Online Designed to Serve All students Active Date 20200401T13:21:19 Grading System Decimal Grade Class Limit 35 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Diversity & Globalism Social Science Area I Course Outline Understanding race and racism in America (laws, identity, attitudes) Histories of struggle for equality and freedom from the perspectives of different racial and ethnic minority groups, including women of color. Turning political participation into political representation Racialized and gendered nature of U.S. public policy (immigration, welfare, crime, education) Building multi-identity coalitions for social justice Student Learning Outcomes Explain various ways racial categorization, segregation, and discrimination have shaped American political development. Synthesize and critically discuss key research findings with respect to race and ethnicity in American politics Evaluate public opinion polls measuring attitudes toward racial and ethnic minority groups in the US. Identify and explain how race, ethnicity, and racism have impacted the U.S. policy making process. Effectively interpret personal experience and observations using key concepts and frameworks learned in the course.
	EGS 295 - Independent Study 5 Credits This course is a space to delve deeper into advanced topics in Ethnic Studies including whiteness, white supremacy, racialized diasporas, Feminisms of Color, Indigenous Epistemology, social revolutions, subaltern media production, and colonial economics. Emphasis is placed on the development and articulation of research as a means to address social injustice. Course focus is at the discretion of the instructor. Instructor Permission Required Yes Fees Quarters Typically Offered Summer Day Fall Day, Evening Winter Day, Evening Spring Day, Evening Designed to Serve All students with emphasis on students who have taken EGS 100 Introduction to Ethnic Studies. Active Date 20201105T14:50:42 Grading System Decimal Grade Variable Credit Yes Range 1-5 Independent Study Yes Continuous Enrollment Yes Class Limit 35 Contact Hours: Other 165 Total Contact Hours 165 Degree Distributions: Restricted Elective Yes Course Outline Theoretical Framework Introduction Canon Literature Analysis Self-Concept Mapping Introduction to Research Method Collective Production of Research Dissemination of Process/Findings Student Learning Outcomes Apply the theoretical foundations of ethnic studies to the selected course topic. Analyze and discuss select texts in ethnic studies in relation to contemporary social justice issues. Interpret personal experiences with and observations of systematic inequality using course frameworks. Develop and present an ethnic studies research project using research methods emphasized in the course.
	EGS 352 - Ethnic Studies for Educators 5 Credits This course engages the practical challenges connected with teaching for social change. Drawing on scholarly materials that revisit assumptions about core knowledge, the course encourages students in explorations of curriculum that enhance possibility, particularly as it concerns race and gender. Emphasis is placed on activities that reinforce an applied, collaborative construction of knowledge. Program Admission Required Yes Admitted Program BAS - EDUC Fees Quarters Typically Offered Summer Evening Fall Evening Spring Evening Designed to Serve This course serves candidates in the Bachelor of Applied Science in Teaching and Early Learning. Active Date 20200401T13:21:20 Grading System Decimal Grade Class Limit 30 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: Course Outline Introduction to cultural studies in education. Roles of schooling in society. Implementing social justice discourse in core curriculum. Self-reflective practices. Practice activities and peer review. Student Learning Outcomes Articulate how race/gender historically function in K-12 educational settings. Effectively analyze and discuss how community resistance to structural inequality plays out in institutional education settings. Interpret and explain how your subjectivity and social position can impact student/teacher dynamics. Identify and evaluate state learning standards that are incongruent with ethnic studies frameworks. . Develop a K-9 curriculum that integrates ethnic studies with state learning standards.

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Course Descriptions

EDUC 292 - Special Projects II

EDUC 293 - Special Projects III

EDUC 300 - Practicum I

EDUC 302 - Practicum II

EDUC 303 - BAS in Early Childhood Education Student Orientation

EDUC 304 - Orientation for BAS in Teaching

EDUC 306 - Practicum III

EDUC 320 - Math Methods

EDUC 330 - Science Methods

EDUC 332 - Reflective Practice With Infants and Toddlers

EDUC 336 - Methods for Teaching Arts

EDUC 340 - Assessment

EDUC 346 - ELA Methods

EDUC 348 - Teaching with Technology

EDUC 354 - Reading Methods

EDUC 372 - Professional Leadership and Advocacy

EDUC 380 - Understanding Learning

EDUC 381 - Leadership, Advocacy, and Resilience

EDUC 400 - Social Emotional Learning & Classroom Management

EDUC 401 - BAS Early Childhood Education : Senior Seminar

EDUC 403 - Authentic Assessment in Early Childhood

EDUC 404 - Curriculum Planning and Instruction

EDUC 405 - Assessment/edTPA

EDUC 406 - Assessment/Sharing Student Progress

EDUC 420 - Special Education Methods

EDUC 421 - Early Childhood Special Education Methods

EDUC 428 - Language and Culture

EDUC 430 - Advanced Language and Literacy/ELL

EDUC 431 - Advanced Emerging Language & Literacy/ELL

EDUC 440 - STEM Math and Science Methods

EDUC 441 - Emerging Numeracy and Science Methods

EDUC 450 - Social and Legal Foundations of Education

EDUC 470 - Teacher Residency I

EDUC 480 - Teacher Residency II

EDUC 481 - Early Childhood Education : Practicum I

EDUC 490 - Teacher Residency III

EDUC 491 - Early Childhood Education : Practicum II

EDUC 499 - BAS Early Learning Capstone

EDUC& 101 - ParaEducator Basics

EDUC& 115 - Child Development

EDUC& 130 - Guiding Behavior

EDUC& 136 - School Age Care

EDUC& 150 - Child, Family and Community

EDUC& 202 - Introduction to Education

EDUC& 204 - Exceptional Child

ENGR 100 - Orientation to Engineering Careers

ENGR 240 - Cooperative Education

ENGR 290 - Engineering Projects

ENGR& 104 - Introduction to Design

ENGR& 114 - Engineering Graphics

ENGR& 204 - Electrical Circuits

ENGR& 214 - Statics

ENGR& 215 - Dynamics

ENGR& 225 - Mechanics of Materials

ENGL 000 - TEST

ENGL 081 - Writing Skills

ENGL 097 - English Express

ENGL 099 - Preparatory College Writing I

ENGL 110 - College Writing Strategies

ENGL 122 - Intro. to Children’s Literature

ENGL 123 - Introduction to American Ethnic Literature

ENGL 200 - Creative Writing

ENGL 201 - Advanced Verse Writing

ENGL 210 - College Writing Strategies II

ENGL 211 - Advanced Fiction Writing

ENGL 266 - Popular Literature

ENGL 290 - Editing: The Arcturus

ENGL 291 - Special Studies

ENGL 292 - Special Studies

ENGL 293 - Special Studies

ENGL 294 - Special Studies

ENGL 295 - Special Studies

ENGL 335 - Advanced Technical Writing

ENGL& 101 - English Composition I

ENGL& 102 - Composition II

ENGL& 111 - Introduction to Literature

ENGL& 112 - Introduction to Fiction

ENGL& 235 - Technical Writing

ENGLP 101 - English Composition I Plus Extra Support