|
|
2023-24 Catalog
Course Descriptions
|
|
|
|
| |
Education |
| |
-
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 Basis 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 Basis 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 Basis Decimal Grade
Class Limit 36
Contact Hours: Lecture 33
Total Contact Hours 33
Degree Distributions:
ProfTech Course Yes
Restricted Elective Yes
ProfTech Related Instruction
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 Basis Decimal Grade
Class Limit 36
Contact Hours: Lecture 55 Lab 0 Field Studies 0 Clinical 0 Independent Studies 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 Basis Decimal Grade
Class Limit 36
Contact Hours: Lecture 55
Total Contact Hours 55
Degree Distributions:
AA
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 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 Basis Decimal Grade
Variable Credit Yes Range 1-5
OEE Yes
Class Limit 19
Contact Hours: Lecture 0 Lab 0 Field Studies 150 Clinical 0 Independent Studies 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 Basis Decimal Grade
Variable Credit Yes Range 1-5
Independent Study Yes
OEE 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 Basis Decimal Grade
Class Limit 24
Shared Learning Environment Yes
Contact Hours: Lecture 55
Total Contact Hours 55
Degree Distributions:
AA
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 Basis 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 Basis Decimal Grade
Class Limit 24
Shared Learning Environment Yes
Contact Hours: Lecture 44 Lab 44
Total Contact Hours 88
Degree Distributions:
AA
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 SE
Quarters Typically Offered
Fall Day
Designed to Serve This class is designed for students pursuing engineering degrees.
Active Date 20230328T10:33:44
Grading Basis Decimal Grade
Class Limit 24
Shared Learning Environment Yes
Contact Hours: Lecture 55
Total Contact Hours 55
Degree Distributions:
AA
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
Analyze two and three dimensional structures based on the principles of mechanics
Apply vector, matrix, and computer methods for problem analysis
Effectively analyze engineering problems using appropriate presentation skills
Correctly apply writing standards to discuss engineering problems
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 Basis Decimal Grade
Class Limit 24
Shared Learning Environment Yes
Contact Hours: Lecture 55
Total Contact Hours 55
Degree Distributions:
AA
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 Basis Decimal Grade
Class Limit 24
Shared Learning Environment Yes
Contact Hours: Lecture 55
Total Contact Hours 55
Degree Distributions:
AA
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 81 - 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 Basis Decimal Grade
Class Limit 25
Contact Hours: Lecture 55 Lab 0 Field Studies 0 Clinical 0 Independent Studies 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 97 - 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 Basis 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 99 - 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 Basis 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 Basis Credit/Non-Credit
Class Limit 25
Shared Learning Environment Yes
Contact Hours: Lecture 55 Lab 0 Field Studies 0 Clinical 0 Independent Studies 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 Basis Decimal Grade
Class Limit 38
Contact Hours: Lecture 55 Lab 0 Field Studies 0 Clinical 0 Independent Studies 0
Total Contact Hours 55
Degree Distributions:
AA
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 Basis 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 Basis Decimal Grade
Class Limit 25
Shared Learning Environment Yes
Contact Hours: Lecture 55
Total Contact Hours 55
Degree Distributions:
AA
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 Basis Decimal Grade
Class Limit 5
Shared Learning Environment Yes
Contact Hours: Lecture 55
Total Contact Hours 55
Degree Distributions:
AA
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 Basis 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 Basis Decimal Grade
Class Limit 5
Shared Learning Environment Yes
Contact Hours: Lecture 55
Total Contact Hours 55
Degree Distributions:
AA
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 Basis Decimal Grade
Variable Credit Yes Range 1-5
Class Limit 38
Contact Hours: Lecture 55 Lab 0 Field Studies 0 Clinical 0 Independent Studies 0
Total Contact Hours 55
Degree Distributions:
AA
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.
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
Environmental Science |
| |
|
| |
|
| |
|
| |
|
| |
|
Ethnic and Gender Studies |
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
Film Studies |
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
French |
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
General Science |
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
Geography |
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
Geology |
| |
|
| |
|
| |
|
| |
Page: 1 <- 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
| 12
-> 15 |
|
|
